​
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After looking at many different ideas and levels of realism that people want in the game, this is something that I think we could see or could be considered by the developers.
In terms of difficulty, at the highest level, this would have the most realistic and lifelike features for the game, making it a life simulator as many people have wanted, for example;

• You can't just press F on a car and have your character automatically smash the window or open the door and enter, you must have a lockpick kit in order to get the door, or have bandages ready to stop the bleeding on your hand once you have smashed the window to get in, and to further enhance this, you must hotwire the car once you have managed to break into it.
• A hunger and thirst system is used, requiring you to regularly eat and drink throughout the in-game day or else you can risk a reduction in stamina, passing out randomly due to a lack of energy or becoming nauseous, and this can become more severe depending on the weather conditions, for example, thirst is in more demand when the temperature is high.
• Your gun can get jammed and your character can sometimes accidentally drop it when in stressful situations, for example, in a shootout with police or other people, or trying to defend yourself from a wild animal about to attack you.
• Vehicles require fuel now, meaning you are more vulnerable to being shot or arrested by police if you're ever in a chase as you may fail to escape them during pursuit.

These were just a few ideas I had in mind for features that could increase your difficulty. If you have any other ideas let me know and tell me what you'd think of this feature if it did make an appearance in the next game.

I AM NOT A TIPSTER. I AM NEVER A TIPSTER. NOTHING I WRITE IS EVER A TIP. THIS CONTENT IS SOLELY INTENDED TO INFORM, NEVER ADVISE

HEXHAM 3RD JUNE – PREVIEW NOTES

Unless stated, all figures relate to British and Irish juvenile hurdlers since 2004/05
For context, the average strike rate (SR) across all juveniles is 9.54%, winner-runner (WR) 19.55%, improvement rate (IMP) 36.90%, clear round (CR) 96.07%, prize money per race (PMPR) £1107.31

Race History/Stats

• Traditional curtain raiser, held each year since 2008 apart from 2020
  
• Average winning Dis 0.89 median, 1.14 mean. Figures lower only at Chepstow and Cheltenham.
  
• Average winners’ seasonal RPR of 103.43 over a stone lower than standard juvenile hurdle.
  
• Four graduates have gone on to contest the Triumph; Simarian (1st 2008, 7th Triumph), Lindenhurst (2nd 2013, 9th Triumph), Koi Dodville (1st 2021, 11th Triumph), Rupestrian (1st 2009, PU Triumph).
  
• Dinarius (5th 2008), Ocean Transit (4th 2008) and Linger (UR 2016) eventually earned RPRs exceeding 130
  

Course Info

• Undulating, galloping, left-handed track.
  
• Average winning Dis of 0.89 median, 1.11 mean are 0.46 lower than average runner; greatest discrepancy of all racecourses.
  
• Clear round 97.24% (+1.17 cf. standard), completion rate 77.91% (-9.36 cf. standard) lower only at Southwell.
  
• Odds-on SR of 40% is lowest of all British courses with 10 or more qualifiers.
  
• No discernible pace advantage
  

Ground & Pace

• Good. Dry weather forecast, watering to maintain.
  
• Three have made running in past. Solid pace anticipated.
  

City Of Ruins bg Donald McCain Unraced

Nathaniel (New Approach){7-f}(0.53) 2/1 Devilment 150 2nd Anniversary Hurdle (G1), Aintree 2015

Breeding

• Nathaniel 27.5% WR, including Zanahiyr, Burning Victory and Navajo Pass. Won this race in 2019 with Green Etoile.
  
• Full-brother Tuddenham Green won two Juveniles last term and finsihed second in Wensleydale.
  
• Nephew of Devilment (2nd Anniversary) and Nasee (minor staying hurdle winner)
  

Source

• Cost 7,000gns as yearling at Tatts October Sale.
  
• Donald McCain one win from five with racecourse debutants (Sacre Pierre a three-time winner in 2021/22).
  

Trainer

• 38.89% WR since 2018/19.
  
• 12 runners without a win at Hexam, 2nd in 2018 running with Weinberg.
  

Summary

• Outside of Junior NH Hurdles, previously unraced juvenile hurdling debutants have a first-time-out strike-rate of just 2.35%. Nevertheless, one such winner was trained by Donald McCain and this pedigree is an especially strong one for the time of year.

Hourless bg Alan King f5-1-0 (49) 57

Time Test (Green Desert){14-c}(1.36) 3/1 Blue Bit 107 1st 2m Handicap Hurdle, Tramore 1997

Breeding

• Time Test second season, one juvenile to date; Never No Trouble r9w1 RPR91
  
• Green Desert below average influence in juvenile hurdles (15.79% WR damsire, 15.38% WR sire)
  
• Family of Kutub, Blue Bit (3/1) only winning jumper of ten+ relatives from 3rd dam.
  

Source

• Cost 70,000gns at last year’s Tatts Guineas Sale.
  
• Self-trained Alan King juveniles 51.06% WR.
  
• Those rated 61 or below have 15% first time strike rate. However, those rated 56 or below are only one winner from thirteen, with Proprioception’s sole win from six coming in a Southwell mares’ handicap off 92.
  

Trainer

• Most winners of any trainer since 2004/05, 47.13% WR, 48.57% IMP
  
• Three runs in this race, one win (Green Etoile 2019), one second (City Dreamer 2017)
  

Flat Profile

• No show on first three outings, but won handicap debut off 47 at Wolverhampton over 1m1½f.
  
• Raced keenly in rear off modest tempo, green under pressure but led inside final furlong winning with bit to spare.
  
• Raised two pounds, still green when one paced 5th last time at Bath
  

Summary

• Represents most successful trainer in the sphere and does have a win to his name. However, that came at a decidedly modest level and there is also a concern that he could find himself unbalanced around Hexham.

Indication Rocket bg Rebecca Menzies f9-1-2 (61) 64

Dandy Man (Rip Van Winkle){14-c}(0.71) 3/1 Rocky Wednesday 140 3rd Winning Fair Juvenile Hurdle (G2), Fairyhouse 2011

Breeding

• Dandy Man 7.14%WR, 0-12 IMP. Chatez (Alan King rated 96 on flat) only winner.
  
• Rip Van Winkle 0-3 as damsire, 7.69% WR as sire.
  
• Third dam produced useful winners Bohemian Spirit and Rocky Wednesday
  

Source

• 16,000gns as 2yo at Tatts Guineas Sale.
  
• Sole self-trained flat recruit beaten only hurdles start.
  

Trainer

• 62.50% Improvement rate since 2018/19 is highest in GB.
  
• 26.67% First time strike rate, including three such winners last term. First juvenile at Hexham.
  

Flat Profile

• Most experienced runner in the field courtesy of nine outings. Modest on first three starts over 6f, but has steadily improved for switch to handicaps and step up in trip.
  
• Runner-up in slowly run 10f Newcastle Nursery in September, off the mark penultimate outing in mile handicap off 55 at same track in early May.
  
• Had run of race up front, but pulled clear again when caught inside distance to win by 2½l. No subsequent winners but those out since have run to form.
  
• Last seen ten days later finishing third at Wolverhampton over a further furlong-and-a-half off 61. Travelled strongly but no extra when headed turning for home.
  

Summary

*Rebecca Menzies is a very capable trainer of juveniles who finds improvement from her charges more often than not; which is very much a positive for a horse who is only a few pounds from the top rated. However, while the damline is sound, the sire and damsire have poor records and stamina around Hexham is not assured.

Uncle Matthew bg Evan Williams f6-1-0 (65) 69

Fast Company (Manduro){13-c}(0.78) 3/1 Scriptwriter 134 5th Holloway’s Handicap Hurdle (G2,133), Ascot 2009

Breeding

• Fast Company since 2018/19; 41.18% WR, 22.73% SR (2nd highest) 64.29% IMP (5th highest)
  
• Manduro 3-12 WR, 62.50% IMP as damsire, 32.14% WR as sire
  
• Half-brother pulled up sole jumps start. Nephew of Hunter’s Light. Fourth dam produced Darshaan, along with useful jumpers Daraydan and Darialann.
  

Source

• £16,000 Tatts Ascot March
  
• ex-John Gosden’s have below-average record in juveniles; WR 18.35%, IMP 22.97%
  
• First to join Evan Williams from Gosden’s
  
• Williams 31.75% WR with those bought at public auction. 29.79% for those costing £20,000 or less. Ex-Gosdens 18.60% WR <= £20,000
  

Trainer

• 27.97% WR, although only 9.52% since 2017/18
  
• 22.03% Strike rate during summer.
  
• Two runners in this contest; Simarian (1st 2008 – strongest juvenile graduate from contest; 1st Prestbury, 7th Triumph) Quickdrawmcgraw (2nd 2022)
  

Flat Profile

• Five-race 2yo campaign starting in Autumn saw him finish no closer than fourth with a BHA mark of 62.
  
