As the tittle above. How do i claim 40$ from making a new glasses? I have yet to make a nee glasses since my glasses is 4 years now. Just waiting for my allowance to come next week so that I can make a new glasses.

When you take a look at all the people in your company, or any company for that matter, what differentiates those who make it to senior executive level roles such as VP, President, Director, CEO, COO, CFO, etc..? Does it have to do with their work ethic, creativity, networking, education? Are their attitudes different? Their mindsets?
I ask because sometimes at work I notice people who are in these Executive level roles and others that are in general management roles and wonder, what did or didn't they do to achieve this level of success? Obviously some people don't care to be in these roles as it comes with more stress and workload, having more responsibility, etc. but I'm talking about those that truly advance and want to.
I've taken some of the names of people at my company who are in high roles and researched their backgrounds, mainly via LinkedIn. Some people have been at the company for 20+ years and worked their way to that role and some have jumped companies every 1-2 years throughout their career and are now in this position.
Sometimes it seems like chasing your tail because you're always relying on someone else to give you that promotion, raise, or career advancement you want. No matter how hard you work, what you get in return is ultimately based on the approval of somebody else. It seems like you can do all the right things and be deserving of a role, but the outcome can be completely out of your control.
What does it take to advance to one of these roles in your career? What are the characteristics/personality traits of the people you see in your company that are in one of these roles? Are they experts in their field or have experience in many different areas of the company they work in?.

I reached evp 400 in the new map and man does it suck to see your teammates suck ass.
Before you say skill issue, I am a solo evp 999 player. And I am just venting my frustrations also trying to give my insights on why they were so fucking atrociously bad.
This new map is like a combination off marooners bay and spawning grounds. You need to move a lot like marooners to kill stingers/fly fish/big shot. But also keep the basket very clean like spawning otherwise you will be overwhelmed in an instant. The good part about this map is, unlike the mentioned other 2, you get a clear view of everywhere most of the time.
Here is the problem with 80 to 90% of players of evp. They have 0 and I mean literally ZERO fucking awareness around. The only thing they are capable off are kill the first boss they see and tunnel vision on those eggs. Ignoring everything else. Sploosh sees a stinger further away shooting at other team? Nah those 3 eggs are more important than the survivability of my team. Sees 2 big shots spawning on the shore? I need to kill the steelhead first that's on the opposite site that just spawned.
It's shit like that that makes me rage. If I have anything but the charger. I will have to do all the stingers and bigshot solo. Teamwork? That word doesn't exist in their dictionary if they even know what a dictionary mean.
This map is not hard. But damn is it hard to find a team with some braincells and actually care about winning the 3 waves instead of "hur dur" I need the most eggs delivered/ most boss splatted. No fucktard you did not kill more than 10 bosses and only delivered an average amount of eggs while killing below average lessers. Learn the fucking game if you want that badge so much.

These are the specs that I’m looking at.
https://www.porschedelaware.com/vehicle-details/used-2019-porsche-cayenne-e-hybrid-newark-de-id-51203551
Is this a fair price? Also, can an existing owner of an e-hybrid tell if there are any issues with this model. Also, how much do you spend annually on general maintenance?
Thanks in advance

I think Prowler Miles is going to be an ally not a villain. His "why would I do that?" is not so much a violent threat as it is a "what's in it for me?". I see our Miles having to cut somekind of deal with the Earth 42 Aaron and Miles to get him back home. They are mostly motivated by self-interest after all... that doesn't make them villains or antagonists off the bat. Think of Yondu and the Ravagers in GOTG1

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.

I play with a couple friends and we have differing approaches to the game, which can make it frustrating for everyone.
For the first playthrough, I prefer to not follow guides and discover things as they come. I like to watch the cinematics and take my time to read through skills and items. I am also a completionist and don't want to move on from an act until I have done everything I can (i.e. all the renown goals).
My friend is very much the opposite. He is following a guide, rushing through acts without wanting to watch cinematics, and seeking out dungeons in acts we haven't even discovered yet.
I'm curious how others have approached the game. Do you rush through everything the first time? Do you stop to enjoy the scenery? Are you playing solo or with a group? If you are in a group where people have varying approaches, how do you compromise so it's enjoyable for all?

