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The present research aimed to determine the use and acceptance of video in the self-creation of assignments or evidence of learning as a strategy to mitigate plagiarism. This research adopted a mixed design, with an experimental, exploratory, and descriptive scope that reflects an innovative approach to meet this challenge. A non-probabilistic sample was considered, comprised of students in their first semester of higher education in the subject of Introduction to Programming at a public university in Mexico. The participants were divided into an intervention group and a control group. The acceptance of the use of the implemented strategy was evaluated using the Technology Acceptance Model and the results revealed the viability and usefulness of the strategy since the students in the intervention group stood out in the creation of their assignments compared to the control group. There was a positive and strong relationship between academic performance and the perceived usefulness of the strategy. We conclude by emphasizing the importance of teachers promoting the active role of students in the development of their work, to promote authentic learning and guarantee educational quality.

Abstract Background Firearm suicide is a leading cause of death in the United States. Suicide prevention experts have advocated for upstream interventions that can be implemented prior to the development of suicidal thoughts, particularly those that focus on lethal means safety (LMS; e.g., increasing secure firearm storage). To reach firearm owners with LMS messaging, researchers have developed suicide prevention training content which can be incorporated into firearm training courses. However, no study to date has evaluated impact of such training on firearm course students’ subsequent knowledge, attitudes, and openness related to secure firearm storage. Thus, the current study sought to examine both the feasibility and acceptability of a LMS-focused suicide prevention training module among firearm course students, as well as the impact of this module on students’ secure firearm storage-related knowledge, attitudes, and openness. Methods Firearm instructors (N = 6) and students in firearm classes (N = 83) were recruited to participate. Students were invited to complete voluntary, anonymous pre- and post-surveys during courses they attended that were led by these instructors. Instructors and students were also invited to complete a brief qualitative interview. Results Results indicated that firearm instructors and students in firearm courses found the module feasible and acceptable. Additionally, students’ knowledge about the relationship between firearms and suicide, openness to changing firearm storage practices, and endorsement of the importance of discussing firearms and suicide with fellow firearm owners, as well as willingness and confidence to do so, all significantly increased after viewing the module. Conclusions These findings provide strong support for the use of such culturally competent LMS messaging as upstream suicide prevention in settings such as concealed carry courses.

Objective The aim of this study is to explore general practice staff perspectives regarding a teaching concept based on instructional videos for conducting DR screenings. Furthermore, this study aims to investigate the competencies acquired by the staff through this teaching concept.Design and setting Qualitative cross-sectional study conducted in general practice clinics in the North Denmark Region.Method A teaching concept was developed based on instruction videos to teach general practice staff to conduct diabetic retinopathy screenings with automated grading through artificial intelligence. Semi-structured interviews were performed with 16 staff members to investigate their perspectives on the concept and acquired competencies.Results This study found no substantial resistance to the teaching concept from staff; however, participants’ satisfaction with the methods employed in the instruction session, the progression of learning curves, screening competencies, and their acceptance of a known knowledge gap during screenings varied slightly among the participants.Conclusion This study showed that the teaching concept can be used to teach general practice staff to conduct diabetic retinopathy screenings. Staffs’ perspectives on the teaching concept and acquired competencies varied, and this study suggest few adjustments to the concept to accommodate staff’s preferences and establish more consistent competencies.

Background and objective: Video-based learning may be beneficial in surgical education, both in the preparation for surgery and to evaluate surgical performance. The use of a video is not yet anchored in European urology residency programs, and it is unclear how frequently residents use videos. The purpose of this study is to investigate whether and how urology residents utilize videos to prepare for surgical procedures and evaluate their surgical performance. Methods: We conducted a European-wide, survey-based, needs assessment among urology residents. The survey was distributed electronically among the participants in the European Urology Residents Education Program 2022 and all the members of the European Society of Residents in Urology. Key findings and limitations: Seventy-two surveys were completed by the residents of 12 nationalities. Of the residents, 98.6% used videos in preparation, mainly for open, laparoscopic, and robotic procedures. YouTube was by far the most used source. Of the residents, 86% believed that a postsurgical video review would be helpful. In total, 39% of the residents actually had this possibility. Of them, 30% had the opportunity to do this together with a supervisor. Conclusions and clinical implications: This study demonstrated that European urology residents often use videos to prepare surgical procedures. Considering that the majority of the respondents use YouTube as the main source of videos, this seems not to be formalized within their training. Although most residents would value a postsurgical video review, preferably together with a supervisor, the latter is not available to the majority. We recommend the use of professional, and not public, video channels and easier access to postsurgical video review. Patient summary: Video-based learning may have an important role in surgical education. Videos often are a source of education for European urology residents to prepare for surgical procedures. Although most residents would appreciate a postsurgical video review or video-based coaching, this is not available to the majority of them.

This paper addresses eco-storytelling as the process of meaning-making in Greenpeace’s environmental videos, with a focus on semiotic and cognitive aspects within a multimodal framework. By combining insights from multimodal discourse analysis and cognitive semiotics, this study explores how Greenpeace’s videos construct environmental issues through the interplay of various modes across different layers of meaning. This study presents a semiotic space within Greenpeace’s videos, highlighting the interplay of signs at the core, involved in a situation and embedded in the worldview. This model allows differentiation of three layers of meaning within the videos: embodied, referential, and ideological. Eco-storytelling involves the strategic use of multimodal elements—visual and auditory modes, including verbal, nonverbal, and cinematic means. These elements construct narratives at embodied, referential, and ideological layers, aiming not only to inform about environmental issues but also to inspire viewers to engage in environmental stewardship and advocacy. The study examines the role of multimodal means in constructing each semiotic layer and investigates the process of conceptual integration based on Brandt’s theory of Mental Space Network. In this framework, embodied, referential, and ideological meanings interact through mental spaces to create a comprehensive narrative that underscores the urgency of environmental action. This research contributes to understanding the complex role of multimodal resources in eco-storytelling and highlights how Greenpeace’s videos foster environmental awareness.

Abstract Background Domestic and family violence (DFV) is a significant public health issue that poses a high risk to women, globally. Women experiencing DFV have higher rates of healthcare utilisation than women not experiencing DFV. Healthcare services are therefore well placed to address DFV and deliver education and awareness interventions to women. Video interventions are a strategy to deliver education to women, while overcoming barriers such as language, literacy, lack of rapport with clinician, or unwillingness to disclose. The current review will aim to further understand the characteristics, methods of evaluation, and outcomes of DFV video education interventions for perinatal women. Methods The review will be reported in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) statement. A systematic search will be conducted of the following databases: Medline, Embase, PsycINFO, PsycArticles, Scopus, and Web of Science Core Collection. Two independent reviewers will screen titles and abstracts against the inclusion criteria, followed by a full text screening of eligible articles. A third reviewer will resolve discrepancies. All study types will be included. Only studies published in English will be included. Risk of bias will be assessed using the Quality Assessment with Diverse Studies (QuADS) tool. Data will undergo an aggregate mixed method synthesis informed by The Joanna Briggs Institute, before being analysed using a thematic approach. Discussion This systematic review will provide evidence on best practice for the creation, delivery, and evaluation of DFV video interventions for women in the peripartum. Systematic review registration PROSPERO registration number CRD42023475338.

