can someone explain why this code doesnt work? nothing being written in output.
https://preview.redd.it/rp87q4mkfr3b1.png?width=1920&format=png&auto=webp&s=13eb7d3bedfb7a7cadc66b4207dc16c67b277bab

A silly thing from over a year ago. I actually wrote this down back then but never posted it. (Only now that Reddit will be killing off all the good apps, I figure I might as well do everything I never did.)
There's this fun serialized audio drama I listen to. It's also on Reddit where I used to comment on as pretty much the only person, so the author of the show also knew me as that Reddit guy.
At some point last year I learned there is also a Discord server. So I clicked the join link, but to my surprise it just opened the server, i.e. I was already joined in.
This was strange, because 1) I didn't know about their Discord at all, 2) I only had a tiny handful of Discord servers at the time, so I knew all of them closely, any new addition would had to be obvious.
Well, I said hi and expressed my surprise over this. The showrunner also went "oh hey that's the Reddit guy, I didn't know you're here". It was a tiny server at the time too, so newly joined people would stand out I think.
The admin dug out the logs and said I had joined several months prior.
Of course it's not completely impossible that I learned of the server, joined, never said hi, forgot about it, the showrunner didn't notice a friendly name, and over a span of couple months I never noticed it's in my short list of servers... But it's kinda unlikely and just feels Matrixy glitchy, you know how it is when something feels odd like this?
The fact the show is about time travel, changing history, merging parallel realities and stuff, also makes it particularly meta.

Julia Holdom New Zealand Tertiary College

Practitioner Research： Vol 5, No 3 - May 2018

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A personal reflection

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Figure 1: Children at Little Einstein’s Educare in Cambridge lead the design, planning, and execution of the construction of a hut made out of tree branches after recent stormy weather.
When introduced to the acronym STEM (which stood for science, technology, engineering and mathematics) learning in early childhood education (ECE), I was immediately intrigued. Having been a kaiako (teacher) in rural New Zealand and growing up on a dairy farm, natural, hands-on, child-lead, and inquiry-based learning was my passion. It always sat well with me that Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whāriki) (Ministry of Education [MoE], 2017) backed by decades of research and literature supports a play-based approach to learning in the early years in New Zealand. It did not come as a surprise to me then that STEM learning, a term for the learning areas of science, technology, engineering and mathematics, a buzz phrase making its way around the international academic world, was something I recognised as intrinsically woven throughout early childhood curriculum and programs in Aotearoa/New Zealand. As a result, I presented on STEM learning in ECE with Fiona Woodgate, at the 2017 New Zealand Tertiary College symposium and have since been speaking with kaiako from different regions in New Zealand to get a broader idea of how STEM learning is integrated into their ECE programs.
Due to a rapidly evolving, complex and technologically advancing society, it is now well recognised that future societies are going to need to be equipped with a range of problem solving and creative thinking dispositions, rather than specific skill sets (Allen, 2016; Smith, 2016; Rodriguez, 2016; Wise Lindeman & McKendry Anderson, 2015). The young children of today need to be involved in real world, contextually relevant learning, in order to support their communities, preparing them for educational opportunities in the future, as well as a wide range of careers that may not currently exist (Allen, 2016; Draper & Wood, 2017). This realisation has resulted in a strong international focus on the concept of STEM learning in today’s varying education settings. Science, technology, engineering and mathematics (STEM), whilst a relatively new term in the early childhood education sector in New Zealand, is not a new concept. Its focus is to support children in learning problem solving, creative thinking, investigation skills and design, through multi-content curricula (Sharapan, 2012; Boston Children’s Museum, n.d.; Gartrell, 2016).
This reflective article begins to explore the concept of STEM through the lens of Te Whāriki (MoE, 2017). The world renowned curriculum document is well known for its focus on dispositional, play-based learning, and the weaving of multiple curriculum content areas throughout daily and ongoing learning experiences. Te Whāriki (MoE, 2017) not only focuses on skill acquisition, but on dispositions and attitudes that support learning throughout a lifetime. This article presents an explanation of how teachers can support STEM concepts and experiences from ECE settings inAotearoa/New Zealand are shared to provoke thinking and reflection.

Science, technology, engineering and mathematics – An introduction

In ECE, recognising individual aspects of STEM learning can be relatively simple. Children are naturally curious, and begin to explore the world around them from infancy, developing their own working theories about how the world works through the people, places and things that they interact with (MoE, 2017). In this sense, they are natural born scientists, investigating, questioning, exploring, and experimenting. As they explore, they are often confronted with simple scientific and mathematical concepts, such as learning about gravity, force and motion, quantity, number, weight, space, and time through play (Boston Children’s Museum, n.d.; Sharapan, 2012; Hamlin & Wisneski, 2012; Bosse, Jacobs & Anderson, 2009).
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Figure 2: Building a relationship with Papatūānuku (Mother Earth) is seen as an essential aspect of early childhood in Aotearoa/New Zealand, which can lead to increased environmentalism and sustainability in years to come. Children are encouraged to be involved in the care of the natural environment, and here, they are engaged with centre family members in exploring the garden, utilising and leaning valuable STEM concepts in the process.
Working theories are the evolving ideas and understandings that children develop as they use their existing knowledge to try to make sense of new experiences. Children are most likely to generate and refine working theories in learning environments where uncertainty is valued, inquiry is modelled, and making meaning is the goal” (MoE, 2017, p. 23).
Often within children’s play arises the opportunity to use varying tools to support their learning. Utilising tools with a purpose for design or problem solving can be understood as technology (Dietze & Kashin, 2012; Young & Elliot, 2003). Technology in ECE is often viewed by kaiako as digital technology, and the use of information communication technology (ICT) (Wise Lindeman & McKendry Anderson, 2015), however it is imperative to recognise that technology is anything that has been designed for and is used for a purpose, generally being to make a task easier, quicker, or more productive (Young & Elliot, 2003; Fleer & Jane, 2011). In my experience, engineering is perhaps the more challenging notion to identify as part of young children’s learning and development, in part due to some teachers’ lack of content knowledge in this area, but also the complexities of this concept for children in the early years. Much of the literature on STEM learning focuses on engineering for children from preschool age onwards (3+) without mentioning the infant and toddler years. Perhaps this is due to the perception of what design and engineering is for differing ages. Is a toddler not engineering when they are constructing with sand in the sandpit? Is an infant not designing when creating art with finger paints or food on different surfaces during experiences every day?
“The day-to-day programme and environment are organised in such a way that children can initiate purposeful, problem-solving activities and devise and solve problems to their own satisfaction using a variety of materials and equipment” (MoE, 2017, p. 49).
Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations (MoE, 2007, p. 26). Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical, and creative.... Technology is never static. It is influenced by and in turn impacts on the cultural, ethical, environmental, political, and economic conditions of the day (MoE, 2007, p. 26). Engineers design technology using a combination of science and math (Pantoya, Aguirre-Munoz & Hunt, 2015, p. 61). Engineering is solving problems, using a variety of materials, designing and creating, and building things that work (Boston Children’s Museum, 2013, p. 3). Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but different ways of thinking and of solving problems. Both equip students with effective means for investigating, interpreting, explaining, and making sense of the world in which they live (MoE, 2007, p. 26).
Whilst internationally, the concept of STEM focuses on inquiry and project-based learning, often planned for, facilitated and led by adults, I see this concept being represented in a range of educational settings, woven through a range of pedagogical approaches and philosophies of teaching in New Zealand. In line with the vision of Te Whāriki (MoE, 2017), STEM learning occurs naturally in children’s play, need not be teacher-led or project focused (Gartrell, 2016; Draper & Wood, 2017) and can effectively be supported in a socioculturally relevant context for individual learners and their learning communities (Hamlin & Wisneski, 2012; Moomaw & Davis, 2010; Neill, 2009).
Science, technology, engineering and mathematics learning is important for all children, individually, and within social groups of learners. The common theme within the four STEM concepts, is that they are all content areas that occur naturally through play. When children are natural learners, curious in nature, they do not require adults to give them answers to questions, and do not benefit greatly from this method of teaching (Allen, 2016; Sharapan, 2012). Instead, children develop life-long dispositions of inquiry, curiosity and independent thinking by having inquiry skills scaffolded or modelled to them. Often children embrace the opportunity to investigate for themselves, experimenting, exploring, making mistakes, and using trial and error. In this sense, STEM learning is a way of being, a way of playing and a way of learning (Boston Children’s Museum, n.d.). So where do kaiako fit into STEM learning?
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Figure 3: Through their natural urges, infants and toddlers explore mathematic and scientific concepts through play with the support of their kaiako, as well as through environmental prompts, provocations and play invitations.

