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The article deals with the transformation of online communication in connection with the transition from platforms based on Web 2.0 technology to "non-Web" platforms. The phenomenon of "the death of the Web" and the dynamics of trends in the development of online communication are considered. We have chosen the discourse of politicized virtual communities of the Vk.com social network and the Telegram messenger in the context of a special military operation as a case for empirical research. In this paper we analyze the technological aspects of online media transformation and the cyberbalkanization factor. Based on the theory of M. McLuhan, we highlight the media, institutional, audience, community and discursive factors in the formation of cybercommunication as components of the analysis of cross-network influence on the Internet discourse. The media factor is associated with media technology, the institutional discourse sets the context of the "rules of communication", the audience factor is associated with the socio-demographic specifics of Internet content consumption, the community factor involves the choice of a homogeneous or heterogeneous type of communication, and the discursive factor determines the ideological framework for discussions of political issues. We apply lexical diversity analysis and cluster analysis for the Vk.com and Telegram communities. The results of this study show a greater lexical diversity of the social network Vk.com. The features of political communication on these platforms in the conditions of special military operation are revealed. Thematically opposed clusters of cyberdiscourse are highlighted. Assumptions about the cluster distribution factors are made. A discourse analysis of the comments of more than 100 virtual communities was made and conclusions were drawn about the homogeneity and dialogic nature of the discourse, the identity of the audience of virtual communities. The specificity of identifying political "enemies" in the context of cross-platform analysis is revealed. Conclusions are drawn about the prospects for research on this topic.

In the article the potential of tragic as strong factor of influence upon moral spirit of man in the sphere of electronic virtual (computer) reality (EVR) are analyzed. EVR is considered as a special type of «soft» reality, characterized by particular existential-constructive function, which gives one an opportunity to realize his resourses.

There is significant literature in the social sciences about the Internet. A lot of it is dedicated to understanding interaction in virtual spaces like forums, chats, etc. Such analyses represent two different approaches. In the first approach, authors are concerned to clarify the limitations that virtual spaces put on interactional phenomena. In these cases the object of study is always face-to-face interaction. The second approach is to treat virtual spaces as a new field of interaction, an independent dimension for interaction phenomena. Our work runs follows this latter approach & offers a critique against the first position. The analysis uses part of the results obtained in a virtual ethnography. We report an examination of the development of interactive sequences in a specific virtual space: a forum of Estudis d'Humanitats i Filologia in Universitat Oberta de Catalunya (a virtual university).

"Virtual reality (VR), initially a form of entertainment has begun to find its way in healthcare practice. One of its main areas of interest is the treatment of psychiatric disorders. When using VR, the basic ethical principles underlying the physician-patient relationship should be respected, but they should be customized by the presence of an additional layer of complexity generated by the interposition of the virtual world. The physician-patient relationship is often multidirectional, often including a larger team of healthcare professionals, family members or acquaintances, working conjointly to optimize the medical care. Each time other participants are involved within this relationship, the complexity of the ethical issues tends to increase. For example, if the patient has decreased insight, it is possible that other persons must make some medical decisions – resulting a prioritization of beneficence compared to autonomy. Also, we must take into account the fact that many psychiatric symptoms can be seen as a form of "virtual reality" by the patient. The healthcare provider must take additional safety measures to minimize the harms made by VR techniques in psychiatric patients, by using methods that are individually tailored. The main aim of this paper is to debate the ethical aspects surrounding the applicability of virtual reality in treating psychiatric patients, with an emphasis on the elements that were mentioned earlier. "

The purpose of my presentation is to give you an overview of the Virtual University for Small States of the Commonwealth or VUSSC and the activities it is undertaking to address the issue of capacity building to overcome some of the challenges that the small states of the Commonwealth are facing.//At the Commonwealth Heads of Government Meeting which was held in Colombo, Sri Lanka in November 2013, the Heads of Government debated on four possible areas, each underpinned by ongoing Commonwealth work, where leaders could make a contribution that can potentially shapes and transform the intergovernmental debates.//These are resilience, youth employment, climate change and finance for development.