• Made winning return in 1m3f Southwell handicap off 62; starting slowly, prominent halfway and stayed on dourly to prevail by head. Third, fourth and fifth all placed next time.
  

Summary

• Trainer not as prolific as he was previously, but still managed a second in this contest last year with 52 rated Quickdrawmcgraw. Pedigree is very solid, neither stamina nor attitude would be a concern, and the his Southwell win is as strong as any British form in this line-up. However, those leaving John Gosden’s often underperform when switched to hurdles.

Max Of Stars bf Ollie Pears f4-0-0 (55) 57

Cloth Of Stars (Rock Of Gibraltar){31}(0.67) 3/2 Tiger Roll 174 1st Triumph Hurdle (G1), Cheltenham 2014

Breeding

• Cloth Of Stars first crop. 1st Ganay, 2nd and 3rd in Arc. 2/3 Elgin 3/2 Dodging Bullets, 1.62m
  
• Sea The Stars 35% WR as juvenile grandsire, 33.33% WR as sire.
  
• Two juveniles to date in France, each placing at moderate level.
  
• Rock of Gibraltar 13.95% WR as damsire.
  
• Third dam, On Air, 4th in Kennel Gate. Produced useful Khachaturian and dam of Tiger Roll
  

Source

• €8,500 as yearling from Arqana
  
• Sole placed juvenile My Brother Jack, trained on flat by Pears
  

Trainer

• 0-6 WR. No runners at Hexham. 100% IMP courtesy of My Brother Jack (sole qualifier)

Jockey

• Sean Quinlan won 2017 running with 8/1 shot Costa Percy

Flat Profile

• Made debut in February. Beaten at least eleven lengths first three outings in maidens at Southwell and Doncaster.
  
• Handicap debut off 56 at Southwell over 1m4f. Raced keenly with uncontested lead, headed final furlong, flashed tail under pressure. Finished 2¼l fourth of six.
  

Summary

• Distant relative of Tiger Roll and first-season sire not without potential. However, while best form on flat came last time out, it still leaves enough to find and her attitude was not massively encouraging.

Waitara chf David Pipe f6-2-1 (30.0/66) TF68

Recoletos (Hernando){1-t}(0.54) 1/2 Theamoi 62.5 1st 3550m 3yo Handicap Hurdle (59.0), Fontainebleau 2022
https://www.equidia.fchevaux/waitara

Breeding

• Recoletos first juvenile runner. Won Moulin and d’Ispahan, 3rd French Derby. Half-brother to winning hurdler Pedregalejo. 1.63m
  
• Whipper’s sole juvenile stallion Very Nice Name 14.29% WR. Whipper himself 20% WR
  
• Hernando 29.27% WR as damsire inc. Punjabi, Adagio and Gaelic Warrior. 60.71% IMP
  
• Nephew of Timos. 0.5 Thea (1st 4yo Hurdle, Auteuil), 0.5 Ticinello (3rd 4yo Hurdle Enghien). 2/1 Trillion Stars, 3/1 Thagus (both winners)
  

Source

• David Pipe 7-22 first time ex-French Claimers; including last two winners of this race, Koi Dodville and Free Chakarte (both bought off Flat).
  
• Waitara second least expensive of such horses, only Jilaijone lower at €10,806; won first time at Fontwell last term for same owner.
  
• First export of Thierry & Gaël Lemer.
  

Trainer

• David Pipe 46.67% WR since 2018/19 (5th highest) 38.46% SR during June.
  
• Last four runners in this race; Free Chakarte (1st 2022), Koi Dodville (1st 2021), Bathwick Scanno (2nd 2011), Lucky Quay (1st 2010)
  

Flat Profile

• Beaten by at least 12l on both outings at two, but began 3yo campaign with win in Pau 2000m claimer (retained for €11,001)
  
• Forgiven sixth place finish next time having missed break. Second penultimate outing; winner (2kg lighter) had run of race, stayed on well from remainder.
  
• Last seen winning 2100m Toulouse claimer in mid March. Broke slowly but soon in lead racing keenly. Caught at distance but responded generously for pressure; winning decisively by length and a half.
  
• Fifth placed finisher only subsequent winner. Nevertheless, runner-up has since been consistent in handicaps off 62. Mark in mid-high 60s would be appropriate.
  

Summary

• Last two runnings have gone to David Pipe trained ex-French claimers, and while Free Chakarte and Koi Dodville had slightly higher ratings, Waitara still emerges on top at these weights. Moreover, she has shown consistent form throughout 2023 and a good attitude to complement same. First-season sire yet to be tested but has perfectly reasonable credentials and the damsire and damlines are encouraging. Only concern would be a lack of form shown on ground better than soft.

Strong Prospects

1. Waitara

Reasonable Prospects

1. Uncle Matthew
   
2. Indication Rocket
   

Feasible Prospects

1. City Of Ruins

Moderate Prospects

1. Hourless
   
2. Max Of Stars
   

Negligible Prospects

.

Embarking on a spiritual journey can be a transformative and enlightening experience. One such destination that holds immense spiritual significance is Yamunotri Dham and its surrounding areas. Nestled in the breathtaking Garhwal Himalayas in Uttarakhand, India, Yamunotri Dham is considered one of the holiest sites for devout Hindus. This comprehensive guide will take you through the essential aspects of planning your spiritual journey to Yamunotri Dham, including the best time to visit, transportation options, accommodations, and the must-visit attractions in the surrounding areas.

The Importance of Yamunotri Dham

Before delving into the details of planning your journey, let’s understand the significance of Yamunotri Dham. It is believed to be the source of the sacred Yamuna River, which holds great religious importance in Hindu mythology. According to legend, Yamuna is the sister of Yama, the god of death. Taking a dip in the holy waters of Yamunotri is said to cleanse one’s sins and provide spiritual liberation.

Best Time to Visit Yamunotri Dham

Choosing the right time to visit Yamunotri Dham is crucial to make the most of your spiritual journey. The temple and surrounding areas remain open to devotees from May to November, with the peak season being from May to June and September to November. The weather during these months is pleasant, with temperatures ranging from 10 to 20 degrees Celsius.
During the winter months, Yamunotri Dham is covered in a blanket of snow, making it inaccessible for most travelers. It is advisable to avoid the monsoon season, as heavy rainfall can lead to landslides and road blockages, making the journey challenging and unsafe.

How to Reach Yamunotri Dham

Planning your travel logistics is essential for a hassle-free journey. Here are the transportation options to consider when heading to Yamunotri Dham:

1. By Air: The nearest airport to Yamunotri Dham is Jolly Grant Airport in Dehradun, approximately 210 kilometers away. From the airport, you can hire a taxi or take a shared cab to reach the town of Hanuman Chatti, the base for the trek to Yamunotri.
2. By Train: The closest railway station to Yamunotri Dham is Rishikesh Railway Station, which is well-connected to major cities in India. From Rishikesh, you can hire a taxi or take a bus to Hanuman Chatti.
3. By Road: If you prefer to travel by road, you can drive or take a bus from major cities like Delhi or Dehradun to Hanuman Chatti. Regular bus services operate from these cities to Hanuman Chatti, making it a convenient option for many travelers.

Accommodations in Yamunotri Dham

Finding suitable accommodations during your spiritual journey is essential for a comfortable stay. Here are some options to consider in and around Yamunotri Dham:

1. Hotels and Guesthouses: There are several budget and mid-range hotels and guesthouses available in the town of Hanuman Chatti and nearby areas. These accommodations offer basic amenities and are ideal for those seeking a comfortable yet affordable stay.
2. Yatri Niwas: The Yamunotri Temple Committee operates Yatri Niwas, which provides simple and clean rooms for pilgrims. It is advisable to make prior bookings, especially during the peak season.
3. Camps and Tents: For an adventurous experience, you can opt for camping or staying in tents near Yamunotri Dham. There are camping facilities available in locations like Janki Chatti and Hanuman Chatti. These camps offer a unique opportunity to immerse yourself in nature and enjoy the serene surroundings.
4. Dharamshalas: There are also Dharamshala (pilgrim rest houses) available in Yamunotri Dham, providing basic accommodations at affordable rates. These are maintained by local authorities and are a popular choice for pilgrims seeking a spiritual and budget-friendly stay.

Now that we have covered the essentials, let’s dive into a comprehensive guide to planning your spiritual journey to Yamunotri Dham. This section will provide you with a step-by-step approach to ensure a fulfilling and memorable experience.

