Since the development of Open Educational Resources (OERs), different models regarding the usage of these resources in education have appeared in the literature. Wiley’s 4-Rs model is considered to be one of the leading models. Research based on Wiley’s model shows that using materials without making changes is the most common use. Compared to the extensive literature regarding OER usage in education, the literature barely deals with OER usage by instructional designers or training managers in corporations. The purpose of this research is to examine the OER usage of these two stakeholders, distinguishing between Little and Big OER repositories, in which Little OER repositories such as YouTube and Wikipedia aren’t necessarily designed to fulfill educational purposes. Findings show that these stakeholders almost use only Little repositories and that their usage level is higher than what is documented in the literature: they mostly Revise–modify the form of the resource, and Remix–combine different resources to create new ones. These differences can be explained by the fact that materials from Little OER repositories are raw materials, requiring further editing and adjustment. Significant differences between instructional designers’ and training managers’ usage of OERs were found regarding the Reuse level of resources from internal repositories and the Google Images repository, and the frequency of this Reuse.

Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate), student levels (undergraduate and graduate), and instructional goals (i.e., replacement for lecture, remediation). A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.

Aim/Purpose: This research inquires how students perceive the role of Technology Education and Cultural diversity (TEC) instructors in improving their 21st century skills. In addition, this study examines the students’ preferred learning style: face to face, synchronous and asynchronous. Background: 21st century skills include, among others, collaboration, Information and Communication Technology (ICT) skills, higher order thinking, and multicultural communication. These skills are core elements for modern life and are the focus of this study as teacher critical career and life skills. This article presents the uniqueness of the TEC model, which provides a strategy to develop gradually various 21st century skills for teacher training in a multicultural technologically rich environment. Methodology: This study examined (a) the level of ICT skills students acquire from the courses; (b) students’ perceptions of the instructor role in developing 21st century skills; and (c) students’ preferred learning style. A questionnaire was delivered to 99 students, who participated in courses based on the TEC model. Students from eight different Teacher Education Colleges and different cultural backgrounds – Arabs, Jews, religious, and secular – participated in this study. Contribution: This study could shed light on the instructor’s role as a facilitator in developing students’ 21st century skills in a multicultural society. This study may provide a model and ideas for policy makers in teacher training programs to employ 21st century skills along with continuous development and adaptation to suit the rapid changing reality. A larger study needed to examine additional aspects of the 21st century skills in the teacher training programs in general and in multicultural societies in particular. Findings: The findings show that students complete the course with a high level of ICT skills, and that their preferred learning communication style was face-to-face (F2F) (45.45%) and blended method (43.43%), over the fully online (11.11%). Regarding online learning, students mostly preferred the mixed method of synchronous and asynchronous (59%), followed by asynchronous (29%), and synchronous (12%). As to student preference of the instructor role of enhancement, the results were prioritized as follow: Higher order thinking (M=3.99), online group collaboration (M=3.87), multicultural communication awareness (M=3.82), pedagogical use of digital tools (M=3.73). Recommendations for Practitioners: Teacher education lecturers ought to: (1) design the online courses in a way that integrates F2F meetings and both synchronous and asynchronous methods; and (2) employ the wide range of skills in TEC courses that comply with 21st century principles; hence, the importance of widening such courses in teacher education colleges. Recommendation for Researchers: It is recommended to perform a similar study using a pre-post method, as well as taking into consideration cultural uniqueness (such as language differences) and group comparison, where we can identify the effective components of the course design that would lead to a higher level of 21st century skills competencies among teachers. Impact on Society: 21st century skills are life skills, hence developing these skills in an appropriate educational setting reflects better utilization among all the members of society. Future Research: More research should be done to widen the knowledge and address the importance of the instructor role as a course designer and facilitator in order to turn 21st century learning into a more meaningful and relevant one.

