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Referee Coote suspended amid Liverpool and Klopp video inquiry

Premier League referee David Coote is suspended with immediate effect by refereeing body PGMOL.




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Is Nintendo Switch 2 about to be announced? Instagram lowers quality of less popular videos

The internet is still convinced a Nintendo Switch 2 announcement is going to happen this month, as a part of a major third-party open world game is also rumoured. It’ll […]

The post Is Nintendo Switch 2 about to be announced? Instagram lowers quality of less popular videos appeared first on ShinyShiny.




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Markup upon Video - towards Dynamic and Interactive Video Annotations

Interactive video is increasingly becoming a more and more dominant feature of our media platforms. Especially due to the popular YouTube annotations framework, integrating graphical annotations in a video has become very fashionable these days. However, the current options are limited to a few graphical shapes for which the user can define as good as no dynamic behaviour. Despite the enormous demand for easy-creatable, interactive video there are no such advanced tools available.

In this article we describe an innovative approach, to realize dynamics and interactivity of video annotations. First we explain basic concepts of video-markup like the generic element model and visual descriptors. After that we introduce the event-tree model, which can be used to define event-handling in an interactive video formally as well as visually. By combining these basic concepts, we can give an effective tool to the video community for realizing interactive and dynamic video in a simple, intuitive and focused way.




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Robust and secure file transmission through video streaming using steganography and blockchain

File transfer is always handled by a separate service, sometimes it is a third-party service in videoconferencing. When sending files during a video session, file data flow and video stream are independent of each other. Encryption is a mature method to ensure file security. However, it still has the chance to leave footprints on the intermediate forwarding machines. These footprints can indicate that a file once passed through, some protocol-related logs give clues to the hackers' later investigation. This work proposes a file-sending scheme through the video stream using blockchain and steganography. Blockchain is used as a file slicing and linkage mechanism. Steganography is applied to embed file pieces into video frames that are continuously generated during the session. The scheme merges files into the video stream with no file transfer protocol use and no extra bandwidth consumed by the file to provide trackless file transmission during the video communication.




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What we know and do not know about video games as marketers: a review and synthesis of the literature

The video game industry (VGI) has evolved considerably, transitioning from a niche market to a substantial sector. The VGI's magnitude and the societal implications tied to video game consumption have naturally piqued the interest of scholars in marketing and consumer behaviour. This research serves a dual purpose: firstly, it consolidates existing VG literature by evaluating articles, concepts, and methodologies, systematically tracing their evolution; secondly, it outlines potential directions and implications for forthcoming research. Within this literature, a predominant focus lies on articles investigating purchase decisions concerning VGs, followed by those exploring the integration of video game consumption into broader social contexts. Notably, a limited number of articles delve into player-game interactions and experiences within gaming worlds. This imbalance can be attributed to the fact that such inquiries are often suited to psychology and multidisciplinary journals, while the marketing discipline has predominantly addressed the VGI from a marketing management standpoint.




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Enabling a Comprehensive Teaching Strategy: Video Lectures




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Learning from Online Video Lectures




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Enhancing Children's Interest and Knowledge in Bioengineering through an Interactive Videogame

Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors. Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging with the BacToMars game and curriculum intervention. Methodology: This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning intervention, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same content. Pre- and post-surveys and interview data were collected from both groups. Contribution: This paper contributes to education research on children’s ability to meaningfully engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educational technology for introducing bioengineering content to elementary school children. Findings: Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger performance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts. Recommendations for Practitioners: Practitioners should consider bioengineering as a domain for meaningful, interdisciplinary learning in elementary education.. Recommendation for Researchers: Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children’s imaginations and problem-solving skills. Education researchers should further investigate developmentally appropriate ways to introduce bioengineering in elementary education. Impact on Society: BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research: Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times.




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Innovative Pedagogical Strategies of Streaming, Just-in-Time Teaching, and Scaffolding: A Case Study of Using Videos to Add Business Analytics Instruction Across a Curriculum