Step 1: Research and Prepare

Before embarking on your spiritual journey, it is important to conduct thorough research and gather all the necessary information. This includes understanding the religious significance of Yamunotri Dham, learning about the local customs and traditions, and familiarizing yourself with the dos and don’ts of the pilgrimage.

Step 2: Plan Your Itinerary

Once you have gathered the necessary information, it’s time to plan your itinerary. Consider the duration of your trip, the time required for the trek, and the places you want to explore in the surrounding areas. It is recommended to allocate at least 2–3 days for your visit to Yamunotri Dham to fully absorb the spiritual atmosphere.

Step 3: Pack Essentials

Make a checklist of essential items to pack for your journey. This includes appropriate clothing for the weather conditions, comfortable walking shoes, personal hygiene products, medications, and any religious items or offerings you may want to carry for your visit to the temple.

Step 4: Stay Hydrated and Nourished

During the trek to Yamunotri Dham, it is essential to stay hydrated and nourished. Carry an adequate supply of water, energy bars, and snacks to keep your energy levels up throughout the journey. It is also advisable to carry a reusable water bottle and refill it at designated points to minimize plastic waste.

Step 5: Trekking Tips and Safety Measures

Trekking to Yamunotri Dham requires physical endurance and stamina. Here are some important tips to keep in mind:

• Start your trek early in the morning to avoid the heat and crowds.
• Pace yourself and take regular breaks to rest and acclimatize to the altitude.
• Follow the designated trekking path and avoid taking shortcuts.
• Carry a first aid kit and basic medication for emergencies.
• Respect the environment and do not litter. Dispose of waste responsibly.

Step 6: Immerse Yourself in Spirituality

Once you reach Yamunotri Dham, take the time to immerse yourself in the spiritual atmosphere. Participate in religious rituals, offer prayers at the temple, and take a dip in the holy waters of the Yamuna River. Engage in self-reflection and meditation to connect with your inner self and experience the serenity of your surroundings.

Step 7: Explore the Surrounding Areas

Yamunotri Dham is not just about the temple; it offers stunning natural beauty and picturesque landscapes. Take the opportunity to explore the nearby attractions, such as Surya Kund, Divya Shila, and the scenic trek to Saptrishi Kund. These places offer breathtaking views and are perfect for nature lovers and photography enthusiasts.

Frequently Asked Questions (FAQs)

Here are some frequently asked questions about planning a spiritual journey to Yamunotri Dham and their answers:
Q1: Can I visit Yamunotri Dham with my family?
Absolutely! Yamunotri Dham is a family-friendly destination and welcomes visitors of all ages. It is a great opportunity to embark on a spiritual journey with your loved ones and create lasting memories together.
Q2: Are there any medical facilities available in Yamunotri Dham?
While Yamunotri Dham is a remote location, there are basic medical facilities available in nearby towns like Hanuman Chatti and Janki Chatti. It is advisable to carry any necessary medications with you and consult a healthcare professional before your trip.
Q3: Is photography allowed in Yamunotri Dham?
Yes, photography is allowed in Yamunotri Dham. However, it is important to respect the religious sanctity of the place and be mindful of others’ privacy. Avoid using flash photography inside the temple and follow any guidelines provided by the temple authorities.
Q4: Can I visit Yamunotri Dham during the monsoon season?
It is not recommended to visit Yamunotri Dham during the monsoon season (July to August) due to heavy rainfall and the increased risk of landslides. The terrain becomes challenging and unsafe, making it difficult to undertake the trek. It is best to plan your visit during the peak season from May to June or September to November.
Q5: Are there any restrictions or dress codes for visiting the temple?
Yes, there are certain dress codes and restrictions to be followed when visiting the temple. Both men and women are required to dress modestly, covering their shoulders and legs. It is advisable to carry a shawl or scarf to cover your head as a sign of respect. Footwear should be removed before entering the temple premises.
Q6: Can I hire a guide for the trek to Yamunotri Dham?
Yes, if you prefer assistance and guidance during the trek, you can hire a local guide. They can provide valuable information about the route, share interesting facts about the place, and ensure your safety throughout the journey. Hiring a guide can enhance your overall experience and make the trek more enjoyable.

Conclusion

Embarking on a spiritual journey to Yamunotri Dham and its surrounding areas is a truly enriching experience. From the religious significance of the place to the breathtaking natural beauty, every aspect of this destination is bound to leave a lasting impression on your mind and soul. By following this comprehensive guide and planning your trip effectively, you can ensure a smooth and fulfilling pilgrimage to Yamunotri Dham, connecting with the divine and finding inner peace amidst the Himalayan serenity.
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Digital technology in the early years: The importance of everyday learning opportunities to build young children’s digital technology skills

This factsheet will support early childhood professionals to:

• broaden their understanding of the inclusion of digital technology in the early years
• explore effective strategies to embed play-based digital practices
• support children’s concept development of digital technologies

As a co-author of the Early Childhood Australia (ECA) Statement on young children and digital technologies, can you explain the rationale for creating this statement? How can it support educator practice with regards to building children’s digital technology skills?

The ECA Statement on young children and digital technologies was created to support adults to make decisions about technology use ‘with, by and for’ young children. Increased recognition in the sector that young children use a range of technologies at home and in their communities, for playing, communicating and accessing online content, suggested that digital learning in early childhood settings was timely. The statement highlights four main areas of children’s learning and development: relationships, health and wellbeing, citizenship, and play and pedagogy. It also invites educators to think about how they understand technologies and the role of technologies in the lives of children and families.
This includes thinking about what is known as ‘philosophy of technology’ (Gibbons 2010). Philosophy of technology is a body of knowledge that proposes different ways of thinking about the relationship between people and technologies. Just as there are theories of play and learning that educators can refer to, there are philosophies of technology educators can draw on to think about using technologies with children. Three of the main philosophies of technology are technological determinism, substantivism and critical constructivism. Technological determinism is the most commonly held view. This view suggests that technologies cause or determine what happens to people. Some people hold a negative view of determinism: for example, thinking that technologies reduce the quality of children’s imaginative play. Other people hold a positive view of determinism, believing that technologies support children to communicate with others. Substantivism considers how technologies shape practices, or what people do in their daily lives over time. Critical constructivism posits that technologies are always designed and used by people according to human values. This view suggests that people can make active choices about how and why they use technologies that are relevant to their lives, such as people using videoconferencing during the pandemic to connect with family and friends.

The Victorian Early Years Learning and Development Framework (VEYLDF) refers to five Learning and Development Outcomes for children. Outcomes 4 and 5 explicitly mention the inclusion of digital technologies in children’s learning. What are some effective learning experiences that explore everyday opportunities to build children’s understanding and use of digital technologies?

Technologies are part of children’s lives; however, not all educators are comfortable with using technologies in children’s learning. Rather than focusing only on the technology in digital learning, think instead about the ways in which technology creates opportunities for meaning-making. For example, making meaning using technologies may involve taking photographs, creating videos or slideshows, co-sharing digital content, or coding with robotics. Meaning-making can also be about understanding how we live with and use technologies in our daily lives. Meaning-making for understanding does not have to involve using working technologies. Children can create their own non-working technologies from available materials (such as boxes, blocks or paper) to participate in sociodramatic play that provides opportunities for talking about how and why technologies are used. For example, children might make their own mobile phones and use these in their play to send messages to each other and take calls. Educators can help children in this play by inviting children to use technologies in ways that are respectful of relationships. Are the children having a pretend meal together? Can educators invite children to put their phones away while they eat? Or if children are taking pretend photographs of each other, educators can be sure to model asking for consent. Educators can also create representations of technologies that help children learn about the internet and how information and data are shared over a network: for example, using string to ‘connect’ non-working devices in a home or office corner to help children learn about the internet as a network of connected technologies. Children can ‘send’ messages, emails or content to each other as paper notes attached to the string. Educators can invite children to consider if they know who is sending them messages or where the content has come from. This provides children with an everyday opportunity to learn about the internet and safe online behaviours.

The VEYLDF states ‘Assessment is designed to discover what children know, understand, and can do’. What does this look like in terms of children’s trajectory of learning around digital technology? How might educators connect their observations of children engaging with digital technology to children’s learning and development across other domains?

