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Food Information, Communication and Education : Eating Knowledge
Food Information, Communication and Education analyses the role of different media in producing and transforming knowledge about food. ‘Eating knowledge’, or knowledge about food and food practice, is a central theme of cooking classes, the daily press, school textbooks, social media, popular magazines and other media.In addition, a wide variety of actors have taken on the responsibility of informing and educating the public about food, including food producers, advertising agencies, celebrity chefs, teachers, food bloggers and government institutions. Featuring a range of European case studies, this interdisciplinary collection advances our understanding of the processes of mediatization, circulation and reception of knowledge relating to food within specific social environments.Topics covered include: popularized knowledge about food carried over from past to present; the construction of trustworthy knowledge in today’s food risk society; critical assessment of nutrition education initiatives for children; and political and ideological implications of food information policy and practice.
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Video in Qualitative Research
Video provides unprecedented opportunities for social science research, enabling fine-grained analysis of social organisation, culture and communication.Video in Qualitative Research provides practical guidance for students and academics on how to use video in qualitative research, how to address the problems and issues that arise in undertaking video-based field studies and how to subject video recordings to detailed scrutiny and analysis. Heath, Hindmarsh and Luff consider the ethical and practical issues that arise in recording and gathering data as well as how video enables new and distinctive ways of presenting insights, observations and findings to both academic and practitioner audiences.The book is illustrated throughout with a wide range of case material drawn from the authors own research projects, and these cases serve to situate the practical and methodological guidance offered by the book into real research scenarios.Video in Qualitative Research is an invaluable guide for students and researchers across the social sciences thinking of using video as part of their research. Christian Heath is Professor of Work and Organisation, Kings College LondonJon Hindmarsh is Reader in Work Practice and Technology, Kings College LondonPaul Luff is Professor in Organisations and Technology, Kings College London
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Action Research in Education : Learning Through Practitioner Enquiry
Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research.This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching.Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities.This book will help teachers to:- understand and apply practitioner inquiry- enhance their problem-solving skills- locate their own activity in a wider context- maximise opportunities to develop practice- evaluate the needs of their learnersClear, pragmatic and timely, this is a must-have text for all teachers and students of education. Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of GlasgowElaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle UniversityKate Wall is Senior Lecturer in the School of Education, Durham University
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Cultural Learning Styles in Language Education : A Special Reference to Asian Learning Styles
This book presents a nuanced look at the relationship between language learning styles and culture to illuminate how these important constructs are understood, employed and play out in the real world.Through the lens of different learning style dimensions—cognitive, affective, process-centred, environment-centred and cultural—Li unpacks and examines the commonly accepted tensions between learning styles, culture, teacher assumptions and teaching approaches.With a focus on Asian learning styles and Chinese learners, Li addresses the past and current debates and reconceptualises the roles and tensions between students’ learning, students’ cultural backgrounds and teaching styles.Li adeptly navigates this controversial arena to demystify preconceptions and provide avenues for innovative and effective classroom practices in language teaching.Ideal for pre-service ESL/EFL teachers, researchers and scholars, this book bridges the gap between research and practice on culture and language learning in the classroom.
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Is video conferencing mandatory in distance learning?
Video conferencing is not mandatory in distance learning, as there are various other methods of communication and interaction that can be used, such as email, discussion forums, and chat platforms. While video conferencing can enhance the learning experience by allowing for real-time interaction and engagement, it is not always necessary for successful distance learning. Ultimately, the use of video conferencing in distance learning will depend on the specific requirements and preferences of the course or institution.
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Can you provide information about the soldiers in the video?
I'm sorry, I cannot provide specific information about the soldiers in the video as I do not have access to the content of the video. However, I can provide general information about soldiers and their roles in the military if you would like.
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How do you set the lighting correctly for a learning video?
To set the lighting correctly for a learning video, you should first consider the natural light available in the room and position yourself or the subject facing the light source to avoid harsh shadows. If natural light is not sufficient, you can use artificial lighting such as softboxes or LED panels to create a well-lit environment. It's important to avoid harsh or direct lighting that can cause glare or shadows, and instead aim for even, diffused lighting that enhances visibility and clarity. Additionally, you can use reflectors or diffusers to further control and soften the light as needed.
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What is your reference point for knowledge?
My reference point for knowledge is a combination of personal experience, critical thinking, and information from reliable sources. I believe in learning from my own experiences and reflecting on them, as well as being open to new ideas and perspectives. I also value information from credible sources such as academic research, experts in the field, and reputable publications. Overall, my reference point for knowledge is based on a combination of personal experience, critical thinking, and reliable information.