Aim/Purpose: The purpose of the current study is to introduce a digital thinking skills (DTS) theoretical model (DTSM) that could support and enhance digital instruction best practices in schools. Methodology: We have taken a mixed-methods approach. Our respondents represent diverse cultural, linguistic, pedagogical, and social heritages. Contribution: The study provides a theoretical model developed by Eshet-Alkalai and Aviram that could impact subsequent digital teaching in schools. The highly accessible model may help teachers understand the cognitive learning outcomes that derive from frequently used digital tools. Findings: We found that teachers do not have a pedagogical concept of digital thinking skills, though many believe such skills might have a positive effect on their learners’ achievements. School culture plays a key role in effective DI delivery. Teachers want better in-service IT instruction. Recommendations for Practitioners: When distance learning has become the order of the day, we recommend practitioners connect pedagogical methodology and disciplinary content with new technology to boost learning outcomes. Recent world events have shown that in many cases practitioners have not been exposed to multiple digital options, especially those that not only present and review learning content but also boost the creation and dissemination of new knowledge. Recommendation for Researchers: We recommend researchers review different types of available resources and their effective implementation in the school curricula in order to foster creativity and more profound thinking among teachers and learners. Impact on Society: Better informed and greatly improved DI in schools is clearly crucial for twenty-first-century systems. As we go to press, in the middle of the coronavirus world-wide lockdown, these words resonate more than ever before. Our research both highlights this obvious need and provides a heuristic bridge between basic research and classrooms. Future Research: Future studies should focus on a pedagogical digital model that can enhance DI best practices in schools.

Aim/Purpose: In this paper, we discuss how a Transdisciplinary (TD) and a Community Based Participatory Research (CBPR) initiative was conceptualized, developed, implemented, and sustained at a small academic institution with limited research infrastructure, emphasizing the role of capacity building. Background: Most examples of the implementation of TD research come from large-scale initiatives in research-intensive institutions or centers with multiple resources to establish collaborations among experts from different disciplines. However less is known about the implementation of TD and CBPR initiatives in small academic settings. Methodology: This paper includes a discussion of the challenges and lessons learned of this process in a teaching-intensive Hispanic Serving Institution (HSI), which included a research component as part of the institutional priorities when it transitioned to a 4-year college in 2001. Contribution: We hope that our experience helps other researchers in similar institutions to engage in this type of research. Findings: In this case, a collaborative TD and CBPR initiative was successfully implemented despite limited resources for capacity building and research infrastructure, as well as diversity among researchers and community members. Recommendation for Researchers: To sustain institutional collaborative capacity in this type of institution, authors recommend continuous capacity building efforts and the development of modules and/or courses to provide formal TD training for junior faculty while encouraging researchers to interact and collaborate. In addition, the importance of the role of the community liaison is highlighted. Impact on Society: Successful TD and CBPR initiatives may have a positive impact on the reduction or elimination of health disparities which involve complex phenomena that requires a broad view from different perspectives. Future Research: Even though capacity building can facilitate the implementation of TD and CBPR, many challenges arise as an inherent result of community engagement and the integration of different disciplines. Thus, the need of continuous reflection to acknowledge them becomes critical for advancing TD and CBPR efforts.

Aim/Purpose: The Informing Science Institute (ISI) is an informing system, designed using informing science principles, for the express purpose of informing researchers who study problems related to informing. This paper describes the ISI as an applied instance of an informing system and analyzes the channels, informers, and clients of the ISI. Background: This paper begins with a brief overview of the current activity of the ISI, as well as an introduction to informing science philosophy and an explanation of the need for a transdiscipline. The ISI is a non-profit organization that provides several informing channels, including 13 open-access, peer-reviewed journals, as well as conferences, books, and outreach activities. Methodology: Statistical analyses of the authors, institutions, and countries of origin were conducted for every ISI paper published between 1998 and December of 2019. Additionally, interviews were conducted with 5 current and former Editors-in-Chief of ISI journals. Contribution: This paper provides a current description and analysis of the ISI informing system’s channels, informers, and clients. Findings: The ISI has published over 4,100 articles by over 4,500 authors from over 600 universities. Statistical analyses of articles published in ISI journals demonstrated that the ISI is characterized in part by robust international participation, with significant participation by authors from countries that have been traditionally under-represented in academic publications. The ISI achieved these outcomes through the use of the philosophical principles and design guidelines for informing science.

