It's a change behaviour program based around looking at your own personal circumstances, your own local environment. This program really gives you insight as to what the likely fire event will be in your neighbourhood, what you can expect, what to do specifically to prepare yourself and for your family and also specifically for your property. It also helps you connect with your neighbours and those people around you and share perhaps what your intentions are, what your plans are and then to understand what else the people around you are doing. The benefits of the program far outweigh the commitment that's put in. I think Fireguards is an excellent program because it's set in the local community. So the CFA facility comes to you. You can invite as many people as you like within your small community and it allows for both partners to come, so husbands and wives to come along and learn and make the same decisions together about what their plans are going to be and understanding the types of things you need to do to protect yourself. I think it's absolutely brilliant. I think anything at all that involves a forum with something like this is extremely good. It's informal. People throw ideas at one another, the convener will throw questions and challenge people in relation to decisions that they might have made. I think the main reason for us was to try and find some correct information which is what I feel we get from the CFA. I mean I know it varies from time to time as they find out more and more things but nevertheless you feel you're being kept up to date with what's important. I've had a number of community fireguard groups that come together for the first time for their first meeting and they're used to waving to one another in the street and they consider themselves to be friendly but then to come together and actually meet up, understand that their kids go to the same school or that they have same sort of friends and takes that little bit further than just coming together for a bit of information about doing a fire preparedness plan. That's one of the greatest benefits I think community fireguard I've seen over the 10 years has provided is it brings the neighbourhood together when quite often we're too busy and then what I've seen is those relationships continue. Communication around fireguard issues and home preparation happens throughout the year. It's not just confined to the annual meetings that we've been having. From a community point of view this is good. It's too easy in an area like this where unless you go searching you can't see your next door neighbour's house. It's very easy I think for people to insulate themselves in their own little world etc. without any community contact at all. And so from my point of view it's good because I know everybody in the neighbourhood etc. on first name terms. There are so many things you can draw in here that it's fairly easy to connect with this community but no definitely it'd be one of the things that's helped us to. Within the group people already have or carry a little bit of knowledge already so it's also having them recognise they already carry some knowledge and some understanding. The person who's coming in from the CFA isn't the expert that the group actually learn together and that's the key with any kind of adult learning change behaviour program is that they learn together. You are providing with some facts and some information but that's shared and essentially then they can bounce off what their perceptions or understanding or knowledge is and then you build from there. We know through just by sharing stories and sharing similar circumstances there's a bit of a validation in what they hear and how they feel and having part of that connectedness as I spoke about before they're coming together with people that they know and they're comfortable with. It was very much a two-way conversation. We felt very comfortable asking questions. As I said there was opportunity to walk around properties and ask specific questions about what you should and shouldn't do with that particular property. I think it takes the pressure off a little bit if you're in a group. It allows all personalities to become comfortable rather than I think one-on-one can be a little bit intimidating and I'm not sure you always learn that well. I think that often you learn from others asking questions and others giving their experience. I think group learning is terrific because what I find is that people will ask questions that you've and get answers for for questions that you'd never thought to ask. There were some indicators coming out of the 2006 fires that people prepare for fires and prepare physically so they get the house ready, they get their plan together, they have their equipment already and so physically they're switched on for it but psychologically when the fire occurs or when they're impacted by fire or if they leave the area because of the fire they really haven't emotionally or psychologically prepared for that. Those community fire guard groups impacted in 2009 really helped them understand what they'd experienced and what they were possibly going through and even through their memories what was occurring. Just to get a sense of what you're going to be facing I think and preparing yourself for that, understanding that. It's definitely