 Hi, everyone. I'm really happy to welcome you all here. It's a whole pleasure to be able to introduce our two speakers today. Dajin Kang, and the Light Fellow is a PhD student at the Public Communication Studies. Dajin is a researcher, teacher, scholar, and practice center public intellectual with an ultimate goal of promoting meaningful social change. Research and Teaching Interest Center on the Intersections of Organizational Communication, Relationships Across Cultures, and Community Building at Local, National, and International Levels. Shreika Hawthorne is a first-year graduate student in the International Development Studies Program. A resident of Jamaica, she has an interest in community development and social change and uses every opportunity presented to her to give voice to the voiceless. Ultimately, she hopes to use the knowledge gained from her studies and to complement her name draft to help others to bring about positive change, positive social change in communities she plans to work. So, making use of space at all of you is to, as a means of engaging students, Kang and Hawthorne installed 12 posters on the second and fourth floors, which asks students to finish the very grave sentence, I want to change by that thought. Today's presentation will highlight the research process I've developed pedagogy. Thank you. Thank you. Oh, thank you for introducing us, so we don't have to do it again. Well, you can see our names over there, so I'm Domingue, I'm from Communication Studies, I'm a 30-year PhD student. Well, so here's my co-host, Arshurika. Hi, I almost didn't recognize who she was talking about, just know through the introduction, but thank you very much for that. And as she's mentioned, I'm a first year graduate student in the International Development Studies Program, and we are here today just to give you some information about our project that we did last semester in the library, practicing crystal pedagogy using I Want to Change. Yeah, so as you can see on the side, the bright yellow poster, that's one of the samples we have on the second floor entrance, so that's where we get most of the response. Might be, you know, any of you here, you might write on the board, I just don't know, right? So here is the sample I want to change, so we'll go through in detail about how this project starts and then introduce your processes, right? So, here is the preview. So usually they tell us that when you're doing a presentation, you should give a roadmap so that person can know when they should leave. So this is our roadmap, so to speak, just an overview of what we were talking about today. So we'll be just giving a basic idea of what critical pedagogy means because a lot of my friends back home have been saying, what is that, what is that? So we'll be telling you a little bit about what that is. Then we'll be telling you about our brainstorming process, the preparation, the procedures that we participated in to get to where we are, leading to the process right now, and also we will look at the data analysis and look at the themes that were generated from the posters and finally we'll be looking at some reflection and implications of our research. One of the things that we realized through our studies is that there are assumptions about the way we live, there are assumptions about how we are educated, and these assumptions are often taken for granted. So part of what we leaned towards was what McLaren says in terms of explaining what critical pedagogy referred to, and that is that it critically appropriates knowledge that exists outside of or immediate surroundings and it calls for students to broaden their understanding of themselves and the world that we live in and transform those taken for granted assumptions about the way we live. And then our main aim was to find a statement that was closely connected to social change within a public space that was educational and therefore we decided on the statement, I want to change. This we hoped would have planted a seed of change within the students of Ohio University. And so when you were brainstorming, DJ and I met in the library by sure coincidence, divine intervention, whatever you want to call it. I said, hi, Sharika. She said, hi, Sharika. What are you doing for your final project? I said, I don't know. I said, what are you doing? She said, I don't know. And so we sat down and we brainstormed a bit here in the library on the second floor and we discussed some of the things that we wanted to get out of the project and we wanted to find out where social change begins within the university community. We wanted to find out what are some of the things that prevents us from making this social change. We also wanted to find out how this social change occurs within a social and educational setting rather. And finally, we wanted to find out what was the meaningful social change that we could get on a personal and also a social level. So while we were sitting at the second floor of the library and near the computer, we were really troubled by our final project because we only have three or four weeks to finish and we must finish creatively. And so we were actually inspired by an artist. So here is Candy Chan. So Candy Chan has done a project called Before I Died. So as you can see from this picture, so Candy Chan, after her loved ones passed away a few years ago, so she started to think about what is the meaning for my life and what's the meaning for the other's life, right? So she started graffiti wars and put it on the abandoned wars or in the community or in public places like coffee houses, outside the coffee house or sometimes in the coffee house and then in the posters everywhere. So