Today, I have picked up 10 best apps to help you speed up or slow down videos on iPhone or Android devices. You can read on and pick up the best app to make a fast motion video or create a slow-motion video. In addition to the video slow down or speed up apps, I also take a desktop tool called " Filmora Video Editor " for your reference. It works as the most professional video editing software for beginners and semi-professionals and can create a fast motion or slow-motion video in the shortest time.
It can help users create professional-looking videos and allow users to speed up or slow down videos on Mac Besides, there are over effects available for users to create standout videos: filters, overlays, transitions, titles, and motion graphics. Most important of all, it's easy to learn and easy to use. In less than 5 minutes, you'll know how to use it. First, download and install the Video Editor on your computer.
Launch it and choose "Action Cam Tool" mode from the main windows, directly import the video you want to speed it up or slow it down. Click the "Speed" tab from the left column; you will find the "Add Marker" button on the new menu. Click on it to add the video clip selection box on the timeline.
Drag the cursor to choose a range of the video to speed up or slow down. After the selection, you need to check the "Speed" option to change your video clip's speed. At last, you can export the edited video in one click. Drag and drop the video to the timeline where you'll speed it up or slow it down.
Double-click the video in the timeline to get the edit menu window. From there, slide the cursor in the Speed area to adjust the speed of the video. In this way, you can easily change the full speed rate by directly setting the speed numbers. Click the play button in the preview window to preview the change.
Want to learn more tips about how to perform Filmora Video Editor? You can find all kinds of tutorials and topic articles in our resource center , including advanced editing ; to split a video ; color correct video , etc. FilmoraGo is an easy-to-use video editing app. It can help you quickly speed up videos or make slow-motion videos and directly share them on Facebook, Instagram, or YouTube with an intuitive interface and powerful editing functions. In addition to changing the video's speed, you can also use it to add text effects, stickers effects, music effects, PIP effects, etc.
Knowing how to handle poor traction reduces the potential for hydroplaning, skidding or getting stuck in the mud. Getting out of a tough spot You need steady pulling and moderate power when traction is poor. The best remedy when wheels are stuck in the mud or a soft shoulder is to apply power slowly. Move forward until the vehicle stops, then shift into reverse and move backwards until momentum stops.
Repeat this process, moving ahead a little more each time. Shovel a space in front of the drive wheels and spread your materials there. Apply power slowly, using second or low gear Steering clear of collisions You may need to take evasive action in poor weather to avoid a collision. In wet weather, sudden braking often leads to skids. Since the arms never cross, you are able to provide continuous adjustments in either direction. The fixed-hand steering method allows rapid degree steering to either direction, but it has one shortcoming.
This method is confining in that your arms may get locked together as you attempt to steer past degrees, leaving you in an awkward position to make further fine adjustments. Braking Stopping on a slippery surface requires more distance, so increase your following distance. Focus your attention as far ahead as possible - at least 20 to 30 seconds. Anti-lock braking systems ABS are designed to prevent wheels from locking and to retain steering control during panic braking.
Sensors located at wheels detect lock-up. The anti-lock system relieves pressure as needed, allowing all four wheels to continue to turn while maintaining steering control. Do not remove your foot from the brake or pump the pedal. If you apply pressure and the wheels lock momentarily, you might feel the brake pedal pulse back against your foot. This is normal.
Just hold the brake pedal down and steer. Pumping the pedal actually works against the system. If your heel leaves the floor, the wheels could lock because control of the brake pedal is transferred from your ankle muscles to your thigh muscles, which are not capable of the finer control required in this situation.
Under the stress of trying to stop quickly, drivers almost inevitably use too much pressure, resulting in locked wheels on non-ABS-equipped vehicles. If this happens, release pressure on the brake pedal by one or two degrees, then immediately reapply slight pressure.
