Video technology

The fight against the dissemination of fake news and hate speech on social media over the past three years has become a major topic in European media policy. Having in mind the newly developing European regulatory framework, this paper considers the responsibility and the task of trying to regulate such content, and finding the best suitable way of regulation – the one by the state through the law or the one by the global private companies who own those platforms through self-regulation? The main objective of the paper is to give an overview of the efforts made so far to combat fake news and hate speech on social networks in terms of setting legal frameworks and self-regulatory measures.
The paper first reviews the part of the world and regional legislation that recognizes, prohibits, and punishes every form of misinformation and hate speech, and then provides an overview of self-regulatory measures and activities implemented by Facebook, Twitter, and YouTube as the most popular social networks. The seven most commonly used measures and activities were selected based on an analysis of the official blogs of the three social networks listed: removal of contentious profiles and/or harmful content, use and development of artificial intelligence, encouraging users to take action, informing users about the context of the content, reducing the visibility of the content in question, removing financial motives for creating and disseminating harmful content, and blocking certain content territorially. Comparing the legislative framework and self-regulatory efforts, it has been shown that both ways of regulation have their advantages and disadvantages, and that neither the state nor the social networks can deal with the harmful content in question alone. Legislation is not absolute, representing in most cases only the foundation and guidelines, while self-regulation tries to adhere to them in practice and take its own steps accordingly. The solution lies in their close collaboration to minimize false information and hate speech.
Key words: fake news, hate speech, misinformation, online platforms, social networks.

The purpose of this study was to examine the effectiveness of a video-self modelling intervention on the cycling standing start performance and selfefficacy beliefs of novice track cyclists. Nineteen participants from a Talent Identification Program were randomly assigned to one of two groups (Traditional and Intervention group). The traditional group received verbal augmented feedback, whereas the intervention group received a selfmodelling video intervention in addition to verbal augmented feedback. Analysis of post-test and retention test scores revealed that both groups improved their performances and self-efficacy beliefs over time, but no significant interaction or difference existed between the groups. Future research is recommended with longer interventions and an emphasis on the editing of technique errors from the self-modelling video.

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

A computer application that supports the teaching and learning of sportingtechniques is presented. It was developed as a tool to assist sports trainers in identifying,analyzing, relating, and evaluating the learning of sporting techniques. At times trainers fail tovisualize all the details of an athlete’s technical gestures, mainly because of the speed of themovements. Based on this concept of observational method, the developed software is simpleto use and includes digital videos in a natural form for trainers who are not computer experts.To select an adequate video format for analyzing sporting techniques, compression tests andvideo compression with different codecs were made. Once the format had been chosen, itscompression was tested at different video qualities with the selected codec. To verify thefunctionalities of the developed tool, the chosen sport was swimming. The results obtainedwith the tool had excellent usability, since most of the functions were mastered withoutprobl...

States are increasingly developing and deploying large scale surveillance and AI-enabled analytical capabilities. What is uncertain, however, is the impact this surveillance will have. Will it result in a chilling effect whereby individuals modify their behaviour due to the fear of the consequences that may follow? Understanding any such effect is essential: if surveillance activities interfere with the processes by which individuals develop their identity, or undermine democratic processes, the consequences may be almost imperceptible in the short term but profound over the long term. Currently, surveillance-related chilling effects are not well understood, meaning that insufficient weight is given to their potentially society-wide impacts. This article seeks to help redress this balance. Drawing on empirical research in Zimbabwe and Uganda it highlights how State surveillance has chilled behaviour, with significant implications for rights essential to individual development and de...

Novel technologies can offer many benefits for learning and teaching and employ the constructivist learning theories and pedagogical methods. Using online video streaming the students can be present at the lecture even if they are not physically present at the classroom. 360 video technology allows the user to monitor the learning environment extensively from wider angle than usual camera technology. When using this technology in education it may also pose didactic or pedagogical challenges to the teacher and lead to the rejection of otherwise usable technologies. In this study, we explore the opportunities and challenges associated with using 360 video technology in learning. What didactical and pedagogical challenges are associated to the use of this technology and how these challenges can be overcome? In this study the 360 video technology was tested with business students in higher education settings and students opinions about the usefulness of the technology was inquired. Addi...

Novel technologies can offer many benefits for learning and teaching and employ the constructivist learning theories and pedagogical methods. Using online video streaming the students can be present at the lecture even if they are not physically present at the classroom. 360 video technology allows the user to monitor the learning environment extensively from wider angle than usual camera technology. When using this technology in education it may also pose didactic or pedagogical challenges to the teacher and lead to the rejection of otherwise usable technologies. In this study, we explore the opportunities and challenges associated with using 360 video technology in learning. What didactical and pedagogical challenges are associated to the use of this technology and how these challenges can be overcome? In this study the 360 video technology was tested with business students in higher education settings and students opinions about the usefulness of the technology was inquired. Addi...

The purpose of this study was to examine the effectiveness of a video-self modelling intervention on the cycling standing start performance and selfefficacy beliefs of novice track cyclists. Nineteen participants from a Talent Identification Program were randomly assigned to one of two groups (Traditional and Intervention group). The traditional group received verbal augmented feedback, whereas the intervention group received a selfmodelling video intervention in addition to verbal augmented feedback. Analysis of post-test and retention test scores revealed that both groups improved their performances and self-efficacy beliefs over time, but no significant interaction or difference existed between the groups. Future research is recommended with longer interventions and an emphasis on the editing of technique errors from the self-modelling video.