Time is inherently present in empirical research on institutional change - most studies sequence actions and events across stages of development, over time. Yet, research has overlooked how temporality, as a negotiated organizing of time, shapes institutional processes, despite that timing, duration, and tenor of relationships are their foundational elements. To unpack the role of temporality in institutions, we examine how actors engage in temporal institutional work - that is, how they construct, navigate, and capitalize on timing norms in their attempts to change institutions. We draw on an inductive study of an institutional project to establish a novel foundation-based university that subsequently came to pace major statewide university reform. We identify three forms of temporal institutional work: entraining - as a top-down, routinized, reproductive form - and constructing urgency, and enacting momentum - both as bottom-up, issue-driven and generative forms. We show that by engaging in these types of work, actors produce windows of opportunity, synchronicity, and irreversibility as shared beliefs about temporality. These beliefs, in turn, shape how the wider institutional change unfolds. Our study shows that temporal institutional work enables institutional change. We discuss the implications for reconceptualizing institutional research from a temporal perspective.

In a series of qualitative and quantitative studies, we developed a model of the functions of positive work relationships, with an explicit focus on the role that these relationships play in employee flourishing. Stories that employees told about positive relationships at work revealed that relationships serve a broad range of functions, including the traditionally-studied functions of task assistance, career advancement, and emotional support, as well as less studied functions of personal growth, friendship, and the opportunity to give to others. Building on this taxonomy, we validated a scale - the Relationship Functions Inventory - and developed theory suggesting differential linkages between the relationship functions and outcomes indicative of employee flourishing. Results revealed unique associations between functions and outcomes, such that task assistance was most strongly associated with job satisfaction, giving to others was most strongly associated with meaningful work, friendship was most strongly associated with positive emotions at work, and personal growth was most strongly associated with life satisfaction. Our results suggest that work relationships play a key role in promoting employee flourishing, and that examining the differential effects of a taxonomy of relationship functions brings precision to our understand of how relationships impact individual flourishing.

Research concerning why and how to promote social interaction and learner reflection in management education and training is somewhat underdeveloped. In this investigation, we used a predictive, quasi-experimental design with 246 students from a business school in Colombia who were enrolled in 10 sections of a leadership course to examine expected effects of instructional methods that promoted different levels of social interaction and reflection on self-reported learning behaviors (dialogue and reflection activities), self-efficacy for class performance, and instructors' assessments of students' skill demonstration (team work, communication, influence, and work proficiency and effort). In comparisons to students participating in instructional conditions with less social interaction and fewer reflective activities, students participating in an instructional condition that promoted higher levels of these activities exhibited considerably greater student-student dialogue, instructor-student dialogue, and reflection. These learning behaviors in turn led to enhanced self-efficacy for class performance and skilled activity. In addition, students' perceptions of psychological safety partially mediated relationships between instructional method and dialogical and reflective activities. The implications of these findings for coupling action, dialogue and reflective activities in management education and training as well as avenues for future research are discussed.

Evidence-based management has been widely advocated in management studies. It has great ambition: all manner of organizational problems are held to be amenable to an evidence-based approach. With such ambition, however, has come a certain narrowness which risks restricting our ability to understand the diversity of problems in management studies. Indeed, in the longer term, such narrowness may limit our capacity to engage with many real-life issues in organizations. Having repeatedly heard the case for evidence-based management, we invite readers to weigh up the case against. We also set out an alternative direction - one that promotes intellectual pluralism and flexibility, the value of multiple perspectives, openness, dialogue, and the questioning of basic assumptions. These considerations are the antithesis of an evidence-based approach, but central to a fully rounded management education.

A penalty awarded to West Ham during Erik ten Hag's final match in charge of Man Utd was a 'misread', according to refereeing boss Howard Webb.