Continue this technique as needed until the vehicle comes to a stop. If the roadside is your only option, pull off the road as far as you can, preferably past the end of a guardrail. Vehicles parked at the side of the road are frequently struck by other drivers. Respect the limitations of reduced visibility and turn headlights off and hazard lights on to alert other drivers.
Set up the reflector triangles behind and in front of the crash site. Preventive maintenance may include the following. Below is a table indicating common issues and how to resolve them. The Traffic Act provides guidelines for conditions of carriage for different categories of goods and passengers. A commercial vehicle is a motor vehicle constructed or adapted for the carriage of goods or burdens of any description in connection with any trade, business or agriculture. Therefore a light vehicle can be licenced as a commercial vehicle.
Hazardous materials are solids, liquids, or gases that are harmful to people, other living organisms, property, or the environment. They are often subject to chemical regulations. Classification of Hazardous Materials There are 9 classes of hazardous materials. Do not handle hazardous material unless you have the appropriate licencing to do so. Many of these situations can be avoided by ensuring that the passengers and driver take the prescribed safety precautions before embarking on the journey.
This section will address the most frequent emergencies. Basic Responsibilities at a Scene of Crash Crashes frequently occur on the carriageway due to error or negligence by different road users. If you are involved in an accident or if you witness an accident, you should stop and offer assistance where possible.
These are the steps that should be taken in the event of an accident. The reflector triangles should each be 50 metres behind and ahead the vehicle. The aims of First Aid are to: 1. Preserve life 2. But even if you do not have First Aid training there are simple things you can do to help the injured, and these are described below. Prevent further danger and make safe First of all assess the danger to yourself, the victims and others.
Make the situation safe before approaching. You do not want to become a casualty yourself. For instance, warn and control approaching vehicles to prevent a second collision. Ask other people to help you with this. If there is a danger of fire, make sure no one smokes or uses lighters or matches. Emergency treatment The most important thing is to preserve life.
Try to make safe. Protect the casualty and keep curious onlookers away. If there is no response check the airway throat. Lay the casualty on his back, tilt the head to one side, and open the mouth; check that the tongue is not blocking the throat, and use your fingers to scoop out anything food, dirt, artificial teeth, etc. Look to see whether the chest is rising and falling. Do this again. Check again for breathing. If there is still no breath, check for circulation. If there is no breath or circulation, call for emergency assistance immediately before continuing.
Once help has been summoned, if you know the technique, then apply CPR Cardio-Pulmonary Resuscitation combining chest compressions with artificial respirations until expert help arrives, or the casualty starts breathing. If there is a pulse, but the casualty is still not breathing, continue with artificial respiration a breath every five seconds. Do not give up - it may take some time for him to be able to breathe on his own.
Once the casualty is breathing and talking again, lay him on his back and keep him warm. Get help Expert help must be summoned as quickly as possible, normally by dialing Try not to leave the casualty alone, so ask others to phone or get help and to report back that they have done so.
Many people have mobile phones so there may be no need to leave the scene. Ask the advice of the Police or local people about the best place to take the casualty. Small facilities like health posts and clinics may be able to stabilize the condition of the seriously injured so that they will survive a long trip to hospital.
However some may not be open 24 hours 4. Injured persons still in vehicles should not be removed unless there is immediate danger of fire, additional damage, or further collisions. Persons suffering obvious bone fractures or possible internal or spinal injuries should not be moved unless it is essential for their safety. Reassure him, and, if possible, lay him flat on the ground. Find out where the bleeding is coming from. What should you do first?
Pull out to the middle of the road Be prepared to slow down Accelerate around them Signal right You are driving past a lane of parked cars. You notice ball bouncing out into the road ahead. Continue driving at the same speed and sound your horn Continue driving at the same speed and flash your headlights Slow down and be prepared to stop for children Stop and wave the children across to fetch their ball. What is the main hazard you should be aware of when following a cyclist?
Slow speed vehicles. Old vehicles. Light vehicles. This will reduce their confidence. They may get nervous and it may lead to an accident. Generally they are not medically fit. You are following a two wheeler on a poor road surface.
