8.20.18 - DOCUMONTARY | adidas Crazy BYW LVL 1 Black Carbon • On-Feet & Review
The year was '97, and one flashy mid top ruled the hardwood. Instantly famous for its over-the-top look, the Crazy 8 was one of the most sensational trainers the game had ever seen. Revamped for the present day, these Crazy BYW shoes are inspired by the natural movement of the '90s-era FYW concept. They feature a "Boost You Wear" midsole with a triple Boost pod system.
Distinctive Boost midsole
Boost is our most responsive cushioning ever
Three separate Boost pods adapt to your foot's natural movement
Freddy the Foot logo
On the toe cap is a logo of Freddy, the mascot of the original FYW series
Candlepower by Chris Zabriskie is licensed under a Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/)
Rumble Strips - Daniel Montoya Jr.
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To Mr. Documontarian. Happy Sneaker Collecting Daaa... Year!! Lots of Kicks & Poppin' Droppin's. From Danger Russ. XX. I have actually got these in my Cart right this Very Second... Along with 7,931 other Sneakers!! 😖. I got a special Code for 15% off so give or take a few bob I can get them for about 125 quid. I think you probably know my tastes in Shoes by now as they are very similar to your taste buds for the very same Trainers!! So you'll know that the bleedin' white sole is a right bummer for me and ruins a lovely pair of Black Pumps which also have a wonderful black boost and then a frikkin bright white dirt magnifying bottom. When making These things I wonder if they let their 4 year old kids design them sometimes, Cause they really don't have a clue do they!! (Sorry to any 4 year olds reading this... Why aren't you in bed though. Go On!! Get to bed!!) Sorry to have a rant. I really should ring Adidas with my qualms and Bash their Ears with my words till they Bleed... Good day to you kind Sir. I've missed not being able to poor my heart out to you on here... and You of Course haha!! All't the bestest of Bestiness. Hope you're doing good Mate. ...I'm going now. If you got this far reading this muck please comment "Load of old Codswallop" and Smash that Like button. Please get me to 2 likes. See Ya Later Alllliiiii...Cat!! 🙀 💪😆 🤟😁 gang, gang, gang!! ...gang!!
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.