Video technology

This article presents some key research outcomes of a project carried out during 2018 on student feedback through screen-capture tools, also known as Audiovisual Student Feedback (ASF). It also examines the educational potential of ASF from the perspective of the lecturer against the backdrop of the Marketisation of Higher Education, the crisis of Writing as a mode and recent conceptual debates in the field of assessment and feedback. It then proposes a new set of categories to enable the reader to have a comprehensive understanding of the affordances of ASF and discusses five case studies of lecturers who have trialled it. It concludes with some reflections on both problematic and promising aspects of ASF as well as advice to software developers, institutions and lecturers.

Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings. Although it has been demonstrated for many years that the use of video as an instructional medium provides unique learning qualities, it has not been entirely embraced by high school English as a Second Language (ESL) teachers. Furthermore, recent advancements of digital video (low cost equipment and editing software) and Web-based video sharing services provide remarkable possibilities for supporting a variety of learning activities in ESL classrooms. Yet, classroom practice in using video technology has not gone too far beyond simple viewing and listening to video content for eliciting discussion among ESL students. This paper particularly highlights the role of video in the process of improving student pronunciation and presentation skills. The authors described a week-long classroom video-based project conducted at a Midwestern High School. The best examples of classroom practices and student activities were discussed. The most prominent observations of this project were that the video-based ESL activities contributed to the overall learning motivation and the enhancement of pronunciation skills. Finally, the authors discuss some potential issues and instructional implications of utilizing video technology in K-12 settings.

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.

The world is getting older, and the elderly represent a growing share of the world population. The average age of the worlds population is one of the most distinctive demographic phenomena in the current century one that will have a deep and unavoidable impact on the worlds social, economic, and political resources [17]. The global population is expected to reach 9.3 billion people by 2050 [13]. Technology is evolving in the speed of light, while the elderlys cognitive abilities decreases as the years go by. To focus on new and advanced technology for such a target group might not be the right way to go. We have in this paper researched the perception of the future elderly on wearable and video-sensor monitoring technology in regards of smart home technology. In the future this is the target group and these problems should be addressed now rather than later. To get a better understanding of these problems we conducted an online survey within our target group and have analysed and extracted the results. This paper looks at different terms and definitions of the smart home to make it clear what it is and what it is not. Furthermore this paper looks at conflicts between elderly and new technology, and their perceptions towards sensor and wearable technology. Different research is investigated to give concrete examples on how cognitive assessments can help recognize abnormal and different behavior at an early stage and thus get the best follow-up from the caretakers.

This article discusses experimental video art made with the pixelvision camera PXL2000, a dated format withdrawn from the market in 1989 and rediscovered by fimmakers with counter-cultural, subversive and radical agendas in the early 1990s. The PXL2000 was a cheap, plastic toy camera (originally targeted at children) that captured video on an audio tape. Due to its low resolution its recordings look pixelated and blurry, which contributes to the format’s visual identity. Pixelvision is a microcosm for examining conceptions of medium specificity in a non-essentialist way, and for exploring low resolution media not only with regard to dated media but also within the context of contemporary digitization and image transfer. The films discussed are Sadie Benning’s Me and Rubyfruit (1990), Michael Almereyda’s Another Girl Another Planet (1992), and Peggy Ahwesh’s Strange Weather (1993), all of which engage with pixelvision video in an examplary way.

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.

Given the 57% increase in the number of mental health petitions filed each year from 2006 through 2011 in King County under the State of Washington Involuntary Treatment Act (ITA), with no increase in resources for the key institutional participants in ITA Court proceedings, growing workload pressures have led stakeholders to do more than exploring such case management improvements as those addressed in Volume One. For long-term consideration, they have also begun to consider whether changes might be made in the entire framework for ITA proceedings. Where proceedings are now held by in a courtroom provided by the Court near Harborview Medical Center in Seattle, two alternatives are under consideration: (1) holding in-person, face-to-face ITA proceedings at the hospitals or mental health facilities where respondents are detained; and (2) using video conferencing technology to hold “virtual” ITA proceedings with some participants physically located at the ITA Courtroom and others at the hospital or mental health facility where the respondent is detained. Expanded use of videoconferencing would necessarily involve a number of changes to the details of how ITA proceedings are conducted. This volume addresses questions of how the adoption of video proceedings might affect perceptions of procedural fairness, and whether changes in the ITA judicial process might result in lower success rates or higher cost for involuntary treatment sufficient to outweigh any benefits that may accrue from expansion of video proceedings.

"Equipos e infraestructuras audiovisuales. El Laboratorio de Comunicación Audiovisual y Publicidad de la Universitat Jaume I" trata de ofrecer una información exhaustiva sobre las condiciones arquitectónicas, los distintos tipos de espacios y las configuraciones de equipos que las enseñanzas audiovisuales demandan en la actualidad. El principal objetivo de esta obra es proporcionar una información contrastada, completa y rigurosa que sirva de guía y orientación general a gestores, profesores y estudiantes de las administraciones públicas, centros y universidades públicas y privadas que desarrollan su actividad docente e investigadora en el campo de las enseñanzas audiovisuales y ciencias de la comunicación.

7th International Conference on Circuits and Systems (CIRSY 2021) will provide an
excellent international forum for sharing knowledge and results in theory, methodology
and applications impacts and challenges of Circuits, Systems and Applications. The goal
of this conference is to bring together researchers and practitioners from academia and
industry to focus on circuits and systems, establishing new collaborations in these areas.
Original research papers, state-of-the-art reviews are invited for publication in all areas of
circuits and systems.

Pessimism currently prevails around human rights globally, as well as about the impact 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, ...

Pessimism currently prevails around human rights globally, as well as about the impact 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, ...