Children are likely to follow a developmental trajectory when using technologies due to their experiences using technologies at home and in the community, with their family, friends and peers. Children’s experiences with technologies are variable and so they will come to early childhood education and care settings with a range of technological knowledge and skills. This can depend on the access children have to devices, reliable internet and opportunities for adult engagement during technological activity. Educators can observe how children build their capacity to use devices over time. This is important because some basic operational knowledge with technologies is required of children as they enter formal schooling. For example, do children know how to turn technologies on and off? Can children point, touch, swipe and resize using a tablet? Pre-school aged children may also exhibit technological language, such as download, upload, click and save, and will probably know the difference between still and moving images. This language helps children communicate and share information with other people, including family members and peers. When children use technologies, educators can also support connections with digital media or content that supports children’s identity. For example, which programs or games do children enjoy at home and how are these recognised in the classroom? This can be achieved by providing children with access to pretend technologies and apps, such as a cardboard box representing a touchscreen device, with cut-outs of their favourite applications. Other examples include learning about digital media interests alongside children, examining and sharing storylines, or providing opportunities for children to express digital media interests through more traditional play, such as box construction, drawing or painting. Using internet-connected technologies also provides opportunities for children and educators to access information to resource play and learning, such as through video content, or well-curated resources from reputable early learning providers in topic areas including science, mathematical thinking, history, music and visual or performing arts.

The VEYLDF identifies eight Practice Principles that illustrate the most effective ways for all early childhood professionals to support children's learning and development. One of these Practice Principles is ‘Partnerships with Families’. What are some effective strategies to engage families in discussions about digital technologies and young children?

Families are central to children’s learning and development. When educators engage in discussion about technologies with families, they can help adult caregivers facilitate positive digital learning opportunities for children at home. The VEYLDF states ‘Early childhood professionals … actively engage families and children in planning for ongoing learning and development in the service, at home and in the local community’ (VEYLDF, p. 9). Many organisations in Australia are involved in promoting and supporting young children’s safe and productive engagement with technologies, with tip sheets, videos, infographics and games. Educators can invite families to use these materials with children to explore topics such as staying safe online, being active with technologies, using technologies to support social relationships, and fostering children’s digital play.

What would be some final key messages for educators who want to support children’s digital skills and understanding?

Two key messages are important for educators thinking about supporting children’s digital skills and understandings. The first message is to start involving children in digital opportunities that feel achievable within the service. Not all services have access to technologies and not all educators feel comfortable using technologies with children. Programming can involve using non-working technologies in children’s play, such as using a block in pretend play as a mobile phone, or teachers creating representational technologies for children to use in the home corner (for example, printed life-size copies of tablet devices). Working technologies do not need to be complicated. While coding, robotics, digital microscopes and augmented reality provide highly engaging learning opportunities, children can also learn from educators modelling appropriate technology use on more accessible technologies, such as touchscreen: for example, by asking permission to take photographs or fact-checking information online. It may also be helpful for services to complete a technology audit – such as the eSafety checklist for early learning services – to see which technologies are available for children and where these might be integrated with ongoing learning opportunities in the service. For example, digital music can be incorporated into rest times, or children can be provided with opportunities to create digital drawings alongside traditional mark making.
The second message is to understand that young children today are part of a digital world. At any one time there are more than 8000 satellites around the earth that are sending and communicating information and data. It is becoming harder and harder to isolate children from technologies because so much of the world is now digital. It may be more helpful to think intentionally about supporting children to live within a digital world. The VEYLDF states ‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well-considered and identified goals’ (VEYLDF, p. 15). This shifts the pedagogical focus from trying to keep children away from technologies to thinking about the purposeful use of technologies with children, allowing children to develop the knowledge and skills they require to participate in a digital world.

Questioning and listening

Asking questions and then listening to the answers can propel children’s learning, and it is this approach that is at the heart of an inquiry model. Questioning and listening are essential in any learning relationship, and they are both part of an active process where you do not just listen and question children but also interpret, respond to and make meaning of their thinking and learning processes.
The pedagogical strategy of listening can provide educators with a new framework in which to consider their role in children’s learning and development. When educators look deeply at what holds children’s attention, the result is that children and adults are able to recognise capabilities and qualities in each other.
Do not always rely on asking questions and trying to provoke answers as a way of engaging with children. Educators who give children the time, space and resources to think long and deeply are often rewarded with rich responses.

‘The right question at the right time can move children to peaks in their thinking that result in significant steps forward and real intellectual excitement. Although it is almost impossible for an adult to know exactly the right time to ask a specific question of a specific child – especially for a teacher who is concerned with 30 or more children – children can raise the right question for themselves if the setting is right.’ (Millikan, et al 2014, p. 69)

The value of questioning cannot be overstated, particularly when working with a pedagogy of inquiry. You need to consider what directions you are leading children with your questions, as well as what type of questions you ask children. Are they ‘thick’ questions or ‘thin’ questions? That is, are they questions that are open ended and encourage children to think broadly or do they close off children’s thinking?

Wonder and uncertainty

Wonder and uncertainty are necessary dispositions for learning. Both of these dispositions are considered important when working with a pedagogy of inquiry. As Moss says, ‘Such learning is also more likely to happen and be welcomed when wonder or amazement are valued’ (Moss 2019, p. 74).
Rich learning opportunities can happen when you include these dispositions in your daily practice. This is not a closed-off, linear way of working but rather one that allows you to remain open to the ideas of children, their families and your colleagues.
When you work with dispositions of wonder and uncertainty, it encourages a flexible way of thinking and working in which hypotheses might be made but are also subject to change. This is not an approach that has pre-determined outcomes.

Top tips for working with a pedagogy of inquiry

• Read, listen or watch something that might shift your thinking or that supports you to develop a growth mindset. Learn something new to bring back into your work with children. This does not need to be related to early learning. Learn something that fires up your neural pathways. An educator’s area of interest or enthusiasm can have an inherent trickle-down positive impact on children.
• Adults can often anticipate difficulties and resolve them for children, and this does not give children the opportunity to think for themselves and provide solutions. Educators should aim to create a culture of ideas rather than a culture that provides all of the answers.
• Design your environments carefully, with attention paid to the intentional use of resources, materials and provocations, and provide children with extended periods of time to re-visit these.
• Educators need to follow children’s footprints – that is, the directions of their learning. This is only possible through a process of reviewing and reflecting on your documentation materials. It can be useful to consider what you know, what you don’t yet know and what you would like to find out more about. Gathering clues about children and then asking rich, deep questions adds great value to the development of any inquiry project.
• Give children time to be curious, to wonder, and to discuss and adjust or change their opinions.

This fact sheet was developed by the Early Years Unit at VCAA

This fact sheet was developed by the Early Years Unit at the Victorian Curriculum and Assessment Authority (VCAA) and supports information presented in the VCAA on-demand webinar ‘A pedagogy of inquiry to support integrated teaching and learning approaches’. Watch A pedagogy of inquiry to support integrated teaching and learning approaches webinar video.

References

Duckworth, E 1996, The having of wonderful ideas and other essays on teaching and learning, Teachers College Press, New York
Edwards, C, Gandini, L and Forman, G (eds.) 2012, The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd edn, Praeger, Santa Barbera
Moss, P 2019, Alternative Narratives in Early Childhood, Routledge, Oxfordshire
Touhill, L 2012, ‘Inquiry-based Learning’, NQS PLP e-Newsletter, No. 45

Using the VEYLDF to inform your practice

As part of the Education and Care Services National Law (National Law) and the National Quality Standards, the Victorian Early Years Learning and Development Framework (VEYLDF) is an approved learning framework. As an approved learning framework, it has the potential to make you a better educator and your practice more contemporary.
The VEYLDF allows us to reflect on learning and development outcomes for children. As educators, we can reflect on our own practice in supporting all children by considering if our work aligns with the Practice Principles. The VEYLDF provides us opportunities to inform our pedagogical decisions and to critique or challenge our existing practices.
The VEYLDF also provides a shared language and understanding for all early childhood professionals and can inform conversations with families, colleagues and other professionals working with young children.

Additional resources that might be useful

Download copies of VCAA early years resources.
Keep up to date with new resources and professional learning opportunities by subscribing to the VCAA Early Years Alert.
A pedagogy of inquiry to support integrated teaching and learning approaches
Download the fact sheet

‘The hands lead us to learning’: Enhancing and extending children’s fine motor development through playful learning experiences

This fact sheet is for educators who want to better understand:

• how educators can think more broadly and deeply about fine motor development in infants and children
• the interplay between fine motor development occurring in play and in relationships with adults, caregivers and peers
• the importance of routines as learning experiences with embedded fine motor learning opportunities.

Introduction

Children’s fine motor skill development – that is, their ability to use their hands – is strongly connected to their play.
Infants’ efforts at motor control commence early. An example of this is the infant who actively reaches towards the face of a person who is physically close to them and engaged in a responsive and attuned relationship with them; the adult, carer or older sibling is perhaps smiling and ‘cooing’ while they are focusing their gaze on the face of the child, who reaches out towards their face.
We understand, in general terms, that the progression of motor development occurs from the centre of the body to the periphery, known as proximodistal progression, or from larger motor control to finer movements. However, over time we have gained a more balanced and nuanced understanding of motor development and we can now see early fine motor development before trunk control is consolidated. Gross motor development leading to core stability and support remains foundational, but earlier attention is now given to fine motor endeavours of infants, with an appreciation that ‘the hands lead us to to learning’.
We understand that gross motor development and fine motor development occur simultaneously and in the context of responsive relationships and purposeful learning spaces. Adults engaging in contingent and attuned interactions with infants provide ‘serve and return’ opportunities and rich responsive learning experiences. Children actively engage, using their growing fine motor dexterity and strength alongside their learning in other developmental domains such as language and cognitive capabilities. It is the interplay between these supportive relationships and children’s growing capabilities that fosters children’s wellbeing. This is now understood to increase the likelihood that infants will confidently explore their world and this exploration is in large part through their hands.