A computer application that supports the teaching and learning of sportingtechniques is presented. It was developed as a tool to assist sports trainers in identifying,analyzing, relating, and evaluating the learning of sporting techniques. At times trainers fail tovisualize all the details of an athlete’s technical gestures, mainly because of the speed of themovements. Based on this concept of observational method, the developed software is simpleto use and includes digital videos in a natural form for trainers who are not computer experts.To select an adequate video format for analyzing sporting techniques, compression tests andvideo compression with different codecs were made. Once the format had been chosen, itscompression was tested at different video qualities with the selected codec. To verify thefunctionalities of the developed tool, the chosen sport was swimming. The results obtainedwith the tool had excellent usability, since most of the functions were mastered withoutprobl...

Draft for the book chapter: “The COVID-19 crisis in Japan: impacts on the film industry and the emergence of new collectives for independent filmmaking and film diversity”, in Jaime López Díez (eds), Resonances of Japanese Cinemas, Fragua Publishing, Madrid, 2024, p. 26-64.

This chapter foregrounds the presence of video technology in shaping the milieu where desire emerges. I interrogate the milieu we share with video technology to foreground an ecology of desiring, desired, and desirable relations to performative technology. Moving beyond the psychological model applied to video and its aesthetics of narcissism, this chapter looks at both dispersive and penetrating video images to account for the flesh in subversive ways. I do so by looking at an historical moment: the demolition of the last women's jail in Paris portrayed in Nicole Croiset, Judy Blum, and Nil Yalter's collective work La Roquette, prison de femmes from 1974, and by comparatively approaching two video installations: Mona Hatoum's Corps étranger from 1994 and Thierry Kuntzel's La Peau from 2007. Dispersive and penetrating modes of video existence foreground the necessity to think about desire in relation to the milieu where images, objects, and subjects cohabit.

I revaluate the models of interpellation (Fanon, Althusser) from the point of view of Big Data ideology (Rouvroy) to consider the implementation of programmed life and "premature death" (Gilmore) in today's digital society. The chapter engages debates in surveillance studies and questions the making of racialized bodies by telling the story of Thierry Kuntzel's work of art Hiver, la mort de Robert Walser presented at the MoMA in 1991, which focuses on the themes of terror, death, eroticism, and sexuality. In this chapter, I engage the pre-emptive models of data extraction to question the racialized technology of societies of incarceration and control. Kuntzel's piece usefully addresses the subjects of history that are written upon by technology and the wider consequences of technologically driven narratives of survival and resistance. I argue that race in relation to video technology is a problem of discerning the cause from the conditions of implementation of racist politics in societies.

This chapter considers the subversive images manifest in the work of Fiona Tan, Nil Yalter, and Zineb Sedira. In their respective works, these artists present video images as performing narratives to question the imperial gaze. In this chapter, I build on Gayatri Spivak's concept of the native informant and Chela Sandoval's notion of topography to argue that the performative image of video technology can be unruly in relation to the dominant structure of representation. Placing Tan, Yalter, and Sedira in conversation, I also ponder how performative technology as methodology remembers or forgets history and undoes or scrolls through colonization and the coloniality of visual culture often transmitted by media technology.

Dans une perspective d’action située, cet article propose une analyse de la cognition et de la culture en action des enseignants. La première partie porte sur les processus d’actualisation et de construction des connaissances dans l’action, la deuxième sur les relations en apparence contradictoires entre le caractère singulier des actions en classe et la possibilité d’une culture partagée, la troisième sur les processus de transmission au sein de cette communauté des pratiques enseignantes.

States are increasingly developing and deploying large scale surveillance and AI-enabled analytical capabilities. What is uncertain, however, is the impact this surveillance will have. Will it result in a chilling effect whereby individuals modify their behaviour due to the fear of the consequences that may follow? Understanding any such effect is essential: if surveillance activities interfere with the processes by which individuals develop their identity, or undermine democratic processes, the consequences may be almost imperceptible in the short term but profound over the long term. Currently, surveillance-related chilling effects are not well understood, meaning that insufficient weight is given to their potentially society-wide impacts. This article seeks to help redress this balance. Drawing on empirical research in Zimbabwe and Uganda it highlights how State surveillance has chilled behaviour, with significant implications for rights essential to individual development and de...

The use of video technology to support the development of student teachers is becoming more and more recognised. Its potential for use as a critical reflective tool is important. This report presents the findings of a research project that investigated the use of video technology for reflection on lessons in teacher education.

The study involved more than 100 participants including student teachers, mentors, practice tutors, school co-ordinators, other school-based staff and pupils who contributed in one or more of the following ways; a discussion group, interview and an online survey.

Key findings include that conversations with mentors and school colleagues are reported to be the most effective approach for reflecting on practice. The use of video technology is reported to be inconsistent. Nevertheless, many benefits of using video technology are identified; including supporting the identification of improvements and strengths, facilitating the observation of different techniques, and providing a basis for mentoring discussions. Challenges raised include the recordings could miss aspects of learning, safeguarding concerns, feeling self-conscious while filming and practical aspects of organising the filming.