Aim/Purpose: Business analytics is a cross-functional field that is important to implement for a college and has emerged as a critically important core component of the business curriculum. It is a difficult task due to scheduling concerns and limits to faculty and student resources. This paper describes the process of creating a central video repository to serve as a platform for just in time teaching and the impact on student learning outcomes. Background: Industry demand for employees with analytical knowledge, skills, and abilities requires additional analytical content throughout the college of business curriculum. This demand needs other content to be added to ensure that students have the prerequisite skills to complete assignments. Two pedagogical approaches to address this issue are Just-in-Time Teaching (JiTT) and scaffolding, grounded in the Vygoskian concept of “Zone of Proximal Development. Methodology: This paper presents a case study that applies scaffolding and JiTT teaching to create a video repository to add business analytics instruction to a curriculum. The California Critical Thinking Skills Test (CCTST) and Major Field Test (MFT) scores were analyzed to assess learning outcomes. Student and faculty comments were considered to inform the results of the review. Contribution: This paper demonstrates a practical application of scaffolding and JiTT theory by outlining the process of using a video library to provide valuable instructional resources that support meaningful learning, promote student academic achievement, and improve program flexibility. Findings: A centrally created library is a simple and inexpensive way to provide business analytics course content, augmenting standard content delivery. Assessment of learning scores showed an improvement, and a summary of lessons learned is provided to guide implications. Recommendations for Practitioners: Pedagogical implications of this research include the observation that producing a central library of instructor created videos and assignments can help address knowledge and skills gaps, augment the learning of business analytics content, and provide a valuable educational resource throughout the college of business curriculum. Recommendation for Researchers: This paper examines the use of scaffolding and JiTT theories. Additional examination of these theories may improve the understanding and limits of these concepts as higher education evolves due to the combination of market forces changing the execution of course delivery. Impact on Society: Universities are tasked with providing new and increasing skills to students while controlling the costs. A centrally created library of instructional videos provides a means of delivering meaningful content while controlling costs. Future Research: Future research may examine student success, including the immediate impact of videos and longitudinally using video repositories throughout the curriculum. Studies examining the approach across multiple institutions may help to evaluate the success of video repositories. Faculty acceptance of centrally created video libraries and assignments should be considered for the value of faculty recruiting and use in the classroom. The economic impact on both the university and students should be evaluated.




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Knowledge Management Applied to Learning English as a Second Language Through Asynchronous Online Instructional Videos

Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos.




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Video Learning Object Application System: Beyond the Static Reusability




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The Educational Potential of Modified Video Games




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Using Digital Video Game in Service Learning Projects




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Experiences with Using Videos in Distance Education. A Pilot Study: A Course on Human-Computer Interaction

The number of online resources available for teaching and learning in higher education has been growing enormously during the last decade. A recent development is the emergence of Massive Open Online Courses (MOOCs) and of Open Educational Resources (OER). The result is a huge number of videos that are available on line. Can these videos enrich learning? As a pilot study we added sixteen videos to an existing introductory course in Human-Computer Interaction. This course is mandatory in the Bachelor programs Computer Science and Information Science (second year). Watching the videos was optional for the students. The videos originated for the most part from the MOOC Human-Computer Interaction, produced by Stanford University. We offered this course to a pilot group of eight students. The educational context was problem-based learning in distance education. The videos were welcomed by all of the students and were found to be useful in their learning process. The students watched the videos intensively and appreciated them very well. A main reason for the students to be positive about the videos was that they liked to alternate reading texts and watching videos.




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Flipped Classroom: A Comparison Of Student Performance Using Instructional Videos And Podcasts Versus The Lecture-Based Model Of Instruction

The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A quasi-experimental design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works as the instructional method impacted students’ final grade. Thus, reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.




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How to Design Accounting Video Lectures to Recover Lost Time

Aim/Purpose: The objective of this study is to understand how video lectures of the same length and content as the current face-to-face lectures can be designed and implemented to have a positive effect on student performance, particularly when there is a campus shutdown. Background: In a number of South African universities protests by the students are on the increase. Often, they lead to the cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design was used on two video lectures to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures, (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos, and (3) determine the factors that influence the effectiveness of the video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance, the factors associated to the effectiveness of such lectures, and the complexity or simplicity of the two video lectures used, and by providing possible solutions to the challenges identified in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watch the video lectures, as compared to those who did not watch the video lectures. It is also found that the student performance on the topics with video lectures is significantly associated to the students’ commitment, prior performance, the quality of the content, and the design of the videos. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures should not be used. Recommendation for Researchers: Researchers should replicate this study by using short length videos of better quality and appropriate length, which incorporate current issues, games, are interactive, and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selecting treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.