In recent years, significant progress has been made in video-based person re-identification (Re-ID). The key challenge in video person Re-ID lies in effectively constructing discriminative and robust person feature representations. Methods based on local regions utilize spatial and temporal attention to extract representative local features. However, prior approaches often overlook the correlations between local regions. To leverage relationships among different local regions, we have proposed a novel video person Re-ID representation learning approach based on a graph transformer, which facilitates contextual interactions between relevant region features. Specifically, we construct a local relation graph to model intrinsic relationships between nodes representing local regions. This graph employs the architecture of a transformer for feature propagation, iteratively refining region features and considering information from adjacent nodes to obtain partial feature representations. To learn compact and discriminative representations, we have further proposed a global feature learning branch based on a vision transformer to capture the relationships between different frames in a sequence. Additionally, we designed a dual-branch interaction network based on multi-head fusion attention to integrate frame-level features extracted by both local and global branches. Finally, the concatenated global and local features, after interaction, are used for testing. We evaluated the proposed method on three datasets, namely iLIDS-VID, MARS, and DukeMTMC-VideoReID. Experimental results demonstrate competitive performance, validating the effectiveness of our proposed approach.

Naomi Rincón Gallardo (Carolina de Norte, 1979) realizó la Trilogía de la cuevas, un ciclo de video musical y performances compuesta por El viaje del formol (2017), Sangre pesada (2018) y Resiliencia tlacuache (2019). A partir de investigaciones llevadas a cabo entre Zacatecas y Oaxaca, Rincón Gallardo propone una forma de narración ficcional dedicada a mostrar subjetividades no normativas e historias enmarcadas en disputas socio-ambientales. Ante el despojo, la violencia y los neoexractivismos que enmarcan a la minería, esta artista interdisciplinar exhibe una alternativa construida a partir del mito para la pensar y escribir una serie de contrahistorias, al especular sobre una idea de futuro que ha sido negada. Este trabajo contrapone distintos modelos de paisaje, desde las escenas revolucionarias de Francisco Goitia hasta investigaciones artísticas paralelas dedicadas a la minería, con el fin de enfatizar las estrategias de Rincón Gallardo.

Introduction: Traditionally, surgical procedures are explained through consultations between the surgeon and the patient to ensure informed consent. Patient education enhances engagement and knowledge, aiding informed decision-making. This study aimed to assess the effect of an educational video on preoperative patient knowledge and satisfaction in the context of total knee arthroplasty (TKA) as an adjunct to the consent process. Methods: A prospective randomized controlled study involving 100 patients in dedicated elective orthopedic units in UK-based hospitals was conducted. After consultation with a dedicated knee surgeon and a preoperative education day for TKA run by dedicated orthopedic nurse specialists, patients were randomized into one of two limbs (video vs no video) at a 1:1 ratio. The treatment group (video group) was shown a video about the principles and steps of the procedure, including the recovery time. Following this, a 10-point knowledge test was completed, and patients rated their satisfaction with the preoperative education on a scale of 0–10. Results: Patients in the video limb group had a significantly greater mean knowledge score and greater satisfaction with preoperative education than patients who did not view the video. The video group (n = 49) had a mean knowledge score of 8.73 +/− 0.159 compared to 7.68 +/− 0.281 for the nonvideo limb (n = 50) (p < 0.05). The video group had a mean satisfaction score of 9.00 +/− 0.123 compared to 8.40 +/− 0.121 for the nonvideo limb group (p < 0.05). Conclusion: Video-assisted consent in total knee arthroplasty improves preoperative knowledge and patient satisfaction when used as an adjunct in the consent process. A simple, standardized video, either pre- or post-consultation could reinforce information that the patient receives in a simple effective manner, allowing for true informed consent. [ABSTRACT FROM AUTHOR]

Introduction: Video education is a commonly used patient education tool. However, the impact of integrating artificial intelligence (AI) into video education remains unexplored. This study aimed to examine the acceptability of an AI-generated presenter in a patient information video about face-down positioning after vitreoretinal surgery. Method: We prospectively enrolled participants who were planned for vitreoretinal surgery in which postoperative face-down positioning was recommended at the Royal Adelaide Hospital between December 2022 and September 2023. Participants were preoperatively provided with an educational video presented by an AI-generated presenter, incorporated into a surveyredcap. A pre- and post-video questionnaire was administered electronically. Results: There were 15 participants included in the study. In the pre-video questionnaire, most participants rated their awareness of special equipment for positioning as “not aware” (33%) and “slightly aware” (33%). The median pre-video six-item Spielberger State-Trait Anxiety Inventory Score was 12 (interquartile range 12–15). In the post-video questionnaire, most participants rated the video’s quality as “excellent” (73%) and would recommend it to others (73%). The majority of participants strongly agreed that they understood the AI presenter (60%), felt at ease with the presenter (60%), and trusted the presenter (60%). Four participants (22%) disagreed with the statement: “I was aware the presenter was computer generated.” Conclusions: Video-based education may provide information that patients find useful, particularly for physical maneuvers such as face-down positioning. The use of an AI-generated presenter was well-received by the majority of patients. Further research regarding the use of AI to develop educational video content is warranted. [ABSTRACT FROM AUTHOR]

Although product placements in music videos are ubiquitous and a common form of advertising cooperation between companies and artists, few studies have addressed the topic, especially the artists' perceptions. This experimental online study examines the effects of fit between artist and product in music videos. Results show that good artist-product-fit reduces persuasion knowledge and increases perceived credibility of the artist as well as viewers' willingness to share the video through electronic word of mouth (eWOM). These results highlight the need to understand viewers' perceptions of artists in promotional contexts to avoid dysfunctional promotional collaborations. [ABSTRACT FROM AUTHOR]

AbstractObjectiveDesign and settingMethodResultsConclusionThe aim of this study is to explore general practice staff perspectives regarding a teaching concept based on instructional videos for conducting DR screenings. Furthermore, this study aims to investigate the competencies acquired by the staff through this teaching concept.Qualitative cross-sectional study conducted in general practice clinics in the North Denmark Region.A teaching concept was developed based on instruction videos to teach general practice staff to conduct diabetic retinopathy screenings with automated grading through artificial intelligence. Semi-structured interviews were performed with 16 staff members to investigate their perspectives on the concept and acquired competencies.This study found no substantial resistance to the teaching concept from staff; however, participants’ satisfaction with the methods employed in the instruction session, the progression of learning curves, screening competencies, and their acceptance of a known knowledge gap during screenings varied slightly among the participants.This study showed that the teaching concept can be used to teach general practice staff to conduct diabetic retinopathy screenings. Staffs’ perspectives on the teaching concept and acquired competencies varied, and this study suggest few adjustments to the concept to accommodate staff’s preferences and establish more consistent competencies. [ABSTRACT FROM AUTHOR]

Today, technology has permeated every corner of our lives and has significantly affected the field of education. In our country, the Movement for Increasing Opportunities and Improving Technology (FATIH) project implemented by the Ministry of National Education (MoNE) is one of the most important initiatives expressing the place of technology in education. With the FATIH project, classrooms have been enriched with smart boards, creating a more interactive learning environment. In addition, the Education Information Network (EIN) was created to provide a comprehensive collection of digital resources for educators and students. EBA offers a wealth of instructional videos and interactive materials that allow teachers to improve their lessons and better interact with students. This study focuses on the evaluation of middle school science course videos and interactive content provided by EBA created by the Ministry of National Education. At this point, key variables such as duration, number of views, class distribution of the videos, and alignment with educational objectives were analyzed. In the study, a total of 924 lesson videos and 282 interactive materials from fifth to eighth grades were carefully reviewed by an expert science educator by watching each piece twice. The data obtained were analyzed using document analysis technique. [ABSTRACT FROM AUTHOR]