The science, technology, engineering and mathematics environment

There are a number of areas worth considering when planning for and facilitating learning in diverse and unique education settings. One of the most obvious in play-based, child-led settings is the physical environment. Those familiar with the Reggio Emilio approach will have heard of the notion of the environment as the third teacher (Delany, 2011) and providing opportunities for child-led learning through the design of and resources available in the child’s physical learning environment. It is imperative that the environment supports STEM learning so that children may engage in STEM learning experiences both independently, as well as with peers and kaiako (Hamlin & Wisneski, 2012). Long gone are the days of including a science, mathematics or technology corner in your classroom or setting (Neill, 2009; Delany, 2011), instead the emphasis is on saturating the environment in resources that encourage authentic, real-world, familiar and culturally relevant ways of exploring. These resources do not need to be expensive and single purpose, and can easily be found in our natural environments. As New Zealand makes more of a move towards environmental sustainability, and eco-schools become more popular (Vincent-Snow, 2017; Enviroschools, n.d.), reusing and recycling materials becomes an exciting way to make the most of what we have available to us, and supports children’s creativity.
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Figure 4: Uninterrupted play allows these tamariki time to work together to create, design, problem solve, and imagine. Here, children in the Tui room of Little Einstein’s Educare have created a structure to protect themselves from the ‘Lava’ beneath.
Another popular move in recent years appears to be the inclination to get out into nature to support real life, hands on learning. Emphasis has been made on preventing a generation of children with Nature Deficit Disorder, a term coined by Richard Louv (2005) in his book Last Child in the Woods. Kaiako and children are venturing out into whatever natural environments they have available to them, such as local parks, reserves or forests to make the most of natural learning that occurs when children are empowered to explore, question, and discover. science, technology, engineering and mathematics learning could not be more evident in these opportunities to explore and build a relationship with Papatūānuku.
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Figure 5: Nature Days are becoming increasingly popular in ECE settings that can accommodate such expeditions. Children are empowered to use a variety of tools to explore, create and design, and developing working theories through the relationship they are building with the natural world around them.

Reflective Prompts

Consider the ECE settings and environments you are familiar with. Does your environment invite exploration? Are there spaces, in which children can taste, touch, smell, listen and look? Are there gardens and natural spaces for children to independently explore nature science, earth science and opportunities for children to play with different matter to build working theories about the natural and physical world? Are there loose parts provided both inside and out for children to construct, build, design, create and begin to develop theories around science and mathematics through size, weight, height, gravity, momentum, trajectory and more? Do you have pen, paper, clipboards, scissors, cameras and other technological tools available to children in different areas that they can easily access and use to document, plan, take notes and draw about their learning and discoveries – inviting engagement in the concept of engineering?
“Children have opportunities to explore how things move and how they can be moved by, for example, blowing, throwing, pushing, pulling, rolling, swinging and sinking. Children have access to technology that enables them to explore movement, for example, wheels, pulleys, magnets and swings. Children have opportunities to develop spatial understandings by fitting things together and taking things apart, rearranging and reshaping objects and materials, seeing things from different spatial viewpoints and using a magnifying glass” (MoE, 2017, p. 49).

Science, technology, engineering and mathematics books

Books are an essential resource for any STEM learning environment (Bosse, Jacobs & Anderson, 2009; Boston Children’s Museum, n.d.). Not only is it important for children to access reference books with correct images and names of items, something Fred Rogers found instrumental in supporting children’s language acquisition and development (Sharapan, 2012), but also fictional and non-fiction story books about people and characters whom are investigators, explorers, inventors, designers and problem solvers themselves (Pantoya, Aguirre-Munoz & Hunt, 2015). Children’s scientific and engineering identities are supported as they explore literature that introduces concepts, dispositions and attitudes children recognise within themselves, and they are able to develop deeper understanding of STEM concepts as they explore these in context through stories, characters and the arts (McLean, Jones & Schaper, 2015; Sackes, Trundle & Flevares, 2009).
In addition to this, Kathy Trundle’s work on inquiry-based learning emphasises the opportunities that arise through purposeful interactions between kaiako, children and books to scaffold children’s inquiry skills.
Fictional children’s books to support STEM learning and identity in the early years: Inventor McGregor by Kathleen T. Pelley The Grandma McGarvey series by Jenny Hessell Oh the Things they Invented by Dr Seuss Rosie Revere, Engineer; and Iggy Peck, Architect by Andrea Beatty and David Roberts Anything is Possible by Giulia Belloni

