I will be using this build for gaming, as well as general use, such as watching videos and browsing the internet.
I'm looking for to get ideally 100 FPS at all times at FHD resolution with max settings to match with my monitor, but if it dips below 100 FPS, it is acceptable.
My budget is $1300 or $1400, but that is also for all the accessories that I'm going to buy with the PC, such as monitor, speakers, mouse and keyboard, etc. I would prefer to spend less, probably $1100 or $1200, ideally $1000, though I'm guessing that's probably not possible. Having to purchase Windows after everything else, annoyingly bumps the price up.
I am purchasing the parts in the USA.
PCPartPicker Part List

Type	Item	Price
CPU	AMD Ryzen 5 5600X 3.7 GHz 6-Core Processor	$156.52 @ Amazon
Motherboard	MSI PRO B550M-VC WIFI Micro ATX AM4 Motherboard	$119.99 @ B&H
Memory	TEAMGROUP T-Force Vulcan Z 16 GB (2 x 8 GB) DDR4-3200 CL16 Memory	$31.99 @ Newegg
Storage	Silicon Power A60 1 TB M.2-2280 PCIe 3.0 X4 NVME Solid State Drive	$38.97 @ Amazon
Video Card	PowerColor Fighter Radeon RX 6650 XT 8 GB Video Card	$244.99 @ Amazon
Case	Fractal Design Pop Air RGB ATX Mid Tower Case	$89.99 @ B&H
Power Supply	ADATA XPG CORE Reactor 750 750 W 80+ Gold Certified Fully Modular ATX Power Supply	$119.99 @ Amazon
Optical Drive	Asus DRW-24B3ST/BLK/G/AS DVD/CD Writer	$29.96 @ B&H
Operating System	Microsoft Windows 11 Home OEM - DVD 64-bit	$117.98 @ Other World Computing
Keyboard	Logitech G213 PRODIGY RGB Wired Gaming Keyboard	$49.99 @ B&H
Mouse	Logitech G502 HERO Wired Optical Mouse	$39.99 @ Amazon
Headphones	Razer BlackShark V2 Headset	$96.94 @ Amazon
Speakers	Klipsch ProMedia 2.1 120 W 2.1-Channel Speakers	$113.00 @ Amazon
Custom	Computer Tower Stand with 4 Rolling Caster Wheels, Adjustable Width Mobile Tower Stand, Premium Gaming Computer Holder Suitable for Different Floor PC Case（Stainless Steel+ Plastic）	$17.95 @ Amazon
Custom	Logitech - G240 Cloth Gaming Mouse Pad with Rubber Base - Black	$15.48 @ Best Buy
Custom	Acer SB222Q Hbi 21.5" Full HD (1920 x 1080) Zero-Frame Gaming Office Monitor | AMD FreeSync Technology | Ultra-Thin Stylish Design | 100Hz | 1ms (VRB) | Low Blue Light | Tilt | HDMI & VGA Por	$89.99 @ Amazon
	Prices include shipping, taxes, rebates, and discounts
	Total	$1373.72
	Generated by PCPartPicker 2023-06-03 11:23 EDT-0400

Is it good? I am not certain about the motherboard. I chose it because I needed WiFi, AM4 compatibility and PCIe 4.0 for Graphics card. Is this good criteria for choosing mobo? I chose B550 because I saw people recommending it, saying it was good. Should I consider a different manufacturer (gigabyte,asus, etc?) or chipset? Do I need to look at what kind of WiFi it's giving me? Will some be better that others? Is a network card necessary? Is there a motherboard that would allow me to plug in my speakers and my headeset at the same time so, that I could switch between the two of them seamlessly, without needing to take out and plug the other one in, or can I do this already, without needing anything special for it? I just chose one of the cheapest options for RAM and NVME SSD. Is that ok, or should get more expensive ones (higher quality?)? Should I get more RAM or is 16 GB sufficient. Maybe 32 GB is too much, how about 24? Is my choice of case and PSU good? Any extra fans needed? Any opinions about my choice of mouse and keyboard? I'm getting the tower stand because I read that it's bad to put PC on carpet and I don't enough space for it on my desk (wouldn't want to put it there anyways). Any other, more adequate options?

