Nail and toe designs

PressOnNails

2019.11.25 15:06 storm_e_sky PressOnNails

I am a novice press-on nail designer and I design whatever comes to mind. Because most of us cannot afford the nail salon prices (or, can't afford the time) I've created a community where we can show-off our designs, our nails, and our ideas. If you find cute, pre-designed press-on nails, be sure to share them here! Let's ball on a budget :)
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2014.07.17 16:35 katiecrafts Katie Crafts

Find your daily dose of craft projects, sewing patterns, nail art designs, recipes and cat pics right here!
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2020.09.19 17:14 katrinpetschnig katchers

My name is katchy💗 and I have a youtube account where I love to post videos about fashion, outfits, make up, nails and DiY's. Everyone who is part of my family is a "🏳️‍🌈KATCHER🏳️‍🌈". If you want to be one too come and join my community - share your outfit ideas, nail designs and diy's. Start discussions about videos I should post or ask me questions everyone is welcome ☺️ Channel: https://www.youtube.com/useRessenig5 Please just don't post any unappropriate things and be nice 😉
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2023.06.03 10:02 tidderscot Science, technology, engineering and mathematics learning through the lens of Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum

Julia Holdom New Zealand Tertiary College

Practitioner Research: Vol 5, No 3 - May 2018

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A personal reflection
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Figure 1: Children at Little Einstein’s Educare in Cambridge lead the design, planning, and execution of the construction of a hut made out of tree branches after recent stormy weather.
When introduced to the acronym STEM (which stood for science, technology, engineering and mathematics) learning in early childhood education (ECE), I was immediately intrigued. Having been a kaiako (teacher) in rural New Zealand and growing up on a dairy farm, natural, hands-on, child-lead, and inquiry-based learning was my passion. It always sat well with me that Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whāriki) (Ministry of Education [MoE], 2017) backed by decades of research and literature supports a play-based approach to learning in the early years in New Zealand. It did not come as a surprise to me then that STEM learning, a term for the learning areas of science, technology, engineering and mathematics, a buzz phrase making its way around the international academic world, was something I recognised as intrinsically woven throughout early childhood curriculum and programs in Aotearoa/New Zealand. As a result, I presented on STEM learning in ECE with Fiona Woodgate, at the 2017 New Zealand Tertiary College symposium and have since been speaking with kaiako from different regions in New Zealand to get a broader idea of how STEM learning is integrated into their ECE programs.
Due to a rapidly evolving, complex and technologically advancing society, it is now well recognised that future societies are going to need to be equipped with a range of problem solving and creative thinking dispositions, rather than specific skill sets (Allen, 2016; Smith, 2016; Rodriguez, 2016; Wise Lindeman & McKendry Anderson, 2015). The young children of today need to be involved in real world, contextually relevant learning, in order to support their communities, preparing them for educational opportunities in the future, as well as a wide range of careers that may not currently exist (Allen, 2016; Draper & Wood, 2017). This realisation has resulted in a strong international focus on the concept of STEM learning in today’s varying education settings. Science, technology, engineering and mathematics (STEM), whilst a relatively new term in the early childhood education sector in New Zealand, is not a new concept. Its focus is to support children in learning problem solving, creative thinking, investigation skills and design, through multi-content curricula (Sharapan, 2012; Boston Children’s Museum, n.d.; Gartrell, 2016).
This reflective article begins to explore the concept of STEM through the lens of Te Whāriki (MoE, 2017). The world renowned curriculum document is well known for its focus on dispositional, play-based learning, and the weaving of multiple curriculum content areas throughout daily and ongoing learning experiences. Te Whāriki (MoE, 2017) not only focuses on skill acquisition, but on dispositions and attitudes that support learning throughout a lifetime. This article presents an explanation of how teachers can support STEM concepts and experiences from ECE settings inAotearoa/New Zealand are shared to provoke thinking and reflection.
Science, technology, engineering and mathematics – An introduction
In ECE, recognising individual aspects of STEM learning can be relatively simple. Children are naturally curious, and begin to explore the world around them from infancy, developing their own working theories about how the world works through the people, places and things that they interact with (MoE, 2017). In this sense, they are natural born scientists, investigating, questioning, exploring, and experimenting. As they explore, they are often confronted with simple scientific and mathematical concepts, such as learning about gravity, force and motion, quantity, number, weight, space, and time through play (Boston Children’s Museum, n.d.; Sharapan, 2012; Hamlin & Wisneski, 2012; Bosse, Jacobs & Anderson, 2009).
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Figure 2: Building a relationship with Papatūānuku (Mother Earth) is seen as an essential aspect of early childhood in Aotearoa/New Zealand, which can lead to increased environmentalism and sustainability in years to come. Children are encouraged to be involved in the care of the natural environment, and here, they are engaged with centre family members in exploring the garden, utilising and leaning valuable STEM concepts in the process.
Working theories are the evolving ideas and understandings that children develop as they use their existing knowledge to try to make sense of new experiences. Children are most likely to generate and refine working theories in learning environments where uncertainty is valued, inquiry is modelled, and making meaning is the goal” (MoE, 2017, p. 23).
Often within children’s play arises the opportunity to use varying tools to support their learning. Utilising tools with a purpose for design or problem solving can be understood as technology (Dietze & Kashin, 2012; Young & Elliot, 2003). Technology in ECE is often viewed by kaiako as digital technology, and the use of information communication technology (ICT) (Wise Lindeman & McKendry Anderson, 2015), however it is imperative to recognise that technology is anything that has been designed for and is used for a purpose, generally being to make a task easier, quicker, or more productive (Young & Elliot, 2003; Fleer & Jane, 2011). In my experience, engineering is perhaps the more challenging notion to identify as part of young children’s learning and development, in part due to some teachers’ lack of content knowledge in this area, but also the complexities of this concept for children in the early years. Much of the literature on STEM learning focuses on engineering for children from preschool age onwards (3+) without mentioning the infant and toddler years. Perhaps this is due to the perception of what design and engineering is for differing ages. Is a toddler not engineering when they are constructing with sand in the sandpit? Is an infant not designing when creating art with finger paints or food on different surfaces during experiences every day?
“The day-to-day programme and environment are organised in such a way that children can initiate purposeful, problem-solving activities and devise and solve problems to their own satisfaction using a variety of materials and equipment” (MoE, 2017, p. 49).
Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations (MoE, 2007, p. 26). Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical, and creative.... Technology is never static. It is influenced by and in turn impacts on the cultural, ethical, environmental, political, and economic conditions of the day (MoE, 2007, p. 26). Engineers design technology using a combination of science and math (Pantoya, Aguirre-Munoz & Hunt, 2015, p. 61). Engineering is solving problems, using a variety of materials, designing and creating, and building things that work (Boston Children’s Museum, 2013, p. 3). Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but different ways of thinking and of solving problems. Both equip students with effective means for investigating, interpreting, explaining, and making sense of the world in which they live (MoE, 2007, p. 26).
Whilst internationally, the concept of STEM focuses on inquiry and project-based learning, often planned for, facilitated and led by adults, I see this concept being represented in a range of educational settings, woven through a range of pedagogical approaches and philosophies of teaching in New Zealand. In line with the vision of Te Whāriki (MoE, 2017), STEM learning occurs naturally in children’s play, need not be teacher-led or project focused (Gartrell, 2016; Draper & Wood, 2017) and can effectively be supported in a socioculturally relevant context for individual learners and their learning communities (Hamlin & Wisneski, 2012; Moomaw & Davis, 2010; Neill, 2009).