Purpose: Videos and images are becoming an educational tool in every domain. The objective was to assess the contribution of short educational endoscopic videos in learning the complex anatomy of the tympanic cavity. Methods: We conducted a prospective study amongst all the otolaryngology residents in 2021 in the greater Paris area (n = 74), from the first year to fifth year. We divided the residents into two groups who had the same 30-min anatomy class based on anatomical drawings. The second group had a 4-min endoscopic educational video at the end, whereas the first group did not. A video test of 10 surgical situations with each time 5 anatomic structures to identify was created. All the residents took the test just after the class, and 1 month later to assess long-term memory. The MERSQI score (design to assess the quality of educational studies) applied to our study was calculated. Results: The two groups were comparable in terms of training. The "video" group had significantly better results in the first test, mean score 24.40/50 (± 11.7) versus 16.74/50 (± 11.1) (p = 0.005) and also at 1 month, mean score 23.25/50 (± 12.3) versus 18.01/50 (± 11.3) (p = 0.035). The score in each group, and the difference between both groups, increased with resident seniority. The MERSQI score of our study was 14.5/18. Conclusion: This study highlights the educational value of videos to help memorise complex 3D anatomy such as in the tympanic cavity. [ABSTRACT FROM AUTHOR]

Over the past decades, tremendous technological advances have emerged in human motion analysis (HMA). How has technology for analysing human motion evolved over the past decades, and what clinical applications has it enabled? The literature on HMA has been extensively reviewed, focusing on three main approaches: Fully-Instrumented Gait Analysis (FGA), Wearable Sensor Analysis (WSA), and Deep-Learning Video Analysis (DVA), considering both technical and clinical aspects. FGA techniques relying on data collected using stereophotogrammetric systems, force plates, and electromyographic sensors have been dramatically improved providing highly accurate estimates of the biomechanics of motion. WSA techniques have been developed with the advances in data collection at home and in community settings. DVA techniques have emerged through artificial intelligence, which has marked the last decade. Some authors have considered WSA and DVA techniques as alternatives to "traditional" HMA techniques. They have suggested that WSA and DVA techniques are destined to replace FGA. We argue that FGA, WSA, and DVA complement each other and hence should be accounted as "synergistic" in the context of modern HMA and its clinical applications. We point out that DVA techniques are especially attractive as screening techniques, WSA methods enable data collection in the home and community for extensive periods of time, and FGA does maintain superior accuracy and should be the preferred technique when a complete and highly accurate biomechanical data is required. Accordingly, we envision that future clinical applications of HMA would favour screening patients using DVA in the outpatient setting. If deemed clinically appropriate, then WSA would be used to collect data in the home and community to derive relevant information. If accurate kinetic data is needed, then patients should be referred to specialized centres where an FGA system is available, together with medical imaging and thorough clinical assessments. • Gait analysis by stereophotogrammetry provides highly accurate biomechanics of motion. • Wearable sensors enable ecological data collection at home and in community setting. • Deep-learning video analysis can perform motion capture without instruments on subjects. • Several authors suggest more modern technologies shall replace traditional gait analysis. • We argue that these three technologies complement each other and shall be "synergistic". [ABSTRACT FROM AUTHOR]

Effective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor‐generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video‐based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances. Practitioner notesWhat is already known about this topic Higher education tutors are increasingly expected to generate video content as a feature of their course delivery.Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear.Video technology affordances rarely feature in academic professional development programmes leaving tutors ill‐equipped to understand how and in what ways students engage with video resources as a part of their courses.What this paper adds A novel use of signalling theory to explain different patterns of learner engagement and disengagement.Learner agency and control results in video technology affordances being fitted and 'flexed' around factors that instructors rarely consider in the video generation process.A new model to describe factors that affect student engagement with instructor‐generated video.Implications for practice and/or policy Raise awareness for instructors about patterns of student engagement with video technology affordances that affect learning experience and outcomes.Implement professional development programmes to equip instructors to design and generate video content that takes account of patterns of behavioural, cognitive and affective engagement and signals relevance, focus and utility.Develop clear policies regarding technical features of video generation to avoid learner disengagement. [ABSTRACT FROM AUTHOR]

The purpose of this article is to demonstrate how I grappled with questions about the meaning, purpose, and process of playful writing to represent a dance performance based on the oral history narrative of Sybil Jordan Hampton, the sole African American enrolled in her class at Little Rock Central High in Arkansas from 1959 to 1962. Through the presentation of six moments from the dance that I captured through photographs, I explore the possibilities of writing about dance using graphic art to invoke critical reflection and social justice-oriented action, rather than solely as a representation of the dance performance. I examine the complexities surrounding playful writing, layered representations in writing about dance that represents lived experience, and consider whether nontraditional text presented as graphic art enhances the potential for meaning making about social justice action. [ABSTRACT FROM AUTHOR]

The modern academic world can hardly boast of substantial research on how people become loyal to businesses thanks to TikTok. The current research seeks to add some knowledge to the field by exploring the impact that TikTok services' quality and satisfaction from using it have on Russian and Chinese users' loyalty to opinion leaders in this social network. The analysis of research data collected from the survey of 400 TikTok users was done by means of the partial least squares structural equation modeling method. This allowed obtaining results that confirmed that e-service quality significantly and positively affects users' e-satisfaction and loyalty to opinion leaders. E-satisfaction was found to affect loyalty and mediate the relationship between loyalty and e-service quality significantly and positively. This study provides a number of practical recommendations for brands and businesses interested in promoting their products or services through TikTok. [ABSTRACT FROM AUTHOR]

Aim: Bruxism in children is a common health issue that causes discomfort in the jaw joint and surrounding muscles, negatively affecting daily activities and quality of life. As individuals increasingly turn to online platforms for health information, the accuracy and reliability of this information become crucial. This study aims to evaluate the content and quality of online information on bruxism in children, facilitating access to accurate and reliable patient information and aiding in more informed decision-making regarding treatment options. Material and Method: This study searched the term 'Bruxism in Children' on YouTube™, evaluating the first 100 relevant videos and selecting 18 videos for further analysis. Data on view count, video length, time since upload, likes and dislikes, number of comments, uploader, interaction index, and views were recorded. The Quality Criteria for Consumer Health Information (DISCERN), the Journal of American Medical Association (JAMA), and Global Quality Scale (GQS) assessed patient viewers' medical accuracy, content quality, understandability, and suitability. Results: Most videos were uploaded by health professionals and educators. However, videos uploaded by health professionals did not have significantly higher GQS scores than those uploaded by patients. When categorized by the source of upload, videos from health professionals did not score significantly higher in reliability than other groups. Conclusion: There is a scarcity of videos on bruxism in children on the YouTube™ platform, providing limited benefits and insufficient information. Despite expectations for more accurate information from health professional-produced content, these professionals must upload more comprehensive and understandable videos. [ABSTRACT FROM AUTHOR]