Can you explain the relationship between gross motor skill development and fine motor skill development? How does one support the other?

When we consider that gross motor skill development and fine motor skill development occur simultaneously, we can see the importance of early childhood professionals providing positive and responsive interactions and relationships throughout the day. The way the early childhood professional engages with the infant or young child provides opportunities to progress development.
The early childhood professional who ensures regular ‘tummy time’ is providing opportunity for infants to strengthen muscles, leading to greater core stability. This core stability is foundational to the later skills of sitting up, crawling and walking. These are important skills indeed, however, there is a need to balance this ‘tummy time’ with opportunities for the infant to be positioned on their back, or in a supported sitting position, where they are freely able to explore with their hands.
Thinking of fine motor development at its beginning stages helps us to actively create opportunities for children to explore with their hands. This in turn promotes children’s sense of agency and wellbeing, which is often associated with using their hands. The more children actively do, the more they feel that they can build, create, explore and express themselves.
We are often quite mindful of assessing children’s physical skills progression. Learning experiences, including playful routine times, provide golden opportunities to assess children’s sequential fine motor development from reaching and releasing, from palmer grasping to pincer gripping and so on. Progression along trajectories of learning (including motor skill learning) becomes apparent and provides the basis for tailored learning experiences.
It is important to consider children who require additional support with gross and fine motor skills. Thoughtful planning ensures we set up environments in which all children can feel confident in developing their gross and fine motor skills and feel a sense of agency and control. As we delight in their endeavours, with thoughtful planning we can build children’s sense of wellbeing, identity and connection to their world. Children become able to confidently explore and engage with social and physical environments through relationships and play.

What kind of playful fine motor learning experiences should educators consider when setting up early learning environments for children three to five years old? What are some effective playful strategies for supporting fine motor development?

Three to five years is a fabulous age for more complex play scenarios, with children using multiple learning domains simultaneously and in increasingly sophisticated ways. Again, ‘the hands lead us to learning’ and this is expressed in so much more than just writing and drawing. Indeed, children are extending and consolidating an increasing range of skills at this age.
The work of researchers Susan Knox (2008), and Karen Stagnitti and Louise Jellie (2006), can be used here to consider planning for play in reference to four elements: Space management, Materials management, Pretend play and Participation. This research, while based in occupational therapy, aligns well with the Victorian Early Years Learning and Development Framework (VEYLDF) and places children’s wellbeing at the centre of play. Practitioners are encouraged to consider how to promote participation by all children, inclusive of all abilities, through careful consideration of the environment, materials and pretend-play opportunities. This research provides a thorough and holistic view of children’s learning, recognising that children bring increasing cognition, language, social skills, fine motor development, creativity and agency to their play. Child-led play is key, but the educator must also consider how to promote play opportunities that take children beyond their most frequented play spaces. This requires a more creative use of learning environments, inviting children to participate in spaces and skills they may not have previously sought out independently.
One example is to set up a restaurant, where children are invited to navigate the space and engage with a variety of fine motor skills during a complex pretend-play scenario. This embeds learning in meaningful ways, with multiple learning areas at play. Children can take on various characters while engaging, negotiating and problem-solving. Fine motor skills are practised purposefully as children take written orders, write or draw a menu, cut up paper to make money, set up a cash register, dress up as waiters, pour drinks, prepare food and set up tables. The opportunities are endless and can be tailored to children’s interest and skills to provide challenge, practice and delight. For example, bi-manual skills are promoted in this scenario when opening containers and stirring bowls of food, where hands undertake different tasks at once – one hand holding and stabilising while the other hand turns or stirs.
Educators need only a creative mind in planning for all four elements, and the learning opportunities are endless (‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well considered and identified goals’ [VEYLDF p. 15]). Inclusive thinking may see this play space provided outdoors, inviting in children who may be less likely to engage indoors (intentional support strategies also promote equitable participation in play for all children and meaningful ways to demonstrate learning [VEYLDF p. 12]).
A creative and inclusive approach asks us to consider the environment in numerous ways, offering a wide variety of materials, setting up play spaces that invite self-management and challenge, and following the increasingly complex play scripts or pretend-play scenarios of young children.

What are some everyday routines for children that might provide opportunities for supporting fine motor development?

Routines and transition times offer a wealth of fine motor experience and abundant opportunities for promoting children’s agency and self-responsibility. Additionally, they are highly repetitive daily experiences – treasures for practising fine motor skills. Encouraging independent skill development during these times, with warmth and high expectations for children, can turn a range of daily tasks into important learning rituals.
These rituals connect children to their peers and to their space, building confidence, connection and wellbeing. Children’s active participation provides many and varied fine motor movements at different times, such as taking care of their belongings at entry and departure times, dressing and undressing, setting up for meals, toileting and setting up play or rest areas.
Regular communication with families allows the progression in children’s skills to be shared between educators and families. This can reveal collaborative opportunities across home and the early years setting, and align our expectations for children. Playful and routine practice opportunities abound, with partnership between educators and families building children’s confidence and capacities (VEYLDF p. 9).

‘To play or not to play’: The role of the adult in understanding and collaborating in children’s play

This fact sheet is for educators who want to better understand:

• the role of the adult in supporting children’s learning and development through play
• how to build reciprocal relationships where children and adults are co-contributors to the creative process.

When we think about play within the early learning context, we often think of it as being ‘fun’ and occurring naturally – it is often referred to as being universally understood. Is this the case, or is it more complicated than that?

Children’s play encompasses many ways of being and becoming. Play is linked to fun, but this is just one way of being and does not speak to the complexity of play. Fun is fleeting. Parts of play can be joyful, frustrating, exciting, annoying, challenging, hilarious and, at times, uncomfortable. Play includes many emotions and experiences. Sometimes children are excluded from other children’s play – is this fun? What children are doing in play is complex – navigating limbs, expressing ideas, listening to others, creating novel worlds and negotiating with peers. Therefore, the emotions and feelings that children experience are varied.
Children are experimenting with and expressing their worlds, and the collaborative activity of play requires many skills. Ebbeck and Waniganayake (2016) tell us that in play ‘children are constructing an identity – who they are, what they know and what their joys and fears are, as well as their sense of belonging to a family and a community’ (p. 3). This understanding captures the richness of play, which is not limited to one way of being. Seeing children’s play as multifaceted allows educators to holistically understand children in the early childhood context.
Play is a universal activity that children engage in, as reflected in the United Nations Convention of the Rights of the Child (UNCRC, 1989). But while there are similarities that occur in children’s play across the world, when we look at and hear what children are doing and expressing in their play, we see that it is also informed by their culture. For example, in dramatic play, being ‘Bluey’ or making cakes in the sand pit are activities that are directly taken from the child’s day-to-day culture. The people, places, objects, practices and rituals in the child’s culture fuel their play, and play is thus an expression that reflects the culture the play is taking place within.
Children bring into the early childhood setting individual, family and community experiences that reflect their culture, giving educators a rich tapestry to understand the child’s perspective of their world. Roopnarine’s (2011) quote is helpful to understand the links between play and culture: ‘A fundamental problem with universal claims about play is that they basically ignore contrasting realities of childhood experiences and cultural forces that may help shape caregivers ideas about play and early learning, and children’s role in their own play.’ (p. 20)

Given that there are many different theories that inform our approaches to children’s learning and development, does the role of the adult vary in supporting children’s development in play?

Theories can inform teaching practice, as being able to hold other ideas and perspectives allows us to see things differently. Theory is helpful for understanding the world around us, and in the early childhood education and care (ECEC) context, theories can inform and change our practice.
Developmental theories are varied and vast, and contemporary framings have become quite different from the more foundational knowledge, reflecting the diversity of our societies. The field is not stuck on linear and fixed stages. Practitioners work with the children in their care, taking into consideration their contexts, environments and families, and using various theories and research to inform their practice.
Teaching practice varies, and theory and research can assist educators’ practice. For example, contemporary theories remind us that children’s play is not simply something that happens naturally; these theories consider group dynamics, equity, social justice, advantage and disadvantage, and the way power moves between the players. They also explore the ways that understanding children’s lives outside the early childhood setting can inform teaching and program planning. Contemporary theories can open us up to other views, and while many of these have existed for a very long time, they haven’t always been prioritised to think about children, context, difference and learning.