before I die, I want to do something. So there are so many places and it's very successful. It spreads out over 60 countries and with 25 languages. So this is what we're inspired by Candy Chan's work. So we're talking about public places like outside of university, right? However, well last semester, as you know that this is the longest winter in the past 20 years. So making something like this outside would be very even cause to ask students to think about their voice. So this project mainly start with we want students and university community members just to pause and think about what they really want to change or create change. What are the meaningful moments in their life? So we think about we must move this project indoors, crack map. So here is our inspiration and then after we're talking for another hour after we've seen Candy Chan's work, we thought about the library because we're sitting on the computer of this computer area of the second floor. So we looked at the glass, glass entrances of the second floor. We thought about the library. We're thinking about the library as a cultural institution to make this project work. So according to cultural anthropologist, what's his name? Ferguson, 1992. So he proposed an idea of space and identity. So we picked the library because of the zero space and identity because library as an education space that means creating a students or educational identity and re-creating that identity. That's why here is the space. So since we did some research on our library, here is the mission of the library. I found that so super connected to our project. So the vision is the library will be a dynamic gateway for discovery, creation and exchange of knowledge and enabling students, faculty and staff to realize their promises and achieve excellence. So this is how our project starts, starts from the vision and also we researched the value of the library. One is the value of the library centers on critical thinking. So this is also another connection to our critical pedagogical practice at such a space. And then we want to explore how students identity are created and re-created in this educational space. So eventually we made the decision. Let's do it here. Okay, so why we focus on education and social change initially according to educational scholar, Paulo Ferry, he really believed that change starts when individuals find the voice in themselves so that the seed of change will stay in our students. So that's the first of what we're thinking about, connecting with a critical theory in education. So in this project, we really hope our students and the university community members including faculty and staff really think about themselves and act on themselves, right? So we eventually decided that statement, I want to change that. So hopefully some meaningful statements of dialogue will emerge in this alternative space that we're co-creating in the library space. So here's the general idea of education for social change. And then we went through a lot of preparations because as a researcher, I was traditionally an ethnographer. I always go to the field and interview people and the transcript interviews. So this is really the first thing we did that's really non-traditional research. This wasn't defined as a human subject research, it's because IRB defined human subjects as researchers directly connect and contact with participants. However, this project wasn't defined as a needed IRB review because we're not directly involved with our participants. So, preparations. So for our preparation, we did a lot of serious thinking about what we wanted to use, the material that we wanted to use, the things that we wanted to get people to just grab their attention right away. So we went shopping and we went to a few stores and we found some cartridge paper that we thought were pretty inexpensive. And as you can see, we took pictures of the different colors because we also wanted to use colors that would brighten people's day or just bring it to their attention once they walked into the particular room that they were walking into. And I should mention that, as DJ stated earlier, this occurred three or four weeks before finals and DJ in that very week had to leave the Tuesday for an entire week's conference. So all of this happened in one night. So we met at her house and we tried many different things to come to this. We tried using stencils. We tried using markers. We tried carving on hard paper boards. We tried making the stencils ourselves and we all failed. All failures. So we finally decided that if we wanted to use the right color cartridge papers to highlight the process, we needed to use also large print, large writing print that people would be able to see. And we finally set for the courtesy of DJ and her skills on using Chinese brush paints. And this was the final product. If you move to the other side, DJ, you will see that this was our final project. Also, again, even though we have, we wanted to use even the green poster to kind of bring students to that place where they would recognize the school cutters. See this process, I'm telling you. Very serious. And this was our final product. So we started our procedures of applying for the space because we prepared all the poster boards, right? And then we wanted to know where should we go. So I went to the front desk of library to ask, I want to do such a project. Who am I going to talk with? So this is just Ms. Karim Roten who is the assistant dean for research and education service. And she's very supportive. She approved this project immediately on the spot. Yeah, on the spot. So thank you so much. And that's how we start our project. A lot of procedures, we