I've been trying to quit for so long (probably 100+ attempts in the past year, no exaggeration) and this time felt like I was making progress. Currently on day 5 and made the poor choice to order fast food, ate the same amount I would have when high and cannot believe how disgusting I feel. I can't sleep, I want to puke, I can't stop burping. I can't believe how long and often I've been doing this to myself and not noticing how horrible it feels. I can't do this again, I can't go back to these habits, I need to stop the cycle and absolutely hate myself right now. Anyone been here and have any advice?

I was thinking, if I were ever on the show, maybe I could go for a survivor first by using the word “douchebag” to refer to another castaway, but I feel like given how long Survivor has been on the air and how much of that run was during the 2000s, the ship has likely sailed there, though I’m not certain.
What other words could I use to “make history”, aside from the obvious slurs and four letter words that would never make air?

We have been together for over a year, but every time he goes through something personal in his life, he brushes it off and never shares it. I understand there are moments in which people in relationships need space to process life events, but the last time he went through an episode he completely shut me out and broke up with me because he didn't want to burden me.
We never stopped talking, eventually got back together. It's been months since then, but now he's shutting me and everyone out again. He's very emotionally repressed and it's hard for him to be vulnerable even if he wants to. I don't know what to do because people in relationships ARE supposed to be vulnerable to each other, right? If not now, eventually.
I never pressure him to share, but I let him know I'm here. I just can't help but feel like we're not making progress if this situation feels very familiar to the time we broke up.
He's been through so much, and I don't intend on giving up yet, especially not now when he's going through things (I have no idea what he's going through, but I'm sure there's a trigger to this episode). I'm just afraid that this will wear me out. He never asks for anything and rarelt explicitly states his needs.
How do I support him at this time? Those who have partners who go through depressive episodes, what do you do?
What's something I can do to care for mt relationship, him, and myself right now?

There now seems to be thousands of AI services that extend or make it easier to interact with ChatGPT... How do you pick the right one? Do you even need to use one of these, or is it better just to use OpenAI directly for a simple re-writing service?
I am semi-tech literate and looking at how to improve my blog writing workflow. I occasionally write some travel and food blog articles (primarily for remote friends and family). I can pump out my raw thoughts and opinions quickly, but then spend 80% of my time fixing spelling, grammar and sentence flow.
Is there a ChatGPT service that can provide an 'editor' type function?

Core requirement:

• Take 300 to 800 of my own words, and make them intelligible, and engaging. (This is more than just a Grammarly type function. It should be able to paraphrase some of my longer sentences, or add additional content to link sections, etc). My articles have a lot of personal experiences and opinions. I do not want to just provide a simple prompt and have the blog article completely written!

Nice to have:

• Work with Markdown formatted articles (Hugo SSG blog)
• Translation with support for South East Asian languages (Thai, Vietnamese, Mandarin, etc)
• Text to Speech (Podcast version of some blog articles)
• SEO assistance, maybe?

Price:

• I am a cheap bastard… So the cheaper, the better.
• Ideally $2 to $5 per month, but there is some flexibility for a perfect-fit product.
• I would like to redo some older articles, but then only need to do 5 to 20 articles per month (Lets say editing 2,000 to 15,000 of my own words per month).

I love learning about people. I also like talking to people who are equally curious about others. Small talk is easy— but digging beneath the surface of our exteriors is what makes for incredible connections. Let's learn about one another, find out if we connect, and if we don't, we'll have at least learned a thing or two.
A few things about me:

• 27, south asian, born/raised in the US, INTJ, ex-muslim.
• I love banter, whether it’s about your deep seated childhood issues or your complicated morning routine— intellectual sparring is what creates excellent conversation.
• I love learning about the world: history, philosophy, psychology, you name it. There's a vast amount of knowledge in the world and I expect to absorb as much as I can through reading, watching, talking to people, traveling, etc.