How can we ensure that the play opportunities we create for children help build collaborative and reciprocal relationships between adult and child?

The following diagram from page 15 of the Victorian Early Years Learning and Development Framework (VEYLDF) shows the three aspects of integrated teaching and learning, and holds great clues about the educator’s role in children’s play.
📷
This diagram can be used by educators and teams to reflect on their practice. Guided play and learning prioritise the educator responding to spontaneous learning opportunities. Reciprocal two-way exchanges create a balance of children guiding adults, and adults guiding children in dialogue and action. This becomes an improvisation that follows unknown paths, opening up opportunities to collaborate by creating something that did not exist before. When adults are playful with children, multiple perspectives are valued in the collaborative space.
Thinking of educators as co-contributors to the creative process of play speaks to the notion of responding to children’s interests. However, it is useful to adapt this slightly to instead think about responding to the child’s learning. Interests can be transient and surface-level; focusing on children’s learning is more expansive and process-orientated, as learning involves both thinking and enacting through play. This way of working asks educators to respond to spontaneous opportunities that arise, and play affords this responsive practice. Play is a relational activity between children and place, children and objects, children and children, and between children and adults.
Educators are respectfully cognisant of not wanting to take over too much control of children’s play, and when they improvise with children, finding a balance of following and leading, they can incorporate multiple children’s ideas and wonderings in the embodied play narratives. When teachers make use of children’s expertise, it supports children’s agency as their decisions influence the current events within the play. The playful interactions between the educator and children are fluid and unpredictable, mirroring drama pedagogue’s use of an improvised inquiry. Of course, we would not advocate that the educator enters children’s play all the time; this does not align philosophically with play and the ECEC context. However, at times, being a co-player with children speaks to a responsive pedagogy where creative collaborations can occur in play.

What is the relationship between play and learning?

When adults engage in play with children, they can incorporate formative assessment to develop their understandings of the children and inform their planning. Socio-dramatic play is one way children express their imagination. When educators are with children, they are hearing and seeing children’s imaginations enacted, giving rich information about their learning. In play, children are also blocking out other distractions to problem-solve in the moment, and taking on other perspectives, both from other players and in their own role-play. These are all skills that are linked to our executive function, which is the ‘process of how we learn’ (Yogman et al. 2018, p. 6).
When educators are respectfully engaging with children in play, they are part of the collaboration, co-creating something that is novel and only exists between the people in this activity. If educators are only observing from the outside, how can they understand this process? When educators are part of children’s play, they are in the heart of the learning, and it can open up opportunities for understanding children’s working theories and learning processes. What the educator notes when they engage in the play can be documented as part of the planning cycle, and analysed so that understanding the child’s learning within play is extended through planning.

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• 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:

• How to create a midi track
• How to enter the plug-ins view
• How to add instrument, Midi Fx and Audio Fx plug-ins
• How to remove plug-ins, all effects, and all sends
• How to replace plug-ins
• How to chain effects
• How to create a bus to send audio to
• How to add audio effects at track level, at send level and at output level
• A preview of the mixer
• How to chain Midi Effects, in this example using ScalerControl2 and the internal Arpeggiator
• How to add internal plug-ins and external Audio Unit
• Etc.

I hope you enjoy the demo / Tutorial and find it useful.
Do not forget to subscribe.
https://youtu.be/TYrD56H2ggs

The following events happened on this day in history!

• 06/03/1978 - All Star Wrestling - All Star Wrestling S1978E154
  
• 06/03/1989 - World Championship Wrestling - World Championship Wrestling S1989E154
  
• 06/03/1991 - Old School - Madison Square Garden - 6/3/1991 S1991E1
  
• 06/03/1991 - Old School - Madison Square Garden: June 3, 1991 S1991E1
  
• 06/03/1995 - Superstars - Superstars (WWF) S1995E22
  
• 06/03/1996 - Raw - Raw S1996E23
  
• 06/03/1996 - WCW Monday Nitro - WCW Monday Nitro S1996E21
  
• 06/03/1997 - ECW Hardcore TV - ECW Hardcore TV S1997E23
  
• 06/03/1999 - WCW Thunder - WCW Thunder S1999E21
  
• 06/03/2000 - ECW Hardcore TV - ECW Hardcore TV S2000E23
  
• 06/03/2002 - Raw - Raw S2002E22
  
• 06/03/2004 - SmackDown - SmackDown S2004E23
  
• 06/03/2007 - One Night Stand - One Night Stand 2007 S2007E1
  
• 06/03/2008 - WWE ECW - WWE ECW S2008E23
  
• 06/03/2011 - SmackDown - SmackDown S2011E22
  
• 06/03/2013 - Raw - Raw S2013E22
  
• 06/03/2014 - Main Event - Main Event S2014E23
  
• 06/03/2014 - WWE Countdown - Hottest Couples S1E13
  
• 06/03/2014 - WrestleMania Rewind - Heaven, Hell and Heartbreak S1E13
  
• 06/03/2014 - WWE Main Event - WWE Main Event S2014E23
  
• 06/03/2015 - Main Event - Main Event S2015E22
  
• 06/03/2015 - WWE Culture Shock with Corey Graves - The Preakness S1E4
  
• 06/03/2015 - WWE Main Event - WWE Main Event S2015E22
  
• 06/03/2015 - WWE NXT - WWE NXT S2015E25
  
• 06/03/2016 - WWE Superstars - WWE Superstars S2016E23
  
• 06/03/2016 - WWE Top 10 - Top 10 SmackDown Moments: June 2, 2016 S2016E66
  
• 06/03/2016 - WWE Network Pick of the Week - Seth Rollins chooses WWE 24 S2016E18
  