Science, technology, engineering and mathematics learning is important for all children, individually, and within social groups of learners. The common theme within the four STEM concepts, is that they are all content areas that occur naturally through play. When children are natural learners, curious in nature, they do not require adults to give them answers to questions, and do not benefit greatly from this method of teaching (Allen, 2016; Sharapan, 2012). Instead, children develop life-long dispositions of inquiry, curiosity and independent thinking by having inquiry skills scaffolded or modelled to them. Often children embrace the opportunity to investigate for themselves, experimenting, exploring, making mistakes, and using trial and error. In this sense, STEM learning is a way of being, a way of playing and a way of learning (Boston Children’s Museum, n.d.). So where do kaiako fit into STEM learning?
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Figure 3: Through their natural urges, infants and toddlers explore mathematic and scientific concepts through play with the support of their kaiako, as well as through environmental prompts, provocations and play invitations.
The science, technology, engineering and mathematics environment
There are a number of areas worth considering when planning for and facilitating learning in diverse and unique education settings. One of the most obvious in play-based, child-led settings is the physical environment. Those familiar with the Reggio Emilio approach will have heard of the notion of the environment as the third teacher (Delany, 2011) and providing opportunities for child-led learning through the design of and resources available in the child’s physical learning environment. It is imperative that the environment supports STEM learning so that children may engage in STEM learning experiences both independently, as well as with peers and kaiako (Hamlin & Wisneski, 2012). Long gone are the days of including a science, mathematics or technology corner in your classroom or setting (Neill, 2009; Delany, 2011), instead the emphasis is on saturating the environment in resources that encourage authentic, real-world, familiar and culturally relevant ways of exploring. These resources do not need to be expensive and single purpose, and can easily be found in our natural environments. As New Zealand makes more of a move towards environmental sustainability, and eco-schools become more popular (Vincent-Snow, 2017; Enviroschools, n.d.), reusing and recycling materials becomes an exciting way to make the most of what we have available to us, and supports children’s creativity.
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Figure 4: Uninterrupted play allows these tamariki time to work together to create, design, problem solve, and imagine. Here, children in the Tui room of Little Einstein’s Educare have created a structure to protect themselves from the ‘Lava’ beneath.
Another popular move in recent years appears to be the inclination to get out into nature to support real life, hands on learning. Emphasis has been made on preventing a generation of children with Nature Deficit Disorder, a term coined by Richard Louv (2005) in his book Last Child in the Woods. Kaiako and children are venturing out into whatever natural environments they have available to them, such as local parks, reserves or forests to make the most of natural learning that occurs when children are empowered to explore, question, and discover. science, technology, engineering and mathematics learning could not be more evident in these opportunities to explore and build a relationship with Papatūānuku.
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Figure 5: Nature Days are becoming increasingly popular in ECE settings that can accommodate such expeditions. Children are empowered to use a variety of tools to explore, create and design, and developing working theories through the relationship they are building with the natural world around them.
Reflective Prompts
Consider the ECE settings and environments you are familiar with. Does your environment invite exploration? Are there spaces, in which children can taste, touch, smell, listen and look? Are there gardens and natural spaces for children to independently explore nature science, earth science and opportunities for children to play with different matter to build working theories about the natural and physical world? Are there loose parts provided both inside and out for children to construct, build, design, create and begin to develop theories around science and mathematics through size, weight, height, gravity, momentum, trajectory and more? Do you have pen, paper, clipboards, scissors, cameras and other technological tools available to children in different areas that they can easily access and use to document, plan, take notes and draw about their learning and discoveries – inviting engagement in the concept of engineering?
“Children have opportunities to explore how things move and how they can be moved by, for example, blowing, throwing, pushing, pulling, rolling, swinging and sinking. Children have access to technology that enables them to explore movement, for example, wheels, pulleys, magnets and swings. Children have opportunities to develop spatial understandings by fitting things together and taking things apart, rearranging and reshaping objects and materials, seeing things from different spatial viewpoints and using a magnifying glass” (MoE, 2017, p. 49).
Science, technology, engineering and mathematics books
Books are an essential resource for any STEM learning environment (Bosse, Jacobs & Anderson, 2009; Boston Children’s Museum, n.d.). Not only is it important for children to access reference books with correct images and names of items, something Fred Rogers found instrumental in supporting children’s language acquisition and development (Sharapan, 2012), but also fictional and non-fiction story books about people and characters whom are investigators, explorers, inventors, designers and problem solvers themselves (Pantoya, Aguirre-Munoz & Hunt, 2015). Children’s scientific and engineering identities are supported as they explore literature that introduces concepts, dispositions and attitudes children recognise within themselves, and they are able to develop deeper understanding of STEM concepts as they explore these in context through stories, characters and the arts (McLean, Jones & Schaper, 2015; Sackes, Trundle & Flevares, 2009).
In addition to this, Kathy Trundle’s work on inquiry-based learning emphasises the opportunities that arise through purposeful interactions between kaiako, children and books to scaffold children’s inquiry skills.
Fictional children’s books to support STEM learning and identity in the early years: Inventor McGregor by Kathleen T. Pelley The Grandma McGarvey series by Jenny Hessell Oh the Things they Invented by Dr Seuss Rosie Revere, Engineer; and Iggy Peck, Architect by Andrea Beatty and David Roberts Anything is Possible by Giulia Belloni
Risk taking
Wise Lindeman and McKendry Anderson (2015) emphasise that children need real-world experience and real-world problems in order to have a chance at developing solutions to these. Pawlina and Stanford ( as cited in Wise Lindeman & McKendry Anderson, 2015) add that educators must view mistakes as opportunities to grow children’s brains. Here, teachers must consider both physical risk taking, as well as emotional and mental risk taking. In today’s society, maintaining the physical health and safety of the children in our care settings seems to have counterbalanced the human need to take risks in order to learn. Kaiako are finding themselves challenged beyond comfort when it comes to children’s safety, and the balance between safe and calculated risks, children learning from experience, and adults protecting children from physical injury is out of sync. However, research shows that children need these experiences to learn for themselves, and that without these risk-taking experiences, children will not be adequately prepared for challenges they will face in the future, both physically and mentally (Brynes-Swiatek, 2017; Curtis, 2010; Gramling, 2010; Warden, 2010). When it comes to emotional and mental risk taking, we must consider how we are supporting children to try new things, supporting them to push themselves out of their comfort zones, and risk making mistakes and being wrong, all whilst remaining confident that their holistic wellbeing needs are being met to maintain a safe learning environment.
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Figure 6: When the tolerance for risk is zero, children don’t really risk loss of life or limb, but more often than not, they risk losing valuable experiences with the world they inhabit. (Gramling, 2010, p. 51).
Te Whāriki (MoE, 2017) supports this through its sociocultural approach to learning, outlining the need for children to learn in culturally and socially relevant contexts. In addition to this, aspects of dispositional learning such as perseverance, persisting with difficulty, and facing challenges or uncertainty (MoE, 2017), are outlined as important for life-long learning. Risk taking is highlighted as a desirable learning outcome throughout the Exploration strand of Te Whāriki (MoE, 2017), particularly for toddlers and young children. Risk taking, mistakes, failure, trial and error are all significantly important in STEM learning and developing perseverance, inquiry skills, attitudes towards exploration and creative thinking.