I realize some of this makes me sound like a pretentious, elitist fuck, which I assure you I am not. And if I am, we can be elitist fucks together.

i'm asking if I have ocd bcs I cant afford to go to a mental health specialist nor do I want to even if I could afford it.
I'm a smoking addict i cant quit I tried cant do it, a few months back I started getting this obsession with my tobaco I was worried if it was good tobacco or not since I couldn't get buzzed and so I started chain smoking it to test to see if its good or not, right and this lead me to the point of anxiety attacks and I automatically assumed it was a panic disorder and treated it the same way you'd treated a panic disorder, right now I'm in remission I don't have anxiety attacks but I have developed this obsession with my laptop hinge, I bought a refurbished laptop and to test it I took it apart redid the thermal paste but when putting the back on, the back wouldn't fit right and when I opened and closed the lid it would make a creaking sound, now I have opened and closed the lid 2000 times atleast, I now get this low level panic feeling whenever I open and close the lid to test it and whenever I resist the panic feeling gets stronger.
I mean what the fuck first I decapitated panic disorder I clapped it in a 1v1 now I have ocd which is arguably even more cancerous to deal with and rarely even remits according to the studies I looked up.
now onto the treatment I obviously am opposed to talking about my mental health i dislike mental health and I won't ever visit a therapist or a psychiatrist, so how do the therapists treat this disorder is it a acceptance thing? how will I conduct my erp just sit next to the laptop and use it? resist the urge? has anyone ever entered remission from OCD?

I'm 27 years old and I have a 4 year old. My mom's never physically been in my life, she went to prison when she was 19 while a couple months pregnant with me.
Once she gave birth I was taken immediately away from her and given to my grandparents (her mom, step dad). I didn't know about her until I was 5, that's when my grandma explained she wasn't my mom that I'll be seeing my mom shortly (and that's when visiting her in prison started to happen) I maybe visited her 5 times total while she was in there, and she's been released for a year now.
While she was locked up I stayed in contact with her via letters and phone calls. I never really said much to her, and she would always be crying to me. I understood she missed me and such, but I never felt that I was bothered by anything and I feel horrible to say so.
Since she's been out ive seen her 2 times in person, this is because she was on parole and had to be a certain distance away although she's 10 hours away I can't travel like that financially and she can't either.
The times I hung out with her she got upset because she noticed how she constantly wants pictures/videos with me, and I don't take any of her with my phone. I told her I just don't think of doing so, yet I do take photos of me and my son all the time and it upsets her that I do that.
Another thing is she gets upset how I care about my grandparents, how I told her I don't want to live with her in the near future because I'm taking care of my grandparents living with them.
She explains to me "if that's how you wanna be" telling me stories of how much she hated her mom and step dad, and all her horrible childhood memories with them. I told her I must've not had the same version she had of them, but they are great and they took care of me. She just says stuff like, "I know I need you and you need me, yet you have your child to focus on and you feel responsible to take care of your grandparents instead of build a life with me".
I told her it's not that deep. It's just how it is now, we can't redo what she missed out on. I feel bad because I should care more about her, I just don't, I mean I do but I feel I lack a lot because she wasn't there..and it's not that I'm taking anything out on her I feel she's just pushing it.
She starts to say things like "this isn't even you, you had to live with your toxic grandparents and they made your mind like this, I regret them taking care of you for doing this to your brain". I told her I suffer from depression and anxiety and I have issues, and she's like you wouldn't have those if you didn't live with your grandparents, and it hurts me because she's trying to make me see my grandparents in a bad light.
They aren't perfect but they're nowhere how she describes them just because she had a bad childhood.
I want a relationship with my mom, but she seems to just hold this hate for my grandparents and it seems it gets in the way and makes me not like her.
She also had a boyfriend the second she got released from prison and told me that was my new dad (I don't know my dad) and she seemed to pick him over me. I say this because she had a chance to do her parole where I lived or where he lived and she chose over there. She also talks about him non stop til this day referring to him as my dad whether they are together or not.
Her and him have already had rough times and he's lied and a this to her mind games and such yet none of that keeps her from holding any hate like how she does with everyone else apparently.
I felt like I care less about her because of this as well.
Part of me feels horrible, part of me is like it's not my fault.