very important. It's like you've got a bit of experience so you can apply that to your current situation so absolutely trying to be mentally prepared although I'm not sure that you can really understand what it's going to be like but knowing that it's going to be noisy and it's going to be dark and you're not going to be able to hear, use your senses and those sorts of things. If you've got an awareness of what to expect in a fire or any other situation then it's going to help you to be resilient and say to yourself when something happens okay. I was warned about that it is difficult, it is 24 hours of fighting a fire if I'm going to stay and defend etc. Knowledge and experience will help to help to make people resilient. The CFG group and also the courses impress on people just how important it is to be prepared mentally. It's something over the years we've realised ourselves particularly as we've aged we've realised that we probably are mentally as well as physically they're able to cope and that's why strongly our first plan is to leave early. We actually decided to do a practice leave according to what we'd written down and you know according to what we thought and so we actually did a practice of packing up and leaving and it was very interesting it was all sorts of snags came up and things took us longer than we thought. Self-alliance is probably the key and it's a little bit about what that resilience is about understanding that quite often in these events you may be alone or especially if you're in a fire in the fire event itself so if your choice is to stay and defend quite often you may not get assistance from from emergency services. The event may not necessarily be to the scale that they're expecting but essentially they have an understanding of what's occurring or what's going on and they can in some way predict or foresee what is occurring around them and so in terms of resilience we talk about the post post event or the recovery they're far more capable at recovering or their resilience is far greater because they've understood what's coming they knew what the the environment was like and what their risk was and they are prepared and they'd sort of practice their place for what they would do. I definitely don't want to be here and and try and defend my property that my plan would definitely be to to to leave early with my children. I feel a lot more confident about making the right decisions for myself and my family as a result of attending a fire guard call group and and the continuing information that comes from that on an annual basis. It's about mental resilience for me it's about feeling like I've got the knowledge and the plan in place should a fire event occur. You definitely need to have more than one plan I'm a great believer in the in in having a fall back position so that any planning that you've made if it doesn't work or if your plan doesn't work then you really need that fall back position and quite obviously a fire plan is going to be a personal thing that in fact is peculiar to your own set of circumstances in your own home is distinct from what the guy next door might well have planned. In the fire guard group and with the CFA meetings in general they always make that quite clear that you can't expect to fire truck at your door I say to people have you got a plan and and sometimes I say to them and and have you written it down and explain to them why we found it so useful to have have it written down. I love living here and I wouldn't move but you have to understand the risk and and the risk to your to your small little piece of that beautiful of the beautiful place we live in.


Hey, this is Brett, and this 2014 Chevy Silverado 2500 Crew Cab Short Box is stock number 13071ZA. I am here at Summit Automotive in Fond du Lac, Wisconsin, you're new and used heavy-duty truck headquarters. This 2014 Chevy Silverado 2500 has the six-liter V8 gas engine. This truck has been fully-safetyed and inspected by our service shop. It has a fresh oil and filter change, so the fluids have been checked and tapped off. And this truck is 100% ready to go. I'm going to go all the way around in this video. Inside underneath, start it up and take a look under the hood. Gray stone metallic is the color, and I shoot all my videos in 4K. So if you have HD capabilities on your computer, tablet, smartphone, or television, I highly recommend turning them on right now because it is your best way to check out the quality condition options and, of course, the cleanliness of the vehicle before seeing it in person. And if you like the video and how I do things here at Summit Auto, you can subscribe to my YouTube channel. And that's youtube.com slash Summit Auto. Down this side, very nice and clean. Didn't see any major dents on the truck. Very nice. Has nice chrome step bars. Comes with the painted alloy rims, and it has hand-cooked DynaPro ATM tires. These are LT26570R18s, and they have, right around, half the tread left on them. The frame and underbody looks pretty good on this truck for being a 2014. Front fender is in excellent condition, and the headlight lenses are crystal clear. Comes with the factory fog lights, and that front bumper is in fantastic condition. No major dents or dings on there, and you do get tow hooks. The hood is in very nice shape as well, and