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Virtually There: The Potential, Process and Problems of Using 360° Video in the Classroom

Aim/Purpose: This paper presents an exploratory case study into using 360° videos to present small segments of lecture content for IT students in an Australian University. The aim of this study was to understand; what is the impact of incorporating 360° videos into class content for students and teaching staff? In this study the 360° videos are described as “learning atoms”. Learning atoms are short duration videos (1 to 5 minutes) captured in 360°. Background: Within this paper we conducted experiments in the classroom using 360° videos to determine if they have an impact on student's feeling of presence with class content. Additionally, to follow up, how does the inclusion of 360° impact on the teaching experience. Methodology: The methodology used in this study focused on both quantitative and qualita-tive aspects. Data was captured at the same time during the teaching period to address the research questions. In order to gauge the feeling of presence within the classroom a short survey was administered to students in the undergraduate IT class at the start (pre) and end (post) of the semester using the same questions to measure any change. Contribution: The main contributions from this study were that we demonstrated there is a potential for providing an alternative ‘immersive’ content presentation for students. This alternative content took the form of 360° learning atoms, whereas further showed our nuance process for creating and publishing of these atoms. Findings: The results show that for students, learning atoms can help improve the sense of presence, particularly for remote students, however the interactive experience can take student’s attention away from the lecturer. The results present potential for providing an alternative ‘immersive’ content presentation for students, however problems for uptake are present for both students and teachers, such as image capture quality and file size Impact on Society: We foresee this approach as being a new approach to teaching students in higher education within online spaces to increase engagement and move towards having a richer virtual experience no matter the location. Future Research: Future research will be conducted to resolve whether presence and engagement is supported by the inclusion of 360° videos in the classroom.




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Pedagogy for Mobile ICT Learning Using Video-Conferencing Technology




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(GbL #1) Life Skills Developed by Those Who Have Played in Video Game Tournaments




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Decoding YouTube Video Reviews: Uncovering The Factors That Determine Video Review Helpfulness

Aim/Purpose: This study aims to identify the characteristics of YouTube video reviews that consumers utilize to evaluate review helpfulness and explores how they process such information. This study aims to investigate the effect of argument quality, review popularity, number of likes, and source credibility on consumers’ perception of YouTube’s video review helpfulness. Background: Video reviews posted on YouTube are an emerging form of online reviews, which have the potential to be more helpful than textual reviews due to their visual and audible cues that deliver more vivid information about product features and specifications. With the availability of an enormous number of video reviews with unpredictable quality, it becomes challenging for consumers to find helpful reviews without consuming significant time and effort. In addition, YouTube does not provide a specific feature that indicates a review helpfulness similar to the one found on e-commerce websites. Consequently, consumers have to examine the characteristics of video reviews that are readily available on YouTube, evaluate them, and form a perception of whether a review is helpful or not. Despite the increasing popularity of YouTube’s video reviews, video reviews’ helpfulness received inadequate attention in the literature. The antecedents of the helpfulness of online video reviews are still underinvestigated, and more research is needed to identify the characteristics that consumers depend upon to assess video review helpfulness. Furthermore, it is important to understand how consumers process the information they gain from these characteristics to form a perception of their helpfulness. Methodology: Following an extended investigation of the relevant literature, we identified four key video characteristics that consumers presumably utilize to evaluate review helpfulness on YouTube (i.e., review popularity, number of likes, source credibility, and argument quality). By employing the Elaboration Likelihood Model (ELM), we classified these characteristics along the central and peripheral routes. The central route characteristics require a high cognitive effort by consumers to process the review’s message and reach a logical decision. In contrast, the peripheral route assumes that consumers judge the review’s message based on superficial qualities without substantial cognitive effort. A research model is introduced to investigate the effect of central and peripheral cues and their corresponding video review characteristics on review helpfulness. Accordingly, argument quality is proposed in the central route of the model, while review popularity, number of likes, and source credibility are proposed in the peripheral route. Furthermore, the study investigates how consumers process the information they obtain from these routes jointly or independently. To empirically test the proposed model, a convenient sample of 361 YouTube users was obtained through an online survey. The partial least squares method was used to investigate the effect of the proposed characteristics on video review helpfulness. Contribution: This study contributes to the literature in several ways. First, it is one of the few studies that investigate online video reviews’ helpfulness. Second, this study identifies several unique characteristics of YouTube’s video reviews that span peripheral and central routes, which potentially contribute to review helpfulness. Third, this study proposes a conceptual model based on the ELM to explore the effect of central and peripheral cues and their corresponding review characteristics on review helpfulness. Fourth, the research findings provide implications for research and practice that advance the theoretical understanding of video reviews’ helpfulness and serve as guidelines to create more helpful video reviews by better understanding the consumer’s cognitive processes. Findings: The results show that among the four characteristics proposed in the research model, argument quality in the central route is the strongest determinant factor affecting video review helpfulness. Results also show that review popularity, source credibility, and the number of likes in the peripheral route have significant effects on video review helpfulness. Altogether, our results show that the effect of the peripheral route adds up to 0.463 compared to 0.430, which is the impact magnitude of the argument quality construct in the central route. Based on the comparable effect magnitude of the central and peripheral routes of the model on video review helpfulness, our results indicate that both peripheral and central cues significantly affect consumers’ perception of video review helpfulness. The two routes are not mutually exclusive, and their cues can be processed in parallel or consecutive ways. Recommendations for Practitioners: The study recommends creating a dedicated category for reviews on YouTube with a specific feature for consumers to indicate the helpfulness of a video review, similar to the helpful vote button in textual reviews. The study also recommends that reviewers deliver more appealing and convincing argument quality, work toward improving their credibility, and understand the factors that contribute to video popularity. Impact on Society: Identifying the characteristics that affect video review helpfulness on YouTube helps consumers access helpful reviews more efficiently and improves their purchase decisions. Future Research: Future research could look into different types of data that could be extracted from YouTube to investigate the helpfulness of online video reviews. Future studies could employ machine learning and sentiment analysis techniques to reach more insights. Future research could also investigate the effect of product types in the context of online video reviews.