You should Make sure you stay well back Look out as they may wobble Be aware they may suddenly turn eitherway All of the above You should not overtake when? Intending to turn left shortly afterwards Approaching a junction The view ahead is blocked All of the above You should never attempt to overtake a cyclist!
When approaching a roundabout On a narrow road Just before you turn left On a right hand bend When you approach a bus signalling to move off from a bus stop, you should Get past before it moves Allow it to pull away, if it is safe to do so Flash your headlights as you approach Signal left and wave the bus to move on You have just been overtaken by a motorcyclist who is cutting in sharply.
You should Sound the horn Brake firmly Keep a safe gap Flash your lights You are driving a two wheeler on the motorway in windy conditions. When passing high- sided vehicles you should Increase your speed.
Beaware of sudden blast of wind. Drive alongside very closely. Expect normal conditions. You are driving upto an intersection where there is no signal. People are crossing in front of your car. You should Continue driving into the intersection without reducing speed. Slow down and be careful Stop and allow pedestrians to cross Sound your horn repeatedly You wish to take a "u" turn.
If there is a policeman at the intersection controlled by a traffic light, you should Drive to another intersection that has no traffic light Wait until the light turns green before making the "u" turn Make the "u" turn if there is a policeman at the intersection.
Avoid making a 'u' turn You are driving on a two-lane street. The vehicle in front of you is moving very slowly, and the road ahead is clear for overtaking, you should Pass the vehicle from left hand side Pass the vehicle from right hand side Pass the vehicle from any convenient side Never overtake at all. As you approach an intersection, you should check for traffic on your left and right. At all times before entering the intersection.
Only when the traffic is heavy Only when you approach a stop sign. None of the above While driving on the motorway you have to slow down quickly due to a hazard. Contents 1 Thinking, Fast and Slow Review: 1. Download File Now. Related apps. Leave a Reply Cancel reply Your email address will not be published. Leave this field empty. This website uses cookies to improve your experience. Children experience these emotions at an early age, without being trained to do so.
Education that takes critical thinking as a goal needs only to channel these emotions and to make sure not to stifle them. Questioning abilities : A critical thinking process needs transformation of an inchoate sense of perplexity into a clear question. Formulating a question well requires not building in questionable assumptions, not prejudging the issue, and using language that in context is unambiguous and precise enough Ennis 97; 9.
Imaginative abilities : Thinking directed at finding the correct causal explanation of a general phenomenon or particular event requires an ability to imagine possible explanations. Thinking about what policy or plan of action to adopt requires generation of options and consideration of possible consequences of each option.
Domain knowledge is required for such creative activity, but a general ability to imagine alternatives is helpful and can be nurtured so as to become easier, quicker, more extensive, and deeper Dewey 34—39; 40— Facione a and Halpern include the ability to imagine alternatives as a critical thinking ability.
All 11 examples in section 2 of this article include inferences, some from hypotheses or options as in Transit , Ferryboat and Disorder , others from something observed as in Weather and Rash. None of these inferences is formally valid. Rather, they are licensed by general, sometimes qualified substantive rules of inference Toulmin that rest on domain knowledge—that a bus trip takes about the same time in each direction, that the terminal of a wireless telegraph would be located on the highest possible place, that sudden cooling is often followed by rain, that an allergic reaction to a sulfa drug generally shows up soon after one starts taking it.
It is a matter of controversy to what extent the specialized ability to deduce conclusions from premisses using formal rules of inference is needed for critical thinking. Dewey locates logical forms in setting out the products of reflection rather than in the process of reflection. Experimenting abilities : Knowing how to design and execute an experiment is important not just in scientific research but also in everyday life, as in Rash.
Dewey devoted a whole chapter of his How We Think —; — to the superiority of experimentation over observation in advancing knowledge. Experimenting abilities come into play at one remove in appraising reports of scientific studies.