wrote a survey proposal about the general procedure, what we're going to do and what our expectation is. So with the proposed date was November the 25th to December the 3rd last year. So, and initially we proposed the four spaces on our proposal with Ms. Roten's help. We narrowed that into two sections because they're second floor open space and fourth floor open spaces with the most traffic. Right, you know, we wanted to put them on if you were familiar with the second floor of the library, you noticed that there's some glass windows. We wanted to put them on the outside of that so that persons who were coming in would, you know, stop and rise on the floor is what Ms. Roten brought into our attention, that people are busy moving to and fro, nobody really has time to stop within that space to rise or to read whatever is on a poster. But if you put it directly, first of all on the fourth floor, as you enter that room, then people will be bound to stop because it's right there in their faces. So, that was how we narrowed them to the second floor and the fourth floor was kind of the same thing. It was in the open space within the computer area and it was also where there was a lot of traffic going through. So, the next one is our color as a person with steps. So, here is some of the scenario when we start to put the poster boards on and then this is your friend, right? Yes, I wanted to make mention of the fact that we wanted this process to be from an observational perspective. We did not want at any time to interfere with persons who were writing so that we would influence their thought processes or anything like that. So, we sat from a distance and we observed it. But I observed it mostly because DJ, as I mentioned earlier, was away. So, we were very scared about the fact that people would not want to write anything on our board. And when DJ left, like for example, this first picture here, this was within two hours of putting the poster boards up. We were very, I was very amazed. I had to take a picture and send to him like, DJ, hey, you need to see this quickly. Yeah, I saw, oh, it was just a ride in Chicago. I saw it, wow, nice. And outside of it being observational, I wanted to just, I asked permission from my friend who was writing on the board if I could take her picture just for the process of presenting or to our class, which we did last semester. Yes, we were very scared because we didn't think that people wanted to write anything or had any idea. This is a non-traditional research. Cheers. Here's the most successful, we could say, and you can see one section of it. So, this one on the second floor entrance was the most successful where we get most of the response from here. So, and then the colors are really, we can really see how color becomes persuasive, like bright colors, they're more persuasive for people to just pause and then respond. The bright green works, okay. All the bright colors work perfectly well. But the a little bit dark pink didn't work very well. So, we really like this color but didn't work well. Also, our Ohio color, didn't work so well. Neither. So, because it's so dark, the color was too dark and then I think people would tend to write on more colorful possible ones. The red one on the fourth floor, we probably the least successful one, and we still have to do so we got some comments and voice fits on the red one. So, most successful one goes to bright pink. So, if we're gonna do a project like this, if you are gonna do a project like this, I suggest go to the color, choose the bright color. So, as bright as possible. Then you know your audience a little bit better. Okay, so here goes to a schematic analysis after we all collected all the boards in total of 28 of them. And I typed all the comments on Excel board Excel. So, in total we got 231 responses. That was amazing, that's amazing to me because in a project like this, we just put it on for a week or so, we get more than 200 responses. We were really happy about it. And then I did actually these course analysis, political discourse analysis to guide sematic analysis because we engage political educational theory. That's why we use these course analysis to guide sematic analysis. So, also with some frequency enumeration of the data we have. So, we came up with four themes. Okay, the first one's already there. It's a crafted American food system and the environmental issues. So, what people want to change first of all, that's the environmental issue, especially food system here. So, we can see that our students are community members are very mindful of the environment we're living in. So, our second theme goes for Ohio University culture. So, we'll go through the four themes in that. So, mainly about rip culture, tuition fees, professors and their egos. Sorry. And also, something really like a lot of, social justice related issues, especially gender and race stood out here. Our last one is to change self identity, body image, including girlfriend spouse. So, these are dramatizing, very dramatizing comments or that made our day, some of them. Okay. So, we'll go through the four themes in depth and then to give you a sense of how our analysis looks like and how we connect with critical cultural theories. So, for the crafted American food system and environmental issues, we tend to look at like larger structural issues. And then, inductively, we see how our responses goes this way. The meat and dirty industry. Dairy industry, not dirty industry, sorry. And then, there are more. They form into dialogue eventually, some of the responses. So, one of them says, I want to change American food waste. And then, there's aerogos, I want to change American diet. And