Risk taking

Wise Lindeman and McKendry Anderson (2015) emphasise that children need real-world experience and real-world problems in order to have a chance at developing solutions to these. Pawlina and Stanford ( as cited in Wise Lindeman & McKendry Anderson, 2015) add that educators must view mistakes as opportunities to grow children’s brains. Here, teachers must consider both physical risk taking, as well as emotional and mental risk taking. In today’s society, maintaining the physical health and safety of the children in our care settings seems to have counterbalanced the human need to take risks in order to learn. Kaiako are finding themselves challenged beyond comfort when it comes to children’s safety, and the balance between safe and calculated risks, children learning from experience, and adults protecting children from physical injury is out of sync. However, research shows that children need these experiences to learn for themselves, and that without these risk-taking experiences, children will not be adequately prepared for challenges they will face in the future, both physically and mentally (Brynes-Swiatek, 2017; Curtis, 2010; Gramling, 2010; Warden, 2010). When it comes to emotional and mental risk taking, we must consider how we are supporting children to try new things, supporting them to push themselves out of their comfort zones, and risk making mistakes and being wrong, all whilst remaining confident that their holistic wellbeing needs are being met to maintain a safe learning environment.
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Figure 6: When the tolerance for risk is zero, children don’t really risk loss of life or limb, but more often than not, they risk losing valuable experiences with the world they inhabit. (Gramling, 2010, p. 51).
Te Whāriki (MoE, 2017) supports this through its sociocultural approach to learning, outlining the need for children to learn in culturally and socially relevant contexts. In addition to this, aspects of dispositional learning such as perseverance, persisting with difficulty, and facing challenges or uncertainty (MoE, 2017), are outlined as important for life-long learning. Risk taking is highlighted as a desirable learning outcome throughout the Exploration strand of Te Whāriki (MoE, 2017), particularly for toddlers and young children. Risk taking, mistakes, failure, trial and error are all significantly important in STEM learning and developing perseverance, inquiry skills, attitudes towards exploration and creative thinking.

Reflective Questions

Does your learning environment, both material and otherwise, provide opportunities for children to take risks physically, cognitively and emotionally? Are children encouraged and supported to experiment, to trial, to make mistakes, to fail or succeed, and to revisit their learning? Do your environments allow for independent and group creative thinking and problem solving?

Time

Providing children with not only the space and resources needed for exploration and enquiry learning, but the time to discover at their own pace, and the opportunity to document or revisit their learning is crucial. Gifting children the time to figure things out for themselves, without interrupting their learning with a quick answer, supports an attitude and disposition towards creative thinking and problem solving. Dr. Emmi Pikler (as cited in Christie, 2012) emphasised the importance of slowing down one’s practice and interactions to deeply engage with the children during interactions. Toni Christie (2012) states that the practice of taking adequate time deepens teachers’ awareness and knowledge of each child. The same concept can be applied to children’s interactions with the world around them. Can giving children the time to explore, think and discover deepen their awareness and knowledge of the world around them, teaching them more about science, mathematics, engineering and technology in real-world, contextually relevant and authentic ways?
“The learning outcomes in each strand are broad statements that encompass valued knowledge, skills, attitudes and dispositions that children develop over time” (MoE, 2017, p. 22).
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Figure 7: Hands on Science in action! Many New Zealand ECE settings are making a move to embrace children’s natural inclination to get messy during their exploratory play. Science occurs in many forms, why not through mud and water play?
In addition to giving children the time needed to learn, do teachers support children to stay on task and be focused on the interest they have taken, or do they interrupt this learning with routines? In Carr and Lee’s (2011) research on children’s learning wisdom, they highlight the importance of teachers adopting strategies to support children to revisit their learning. One strategy suggested is that “Teachers can document the changes in children’s understanding” (Fleer, 2008 as cited in Hamlin & Wisneski, 2012, p. 85). This allows children to deepen their engagement, and develop an openness to experiences and a capacity to reflect, in order to make sense of their learning.
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Figure 8: Working together as a team to solve problems, think creatively and develop theories about how things work. Science, technology, engineering and mathematics all evident through child initiated play experiences.
Reflective Questions: Are children gifted the time needed to explore, design, create and learn in uninterrupted environments? Do the routines of the day disrupt this learning or do they support busy learners to continue their work? Are children given the tools and strategies required to support them to document and revisit their learning? Are kaiako skilled in the art of observation, knowing when to step in, and when to step back? Are kaiako gifted the time to support children’s learning in this way, or are they too busy with the organisational tasks of the day? Do teacher - child ratios support quality STEM interactions?

Purposeful, intentional teaching

Once we have decided as kaiako whether we should step back to observe, or step in to add value to the child’s learning experience, the responses we provide must consist of high quality, purposeful, thoughtful interactions with children (MoE, 2017). In these moments, teachers need to be highly sensitive and aware of what the child needs from them – more often than not, it is not an answer they need, but stimulating investigation habits and behaviours being modelled to them (Sharapan, 2012). Kaiako must embrace opportunities to model moments of wonder, using questions that may prompt curiosity within children, and the opportunity to co-construct ideas and working theories in collaborative settings (Allen, 2016; Boston Children’s Museum, n.d.; Sharapan, 2012).
The key to these experiences is not to make the mistake of answering children’s questions with an answer, but to provide intentional, open-ended questions and comments that get the children thinking (Boston Children’s Museum, n.d.; Sharapan, 2012). Equally as important, is the need to model and introduce the use of varying tools to support their enquiry, so that they may seek their own answers independently in future.
Modelling STEM language is crucial to a child’s ability to learn STEM enquiry and thinking themselves. In addition to questions, modelling scientific, mathematical and investigative language is important to support children’s inclination to develop their own working theories. Supporting children by modelling language, describing using scientific, mathematical and technological words will give them the tools to use to do the same in future experiences. This will also normalise STEM concepts and learning for children (Sharapan, 2012).
It is important to support children’s scientific enquiry in new ways too – perhaps in ways they had not thought of themselves. This is where we are scaffolding their learning, in that they are learning new ideas and knowledge in a social situation from others. Part of STEM learning is how children understand investigative thinking and processes. Imperative to science, engineering and design are STEM process skills (Neill, 2009). The Ministry of Education supports this by adding that children should have opportunities to demonstrate “curiosity and the ability to enquire into, research, explore, generate and modify working theories about the natural, social, physical, spiritual and man-made worlds… [and the] ability to represent [these] discoveries using expressive media, including digital media” (2017, p. 47).
“Kaiako are the key resource in any ECE service. Their primary responsibility is to facilitate children’s learning and development through thoughtful and intentional pedagogy. This means they require a wide range of capabilities [including being] knowledgeable about play-based curriculum and pedagogy and able to conceptualise, plan and enact curriculum that is motivating, enjoyable and accessible for all children, [and] able to integrate domain knowledge (for example science and arts knowledge) into the curriculum” (MoE, 2017, p. 59).