Skill in designing and executing experiments includes the acknowledged abilities to appraise evidence Glaser 6 , to carry out experiments and to apply appropriate statistical inference techniques Facione a: 9 , to judge inductions to an explanatory hypothesis Ennis 9 , and to recognize the need for an adequately large sample size Halpern The Collegiate Learning Assessment Council for Aid to Education makes room for appraisal of study design in both its performance task and its selected-response questions.
Consulting abilities : Skill at consulting sources of information comes into play when one seeks information to help resolve a problem, as in Candidate. Ability to find and appraise information includes ability to gather and marshal pertinent information Glaser 6 , to judge whether a statement made by an alleged authority is acceptable Ennis 84 , to plan a search for desired information Facione a: 9 , and to judge the credibility of a source Ennis 9.
The ability to detect and analyze arguments is recognized as a critical thinking skill by Facione a: 7—8 , Ennis 9 and Halpern Five items out of 34 on the California Critical Thinking Skills Test Facione b, test skill at argument analysis.
The College Learning Assessment Council for Aid to Education incorporates argument analysis in its selected-response tests of critical reading and evaluation and of critiquing an argument.
Judging skills and deciding skills : Skill at judging and deciding is skill at recognizing what judgment or decision the available evidence and argument supports, and with what degree of confidence. It is thus a component of the inferential skills already discussed. Lists and tests of critical thinking abilities often include two more abilities: identifying assumptions and constructing and evaluating definitions.
In addition to dispositions and abilities, critical thinking needs knowledge: of critical thinking concepts, of critical thinking principles, and of the subject-matter of the thinking. We can derive a short list of concepts whose understanding contributes to critical thinking from the critical thinking abilities described in the preceding section.
Observational abilities require an understanding of the difference between observation and inference. Questioning abilities require an understanding of the concepts of ambiguity and vagueness. Inferential abilities require an understanding of the difference between conclusive and defeasible inference traditionally, between deduction and induction , as well as of the difference between necessary and sufficient conditions.
Experimenting abilities require an understanding of the concepts of hypothesis, null hypothesis, assumption and prediction, as well as of the concept of statistical significance and of its difference from importance.
They also require an understanding of the difference between an experiment and an observational study, and in particular of the difference between a randomized controlled trial, a prospective correlational study and a retrospective case-control study. Argument analysis abilities require an understanding of the concepts of argument, premiss, assumption, conclusion and counter-consideration.
Additional critical thinking concepts are proposed by Bailin et al. According to Glaser 25 , ability to think critically requires knowledge of the methods of logical inquiry and reasoning. If we review the list of abilities in the preceding section, however, we can see that some of them can be acquired and exercised merely through practice, possibly guided in an educational setting, followed by feedback.
But the development of such critical thinking abilities as designing an experiment or constructing an operational definition can benefit from learning their underlying theory. Further, explicit knowledge of quirks of human thinking seems useful as a cautionary guide.
Human memory is not just fallible about details, as people learn from their own experiences of misremembering, but is so malleable that a detailed, clear and vivid recollection of an event can be a total fabrication Loftus Critical thinking about an issue requires substantive knowledge of the domain to which the issue belongs.
Critical thinking abilities are not a magic elixir that can be applied to any issue whatever by somebody who has no knowledge of the facts relevant to exploring that issue. For example, the student in Bubbles needed to know that gases do not penetrate solid objects like a glass, that air expands when heated, that the volume of an enclosed gas varies directly with its temperature and inversely with its pressure, and that hot objects will spontaneously cool down to the ambient temperature of their surroundings unless kept hot by insulation or a source of heat.
Critical thinkers thus need a rich fund of subject-matter knowledge relevant to the variety of situations they encounter. This fact is recognized in the inclusion among critical thinking dispositions of a concern to become and remain generally well informed. Experimental educational interventions, with control groups, have shown that education can improve critical thinking skills and dispositions, as measured by standardized tests.