then, here goes, maybe another person, I don't know whether it's the same person, or who, who says you're filming, right? So, here's dialogue going on our poster boards. So, we're very glad to see dialogue comes in based on voices, not just single voices. So, social change should happen collectively where people view collective agency. So, first of all, people should find their voices. Now, we've seen collective agencies starting from dialogue here. And then, have some more about, I want to change the crafted food system of America. So, that is the center of our scene. There's more. I want to change, I want to change oil, reliance. The forest station. The forest station. The open warming. Great, thank you. That's not very good on reading the darker comments. So, these are the scenes about, these are the comments that relates to the scene about environmental issues and the crafted food system. So, the other one, it's really hard to read. Man, is it right on the environment? Yeah, so, we'll never use this color again, right? Okay, so here goes to the second scene about the Ohio University culture, especially the river culture, because our poster boards were put up right after the Coral Street incident, right? So, some of you might know, you've been here last semester. So, there are stories going on about river culture and then people resist against the river culture in on-campus, especially drinking culture sometimes as well. Here, the first one that goes to our data is the perception of sexual assault on campus. So, I think in the video of the sexual assault on Coral Street is still on YouTube. So, that was very sad. And then, we can see our students are really engaged with social justice. Something like, this is a voice of protest against sexual assault on campus. More related to this thing is, because we, the time, you know, when we're doing research, we really consider, we're considering to put the space and identity, but also considering the time, space of time, because we put up during the final years, right? So, what students are considered about is, professors' ego. So, I feel like as a teacher, I should step back and think about my role as a teaching assistant and also, you know, a student. So, students are really care about their professors' ego, especially about grading. There are some more who want to change education system. We want to know more, but this is one more, right? Oh, use culture. So, that's our same statement. Here, it's really hard. My professor's mind. Okay, my professor's mind. Yeah, change my words, please. Okay. There are some more about OP's role, like international students who are learning language here. At least the seven comments are about OP. About OP, like, they're not satisfied with the rules. I don't know much about the story because we only have some voice for change here. So, for questions or issues like this, it will be better to study our next phase, interview. So, face-to-face interview or, you know, focus groups. So, that will be able to locate more programs or issues that are happening in the university. So, what's on here? How people should think education works. Yes, how people should think education works. So, these are meaningful statements because these are something we are thinking about all the time as an educator and as a student. Last one, tuition fees. Right, tuition fees. There are tuition fees, more than 10 voices in the statement about tuition fees. So, this really relates to our tuition rates or other issues relates to students' personal lives. So, okay, here in the course of tuition, here comes our start statement. So, there were quite a number of responses relating to social justice. Most of them, as you mentioned earlier, relate to gender and race. So, simply put, someone wanted to change the injustice. Is it injustice on campus? Is it injustice in general? Is it injustice in your high university campus? We're not sure. Then, someone wanted to change the world. And as E.J. mentioned, there was a little bit of dialogue going on because you notice that someone wrote, sorry, true that or true that. And then also, someone wanted to change the gender stereotypes that existed. Again, are they gender stereotypes here on campus or are they gender stereotypes in general? Or in their culture, in my culture. Then, someone wanted to change discrimination. As an international student, I've heard stories of discrimination happening against persons from other cultures. These are some of the things that we saw coming up. One person wanted to change gender inequality. Another person wanted to change the mediocrity of victimization complexes, fostered and propagated by feminism. Wanted to start a war against the feminists. Exactly. And then finally, someone wanted to change the illusion of gender and race. So while someone else or other persons identified, someone was saying, hey, what are you talking about? Is that an illusion or something wrong with what's happening with gender and race? Then we come to what I think is perhaps one of the most interesting aspects of the research. Relating to self-identity, we kind of grouped a lot of things together. Body, image, girlfriends, spouses. Someone wanted to change their girlfriend. We saw even persons who were like, oh, I want to change my wife. Interesting. Someone wanted to change their gender. Again, we see that dialogue, someone else saying, you too. Someone wants to change. I can't. Body, image. Body, image. Then we saw persons wanted to change their background and also persons wanted to change their image. No, what I think is pretty critical right here is that it may seem very simple. You know, these are things that people are actually thinking