Conclusion

The rapidly changing world that we live in, is providing us with many new and exciting technologies that make our lives easier, more enjoyable, and enable quick access to new information at a rate never seen before. However, with these new and exciting changes, also come challenges for children’s natural, enquiry learning. More and more ECE centres, particularly in city environments are designing spaces with little-to-no large open natural spaces for children in the outdoors, and are resorting to man-made environments of turf, concrete and other year-round, all-weather materials to support indoooutdoor play. Does this mean that these children miss out on the opportunity to learn natural science? Or can nature be woven through the environment and program in other ways? Children are also more inclined to want to be engaged with digital media, as their parents and society are modelling the use of these in everyday interactions. Is this cause for concern in the ECE setting, or can children be empowered to use technology in constructive ways? Are kaiako equipped with the understanding of STEM learning and child development that they need to support life-long learning dispositions of enquiry, problem solving, risk taking and perseverance, or are current pedagogies failing tamariki (children)? As learning and information consumption grows exponentially to the highest it has even been, it is now more than ever that children need teachers to be the facilitators of learning, the models of curiosity, the inspiration to learn, explore, discover, think, design and to be leaders of the future. Dispositions, rather than skills, are what tamariki need to succeed in the future. A final question for reflection therefore asks are educators preparing tamariki adequately for life-long success?

Acknowledgement

Special thanks to Jo, Jade and the entire learning community at Little Einstein’s Educare Ltd in Cambridge for giving permission to publish their inspirational photographs, and shared understanding of STEM learning in action. Special thanks also to Catherine at Hobsonville Point ELC, and Jen at Changepoint ELC, Tauranga for your wisdom and input on STEM learning in your ECE learning communities.

Image credits:

Figures1-8: courtesy of the kaiako, tamariki and whānau at Little Einstein’s Educare, Cambridge (Permission to publish from Jo Maddison, centre owner and director).

Cambridge Montessori Nursery Schools are educational institutions that follow the Montessori philosophy and approach to early childhood education. Montessori education was developed by Dr. Maria Montessori, an Italian physician and educator, in the early 20th century. It is a child-centered approach that emphasizes independence, self-directed learning, and hands-on experiences.
Cambridge Montessori Nursery Schools, as the name suggests, are located in Cambridge, United Kingdom. They provide a nurturing and stimulating environment for children between the ages of 2 and 5 years, often referred to as the nursery or preschool age group. These schools typically offer programs that align with the Montessori principles and curriculum.
The Montessori method focuses on creating an environment where children can learn at their own pace, explore their interests, and develop essential life skills. The classrooms are designed to be child-friendly, with materials and activities that encourage hands-on learning and foster independence. The Montessori approach also emphasizes the importance of practical life skills, sensory development, language, mathematics, and cultural awareness.
In Cambridge Montessori Nursery Schools, trained Montessori teachers guide and support children in their learning journey. They observe and assess each child's progress and provide individualized guidance based on their developmental needs. The teachers act as facilitators, offering materials and activities that align with the child's interests and abilities.
Cambridge Montessori Nursery Schools near me aim to create a positive and inclusive learning environment where children can grow academically, socially, emotionally, and physically. They often prioritize small class sizes to ensure personalized attention and a close teacher-child relationship. These schools may also offer additional enrichment activities, such as music, art, and physical education.
If you are considering enrolling your child in a Cambridge Montessori Nursery School, it is advisable to research specific schools in the area, visit their facilities, and speak with the staff to understand their curriculum, teaching philosophy, and admission procedures.

Yahoooo! Welcome to the Daily Discussion Thread! Have a very cool day! Luigi numbah one!
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I (30F) have been with my partner (M 31) for 1 and a half years. I decided on my early 20s that I l was going to stay single because Id be happiest belt myself. Then I met my partner and I finally understood what all the hype was about. He's wonderful and funny and we have loads of shared interests. We've been living together since August 2022 owing to his housemate and partner being pregnant and the London rental market being shite. He moved into my houseshare with the aim of finding our own flat.
Since he moved in we had issues. I lost my workout space and noticed how messy he was. I also noticed I was spending a lot more on food and other household items. This had an impact on our sex life and chemistry. I noticed his excessive drinking - I'd remind him he promised a booze free week but had been in the pub Tues, Wed, Thurs - he didn't like this
Fast forward to January 2023. We'd had a nice Christmas and it felt like we were getting back to 'us'. But I was grumpy one week because of issues at work (when this happens I retreat into myself and don't say much). He decided to move in with a friend. He told me this at 1am after lots of booze - he was leaving for a ski trip with his work in 5 hours. I was very upset because I felt blindsided. I cried my eyes out and stayed with my best friend and her husband. He prioritised getting drunk on this trip over speaking to me and helping me process
When he came back he said he'd thought he'd made the right choice and that this would improve our relationship. I disagreed but was glad to have him back. I was also concerned about his behaviour on this trip (half a bottle of whiskey a day at least)
Over the next 2 weeks I noticed some inconsistencies and realised he was lying about going to work. It turned out he was fired after this trip because of something that happened. He said that all his colleagues were drinking too much and that they were all ruby tackling eachother into the snow. He was devastated to lose his job - he loved it a lot.
My priority at that point was to be there for him. He was devastated. We moved flats.he went freelance.
Since then we've been okay but I realised we couldn't really move on until we knew exactly what happened. None of his female ex-colleagues would speak to him. I felt like he didn't know the full story but that something worse must have happened for him to be fired.
I arranged to meet one of his female ex-colleagues who I'd met. I did this without his permission. She told me the full story. His behaviour on the ski trip was generally unpleasant (very messy, kept asking people to buy drinks for him). He was physically creepy with at least three women (asking hy no bf, shes pretty, is it because she's tall),( groped arse). The act that meant he was fired was SA. He was walking with a female colleague alone in the dark and out of nowhere grabbed her by the vagina. She ran away
I came back and told him what I knew (with the ex-colleagues permission). He said he didn't remember this happening and is very upset about his actions - that he's done this terrible thing when drunk.
Reddit, my question is - should I stay or should I go? I am in love with this man and I've never felt like this about anyone. I think I'm also worried because I'm 30 and my parents and friends love him (they never liked anyone I dated before). Can he get better with professional help? I've noticed his behaviour improve since he was fired.
Can I insist he gets professional help for me to stay in the relationship?