I don't usually understand those that solely do cardio by running/jogging. That's probably the reason why some bodybuilders or weightlifters are turned off by cardio. The first thing they think about is just running/jogging. It's boring and gets tedious real quick. There's treadmill in the gyms but why not just run around your neighbourhood? Cardio comes in the best form when paired with a sport or some activity.
Playing soccefootball, basketball, swimming, jump ropes, frisbee, martial arts etc. They make cardio much more fun and enjoyable and they can be more intense than just jogging/running. The only good thing about it is you see a change in landscape/scenery. My main cardio forms are jump rope, Muay Thai and football (soccer). These two alone combined can possibly burn more in one day compared to just running/jogging and they're much more enjoyable.
You learn skills as well relative to the activity but running/jogging there's not much to gain compared to the amount of output you give out.

Please read before commenting.
So I have been sharing this story where I tried chasing this kid when I was still a kid. I forgot the details but I believe I was chasing him because rumors were being spread about me. When I caught him I put up my fist to see if he would fight back. Because back then, the only reason I believed someone would spread rumors is because of anger or hatred. For context, we both speak English but we are different in terms of nationality.
But I learned that this kid wasn't angry at me. He was afraid. After he fell as he looked behind while running, I saw the fear in his eyes when I held him to the ground with my fist in the air. I was shocked for like 5 seconds. Then I walked away slightly angry and slightly guilty. The kid recovered so easily and even approached me from behind with a smile on his face.
Thinking about it. Why does it feel unfair? This guy's emotion goes up and down real quick. I feel as if I have to endure quite a bit. It feels unfair even after knowing that the intensity of his fear goes much higher than mine. This guy more often than not enjoys normalcy and when he's happy, he must be really happy.
Well, I guess the takeaway is that when I feel happy, I don't feel the same intensity but feel happy for a longer duration.
Where am I going with this? I'm learning new things as I go and I learn things by myself. I imagine people learn by interacting. So how can I know what people know that I've learned? I feel as if I have to share my whole story just to find out. Because what I know is usually connected to me. I know that people don't want to hear others' stories connected to themselves but it doesn't make sense. People want me to share but I can't share what I think I should. People see me as this "It's all about me" person when I know for a fact that I'm not the one who shines the brightest in my story. I asked my family what they think of me in a story setting. I asked them where I fit best. And they've said I fit better as a narrator than part of the story itself. I don't mind. I'm just letting you guys know that I know it isn't all about me. I may not be interesting but neither is learning a lot of things, but it is still important to learn.
I just want to add that instead of wanting to be in this kid's place, I would rather protect him because I know we don't live in an ideal world. I want this kind of guy or type to be happy without being afraid. But without this kind of person showing fear, I don't think people like me would be able to understand what fear is like so maybe it's not me who should be protecting but the other way around.
Note: If you have a deciding function as your dominant (IxxP or ExxJ) you are a single decidedouble observer. If you have an observing function as your dominant (IxxJ or ExxP) you are a single observedouble decider.
I have two questions for both types.
What can I do to make people less afraid of me? This is so I can help others in a similar situation as well. (Fear of Order or Chaos)
How to deal with pain caused by invalidation or rejection? Same as above. (Dislike pain: Self or Tribe)
Hopefully, someone can answer both with one answer.
By the way, we all deal with fear and pain. It's just that we experience one more than the other.