In this paper, the author explores current perspectives on contemporary art projects through the concept of the archive. By applying a theoretical framework termed "concern for the archive", the author aims to elucidate complex relationships between the archive as a medium and the situated practices of contemporary art. The paper examines contemporary art as a form of temporary memory storage, particularly through the analysis of Tomáš Rafa's documentary films. It addresses two key questions: What specific aspects of concern for the archive can be identified in political or activist contemporary art? How does concern for the archive differ from archival care, and why is this distinction important?. In the first section, the author discusses the "zones of contact" in political activist art, highlighting the formation of dialogical structures and distinguishing them from scientific research and purely documentary creation. The second section traces the layers of artistic training in Grzegorz Kowalski's renowned studio at the Academy of Fine Arts in Warsaw, where the author gained experience in organizing and documenting collective workshops. This part reveals the specifics of documentary video creation with its activist and archival overlaps. In the final sections, the author outlines a theoretical framework for interpreting documentary video pieces in relation to the concepts of archive, cultural trauma, and cultural therapy. [ABSTRACT FROM AUTHOR]

Background: Firearm suicide is a leading cause of death in the United States. Suicide prevention experts have advocated for upstream interventions that can be implemented prior to the development of suicidal thoughts, particularly those that focus on lethal means safety (LMS; e.g., increasing secure firearm storage). To reach firearm owners with LMS messaging, researchers have developed suicide prevention training content which can be incorporated into firearm training courses. However, no study to date has evaluated impact of such training on firearm course students' subsequent knowledge, attitudes, and openness related to secure firearm storage. Thus, the current study sought to examine both the feasibility and acceptability of a LMS-focused suicide prevention training module among firearm course students, as well as the impact of this module on students' secure firearm storage-related knowledge, attitudes, and openness. Methods: Firearm instructors (N = 6) and students in firearm classes (N = 83) were recruited to participate. Students were invited to complete voluntary, anonymous pre- and post-surveys during courses they attended that were led by these instructors. Instructors and students were also invited to complete a brief qualitative interview. Results: Results indicated that firearm instructors and students in firearm courses found the module feasible and acceptable. Additionally, students' knowledge about the relationship between firearms and suicide, openness to changing firearm storage practices, and endorsement of the importance of discussing firearms and suicide with fellow firearm owners, as well as willingness and confidence to do so, all significantly increased after viewing the module. Conclusions: These findings provide strong support for the use of such culturally competent LMS messaging as upstream suicide prevention in settings such as concealed carry courses. [ABSTRACT FROM AUTHOR]

Wave information retrieval from videos captured by a single camera has been increasingly applied in marine observation. However, when the camera observes ocean waves at low grazing angles, the accurate extraction of wave information from videos will be affected by the interference of the fine ripples on the sea surface. To solve this problem, this study develops a method for estimating peak wave periods from videos captured at low grazing angles. The method extracts the motion of the sea surface texture from the video and obtains the peak wave period via the spectral analysis. The calculation results captured from real-world videos are compared with those obtained from X-band radar inversion and tracking buoy movement, with maximum deviations of 8% and 14%, respectively. The analysis of the results shows that the peak wave period of the method has good stability. In addition, this paper uses a pinhole camera model to convert the displacement of the texture from pixel height to actual height and performs moving average filtering on the displacement of the texture, thus conducting a preliminary exploration of the inversion of significant wave height. This study helps to extend the application of sea surface videos. [ABSTRACT FROM AUTHOR]

AbstractWe investigated whether people show signs of conflict detection in both more implicit and explicit judgments about the authenticity of short video clips depicting interviews with famous American actors. If so, they would be less confident when incorrectly seeing deepfakes as authentic than when correctly seeing authentic videos as authentic. Participants (N = 128; Mage = 33.7, SD = 12.1) from the USA were recruited on Prolific. Results showed that participants were more accurate at recognising deepfakes and less accurate at recognising authentic videos when they were explicitly asked to judge if a video was authentic or deepfake compared to more implicit authenticity judgments. Interestingly, they showed signs of conflict detection both when making more implicit and explicit authenticity judgments. These findings are relevant for the literature on both conflict detection in reasoning and decision-making and on deepfake recognition, as well as for research on training people to learn to recognise deepfakes. [ABSTRACT FROM AUTHOR]

Objective Methods Results Conclusion To assess the quality, reliability, and level of misinformation in TikTok videos about hysteroscopy.A cross‐sectional analysis of TikTok videos retrieved using “hysteroscopy” as search term was performed. Patient education materials assessment tool for audio‐visual content (PEMAT A/V), the modified DISCERN (mDISCERN), global quality scale (GQS), video information and quality index (VIQI) and misinformation assessment were used.Of three hundred videos captured, 156 were excluded and 144 were included. Most videos were partially accurate or uninformative (43.8% and 34.7%, respectively). Non‐healthcare providers produced more inaccurate or uninformative videos than healthcare workers (51.1% vs 4.0%; P < 0.001). Compared to content by professionals, content by patients showed increased distrust towards gynecologists (11.7% vs 0%; P = 0.012) and increased incidence of anxiety and concern towards hysteroscopy (25.5% vs 2%; P < 0.001). PEMAT A/V scores for understandability and actionability were low at 42.9% (interquartile range [IQR]: 11.1–70) and 0% (IQR: 0–0), respectively. Understandability (P < 0.001) and actionability (P = 0.001) were higher for professionals' created content relative to patients' videos. Similarly, median mDISCERN score was low (1 [IQR 0–2]), with significantly higher score for healthcare professionals compared to patients (P < 0.001). Overall video quality was also low, with median VIQI and GQS score of 7 (IQR 4–11) and 1 (IQR 1–3), respectively, and significantly higher scores for healthcare workers' captions compared to patients' for both (P < 0.001 and P = 0.001, respectively).TikTok videos' quality on hysteroscopy seems unsatisfactory and misinformative, with low understandability and actionability scores. Videos recorded by healthcare workers show higher quality and less misinformation than those by patients. Raising the awareness regarding the low quality of medical information on social media is crucial to increase future reliability and trustworthiness. [ABSTRACT FROM AUTHOR]

Background: Domestic and family violence (DFV) is a significant public health issue that poses a high risk to women, globally. Women experiencing DFV have higher rates of healthcare utilisation than women not experiencing DFV. Healthcare services are therefore well placed to address DFV and deliver education and awareness interventions to women. Video interventions are a strategy to deliver education to women, while overcoming barriers such as language, literacy, lack of rapport with clinician, or unwillingness to disclose. The current review will aim to further understand the characteristics, methods of evaluation, and outcomes of DFV video education interventions for perinatal women. Methods: The review will be reported in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) statement. A systematic search will be conducted of the following databases: Medline, Embase, PsycINFO, PsycArticles, Scopus, and Web of Science Core Collection. Two independent reviewers will screen titles and abstracts against the inclusion criteria, followed by a full text screening of eligible articles. A third reviewer will resolve discrepancies. All study types will be included. Only studies published in English will be included. Risk of bias will be assessed using the Quality Assessment with Diverse Studies (QuADS) tool. Data will undergo an aggregate mixed method synthesis informed by The Joanna Briggs Institute, before being analysed using a thematic approach. Discussion: This systematic review will provide evidence on best practice for the creation, delivery, and evaluation of DFV video interventions for women in the peripartum. Systematic review registration: PROSPERO registration number CRD42023475338. [ABSTRACT FROM AUTHOR]