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Now, you can proceed to style your hair as usual. Skinzey’s “Recure Hair Growth Serum” is lightweight and non-greasy, so it won’t weigh your hair down or leave it looking oily. Feel free to blow-dry, straighten, or curl your hair to achieve your desired look.
Step 5: Consistency is Key To maximize the benefits of Skinzey’s “Recure Hair Growth Serum,” consistency is key. Use the serum regularly as directed, usually once or twice a day, depending on your preference and hair needs. Remember, patience is important, as hair growth takes time. With regular use, you’ll start noticing visible improvements in the health, thickness, and length of your hair.
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Im hoping to get some insight on something because I don’t really know what to do in this situation anymore. My bf of 4 years ( were both turning 23 this year) is stuck picking his mom and brother up from work everyday because they do not want to get their license. His brother is 21 going to be 22 and barely works full time after work all he does is play video games and never wants to go out. He also makes remarks to my bf about not being able to save money and my bf is highly bothered by the comments but because he is so kind he never says anything back and still picks him up from work. He tells me it is because his brother has a bad temper and he does not want to start a fight. This bugs me because my boyfriend is so kind and giving and he is getting taken advantage of his mom and brother. His mom also says that his brother still has a “kid like” mind and that is why she never pushes him. I am starting to go crazy over this situation as we never have time to ourselves without having to work around both their schedules daily. Also his mom wants to buy a house and put my bfs name under it aswell so that we can buy a house more easier later on but I just feel like it has to do with them being dependent on my bf again. For this reason my bf also cannot get a new job due to him having to be at the same place for 2 years to qualify for a house so now I feel like he’s also being held back. I also want to mention that I live with my parents and we all do everything for ourselves so it’s hard for me to understand his side. I really feel bad telling him things because I don’t want to stress him out but it’s starting to rly drive me crazy. Am I being too invasive into his family and his relationship? I just don’t know what to do in the situation anymore.

6/1/2023 Fall Guys - Blorbius the Despiser
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12/29/2022 Mortal Shell
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1/21/2021 Galactic Civilizations III
1/14/2021 STAR WARS™ Battlefront™ II: Celebration Edition...
1/7/2021 Crying Suns
12/31/2020 Jurassic World Evolution
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12/20/2020 Defense Grid: The Awakening
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12/3/2020 CRSED: F.O.A.D.
12/3/2020 Cave Story+
11/26/2020 MudRunner - Old Timers DLC
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11/19/2020 The World Next Door
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11/13/2020 Neverwinter
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10/29/2020 Blair Witch
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10/22/2020 Layers of Fear 2
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9/23/2020 Rocket League®
9/17/2020 Football Manager 2020
9/17/2020 Watch Dogs 2
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9/3/2020 3 out of 10, EP 5: "The Rig Is Up!"
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9/1/2020 Commander Lilith DLC
8/27/2020 3 out of 10, EP 4: "Thank You For Being An Ass...
8/27/2020 Shadowrun Collection
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8/22/2020 3 out of 10 Episode 3: Pivot Like A Champion
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Hi For background info: 1. birthright is a program in the US for 18-26yo Jews to get a “free” trip to israel 2. Kippah is my gerbil
So my sibling and I decided about half a year ago we would go on Birthright together since he was 25 and its his last year eligible. I didnt tell him this- im not super interested in travelling- its just kind of exhausting and stuff for me- but i wanted to go with him and he was excited. First- its not actually free. Most of it is, but there is a $250 deposit that is refunded (unless you cancel), $100 in cash for tips required, $50 insurance required, and one meal a day. Considering all this was told to us after the deposit- i wasnt expecting it. I owe my parents money right now because of college expenses and its been extremely hard to pay for also converters and supplies in addition to that stuff- plus getting to NY for the initial flight.
Now my gerbil is elderly. He is extremely important to me- and we are close. For perspective- my roommate fed him for a week while I was away once- he his every time she entered the room. I opened the door and said “Hi Kippah!” And he immediately came out. He also comes when called and ive worked a lot with him to get him to trust me. Yesterday when I woke up, i decided to clean his cage since i was about to be gone for two weeks. I found him in his bedding- he could barely walk and constantly was falling. He hadnt been able to drink or eat since i had last seen him do so about 24h earlier likely. (He sleeps a lot). He now has to have the water bottle held up to him to drink, can barely walk, and is in a carrier. Hes not going to survive the two weeks im gone. I dont want to go. I dont want to leave him. I dont want him to die alone or with a stranger. I dont want him to be abandoned as he is doing so awful. I didnt even really want to go on the trip regardless. Im okay facing the consequences of my parents and financially. I am aware that not going would also hurt my sibling a lot, though i think he would also understand. If i dont go, i think id meet my sibling in ny like planned and then go back to my parents house for the two weeks and bring the gerbil instead. I feel like if i dont go though, id be an absolute d*cl to my sibling and itll have wasted so much money
I dont know what to do, what to say to my sibling (he is slightly aware of the gerbil’s situation but not me), i dont know
Edit too: I am not asking for veterinary advice and it is not allowed to be asked as it is medical. I am a vet students and know what is best care- wise for the gerbil. If he were human- he would be in hospice and/or a wheelchair.

So picking a title for this was difficult bc I could have added so much more, so please bare with me. I (M) met my ex-best friend (I'll refer to her as CMY (F) throughout the post) 20 years ago and we were instantly friends. It was a platonic relationship throughout the entirety, she was a sister to me and she often referred to me as her brother. Well the middle of last year my father was selling a house and property she was interested in buying and CMY asked me if I would talk to him about selling it outright to her and asked me to help fix the needed repairs upon purchase and in return she would gift me her mobile home that sat on a lot next to her parents house. A few months later everything fell into place and she moved into her new house and I moved into the mobile home in November of 2022. I cleaned out, installed new windows and countertops, pretty much gave it a new facelift and deep cleaning it's needed. During which time she had an extra car that she was letting me drive bc my family couldn't fit into the truck I had. It was a short favor as I didn't need it long and I returned the car, no harm no foul on time and in same condition as I borrowed it. In February of 2023 CMY asked me to finish an upstairs closet for her and she had also hired another local contractor (she'll be MJ throughout post) and she was from the same town as us. We were all friends with significant others, there wasn't anything weird about the agreement. I haven't mentioned that CMY is an alcoholic. When I say alcoholic I mean drinks vodka from the time she wakes up till the time her 16 year old daughter has to drag her into bed. She's had them removed by CPS 2 different times bc of her alcoholism and bad judgement while inebriated. Back to the post, One day me and MJ were cleaning and picking up tools, she had worked upstairs painting the closet all day and I was down stairs fixing a step on the porch... Anyway CMY walks in hammered drunk, crosseyed and spitty, takes one look at us (picking up a drop cloth) screams at the top of her lungs and runs out of the house. Both of us were confused and knew of her alcoholism so just thought she was drunk. Well she went right to the bar and started to tell everyone that she walked in on me and MJ not only having sex on the kitchen counter BUT then I was also shooting MJ up with a needle in her arm. Neither of which are true. Fast forward A couple weeks go by and CMY showed up to my mobile home and started smashing the windows out with a snow shovel... I didn't call the cops bc I knew she needed help and I avoided her swings and tossed her out of my house before things got worse. Month later Showed up while I wasn't home and ripped the fuses out of the electrical box by my meter. Called the propane company to tell them that her lot was vacant and she needed the tank picked up (leaving me with no heat source or cook stove source) Put a fake condemned paper on the front door stating the town condemned it bc of the broken windows (which I've since boarded up) Called electric company and switched bill into her name stating the lot was empty. Called again to have them shut power off completely stating lot was empty. I was served by a sheriff 2 days ago with a legal document stating she has no idea who the identity of the squatter (me) is. She is sueing me for not only the mobile home we had a verbal agreement on, but for all the money she could have made if she rented this mobile home out to someone else. The document says at the bottom is was printed using some diy legal document website.
The whole deal was supposed to end with me moving the mobile home off the lot by June 1st, and now I can't move it bc she has called the cops saying I'm stealing it. What do i do? I have never had anything like this happen before nor am I familiar with the court systems or where to start with a lawyer. Any and all advice will be appreciated. Thank you!