Reflective Questions
Does your learning environment, both material and otherwise, provide opportunities for children to take risks physically, cognitively and emotionally? Are children encouraged and supported to experiment, to trial, to make mistakes, to fail or succeed, and to revisit their learning? Do your environments allow for independent and group creative thinking and problem solving?
Time
Providing children with not only the space and resources needed for exploration and enquiry learning, but the time to discover at their own pace, and the opportunity to document or revisit their learning is crucial. Gifting children the time to figure things out for themselves, without interrupting their learning with a quick answer, supports an attitude and disposition towards creative thinking and problem solving. Dr. Emmi Pikler (as cited in Christie, 2012) emphasised the importance of slowing down one’s practice and interactions to deeply engage with the children during interactions. Toni Christie (2012) states that the practice of taking adequate time deepens teachers’ awareness and knowledge of each child. The same concept can be applied to children’s interactions with the world around them. Can giving children the time to explore, think and discover deepen their awareness and knowledge of the world around them, teaching them more about science, mathematics, engineering and technology in real-world, contextually relevant and authentic ways?
“The learning outcomes in each strand are broad statements that encompass valued knowledge, skills, attitudes and dispositions that children develop over time” (MoE, 2017, p. 22).
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Figure 7: Hands on Science in action! Many New Zealand ECE settings are making a move to embrace children’s natural inclination to get messy during their exploratory play. Science occurs in many forms, why not through mud and water play?
In addition to giving children the time needed to learn, do teachers support children to stay on task and be focused on the interest they have taken, or do they interrupt this learning with routines? In Carr and Lee’s (2011) research on children’s learning wisdom, they highlight the importance of teachers adopting strategies to support children to revisit their learning. One strategy suggested is that “Teachers can document the changes in children’s understanding” (Fleer, 2008 as cited in Hamlin & Wisneski, 2012, p. 85). This allows children to deepen their engagement, and develop an openness to experiences and a capacity to reflect, in order to make sense of their learning.
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Figure 8: Working together as a team to solve problems, think creatively and develop theories about how things work. Science, technology, engineering and mathematics all evident through child initiated play experiences.
Reflective Questions: Are children gifted the time needed to explore, design, create and learn in uninterrupted environments? Do the routines of the day disrupt this learning or do they support busy learners to continue their work? Are children given the tools and strategies required to support them to document and revisit their learning? Are kaiako skilled in the art of observation, knowing when to step in, and when to step back? Are kaiako gifted the time to support children’s learning in this way, or are they too busy with the organisational tasks of the day? Do teacher - child ratios support quality STEM interactions?
Purposeful, intentional teaching
Once we have decided as kaiako whether we should step back to observe, or step in to add value to the child’s learning experience, the responses we provide must consist of high quality, purposeful, thoughtful interactions with children (MoE, 2017). In these moments, teachers need to be highly sensitive and aware of what the child needs from them – more often than not, it is not an answer they need, but stimulating investigation habits and behaviours being modelled to them (Sharapan, 2012). Kaiako must embrace opportunities to model moments of wonder, using questions that may prompt curiosity within children, and the opportunity to co-construct ideas and working theories in collaborative settings (Allen, 2016; Boston Children’s Museum, n.d.; Sharapan, 2012).
The key to these experiences is not to make the mistake of answering children’s questions with an answer, but to provide intentional, open-ended questions and comments that get the children thinking (Boston Children’s Museum, n.d.; Sharapan, 2012). Equally as important, is the need to model and introduce the use of varying tools to support their enquiry, so that they may seek their own answers independently in future.
Modelling STEM language is crucial to a child’s ability to learn STEM enquiry and thinking themselves. In addition to questions, modelling scientific, mathematical and investigative language is important to support children’s inclination to develop their own working theories. Supporting children by modelling language, describing using scientific, mathematical and technological words will give them the tools to use to do the same in future experiences. This will also normalise STEM concepts and learning for children (Sharapan, 2012).
It is important to support children’s scientific enquiry in new ways too – perhaps in ways they had not thought of themselves. This is where we are scaffolding their learning, in that they are learning new ideas and knowledge in a social situation from others. Part of STEM learning is how children understand investigative thinking and processes. Imperative to science, engineering and design are STEM process skills (Neill, 2009). The Ministry of Education supports this by adding that children should have opportunities to demonstrate “curiosity and the ability to enquire into, research, explore, generate and modify working theories about the natural, social, physical, spiritual and man-made worlds… [and the] ability to represent [these] discoveries using expressive media, including digital media” (2017, p. 47).
“Kaiako are the key resource in any ECE service. Their primary responsibility is to facilitate children’s learning and development through thoughtful and intentional pedagogy. This means they require a wide range of capabilities [including being] knowledgeable about play-based curriculum and pedagogy and able to conceptualise, plan and enact curriculum that is motivating, enjoyable and accessible for all children, [and] able to integrate domain knowledge (for example science and arts knowledge) into the curriculum” (MoE, 2017, p. 59).
Conclusion
The rapidly changing world that we live in, is providing us with many new and exciting technologies that make our lives easier, more enjoyable, and enable quick access to new information at a rate never seen before. However, with these new and exciting changes, also come challenges for children’s natural, enquiry learning. More and more ECE centres, particularly in city environments are designing spaces with little-to-no large open natural spaces for children in the outdoors, and are resorting to man-made environments of turf, concrete and other year-round, all-weather materials to support indoooutdoor play. Does this mean that these children miss out on the opportunity to learn natural science? Or can nature be woven through the environment and program in other ways? Children are also more inclined to want to be engaged with digital media, as their parents and society are modelling the use of these in everyday interactions. Is this cause for concern in the ECE setting, or can children be empowered to use technology in constructive ways? Are kaiako equipped with the understanding of STEM learning and child development that they need to support life-long learning dispositions of enquiry, problem solving, risk taking and perseverance, or are current pedagogies failing tamariki (children)? As learning and information consumption grows exponentially to the highest it has even been, it is now more than ever that children need teachers to be the facilitators of learning, the models of curiosity, the inspiration to learn, explore, discover, think, design and to be leaders of the future. Dispositions, rather than skills, are what tamariki need to succeed in the future. A final question for reflection therefore asks are educators preparing tamariki adequately for life-long success?
Acknowledgement
Special thanks to Jo, Jade and the entire learning community at Little Einstein’s Educare Ltd in Cambridge for giving permission to publish their inspirational photographs, and shared understanding of STEM learning in action. Special thanks also to Catherine at Hobsonville Point ELC, and Jen at Changepoint ELC, Tauranga for your wisdom and input on STEM learning in your ECE learning communities.
Image credits:
Figures1-8: courtesy of the kaiako, tamariki and whānau at Little Einstein’s Educare, Cambridge (Permission to publish from Jo Maddison, centre owner and director).
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2023.06.03 10:01 Ok-Campaign6392 Navigating the World of Online MBA Programs in India: Choosing the Best Fit for Your Career Growth