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Decoupling the Information Application from the Information Creation: Video as Learning Objects in Three-Tier Architecture




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Using Video to Record Summary Lectures to Aid Students' Revision




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If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning




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The Resonance Factor: Probing the Impact of Video on Student Retention in Distance Learning




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The U-Curve of E-Learning: Course Website and Online Video Use in Blended and Distance Learning




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A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Aim/Purpose: As online video lectures rapidly gain popularity in formal and informal learning environments, one of their main challenges is student retention. This study investigates the influence of adding interactivity to online video lectures on students’ attention span. Background: Interactivity is perceived as increasing the attention span of learners and improving the quality of learning. However, interactivity may be regarded as an interruption, which distracts students. Furthermore, adding interactive elements to online video lectures requires additional investment of various resources. Therefore, it is important to investigate the impact of adding interactivity to online video lectures on the attention span of learners. Methodology: This study employed a learning analytics approach, obtained data from Google Analytics, and analyzed data of two Massive Open Online Courses (MOOCs) that were developed by the Open University of Israel in order to make English for academic purposes (EAP) courses freely accessible. Contribution: The paper provides important insights, based on quantitative empirical research, on: integrating interactive elements in online videos; the impact of video length; and differences between two groups of advanced and basic learners. Furthermore, it demonstrates how learning analytics may be used for improving instructional design. Findings: The findings suggest that interactivity may increase the attention span of learners, as measured by the average online video lecture viewing completion percentage, before and after the addition of interactivity. However, when the lecture is longer than about 15 minutes, the completion percentages decrease, even after adding interactive elements. Recommendations for Practitioners: Adding interactivity to online video lectures and controlling their length is expected to increase the attention span of learners. Recommendation for Researchers: Learning analytics is a powerful quantitative methodology for identifying ways to improve learning processes. Impact on Society: Providing practical insights on mechanisms for increasing the attention span of learners is expected to improve social inclusion. Future Research: Discovering further best practices to improve the effectiveness of online video lectures for diverse learners.




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Development of a Video Network for Efficient Dissemination of the Graphical Images in a Collaborative Environment




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Applications of Scalable Multipoint Video and Audio Using the Public Internet




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What is Display & Video 360?

What is Display & Video 360? Display & Video 360 (DV360) is Google’s advanced programmatic advertising platform that enables marketers to purchase and manage digital ads efficiently. Leveraging real-time bidding and precise targeting features, DV360 facilitates the execution of impactful display and video campaigns across the internet. This article walks you through the [...]




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VSDC Free Video Editor 6.3.5.7 for PC Windows

VSDC Free Video Editor is a video editing application that offers more than a standard set of tools. With VSDC Free Video Editor you can carefully edit video files using numerous visual and audio tools. It offers rich functionality wrapped aro...




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Archon Firearms Type B 9mm Pistol – Video Review

Archon Firearms and the Type B are far from the typical company or product and it shows. Video tabletop and shooting impressions review.




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What is a Personal Defense Weapon (PDW) | Video

Discover the Personal Defense Weapon (PDW) - the perfect balance of firepower and portability for those in need of a defensive weapon.




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Trump Goes Scorched Earth on the Censorship Regime ~ VIDEO

President Donald Trump laid out a bold vision for America’s future—one where freedom of speech is non-negotiable, and censorship from both government and big tech is crushed.




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How SELF-DEFENSE Can Lead to CONVICTION: Tough Decisions! ~ VIDEO

In our civilization, any application of lethal force upon another human being is a fantastically high-stakes affair! Even if it saves your life!




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Punk Rock Meets Firearms: KAK Industry’s Unique Path in the Firearms World ~ VIDEO

When you think of punk rock, your mind might jump to rebellious music, hardcore shows, & underground clubs—not the firearms industry. However, for KAK Industry...