it does have the cab lights up top. The passenger side front fender is in nice condition too, and the passenger side rim, no major scuffs or scrapes on there. Now as you go down this side of this 2014 Chevy Silverado 2500 take note of how clean the body is, how reflective, and mirror-like that paint is. I take these HD videos so if you are far away, or even if you're close by, and you just cannot make the trip down, but you're still interested in purchasing the vehicle, you can see the truck here, the truck, and of confidence in the vehicle you're looking at before you even get here, so when you do get here, there's absolutely no surprises, and you can make a smart and informed buying decision from wherever you're at. If this video helps you make that decision, let your salesmen know that you saw the video that was helpful and that Brett sent you, back rims in excellent shape as well. Plus on these older vehicles, it's really nice to get a up close and personal look at the vehicle wheel, while it looks pretty good there. Framing on your body once again, pretty nice shape. It's like that all the way underneath. Cab corners all look pretty good. And it does have those nice factory chrome step bars. Z71, off-road suspension package, coming around to the back. The rear bumper is in great shape. Does have the backup parking sensors full towing package, which includes the receiver HN7 pin wiring, and the tailgate is in excellent condition as well. Does have a locking tailgate, backup camera, and it comes with a gooseneck hitch. Bed's got a little bit of light duty usage, and there is a receiver hitch reducer that comes with this truck. It also gets seven pin wiring back here as well. Tailgate shuts nice and easily. And going down the driver's side once again, box looks pretty good. And for full disclosure, this back rim, no major scuffs or scrapes on there. Down the rest of this side of the truck, doors look really good. Does have the telescopic tow mirrors. They telescope out like so. They fold in like that. Inside the LT1 package gives you the black cloth interior. 40, 20, 40 split bench seating in the front here. Seats are in really nice condition. I didn't see any rips or tears on there. Does have a power driver seat, factory floor mats, factory brake controller, auto headlamps, power windows, power locks, and power mirrors. Take a quick look at the back seats. Back seats are just as clean as the front seats. No rips or tears back here. It does have the latch child safety system and the fixed glass rear window with the built-in rear defrost. Carpeting and floor mats are a nice shape back here. And it does have the child safety locks on the back doors and the bottoms of the doors all look really good. We'll hop inside and check out the miles, the radio, and everything that this truck has to offer on the interior. You can see that this one has 70,501 miles and the instrument cluster is very nice and clean. Does have cruise control on the left, leather wraps, steering wheel, Bluetooth, and audio controls on the right. This one comes with these six-speed automatic transmission with the optional tap shift.   Carpeting and passenger side format and seat are in excellent condition as well. Smells very clean inside this truck and the headliner is in very nice condition. This one does have the snow plow prep package, which is that right there, on-star and SOS buttons in the rear view mirror. We'll start it up, take a look under the hood. Starts right up, no check engine lights or anything like that. And there is your backup camera and that is working nicely. I would personally like to thank you for checking out the video today. And hopefully from this HD video, you will be able to verify the quality condition options and cleanliness of this truck all the way around. Under the hood, we have the six-liter V8 gas engine, engine-based, very clean, runs very smooth. Once again, this truck has been fully-safetyed and inspected by our service shop, has a fresh oil and filter change. All the fluids have been tracked and topped off. And this truck is 100% ready to go. There is your emissions sticker. And for the age of miles on this truck, I would highly recommend it for make quality and condition standpoint. And to see more pictures of this truck or one of our other 550 new and used cars, trucks, SCVs, minivans, Wranglers, halftones, three-quarter tons, one tons. You name it, we gotta go to that website right there is summitauto.com. Full pictures and descriptions of every single vehicle from two locations all at summitauto.com. And if you'd like to check out more HD videos, you can go to youtube.com. So I have summit auto. Remember to like, subscribe, and share on this video and all the videos that you see there. In fact, in a second you'll see a link to subscribe to my YouTube channel in the upper left. The link to more Chevy 2,500 truck videos I've done in the upper right. Link to this vehicle on our website in the lower left and a link to one of our latest YouTube videos in the lower right. Click those, check us out. And we're super excited to help you with this ultra clean 2014 Chevy Silverado 2,500 Crew Cab Short Box LT1 Z71 in Greystone metallic. Thanks again for checking out the video. Remember to like, subscribe, and share on the YouTube channel. I really appreciate it. Thanks again.