Introduction:
In today’s fast-paced and competitive business landscape, acquiring a Master of Business Administration (MBA) has become increasingly valuable. With the rise of online education, professionals in India now have access to a wide range of online MBA programs that offer flexibility, convenience, and a pathway to career advancement. However, selecting the best online MBA program can be a daunting task. In this blog, we will explore key factors to consider when choosing an online MBA program in India to ensure it aligns with your career goals and maximizes your potential for success.
  1. Accreditation and Reputation:
The first step in evaluating online MBA programs is to consider their accreditation and reputation. Accreditation ensures that the program meets rigorous academic standards and is recognized by employers and other institutions. Look for online MBA programs accredited by reputable accreditation bodies such as the All India Council for Technical Education (AICTE) or the University Grants Commission (UGC). Additionally, consider the reputation of the institution offering the program and its rankings in national and international MBA program assessments.
  1. Curriculum and Specializations:
Evaluate the curriculum and specializations offered by online MBA programs. A well-designed curriculum should cover core business subjects while offering a diverse range of electives or concentrations that align with your career aspirations. Consider whether the program offers specializations in areas such as finance, marketing, operations, entrepreneurship, or data analytics, depending on your interests and professional goals. A curriculum that integrates theoretical knowledge with practical applications through case studies, projects, and internships can provide a well-rounded learning experience.
  1. Faculty and Industry Connections:
The expertise and experience of the faculty members play a crucial role in the quality of education you will receive. Research the qualifications, industry experience, and research publications of the faculty teaching in the online MBA program. A faculty comprising of renowned industry experts and accomplished academics ensures a robust learning environment. Additionally, explore the program’s industry connections, partnerships, and opportunities for networking with professionals and alumni, as these can greatly enhance your career prospects.
  1. Technology and Learning Platform:
Since an online MBA program relies heavily on technology and the learning platform, it’s important to evaluate the technology infrastructure and user experience. Look for programs that offer user-friendly and interactive learning platforms that facilitate seamless communication, collaboration, and engagement. Consider whether the program provides access to online resources, virtual libraries, and networking platforms that enhance your learning experience. A well-designed online platform will contribute to a positive and effective learning environment.
  1. Flexibility and Support Services:
The flexibility offered by an online MBA program is a significant factor, particularly for working professionals who need to balance their studies with their current commitments. Assess the program’s flexibility in terms of study schedules, self-paced learning options, and the ability to access course materials on-demand. Additionally, consider the availability of support services, such as academic advisors, career counseling, and technical assistance, which can greatly enhance your learning journey.
Conclusion:
Choosing the right online MBA program in India is a crucial step towards achieving your career goals and personal growth. By considering factors such as accreditation, reputation, curriculum, faculty, technology infrastructure, and support services, you can make an informed decision. Remember to assess your own career aspirations, learning preferences, and individual circumstances when evaluating different programs. With the right choice, an online MBA program can equip you with the knowledge, skills, and network needed to excel in the business world, opening doors to new opportunities and propelling your career forward.
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2023.06.03 10:01 Rude-Day-6028 Negative camber and toe angle