There is a clear need for further support to embed the effective use of video technology for it to have a positive impact on student teachers’ reflective practices. These findings will inform the development of support mechanisms and resources to address the challenges, particularly as the findings indicate clear benefits in respect of using video technology as a pedagogical tool to support teacher learning.

This paper reports on a technology-facilitated micro-teach project, developed as a contingency response to unpredictable situations in schools as a result of Covid-19 restrictions to face-to-face teaching. The project aimed to support student teachers in developing their feedback, reflection and collaborative skills by providing opportunities to view short teaching
episodes before offering peer-formative assessment. Micro-teaching, an activity in which student teachers plan, teach and reflect on small lessons, or parts of lessons, is often used in teacher education as a mechanism to support planning and reflection, yet it typically occurs face-to-face. Reflection is widely recognised as a key skill that student teachers need to develop as part of their teacher education. Participating student teachers were surveyed before and after the project. The survey responses and identified benefits and challenges on supporting the development of pedagogic
skills, including peer reflection, in an online distance learning environment are explored. The findings suggest that student teachers improved their reflection and confidence in peer assessment. The most important learning to emerge from the micro-teach activity was the collaborative cross-phase nature of the project, particularly the reflecting with, and learning
from, others.

With the ongoing digitalisation, the Swedish IT industry is rapidly expanding. It has been estimated by the Labour office that around 40 000 new system developers need to be recruited only in the coming four years. Salaries are high and companies ask for female system developers, but in higher education the majority of students on computer science programmes are male. University programmes on Informatics and System science are less technical and have a tradition of a higher female percentage. In earlier discussions, colleagues from universities in the north of the country brought up that the application figures has gone down, while persons working at other universities claim that the number of female students applying actually has increased. Who are right, who are wrong? The aim of the study is to analyse and discuss the official application statistics that are published by the Swedish Council for Higher Education. Application statistics from 2012 to 2017 have been analysed and compared for ten programmes at eight universities. The selection of universities has a nationwide spread but was mainly based on their outline of programmes on Informatics and System science. Findings show that both opinions seem to be right, but the main tendency is an increase in female applications for the made selection. On the other hand, a slight decrease can be found for the northern universities where the programmes are given in a dual mode. The on-campus groups have a surprisingly higher percentage of males than the distance versions, when programmes with identical syllabuses were compared. More technical computer science programmes have fewer female students while the highest percentages of female students can be found in programmes on Web development, Web design and Interaction design.

Although many studies reported that student-created video task could promote learners’ active learning and engagement, the investigation on how the students worked and created the videos is still scarce. The process of video creation in a micro-reality context of English language learning involves social practice and cognition (a socio-cognitive process) of the students. The student-created video is an output-based learning activity that reflects a meaning-making process upon the completion of the project. This paper sheds light on how the students worked on the project through such stages as preparing the materials, setting the scene, selecting the video recording tool and editing the video before the submission. Encapsulated from the videos and semi-structured interviews from 41 Polytechnic students in Indonesia, the approaches that students employed during the process of video creation were explored to arrive at a meaningmaking process of learning. As a result, the activity enabl...

This paper describes the use of advanced computer technology in an innovative educational leadership program. This program integrates full-motion video scenarios that simulate the leadership challenges typically faced by principals over the course of a full school year. These scenarios require decisions that are then coupled to consequences and scored in the background to create a profile of learner strengths and needs. Because the content has been filmed in an operating school and because of the unique choice-consequence sequences, the immersive and interactive simulation triggers more potent learning than is possible with either previous paper-and-pencil or discussion-based techniques. The scenarios are embedded in a Web-enabled framework that facilitates the provision of individualized feedback tailored to the specific choices made by the learner, and supports the collection of multiple metrics that relate to the performance of the learner and the learning framework itself. Project Authentic Learning for Leaders (ALL) demonstrates the future of teaching and learning in either hybrid (face-to-face instruction plus digital teaching and learning) or in individual anywhere, anytime learning. Similar to the economic recession, there are always opportunities if we are willing to seize them. The key is do we have the "will" to recognize the need for change in the field and make the necessary shifts in our thinking and habits? The time for change is not when your back is against the wall, but rather when you don't have to change to survive.

Novel technologies can offer many benefits for learning and teaching and employ different learning theories and pedagogical methods. 360-degree video technology allows the students to monitor the whole learning environment and using online video streaming students can follow teaching remotely. When 360-degree video technology is used in teaching it may also pose a didactical and pedagogical challenges and lead to the rejection of otherwise usable technologies. In this case study, we explore the challenges and opportunities that are associated with using 360-degree video technology in online lecturing. 360-degree video technology was tested with business students in higher education settings and student's opinions about the technology was inquired. In addition, the teacher's experiences were used in analysis. The findings seem to indicate that comparing 360-degree video to the normal video stream the sense of presence was felt more comprehensive. This help students to focus more on instructions and it may lead to a better learning experience and outcomes. The most didactical and pedagogical challenges were the teacher's cognitive overload and problems with technology such as The challenges and opportunities of using 360-degree video technology in online lecturing: A case study in higher education business studies