i don’t know why i’m crying so much, i cannot stop the tears and i wish i could sleep but it’s exactly 4am and i am unfortunately wide awake.
i moved in with him six months ago, we’ve been together for 11ish months but when i moved in with him i moved 3 hours from friends and family (long story as to why) and i’ve been struggling hard being away from my loved ones, especially since my mom just had a baby and i feel as if i’m missing out.
i’ve been depressed and trying but i’ve made hardly any friends and i just think going back and living around home would help me a lot mentally.
i told him this and he shut down, i told him i don’t want to break up i said we can do distance we can have cute dates and visits i tried to make it optimistic and then i gave him space he asked for.
hours later he’s drunk, he kept trying to talk to me while i was sleeping and i told him im tired and i just really want to sleep so i just want to sleep on the couch. he started yelling and crying loudly. i get on the couch and finally sleeping but get woken up to slamming doors and loud stomping.
he goes out the front door slamming and stomping and sitting in his car listening to music, i can hear it. he comes inside and takes to me slurring his words and im so uncomfortable. i don’t really drink, i was raped while drunk/drinking with a male friend around a year ago this time.
it feels suffocating it felt scary. me laying on the couch as he’s standing over me i felt so defenseless and as if i was just shrinking. maybe i’m making it a bigger deal than it is but really, i’m 19 years old i feel too young to have to do this i feel so emotionally exhausted and all i want to do is make that three hour drive home.
at least he poured out all the alcohol in the house

I have been walking for like 35 minutes from Itaewon to ichon and I have not spotted one foreign kid here other than myself. Where are they? Seriously it's a Saturday, how are they this rare?

I have wanted to quit for awhile but it was just so convenient to pick it back up.
I decided to go to Miami Beach for the first time and do things I’ve never done before. I took my vape with me, but would intentionally fill my day with bucket list things. Snorkeling, zip lining, cruises, etc.
All the excitement and the sun in my face and the activities / dopamine I received from traveling across the country and doing bucket list items .., I was able to just throw my vape away. I got home. I hit a dead one when I saw it. It satisfied the initial “see vape, hit vape” reaction.
I “hit” the dead one once or twice a few days after.
I don’t have the urge anymore. At least it’s not so overwhelming I can’t just focus on something else. I really don’t even think about it.
If I do think about it, just use the classic “redirect” psychology trick.
I don’t ignore my cravings. That’s a recipe for cognitive dissonance. Instead, I tell myself, “yeah but I felt so much better when I was doing _. I’ll forget about it in 5 seconds and be glad I didn’t pick it up again”.
I’m going back to the gym daily to keep the natural dopamine high going, and I just think it’s so cool that I went on vacation with the intention of becoming a better human, and being able to quit vaping came from that lol.
However..:. If you live in Miami Beach and still vape, idk what to tell u :/