So I found a video this morning, talking about neg cambers and toe angle. He said you can adjust them and the g force mph will go up if it improves and go down if not. So after messing with them these numbers do no change. Is that due to the suspension not effecting pp anymore? If so do you even need to buy custom suspension anymore? Or am I missing something?
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2023.06.03 10:01 ChaoticDaze PSA: it's ok to tell your tech you're unhappy with your nails

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I usually do my own nails but work has sent me interstate and I don't have access to my supplies at the moment. I went in for an SNS manicure, and picked a lovely pink-lilac shade from the swatches.
When my nails were done, the SNS was actually a sheer jelly consistency and I don't know if because of that, these white specks appeared throughout the manicure and my nails just looked grainy and awful. As the tech was finishing up my nails, he noted this to his coworker. I speak their language so knew exactly what he was talking about. It annoyed me that they knew about the defect and weren't going to say anything to me. I ended up speaking up and they offered a re-do or a glitter topper to hide the specks. I opted for the glitter and ended up really liking how it turned out. It looks almost like an ombre.
I knew that the specks would've bothered me to no end and I felt bad for speaking up. But please know that you are your best advocate, and that you're putting your hard earned money towards a service that you should be happy with!
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2023.06.03 10:01 AutoModerator Welcome to the Weekly LC and ID post! Here you are free to post your items you wish to get authenticated or identified! Post in the comments a clear and detailed pic with good lighting of your item or the item you need an ID on, and tell us where you got the item or plan to buy it from!

Weekly LC and ID posts are posted every Saturday and open until the end of Sunday the next day. So if you miss your chance this week dont worry! You'll get the chance next week 💕 Please note we cant always be 100% positive in authenticating items, but we can detect signs of fakery that are very common amongst dupes. If you have dupe items fret not! There is nothing wrong with non-authentic items so long as you don't get fooled into paying more than what its actually worth! Please be cautious when purchasing from third party sources, and always compare prices! We all deserve to look fabulous, and there's no shame in opting for the cheaper knock-offs than paying full price for authentic designer. Thank you!
https://preview.redd.it/1894dtcsp30b1.png?width=665&format=png&auto=webp&s=4150b1442af1043ada9c30e47db23dc22d1bec0c
submitted by AutoModerator to viviennewestwood [link] [comments]


2023.06.03 10:00 justcamehere533 What are the odds of this app getting hammered by Google?

I am asking because I love this app and it is the only thing keeping me from switching to IPhones. Completely serious.
Used Youtube Vanced before. Is NewPipe's design to now allow account-level stuff its key to avoid getting whacked?
submitted by justcamehere533 to NewPipe [link] [comments]


2023.06.03 09:59 SoundForMore Apple Logic Pro for iPad - Tutorial 9: Working with Plug-ins (Midi Fx, Audio Fx, Internal and AUv3 Instruments)