Background and purpose: Innovative delivery of research education and training in pharmacy education improves student perception of, and involvement in, professional pharmacy research. The purpose of this project was to utilize a flipped-classroom video technology approach to introduce our Capstone research experience and to assess the impact of the video technology on student's perceptions of pharmacy research. Educational activity and setting: Faculty recorded one-min videos that provided an overview of current research. Each video included a research introduction, explanation of student incorporation into research, and impact of research on the field of expertise. Students were assigned to review faculty videos. To assess impact of the videos on students' perceptions of research, t-tests compared five variables before and after students watched the videos. These variables included research curiosity, research interest, research inspiration, research motivation, and pharmacy research interest. Findings: Across all students, no differences were detected. A statistically significant interaction emerged that suggested prior pharmacy experience may impact research curiosity, interest, and inspiration. Summary: Findings demonstrated that the impact of research videos on pharmacy students' attitudes and perceptions towards research may depend on students' past experiences in a pharmacy setting. Further research is needed to identify factors that impact students' perceptions of pharmacy research. The information from this study provided our faculty members with valuable insights that can be used to better prepare students in the laboratory, classroom, and beyond. Background and purpose Integration of didactic research education and experiential research training within doctor of pharmacy (PharmD) academic curricula is recognized as being important for developing student skills in problem-solving, teamwork, and communication. These skills are necessary for continued success in postgraduate training and the complex career pathways available within pharmacy. 1,2 Research education usually involves didactic education and discussion on research theory and design within a classroom setting, while research training typically encompasses hands on experiences with techniques and commonly used approaches. The process for adding both research education and research training into PharmD programs remains inconsistent and is burdened with a variety of

This study was commissioned by five leading foundations to inform donors' thinking and funding in the overlapping space of human rights and technology.New technologies, especially access to the internet, are transforming the landscape of the international human rights movement. The Ford Foundation, the John D. and Catherine T. MacArthur Foundation, the Open Society Foundations, the Oak Foundation and Humanity United, seeking to make strategic investments to harness technology in the service of human rights, face choices about priorities and opportunities for strategic collaboration as well as risks and challenges in this rapidly changing field.This study shows how the HR-Tech space encompasses technology both as infrastructure on which rights in the digital and the physical worlds depend, and as instruments that can help make human rights defenders and their work more effective and secure. Many HR-Tech discussions focus too narrowly on the challenges related to the development a...

Ao Alexandre, meu amor, por todos os momentos,-perto" ou "longe". À Kátia Modry, mestre que me iniciou na paixão pelo tecer. À Cleci Maraschin, minha estimada orientadora, por acreditar e apontar generosamente algumas frestas. À Vanessa Maurente, Rafael Diehl e Rafa Wild, pela inspiração e o irromper de novas questões. À Grace Tanikado, pelo cuidado e germinar de algumas idéias. À Raquel Fernandes, companheira de caminhada, pela escuta. À Graziela Lopes, carinhosamente Grazi, querida amiga, pelo despertar de nossa amizade. A todos os parceiros do Programa de Extensão Rede de Oficinandos: integrantes do Grupo de Pesquisa Oficinando em Rede, pela acolhida; à Tati Vianna, por compartilhar sua paixão pelo fazer e à Rosemarie Tschiedel.

A computer application that supports the teaching and learning of sportingtechniques is presented. It was developed as a tool to assist sports trainers in identifying,analyzing, relating, and evaluating the learning of sporting techniques. At times trainers fail tovisualize all the details of an athlete’s technical gestures, mainly because of the speed of themovements. Based on this concept of observational method, the developed software is simpleto use and includes digital videos in a natural form for trainers who are not computer experts.To select an adequate video format for analyzing sporting techniques, compression tests andvideo compression with different codecs were made. Once the format had been chosen, itscompression was tested at different video qualities with the selected codec. To verify thefunctionalities of the developed tool, the chosen sport was swimming. The results obtainedwith the tool had excellent usability, since most of the functions were mastered withoutprobl...