According to recent reports, it is possible to hack an iPhone in UAE. This is due to a vulnerability in the operating system that can be exploited by hackers. While Apple regularly releases updates to fix these vulnerabilities, it is important for iPhone users in UAE to remain vigilant and take steps to protect their devices.
There are several ways to secure your iPhone and reduce the risk of hacking. These include:
If you want to contact reliable profesionals to any service, you can contact:
Website: PEXA[.]ME
Telegram: (@pexame)

• Keeping your operating system up-to-date with the latest security updates
• Using strong, unique passwords for all accounts
• Avoiding suspicious links and downloads
• Using two-factor authentication where possible
• Regularly backing up your data in case of a security breach

By following these steps, you can reduce the risk of your iPhone being hacked in UAE or any other location.
If you suspect that your iPhone has been hacked, it is important to take immediate action. This may include resetting your device, changing your passwords, and contacting Apple support for assistance.
Remember, while the possibility of iPhone hacking in UAE may be concerning, there are steps you can take to protect your device and your personal information.
Stay safe and stay informed!
I just wanted to say thanks for sharing your knowledge and expertise through your post. It was well-written and engaging, and I learned a lot from it. Keep up the great work!

So I recently completed my level 2 training. I learned about all the symbols. My guru gave me some guided audio which helps in visualisation but the entire process is almost 2 hours. I am from Nepal. So lot of these practices has yoga aspects in it like breathing exercises and chanting omm. I love yoga and I know these exercises has all positive effects but to spend 2 hours everyday is difficult. I know different gurus has different ways. So I want to know how exactly do you practice?? Do you guys also have 2 hours practice or how long does it take?? Thanks

So recently I've been watching the US TV series called "Designated Survivor)", which is basically about a low-ranking US cabinet member who was a designated survivor rising to the post of President after the US Capitol Building was destroyed in an explosion, killing almost everyone in the Cabinet, Senate and House. While watching it, I couldn't help but think if SG also has something similar to ensure the continuity of government since we are a very small country and even though the possibility of something similar happening is nearly impossible, the possibility of it happening still exists.
So, what will happen if most of Parliament and the Cabinet are wiped out in a single attack? And are there any provisions in the Constitution that will perhaps guide the surviving government? (The closest I could find was Article 64A: "Continuity of Parliament" that was recently amended in 2020 due to the pandemic, but that's about it).
I don't exactly have much imagination on how such an attack could occur, or what motivations would there be, since Singapore isn't exactly a superpower like the US. But I think an attack would be along the lines of a drone attack, sabotage, missile strike and maybe special forces infiltration? It would be on a similar scale of 9/11 and would undoubtedly rattle every Singaporean to the core. There would be greater nationalistic sentiments and if the attack was carried out by any foreign country, there could be all-out war too though it depends where the country is.
So, what are your thoughts?