Video saliency prediction aims to resemble human visual attention by identifying the most relevant and significant elements in a video frame or sequence. This task becomes notably intricate in scenarios characterized by dynamic elements such as rapid motion, occlusions, blur, background variations, and nonrigid deformations. Therefore, the inherent complexity of human visual attention behavior during dynamic scenes necessitates the assessment of both temporal and spatial data. Existing video saliency frameworks often falter under such conditions, and relying solely on image saliency models neglects crucial temporal information in videos. This study presents a new Video Salient Object Detection via Multi-level Spatiotemporal Bidirectional Network using Multi-scale Transfer Learning (MSB-Net) to address the problem of identifying significant objects in videos. The proposed MSB-Net achieves notable results for a given sequence of frames by employing multi-scale transfer learning with an encoder and decoder approach to acquire knowledge and saliency map attributes spatially and temporally. The proposed MSB-Net model has bidirectional LSTM (Long Short-Term Memory) and CNN (Convolutional Neural Network) components. The VGG16 (Video Geometry Group) and VGG19 architectures extract multi-scale features from the input video frames. Evaluation of diverse datasets, namely DAVIS-T, SegTrack-V2, ViSal, VOS-T, and DAVSOD-T, demonstrates the model's effectiveness, outperforming other competitive models based on parameters such as MAE, F-measure, and S-measure. [ABSTRACT FROM AUTHOR]

The present study aimed to elucidate the effects of real-time versus slow-motion videos, as a function of time of day, on the acquisition of basketball plays. Fifty first-year sports science students (Mage = 18.82 y, SD = 0.49) were quasi-randomly allocated to either into 0.5 or 1.0 times normal video speed, attending morning (08:00–09:00 h) and late-afternoon (16:00–17:00 h) sessions. After measuring oral temperature (OT) and mood states (MS), participants observed a basketball system's evolution twice and completed two recall tests [game comprehension (GC) and game performance (GP) tests]. Afternoon sessions exacerbated higher OT, higher negative MS (e.g. anxiety and fatigue), and lower positive MS (i.e. vigor) compared to mornings (regardless of video speed). GC and GP were higher in the morning than in the afternoon, with real-time (p < 0.001, both) and slow-motion videos (p < 0.01 and p < 0.001, respectively). GC and GP were higher with slow-motion videos compared to real-time videos in morning and afternoon sessions (p < 0.01, both). The findings highlight the morning's superiority in the acquisition of motor knowledge from videos, due to mood disturbances and lower arousal levels. Additionally, the findings encourage teachers/coaches to communicate basketball plays through slow-motion videos, particularly in the morning. [ABSTRACT FROM AUTHOR]

Purpose: This randomized controlled trial aimed to ascertain the effect of a pre-procedure informational video on anxiety, pain perception, and satisfaction levels in patients undergoing amniocentesis. Methods: Patients were randomized into two groups: a video group who watched an informational video prior to the procedure, and a control group who received standard care. Anxiety was gauged both pre- and post-procedure via the State-Trait Anxiety Inventory (STAI) score. Post-procedure, patients' perceived pain, anxiety, and satisfaction levels were evaluated using the Visual Analog Scale questionnaire (VAS). Results: Of 110 randomized patients, 100 completed the study and were included in the final analysis. No significant difference was noted in overall anxiety levels between the study and control groups. However, in-procedure anxiety was significantly lower in the video group compared to the control group (p = 0.04). Among patients undergoing amniocentesis for the first time, the subgroup analysis revealed reduced levels of anxiety during the procedure and diminished pain 10 min after the procedure in the video group compared to the control group. (p = 0.041 and p = 0.025, respectively). Conclusion: A pre-procedural informational video could help in alleviating anxiety and mitigating pain during amniocentesis. Clinical trial registration: The study was registered at 27.3.2022 in clinical-trials.gov (identifier NCT05463549). [ABSTRACT FROM AUTHOR]

Introduction: Informed consent is essential in ensuring patients' understanding of their medical condition, treatment, and potential risks. The objective of this study was to investigate the impact of utilizing a video consent compared to standard consent for patient knowledge and satisfaction in selected general surgical procedures. Methods and procedures: We included 118 patients undergoing appendectomy, cholecystectomy, inguinal hernia repair, and fundoplication at two hospitals in Omaha, NE. Patients were randomized to either a standard consent or a video consent. Outcomes included a pretest and posttest objective knowledge assessment of their procedure, as well as a satisfaction survey which was completed immediately after consent and following discharge. Given the pre-post design, a linear mixed-effect model was estimated for both outcomes. A two-way interaction effect was of primary interest to assess whether pre-to-post change in the outcome differed between patients randomized to standard or video consent. Results: Baseline characteristics were mostly similar between groups except for patient sex, p = 0.041. Both groups showed a statistically significant increase in knowledge from pretest to posttest (standard group: 0.25, 95% CI 0.01 to 0.51, p = 0.048; video group: 0.68, 95% CI 0.36 to 1.00, p < 0.001), with the video group showing significantly greater change (interaction p = 0.043) indicating that incorporating a video into the consent process resulted in a better improvement in patient's knowledge of the proposed procedure. Further, both groups showed a decrease in satisfaction post-discharge, but no statistically significant difference in the magnitude of decrease between the groups (interaction p = 0.309). Conclusion: Video consent lead to a significant improvement in a patient's knowledge of the proposed treatment. Although the patient satisfaction survey didn't show a significant difference, it did show a trend. We propose incorporating videos into the consent process for routine general surgical procedures. [ABSTRACT FROM AUTHOR]

This article introduces Lester, a novel method to automatically synthesize retro-style 2D animations from videos. The method approaches the challenge mainly as an object segmentation and tracking problem. Video frames are processed with the Segment Anything Model (SAM) and the resulting masks are tracked through subsequent frames with DeAOT, a method of hierarchical propagation for semi-supervised video object segmentation. The geometry of the masks' contours is simplified with the Douglas–Peucker algorithm. Finally, facial traits, pixelation and a basic rim light effect can be optionally added. The results show that the method exhibits an excellent temporal consistency and can correctly process videos with different poses and appearances, dynamic shots, partial shots and diverse backgrounds. The proposed method provides a more simple and deterministic approach than diffusion models based video-to-video translation pipelines, which suffer from temporal consistency problems and do not cope well with pixelated and schematic outputs. The method is also more feasible than techniques based on 3D human pose estimation, which require custom handcrafted 3D models and are very limited with respect to the type of scenes they can process. [ABSTRACT FROM AUTHOR]

Introduction: The aim of the study was to evaluate undergraduate medical students' knowledge and self-confidence to perform abscess incision after virtual reality-simulation or video lecture. Pre and post-knowledge assessment was conducted. Materials and Methods: This was a multicentre randomised controlled trial from October 2021 to January 2022. The study was carried out at two universities providing medical education. Undergraduate medical students were randomized into either fully immersive head mounted display virtual reality-simulation (VR) or video lecture. Pre- and post-learning surveys probed self-confidence and student's own assessment of competence. Participants were third-, fourth- and fifth-year medical students from the University of Eastern Finland and the University of Helsinki. All students were sent an email informing them of the opportunity to participate in this voluntary study. All willing students were included in the study. Results: 42 medical students participated in the study. Most were fourth year medical students, 52% of the participants had previously used VR in some context and the mean age of participants was around 25 years. Both methods increased knowledge and self-confidence equally. In VR subgroup, those with technical support available experienced greater learning than those without. Conclusions: Interestingly, in the present study, both VR and video lecture increased knowledge and professional self-confidence equally. [ABSTRACT FROM AUTHOR]