Thermodynamics Thermodynamics is a science of energy transfer and the effect of the transfer on the physical properties of substances. It is based upon the observations of common experiences which have been formulated into laws. The applications of thermodynamic laws are found in all fields including but not limited to power plant internal combustion engines refrigerators air conditioners and fuel cells. All of these devices make use of heat to achieve useful work and vice versa. A thermodynamic system is defined as a region of space upon which attention is focused. The system is separated from the surroundings by a boundary which classifies the system into first closed system where only energy transfer takes place second open system where both energy and mass transfer takes place third isolated system where no transfer takes place. Most thermodynamic systems are open systems. By analyzing set systems attention is focused on a certain volume within the system known as the control volume. The surface bounding this open system is called the control surface. Every system has certain characteristics by which its physical condition may be described example volume temperature pressure etc. Such characteristics are called the properties of the system. When all the properties of the system have definite values the system is said to exist in a definite state. Properties are the coordinates to describe the state of a system. Any operation in which one or more properties of a system change is called a change of state. When the path during a change of state is completely specified the change of state is called a process. For example a constant pressure process. A cycle is defined as a series of state changes such that the final state is identical with the initial state. Now we all know that matter is made up of molecules and in turn of atoms. For example one millimeter cube of air at standard temperature and pressure contains 10 to the power 16 molecules each of which has a position and velocity. And these positions and velocities are generally not useful for determining how macroscopic systems will act. Hence we neglect the fact that real matter is made up of atoms and rather take it to be made up of continuous description of matter where the properties of matter are considered as continuous function of space variables like volume pressure and temperature. This is the concept of continuum. Thermodynamic equilibrium is said to exist in a state when no change in any macroscopic property is seen when the system is isolated from its surroundings. There are three types of equilibrium that must be satisfied in order for a system to be in thermodynamic equilibrium. First mechanical equilibrium which translates to the absence of any unbalanced force within the system and also between the system and its surroundings. Second chemical equilibrium which requires no chemical reaction or matter transfer from one part of the system to another and last thermal equilibrium which requires no spontaneous change in the property of the system if it is separated from the surroundings. When a body A is in thermal equilibrium with a body B and also separately with a body C then B and C will be in thermal equilibrium with each other. This is the zeroth law of thermodynamics. It is the basis of temperature measurements which is a distinct property of a thermodynamic system which is measured using a thermometer selecting a reference body taking into account a certain property that changes with temperature. A common example is a mercury in glass thermometer which uses length to indicate temperature. A closed system and its surroundings can interact in two ways. First by work transfer and second by heat transfer both of which are boundary phenomena. Heat and work are not properties of the system and hence cannot be stored by it. They are both path functions that is the magnitude of heat or work transfer depends upon the path that system follows during the change of state. Heat transfer is the energy transfer due to temperature difference only. All other energy transfers can be termed as work transfer. The first law of thermodynamics is essentially the law of conservation of energy but since we need it in the terms of thermodynamics it can be expressed under two forms. A first law for a closed system undergoing a cycle wherein the cyclic integral of the work done is always proportional to the cyclic integral of the heat transferred. The constant of proportionality is called the joules equivalent. B first law for a closed system undergoing a change of state. When heat or work is done on a system resulting in change of state the net energy transfer is stored in the system. This energy termed as internal energy is the difference between the work done and the heat rejected by the system. The major application of the first law of thermodynamics is to analyze the flow of mass across an open system which is done by the classic steady flow energy equation. Here comes the end of quick revision of what thermodynamics is. Finally it's time for this episode's question. What is a quasi-static process? Also it's time to answer our last episode's question. How are glass tubes shaped? Molten glass is wrapped around a rotating hollow cylindrical mandrel and is drawn by a set of rolls. It is blown through the mandrel to prevent the glass from collapsing.