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Knowledge, Information, and Business Education in the British Atlantic World, 1620–1760
Accurate information is essential to successful business activity.The early modern period saw an increase in printed commercial information, including newspapers, printed exchange rates, and educational texts--part of the 'print revolution' that permeated all aspects of the early modern world.Rather than relying on externally-produced printed works, commercial agents retained agency in creating and sharing their own business and educational information, which was shared in other forms and prioritised and valued over printed material.This book explores the ways that merchants and other commercial agents learned about business in the early modern British Atlantic World.It considers how they acquired, dispersed, stored, and used information, as well as considering their contribution to creating and shaping that information.Prioritising a wide range of manuscript material held in disparate collections, including merchants' correspondence, letter-books, notebooks, family papers, exercise books, and ships' logs, Talbott explores the ways that knowledge, information, and business education was created, circulated, and used in the early modern British Atlantic World.It offers a new perspective on the exchange of business information in a period dominated by discussions of print, prioritising manuscript and oral forms of exchange.In doing so, it presents a more holistic account of the ways that networks of knowledge operated in early modern business, centralising the creation, circulation, and use of business information specifically by those individuals most involved in--and most affected by--its production.
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Cooperative Learning in Physical Education : A research based approach
Cooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content.It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education. This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings.It explores Cooperative Learning in physical education from three main perspectives.The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education).The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context.The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education. As the only text to provide international perspectives, from eight different countries, of Cooperative Learning in physical education, this book is important reading for any student, researcher or teacher with an interest in physical education, sport education, sport pedagogy, curriculum development or methods for learning and teaching.
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Handbook of Research on Knowledge and Organization Systems in Library and Information Science
Due to changes in the learning and research environment, changes in the behavior of library users, and unique global disruptions such as the COVID-19 pandemic, libraries have had to adapt and evolve to remain up-to-date and responsive to their users.Thus, libraries are adding new, digital resources and services while maintaining most of the old, traditional resources and services.New areas of research and inquiry in the field of library and information science explore the applications of machine learning, artificial intelligence, and other technologies to better serve and expand the library community.The Handbook of Research on Knowledge and Organization Systems in Library and Information Science examines new technologies and systems and their application and adoption within libraries.This handbook provides a global perspective on current and future trends concerning library and information science.Covering topics such as machine learning, library management, ICTs, blockchain technology, social media, and augmented reality, this book is essential for librarians, library directors, library technicians, media specialists, data specialists, catalogers, information resource officers, administrators, IT consultants and specialists, academicians, and students.
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Communities of Practice in Higher Education : Learning, Teaching, and Research
Drawing on research and practice, this key text provides a rich, detailed, and accessible guide to Communities of Practice (CoPs) theory and how to implement it within higher education.It takes a detailed look at how the theory is constructed, the research that it rests on, and the ways that it has been used and can be used in the future. Beginning by introducing CoP theory and the theory of learning that accompanies it, this book provides empirical examples of CoP research to illustrate how CoPs form and work within higher education.It also explores how different CoPs work together and can learn from each other.The key topics explored in the book allow the reader to critically understand how CoP theory can be used in higher education to enhance an understanding of how students, staff, and organisations learn. Ideal reading for those researching higher education practices or undertaking higher education teaching qualifications as well as those currently teaching, this book provides a research-led and critical discussion of the current state of CoP-informed research into learning, teaching, and assessment practices alongside and interleaved with an exploration of how this same approach can be utilised for informing research.
Price: 24.99 £ | Shipping*: 3.99 £
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Can you provide information about hackers and hacking in video games?
Hackers in video games are individuals who use unauthorized methods to gain an advantage or disrupt the gameplay experience for others. They may use cheats, exploits, or third-party software to manipulate the game in ways that give them an unfair advantage. Hacking can lead to a negative impact on the gaming community, as it can ruin the experience for other players and undermine the integrity of the game. Game developers often take measures to detect and prevent hacking, and may ban players who are found to be engaging in such activities.
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How can I report a YouTube video that contains private information?
To report a YouTube video that contains private information, you can click on the three-dot menu next to the video and select "Report." From there, you can choose the option that best describes the issue, such as "Privacy concern." You will then be prompted to provide more details about the private information being shared in the video. YouTube will review the report and take appropriate action, such as removing the video if it violates their community guidelines.
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What is video encoding and video decoding?
Video encoding is the process of converting a video file from one format to another, typically to reduce its file size or to make it compatible with a specific device or platform. This process involves compressing the video data using various algorithms to maintain visual quality while reducing the file size. Video decoding, on the other hand, is the process of converting a compressed video file back to its original format so that it can be viewed or played on a device. Decoding involves decompressing the video data and reconstructing the original video frames for playback. Both encoding and decoding are essential processes for video streaming, storage, and playback.
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How can you insert a video at the end of a video on Video Star?
To insert a video at the end of a video on Video Star, you can use the "Add Clip" feature. First, import the video you want to add at the end of your current video into Video Star. Then, drag and drop the new video clip to the end of your current video timeline. You can adjust the length and position of the new video clip to ensure it seamlessly transitions at the end of your video. Finally, preview your video to make sure the new clip is inserted correctly at the end.
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