IN celebration of Earth Month, global prestige skincare brand, Origins, proudly announces the establishment of the Origins Green The Planet Fund and its inaugural non-profit partner, One Tree Planted, upholding the brand’s longstanding commitment to the well-being of people and our planet.

As a brand rooted in nature, Origins believes it is its responsibility to give back to the earth while also striving to make decisions that help limit our impact on the planet. Which is why, for over a decade, Origins has partnered with various environmental non-profit organisations to Green The Planet, planting one tree at a time to aid global reforestation initiatives and helping combat the effects of climate change.

In celebration of Earth Month 2021, Origins designed a limited-edition Dr. Andrew Weil for Origins Mega-Mushroom Relief & Resilience Soothing Treatment Lotion to help Green The Planet and support future tree-planting projects. One US dollar has been donated for every limited-edition Dr. Andrew Weil for Origins Mega-Mushroom Relief & Resilience Soothing Treatment Lotion available at Origins stores and online at Lazada Origins Flagship Store which allows one tree to be planted and cared for in partnership with Origins Green The Planet Fund.

KOTA BHARU: Police have confirmed that the whistleblower who sent an open letter to the Yang di-Pertuan Agong regarding allegations of corruption in Sabah has received death threats.

Inspector-General of Police Tan Sri Razarudin Husain said the case is being investigated by the Bukit Aman Classified Crime Investigation Unit under Section 507 of the Penal Code, which addresses criminal intimidation through anonymous communication.

The 36-year-old male informant received a threatening call via WhatsApp from an unknown number.

“During the call, the suspect, believed to be a local man, threatened the informant in Mandarin, claiming to be from a hitman group and demanding the informant stay silent.

“The suspect warned that if the informant did not comply, he would be killed within 24 hours and called it a final warning,” Razarudin told Bernama today.

Razarudin said the suspect also sent two images, one of a pistol with ammunition and another showing a person shot in the street.

The informant expressed deep fear for his own safety and that of his family, he said.

“After receiving the WhatsApp message, the informant reported the incident and blocked the number. Since then, no further threats have been made,” Razarudin said, adding that the informant initially suspected that the phone number might belong to a scammer or was dialed incorrectly.

He said further checks revealed that the phone number was no longer in service and had no registered owner.

Razarudin added no other reports had been filed regarding this number, and the investigation returned no relevant records.

PUTRAJAYA: Active collaboration from industry players is needed for the Technical and Vocational Education and Training (TVET) institution to offer programmes that are of a higher quality and more relevant to market needs.

Deputy Prime Minister Datuk Seri Fadillah Yusof said strong cooperation between the industry players and the TVET institution was crucial to ensure the comprehensive matching of demand and supply.

He said consistent input from the industry players on the workforce skills and needs was also needed by the TVET institution to develop suitable curricula and programmes.

“Forging close cooperation with industry players can create a new skilled workforce to master the latest technology, which will have a spillover effect on encouraging economic growth.

“I call for the active involvement of industry players in Malaysia to collaborate with the government in supporting the agenda to empower TVET,” he said at the 2024 Prime Minister’s Gold Hand Award and Skilled Person Award ceremony here today.

Meanwhile, Fadillah said the government is aware that the TVET stream in Malaysia needs to be improved for it to be more systematic and effective.

He said the organisation of skills competitions was one of the government’s efforts to promote and ensure the quality of delivery of TVET training in Malaysia is in line with international standards.

“I call on all TVET agencies to hold skills competitions at institutional levels so that we can pick the best talent for national and international-level competitions,” he said.

In his speech, Fadillah also thanked and congratulated the national contingent which made sure the Jalur Gemilang was hoisted proudly at the WorldSkills Competition Lyon 2024 at the Euroexpo Lyon in France from Sept 10-15.

In the competition, Malaysia, represented by 15 participants across 14 categories, captured five medals - one bronze medal in the Beauty Therapy category through Wong Hsun Wei and four Medallion for Excellence.

The four Medallion for Excellence recipients were Muhammad Nasran Ahmad in the Hairdressing category; Ahmad Muizuddin Mohd Razi in the Bricklaying category; Muhammad Hakimi Abu Bakar in Electrical Installations; and Stephen Sim Shan Siong in the IT Software Solutions for Business category.