The article shows how film can disrupt human-centred discourses about the use of video technology in qualitative research. Inspired in particular by Deleuze's film philosophy, a detailed analysis of an "ordinary" event in an early-childhood institution gestures at some of the possibilities that the manipulation of technology can offer. Filmmaking practices, such as framing, tracking, speed changes, reverse motion and use of sound, shape what counts as "data" and offer alternative modes of analysis that include more-than-human bodies. These playful techniques draw attention to how video technology can play a democratising role in qualitative research by paying more attention to the digital, the sensory and the visual and relying less on language as the mode of enquiry. Grounded in post-qualitative approaches of performativity, we indicate the radical implications of the ontological and epistemological paradigmatic shift in agency and causality when disrupting anthropocentrism in qualitative research. [ABSTRACT FROM AUTHOR]

Introduction: Traditional methods for assessing movement quality rely on subjective standardized scales and clinical expertise. This limitation creates challenges for assessing patients with spinocerebellar ataxia (SCA), in whom changes in mobility can be subtle and varied. We hypothesized that a machine learning analytic system might complement traditional clinician-rated measures of gait. Our objective was to use a video-based assessment of gait dispersion to compare the effects of troriluzole with placebo on gait quality in adults with SCA. Methods: Participants with SCA underwent gait assessment in a phase 3, double-blind, placebo-controlled trial of troriluzole (NCT03701399). Videos were processed through a deep learning pose extraction algorithm, followed by the estimation of a novel gait stability measure, the Pose Dispersion Index, quantifying the frame-by-frame symmetry, balance, and stability during natural and tandem walk tasks. The effects of troriluzole treatment were assessed in mixed linear models, participant-level grouping, and treatment group-by-visit week interaction adjusted for age, sex, baseline modified Functional Scale for the Assessment and Rating of Ataxia (f-SARA), and time since diagnosis. Results: From 218 randomized participants, 67 and 56 participants had interpretable videos of a tandem and natural walk attempt, respectively. At Week 48, individuals assigned to troriluzole exhibited significant (p = 0.010) improvement in tandem walk Pose Dispersion Index versus placebo {adjusted interaction coefficient: 0.584 [95% confidence interval (CI) 0.137 to 1.031]}. A similar, nonsignificant trend was observed in the natural walk assessment [coefficient: 1.198 (95% CI − 1.067 to 3.462)]. Further, lower baseline Pose Dispersion Index during the natural walk was significantly (p = 0.041) associated with a higher risk of subsequent falls [adjusted Poisson coefficient: − 0.356 [95% CI − 0.697 to − 0.014)]. Conclusion: Using this novel approach, troriluzole-treated subjects demonstrated improvement in gait as compared to placebo for the tandem walk. Machine learning applied to video-captured gait parameters can complement clinician-reported motor assessment in adults with SCA. The Pose Dispersion Index may enhance assessment in future research. Trial Registration—ClinicalTrials.gov Identifier: NCT03701399. [ABSTRACT FROM AUTHOR]

Background: Digital modalities which enable asynchronous learning, such as audio podcasts and videos demonstrating procedures, may benefit acquisition and retention of knowledge and clinical skills. The main objective of this nationwide cross‐sectional survey study was to evaluate key aspects and factors related to usage of audio podcasts and procedural videos in anaesthesiology and intensive care. Methods: A 20‐item multiple‐choice‐question online survey was created through a consensus process including pilot testing among residents and consultants. Data were collected over a 3‐month period, September–November 2023. Results: The survey was completed by 466 anaesthetists. More than a third reported using procedural videos ≥1 time per week, whereas fewer than one in four participants used audio podcasts at least once per week. Multivariable logistic regression analysis showed that working at a university hospital, male sex, and younger age were independently associated with podcast use ≥1 time per week, with the highest odds ratio (OR) for younger age (<40 years vs. ≥40 years old; OR 5.86 (95% confidence interval 3.55–9.67), p <.001). Younger age was also significantly associated with higher frequency of video use (OR 1.71 (1.13–2.58), p =.011), while working predominantly in intensive care was associated with a lower frequency of video use. Podcasts were often used during commuting (42.3%), household work (30.7%), and exercise (24.9%), indicating a role in multi‐tasking. Approximately half of respondents expressed that audio podcast‐based learning has a moderate to very large positive impact on acquisition of theoretical knowledge, as well as practical skills. A vast majority, 85.2%, reported that procedural videos have a moderate to very large impact on development of clinical skills. Conclusion: Audio podcasts and procedural videos are appreciated tools with potential to supplement more traditional didactic techniques in anaesthesiology and intensive care. Procedural video use is common, with perceived large effects on development of clinical skills. Further data are needed to fully understand learning outcomes, quality of peer‐review processes, and potential sex‐differences. [ABSTRACT FROM AUTHOR]

There are myriad strategies to reduce opioid consumption after total knee arthroplasty (TKA). Recent studies have suggested that preoperative counseling may reduce opioid use after a variety of orthopedic procedures. The purpose of this study was to investigate whether preoperative video-based patient education regarding opioid use and abuse reduces opioid consumption after TKA. In this prospective randomized controlled trial, patients were randomized before TKA to either receive preoperative video-based counseling or not. Counseling involved a pretaped 5-minute video that educated patients on statistics regarding the "opioid epidemic" and discussed safe use and alternatives to opioids after TKA. There were no significant differences in baseline patient demographics between groups. All patients received a similar multimodal perioperative pain management protocol and completed a daily diary for 2 weeks postoperatively. Diary records measured pain levels using a visual analog score, opioid consumption, side effects experienced, and patient opinion and satisfaction regarding their pain control. Patients in the counseling group consumed significantly less morphine milligram equivalents on postoperative days 0 to 3 (78.8 versus 106.1, P =.020) and in week one postoperatively (129.9 versus 180.7, P =.028), with a trend of less consumption over 2 weeks postoperatively (186.9 versus 239.1, P =.194). There were no significant differences in the number of patients requiring refills, side effects, or daily pain levels between the 2 groups. This study found significantly decreased opioid consumption within the first week after TKA in patients who received preoperative video counseling. [ABSTRACT FROM AUTHOR]

Black caregivers face distinct challenges in symptom management when providing end-of-life care. Educational interventions may improve caregiver preparedness and competency by providing information on symptom management. This study pilot tested 4 culturally tailored caregiver educational videos about symptom management for Black caregivers receiving home hospice care at a large, urban, nonprofit hospice organization to determine feasibility and acceptability, along with their potential impact on caregiver outcomes. All participants (N = 10) agreed to watch the 4 videos and found the videos to be helpful; 90% (n = 9) shared that they would recommend them to other Black caregivers receiving home hospice care. Total preparedness scores increased from a mean score of 23.5 preintervention to 28.3 postintervention. Caregiver competency scores increased from 13.8 at preintervention to 14.3 at postintervention. Caregivers' comfort and knowledge scores increased from preintervention to postintervention for all 7 end-of-life topics presented in the 4 videos. This study found that it was feasible and acceptable to show Black caregivers culturally tailored educational videos related to issues regarding symptom management. Many found the videos to be helpful and the topics to be relatable. There were trends toward improvement in preparedness and competency. Future studies examining efficacy are needed to determine the impact of this intervention. [ABSTRACT FROM AUTHOR]