about. And it kind of begs the question, does the university provide services for persons who are experiencing some of these issues? I know that there are some things that are provided, but do these students know that they can go to- Accounting services or- To X, yeah, accounting services, thank you. So just voice their concerns and have some sort of dialogue going on. These are critical issues. And I mean, like DJ said, this happened during close enough to exam time. So you could tell that all the pressures of student life was coming on and persons were vented. Wanted to change your image or your body type. It's something that we've heard within the music arena for some time now. And it is something that we should, I think we should consider. Our most dramatizing one was, I want to change my underwear. And there is a huge dialogue going on about the underwear thing, about the personal hygiene, cleaning it. And that was, I think it's more than 20 responses on how I wanted to change my underwear. So that was very, I would consider as cool and dramatizing as a researcher, because that's actually a university student care about. So that also categorized as our self-identity. So, especially when you're in finals, hopefully you should think about you need some time to shower. Okay, here are our four themes, right? So, what we noted or we started out with was that the library opened up a space for participants to think about the things that they would want to change in their lives. And as such, we believe that social change starts when people find their voices in themselves. And as Miles Martin says, simply put, life educates. One of the things that we found even in our education and social change class from Professor Jamien, who unfortunately is not here today, is that the formal education system is good, but Miles Martin emphasized the fact that educators need to incorporate some of the struggles and the dreams of the masses in order for persons to have their voices heard. And we believe that this project, in a sense, gave students a chance to hear their concerns, to hear their voices granted. It may not get any further than here, but at least they were able to say what was on their minds. They wanted to tell us about the things that they want to change, and it relates very much to what Miles Martin speaks as it relates to organized education as opposed to incorporating all the struggles and the dreams that persons are experiencing. Yeah, it's highly connected to our everyday life because educational experience has to be meaningful. That must connect to our students or our educators' everyday life, right? So the seed of change can eventually grow. So there are other sections of our reflections. So we believe that these voices are turning into a dialogue, voices of differences. You can see that students of differences from different backgrounds here that care about the different issues and how is that voice of difference can eventually make a difference, right? So that's why we call for dialogue. So this group of different voices that eventually build a collective agency is part of the change. So our next reflection is change starts here. So here I'm gonna present three voices or dialogues based on what's on our data. So one comment says, how about changing ourselves? If before starting changing all of their, of all of theirs, that might be a typo, but that's exactly what they wrote. So think about changing ourselves first when we want others to change or we want to change the larger social structural issues. And then another statement, that's also, I believe that's very meaningful. Be the change you wish to see in the world. So that's a very quite, inspiring statement. For example, it also says, start with the mind of the mural. Yeah. So, and then also the reflection can start to think about when we create change, no matter we're educators or students or people with collective agencies, when we want to create social change, we must consider our environment, right? So this comment says, you should change what you can and change to accommodate what you cannot. So this is a very wise sentence for both of us. Suggested that we must rethink the space for change. So here's our reflections and we'll present our implications. So from this project, we in the process and after the process, we really feel deeply feel that as educators and students or university community members, we call for educators' mindfulness and creativity to open up the space for alternative voices like this. Even if it's just like dramatizing voices, like I want to change my images or my underwear. So you must have a year to listen to that, listen to our students' everyday lives. And create this alternative spaces like library spaces on the second floor and the fourth floor. And we also hope to use our project as a technique to cultivate cosmopolitan citizenship, starting from great small changes, even plant a seed of change in our students. So what I mean by cosmopolitan citizenship is a global, cultural-aware citizenship. That's the goal of democratic education according to John Lee. Our last implication is to couple that work, to couple that work, to build such space, to build solidarity and collective voices and agency. And that's where change eventually will start and spread. So that's basically what our research is about. If you would like to welcome you to have questions. Thank you. The procedure or getting, you know, clinical analysis, theory. You just questionized, realized that you used to announce the path to stay on for a week. What's the reason behind this allowing the people to be here? Um, we just wanted to, you know, give enough time for people to write. We