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Taiwan video taken down after reporter calls Trump ‘convicted felon’

TAIPEI: A state-funded English-language broadcaster in Taiwan removed a video of one of its journalists calling US President-elect Donald Trump a “convicted felon”, after the Taipei government said the incident was “very serious”.

Taiwan has publicly congratulated Trump on his victory, joining other governments around the world in trying to get onside with the next US administration.

Washington has long been Taipei’s most important supporter, but Trump raised concerns on the campaign trail by suggesting Taiwan should pay the United States for its defence and accusing it of stealing the US semiconductor industry.

TaiwanPlus correspondent Louise Watt was speaking on camera in the United States last week when she said “the US is either going to vote in its first female president or its first convicted felon”.

“Well America looks like it’s chosen the felon,“ Watt said, in a clip shared by Taiwanese broadcaster TVBS and seen by AFP.

Taiwan Culture Minister Li Yuan told local media on Saturday that TaiwanPlus took down the video after he told the broadcaster “that this issue is very serious”.

Public Television Service Foundation, which manages TaiwanPlus, said Monday the broadcaster had “humbly reviewed its operational procedures” following the report.

The foundation said it will convene a “self-discipline” committee this week to “discuss the matter”.

TaiwanPlus broadcasts videos on its website, YouTube and cable television.

More than 90 percent of its viewers are overseas, the foundation said.

In 2023, TaiwanPlus began showing in US hotels in “key cities frequented by political and economic elites, such as Washington, D.C., New York, Los Angeles, and Seattle”, the foundation said.

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Trump makes new appointments including new ‘border czar’

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Man arrested in Karachi for impersonating police officer in TikTok videos

Suspect, identified as Atif alias Vicky Babu, had previously gone viral on social media for his videos.




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Mishi Khan criticises Arshad Nadeem over viral video, calls out ‘arrogance’

Former actress accuses Olympian of letting fame get to his head after a video shows him ignoring a reporter



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Hania Aamir tracks down 'Indian culprit' behind viral explicit deepfake video

After identifying the culprit, Hania Aamir urged fans to report the account, which has changed names multiple times.



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It’s VMA Season! Here are some of the most iconic & chaotic moments of the MTV Video Music Awards

Relive the wildest moments that prove the VMAs are never short on drama or surprises!




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Team formed to arrest suspect in fake video case

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Adobe set to launch AI-powered video editing tool this year

Adobe Firefly Video Model, the artificial intelligence tool will be released in beta version for AI generated videos




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Streaming Video Prices Rise While Quality Falls, Following Cable TV’s Lead

Streaming video still provides some meaningful advantages to traditional cable: it’s generally cheaper (assuming you don’t sign up for every service under the sun); customer satisfaction ratings are generally higher; and users have more power to pick and choose and cancel services at a whim. But the party simply isn’t poised to last. Thanks to […]




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Letter to Punjab IGP seeks ban on PUBG video game

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How to built your BMX Bike (Video)



If you order a BMX bike then you will get it prebuilt in a box. To get ready for the first ride with your new BMX bike you have to do some easy steps:

1. put on the bar

2. put on the seat

3. put on the pedals

4. put on the frontwheel

 

At the how to BMX Bike Video you can see how it will look like !

Enjoy to ride your BMX Bike.




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How to change grips of your BMX Bike (Video GER.)



Many people asked us already how to change grips at the BMX bike. If you don't know the specialtricks then it will be very difficult. So enjoy to watch the video : how to change your grips !!

For now is in german but english and some other languages will follow soon. Just check out the kunstform?! BMX Shop Youtube account at http://www.youtube-nocookie.com/kunstformbmxshop

 




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How to fix a flat tube of your BMX Bike (Video GER.)



Sometimes you will get some flat tire. If you want to get some tricks how to change your tube of your BMX bike then you should watch the video.




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How you put a new chain on your BMX Bike (Video GER.)



Actually it's very easy to change the chain of a BMX bike. As well it's not a big thing to make the chain shorter. But without some little tricks it can be a long way to solve this work. That's why you should watch the kunstform?! BMX Shop - How To put a chain video!




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How to put a front brake on your BMX Bike (Video ENG.)



Not a lot of BMX rider use a front brake. But actually many tricks like nosetap-no-footed are just possibil with a front brake and so it's just a question of time and a opinionleader will put a frontbreak and will come up with new variations and new tricks. If you want to be this leader then u should watch the kunstform?! BMX Shop How To put a front brake !

 

At the moment it is just in german available but will be with english subtitles soon !