KUALA LUMPUR: The ringgit opened marginally higher against the US dollar today despite the US Dollar Index’s (DXY) strengthening, which should accelerate demand for the greenback.

At 8 am, the local note traded slightly better at 4.4330/4465 against the greenback compared with Tuesday’s close of 4.4365/4400.

Bank Muamalat Malaysia Bhd chief economist Dr Mohd Afzanizam Abdul Rashid said higher demand for the US dollar is expected as comments from US Federal Reserve (Fed) officials indicated that the prospect of an interest rate cut highly depends on upcoming economic data.

“Minneapolis Fed president Neel Kashkari suggested that he will look at the upcoming inflation data before making any decision on the interest rate.

“As such, ringgit and other emerging market currencies will likely stay weak in the near term,” Mohd Afzanizam told Bernama.

He added investors will monitor the US Consumer Price Index (CPI) print tonight, with consensus pencilling in a 2.6 per cent rise in October from 2.4 per cent previously, while Core CPI may be sustained at 3.3 per cent.

At the opening, the ringgit traded higher against a basket of major currencies.

It was higher against the British pound at 5.6463/6635 from 5.6889/6934 at Tuesday’s close, better against the euro to 4.7061/7204 from 4.7111/7148 and firmer against the Japanese yen to 2.8661/8752 from 2.8788/8812.

The ringgit also traded higher against ASEAN currencies.

Against the Thai baht, it rose to 12.7162/7637 from 12.7456/7608 at Tuesday’s close and strengthened against the Singapore dollar at 3.3107/3210 from 3.3143/3174.

The local unit marginally increased vis-a-vis the Philippine peso to 7.53/7.56 from 7.54/7.55 and was slightly higher against the Indonesian rupiah to 280.8/281.9 from 281.0/281.5 previously.

CONTINENTAL has launched its Mini Program on the TNG eWallet, allowing Malaysian drivers to purchase Continental tyres with ease through their mobile phones. This launch is celebrated with exclusive promotions from 7 November to 30 November, coinciding with the 11.11 Mega Sale. Customers can enjoy up to RM1 million in cashback, with an average of 15% per transaction.

Additionally, any customer spending a minimum of RM300 from 7 November 2024 to 31 January 2025 will be entered into a lucky draw, with one entry for each RM300 spent. The grand prize includes a gold bar worth RM10,000, with other prizes like three iPhone 16 Pros, two PS5 consoles, two Huawei MatePad 11.5” PaperMatte Editions, and two Trapo Vouchers. Weekly winners can also receive cashback, a Limited-Edition Continental x Touch ‘n Go NFC Card, and more.

Andrea Somorova, Managing Director of Continental Tyre Malaysia, shared that this partnership reinforces Continental’s commitment to digital innovation and customer convenience in Malaysia, expanding their reach through the TNG eWallet alongside existing platforms like Shopee and Lazada. Alan Ni, CEO of TNG Digital, echoed this sentiment, emphasizing the TNG eWallet’s role as a lifestyle app, which, with over 22 million verified users, now offers a streamlined, digital tyre purchase and installation experience.

The Mini Program simplifies tyre shopping by helping users find the right tyre pattern and size, apply promo codes, select dealers, and schedule installations at over 120 Continental outlets across Malaysia. Once payment is confirmed, customers can proceed to their selected dealer for free installation, with balancing and optional alignment services.

SAIC MOTOR MALAYSIA is wrapping up the year with a remarkable promotion for the MG4 EV and MG ZS EV, offering exclusive deals to make electric vehicle (EV) ownership more accessible. In honour of MG’s 100th anniversary, buyers can enjoy up to 20 months of free instalments, offering savings of up to RM26,000, making this an ideal time to join the MG family.