wanted to give enough time for people to, I guess, see what other persons wrote. And in a sense, think about what they themselves would want to change or what they themselves would want to see happening. We didn't have a specific timeline for a class because I guess this was for a class project. So we didn't have any specific timeline. We just had to get it in before the deadline. So. Yes. Actually, the day we took out, that was when the final paper came. Yeah. That was, we asked for a little bit of extension. We presented the paper earlier. So if we can do it earlier, we hopefully will put it maybe during the middle or even at the beginning of the semester. Might get more response or. We'll make a different response. Or different responses based on different time. If you can't continue with this, do you believe in interviews with both groups or are you finished with this project? We haven't really discussed that, but it is something to think about because when we presented this project in our class last semester, or professor was just as amazed as we were. And in fact, she was the one who encouraged us to bring this to the attention of a wider audience. So it may be something to consider. Yeah, we need a team. That's why I think, because I'm from communication studies and she's from international studies. And then you want to be more, researchers participate. I really hope we can have a research team in collaboration across, you know, graduate students soon by one or two, even undergraduate students can actively participate in the research processes. So at least one or two from each department, then this is a huge collective work. Yeah, that's what I'm thinking. I think it was really interesting when you mentioned there are implications of this and we need to voice certain concerns that students could be facing right now. I don't know if you have thought to bring the method to the different units that are, you know, in charge of these kind of situations, international students office or counseling and all these different areas because it seems like a very open space for students to express. So I don't know if you have thought about it or yes, I thought about it, especially the ones of the comments, the voices with dissatisfaction with OP, but I haven't find a way to get to know who to speak to and then what questions like this, in what way to address. So, only need to seek help from faculties and then more international affairs office. So, the whole way kind of elaborate on this as well. Had you tried another technique that would be similar, but I don't know if it's any different than posters? We, well, we wanted to, we thought about using like, I don't know what you call this kind of whiteboard. Yes, sorry, thank you, the whiteboard. And we also thought of putting them up within the major center. But I think we kind of just threw that idea out the window because one, I think, because of the fact that we wouldn't be there to watch the boards on a regular basis because, as I should mention, other students would be in our class trying similar projects and they tried whiteboards, they tried, yes, and they didn't gather as much responses as all boards did. We're not sure if it is the material that we use, we're not sure if it's the space that we use, what we think on the space that we use. But we, yes, we didn't think about using other materials. Yeah, they were, they looked like whiteboards or different ways, like speaking notes. And then one of the group, one of the group of graduate students did it in Nankin and then one group did something similar. Somebody did Before I Died in the Baker Center. However, the whiteboard wasn't very successful is because some people find something they don't like, they review it. So researchers aren't able to track the process of the voices and responses. And I guess what I meant to say was if you tried something in the future that was slightly different, I wonder if your results would be different. Like you just mentioned, trying in a different time of the semester. Yeah, I was thinking about putting on the graffiti walls outside of, there's a lasher hall, there's a lasher hall, there's a parking section, but they have a graffiti wall like section over there. So that's what I'm thinking of going to food shops and then it's easier to track, change, take pictures every day. So that's where possibly our second project where it takes place. But what percent, did you quantify what percentage of the things written on the boards were people filling in the blank and what percentage were people responding to something that somebody wrote in the point? Oh, sorry, can you clarify your question? Well, somebody said I want to change the US film system. And then there must have been people who near or around that responded to it rather than filling in the blank themselves? Yeah, they responded. Yeah, I'm typing. Were there more of those responses or were there more people filling in the blank in the total project? I think there were more persons filling in the blanks. Yeah, even though they put on the side, there are still considering I want to change like the Wi-Fi, changing the Wi-Fi, probably completing the Wi-Fi is too small. So I think there were more responses that directly related to the statement as opposed to responses that related to persons responding to what persons. Yeah, we've seen that a lot, right? As an actual percentage, we don't have, but just by looking at the posters, I think that there were more responses. Do any sort of common ways that people approach the board when you did the observations? Yes, I did. I sat on the second floor a number of times and I would see people pass by the board and they