Online Streaming Video

This chapter captures the multiple reconfigurations witnessed in India's Video on Demand (VoD) business, the fastest growing segment of the country's media economy. By 'reconfiguration' we highlight two dynamics: one, the way the two types of domestic actors in this business-from the legacy audiovisual industries and from the communication industries-have reformulated their strategies to the demands of video platforms; and two, the way trans-national actors in the digital economy, i.e. from the content, web and infrastructure businesses, have localized their production practices and content offerings in video platforms. Our central argument is the deployment of video platforms has not only reconfigured the relationship between the 'frontend' and 'backend' of the digital economy but has inserted the (once distinct) media economy into the wider digital economy. We insist these commercial, industrial, and technical processes be also examined in light of the mediating role of the state, the 'deepend'. In a milieu increasingly marked by forces of national capitalism and digital privatization, this chapter delves into three dynamics: the loss of economic autonomy of traditional players in the audiovisual industries (i.e. the frontend); their relationships of dependence with players in digital infrastructures and services (i.e. the backend); and, in this game of cooperation and competition, one player, the telecommunication giant Reliance Jio, being insidiously propelled by the state (i.e. the deepend). We close by drawing attention the evolving regulatory framework around the Cloud business to point at explicit attempts of 'stateness' at play, and the synergies this offers to dominant players like Reliance Jio.

This article investigates the complex interplay between subscription video on-demand services (SVODs) and the representation of Brazilianness in global media. Focusing on Brazil’s video streaming landscape, our study delves into the challenges of representing the diverse tapestry of national culture, particularly in content commissioned by foreign platforms. These challenges include technical barriers, such as the concentration of audiovisual production infrastructure in the Rio-São Paulo axis, and textual hurdles, like the perpetuation of stereotypes and exoticization of Brazilian narratives. Our investigation includes a review of historical limited portrayal of Brazilianness on domestic television, an analysis of SVOD content from 2016 to 2023, and a case study of two Brazilian original series: Cangaço Novo and How to be a Carioca. These series illuminate different aspects of Brazilian reality. Cangaço Novo depicts a less fictionalized ‘Brasil’ prevalent in mainstream media, featuring themes of drought, the sertão, and local resistance. In contrast, How to be a Carioca presents a more stereotyped ‘Brazil’ tailored for international audiences, focusing on preconceived notions about Rio de Janeiro. Our findings reveal a paradox in the role of SVODs: they perpetuate national stereotypes even as they provide global access to Brazilian content. These platforms shape and export perceptions of Brazil, influencing how the country is viewed both domestically and globally. We explore the tensions between local content creation and global distribution, emphasizing the complexities of globalization, diversity, and cultural identity within the markets of the Majority World.

This study examined how one teacher used research-based knowledge of how adolescents think about proportions. Observations, interviews, document collection, and a workshop intervention were utilized. The design of the workshop was inspired by the cognitively guided instruction studies and its purpose was to explore the research findings on adolescents' thinking about proportions. An individual case study was created to describe the teacher's instruction related to proportion concepts, rationales for instructional decisions, beliefs, and changes in all of these areas after participating in the workshop intervention. The case presented here shows positive changes in the teacher's instruction and beliefs after the workshop.

This study examined how one teacher used research-based knowledge of how adolescents think about proportions. Observations, interviews, document collection, and a workshop intervention were utilized. The design of the workshop was inspired by the cognitively guided instruction studies and its purpose was to explore the research findings on adolescents' thinking about proportions. An individual case study was created to describe the teacher's instruction related to proportion concepts, rationales for instructional decisions, beliefs, and changes in all of these areas after participating in the workshop intervention. The case presented here shows positive changes in the teacher's instruction and beliefs after the workshop.