The transition from spoken (unwritten, said, told) to written and from the meaninglessness towards the communication tools and then to their integration in an educational project has taken centuries and has gone through several chapters. Despite the differences that can be perceived on the rhythms and modalities of this educational and communicational transformation between Europe and the Arab world, this evolution of thinking about educational tools and media has greatly influenced the way people apprehend these techniques. Especially considering that these techniques are more and more digital today. In France, for decades, several digital plans for education have been implemented. In Tunisia, after the creation of the Virtual University of Tunis in 2002, a project about the integration of digital tablets in public schools had been announced. Despite the political, economic, social and cultural differences between these two countries, we noticed strategic similarities that characterize their respective digital educational approaches. We can note, among others, a similarity in the voluntary installation of educational techniques accompanied by speeches announcing easiness, more reliability and more success. In the framework of our research, we focus on the issue of e-learning and the tools implemented for it. We are not doing a binary comparison between the way that technology in education is used in France and the way that technology in education is used in Tunisia. We, however, prospect both experiences while emphasizing the Tunisian approach. E-learning is a particularly delicate communication situation, not only because it is influenced by social and economic factors, but also because of the bursting of the notion of space that exasperate the learners' feeling of isolation. To overcome this feeling of isolation and for successful distance learning, several researchers propose a self-regulation process. While it is centered on the activity of the learner himself, this process insists on the importance of the ...

The transition from spoken (unwritten, said, told) to written and from the meaninglessness towards the communication tools and then to their integration in an educational project has taken centuries and has gone through several chapters. Despite the differences that can be perceived on the rhythms and modalities of this educational and communicational transformation between Europe and the Arab world, this evolution of thinking about educational tools and media has greatly influenced the way people apprehend these techniques. Especially considering that these techniques are more and more digital today. In France, for decades, several digital plans for education have been implemented. In Tunisia, after the creation of the Virtual University of Tunis in 2002, a project about the integration of digital tablets in public schools had been announced. Despite the political, economic, social and cultural differences between these two countries, we noticed strategic similarities that characterize their respective digital educational approaches. We can note, among others, a similarity in the voluntary installation of educational techniques accompanied by speeches announcing easiness, more reliability and more success. In the framework of our research, we focus on the issue of e-learning and the tools implemented for it. We are not doing a binary comparison between the way that technology in education is used in France and the way that technology in education is used in Tunisia. We, however, prospect both experiences while emphasizing the Tunisian approach. E-learning is a particularly delicate communication situation, not only because it is influenced by social and economic factors, but also because of the bursting of the notion of space that exasperate the learners' feeling of isolation. To overcome this feeling of isolation and for successful distance learning, several researchers propose a self-regulation process. While it is centered on the activity of the learner himself, this process insists on the importance of the ...

The transition from spoken (unwritten, said, told) to written and from the meaninglessness towards the communication tools and then to their integration in an educational project has taken centuries and has gone through several chapters. Despite the differences that can be perceived on the rhythms and modalities of this educational and communicational transformation between Europe and the Arab world, this evolution of thinking about educational tools and media has greatly influenced the way people apprehend these techniques. Especially considering that these techniques are more and more digital today. In France, for decades, several digital plans for education have been implemented. In Tunisia, after the creation of the Virtual University of Tunis in 2002, a project about the integration of digital tablets in public schools had been announced. Despite the political, economic, social and cultural differences between these two countries, we noticed strategic similarities that characterize their respective digital educational approaches. We can note, among others, a similarity in the voluntary installation of educational techniques accompanied by speeches announcing easiness, more reliability and more success. In the framework of our research, we focus on the issue of e-learning and the tools implemented for it. We are not doing a binary comparison between the way that technology in education is used in France and the way that technology in education is used in Tunisia. We, however, prospect both experiences while emphasizing the Tunisian approach. E-learning is a particularly delicate communication situation, not only because it is influenced by social and economic factors, but also because of the bursting of the notion of space that exasperate the learners' feeling of isolation. To overcome this feeling of isolation and for successful distance learning, several researchers propose a self-regulation process. While it is centered on the activity of the learner himself, this process insists on the importance of the ...

This piece of research tends to inquire into
the (obsessive) psychological, socio-family,
physiological, and emotional conditions of
the students at Saint Bonaventure
University, Medellin Branch, back in the
month of August 2010, who have the
tendency to spend their free time in the
Virtual Social Networks and then make an
analysis of this issue, from the Bioethical
viewpoint.