from three. This is Perla Shaheen and you're watching Cal TV Offscripts where reporters tell behind-the-scenes stories from the field. I'm here with Tomas Michelle and Laylee and Tomas so I know you recently spoke with the community, the former community of Development Chair Jacqueline Bueno about lacking diversity in the Greek system. Can you tell me about your interview and what this video meant to you? Thank you so much Perla and thank you for joining us for our last segment of the semester and yes that's the story I did one of my last stories for the spring semester speaking as you said to Jacqueline Bueno who is a part of Sigma Kappa and she went to the story was centered around a presentation she gave at a national conference which had over 40 organizations and four Greek councils there and the crux of the matter is that there is a striking lack of diversity in the Greek system. Jacqueline Bueno herself is a sister and as you know held an official position on the Panhellenic Council and what she brought to light was how we're able to first discuss these issues and then move forward with specific action items but the behind the scenes part of this story is that while preparing for this interview we wanted to make sure that the focus was more so on how we can solve the issue rather than dwelling on everything that's wrong with it. That's the kind of spirit that Jacqueline brought to the interview and I think one thing that's interesting is that Jacqueline is actually graduating senior some may think you know you're spending your last weeks on this but this is something she's passionate about one thing that wasn't mentioned in the interview was that Jacqueline is interning for Nancy Pelosi's team and so this is something she's really taken to heart and is really living by this is not something that she's gonna forget when she leaves UC Berkeley. Another interesting thing that came out of the interview was that she's actually a sociology major and so one of the things she mentioned to me which I wasn't really able to expand on due to time constraints in the interview was her desire to include data in addressing these issues and so she mentioned doing quantitative qualitative surveys with those in the Greek system specifically at UC Berkeley to bring more perspective to the issue and so that's what we covered with Jacqueline. Do you think I mean did she mention leaving her legacy behind with the former with the current VP of community development? Yeah that's a great question and that's something actually we covered off-camera while we were setting up. I want to just mention Laylee was her cinematographer for that so thanks Laylee. Yes she did and you know this is an ongoing conversation in addition to wanting to bring the work outside of UC Berkeley she wants to make sure that the conversation she started continues and again this all stem from the controversial short presentation that she was a part of during one of the orientations that you know seemed to trivialize the issue of diversity and how to address inequalities within the system and so at least from my interview and on a personal level speaking to her before and after it was definitely something I feel that is gonna is an important starting point. Great to hear. So also Laylee and Michelle you guys recently were covering ASUC elections. Laylee I know that you spoke you actually interviewed Alex and Melanie after their wins so and Michelle you were interviewing students in Poly Ballroom right after the results were released so both of you were there kind of in the prime time of action how did it feel being there for the results and how what was the energy like in the room. So Laylee and I are both freshmen so we've never actually experienced a college university election so it was actually pretty surprising for me to see how passionate and how emotional some students actually were some people were crying of happy tears or sad tears but overall it was a really amazing experience to be there first-hand. Yeah and it was great to see how the atmosphere in Poly was before the results were announced and then after before the energy was quite tense everyone was pretty nervous but after there was a lot of crying a lot of cheering and it was really great that we were able to interview Alex and Melanie about five minutes after they found out that they won because I really felt that their reactions were just raw emotions and they were super excited for their positions so I'm excited to see where their term goes.  So again I'm a freshman so in high school a lot of people didn't use Tinder so I was pretty surprised to see how many of my friends and just how often and how normal it was to use Tinder in college so something I learned through making this video was that 84% of college students on average in America use Tinder and that was very surprising for me I had no idea that it was like a normal thing I thought only weird people use dating apps or something like that but honestly interviewing students they had a lot of funny experiences some actually found relationships and it wasn't a weird thing to find a relationship on a dating app. Okay well we're gonna wrap things up thank you guys so much for being with us today and thank you for watching Offscript.


In earlier discussions, we have spoken about the importance of reflexivity in ethnography. Now, we would like to discuss what reflexivity means with regards to visual ethnography. To be reflexive is to be aware of our presence, our role and our behaviour in the research environment. It involves being conscious of our location in the context of our participants and therefore to be acutely aware of our participants' expectations from us and our work. This also means to be conscious of the ways in which we use visuals to represent the other. It requires us to be aware of the ways of seeing that influence the interpretation of visuals and of the meanings associated with various visual media. We have to consider how our participants and viewers will interpret the visuals and how it may impact them. So how do we bring reflexivity to our ethnographic records and representations? The first step is to understand the meanings that our images convey. What we frame and how, what we include and leave out of the frame, how close or distant are we from the participant or their objects, these decisions define the meaning