Die Schwierigkeiten, Affektanalysen gegen eine repräsentationskritische Analyse visueller Kunst-und Kulturprodukte in Stellung zu bringen, werden in dem Text von Mieke Bal, mit dem starken Titel Affekte als kulturelle Kraft (Bal 2006: 7) offenkundig. Bal muss zwei Voraussetzungen machen, die derzeit höchst aktuell sind und ganz empfindlich eine politische Auseinandersetzung um künstlerische und kulturelle Visualisierungen tangieren. Zum einen muss "Repräsentation" auf ein mittelalterliches Verständnis von "repraesentatio" als Darstellung, zurechtgestutzt werden, 1) zum anderen muss "die Kunst" als handelndes Subjekt, in Sinne der 1. Person Singular, behauptet werden. 2) Richtig ist, dass sich Repräsentationskritik auf das zu sehen Gegebene oder gerade nicht zu sehen Gegebene bezieht, also auf ein konkretes und begründbares Etwas. Wie problematisch in dieser Hinsicht jedoch die im Titel aufgerufene Affektanalyse ist, wird im Text dort deutlich, wo sich Bal auf Kaja Silvermans Diskussion zu Martin Heideggers Begriff der "Sorge" aus "Sein und Zeit" bezieht. Bal fasst ihre Debatte zu Silverman und Heidegger wie folgt zusammen: "Es muss jedoch klar sein, dass der Affektbegriff genau deshalb so mächtig ist, weil er, weit davon entfernt ,gefühlsduselige' Interpretationen zu befördern, eine starke politische Komponente besitzt. ,Stimmung' ist für unser ,In-der-Welt-Sein' essentiell; für unser Potential, andere in Sorge zum umfangen, ohne sie zu vereinnahmen, indem wir ihnen ihr Anderssein absprechen. Am Ende einer Erörterung der Stimmung in Sein und Zeit schreibt Heidegger emphatisch: ,In der Befindlichkeit liegt existenzial eine erschließende Angewiesenheit auf Welt, aus der her Angehendes begegnen kann'" (ebd.:16, Hervhbg. MB). 3) So wie Bal den Affektbegriff mit demjenigen der Sorge zusammenfügt, um daraus ein Verhalten abzuleiten, verschwindet ein konkreter Gegenstand der Kritik, was wiederum nur mit einer deutlichen Verkürzung der Heideggerschen Argumentation zu leisten ist. Denn abgesehen davon, dass "Stimmung" bei Heidegger nicht das Gleiche ist wie "Befindlichkeit", 4) ist das Schlüsselwort in dem Satz nicht Befindlichkeit und nicht Welt, sondern "Angehendes". In diesem Wort liegt das politische Potential: Die Dinge der Welt gehen uns etwas an, sie betreffen uns, weil unser Zugang zur Welt unser Handeln in ihr ist. Selbstverständlich ist in dem Begriff auch die gedankliche Richtung enthalten,

Background and purpose: Innovative delivery of research education and training in pharmacy education improves student perception of, and involvement in, professional pharmacy research. The purpose of this project was to utilize a flipped-classroom video technology approach to introduce our Capstone research experience and to assess the impact of the video technology on student's perceptions of pharmacy research. Educational activity and setting: Faculty recorded one-min videos that provided an overview of current research. Each video included a research introduction, explanation of student incorporation into research, and impact of research on the field of expertise. Students were assigned to review faculty videos. To assess impact of the videos on students' perceptions of research, t-tests compared five variables before and after students watched the videos. These variables included research curiosity, research interest, research inspiration, research motivation, and pharmacy research interest. Findings: Across all students, no differences were detected. A statistically significant interaction emerged that suggested prior pharmacy experience may impact research curiosity, interest, and inspiration. Summary: Findings demonstrated that the impact of research videos on pharmacy students' attitudes and perceptions towards research may depend on students' past experiences in a pharmacy setting. Further research is needed to identify factors that impact students' perceptions of pharmacy research. The information from this study provided our faculty members with valuable insights that can be used to better prepare students in the laboratory, classroom, and beyond. Background and purpose Integration of didactic research education and experiential research training within doctor of pharmacy (PharmD) academic curricula is recognized as being important for developing student skills in problem-solving, teamwork, and communication. These skills are necessary for continued success in postgraduate training and the complex career pathways available within pharmacy. 1,2 Research education usually involves didactic education and discussion on research theory and design within a classroom setting, while research training typically encompasses hands on experiences with techniques and commonly used approaches. The process for adding both research education and research training into PharmD programs remains inconsistent and is burdened with a variety of

Cet article decrit brievement les contributions de l'ergonomie a l'etude du travail enseignant. Si l'ergonomie ne peut pas modifier directement les conditions d'exercice d'un metier enseignant de plus en plus difficile, elle peut neanmoins participer a la conception de dispositifs de formation initiale des enseignants pour les preparer le plus favorablement possible a ce metier en permanente transformation.

Novel technologies can offer many benefits for learning and teaching and employ the constructivist learning theories and pedagogical methods. Using online video streaming the students can be present at the lecture even if they are not physically present at the classroom. 360 video technology allows the user to monitor the learning environment extensively from wider angle than usual camera technology. When using this technology in education it may also pose didactic or pedagogical challenges to the teacher and lead to the rejection of otherwise usable technologies. In this study, we explore the opportunities and challenges associated with using 360 video technology in learning. What didactical and pedagogical challenges are associated to the use of this technology and how these challenges can be overcome? In this study the 360 video technology was tested with business students in higher education settings and students opinions about the usefulness of the technology was inquired. Addi...

This study investigated whether the application of video clips with small groups or with individual teaching-learning activities improved th e speaking skills of young EFL learners the most; accordingly a quasi-experimental study wi th a pre-test, post-test design was done. The instrument used in this study was a test in the form of an oral test or interview. The results showed that the mean score from the student s in the Small Group Activities group at 67.27 was higher than the mean score from the Indiv idual Activities group at 51.29 with a level of significance 0.00 < 0.05. This meant that t e application of video clips and teachinglearning Small Group Activities gave better results than teaching with Individual Activities. The results suggested that teaching-learning speaki ng ESL with video clips using Small Group Activity techniques could be one of the best alternatives to improve young learners’ speaking performances.

In some jurisdictions, lawyers serve as part-time judges, prosecutors, and defense lawyers at the same time, primarily in municipal courts. This article analyzes the ethics of part-time municipal court judges simultaneously serving as prosecutors and defense lawyers in other courts in the same county. These multiple roles raise significant issues of conflicts of interest, and undermine the justice system. The article concludes with recommendations to change this practice.