This study examined how one teacher used research-based knowledge of how adolescents think about proportions. Observations, interviews, document collection, and a workshop intervention were utilized. The design of the workshop was inspired by the cognitively guided instruction studies and its purpose was to explore the research findings on adolescents\u27 thinking about proportions. An individual case study was created to describe the teacher\u27s instruction related to proportion concepts, rationales for instructional decisions, beliefs, and changes in all of these areas after participating in the workshop intervention. The case presented here shows positive changes in the teacher\u27s instruction and beliefs after the workshop

Effects of a practicum-based elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the "Integrating Mathematics and Pedagogy" (IMAP) research group at San Diego State University. The IMAP Beliefs Survey assesses belief intensity by asking respondents to react to and analyze written and video cases (Ambrose, Clement, Philipp, & Chauvot, 2004; Philipp, Ambrose, Clement, Sowder, Schappelle, Sowder, Chauvot, & Thanheiser, 2005). Its use with preservice teachers enrolled in mathematics content courses for elementary education majors has been previously reported (Ambrose et al., 2004). In the current study, significant pre-post effects regarding belief changes were obtained in the desired direction, thus suggesting the appropriateness of conducting a future, more extensive experimental investigation of the effects of a practicum-based methods course on teacher beliefs. Practicum-Based Methods Course Effects 3 An Exploration of the Effects of a Practicum-Based Mathematics Methods Course on the Beliefs of Elementary Preservice Teachers

This article examines the Video-on-Demand (VoD) market in India. I demonstrate this market being curated by "digital dislocations" in the legacy video business, but equally to involve "digital dependencies" in the online media economy.  I explain these dynamics to stem from the state's regulatory composition of the VoD business. Here, I view regulation in terms of the silences, refractions, and interruptions of the state in the digital economy. While regulatory omissions testify to the VoD market in India being grounded in laissez-faire, the interruptions fortify the state's own ideological and mercantile interests in and through the VoD business.

The Brazilian audiovisual landscape has been monopolized by the Grupo Globo conglomerate and its commercial broadcast network, TV Globo, which established a common video experience centered on the telenovela. Although cable and the internet sowed seeds of discontent in the 2000s, it was only with the advent of video streaming services in the 2010s that Brazil's video landscape was transformed. This led to the multiplication of video cultures and greater access to transnational audiovisual flows. This article frames streaming as a competitive force that has compelled Grupo Globo to diversify its storytelling and representation, highlighting its potential to disrupt Brazil's video cultures and exposing the limits of cultural proximity. It examines how streaming services affect Brazilian video cultures and how preexisting conditions in Brazil provide opportunities and limitations to underline streaming's disruptive potential for Brazil's video cultures and Globo's declining hegemony and ability to adapt to the digital era.

Web series and online streaming content has become an integral part of everyday life. Web series and online streaming platforms have seen a great hike in the recent years in India; they have already pretty much replaced the television in western countries, and India is not far behind. Since the last decade, India has also seen a boom in web series and online streaming content produced in the country. The millennials have become glued to the OTT platforms which have led to many big companies like Amazon, Netflix, SonyLIV, Hotstar, zee5, MX Player, Eros Now and a host of like companies to invest heavily in regional content to increase the content variety and diversity. The race to create more content to attract viewers has resulted in major decline of the quality of content or rather has led to compromise of the value-added content in Indian web series on OTT platforms. This research paper consists of analysis of the content of various Indian web series and online steaming content on platforms like YouTube, Amazon, Netflix, SonyLIV, Hotstar, and MX Player etc. This research article examines the language being used in Indian web series with a focus on obscenity and vulgarity. The analysis shows that the content in Indian web series across various OTT platforms irrespective of the genre is obscene, and abusive in terms of the verbal and visual language. The article recommends an in-depth study on the relationship between vulgarity in the online streaming content and its impact on the audience.

Kwaku Adu-Gyamfi Department of Mathematics, Science, and Technology Education College of Education East Carolina University Greenville, NC 27858 (252) 328-9369 adugwamfik@ecu.edu ... Michael J. Bossé Department of Mathematics, Science, and ...