I'm from EU,so GAMES SHOULD work pretty much anywhere
NOT BUYING GAMES,ONLY TRADES - games for games or selling for paypal
No interest in TF2 keys,CSGO cases or ANY other virtual currency
BUYER covers the FEES (if outside EU,EU F&F only)
My Steam account so you don't offer me something I own
My Wishlist
My SGSRep
My IGSRep
​
​
Only looking for Steam games - so don't offer origin,uplay,rockstar,bnet or ANY other launcher
100% of my games keys are bought by me from official stores & I expect the same in return,so don't offer me keyshop games or game keys you got in a trade as I will decline
I retain the right to ask for proof of ownership for ANY game I want - just like YOU have the right to ask me the same
​
​
List of games I have:
Also have the Earthquake Relief bundle but reddit wont let me write all the games cause my topic would be too big - just ask
7 Billion Humans
8Doors Arum's Afterlife Adventure
10 Second Ninja X
60 Seconds!
112 Operator
140
198X
911 Operator
A Case Of Distrust
A Year Of Rain
Absolver
Aeolis Tournament
Age Of Wonders III
Ageless
Airport CEO
AI War 2
Alien Spidy
Aliens Vs Predator Collection
All You Can Eat
Almost There The Platformer
American Fugitive
Amnesia A Machine For Pigs + The Dark Descent (1 key for both games)
Amnesia Fortnight 2012
Amnesia Fortnight 2014
Amnesia Fortnight 2017
Amnesia Rebirth (X2)
Among Us (X2)
Ancestors The Humankind Odyssey (EU & Africa lock)
Aragami (X2)
Archamon
Army Men RTS
Attack Of The Earthlings
Automobilista
Aven Colony
Avernum 3 Ruined World
Azkend 2 The World Beneath
Back 4 Blood (EU region lock)
Backbone
Band Of Defenders
Banished
Baseball Riot
Batora Lost Haven
Battlestar Galactica Deadlock
Behind The Frame Finest Scenery NEW
Beholder 2
Bendy And The Dark Revival (X2)
Bendy And The Ink Machine
Betrayer (delisted)
Between The Stars (X2)
Beyond Eyes
Beyond The Wire
Bionic Commando
Bionic Commando Rearmed
Bird Of Light
Black Paradox
Blasphemous
Bohemian Killing
Book Of Demons
Bomber Crew Deluxe
Borderlands 3 + Director's Cut (ask about region locks)
Borderlands 3 Super Deluxe Edition NEW (ask about region locks)
Boreal Blade
Broken Age (X2)
Brothers A Tale Of Two Sons (X2)
Builder Simulator NEW
Butcher
Call Of Juarez
Call Of The Sea (X2)
Call To Arms Basic Edition
Call To Arms Gates Of Hell Ostfront
Car Mechanic Simulator 2018
Chenso Club
Chernobylite Enhanced Edition
Cities In Motion 2
CivCity Rome
Clone Drone In The Danger Zone
Clouds & Sheep 2
Coffin Dodgers
Cook Serve Delicious 3
Company Of Heroes Complete Edition
Control Ultimate Edition
Corridor Z
Cosmic Osmo And The World Beyond The Mackerel
Crash Drive 3
Creatures Inc
Crookz The Big Heist
Crossbow Bloodnight
Crusader Kings Complete
Crying Suns
Dagon The Eldritch Box
Danger Scavenger
Day Of Infamy
Dead Age
Dead In Vinland
Deadly Premonition Director's Cut
Deadbeat Heroes (X2)
Dear Ester Landmark Edition
Death Stranding Director's Cut
Death Squared
Deep Dungeons Of Doom
Deep Sky Derelicts
Demon Turf
Deployment
Desert Child
Destiny 2 Beyond Light NEW
Diaries Of A Spaceport Janitor
Dicey Dungeons (X2)
Dimension Drifter
Distraint 2 + Soundtrack
Divekick
Dog Sled Saga
Double Fine Adventures Complete Series Deluxe
Downwell
Drawful 2
Draw Slasher
Dreadlands
Dread X Collection
Driftland The Magic Revival
Dry Downing
Duke Nukem Forever Collection
Dungeon Marathon
Dungeon Of The Endless
Dungeons 2
Dungeons 2 Complete
Dungeons 3
Dusk
Dwarfs!?
Eador Imperium
EarthX
Eastside Hockey Manager
ECHO
Edge Of Eternity
Effie
Elderborn
Eldest Souls
Elden Path Of The Forgotten
Embr
Emily Is Away
Empyrion Galactic Survival
Epic Manager
E.T. Armies Deluxe Edition
Etherborn (X2)
Euro Truck Simulator 2
Europa Universalis IV
Evergarden
Expeditions Viking
F1 2018 (delisted)
Family Man
Fantasy Blacksmith
Fantasy Versus
Farmer's Dynasty
Farming Simulator 17
FIA European Truck Racing
Figment (X2)
Finding Paradise
Fire Ungh's Quest
First Class Trouble
Five Dates
Fling To The Finish
Fluffy Horde
Fobia St. Dinfna Hotel
Forgive Me Father
Framed Collection (X2)
Friday the 13th: The Game
Fun With Ragdolls The Game
Fury Unleashed (X2)
Gang Beasts
Garage Bad Trip (X2)
Gas Guzzlers Extreme
Gas Station Simulator
Gauge
Generation Zero NEW
Ghostrunner
Giana Sisters Twisted Dreams + Rise Of The Owlverlord
Gloria Victis NEW
GNOG
Go Home Dinosaurs!
Goat Of Duty
Goetia (X2)
Going Under (X2)
Golden Light
Golf Gang
GoNNER
Grand Ages Medieval
Grand Pigeon's Duty
Greak Memories Of Azur
Gremlins Inc.
Grip Combat Racing + Cygon + Nyvoss + Terra + Vintek DLC (X2)
Guts And Glory (X2)
Hack'n'Slash
Haiku The Robot (X3)
Hamilton's Great Adventure
Hammerfight
Headlander
Heal
Hedon Bloodrite
Hell Let Loose
Hellblade Senua's Sacrifice
Hello Neighbor
Hellbound
Hero Defense
Hero's Hour (EU region lock)
Hexologic
Hidden & Dangerous Action Pack
Hidden & Dangerous 2 Courage Under Fire
Hive Jump (X2)
Hiveswap Act 2
Hiveswap Friend Sim (X2)
Hollow Knight
Homeworld Deserts Of Kharak
Hotshot Racing
Hot Tin Roof The Cat That Wore A Fedora
Hot Wheels Unleashed
Hover (X2)
Human Resource Machine
Hurtworld
I Am Bread
I Am Not A Monster First Contact
Ice Lakes
If Found...
Ikenfell
Impact Winter (delisted)
In Between
Industria
Inexistence Rebirth
Infinite Air With Mark McMorris (delisted)
Influent
Inmost
Interplanetary Enhanced Edition
Intruder
Ion Fury
Iron Danger
Iron Harvest
Jack Axe
Jalopy
Jet Set Knights
Juanito Arcade Mayhem
Jump Stars
Jurassic World Evolution
Just Die Already
KartKraft
Kathy Rain Directors Cut
Keep Talking And Nobody Explodes (X2)
Killing Floor 2 Digital Deluxe NEW
Kill To Collect
Kingdom Classic (X2)
Kingdom New Lands
Kingdoms Of Amalur Re-Reckoning Fate Edition
King Oddball
Labyrinthine
Last Oasis
Last Tide
Lawn Mowing Simulator
Lead And Gold Gangs Of Wild West (X2)
Legacy Of Dorn Herald Of Oblivion (delisted)
Legend Of Keepers Career Of A Dungeon Master
Leisure Suit Larry Retro Bundle (1 to 7)
Lethal League Blaze
Liberated (GOG key)
Lifeless Planet Premium Edition
Light Fall
Little Big Workshop
Lone Fungus
Lost Planet Complete Pack
Lost Ruins
Lust For Darkness
Lust From Beyond M Edition
Magicka
Magrunner Dark Pulse
Maid Of Sker
Main Assembly (X2)
Mars Horizon
Masquerade The Baubles Of Doom
Max Payne 3 (Rockstar Launcher)
Mega Man Legacy Collection
Midnight Ghost Hunt NEW
Midnight Protocol
Mind Scanners
Mini Metro
Miscreated (X2)
Monster Crown
Moon Hunters
Morbid The Seven Acolytes
Motorcycle Mechanic Simulator 2021