Apple Logic Pro for iPad - Tutorial 9: Working with Plug-ins (Midi Fx, Audio Fx, Internal and AUv3 Instruments)
https://apps.apple.com/gb/app/logic-pro-for-ipad/id1615087040
Logic Pro for iPad is a professional music creation app that puts the power of Logic at your fingertips. Logic Pro features a complete collection of sophisticated creative tools for professional songwriting, beat making, editing and mixing - all with an interface that's been designed from the ground up for iPad. Use Multi-Touch in Logic Pro to play powerful software instruments with the tap of a finger and interact naturally with intuitive controls. Creative production tools - including the new Sample Alchemy and Beat Breaker plug-ins - make it easy to quickly make beats and explore new sonic territories, and a full-featured mixer gives you everything you need to create a professional-sounding mix entirely on iPad.
Creative interface optimised for iPad
• Play powerful software instruments and interact expressively using Multi-Touch • Quickly shape and tweak your sound using Plug-in Tiles • Fine-tune MIDI and audio using intuitive Multi-Touch editors • Discover powerful features and strengthen your skills with integrated guided Lessons • Roundtrip capabilities let you open projects in Logic Pro for Mac or Logic Pro for iPad* • Connect any Bluetooth keyboard to access powerful key commands • Create precision edits and detailed track automation with Apple Pencil
All-new Browser
• Quickly access all Logic Pro sounds from a single location • Easily discover inspiring sounds with a predictive filtering system • Use the Sound Library to access an expanding collection of free sound packs
Professional Instrument and Effects Plug-ins
• Create music with a massive collection of powerful software instruments • Shape your sound using high-quality effects • Build your own guitar or bass rig with Amp Designer • Expand your instrument and effects library with third-party Audio Units**
Beat Making and Production Tools
• Radically reshape and reshuffle audio with Beat Breaker, a new sophisticated time and pitch morphing instrument • Use Sample Alchemy to transform audio into entirely new malleable sounds • Chop or loop any sample into a playable instrument using Quick Sampler • Build and play custom drum kits using samples and plug-ins with Drum Machine Designer • Create drum beats, bass lines and melodic parts using Step Sequencer • Use Live Loops to capture inspiration and quickly build arrangements by mixing and matching loops, samples and your recordings • Create authentic acoustic, electronic or hip-hop drum tracks using Drummer, a virtual session player and beat producer • Record external instruments or microphones by connecting an audio interface or MIDI device***
Full Featured Pro Mixer
• Shape a mix using channel strips with volume faders, pan controls, plug-ins, sends and precision automation • Mix naturally with Multi-Touch by moving multiple faders at once • Use the meter bridge to navigate an overview of all track levels • Create Track Stacks to organise and simplify mixing large projects
Massive Library of Sounds
• Over 6,300 samples of drums, vocals and sound effects • Over 4,800 instrument and effects patches • More than 9,000 loops in a wide range of styles * requires Logic Pro 10.7.8 or higher and macOS Monterey 12.3 or higher ** Requires compatible third-party Audio Unit Extensions apps from the App Store *** Logic Pro for iPad supports any class-compliant audio interface or MIDI device
This video contains the following product demonstration:
I hope you enjoy the demo / Tutorial and find it useful.
Do not forget to subscribe.
https://youtu.be/TYrD56H2ggs
submitted by SoundForMore to iPadMusicTutorials [link] [comments]


2023.06.03 09:58 jesusandrand Why don't philosophers treat sex terms as natural kind terms?

My understanding is that most philosophers accept that we use natural kind terms and proper names as rigid designators. Wouldn't sex terms be perfect candidates for natural kind terms? Gender theorists point to our inability to determine the necessary and sufficient conditions for malehood/femalehood to illustrate that we don't really have a coherent conception of what sex really is (that these are family resemblance concepts). But wouldn't most philosophers agree (if the first sentence is true) that if sex terms were natural kind terms our ability or inability to articulate the necessary sufficient conditions for male hood or female hood would be secondary to our ability to refer to something with mind-independent essential properties? Couldn't we say that the description "an organism which has the functional disposition to produce large gametes" is a description which fixes the reference for a rigid designator such as "female", in the same way that the description "heat is that which is picked out by sensation S" fixes the reference for the rigid designator "heat"?
submitted by jesusandrand to askphilosophy [link] [comments]


2023.06.03 09:57 cryptosoftmalaysia Multi-Level Marketing Software – Fully Customizable MLM System in Malaysia

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https://preview.redd.it/ydzpl0xjer3b1.jpg?width=1024&format=pjpg&auto=webp&s=8d0bccb6f4c46a5f7b93626af77f773257ede557
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submitted by cryptosoftmalaysia to u/cryptosoftmalaysia [link] [comments]


2023.06.03 09:56 SoundForMore Apple Logic Pro for iPad - Tutorial 9: Working with Plug-ins (Midi Fx, Audio Fx, Internal and AUv3 Instruments)