The disruptive process of transformation in the audiovisual sector were unexpectedly accelerated after the covid-
19 pandemic. This caused a rearrangement in the chain of the distribution, exhibition and circulation, restructuring the whole design of film festivals, once considered the launching point of this entire industry and strongly based on specific physical locations. The platformization process permanently changed the traditional model of audiovisual distribution, staffing and curation of festivals - which undergo a hybridization operation that allows the potential use of interactive resources and online delivery of movies, plays and performances to audiences all around the globe. Different narrative strategies in contemporary production using multiple platforms in creative processes are innovating storytelling model and influencing film festival programming and production. The current format of online film festivals restricts access to user data, as the exhibition is limited by parameters established by exhibition licensing agrements and limited tickets per screening. The process of festivals platformization implies new online functionalities integrated at economic and infrastructure levels which fully affects their organization and strategies. MixBrasil Festival is proposing new ways to merge different formats and languages into its programming.

Effects of a practicum-based elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the "Integrating Mathematics and Pedagogy" (IMAP) research group at San Diego State University. The IMAP Beliefs Survey assesses belief intensity by asking respondents to react to and analyze written and video cases (Ambrose, Clement, Philipp, & Chauvot, 2004; Philipp, Ambrose, Clement, Sowder, Schappelle, Sowder, Chauvot, & Thanheiser, 2005). Its use with preservice teachers enrolled in mathematics content courses for elementary education majors has been previously reported (Ambrose et al., 2004). In the current study, significant pre-post effects regarding belief changes were obtained in the desired direction, thus suggesting the appropriateness of conducting a future, more extensive experimental investigation of the effects of a practicum-based methods course on teacher beliefs. Practicum-Based Methods Course Effects 3 An Exploration of the Effects of a Practicum-Based Mathematics Methods Course on the Beliefs of Elementary Preservice Teachers

Effects of a practicum-based elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the "Integrating Mathematics and Pedagogy" (IMAP) research group at San Diego State University. The IMAP Beliefs Survey assesses belief intensity by asking respondents to react to and analyze written and video cases (Ambrose, Clement, Philipp, & Chauvot, 2004; Philipp, Ambrose, Clement, Sowder, Schappelle, Sowder, Chauvot, & Thanheiser, 2005). Its use with preservice teachers enrolled in mathematics content courses for elementary education majors has been previously reported (Ambrose et al., 2004). In the current study, significant pre-post effects regarding belief changes were obtained in the desired direction, thus suggesting the appropriateness of conducting a future, more extensive experimental investigation of the effects of a practicum-based methods course on teacher beliefs. Practicum-Based Methods Course Effects 3 An Exploration of the Effects of a Practicum-Based Mathematics Methods Course on the Beliefs of Elementary Preservice Teachers

This paper is supported by national funds through FCT – Fundacao para a Ciencia e Tecnologia in the frame of the Project P3M - Professional Practices of Mathematics Teachers (contract PTDC/CPE-CED/098931/2008), coordinated by Joao Pedro da Ponte.

Effects of a practicum-based elementary mathematics methods course on the beliefs of preservice teachers regarding conceptual knowledge in school mathematics were explored using a pre-post design. The intensity of those beliefs was assessed before and after the methods course using the IMAP Web-Based Beliefs Survey, an instrument constructed by the “Integrating Mathematics and Pedagogy” (IMAP) research group at San Diego State University. The IMAP Beliefs Survey assesses belief intensity by asking respondents to react to and analyze written and video cases (Ambrose, Clement, Philipp, & Chauvot, 2004; Philipp, Ambrose, Clement, Sowder, Schappelle, Sowder, Chauvot, & Thanheiser, 2005). Its use with preservice teachers enrolled in mathematics content courses for elementary education majors has been previously reported (Ambrose et al., 2004). In the current study, significant pre-post effects regarding belief changes were obtained in the desired direction, thus suggesting the appropriat...

The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. Unfortunately, many students have yet to significantly experience this integrality in their mathematics classrooms despite the power these tools offer teachers for assessing student knowledge. This paper explores the integrality of reading and writing in mathematics and outlines techniques that can be utilized in mathematics assessment to create experiences that promote reading and writing as tools for articulating mathematics understanding.

