Social Networking Video Research Articles

Development of Educational Tools in Russia to Accumulate Knowledge about Sequestration Technologies

The latest technologies for climate change mitigation are carbon capture and storage (CCS). Some countries are developing CCS projects, and they are currently at different stages of deployment. Despite the signing of international agreements on climate change mitigation, Russia does not ensure the development of CCS technologies and their implementation. Given the long-term development of such technologies, its main goal is to raise public awareness of carbon capture, storage and use.Currently, the problem of creating public awareness about CCS technologies has gained a huge momentum in the Russian Federation. A high level of awareness and approval of such projects will encourage the deployment of CCS projects in the Russian Federation.The purpose of this article is to study the level of awareness of the Russian society regarding CCS technologies, as well as to develop a multi-level complex system of measures to ensure that such awareness is raised in the near future.To achieve this goal, we used such methods as research of secondary and primary sources of information on this topic. In addition to analyzing the information of scientific publications on the subject under study, both secondary (content analysis of printed media materials, video hosting, social networks) and primary research (personal survey, experiment) were conducted.As the most important results, we can highlight the obtained structure of popularity of environmental information sources among students of two universities in Saint Petersburg. In addition, it has been proved that currently in the Russian Federation, insufficient attention is paid to the popularization of carbon sequestration technologies. the analysis of the dissemination of information about CCS technologies in social networks, school textbooks, Newspapers, and video hosting services was carried out. Content analysis of existing social groups and videos in social networks is presented.

ПРОМОЦІЯ ОСВІТНЬОГО ПРОЄКТУ ІНСТРУМЕНТАМИ ВІЗУАЛЬНОЇ КОМУНІКАЦІЇ (НА ПРИКЛАДІ ПРОЄКТУ «ПОЧАТКОВА ШКОЛА: ОСВІТА ДЛЯ ЖИТТЯ»)

<p><em>In this very article a step-by-step algorithm of developing visual animation content for popularization of the project ‘’Primary school: Education for life’’, which was developed by a group of experts from Grinchenko University, has been analyzed in order to attract large number of people to its implementation and development. The main segments of the target audience of the project have been highlighted. Channels of dissemination of animated videos were defined and the effectiveness of advancing educational project was assessed with the help of KPI and web analytics as well.</em></p><p><em>High rates of public awareness through visual communication prove that the animation video is an effective tool to popularize different scientific projects. 13 animation videos were created, where one of them was made for parents of first graders, the second one was given to teachers, who are going to use this innovative program, which was specially created for primary schools and another 11 videos were developed to present exercise books according to the following topics: «I am a schoolboy, I am a schoolgirl», «A school bag», «A life of the book», «A way to school», «A school yard», «School is our house», «Rules and laws of school counrty», «School of polite children», «Grow healthy!», «Beautiful and useful», «A year in a school».</em></p><p><em>In general, the total amount of views of animation videos reached up to 15 thousands of watching and it also got nearly 100 publications in different mass medias about this project as well. So, thanks to the posting videos in social networks, in particular on the page of the project on Facebook and You Tube the target groups were interested in this very project. Teachers and representatives of educational institutions were highly interested and they were discussing animation videos quite active on Facebook. In the end I can say that the target audience has increased, so a lot of supporters has also appeared who will participate in implementation of this project.</em></p><p><strong><em>Key words</em></strong><strong><em>:</em></strong><em> visual communication, animated video, promotion, educational project, video content.</em><em></em></p>

Презентація гастрономічної культури в соціальних мережах

The objective of the study is to examine the presentation of gastronomic culture in the infor-mation space. The task of the study is to analyze the current state of presentation of gastronomic culture in social networks. The main methods used for theoretical research were theoretical and methodological analysis of the problem as well as monitoring and generalization of social net-works that present gastronomic culture. Results & Conclusions. The current state of presentation of gastronomic culture in social networks is analyzed. It has been ascertained that gastronomic culture is represented by the diverse views of both professionals and amateurs; the internet vid-eos in social networks reflect not only the cultural status of the present, but also have an impact significantly on its formation and determine the system of evaluation and directions for devel-opment of culinary culture. Thus, they become a significant factor in formation and dissemina-tion of ideas about what the food and culture of its consumption should be. This gives grounds to state that cooking videos in the internet are now becoming one of the central and most effec-tive ways of establishing the norms of gastronomic culture in the society. The cooking videos should be considered as special forms of gastronomic presentation, closely connected to the dominants of socio-cultural context, which fix and disseminate the norms of gastronomic cul-ture, thereby ensuring its sustainability.