In 1935, actress Shiga Akiko was arrested for an offense under the Criminal Abortion Law. From 1936 to 1937, her case generated substantial media coverage and public debate. Liberal intellectuals generally viewed Shiga as a victim of the pronatal state; her scandal provided feminists with an opportunity to analyze the relationships among working women, their work environment, and the politics of reproduction. On the pages of women's magazines, readers avidly followed Shiga's case because she was caught up in contradictory forces, as most of them were: pride in work, love for movies, fascination with celebrity culture, and normative femininity. This essay contextualizes discursive and filmic responses to the Shiga scandal within historical processes in the late 1930s Japan. The state attempted to fully incorporate women into the nation-state as subjects for the imminent war. In order to mobilize half the population—indispensable for reproduction—without granting them full rig...

This paper describes the use of advanced computer technology in an innovative educational leadership program. This program integrates full-motion video scenarios that simulate the leadership challenges typically faced by principals over the course of a full school year. These scenarios require decisions that are then coupled to consequences and scored in the background to create a profile of learner strengths and needs. Because the content has been filmed in an operating school and because of the unique choice-consequence sequences, the immersive and interactive simulation triggers more potent learning than is possible with either previous paper-and-pencil or discussion-based techniques. The scenarios are embedded in a Web-enabled framework that facilitates the provision of individualized feedback tailored to the specific choices made by the learner, and supports the collection of multiple metrics that relate to the performance of the learner and the learning framework itself. Proje...

This study used a variety of qualitative methods within the context of an exploratory single case study to examine the use of digital video as a means for a preservice teacher to capture personal teaching episodes and reflect on them as an integral part of her professional development. Results demonstrate how an urban preservice teacher’s work with digital video of her teaching promoted reflection and the development of teacher identity. Results also demonstrated how a teacher educator was able to use the digital video as a tool to help the beginning teacher identify effective practices.

Media-generated headlines such as this, promote enthusiasm about video games as an alternative classroom strategy but this is frequently underscored in literacy and technology discourses as "wary" to address boys' literacy underachievement. These discourses help to frame educators' decisions that most video games' content can have a negative impact on behavior, may promote expressions of "toxic" masculinity [8] and therefore "influence" negative identity constructions [35] among players, particularly boys. Such discourses, have designated boys, as having difficulty "filtering" [24] videogame content in order to discover "good" learning experiences [16]. Furthermore, these existing assumptions, about how boys behave or respond to videogame play, are singularly labelled as a "hegemonic" [8] form of masculinity. In fact, by ignoring how boys can perform their masculinity in multiple ways and how they respond to video game multiliteracy opportunities, these discourses can contribute to the ways in which boys are homogenized. In addition, such discourses contribute in ways that prevent video gaming to be considered as an alternative classroom strategy to address boys' literacy underachievement, partly due to risks and concerns, spawned by the media, that boys would have difficulty in developing awareness about gender but also multiliteracy skills.

Die Schwierigkeiten, Affektanalysen gegen eine repräsentationskritische Analyse visueller Kunst-und Kulturprodukte in Stellung zu bringen, werden in dem Text von Mieke Bal, mit dem starken Titel Affekte als kulturelle Kraft (Bal 2006: 7) offenkundig. Bal muss zwei Voraussetzungen machen, die derzeit höchst aktuell sind und ganz empfindlich eine politische Auseinandersetzung um künstlerische und kulturelle Visualisierungen tangieren. Zum einen muss "Repräsentation" auf ein mittelalterliches Verständnis von "repraesentatio" als Darstellung, zurechtgestutzt werden, 1) zum anderen muss "die Kunst" als handelndes Subjekt, in Sinne der 1. Person Singular, behauptet werden. 2) Richtig ist, dass sich Repräsentationskritik auf das zu sehen Gegebene oder gerade nicht zu sehen Gegebene bezieht, also auf ein konkretes und begründbares Etwas. Wie problematisch in dieser Hinsicht jedoch die im Titel aufgerufene Affektanalyse ist, wird im Text dort deutlich, wo sich Bal auf Kaja Silvermans Diskussion zu Martin Heideggers Begriff der "Sorge" aus "Sein und Zeit" bezieht. Bal fasst ihre Debatte zu Silverman und Heidegger wie folgt zusammen: "Es muss jedoch klar sein, dass der Affektbegriff genau deshalb so mächtig ist, weil er, weit davon entfernt ,gefühlsduselige' Interpretationen zu befördern, eine starke politische Komponente besitzt. ,Stimmung' ist für unser ,In-der-Welt-Sein' essentiell; für unser Potential, andere in Sorge zum umfangen, ohne sie zu vereinnahmen, indem wir ihnen ihr Anderssein absprechen. Am Ende einer Erörterung der Stimmung in Sein und Zeit schreibt Heidegger emphatisch: ,In der Befindlichkeit liegt existenzial eine erschließende Angewiesenheit auf Welt, aus der her Angehendes begegnen kann'" (ebd.:16, Hervhbg. MB). 3) So wie Bal den Affektbegriff mit demjenigen der Sorge zusammenfügt, um daraus ein Verhalten abzuleiten, verschwindet ein konkreter Gegenstand der Kritik, was wiederum nur mit einer deutlichen Verkürzung der Heideggerschen Argumentation zu leisten ist. Denn abgesehen davon, dass "Stimmung" bei Heidegger nicht das Gleiche ist wie "Befindlichkeit", 4) ist das Schlüsselwort in dem Satz nicht Befindlichkeit und nicht Welt, sondern "Angehendes". In diesem Wort liegt das politische Potential: Die Dinge der Welt gehen uns etwas an, sie betreffen uns, weil unser Zugang zur Welt unser Handeln in ihr ist. Selbstverständlich ist in dem Begriff auch die gedankliche Richtung enthalten,