The objective of this study was to investigate the perspectives of pre-service and inservice teachers in the College of Education (COE) at Kuwait University (KU) on the use of online streaming media services as a facilitative and innovative tool for teaching, learning, professional development, and teacher preparation. Five research questions were used to compile a questionnaire and to guide analysis of the data. Various descriptive methods of analysis were applied to the collected data (e.g., frequencies and percentages to summarize the demographic data; means and standard deviations to address the research questions). The study revealed that the participants' awareness of the availability of such services is low (M = 2.49; SD = 0.57). However, their attitudes toward online streaming media as an innovative tool for teaching, learning, professional development, and teacher preparation were significantly positive among all subgroups, with a high mean score (M = 4.5213, and SD = 0.27707). Thus, online streaming media prepares teachers and students alike for a voyage of imagination and discovery. No school can afford to be without this tool-a gateway to a new world of educational possibilities.

This paper has been developed in the context of the research project P3M Professional Practices of Mathematics Teachers. One of its main aims is to propose a framework for mathematics inquiry-based classroom practice, combining theoretical perspectives and the analysis of the teaching practice of experienced teachers that regularly conduct inquiry-based teaching of mathematicsin this paper, we focus on Célia case, a primary teacher teaching a 4th grade class. The framework adopts a four phases model for the lesson structure: 1) Introduction of the task; 2) Development of the task; 3) Discussion of the task; and 4) Systematization of the mathematical learning. For each phase, we describe the actions that the teacher intentionally performs with two main interrelated purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

In this book, we begin to interrogate the phenomenon of India's expanding platform economy in terms of both rationale and process, linking a series of empirical inquiries to a critical analysis of the prevailing logics of 'platform capitalism' and 'platformization'. This approach re ects our view that platforms are market systems rather than simply technical systems and explores the consequent need to situate their evolution in India both contextually and historically. In this respect, we diverge from an understanding of platforms as novel forms of rm emerging unheralded from the affordances of data mining and mobile technologies. In developing a markets-based approach towards the platform economy, we attempt to outline the key motivating tendencies playing out across the interlocking domains of commerce, technology, sociability and logistics. In doing A. Athique (*)

Online streaming services are the new entertainment platforms in market. The prime objective is to study the popularity along with impacts of online streaming services in India as Indians continue to opt for smartphones in the hundreds of millions. In this research, researchers have done studying popularity of online streaming services in the age group of 16 to 24 years and what are the reasons for it. The topic was selected as there is sudden shift of people mainly youth switching from traditional television viewing with advancement of online platforms. Online platform

The objective of this study was to investigate the perspectives of pre-service and in-service teachers in the College of Education (COE) at Kuwait University (KU) on the use of online streaming media services as a facilitative and innovative tool for teaching, learning, professional development, and teacher preparation. Five research questions were used to compile a questionnaire and to guide analysis of the data. Various descriptive methods of analysis were applied to the collected data (e.g., frequencies and percentages to summarize the demographic data; means and standard deviations to address the research questions). The study revealed that the participants' awareness of the availability of such services is low (M = 2.49; SD = 0.57). However, their attitudes toward online streaming media as an innovative tool for teaching, learning, professional development, and teacher preparation were significantly positive among all subgroups, with a high mean score (M = 4.5213, and SD = 0.27707). Thus, online streaming media prepares teachers and students alike for a voyage of imagination and discovery. No school can afford to be without this tool-a gateway to a new world of educational possibilities.

At present the music industry is booming with music streaming online available to listeners instead of having to buy their physical albums or CD tracks. New records are released more popularly via online streaming that means hearing music “live” in a “real time” format without actually purchasing music in a physical format. This streaming music can be heard via music streaming website and music streaming mobile app such as popular streaming services Spotify, Apple Music, Rdio.com, Rhapsody, Amazon Prime and Grooveshark. The age of physical release and distribution of music that is done in the form of CD and vinyl and simply playing shows is long gone and is now being replaced by online streaming. This analysis attempts to compare the two mediums and identify why online streaming is gaining more popularity.

The following memories are structured as a notebook of anecdotes related with some issues associated with academic teaching of cinema seen from a technological context in which it was framed since the 90s to the present time. At the same time this essays reflects about the teacher's technological access and its relation between planning and teaching the subject itself.