• 06/03/2017 - This Week in WWE - June 3, 2017 S2017E22
  
• 06/03/2017 - WWE Top 10 - Greatest Shield Showdowns S2017E86
  
• 06/03/2018 - Total Bellas - What Comes Up, Must Go Down S3E3
  
• 06/03/2018 - Camp WWE - Deep Slaughter S2E5
  
• 06/03/2019 - Raw - Raw S2019E22
  
• 06/03/2019 - WWE 24 - Revolutionary: The Year of Ronda Rousey S2019E3
  
• 06/03/2019 - Superstar Picks - Vega Picks: Power Couple S6E8
  
• 06/03/2019 - Superstar Picks - Vega Picks: Essa Rios vs. Funaki S6E1
  
• 06/03/2019 - Superstar Picks - Vega Picks: Hardy vs. Undertaker S6E2
  
• 06/03/2019 - Superstar Picks - Vega Picks: Rock vs. Hurricane S6E3
  
• 06/03/2019 - Superstar Picks - Vega Picks: AJ vs. Paige S6E6
  
• 06/03/2019 - Superstar Picks - Vega Picks: Trish vs. Lita 2006 S6E5
  
• 06/03/2019 - Superstar Picks - Vega Picks: Aleister vs. Andrade S6E7
  
• 06/03/2019 - Superstar Picks - Vega Picks: Eddie vs. Mysterio S6E4
  
• 06/03/2019 - Raw - Kevin Owens recalls his loss to Goldberg
  
• 06/03/2019 - Raw - Jeff Jarrett never bets against The Undertaker
  
• 06/03/2019 - Raw - The Miz on why Goldberg can t beat The Undertaker
  
• 06/03/2019 - Raw - Ricochet gives the edge to The Undertaker
  
• 06/03/2019 - Raw - Tyson Kidd on how Goldberg can beat Undertaker
  
• 06/03/2019 - Raw - The IIconics mess with Texas during the break
  
• 06/03/2019 - Raw - The Undertaker speaks after Raw goes off the air
  
• 06/03/2019 - Raw - Why you don t mess with The Usos family
  
• 06/03/2019 - Raw - Shane McMahon has Roman Reigns running scared
  
• 06/03/2019 - Raw - Rawley tells Texas to confront reality
  
• 06/03/2019 - Raw - Mark Henry compares Goldberg and Undertaker
  
• 06/03/2019 - Raw - Baron Corbin comments on Seth Rollins condition
  
• 06/03/2019 - WWE Now - 5 things you need to know before tonight s Raw 2019
  
• 06/03/2020 - WWE Top 10 - Bobby Lashley s Feats of Strength S2020E155
  
• 06/03/2020 - WWEs The Bump - June 3, 2020 S2020E26
  
• 06/03/2020 - WWE NXT - WWE NXT S2020E24
  
• 06/03/2020 - WWE NXT - Exclusive: Drake Maverick feels no pressure
  
• 06/03/2020 - WWE NXT - Dexter Lumis masterpiece
  
• 06/03/2020 - WWE NXT - Exclusive: Robert Stone is despondent
  
• 06/03/2020 - WWE NXT - A bittersweet night for Drake Maverick
  
• 06/03/2020 - WWE NXT - Exclusive: Drake Maverick gets a standing ovation
  
• 06/03/2020 - WWE NXT - Timothy Thatcher doesn t care about style points
  
• 06/03/2020 - WWE NXT - Johnny Gargano has the key to victory
  
• 06/03/2021 - WWE Top 10 - The Hardy Boyz s Greatest Moments 2021
  
• 06/03/2021 - NXT UK - WWE NXT UK S2021E22
  
• 06/03/2021 - This Week in WWE - June 3, 2021 S2021E22
  
• 06/03/2021 - WWE NXT UK - Exclusive: There s no tag team like Pretty Deadly
  
• 06/03/2021 - WWE NXT UK - Exclusive: Noam Dar is no clown
  
• 06/03/2021 - WWE Playlist - Bobby Lashley s Rookie Year 2021
  
• 06/03/2021 - WWE Main Event - WWE Main Event S2021E22
  
• 06/03/2022 - WWE Playlist - Bianca Belair vs. Asuka vs. Becky Lynch 2022
  
• 06/03/2022 - Steve Austins Broken Skull Sessions - Jeff Jarrett S2022E28
  
• 06/03/2022 - WWE Now - Riddle & Nakamura look to oust Usos: June 3, 2022 2022
  
• 06/03/2022 - NXT Level Up - NXT Level Up S2022E16
  
• 06/03/2022 - SmackDown - SmackDown S2022E22
  

What event was your favorite in this list?

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:

• How to create a midi track
• How to enter the plug-ins view
• How to add instrument, Midi Fx and Audio Fx plug-ins
• How to remove plug-ins, all effects, and all sends
• How to replace plug-ins
• How to chain effects
• How to create a bus to send audio to
• How to add audio effects at track level, at send level and at output level
• A preview of the mixer
• How to chain Midi Effects, in this example using ScalerControl2 and the internal Arpeggiator
• How to add internal plug-ins and external Audio Unit
• Etc.

I hope you enjoy the demo / Tutorial and find it useful.
Do not forget to subscribe.
https://youtu.be/TYrD56H2ggs