Motorsport Manager
Mount And Blade Warband
My Lovely Daughter
Naruto To Boruto Shinobi Striker
Nascar Heat 5 Ultimate
Nebuchadnezzar
NecroVisioN Lost Company
NecroWorn
Neighbours Back From Hell
Neo Cab
Neon Abyss
NeuroVoider
Neverout
Nickelodeon All Star Brawl (X2)
Ninjin Clash Of Carrots
No Time To Relax
Northgard NEW
Not Tonight
Obduction
Observation
Octahedron
Odyssey The Story Of Science
Of Orcs And Men
Old School Musical
OlliOlli World Rad Edition
On Rusty Trails
One Finger Death Punch 2
Onikira Demon Killer
Operation Tango NEW
Orbital Racer
Orcs Must Die 2 Complete
Original War
Orwell Ignorance Is Strength
Out Of Reach Treasure Royal
Overlord II
Overpass
Override Mech City Brawl
Oxenfree
Pacer
Paint The Town Red
Paper Fire Rookie
Paradise Lost
Path Of Giants
Paw Paw Paw
Payday 2 + Big Mike mask
Peaky Blinders Mastermind (delisted)
Penarium
People Playground (X2)
Perfect Heist 2
PGA Tour 2K21 (X2)
Phoenix Point Year One Edition
Pikuniku
Pine
Pinstripe
Pixplode
Plane Mechanic Simulator
Poöf
Popup Dungeon
Post Void
Pound Of Ground (X2)
PowerSlave Exhumed
Prehistoric Kingdom
Primal Carnage Extinction (X2)
Project Cars GOTY (delisted)
Project Hospital
Project Warlock
Propnight
Pulsar The Lost Colony NEW
Pumped BMX+
Punch Club
Purrfect Date
Quest Of Dungeons
RAD (X2)
Radio Commander
Rad Rodgers Radical Edition
Railroad Tycoon 2
Railroad Tycoon 3
Railway Empire
Rain World
Raji An Ancient Epic
Rebel Cops
Rec Center Tycoon
Red Faction Armageddon
Red Solstice 2 Survivors
Redeemer Enhanced Edition
Redout Enhanced Edition
Re-Legion
Remothered Broken Porcelain
Resident Evil 4
Resident Evil Revelations (X2)
Resident Evil Revelations 2 Deluxe Edition
Retimed
Retrowave
Reventure
Revita
Ring Of Pain
Rings Of Saturn
Riot Civil Unrest
Rise Of Industry
Rise Of Insanity
Riven The Sequel To MYST
Roarr! The Adventures Of Rampage Rex
Roboquest
Rogue Heroes Ruins Of Tasos
Rogue Lords
Rogue Stormers
Rover Mechanic Simulator
RPG Maker VX
Rustler
Sable
Salt And Sanctuary
Satellite Reign
Satisfactory
Saturday Morning RPG
Say No! More
SCP 5K
SCUM (X2)
ScourgeBringer
Serious Sam 2
Serious Sam BFE (X2)
Serious Sam Classics Revolution
Serious Sam Double D XXL
Serious Sam HD The First & Second Encounter (1 key for both)
Serious Sam HD The Second Encounter Legend Of The Beast
Serious Sam HD The Second Encounter Serious 8
Serious Sam Kamikaze Attack
Serious Sam The Random Encounter
Serious Sam Bogus Detour
Shadow Tactics Aiko's Choice
Shady Part Of Me
She Remembered Caterpillars
She Will Punish Them
Shing!
Shock Troopers
Shogun's Empire Hex Commander
Shuyan Saga
Sid Meier's Civilization VI
Sid Meier's Railroads
Simulacra Collection
Skeletal Avenger
Skullgirls 2nd Encore
Skully
Slime Rancher
Slinger VR
Smoke And Sacrifice (X2)
Sniper Elite V2 Remastered
Sniper Elite 4 Deluxe + Season Pass
SOMA
Song Of Iron
Soulblight
Spacebase DF-9
Space Hulk Ascension (delisted)
Sparkle 2
Sparkle Unleashed
Spellcaster University
Spelunx And The Caves Of Mr. Seudo
Spiritfarer Farewell Edition NEW
Stacking
Starsand (X2)
Star Wars Jedi Knight Jedi Academy
Star Wars Knights Of The Old Republic
Stasis
State Of Decay 2 Juggernaut Edition
State Of Mind
Steel Rats
Stick Fight The Game (X3)
Stories Untold
Streets Of Fury EX
Strider (X2)
Struggling
Stubbs The Zombie
Styx Shards Of Darkness
Submerged Hidden Depths
Suchart Genius Artist Simulator
Super Indie Carts
Super Magbot
Supraland
SurrounDead (X2)
Surviving The Aftermath
Suzerain
Swag And Sorcery
Sword Legacy Omen
Swords And Soldiers 2 Shawarmageddon
Swords And Souls Neverseen (X2)
Syberia II
Syberia 3 Deluxe Edition
Syberia The World Before
Syndrome
System Shock Enhanced Edition
Table Manners The Physics-Based Dating Game
Tabletop Playground
Tacoma
Take On Helicopters
Tales From Candlekeep Tomb Of Annihilation (delisted)
Tales Of Monkey Island Complete
Talisman Digital Edition + City,Frostmarch,Sacred Pool (trading only as a bundle)
Talisman Origins
Tank Mechanic Simulator
Telefrag VR
Teleglitch Die More Edition
Tennis In The Face
Tennis World Tour (X2)
Tesla Force
Tesla Vs Lovecraft
Tharsis (X2)
The Amazing American Circus
The Ambassador Fractured Timelines
The Adventure Pals
The Battle Of Polytopia Moonrise Deluxe
The Blackout Club
The Citadel
The Count Lucador
The Free Ones (delisted)
The Golf Club 2019 featuring PGA Tour
theHunter Call Of The Wild (X3)
The Invisible Hand NEW
The Journey Down Chapter Three
The King Of Fighters 2002 Unlimited Match
The Last Blade
The Life And Suffering Of Sir Brante
The Long Dark Survival Edition (X2)
The Manhole Masterpiece Edition
The Mims Beginning
The Mortuary Assistant
The Night Of The Rabbit
The Serpent Rogue
The Signifier Director's Cut
The Textorcist The Story of Ray Bibbia (X2)
The Uncertain Last Quiet Day (X2)
The USB Stick Found In The Grass
The Walking Dead Season 1 + 400 Days
The Wild Eight (X2)
They Bleed Pixels
Think Of The Children
This War Of Mine
Thronebreaker The Witcher Tales
THOTH
Through The Darkest Of Times
Timeshift
Time Recoil
Titan Quest Anniversary
Toejam & Earl Back In The Groove
TOEM
Tohu
Tools Up
Tooth And Tail (X2)
Torchlight (X2)
Total Tank Simulator
Totally Accurate Battle Simulator
Toto Temple Deluxe
Tower Of Time (X2)
Tower Unite
Townscaper (X2)
Townsmen A Kingdom Rebuilt
Toybox Turbos
Tracks The Train Set Game
Train Station Renovation
Treasure Hunter Simulator (X2)
Tropico 4
True Fear Forsaken Souls Part 1
Tyranny Deluxe Edition
Unexplored
Unloved
Unmetal
Unshaded
Vambrace Cold Soul
Vane
Velocibox
Verdun
Vikings Wolves Of Midgard
Visage
Volcanoids (X2)
V Rally 4
Wanderlust Travel Stories (GOG key)
Warhammer 40K Chaos Gate Daemonhunters NEW
Warhammer End Times Vermintide
Warhammer Vermintide 2 NEW
Warlock Master Of The Arcane
Warpips
Warsaw
Wasteland 2 Director's Cut
We Are The Dwarves
We Should Talk
Western Press
We Were Here Together
When Ski Lifts Go Wrong
Where The Water Tastes Like Wine
While True: Learn() Chief Technology Officer Edition
White Day: A Labyrinth Named School
Windjammers 2 NEW
Wooden Sen'SeY
Worms Rumble + Legends DLC
Wrath Aeon Of Ruin (X2)
XCOM Complete Pack
Xenoraid The First Space War
X Morph Defense + European Assault + Last Bastion + Survival Of The Fittest (1 key for all)
XIII Classic
Xuan-Yuan Sword The Gate Of Firmament
Yet Another Zombie Defense HD
Ylands Exploration Pack
Yoku's Island Express
Yooka-Laylee And The Impossible Lair
Zack 2 Celestine's Map
ZIC Zombies In City
Zombie Army Trilogy