Construction of contextualized knowledge and popular culture in the teaching of sciences through the production of digital videos in the context of scientific and technological folkcommunication

Esse trabalho aborda a construção do conhecimento contextualizado através da participação popular no ensino de ciências através da produção de vídeos digitais no contexto da folkcomunicação. A partir do reconhecimento das limitações da escola e da concepção tradicional de educação apresentamos os resultados de uma pesquisa de intervenção participante que analisou como a produção de vídeos digitais por discentes de uma escola da Rede Municipal do município de Itapissuma (PE) contribui para a construção do conhecimento contextualizado no ensino de Ciências. A metodologia utilizada foi de natureza qualitativa, empregando entrevistas semiestruturadas e observação participante para a coleta de dados junto a dezoito discentes e um docente. Anteriormente ao início dos trabalhos dos alunos foram realizadas oficinas de criação de vídeo digital, seguidas de entrevistas, na fase pós-produção. Os resultados evidenciam que a assunção do papel de produtores culturais contribui significativamente para o processo de construção do conhecimento, e para a posta em prática, forma contextualizada, dos conteúdos curriculares abordados. A publicação dos vídeos em redes sociais, seguida de debates e diálogos a respeito de conceitos científicos que impactam o cotidiano da comunidade onde vivem (poluição, doenças sexualmente transmissíveis) estabeleceu por outro lado um nexo entre vida, cultura popular e o ensino em Ciências, conforme os elementos de uma Folkcomunicação Científica e Tecnológica. Dessa forma, reconhecendo a importância e a necessidade de mediações pedagógicas que promovam a interação, a colaboração, o trabalho em equipe e o desenvolvimento da autonomia, nossos resultados validam a produção de vídeo digital enquanto tecnologia educacional capaz de estabelecer novas formas de compreensão do mundo.

Can an Offsite Expert Remotely Evaluate the Visual Estimation of Ejection Fraction via a Social Network Video Call?

We aimed to investigate whether an offsite expert could effectively evaluate visually estimated ejection fraction (EF) while watching and guiding the echocardiographic procedure of an onsite novice practitioner using a social network video call. Sixty patients presenting to the intensive care unit and requiring echocardiography between October and November 2016 were included. Sixty novice sonographers without any previous experience of echocardiography participated. Prior to the procedure, the onsite cardiologist completed the echocardiography and determined the EF using the modified Simpson's method (reference value). Then, the novice practitioner performed the echocardiography again with the offsite expert's guidance via a social network video call. The EF was visually estimated by the offsite expert while watching the ultrasound video on the smartphone display. Spearman's rank correlation and Bland-Altman plot analysis were conducted to assess the agreement between the two methods. There was excellent agreement between the two methods, with a correlation coefficient of 0.94 (p<0.001). The Bland-Altman plot showed that the average bias was -3.05, and the limit of agreement (-10.3 to 4.2) was narrow. The offsite expert was able to perform an accurate visual estimation of ejection fraction remotely via a social network video call by mentoring the onsite novice sonographer. ClinicalTrials.gov Identifier: NCT02960685.

The contribution of virtual social networking to sustainable development: a case study of social-cognitive learning about sustainability via social networking

Social networks have reshaped knowledge acquisition and dissemination, rendering them seminal for shaping socioeconomic public opinion and environmental trends, and an informal authority with educational capacity, where members may learn mind–sets and behaviours actively or inductively. Our case study examines the extent a social network video can incite members to act on an issue of wide social interest, such as sustainability, indicating that currently it is questionable whether social networks are effectively structured to prompt active societal involvement within internet pluralism, unless modes of participation and learning are guided by socio–cognitive learning models, such as A. Bandura's Theory of Learning.