Trainings and seminars in education have spoken much on the advent of Education 4.0 and have advanced to Education 5.0. It implies that education is towards artificial intelligence or machine learning. The digital technology grew fast. Gadget dependence was very evident even to learners. Informal and nonformal education took place on the internet through gadgets such as smartphones, tablets, etc. Influences of social media is high including the young ones and adults, even to professionals. It is projected that the main problem arising is on the attitude, skills and knowledge of teachers adapting advanced digital technology towards the goal of education 5.0. This study explored on attitude, skills, and knowledge KSA model of business resolving the so-called education institution and industry gap. Bloom's domain of learning and the structured functional theory were applied, leading to the conception of 4C shells of mind, specifically, critical thinking, creative thinking, communication skills and character. Teachers from different legislative districts of province of Cavite served as respondents utilizing survey questionnaire thru google forms. Percentage, base and rate, and ranking principles were used. Descriptive statistics, such measures of central tendency, measures of position and measures of variation were determined and analyzed. Inferential tools such as Z-test, Analysis of Variance, Tukey's Honestly Significant Difference test, Levene's test of homogeneity were employed. The results were evaluated using 8 Scale Balanced Value-Agreement Equivalence. The proponents found out that the teachers have a very high positive attitude in adapting digital advancements in terms of sex, age, type of service school and grade level. Attitude was quite affected by lack of knowledge on the advancements on digital technology. Also, the teachers utilized different digital technology in giving activities to their respective learners. Hence, the study recommended more trainings and workshops, face to face or online, for teachers. An additional teacher's skill, lesson video production, must be developed. This can enhance their critical and creative thinking, communication skills and character. Its development, also, leads to a magazine of lesson "magazsson" production seen to empower the attitude, skills, and knowledge of teachers. In line, a classroom studio "classtudio" must be designed and provided to strengthen the lesson video and production skills and abilities meeting the goal of teaching as a science and art.

In an earlier study, the authors proposed a conceptual framework for the design and use of a visual recording system for safety reasons in the workplace. Based on that framework, a video surveillance system has been put in place and experimented in an Italian heat treatment company. This paper provides a description of the experimentation and an analysis of its main outcomes. The aim is to gain some insights into the benefits as well as the drawbacks connected to the use of video technology as a means to improve safety management in manufacturing companies. The results demonstrate the effectiveness of video technology at supporting the identification of the risks connected to unsafe behaviours of the workforce and critical conditions of the working environment. Video surveillance provides several benefits as opposed to in person observations, such as: non-biased and accurate accident data; in-depth analysis; observations possible not in real-time; observer not exposed to risks; undisturbed work activity; possibility of longer observation periods. The recorded videos can facilitate the identification of safe practices and the best risk management approaches as well as be used to improve training sessions. Further investigation is required to assess the effectiveness of the system in the long term.

A technological program based on the analysis of the actual activity of beginning teachers at work and during video education. This article proposes an approach to the research-design of an educational device related to a logic of teacher professionalization, namely a logic of reasoning on and for the action (Barbier, 2006): the "NéoPass@ction" video platform. Beyond the technical aspects, the total device, which is supported by a hybrid program of research and engineering training, and which is described here on the basis of several complementary works: a) in situ analysis and modelling of the actual work of beginning teachers, b) the design of innovative resources documented through recorded interviews and testimonies and textual explanations and c) assessment of these resources and of the educational devices integrating them, for feedback purposes. These works are analysed using a ternary approach to training devices (Albero, 2010a). The first section describes the initial design process of the device, from ideational foundations (empirically and historically situated theoretical and ethical assumptions about teacher training) to a functional device of reference (explicit operational project, embodied by an online video platform). The second section describes the process of continued design: from the analysis of the lived device, on the users' side, taking studies conducted in different educational contexts, we identify ways in which beginning teachers use NéoPass@ction and transform their relationship with work. In conclusion, we suggest possible improvements to the platform, along with supports for its use.

A technological program based on the analysis of the actual activity of beginning teachers at work and during video education. This article proposes an approach to the research-design of an educational device related to a logic of teacher professionalization, namely a logic of reasoning on and for the action : the "NéoPass@ction" video platform. Beyond the technical aspects, the total device, which is supported by a hybrid program of research and engineering training, and which is described here on the basis of several complementary works: a) in situ analysis and modelling of the actual work of beginning teachers, b) the design of innovative resources documented through recorded interviews and testimonies and textual explanations and c) assessment of these resources and of the educational devices integrating them, for feedback purposes. These works are analysed using a ternary approach to training devices (Albero, 2010a). The first section describes the initial design process of the device, from ideational foundations (empirically and historically situated theoretical and ethical assumptions about teacher training) to a functional device of reference (explicit operational project, embodied by an online video platform). The second section describes the process of continued design: from the analysis of the lived device, on the users' side, taking studies conducted in different educational contexts, we identify ways in which beginning teachers use NéoPass@ction and transform their relationship with work. In conclusion, we suggest possible improvements to the platform, along with supports for its use. Programme technologique de vidéoformation

ing, which is a source of-income that keeps rural offices open for some attorneys; would be made much more costly and less efficient. In turn, this would likely increase the cost of real estatet transactions. Clerks would have more difficulty in keeping track all the necessary files for a single search. 5. EROSION IN THE QUALITY OF JUSTICE RECEIVED.