Objectives: This study examined the research trends in children’s video content analyses in south Korea. Methods: This study investigated 83 articles published in Korea between 1989 and 2023 that included content analysis of children’s video. This study identified research trends by examining publication patterns over time, characteristics of the analyzed videos, and research methodologies employed. Frequencies and percentages were used to analyze the data. Results: The results indicated a quantitative increase in research output since the 2000-2009 period, with publications extending beyond the field of education to include areas such as journalism and imaging. Most studies analyzed videos recommended for all ages or preschool children, primarily focusing on animation, with varying numbers of videos analyzed. Additionally, many studies selected themes as the unit of analysis, employed quantitative and deductive research approaches, and often did not present of inter-coder reliability measure. Conclusion: Based on the findings, this study recommends future research focus on videos targeting infants and elementary school students, who have been underrepresented in existing studies, and investigate video types beyond animation. Additionally, including inter-coder reliability is recommended to enhance the methodological rigor of content analysis studies. Incorporating these suggestions could lead to more comprehensive results and a more robust use of analytical methods in the field of children’s video content analysis. This study aims to enhance future researchers’ understanding of children’s video content analysis and to inspire further research in this field. [ABSTRACT FROM AUTHOR]

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Digital video coding aims to reduce the bitrate and keep the integrity of visual presentation. High-Efficiency Video Coding (HEVC) can effectively compress video content to be suitable for delivery over various networks and platforms. Finding the optimal coding configuration is challenging as the compression performance highly depends on the complexity of the encoded video sequence. This paper evaluates the effects of motion content on coding performance and suggests an adaptive encoding scheme based on the motion content of encoded video. To evaluate the effects of motion content on the compression performance of HEVC, we tested three coding configurations with different Group of Pictures (GOP) structures and intra refresh mechanisms. Namely, open GOP IPPP, open GOP Periodic-I, and closed GOP periodic-IDR coding structures were tested using several test sequences with a range of resolutions and motion activity. All sequences were first tested to check their motion activity. The rate–distortion curves were produced for all the test sequences and coding configurations. Our results show that the performance of IPPP coding configuration is significantly better (up to 4 dB) than periodic-I and periodic-IDR configurations for sequences with low motion activity. For test sequences with intermediate motion activity, IPPP configuration can still achieve a reasonable quality improvement over periodic-I and periodic-IDR configurations. However, for test sequences with high motion activity, IPPP configuration has a very small performance advantage over periodic-I and periodic-IDR configurations. Our results indicate the importance of selecting the appropriate coding structure according to the motion activity of the video being encoded. [ABSTRACT FROM AUTHOR]

Simple Summary: The flipped classroom (FC) method allows students to first familiarize themselves with educational material independently, and then apply and deepen their understanding through active learning activities during subsequent sessions. Although this approach has been extensively applied in various fields, little is known about its implementation in basic veterinary subjects. This study explores the implementation of FC in veterinary biochemistry; physiology; and anatomy, with pre-class material primarily provided in video format and in-class sessions dedicated to quizzes and interactive activities. The findings reveal robust student engagement. A survey conducted after the first semester revealed that students generally perceived the pre-class material and quizzes favorably, with a significant majority supporting the FC approach. However, by the second semester, preferences evolved, as more students favored traditional lectures over FC, bringing up issues about the pros and cons of FC implementation. Feedback on FC highlighted enhanced comprehension and self-management as key benefits while also highlighting the challenge of time constraints. This study indicates that the adoption of the FC approach can be positively embraced in basic veterinary subjects if it avoids an excessive workload on students. In conclusion, this study suggests that FC can be successfully integrated into basic veterinary education, maintaining a balance that prevents overwhelming students with excessive workloads. Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods. [ABSTRACT FROM AUTHOR]

The hydrological monitoring of flow data is important for flood prevention and modern river management. However, traditional contact methods are increasingly struggling to meet the requirements of simplicity, accuracy, and continuity. The video-based river discharge measurement is a technique to monitor flow velocity without contacting the water body by using the image-recognition algorithms, which has been verified to have the advantages of full coverage and full automation compared with the traditional contact technique. In order to provide a timely summary of the available results and to inform further research and applications, this paper reviews and synthesizes the literature on the general implementation routes of the video-based river discharge measurement technique and the principles and advances of today's popular image-recognition algorithms for velocity detection. Then, it discusses the challenges of image-recognition algorithms in terms of image acquisition conditions, parameter uncertainties, and complex meteorological and water environments. It is concluded that the performance of this technique can be improved by enhancing the robustness and accuracy of video-based discharge measurement algorithms, minimizing weather effects, and improving computational efficiency. Finally, future development directions for further perfecting this technique are outlined. [ABSTRACT FROM AUTHOR]

In Sweden, treatment for children with (developmental) language disorder ((D)LD) is traditionally carried out at a speech-language pathology (SLP) clinic, and based on formal language tests, which may not entirely represent the child’s everyday language and communication skills. SLP services that include video recordings have shown positive outcomes in terms of providing information about children’s linguistic and communicative abilities in everyday life, but little is known about the use of video in clinical practice. The aim of this study is therefore to investigate how Swedish SLPs link their clinical practices (assessment, treatment, and evaluation of treatment outcome) to the everyday language and communication abilities of children with (D)LD. A further aim is to explore SLPs’ utilisation of video recordings as a part of their clinical practices with the target group. A web-based questionnaire was distributed to SLPs in Sweden, who work with children with (D)LD. Results demonstrate that Swedish SLPs perceive that their intervention is in alignment with children’s everyday language and communication needs to a fairly high degree. However, an exception is assessment, which is considered to have a weaker alignment with children’s everyday communication abilities. The use of video recordings for clinical purposes is very limited. It is suggested here that incorporating video recordings from children’s everyday life would be an easy and time-efficient way to strengthen the ecological validity of SLP practices for children with (D)LD. [ABSTRACT FROM AUTHOR]

Sentiment analysis of online car reviews is a significant process in natural language processing. Numerous car enthusiasts and influencers create video reviews of automobiles on platforms for example YouTube. In realistic settings for sentiment analysis within this context, the task includes evaluating spoken reviews, the video content, and the emotions expressed by both the content creators and the viewers as reflected in the comments section. The vulnerability to facing circumstances in real-world scenarios where critical components are necessary for performing sentiment analysis on multimedia car reviews may unexpectedly be absent. To overcome this issue, siamese capsule gorilla troops network-based multimodal sentiment analysis for car reviews is proposed in this research work. Initially, pre-processing and feature extraction are performed on the audio, video and text information. The feature fusion is performed by enhancing spiking neural networks with geometric attention fusion network. The fused feature is fed as an input to siamese capsule gorilla troops network which classifies the emotion states as valence, arousal, and trustworthiness. Also, the algorithm called gorilla troop optimization (GTO) optimizes the classification error of the proposed siamese capsule network. Finally, this research work assesses high- and low-level features across modalities, introduces a novel enhancing spiking neural networks with geometric attention fusion network, enhances classification accuracy through new audio, video, and text embeddings, and boosts system robustness by integrating incomplete multimodal data. The achieved accuracy, precision, recall, and F-score values are 99%, 98.55%, 98.75%, and 98.02%, respectively, for the active multimodal sentimental analysis in car review (MuSe-CaR) dataset. [ABSTRACT FROM AUTHOR]

The development of contactless methods to assess the degree of personal hygiene in elderly people is crucial for detecting frailty and providing early intervention to prevent complete loss of autonomy, cognitive impairment, and hospitalisation. The unobtrusive nature of the technology is essential in the context of maintaining good quality of life. The use of cameras and edge computing with sensors provides a way of monitoring subjects without interrupting their normal routines, and has the advantages of local data processing and improved privacy. This work describes the development an intelligent system that takes the RGB frames of a video as input to classify the occurrence of brushing teeth, washing hands, and fixing hair. No action activity is considered. The RGB frames are first processed by two Mediapipe algorithms to extract body keypoints related to the pose and hands, which represent the features to be classified. The optimal feature extractor results from the most complex Mediapipe pose estimator combined with the most complex hand keypoint regressor, which achieves the best performance even when operating at one frame per second. The final classifier is a Light Gradient Boosting Machine classifier that achieves more than 94% weighted F1-score under conditions of one frame per second and observation times of seven seconds or more. When the observation window is enlarged to ten seconds, the F1-scores for each class oscillate between 94.66% and 96.35%. [ABSTRACT FROM AUTHOR]