Apple Logic Pro for iPad - Tutorial 9: Working with Plug-ins (Midi Fx, Audio Fx, Internal and AUv3 Instruments)
https://apps.apple.com/gb/app/logic-pro-for-ipad/id1615087040
Apple - Logic Pro https://www.youtube.com/playlist?list=PLirh7S2cI3fjxWF7YkPUnl4yj_3tfj5hz
Logic Pro for iPad is a professional music creation app that puts the power of Logic at your fingertips. Logic Pro features a complete collection of sophisticated creative tools for professional songwriting, beat making, editing and mixing - all with an interface that's been designed from the ground up for iPad. Use Multi-Touch in Logic Pro to play powerful software instruments with the tap of a finger and interact naturally with intuitive controls. Creative production tools - including the new Sample Alchemy and Beat Breaker plug-ins - make it easy to quickly make beats and explore new sonic territories, and a full-featured mixer gives you everything you need to create a professional-sounding mix entirely on iPad.
Creative interface optimised for iPad
• Play powerful software instruments and interact expressively using Multi-Touch • Quickly shape and tweak your sound using Plug-in Tiles • Fine-tune MIDI and audio using intuitive Multi-Touch editors • Discover powerful features and strengthen your skills with integrated guided Lessons • Roundtrip capabilities let you open projects in Logic Pro for Mac or Logic Pro for iPad* • Connect any Bluetooth keyboard to access powerful key commands • Create precision edits and detailed track automation with Apple Pencil
All-new Browser
• Quickly access all Logic Pro sounds from a single location • Easily discover inspiring sounds with a predictive filtering system • Use the Sound Library to access an expanding collection of free sound packs
Professional Instrument and Effects Plug-ins
• Create music with a massive collection of powerful software instruments • Shape your sound using high-quality effects • Build your own guitar or bass rig with Amp Designer • Expand your instrument and effects library with third-party Audio Units**
Beat Making and Production Tools
• Radically reshape and reshuffle audio with Beat Breaker, a new sophisticated time and pitch morphing instrument • Use Sample Alchemy to transform audio into entirely new malleable sounds • Chop or loop any sample into a playable instrument using Quick Sampler • Build and play custom drum kits using samples and plug-ins with Drum Machine Designer • Create drum beats, bass lines and melodic parts using Step Sequencer • Use Live Loops to capture inspiration and quickly build arrangements by mixing and matching loops, samples and your recordings • Create authentic acoustic, electronic or hip-hop drum tracks using Drummer, a virtual session player and beat producer • Record external instruments or microphones by connecting an audio interface or MIDI device***
Full Featured Pro Mixer
• Shape a mix using channel strips with volume faders, pan controls, plug-ins, sends and precision automation • Mix naturally with Multi-Touch by moving multiple faders at once • Use the meter bridge to navigate an overview of all track levels • Create Track Stacks to organise and simplify mixing large projects
Massive Library of Sounds
• Over 6,300 samples of drums, vocals and sound effects • Over 4,800 instrument and effects patches • More than 9,000 loops in a wide range of styles * requires Logic Pro 10.7.8 or higher and macOS Monterey 12.3 or higher ** Requires compatible third-party Audio Unit Extensions apps from the App Store *** Logic Pro for iPad supports any class-compliant audio interface or MIDI device
This video contains the following product demonstration:
I hope you enjoy the demo / Tutorial and find it useful.
Do not forget to subscribe.
https://youtu.be/TYrD56H2ggs
submitted by SoundForMore to iPadMusicTutorials [link] [comments]


2023.06.03 09:55 CSINATECH402025 #SANY 160-180tons hybride minière exclusive (160-180tons exclusive mining hybrid)

(...) le constructeur poursuit avec fort dynamisme et succès au combien enviable son programme vaste programme minier faut-il le rappeler et avec entre autres une série de très grandes pelles extrêmement évoluées et mondialement uniques et exclusives. Ainsi sa nouvelle 160-180tons (vidéos) est un engin hybride disposant d'une alimentation électrique de type filaire associée à un moteur thermique de 630kw à très haute efficacité énergétique. Trois modes de fonctionnement possibles, en électrique, en thermique et en électrique-thermique le tout intégrant des technologies de régulation comme de fonctionnement des plus avancées. Cette grande pelle développée pour les opérations massives dans les plus difficiles matériaux et supprimant l'explosif préalable est une machine aux performances sans aucune équivalence, sa puissance hydraulique nettement supérieure à celle de ses concurrentes étrangères est un de ses solides atouts et de premier plan, la récupération comme la redistribution de son énergie fonctionnelle est elle aussi sans comparaison. Outre sa haute puissance et outre les nets avantages de son système hybride breveté cette 160-180tons qui sera bientôt disponible aussi en équipement butte atteste d'un débattement exceptionnel de son équipement et de forces d'excavation surprenantes, tous ses éléments comme ses composants sont surdimensionnés. Un engin de par ses technologies de R&D indépendante et de par sa conception minière qui est à très faible coût d'exploitation et garant de fortes et réelles économies pour l'utilisateur et avec un taux de rentabilité particulièrement élevé, enfin cet engin exclusif est aussi dans son concept global respectueux de l'environnement. Une belle et supplémentaire réussite pour le constructeur avec pour ce modèle de très nombreuses unités déjà vendues (...) (475934)
CHINA-CSINATECH4.02025
video SANY/CIRTtech
vidéo SANY/CIRTtech
(google translation)
(...) the manufacturer is pursuing with great dynamism and success, how enviable, its vast mining program, it must be remembered, and with, among other things, a series of very large, extremely advanced and world-unique and exclusive excavators. Thus its new 160-180tons (videos) is a hybrid machine with a wired type power supply associated with a 630kw heat engine with very high energy efficiency. Three possible operating modes, electric, thermal and electric-thermal, all integrating the most advanced regulation and operating technologies. This large excavator developed for massive operations in the most difficult materials and eliminating the preliminary explosive is a machine with performances without any equivalence, its hydraulic power clearly superior to that of its foreign competitors is one of its solid and leading assets, the recovery as the redistribution of its functional energy is also without comparison. In addition to its high power and in addition to the clear advantages of its patented hybrid system, this 160-180ton, which will soon also be available in mound equipment, attests to the exceptional clearance of its equipment and surprising excavation forces, all its elements and components are oversized. A machine due to its independent R&D technologies and its mining design which has a very low operating cost and guarantees strong and real savings for the user and with a particularly high rate of return, finally this exclusive machine is also in its overall concept respectful of the environment. A great and additional success for the manufacturer with for this model many units already sold (...)
submitted by CSINATECH402025 to u/CSINATECH402025 [link] [comments]


2023.06.03 09:55 AutoModerator [Download Course] notJust Dev – The Full Stack Mobile Developer (Genkicourses.site)

[Download Course] notJust Dev – The Full Stack Mobile Developer (Genkicourses.site)
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Please be aware that our courses do not include community access. This is due to the fact that we do not have the authority to manage this feature. Despite our desire to incorporate this aspect, it is, unfortunately, unfeasible.
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submitted by AutoModerator to CoursesShop [link] [comments]


2023.06.03 09:55 AutoModerator Iman Gadzhi - Copy Paste Agency (here)

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submitted by AutoModerator to OnlyImanGadzhi [link] [comments]