PBS Mathline Middle School Math Project" is a national program offered by the Public Broadcasting System (PBS) to local affiliates to increase middle school teachers' understanding of the National Council of Teachers of Mathematics Standards, encourage discourse among teachers, and develop classroom applications based on video models of teaching. The purpose of this study was to evaluate the effectiveness of the Mathline Professional Development Program in a midwestern metropolitan region. This paper presents some of the initial findings and describes some of the issues involved in the evaluation, development, and implementation of such a program. The evaluation sought to detail the impact of the program on participating teachers. In addition, the elements of the program were evaluated to determine their effectiveness. Teachers responded favorably to the lessons they had tried and believed that the video lessons lend themselves to integration in the teacher's classroom. On-line discussions were also part of the program but there were teachers who never participated, usually because of technical difficulties. The Mathline survey filled out by teachers is included.

after their first in-depth reading of the Standards for Mathematical Practice (SMP) in professional development settings are reported. Specifically addressing calls for research on how teachers are viewing their role in the implementation of the Common Core State Standards for Mathematics, and in particular the SMP, these data highlight what terminology teachers potentially focus on in reading the descriptions of the SMP. Additionally, the data highlight the roles that teachers envision themselves taking as they plan for and implement the SMP in their classrooms. We provide analysis of the teachers' responses, as well as discussion and suggestions for mathematics education leaders as they engage classroom teachers and other leaders in considering the implications for implementing the SMP with respect to student and teacher classroom roles.

Professional learning groups are becoming a popular form of teacher development in mathematics. Due to the personal nature of the groups, as well as differences in initial beliefs and capacity, teachers may respond differently to such opportunities. A total of 14 teachers were observed over a three-year period, and two contrasting participants, each involved for two years, were chosen for in-depth study in order to illustrate a range of responses. The teachers were chosen from the larger sample to exemplify differences in initial capacity as well as varying responses to the group activities. Both teachers, regardless of their differing initial beliefs and knowledge, demonstrated growth over a two year period. Such development however was in relation to their initial beliefs and capacity.

In typical school settings, teachers are not afforded the opportunity to observe the instructional practices of their peers. Time constraints, opportunity, and willingness to participate in observational practices are just three of the factors that may limit teachers' engagement in this type of activity. To provide teachers with opportunities to observe a standards-based, elementary mathematics classroom, online streaming videos of instruction were disseminated to third grade teachers within a single school. As they viewed each video, the participants were presented with the opportunity to read the teacher's introduction explaining the focus of the video and engage in discussion around each video through text. Discussions included posting their own comments, reading other participants' comments, or posing questions. The purpose of this research was to examine the properties and/or qualities of the online streaming video that attracted the participants to use it, to identify the remaining obstacles that prevented the participants from utilizing the technology, and to explore the potential of online streaming video for engaging teachers in critically thinking about instruction and in turn impacting beliefs. Data was gathered in the form of surveys, interviews, and online comments. Results are provided and future research directions are given.

The purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional development of teachers. Participants included a total of 26 preservice and inservice mathematics teachers and a veteran teacher who appeared on the video case. Using content analysis techniques, we provided a thematic analysis of the teacher discourse and demonstrated the exchanges between the participating teachers and video case teacher. We also assessed the overall effectiveness of our online forum set up for the professional development of teachers. Results indicated that participant teachers were able to make theory–practice connections by articulating specific frameworks that guided our study. The inclusion of the video case teacher was beneficial for the other teachers in several ways. We contend that online forum discussions of video cases in which collective engagement of preservice and inservice teachers, and the case teacher have a great potential to support teacher professional development.

The purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional development of teachers. Participants included a total of 26 preservice and inservice mathematics teachers and a veteran teacher who appeared on the video case. Using content analysis techniques, we provided a thematic analysis of the teacher discourse and demonstrated the exchanges between the participating teachers and video case teacher. We also assessed the overall effectiveness of our online forum set up for the professional development of teachers. Results indicated that participant teachers were able to make theory–practice connections by articulating specific frameworks that guided our study. The inclusion of the video case teacher was beneficial for the other teachers in several ways. We contend that online forum discussions of video cases in which collective engagement of preservice and inservice teachers, and the case teacher have a great potential to support teacher professional development.