This is my first alternative history work, please tolerate my inexperience. I'm open to all kinds of feedbacks
In the final hours of 1999, on the brink of a new millennium, a shocking event sets the stage for a radically different future. Bill Gates, the co-founder of Microsoft, and the richest man in the world, is found dead at his sprawling estate in Medina, Washington. The man behind this unthinkable act is his trusted butler who, in an apparent murder-suicide, leaves behind a chilling message: "Repent and donate all that you own, or die in shame. We are the unseen, the unheard, the forgotten. We will not be silenced." The public reels from the shock, and the police scramble to uncover the anarchists' network. But their efforts yield no results. The identity and motives of this anarchist group remain a mystery.
​
Microsoft, under the leadership of Steve Ballmer, pledges to carry on Gates' legacy and forges ahead, despite a temporary slump in the market. The company reaffirms its commitment to its products and customers. This move stabilizes Microsoft but inadvertently gives a boost to open source platforms and Linux, as some companies and governments, fearing an over-reliance on one company's technology, promote open-source solutions to diversify their options.
​
In 2000, the world is held in the grip of fear. The secret anarchist group responsible for Gates' death remains elusive, as law enforcement agencies worldwide scramble to unmask them. Heightened security measures are put into place, especially for high-net-worth individuals. Global discourse around wealth inequality and the responsibilities of the wealthy intensifies.
​
The September 11th attacks occur as they did in our timeline, causing a further global shift towards security and surveillance. The focus on the anarchist group temporarily fades in the wake of this massive terrorist act.
​
In 2004, another seismic event rocks the world. Warren Buffett, the investment guru, and the second richest man globally, dies in a horrific car crash. The culprit is none other than his personal driver, who planned the crash to end both their lives. The message left behind echoes the sentiment of the first: "Wealth is not a shield. Charity is not a facade. Share or perish." The untraceable nature of these attacks and the cryptic, threatening messages underline the deadly intent of this anarchist group.
​
In response to these assassinations, several of the world's billionaires, led by tech tycoons Larry Page, Sergey Brin, Larry Ellison, Michael Bloomberg and Carlos Slim form the Global Equity Foundation. They pledge to donate a significant portion of their wealth to combat global poverty and inequality. This massive philanthropic endeavor is geared towards global health and education initiatives. Yet, it seems more like a desperate act of self-preservation than genuine philanthropy.
​
Simultaneously, a group of ultra-wealthy individuals, led by Richard Branson, take a different approach. They purchase Necker Island, an island in the Caribbean, establishing an independent micro-nation free from the political complexities of their home countries. The island, referred to as "Eden," is fortified with state-of-the-art security systems designed to protect them from the anarchists.
This safe haven, populated by some of the wealthiest people on the planet, offers refuge from the growing threat of the anarchists.
​
By the end of 2006, society is gripped with a sense of unease. The line between the wealthy and the less fortunate has become a tense battleground. The world waits with bated breath for the anarchists' next move.
​
In the first week of 2007,Necker Island, owned by Richard Branson in our timeline - is struck by a missile, obliterating everything and everyone on it. The world mourns the loss of several leading business figures and philanthropists. Initial suspicions fall on the anarchist group that killed Gates and Buffet.
​
As investigators sift through the wreckage, information leaks revealing the true culprits: a secret Russian military unit aiming to destabilize the US economy. The revelation sends shockwaves across the globe, stoking old Cold War fears and bringing the world to the brink of war. The US, under President George W. Bush, declares war on Russia, and the world watches in apprehension as military mobilizations begin for what looks to be the third World War.
​
Before any attacks are launched, news breaks out of Russia that President Vladimir Putin and three influential Russian oligarchs have been assassinated. Prostitutes, apparently planted by the anarchist group, are identified as the killers. Security guards kill them almost immediately after the assassinations.
​
In a cryptic message, the anarchists chastise the world powers for accelerating their plans, reasserting control over the narrative and reminding the world of their pervasive influence.
"Do not confuse our roles. We kill, you die. Do not hurry us up. Wait and your turn will come". Another part of the message states
"We do not wish for war, only justice. The innocents of Eden serving the rich were not our targets, but casualties of your greed. We are sorry for their loss, but this is but a dip in the ocean of the damage you are causing."
The message also includes a litany of detailed accusations against prominent global figures, exposing a wealth of crimes and unethical behaviors that were previously hidden or ignored. Among the accused is Silvio Berlusconi, the Italian prime minister, whose alleged misdeeds are laid bare for the world to see.
​
As 2007 progresses, the world is left in a state of uncertainty and fear. The anarchists seem to be everywhere and nowhere, with the power to target anyone. The impending war is temporarily halted as the world grapples with the revelations from the anarchists' message and the power vacuum in Russia. With the threat of the anarchists hanging over their heads, the powerful and wealthy are forced to reconsider their actions, while the less fortunate find a grim sense of satisfaction in their comeuppance.
​
But the world doesn't remain a silent observer. As news of the assassinations and the extravagant actions of the rich spread, public sentiment starts to shift. There's a growing call for justice, transparency, and equity. Movements demanding wealth redistribution gain traction, the loudest among them being Italy's Five Star Movement. With the charismatic comedian Beppe Grillo at its helm, the movement benefits immensely from the public outrage against the wealthy, especially following the revelations about Silvio Berlusconi's illicit activities.
​
In 2008, media tycoon Rupert Murdoch is poisoned, his death leaving a power vacuum in the media industry. The anarchists, in their now customary fashion, claim responsibility for the assassination in a chilling message. They condemn Murdoch's media empire as a tool of manipulation and inequality, and demand that his wealth be donated to nature reserves in Africa and non-profit organizations fighting against illegal and harmful fishing practices in South America. Such wealth is so tainted, they argue, that it should no longer be used to benefit humanity.
​
The anarchists' message also takes aim at the Global Equity Foundation, the massive philanthropic endeavor established by some of the world's wealthiest individuals. The message accuses several members of the Foundation of continuing to amass wealth instead of fully committing to philanthropy. This marks a clear warning to the global elite - no one is safe, and insincere philanthropy will not protect them.
​
​
This alternate timeline presents a world in turmoil. The ultra-rich are no longer invincible, and society begins to question the long-accepted power structures. The narrative also sparks a profound cultural shift. Discussions about wealth inequality, power, and justice dominate public discourse. As the world grapples with the radical changes and anticipates the anarchists' next move, an unsettling question looms large - who's next on the anarchists' list?
​
In Japan, there is a cultural emphasis on harmony and group success over individual prosperity. While wealth is certainly respected, overt displays of wealth are often frowned upon. In this alternate timeline, Japanese society might view the chaos unfolding in the West with a mix of trepidation and schadenfreude. The government might enforce stricter financial regulations to avoid a similar crisis domestically.
​
With one of the fastest-growing economies and a huge wealth disparity, India's reaction would be mixed. India's rising tech billionaires and traditional wealthy class might feel threatened and take drastic measures for their safety. Meanwhile, the masses grappling with poverty might feel vindicated and empowered by the anarchists' message.
​
With its wealth stemming mainly from royal family members and oil magnates, Saudi Arabia reaction would be quite different. The royal family might further consolidate their power and use the ongoing global chaos as a reason to suppress dissent. There could be increased unrest among the populace, and movements for democracy and wealth redistribution might gain momentum.
​
Scandinavian Countries are known for their strong welfare states and relative income equality. They might respond to these events by further emphasizing their commitment to egalitarian principles, possibly leading to increased taxes on the wealthy and more support for public services. The public discourse might focus on the ethics of wealth accumulation and the responsibilities of the wealthy to society.
​
With its stark wealth inequality and history of social unrest, Brazil's reaction could be volatile. There could be increased protests and movements calling for wealth redistribution and social reform. At the same time, the wealthy class might double down on their efforts to maintain their power and wealth, leading to greater societal tension.
​
The years following the assassination of Rupert Murdoch see a sharp turn towards radical socio-political change.
Italy, under the leadership of comedian-turned-activist Beppe Grillo and his Five Star Movement, introduces a novel form of governance, deemed as the 'Economic Equity Referendum.'
This new system allows Italian citizens to vote annually on the forced appropriation of assets belonging to five selected wealthy individuals.
Moreover, citizens are allowed to nominate five additional individuals, with the most nominated names appearing in the following year's referendum.
The move is controversial but reflects the significant shift in public sentiment against extreme wealth accumulation, catalyzed by the anarchist group's actions.
​
By 2009, Spain, still recovering from the global financial crisis and inspired by Italy's novel approach, decides to implement a similar system. Spain's version of the 'Economic Equity Referendum' aims to redistribute wealth, hoping to bolster its struggling economy.
​
However, these new policies are met with mixed reactions on the global stage. Some praise these actions as a progressive move towards economic justice, while others view them as an infringement on personal property rights, sparking fierce debates on wealth distribution, economic justice, and individual liberties.
​
By 2010, the economic landscape has significantly changed. Wealthy individuals and corporations are increasingly cautious, devising new strategies to safeguard their wealth or diverting their investments to countries with more favorable policies. Some begin extensive philanthropic efforts to win public favor, hoping to avoid becoming targets of the economic referendums or worse, the anarchists.
​
Despite no further assassinations, the fear instilled by the anarchist group still lingers. This, coupled with the disruptive socio-economic changes, fuels widespread uncertainty and tension. Meanwhile, ordinary citizens grapple with these new realities, some welcoming the disruption to the status quo, while others yearn for the stability of the past.
​
Across the globe, nations observe Italy and Spain's experiments, grappling with the rising demands for wealth equality from their citizens. The actions of the anarchist group and the drastic measures taken by Italy and Spain have set the stage for an era of unprecedented change. The world enters the new decade with apprehension, knowing that the struggle between wealth, power, and justice is far from over.
​
In 2011, an unimaginable twist in takes place. An international investigation finally uncovers the truth behind the string of high-profile assassinations that have been hitting the globe: all of it was a plot orchestrated by none other than Bill Gates and Vladimir Putin. It's an outrageous revelation that sends shockwaves through the world.
​
Documents, videos, and testimonies are unearthed, providing irrefutable proof of their involvement. It emerges that Gates and Putin, recognizing the vast inequities and imbalances in the world, believed that a revolution was necessary for true change. But they knew that the world's wealthy and powerful elites would quash any such attempt and simply kill them if they were to seriusly try. Thus, they devised a scheme to subvert the established order.
​
From 1990 to 1999, they secretly funneled resources into creating and training a clandestine group of individuals. The duo meticulously planned each assassination, devising the perfect circumstances, recruiting the needed personnel, even penning the anarchic messages themselves. They even managed to convince Murdoch's cook and Buffett's driver to join their cause. In essence, Gates and Putin willingly orchestrated their own deaths to catalyze a global transformation.
​
The discovery of the secret hideouts and the apprehension of several group members corroborate this stunning revelation. The anarchists were, in reality, pawns in a grand design concocted by Gates and Putin.
​
The revelation sparks a global uproar. Public opinion is polarized. Some view Gates and Putin as martyrs who sacrificed themselves for a noble cause. Others see them as manipulative puppet masters who plunged the world into chaos to fulfill their vision. In either case, the world is left to grapple with the consequences of their actions.
​
As the shocking news spreads, nations across the globe face a common question: how to move forward in the wake of this revelation? The chaos initiated by Gates and Putin has already triggered a cascade of socio-economic transformations. Now, it's up to the world to decide whether to carry forward this radical change or attempt to restore the old order. But one thing is clear: the world as we know it will never be the same again.
User
​
The years following the revelation of Gates and Putin's orchestrated upheaval unravel a tapestry of international responses, further accentuating the economic, social, and political diversities worldwide.
​
In the United States, the shockwave from the revelation instigates an intense national debate on wealth and power dynamics. The US sees a surge in progressive movements pushing for economic justice and wealth redistribution. A strong response from the wealthier class culminates in an aggressive lobby for protection of assets and personal freedoms. By 2015, the US Congress introduces the 'Wealth Protection Act', aiming to protect the rights and assets of individuals. The act has a polarizing effect, leading to widespread protests and, in some cases, riots.
​
Meanwhile, in Europe, reactions differ considerably between nations. Germany responds by tightening regulations on wealth accumulation and increasing transparency in financial transactions. The UK, however, initially resists change. By 2013, the pressure for reform, both domestically and internationally, leads to the introduction of the 'Fair Wealth Act', which aims to address wealth inequality through tax reforms and increased public spending.
​
China sees this as an opportunity to exert its influence on the world stage. Emphasizing stability and prosperity, the Chinese government undertakes an extensive international diplomatic campaign. It advocates for a balanced approach to wealth management and presents its model of state-controlled capitalism as an alternative. By 2017, China becomes a more dominant player in global economics.
​
In contrast, several countries in Africa and South America seize the opportunity to address endemic issues of inequality. Nations such as South Africa and Brazil begin implementing strict wealth regulation laws. In many cases, these are coupled with substantial investments in education, healthcare, and social services, aimed at reducing poverty and improving quality of life.
​
Australia and Canada, known for their relatively high levels of social equity, undertake balanced measures. They introduce policies to moderate wealth accumulation, while also ensuring protections for personal freedoms and property rights.
​
By 2018, the world is markedly different. The years following the revelation of Gates and Putin's plot witness an unprecedented global shift in attitudes towards wealth and power. It's a world that is trying to find a balance between economic justice and individual freedom, between stability and change, and most importantly, between the visions of two men who sacrificed themselves to spark a revolution, and the reality of the complex, diverse world they left behind.

I played the crap outta this game from like 2011 to 2013 and somwhat kept up with it around 2015. It's been about 8 years since I last touched this game. I am looking for an old SMBX world with no world map - only a hub world, the hub world had a slight eerie vibe, the music playing in the background was "Item Room" from Super Metroid, you could change between the five characters (mario,luigi,toad,peach,link), and the hubworld was formatted as a tower laboratory type thing with many doors around the tower. Can anyone in the SMBX community help me find this supposedly lost map? I remember it had some funny levels with a very notable shitpost level with spanish audio in the background. BTW this is all the information I remember.

I was thinking today about how stupidly strong the AK is in this game. Now I know that everyone who plays this game LOVES the AK because the AK is supposed to be kind of a symbol of power you get for struggling through the early game. But as someone who plays Rust at lots of different levels (Sometimes lots of my friends will feel like playing and we'll build a big clan base and control major monuments and have endgame fights and raid and dominate our area. Other wipes it will just be me and my friend duo and we'll never get past T2 because we just grub people all wipe)
When I have an AK in my hands its just 'Oh I hope I find another AK group to fight because I'm really bored of mowing down T2 kits.
When I don't have an AK I am bored as hell dying to them.
T2 fights are a lot of fun. The Tommy and Semi actually have a reasonable time to kill and fights can be kind of strategic and have some flow to them.
If you took out the AK you would probably see people run things like shotguns more. That would be fun. I love killing people with the pumpy.
AK fights are basically: Get spotted, boom, dead.
Anyone else feel this way?