2023.06.03 09:55 mohit_verma01 Top 5 Web Designing Institutes in Pitampura

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submitted by mohit_verma01 to Students_AcademicHelp [link] [comments]


2023.06.03 09:55 AutoModerator Iman Gadzhi - Copy Paste Agency (Here)

If you are interested in Iman Gadzhi – Copy Paste Agency contact us at +44 759 388 2116 on Telegram/Whatsapp.
I have Iman Gadzhi – Copy Paste Agency.
Iman Gadzhi – Copy Paste agency is the latest course by Iman Gadzhi.
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In Iman Gadzhi – Copy Paste Agency, you will learn:
To get Iman Gadzhi – Copy Paste Agency contact us on:
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Reddit DM to u/RequestCourseAccess
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submitted by AutoModerator to ImanGadzhiProTips [link] [comments]


2023.06.03 09:55 indycargirl06 Favorite reflective polishes

I just got my first polish pickup order in the mail yesterday. I bought a purple reflective polish with a kind of cyan blue shimmer and the silver reflective glitter. Bought it just because I wanted to see what the deal was with reflectives. I was so surprised to see that it's so incredibly sparkly and mesmerizing in the summer sun! I think I might be obsessed now. It's such a gorgeous color and I hardly ever buy purple.
So I'd like to know... Favorite reflectives. Bonus points if it's in a jewel tone, blues, or greens because those are my favorite colors.
You may or may not be encouraging my nail polish habit when you answer this 🤣🤣🤣.
The polish is Emily De Molly and it's called Just the One. From last month's polish pickup. Couldn't find any pictures online and it's late/dark right now where I live so you'll get a whole lot of flash reactive and not much else if I tried to take a photo now lol.
Now back to staring at my fingers 🤣
submitted by indycargirl06 to RedditLaqueristas [link] [comments]


2023.06.03 09:54 anupama09 Unlock Luscious Locks: A Guide to Using Skinzey's "Recure Hair Growth Serum"

Are you dreaming of long, luscious locks that turn heads wherever you go? Look no further than Skinzey’s “Recure Hair Growth Serum.” This revolutionary product is designed to nourish your hair follicles, stimulate growth, and help you achieve the hair of your dreams. In this blog post, we will guide you through the steps of using Skinzey’s “Recure Hair Growth Serum” effectively, so you can embark on your journey to healthier, thicker, and more beautiful hair.
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submitted by anupama09 to youthxtractorganics [link] [comments]


2023.06.03 09:54 Tikoati No, it's not strong, you're just being frustrated.

I read a lot of posts about people complaining over some cards, some decks or some playstyles. There is probably nothing to nerf, nothing wrong in the current state of the game.
What is wrong is you ; you just lost and are frustrated because you didn't feel good about this game you lost.
But what is wrong is that Gwent designers didn't told you that you would lose. They let you think that you can win. So, you trust them, you grab your most fun deck with you, and lose against some heavy engine or heavy control deck.
I tell you here why you lose and why you're frustrated, in hope that you'll understand why Gwent is not made for you as it is and you should either change your mind or leave.
When you enter a game, you are not equally strong with your opponent. It's not a traditional chess game. You and your opponent don't start equally, here are the things that will have an impact on your winning ability : - Intrinsic strength of your decks - Matchup - Matchup knowledge (skill) - RNG draw (luck) - Concentration (you can be tired) - and probably more
You need to learn to guess how much chance you have to win when you start a game. Do you play meta? Do you know the matchup? Are you in a good mood/mind to play?
Pro players have about 70% winrate and not 100%. They lose about 1/3 of their games ! They learned to accept that they will lose some games anyway. Even in tournaments, BO3 are designed to let players lose 1/3 of their games.
If you are willing to play Gwent, you need to accept all this. You need to accept that you'll lose because you took a bad deck against a good one. Or you took a polarized deck that will lose against heavy engines. Or you lose because you don't know how to play against some of the decks.
Now that was the part where you need to accept to lose. Second part is where you accept that Gwent is a strategic game and that fun is not allowed.
You are baited by the deckbuilding ability. You think that you can make anything, see opponents playing anything in return and have fun. You fool. You're just making bad decks, lowering your chances to win. Then you complain because you didn't learn to lose. Hopefully now that you read the first part of this post, you know now how likely you will lose with such "fun" decks.
NO. Gwent is a strategy game. It's chess. Your opponents will always play the same decks over and over. You will play the same decks over and over. Playing meta is playing a balanced game. You won't expect players playing some "pikeman" in a chess game. You know exactly what he will play, what is his range of plays. That's how a strategy game is fun.
You've been fooled by card games. I'm sorry, I've been fooled too. I am one of you, being frustrated by the promise to build everything, to meet some other crazy deckbuilders, because I'm not a meta slave. But now, I just launch the game every so often, trying some clunky combos or some 27 cards Renfri decks... But I know that I'll lose. I know my opponent will break me with meta decks. I play at lower rank because I can counter the lack of strength with some skill and game knowledge. But all this is not fair games.
Deckbuilding is a bait. Gwent is a strategy game.
...
Yet, there is something you can complain about! Yay!
Gwent didn't gave you all this information. You don't know how to play the game, you are lost. You thought you could have fun with deckbuilding in ladder. And THAT is wrong. Gwent team should have warned you. They should have put warnings about your winrate when you create a non-meta deck.
You're not being frustrated for nothing. They made you some promises they didn't fulfill. They didn't taught you that you'll lose the next game...
Now, when you lose and are frustrated, don't post on Reddit that X or Y is too strong. Make a post for Gwent designers to display a message before the game to remember you that you're either bad at game or playing a bad deck (or both).
submitted by Tikoati to gwent [link] [comments]