For information about these tests, see the Supplement on Assessment. What educational methods are most effective at developing the dispositions, abilities and knowledge of a critical thinker? Abrami et al. They also found that in these studies a combination of separate instruction in critical thinking with subject-matter instruction in which students are encouraged to think critically was more effective than either by itself.
However, the difference was not statistically significant; that is, it might have arisen by chance. Most of these studies lack the longitudinal follow-up required to determine whether the observed differential improvements in critical thinking abilities or dispositions continue over time, for example until high school or college graduation.
For details on studies of methods of developing critical thinking skills and dispositions, see the Supplement on Educational Methods. Scholars have denied the generalizability of critical thinking abilities across subject domains, have alleged bias in critical thinking theory and pedagogy, and have investigated the relationship of critical thinking to other kinds of thinking.
McPeck attacked the thinking skills movement of the s, including the critical thinking movement. He argued that there are no general thinking skills, since thinking is always thinking about some subject-matter. It is futile, he claimed, for schools and colleges to teach thinking as if it were a separate subject.
Rather, teachers should lead their pupils to become autonomous thinkers by teaching school subjects in a way that brings out their cognitive structure and that encourages and rewards discussion and argument. As some of his critics e. To make his argument convincing, McPeck needs to explain how thinking differs from writing and speaking in a way that does not permit useful abstraction of its components from the subject-matters with which it deals. He has not done so.
Nevertheless, his position that the dispositions and abilities of a critical thinker are best developed in the context of subject-matter instruction is shared by many theorists of critical thinking, including Dewey , , Glaser , Passmore , Weinstein , and Bailin et al. McPeck argued for a strong subject-specificity thesis, according to which it is a conceptual truth that all critical thinking abilities are specific to a subject.
He did not however extend his subject-specificity thesis to critical thinking dispositions. In particular, he took the disposition to suspend judgment in situations of cognitive dissonance to be a general disposition.
Conceptual subject-specificity is subject to obvious counter-examples, such as the general ability to recognize confusion of necessary and sufficient conditions. A more modest thesis, also endorsed by McPeck, is epistemological subject-specificity, according to which the norms of good thinking vary from one field to another.
Epistemological subject-specificity clearly holds to a certain extent; for example, the principles in accordance with which one solves a differential equation are quite different from the principles in accordance with which one determines whether a painting is a genuine Picasso.
But the thesis suffers, as Ennis points out, from vagueness of the concept of a field or subject and from the obvious existence of inter-field principles, however broadly the concept of a field is construed. For example, the principles of hypothetico-deductive reasoning hold for all the varied fields in which such reasoning occurs.
A third kind of subject-specificity is empirical subject-specificity, according to which as a matter of empirically observable fact a person with the abilities and dispositions of a critical thinker in one area of investigation will not necessarily have them in another area of investigation.
The thesis of empirical subject-specificity raises the general problem of transfer. If critical thinking abilities and dispositions have to be developed independently in each school subject, how are they of any use in dealing with the problems of everyday life and the political and social issues of contemporary society, most of which do not fit into the framework of a traditional school subject?
Proponents of empirical subject-specificity tend to argue that transfer is more likely to occur if there is critical thinking instruction in a variety of domains, with explicit attention to dispositions and abilities that cut across domains. But evidence for this claim is scanty. There is a need for well-designed empirical studies that investigate the conditions that make transfer more likely. It is common ground in debates about the generality or subject-specificity of critical thinking dispositions and abilities that critical thinking about any topic requires background knowledge about the topic.
For example, the most sophisticated understanding of the principles of hypothetico-deductive reasoning is of no help unless accompanied by some knowledge of what might be plausible explanations of some phenomenon under investigation. Critics have objected to bias in the theory, pedagogy and practice of critical thinking. Commentators e.
The critics, however, are objecting to bias in the pejorative sense of an unjustified favoring of certain ways of knowing over others, frequently alleging that the unjustly favoured ways are those of a dominant sex or culture Bailin These ways favour:.
0コメント