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For the last couple of years, sneakerheads have been raving about adidas Boost. The technology has been made a part of the Kanye West adidas Yeezy Boost shoes as well as UltraBoost and the adidas NMD which has seen collabs with BAPE, Hypebeast, and High Snobiety. If you ever wanted to know what boost is, I took a trip to the adidas campus in Florida, a sneaker collectors dream and instead of doing some sneaker shopping, found out the truth about adidas Boost.
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Jacques @Kustoo Slade is a guy that loves sneakers and creates Youtube videos about them as well as other things. This channel has sneaker collections from Nike, Jordan, adidas, Yeezy, Reebok, Under Armour and more. He also does sneaker reviews, sneaker shopping, performance reviews, and sneaker history. He also loves technology, music, and pop culture and often mixes the three with sneaker to create one of the few "sneaker" channels that bridges the gap.
So innovative they ALL SIT on shelves at $59.99 CLEARANCE SALE?? 🤣🤣 NMD, YEEZYS, all trash. Do yourself a favor. Next time you go to a sneaker store, take a look at the adidas section. Come back here and respond back to what you see. 💯✌️
i hate the fact that adidas and all these companies of late are making a one piece sock, people that have extremely wide feet cant get into them, and or the shoes are narrow, adidas make wide fit and bring back the tonge
okay. the problem with the statement of return energy goes a lot against athletes and physics. if you run on shoes that "return energy" to you, then you're essentially going to ruin your knees. if you get back the energy you force on, then it hurts more to you than to the person or surface you put energy to.
One thing I don't like is that Adidas chose not to polish the edges of the midsole. Fair enough, sportwear manufactorers have always put their shoe innovations on display, air bubbles, shocks, flywire etc. Nothing new here. But boost just happens to look like polystyrene, which is a pretty nasty and cheap product to look at.
Great vid and I do love these. How do they break down in the environment? Are the pellets going to end up in the ocean spread around like styrofoam? Everyone should be concerned about these types of things.
An analysis of representative literature concerning the widely recognized ineffective learning of "place-value" by American children arguably also demonstrates a widespread lack of understanding of the concept of place-value among elementary school arithmetic teachers and among researchers themselves. Just being able to use place-value to write numbers and perform calculations, and to describe the process is not sufficient understanding to be able to teach it to children in the most complete and efficient manner.
A conceptual analysis and explication of the concept of "place-value" points to a more effective method of teaching it. However, effectively teaching "place-value" (or any conceptual or logical subject) requires more than the mechanical application of a different method, different content, or the introduction of a different kind of "manipulative". First, it is necessary to distinguish among mathematical 1) conventions, 2) algorithmic manipulations, and 3) logical/conceptual relationships, and then it is necessary to understand each of these requires different methods for effective teaching. And it is necessary to understand those different methods. Place-value involves all three mathematical elements.
Practice versus Understanding.
Almost everyone who has had difficulty with introductory algebra has had an algebra teacher say to them "Just work more problems, and it will become clear to you. You are just not working enough problems." And, of course, when you cant work any problems, it is difficult to work many of them. Meeting the complaint "I cant do any of these" with the response "Then do them all" seems absurd, when it is a matter of conceptual understanding. It is not absurd when it is simply a matter of practicing something one can do correctly, but just not as adroitly, smoothly, quickly, or automatically as more practice would allow. Hence, athletes practice various skills to make them become more automatic and reflexive; students practice reciting a poem until they can do it smoothly; and musicians practice a piece until they can play it with little effort or error. And practicing something one cannot do very well is not absurd where practice will allow for self-correction. Hence, a tennis player may be able to work out a faulty stroke himself by analyzing his own form to find flawed technique or by trying different things until he arrives at something that seems right, which he then practices. But practicing something that one cannot even begin to do or understand, and that trial and error does not improve, is not going to lead to perfection or --as in the case of certain conceptual aspects of algebra-- any understanding at all.