I [36F] really don’t know how things got as bad as they are but I basically never speak to my dad [63] or my stepmom/their kids and I don’t want to. Background: I never lived with my dad, only ever lived with my mom and paternal grandma/grandpa. Our relationship was always strained in my opinion. He was stern and quiet and I couldn’t tell when he was mad. He wasn’t affectionate really. He never said much unless he was voicing his opinion or criticizing something. Kind of like walking on eggshells for me once I wasn’t a fun little kid anymore. I was welcoming of stepmom dating my dad when I was a teen, but by the time I was an adult I just wanted to try having a meaningful relationship with him first, before her. I tried letting him know but it never went anywhere. He never met me in the middle. I think I should make it known that I don’t want to see them at family events anymore, for my own mental health. But it just isn’t that easy.
I’ve spent lots of time feeling guilty for where our relationship stands but keep reminding myself of why I feel the way I do; that I was a somewhat neglected child/teen and that they were the adults during important developmental years of my life and did an exceptionally poor job helping me navigate life. I guess I was a highly sensitive child and still can be a sensitive adult, and I’ve learned to mask it all too well. I don’t have much memory of my childhood and I think I had so much anxiety that I was not fully present in my body. Once I was an adult I became more aware of my feelings and how much I was stuffing them down probably because I was always told to quit crying and being a baby. Even as an adult he told me to suck it up when I was crying from a serious break up. I guess my feelings and emotional well-being were and have been ignored. I also think my father would deny my reality a lot when I was little. I remember hearing “that didn’t happen” or “I didn’t say that” often. It’s hard for me to tell if he was gaslighting me and possibly a narcissist. My dad was basically a big bully.. he’d give kids in our family nicknames and they weren’t always nice. He called my chubby little cousin doughnut boy. He’d laugh at kids all the time, out loud, right in front of their face. He didn’t believe 3rd grade me when I said I had broken my arm while he was literally there and saw me fall. Two days later I was finally in a cast.
As a 20 something I found out from my stepmom that I was still on my dad’s health insurance, right at the time I would no longer be eligible to be on it- after thinking I had no way to get basic medical treatment for years. Never got my SAT Scores or senior photos done because they kept saying they’d help me do it and never did. She was photographer, jfc. She’s so vain and her body issues were projected on me. When my grandpa died my step mom called to break the news… I was not close with her then or ever really. Why should she be the one to call and break the news the first time I experienced the death of a loved one? If I ever tried calling for my dad, I couldnt even talk to him without going through her first. When I was about 20 she called me a spoiled brat after not getting her way with me and my dad was there to take her side. She’s always sticking her nose in every one else’s business and caused an even further rift between me and my dad when she stirred up drama between my mom and my dad that would have been non existent if not for her planting a lie. It was kind of traumatic for me and happened on Christmas of all days.
Either way, I hate seeing them at family events and never know when they are going to be there so I have a lot of anxiety about family gatherings that should be a good time. Any time they aren’t there I enjoy seeing and spending time with everyone. I think I need to voice how I feel for my own peace of mind but I just know they won’t understand my point of view, they never have. And there is just too much to be said..
For years our relationship was just awkward talk-about-the-weather type of surface level convo on holidays and last year when he gave me a shoulder to the chest during a goodbye hug, I said to hell with it. Why am I even trying to be cordial at this point? Now I have other family members butting in. I almost want to send a group text message saying that I’d prefer to be notified when they are coming but that is just too much to ask in my opinion. Family can’t really control when family decides to show up to a gathering everyone knows about.
I need to find a way to move on with my life and stop living in my trauma. If you read for this long, thank you 💕

​
https://preview.redd.it/cfgxd4rg3r3b1.png?width=1400&format=png&auto=webp&s=ffc987b3245e9e03ae74d7407ae467af1381ba7f

So, yesterday I witnessed the premiere of the Spider-Man: Across the Spider-Verse. I was hyped up for it for quite a while because it featured Miguel O'Hara as a major character in it, in addition to this I also watched the Into The Spider-Verse while being in England. After watching it I can proudly claim that Spider-Verse 2 is the perfect sequel, and here's why.

https://preview.redd.it/j07k6cog5r3b1.png?width=1200&format=png&auto=webp&s=da07d84df2dc0ef17ef1e817bdb8c01c8167ffd4

This post probably won't be as greatly structurised and for the most part I'll talk about the plotline of the movie more than anything, not without the reasons. The whole story we follow through is a direct consequence of the previous movie's events. It's connected, but it doesn't require watching the original Spider-Verse to get at the very least a glimpse of what is going on. It makes you look at the Into The Spider-Verse drastically different.

The focus is still on the main trio from the previous movie: Miles Morales, Peter B. Parker and Gwen Stacy, but most of the focus goes to Miles and Gwen. The story explores on how actually messed up their lifes as Spider-people are, their loneliness and paranoia. Right in the beginning of the movie Gwen's whole life gets Kingpin-crushed: she leaves her punk-rock group and reveals her identity to her father, who tries to arrest her right after. Luckily, she gets some help from Miguel O'Hara and Jess, Spider-people from other universes that go around fixing the anomalies, unfortunately Gwen didn't know how big of a downfall would happen next. Miles isn't too happy with his own situation too because being a Spider-Man shattered his personal life, noticable by his absense in the most important events, like his father getting promoted. The situation here is pretty similar to Gwen's, as he can't reveal his Spider-Man identity to his parents because of the great impact it may cause. So, both of them are strangers in their own worlds, which creates a strong bond between them.