and the message of our images. The framing of an image conveys a lot more than we realise. It conveys our presence, that is, the presence of the image-maker and the ideas and assumptions which influence our ways of seeing. Importantly, it conveys our relationship with the subject of the image. Let us understand this further. Here is a short clip from the film Awareness by the McDougals. This film is also set in the Rishi Valley School. Watching this clip, what do you understand about the filmmaker's relationship with the participants? And what are the clues that reveal this relationship? I would like you to note down your answers. Some of you may have noticed that the camera is always at the same level as the students. When the student is seated on the floor and the teacher on the stool before him, the camera is at a low angle, looking up at the teacher, reflecting the student's point of view. It replicates the relationship between the two, from the perspective of the student. Later, when the teacher sits on the floor, playing the midangam for his students, the camera is at level with the teacher. Once again, the camera sees from the student's perspective, which is now at eye level. You may notice that the filmmakers have not placed the camera standing above the student, looking down at him as he placed the instrument. Nor are they looking up at him like they look at the teacher on his chair. In this manner, the framing of the scene reveals the perspective the filmmakers are representing. In positioning the camera in this manner, the filmmakers establish a relationship of empathy with the student, and the visuals convey this sense of equality in their relationship. Let us take one more example to understand how researcher-participant relationships translate into visual representations. This one is from David McDougal's early film, To Live With Herds. The film is based among the JEE, a tribe of semi-nomadic cattle herders in the Karamoja district of Uganda. The film is set in 1972, about 10 years after the country's independence from Britain. In this period, the national government of Uganda was trying to establish a system of administration and bureaucracy. These systems sometimes conflicted with the interests and ways of living of tribes such as the JEE. In the sequence, we are about to watch an officer of the local government holds a meeting with the senior members of the tribe. He wants to explain to them some of the new rules and systems the government is putting in place. Come, let us watch the scene. The assistant district commissioner wanted me to show some of the things the government is trying to do for the JEE. He asked me to accompany him to a meeting he had called. I am now taking you to one of the manyata, where I shall be talking to the people, and when talking to them, I'll not tell them as many things as I usually do when I'm addressing a parazza. I might only choose one or two subjects. And the subjects I have in mind is agriculture and a suspended collection of graduated tax. Because these are our main problems in this part of the country, we sometimes find it very difficult to get the people to accept our advice and even implement some of the government advice that is intended for their progress. I have got only three important points to tell you. I know and everybody else knows that our land is always facing famine. This is sometimes our fault, but sometimes not for our own. As far as our faults are concerned, we should do something about it so that we correct it. The government plan for you for next year will be as follows. Every taxpayer must be able to have one acre of sorghum planted. We have moved away to the grazing area without preparing the soil for next year's sorghum. As soon as we find that we are not having enough grass here and enough water here, we can get permission and we can get your cattle treated before they move into actually land. We know about the cattle moving to the actually boundary. It's because they are driven by weather conditions when grass gets finished from here, they have to move there. If grass is in a place called Euroid, Kapeta, or Kludung, they cannot move to actually boundary or enter Shell Harrier. It is hunger that is making them very silly because if you are very angry, you do not know what you are doing. You can go to somebody's home and if it's very bad, you can kill you there. That is why the cattle can be captured going over the boundary. That is the way where haulers are captured or our cattle are captured beyond the boundary. That's all you can say. And again, there is a problem about the children going to school. The children which they told them, all the big, the whole people to bring to school are being left and they are returning home. I am advising you to be very, very careful of what you are doing because we are already aware of what you do. I have also instructed my chief and the headmaster to report to the chief of a parent who may go to a school and take away the child from that school. He will be arrested and brought to school. It is not going to be long before we will start forcing you even to send your daughters to school and they must be kept at school. We cannot develop our area, our place, all single-handed. The women and we, the men, we must all join in to help bring about the progress that we are wanting. Thank you very much for managing to come. I had such very, very short notice that I had sent you this morning. The sequence begins with the filmmaker having a conversation with the officer, the additional district commissioner as they travel in his car. The commentary that the filmmaker provides at the beginning of the sequence establishes that he is attending the meeting at the request of the officer. So we might assume that he is engaging with the officer and not so much with the JEE. And in the meeting, the camera is positioned in a somewhat neutral space. Not on the side of the officer, not the JEE attendees. None of this shows him as being close to the JEE community members. And yet we are left with the understanding that the filmmaker's attention and concern lies with the JEE and not with the officer. But how do we know this? There are a couple of clues. During the meeting, the camera rests longer on the JEE members. This establishes that it is the community members who are the center of the filmmaker's attention. And