were like, it caught their attention and they'd stop, come back and they would look. And there was deep thought on their faces just by reading, some laughed, some had a quizzical look on their faces. But for the most part, it was really some serious deep thought that I saw. I would think persons were reflecting maybe on some of the things that were written, maybe I don't know, brought back something for them that they had experienced or they thought about themselves. And then it took like, I would say probably five, seven seconds for them to actually do a quick glance and then approach it by writing what they also wanted to say. But it was interesting just to see how they responded to what was written on the boards. Were there very many people who just wrote something silly? I would say very many. I was actually surprised because I actually thought that that was the response that we would get. So I wouldn't say that there were many. I thought that there were more serious responses as opposed to funny responses. I was very surprised. Yes. Just as a comment, as somebody who did participate in this and I had no idea that you were behind it, I was walking by and what caught my attention was I wanted to change my underwear. So knowing me, I obviously stopped. And you're right though, something silly caught my eye. But then when you start to write, you think, if I'm really going to do this, what is why I look like something mean? So it did trigger that reflective side of you. And so even though I stopped because there's something colorful, you think somebody's just stumbling on this. You stop, you read it, you might laugh, but it makes you think and then you write something else. Don't remember what I wrote. Maybe I was one of the silly ones. Thank you. That's why in our data collection and analysis throughout the process, we respect all kinds of voices. Even something we might consider silly or something we consider as, yeah. Yes. I'm just wondering if you guys were like welcoming different responses from the same person. Because I remember, I thought immediately I knew that it was like a problem in the research. So during a period of like a week, I was going through a different kind of psychological, I guess, state. So I wanted to write more, like I did one day and the other day I was like in the other floor and I wanted to write more, but I thought, hmm, is that going to be, you know, with form of research or, but I didn't see any, no, states that you write something, don't write again. Yeah, and that was something that we were not aware of, you know, that our persons who would write more than once. Especially the environmental, the crafted foot system, I believe someone, right, like repeated eight, like second floor and fourth floor section. We didn't like do an analysis of camera or anything like that, you know. But we were aware of the fact that there were persons who may have written more than once. Yeah, and then we also respect that because even though the voice about the food, crafted foot system on the fourth floor and on the second floor, the dialogues are very different. So we really appreciated that. And also, if one person, anyone here, you would like to write multiple times on a different one, you will feel, you know, differently. So that's, this is a my cool level change, I always say. It's like our human body, our mindset changing every day. But your story is cool here, right? So we also like you to think about yourself and in different situations, and give you different voices. Thank you. Yes. First of all, I would encourage you to, and I'm wondering as a follow-up with voice and place and things that you see constantly we saw with especially social media, I think more, especially really people are finding their voice. And we saw that in a couple of places recently where it was time to place, and I'm thinking of Zuccotti Park into Rear Square. And I'm wondering how as a researcher, perhaps how change takes place in the place into Rear Square or does not take place in what happened with New York if there are also cultural things that prevents change from happening. It's like there was this definitely larger social structural issues or construing the change or construing the agency to make the change. So from your, I'm not very familiar with the case you were talking about, however, I was thinking about if we can think about social media, connect this and then put that on social media, we might not be able to focus on the educational scene. Yeah, that's what we're thinking. One of our classmates did one on Twitter and Facebook. So the response are not very educational. I also tried, after we did this project and we presented in class and we got the response that we got, I tried it on Facebook. It didn't get me anywhere. Nobody said anything about wanting to change anything. Yeah, and also I feel a physical space would be more powerful and rhetorical to someone who's walking here. So any place we send player in is rhetorical in some way. It asks you to do something, persuades you to do something. So this connects to communication researcher, car players research, national museums and have the voice and space. So that's initially why we choose this space. To help answer your question. Yeah, just. I also think it's very relevant for the area of immutational social change. You know, when people take a marker and write something by invitation, you write that living space open. It's very interesting who takes that initiative and decides to make it public. So that area, I think it would be also interesting to explore all their place where that invitation is made. Can I refuse? Yeah. Yeah, thank you. Thank you. All right. Thank you.