Here’s a breakdown of the promotion:

MG ZS EV: 20 months of free instalments worth RM26,000

MG4 EV Lux: 12 months of free instalments worth RM16,000

MG4 EV Standard: 8 months of free instalments worth RM8,500

This limited-time offer provides substantial savings and financial ease for MG’s new EV owners. Interested buyers can experience the MG4 EV, MG ZS EV, and other models with test drives at their nearest MG Motor Authorised Dealer Showrooms.

For more details, visit mgmalaysia.com or contact the MG Careline at 1800-28-3636.

Move over, Dr. Evil; Russia has just hit Google with a fine that would make even him laugh maniacally. That’s right: a whopping $20 decillion! For context, that’s $20,000,000,000,000,000,000,000,000,000,000. It’s the kind of number so absurd that it stops being math and starts becoming pure science fiction. ...

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Project costing $500m to be supported by WB, will include modern equipment

Demands ECP action against K-P CM for using 'indecent language' about women

Irrigation ministers of both provinces say move against provincial autonomy

Media mogul was found guilty of rape in 2020, but his conviction was overturned in April due to unfair trial concerns

In this tutorial you will learn how to install Shopify template.

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In this tutorial we will show you how to install Magento 2.x templates using a fullpackage.zip file to the server using the hosting control panel.

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This tutorial shows how to install Magento theme to your Magento store.

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This tutorial is going to show you how to install a WordPress template on your existing website and make it look like the live demo preview.

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This tutorial will show you how to install PrestaShop 1.7.x. template.

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As the saying goes, the arc of morale judgment is long, but it does bend towards justice. And even if we accept such an optimistic worldview is relevant in this year of our lord, 2024, that certainly doesn’t mean we can’t bitch about how long that damned arc is. It’s been over two years since […]

Facebook, TikTok, Twitter, YouTube and Instagram apps are seen on a smartphone in this illustration taken, July 13, 2021.— Reuters

Meta-owned Instagram might be working to add a new AI-backed feature that will allow users to create profile pictures using Meta’s artificial...

It is a national tragedy and we will award him the status of national hero, says G-B CM

Washington had sanctioned China-based companies in October 2023 for supplying missile-applicable items to Pakistan

On International Day in Support of Victims of Torture, AJK president condemns BJP-RSS regime

Govt asks PHC to probe yet another instance of police high-handedness

Privacy: “Everything you say or do can and will be used against you, at any point in the far future when the context and agreeableness of what you said or did has changed dramatically.” With the analog surveillance of our parents, everything was caught in the context of its time. The digital surveillance of our children saves everything for later use against them.

It’s a reality for our digital children so horrible, that not even Nineteen Eighty-Four managed to think of it. In the analog surveillance world, where people are put under surveillance only after they’ve been identified as suspects of a crime, everything we said and did was transient. If Winston’s telescreen missed him doing something bad, then it had missed the moment and Winston was safe.

The analog surveillance was transient for two reasons: one, it was assumed that all surveillance was people watching other people, and two, that nobody would have the capacity of instantly finding keywords in the past twenty years of somebody’s conversations. In the analog world of our parents, that would mean somebody would need to actually listen to twenty years’ worth of tape recordings, which would in turn take sixty years (as we only work 8 out of 24 hours). In the digital world of our children, surveillance agencies type a few words to get automatic transcripts of the saved-forever surveillance-of-everybody up on screen in realtime as they type the keywords – not just from one person’s conversation, but from everybody’s. (This isn’t even exaggerating; this was reality in or about 2010 with the GCHQ-NSA XKEYSCORE program.)

In the world of our analog parents, surveillance was only a thing at the specific time it was active, which was when you were under individual and concrete suspicion of a specific, already-committed, and serious crime.

In the world of our digital children, surveillance can be retroactively activated for any reason or no reason, with the net effect that everybody is under surveillance for everything they have ever done or said.

We should tell people as it has become instead; “anything you say or do can be used against you, for any reason or no reason, at any point in the future”.

The current generation has utterly failed to preserve the presumption of innocence, as it applies to surveillance, in the shift from our analog parents to our digital children.

This subtle addition – that everything is recorded for later use against you – amplifies the horrors of the previous aspects of surveillance by orders of magnitude.