a more definite giveaway is that the camera stays with the members of the community as the officer drives away in his vehicle. These decisions of what to film and from what position visually express the filmmaker's relationship with his participants. Let us watch the scene from awareness once again. This time I would like you to pay attention to the frames that show the students playing the mridangam. If you take the date, the time is 8. If you take the date, the time is 10. And then you make it as 9. Then make it as 8. There you play 8 and then 4 and then 2. See that. Some of you may have noticed the camera often focuses on the student's fingers as they hit the instrument. The frames shift between a tight close-up of the fingers and a mid-shot showing the way he sits and holds the instrument. The scene moves between the student playing, the teacher's instructions and the teacher playing. In each of these, the focus often returns to the player's hands, their finger movements or their body as they play. Why is this framing a part of the sequence and what do you think it conveys? Perhaps the filmmakers are trying to show us the relationship between the player and the instrument and the role of the body in building that relationship in learning to play the midangam. In learning the instrument, the student must learn how to sit with it, how to hold it, how to position his hands and fingers over it. These very physical aspects of learning are expressed through the close framing of the fingers and hands, the attention to the player's body and posture and so on. This is another important aspect of how we read images. The proximity and distance of the image makers from the subject of the image. How far or how close we position ourselves, what we focus on and what gets left out of our frames. This depicts our interests and what we want to represent. Do we contextualize a phenomenon or do we focus so closely on one aspect of it that we leave out its environment? For example, if we are recording the making of an object, such as a craft piece, we might focus closely on the hands of the maker and forget to include the body of the craft's person and their surrounding environment. Thus, we focus on the craft and not on its maker and the context of its making. This reveals a gap in our study. After all, being contextual and paying attention to human experience is one of the fundamental principles of ethnographic practice. Let us take another example, where the particular human experience is situated in its context. We return to another excerpt from Anjali Montero and K. P. Jaishankar's film, So Heda, So Ho Down. As we watch this sequence, we might ask ourselves. This film is about singing and music and the spiritual connection that people feel with Shah Abdul Latif Bittai. Then why is the camera focused on the landscape? Is it simply to show us a pretty picture? Not really. Here, the focus on the landscape expresses the role that the spaces of the desert play in the music of the community. The landscape forms the context of the participants' lives and inspires their music. In this scene, as the camera lingers on the landscape, the music plays. The visuals and the sound together connect the spaces of the run-of-catch with the poetry of Bittai and the lives of the participants. Another important aspect of this scene is the steady lingering gaze with which it watches the landscape. This, we could say, is the video counterpart of observing the context. The task of observation, as we know, is to spend time in a context to pay attention to it as a whole and to the activities and elements that form a part of it. A continuously shifting camera, or one that moves too much from one activity to another, makes it difficult for viewers to rest their gaze, to immerse themselves, or reflect on the image and the sound. We may apply the same principle that we follow in an interview while making a visual record. In interviewing someone, we try to ensure that they have all our attention. Our visual records must depict the same. If we are looking at something or someone else in the room while our participant speaks, it means we are not paying attention to the participant. It is also distracting for the participant and possibly annoying if we look elsewhere or record other things while they are trying to tell us something. As you have understood by now, what we leave out of the frame expresses just as much as what we choose to frame. As viewers, we read the image and it's making. The process of reading an image or deriving meaning from it is a collaborative one. In the image maker and the viewer, the meaning of an image is therefore co-constructed. Let us look at another example to understand this. This is a photograph taken by a design researcher Divya Datta from the Center for Knowledge Societies. The picture was taken while Divya was on field work, observing the process of vaccination in hard to reach areas. What does this image convey about health workers in rural India working on vaccination drives? The image itself shows little. Women carrying a heavy-looking bag walking in the middle of a vast empty landscape. But to those who knew of the context, the participants, designers and researchers on the project, it spoke volumes. It spoke about the difficulty faced by healthcare workers in commuting the long distances they had to travel and the lack of infrastructure. It spoke about the need for a more ergonomic way to carry vaccines and other medical paraphernalia. It depicted for the more careful reader that the healthcare workers also carried personal belongings besides their professional kits. For the designers and researchers working on the project, this image suggested that multiple needs had to be considered by the design team. This single image became a richly detailed expression of the participants' requirements. So let us sum up this discussion. The conscious and the subconscious decisions we make in recording and representing our observations convey meaning. They reflect our ways of perceiving and seeing the other. By being aware of these, by learning to read the images we create, we can reflect upon our assumptions and our ways of seeing. This is an important aspect of reflexivity while working with visuals. There are other aspects that we are yet to discuss and these shall be the topic of our conversation in the following section.