The context of this thesis is digital distance education. Distance education has developed from correspondence courses, based on letters sent by mail between student and teacher, to digital distance education with interactive video classes from anywhere, as long as a computer/tablet/smartphone and an Internet connection are available. The development of technology, particularly with the introduction of the Internet, has completely changed the possibilities for teaching, learning, interaction, and communication at a distance. Many technologies can be used in distance education, but this thesis aims to: Better understand the possibilities and limitations of video in digital distance higher education. The research has three elements of analysis: 1) video technology, 2) distance courses, and 3) distance teachers. Each allows a focus on how distance courses with video are designed and on teachers’ perspectives on the use of video in distance education. The first focus on course design is examined through two research questions. RQ1 asks, How is digital video used in distance higher education? When teachers design distance courses with digital video; a) which categories of video are used or not used? b) how much are these categories used? c) why are they used or not used? And d) how are they used? Complementing RQ1, RQ2 asks, How do course designers respond to the possibilities and limitations of video for distance higher education? Addressing the second focus of the thesis on teacher perspectives, RQ3 asks, What are the teacher’s attitudes and perceptions about the use of digital video in distance higher education? 
With a comprehensive literature review as a foundation, the results of this thesis include a classification system with two main categories; recorded and live video that is developed and used to orient an empirical investigation. The data for this investigation was collected through a national web-based questionnaire. Then, based on the survey, a specific higher education institution was selected for an interview study with teachers using video conferencing in distance courses in Teacher education. Interaction and communication are central concepts in this thesis, and the analytical lens combines the socio-cultural perspective and the theory of affordances.
The results indicate that across types, video is mostly used as a supplement to other resourses. Further, a correspondence is found concerning, on the one hand, teachers’ experience of distance education and participation in in-service training, and on the other hand, their use of video in teaching. In general, the most reported reasons why teachers do not use video are that it does not bring anything and takes too much time. Many of the constraints that teachers perceive are related to time; e.g. competition between an ambition to teach according to a student-centred approach but also a strong feeling of responsibility of delivering content to students. The technology of video has the affordances of mediating a teaching and learning environment similar to the one in the classroom, but conditions such as large or many students and the difficulty of perceiving non-verbal signals through video, affect the communication situation negatively and reduce possibilities of interaction.
As a systematic study investigating the mainstream use of technology and media, this thesis contrasts with many other studies, which are often relatively small and local in nature, conducted by enthusiastic teachers investigating the use of one specific technology. The results show how the mainstream use of technologies such as video change conditions for distance teaching and influence how we think and interact with others and our environment.

Pessimism currently prevails around human rights globally, as well as about the im-pact of digital technology and social media in supporting rights. However, there have been key successes in the use of these tools for documentation and advocacy in the past decade, including greater participation, more documentation, and growth of new fields around citizen evidence and fact-finding. Governments and others antagonistic to human rights have caught up in terms of weaponizing the affordances of the internet and pushing back on rights actors. Key challenges to be grappled with are consistent with ones that have existed for a decade but are exacerbated now—how to protect and enhance safety of vulnerable people and provide agency over visibility and anonymity; how to ensure and improve trust and credibility of human rights documentation and advocacy campaigning; and how to identify and use new strategies that optimize for a climate of volume of media, declining trust in traditional sources, and active strategies of distraction and misinformation. All of these activities take place primarily within a set of platforms that are governed by commercial imperatives and attention-based algorithms, and that increasingly use unaccountable content moderation processes driven by artificial intelligence. The article argues for a pragmatic approach to harm reduction within the platforms and tools that are used by a diverse range of human rights defenders, and for a proactive engagement on ensuring that an inclusive human rights perspective is centred in responses to new challenges at a global level within a multipolar world as well as specific areas of challenge and opportunity such as fake news and authenticity, deepfakes, use of artificial intelligence to find and make sense of information, virtual reality, and how we ensure effective solidarity activism. Solutions and usages in these areas must avoid causing inadvertent as well as deliberate harms to already marginalized people.

Boys' lower literacy level is worldwide and needs attention. According to the world PISA findings "girls outperform boys in reading in every PISA country. In OECD [41] countries, the average gender gap is 39 score points, or over half a proficiency level". The focus of this research is to understand boys' interests in their use of game technologies that have potential for literacy value. A sub-focus points to feminism maturation which has occurred or is forthcoming. For this reason, there is a concern to identify power relations which exist and bring into perspective a more balanced view of gender without marginalizing the male voice. Examination of the literature, practice and positioning of masculine stereotypical males in emerging gender power dynamics may contribute to the understanding of boys' literacy. The research question is to what extent multiliteracies practiced through computerized games manifest themselves in gender equality in secondary schools?