I was worried about Miles' character being stagnated, because he already learnt everything he needed in the previous movie, fortunately enough it isn't the case here. The movie gives a lot of gut-punches to Miles, making him question his own identity. As we find out, the spider that bit Miles wasn't intended for him, but instead for another person in other universe, it was a complete mistake that led to Peter Parker of that universe dying, and not just that. The universe, from which the spider originated from, became a dystopian nightmare, revealed by the end of the movie. There isn't too much to say about the Universe-42 because it was vaguely introduced just recently, but what I've already seen makes me wonder even more about what the hell is actually going on there: Jeff is dead, Aaron is Miles' father, Miles himself is the Prowler, and apparently the whole city crumbled under the anarchy because there was no Spider-Man to fight villains like The Sinister Six to begin with. It's also important to mention the Spot, one of the antagonists of the movie that was born because of Miles' actions (collider going boom). He lost everything he ever had and in the beginning of the movie we see him as a broke guy who just tries to live normally and cope, but when Miles comes into the picture and, from the Spot's perspective, doesn't give a crap about him and puts him down like everybody else, he gets enraged and decides to get his revenge on the guy, causing even more multiversal wreckage. All of this makes me question myself Miles' identity and whether or not he is a mistake, directly responsible for all of the crap that's going on or just a guy who was in the wrong place at the wrong time trying to put his life together while also going on with Peter Parker's legacy.

https://preview.redd.it/z62klkoqer3b1.png?width=1920&format=png&auto=webp&s=a414edbc6803c8f2eb2a94a55a1de60f75a6329d

The last aspect of the movie's story I'd like to talk about is Miguel O'Hara (Spider-Man 2099), the character that was teased long ago in the original SpiderVerse movie. He created a device that made him able to travel across the spider-verse (pun unintended) and later tried to find a universe where his daughter was alive and well. However, it caused an anomaly that devoured that universe and permanently scared Miguel, who created the Spider Society afterwards in order to fix these multiversal problems. This is where the moral ambiguity of Spider-Man 2099 comes in. He is ready to sacrifice people's lives in order to keep the multiverse intact and, needless to say, Miguel is quite harsh and cruel about it, going as far as sending the entire Spider-Society to hunt Miles Morales and imprison him. The character's highlight is a rocket-chase scene, when he reaches Miles and yells at him, explaining why he is nothing but a mere mistake that caused all the wreckage, the uneasiness of the whole situation is multiplied by Gwen and Peter trying to stop Miguel and his overall appearence that explains better than anything how he's done with all of this crap and just wants to finish it. So, overall, this man is everything but boring, a really compelling and nicely done anti-hero.

So, in conclusion, Across the Spider-Verse rocks. I had no regret about going to the cinema to witness it's premiere, and if you haven't watched it yet - do it. Absolutely pictureasque visuals and interesting story make it definetly worth it to spend your time and money on. And personally for me, it is the perfect sequel for the Spider-Verse, I can't wait to see Beyond the Spider-Verse and how the whole plot would get resolved, probably gonna be a long time (a whole freaking year), but I'm 100% sure it will be worth it. That's about it, see ya

So yes the title is true and I know some people will be like "well that's normal" and yes it probably is but I just I don't know anymore! Okay I'm just going to get straight to it. I have been talking to this girl for a week and yes I know that's not much time but me and this girl have a connection. We literally love talking to eachother and can't stop talking but there is one issue and that's my best friend. My best friend is the most amazing person I have ever met like she I literally the sweetest, funniest, mist caring person I know. I have had a crush on her for years. Even when I have been in relationship I still thought of her. Our memories and future. It's not like the normal crushes I have had. It stronger and it's not sexual. It just I want them in my life. Be there for them and spend my life with them. I love them so much but I can't ruin our friendship plus they aren't looking for a relationship ( they aren't the relationship type you know) . They always make me smile. I'm always the happiness around them. I can't keep feeling like this cause it not healthy to want someone that badly.
I imagine a life with them. Us living together, me cooking for them, having life with them. I know I keep repeating shit but I can't stop thinking about them. I also know these are just day dreams and they will never happen but I wish it could or a least tell them how I feel. I don't ever want to lose them.... so what do I do ?
Plus what about this other girl she so amazing and I love talking to her she is so nice and also I first person to actually like me for me you know !!!
So please help me out!!!!