Objectives: To study the effect of informing patients with video before cardiac surgery on intensive care experience. Methods: This randomized controlled trial was conducted between December 2021 and December 2022 in the cardiovascular surgery clinic of a public hospital with the participation of 90 patients (45 patients in experimental group - 45 patients in control group) who were scheduled to undergo cardiac surgery. Patient Information Form and Intensive Care Experiences Scale were used for study data. Patients in experimental group were informed with video about the intensive care before cardiac surgery. Results: It was found that the total score on ICES of the experimental group (74.5±3.9) was statistically and significantly higher than that of the control group (63.9±6.4) (p<0.001). The sub-dimension of awareness of surroundings (20.8±1.7), the frightening experiences (18.6±1.0), and the recall of experience (18.5±1.5) and satisfaction with care (16.7±1.4) were found to be statistically significantly higher in the experimental group, than in the control group sub-dimension scores (p<0.001). Conclusion: It was found that informing patients with video about the intensive care setting and process before cardiac surgery had a positive effect on the intensive care experience. [ABSTRACT FROM AUTHOR]

Healthcare is often conducted by interprofessional teams. Research has shown that diverse groups with their own terminology and culture greatly influence collaboration and patient safety. Previous studies have focused on interhospital teams, and very little attention has been paid to team collaboration between intrahospital and prehospital care. Addressing this gap, the current study simulated a common and time-critical event for ambulance nurses (AN) that also required contact with a stroke specialist in a hospital. Today such consultations are usually conducted over the phone, this simulation added a video stream from the ambulance to the neurologist on call. The aim of this study was to explore interprofessional collaboration between AN's and neurologists when introducing video-support in the prehospital stroke chain of care. The study took place in Western Sweden. The simulated sessions were video recorded, and the participants were interviewed after the simulation. The results indicate that video has a significant impact on collaboration and can help to facilitate better understanding among different professional groups. The participants found the video to be a valuable complement to verbal information. The result also showed challenges in the form of a loss of patient focused care. Both ANs and neurologists saw the video as benefiting patient safety. [ABSTRACT FROM AUTHOR]

Smartphone videos can co-constitute security reality. As smartphones spread in the 2010s, videos of deadly police violence against Black United States citizens became common, and over time these videos co-constituted anti-Black police violence as a security issue, which found its expression as Black Lives Matter (BLM). This article questions the role that smartphones and video play for BLM, and argues that security theory needs a better grasp of security articulation. Mapping the mediation of BLM's first decade, the article documents that smartphones are security articulation infrastructures as bystanders routinely rely on smartphone video to articulate security. The epistemic authority of video enables BLM videos to act as infrastructural gateways connecting established mass media to new vernacular media. Video mediation denies recognized figures of authority interpretive monopoly and enables non-elites to participate in constituting security reality, creating a room for non-elite Black Americans' articulation of insecurity. The article shows that still images and videos are different in this respect, and calls for security theory to take articulation formats and infrastructures seriously. When leaving 'communication' to other disciplines or enacting government responses as constitutive of (visual) security, scholarship risks overlooking the epistemic racism limiting security articulation in 'old' mass media, and risks making security theory complicit in epistemically silencing the voices of common, marginalized and racialized people. [ABSTRACT FROM AUTHOR]

This research conducted to develop a teaching material product for teaching mathematics in high education. The product developed is an electronic module containing instructional videos aimed at addressing common issues in online learning. The research method used was Research and Development (R & D) which stages included analyzing field needs, designing the concept of the developed product, designing the product itself, and validating the product with three experts: Content Experts, Media Experts, and Language Experts. Based on the questionnaire validation from the experts on the e-module development, the findings are as follows: Content validation scored 73.5 out of 75 in total, or 4.9 out of 5 on a scale of 5. The score interval obtained was 98%, indicating that the content validity criteria are highly valid. Language validation aspect indicated that the language used is highly valid, scoring 50 out of 50 in total, or 5 out of 5 on a scale of 5, meeting the 100% validity criteria. Media validation scored 65.33 out of 75, or 4.35 out of 5 on a scale of 5. The score interval obtained was 87%, indicating that the media validity criteria are very valid. [ABSTRACT FROM AUTHOR]

Introduction: Studies of learning conversations in medical education suggest these interactions can be supervisor driven, monologic and may involve poor recall of events. Educators often use camouflaged comments to avoid upsetting learners, which can interfere with meaning making. Using video of clinical practice within learning conversations could address some of these potential limitations. Despite educators using video of clinical practice in learning conversations for decades, we could find no synthesis of empirical studies to provide insight into the influence of video in learning conversations. Therefore, we conducted a scoping review to answer the question "How does video of clinical practice influence learning conversations in post-graduate medical education?" Methods: We employed a scoping review methodology. MEDLINE, Embase, PsycINFO and ERIC databases were searched for articles from 1 January 2010 to 1 January 2022. Major inclusion criteria were postgraduate medical learners and video of clinical practice that was used in a learning conversation. The qualitative data relating to video's influence on learning conversations were synthesised and thematically analysed. Results: Five articles were included in the synthesis. We generated four themes from the qualitative data about the influence of video on the learning conversation. Video: (1) captures performance data that can be co-analysed, (2) enables the learning conversation to take place in a different environment, (3) changes the teaching approaches of educators and (4) may promote learner agency and voice. Conclusion: Video may influence learning conversations, and video's influence is likely entangled with the educational design associated with its use. No study directly addressed the phenomenon of how video influences learning conversations, and further study is required in this area. [ABSTRACT FROM AUTHOR]

Background/Objectives: Cerebral palsy (CP) causes movement and posture challenges due to central nervous system damage, requiring lifelong management. During the COVID-19 pandemic, there was limited access to facility-based treatments, which increased the demand for home-based therapies and digital resources. We analyzed the qualitative and quantitative aspects of YouTube videos focusing on CP therapy for children. Methods: A total of 95 videos were evaluated for content quality using the modified DISCERN (mDISCERN) tool and Global Quality Scale (GQS). The therapeutic program efficacy was assessed via the International Consensus on Therapeutic Exercise and Training (i-CONTENT) tool, Consensus on Therapeutic Exercise Training (CONTENT) scale, and Consensus on Exercise Reporting Template (CERT), and popularity was measured by the video power index (VPI). Results: YouTube-based therapeutic videos for children with CP generally exhibit reliability in video content and effectiveness in therapeutic programming, and no correlations were found between video popularity and quality. However, the qualitative analysis reveals insufficient mention of uncertainty in the treatment principles within the video content as well as a lack of detailed treatment descriptions encompassing aspects such as intensity, frequency, timing, setting, outcome measurement during and post-treatment, and safety considerations within therapeutic programs. In particular, this tendency was consistent regardless of the uploader's expertise level and the classification of the neuromotor therapy type in contrast to that of the exercise type. Conclusions: YouTube-based content for CP children still has significant limitations in how substantive viewers, such as caregivers, can acquire tailored information and apply practical information to their exercise and treatment programs. [ABSTRACT FROM AUTHOR]