Consider somebody asking you where you were on the evening of March 13, 1992. You would, at best, have a vague idea of what you did that year. (“Let’s see… I remember my military service started on March 3 of that year… and the first week was a tough boot camp in freezing winter forest… so I was probably… back at barracks after the first week, having the first military theory class of something? Or maybe that date was a Saturday or Sunday, in which case I’d be on weekend leave?” That’s about the maximum precision your memory can produce for twenty-five years past.)

However, when confronted with hard data on what you did, the people confronting you will have an utter and complete upper hand, because you simply can’t refute it. “You were in this room and said these words, according to our data transcript. These other people were also in the same room. We have to assume what you said was communicated with the intention for them to hear. What do you have to say for yourself?”

It doesn’t have to be 25 years ago. A few months back would be sufficient for most memories to be not very detailed anymore.

To illustrate further: consider that the NSA is known to store copies even of all encrypted correspondence today, on the assumption that even if it’s not breakable today, it will probably be so in the future. Consider what you’re communicating encrypted today — in text, voice, or video — can be used against you in twenty years. You probably don’t even know half of it, because the window of acceptable behavior will have shifted in ways we cannot predict, as it always does. In the 1950s, it was completely socially acceptable to drop disparaging remarks about some minorities in society, which would socially ostracize you today. Other minorities are still okay to disparage, but might not be in the future.

When you’re listening to somebody talking from fifty years ago, they were talking in the context of their time, maybe even with the best of intentions by today’s standards. Yet, we could judge them harshly for their words interpreted by today’s context — today’s completely different context.

Our digital children will face exactly this scenario, because everything they do and say can and will be used against them, at any point in the future. It should not be this way. They should have every right to enjoy Analog Equivalent Privacy Rights.

If you decide for a new crank and you don't know how this to install, then you look at this video. It differs they in reference of structure. There are one piece, two piece and three piece cranks then again have various lengths and various axles. The axle are different from the material, the size and numbers of notchs (splines).

It will happen in the course of time, that's your bottom bracket broke down. If you do not know exactly how you should install a new bearing, then you look at this video! Basically, the bottom bracket differ in "loose ball" and "sealed bearing". The loose ball bottom bracket are installed in many cheap beginners bikes. The bearings in turn differ in different sizes. Starting with the largest outer diameter are US-BB, MID-BB, SPAN-BB and EURO-BB. The EURO-BB you recognize the screw thread and are rarely built on a BMX frame. This is important, first you have to check if you have a 19mm or a 22mm axle crank!

BMX Instagram Compilation 2016 - Sven Avemaria

Here's a short Instagram compilation of clips we posted at our instagram account kunstformbmxshop about our bro Sven Avemarie from the last couple months. We hope you'll like it!

https://www.instagram.com/kunstformbmxshop/ https://www.instagram.com/svenavemaria/

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BMX Instagram Compilation 2016 - Miguel Smajlji

Here's a short Instagram compilation of clips we posted at our instagram account kunstformbmxshop about our bro Miguel Smajlji from the last couple months. We hope you'll like it!

https://www.instagram.com/kunstformbmxshop/ https://www.instagram.com/smilesridesbikes/

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BMX Instagram Compilation 2016 - Robin Kachfi

Here's a short Instagram compilation of clips we posted at our instagram account kunstformbmxshop about our bro Robin Kachfi from the last couple months. We hope you'll like it!

https://www.instagram.com/kunstformbmxshop/ https://www.instagram.com/robinkachfibmx/

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Robin Kachfi Best of Instagram 2017 VIDEO

Robin Kachfi edited his instagramclips from the past 8 months to a "Best of" Video , which you should not miss! Enjoy the video! Best regards, your kunstform BMX Shop

Video: Robin Kachfi

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Our team riders produced a lot instagram content in spring. You can check our Instagram team mix spring video now on the kunstform Youtube channel. New instagram team mix video will dropping soon!

Enjoy the videos, your kunstform BMX Shop Team!



Video: Robin Kachfi



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