[Rant]
​
The posting ‘editor’ on Meta is absolutely awful and I, for the life of me, can not fathom how or why Mark Zuck has let the ball drop so hardcore and to this degree.
​
I handle social media marketing for several clients and the postings simply are not responsive between Facebook and Instagram and it’s mind boggling.
Zuck has purchased IG and WhatsApp, then spent the better part of 5 years throwing money into VR and the result has been Facebook completely dieing and organic marketing becoming nonexistent. No longer are ads optimized for smaller or localized business and the sizing for different posts is insane.
Using canva I created a:
— IG Story to be posted on both IG and FB. According to the size perimeters it should be equal and look fine. NOPE! On IG mobile and desktop the post looks fine. On mobile FB, the story looks fine. On Facebook Desktop it looks BLURRY AS FUCK and completely unprofessional. [also the 15 sec limit per slide is utter bullshit for business, especially considering reels has a 60 second cap. as a business or user in general, a ‘story’ should not have to be edited down to 15 second slides. Its dumb and clunky.
— FB/IG video post — 😤 welp. if/when I use meta suite, the “video” on Facebook is a 50/50 chance that the formatting is off, showing a profile video in a landscape box. And when I post on IG, IG now converts all video post into reels, so the bet thing to do is create a reel video in canvas right? No. Wrong! because REELS on IG do not automatically format properly when shown on the profile grid. Meaning, once upon a time, you would attempt to have proper structure and a ‘look’ for your profile grid, but now heads are chopped off and logos are not being shown. And the editor within Meta effing sucks. Slow loading, can’t properly preview postings, can’t upload or use the same music if used on mobile, etc. It’s FRUSTRATING
— and the ADS! The sizing and edit options for ADs is a whole other topic and discussion. But to some it up its shit. Also I’m sick and tired of all their ‘updates’ that are ‘designed to be useful’ when they are not useful at all. The new ‘omni ad maker’ for sales only lets you market to whole countries, not cities or states 🤬 So if I’m having an event in Washington, I would have to use my ad spend to show ads to all of the US. That’s dumb and doesn’t help me or my client.
Also, the ads no longer ‘work’ unless you are spending 1k on ad spend. I have clients with a 1k ad spend budget and clients with a $200 ad spend budget, and guess what? My client who spend $200 and has pixels and blah blah, does not get his ADs optimized in 7 days, and they are just taking his money. And don’t get me started on them changing the words/copy of the AD 🤬🤬🤬. Whether selling Botox or magic cleaner, the AD needs to be informative, not edited down to display 1 sentence then “click for more”.
​
100% FRUSTRATED that Meta has gone to shit, Facebook simply is a joke, and Instagram (desktop) isn’t supplied with proper EDITING TOOLS. (you are only allowed to login 4 accounts to one mobile device, so using mobile to schedule daily posts isn’t ideal. And you should be able to edit the cover of a video post after it’s been posted! My IG Profile Grids look so unorganized and un professional, and the fact that I have been deleting posts 2 minutes after viewing them on the selected platforms is just idiotic.) Also, the lack of optimization for small/local businesses is shitty. Show my ads to the right people please, not some randos in a different STATE, that you want calling me on WhatsApp 😤
​
Rant Over.
Zuck needs to fix his shit.

"Be excellent to each other... and party on dudes!"

He is Bill S. Preston, Esq.! And he is Ted "Theodore" Logan! And together, they are Wyld Stallyns!
To everyone else in late-80s/early-90s San Dimas, California, Wyld Stallyns may look like the impossible dream of two slackers with no skill in anything else. But in truth, the music of Wyld Stallyns is so bodacious, so non-heinous, so excellent that it brings about an era of prosperity, both across the earth and to the stars beyond, and technological advancement so advanced that even time can be accessed as freely as a 10-digit phone number from the nearest payphone. Because of this, agents from the future utopia have sent back a time-travelling phone booth as well as information about the future to make sure that Bill and Ted are able to continue having most excellent adventures and fulfill the destiny of Wyld Stallyns.

Key

Movies:
^EA = Bill & Ted's Excellent Adventure
^BJ = Bill & Ted's Bogus Journey
^FtM - Bill & Ted Face the Music
Shows:
^CSxEy = Bill & Ted's Excellent Adventures (DiC Animated Series); Season X Episode Y
^LAEx = Bill & Ted's Excellent Adventures (Fox Live Action Series); Episode X
Comics:
^M#X = Bill & Ted's Excellent Comic Book (Marvel Comics) Issue #X
^BVx#y = Boom! Studios Comics; Volume X, Issue #Y

Vol. 1 = Bill & Ted's Triumphant Return
Vol. 2 = Bill & Ted Go To Hell
Vol. 3 = Bill & Ted Save the Universe
BV1#xS = Boom! Studios Comics; Side Story

^DH#X = Dark Horse Comics (Face the Music Compliant) Issue #X
Games:
^AL = Bill & Ted's Excellent Adventure (Atari Lynx)
^NES = Bill & Ted's Excellent Video Game Adventure (NES)
^WS = Wyld Stallyns (Mobile Game)
Live Show:
^EHAyy = Bill & Ted's Excellent Halloween Adventure; 19YY/20YY

Bill and Ted

Strength

• Twist around several amps while running as a blur. ^CS1E7
  
• Run straight through several tentpoles. ^CS1E7
  
• Hold themselves against the winds created by a giant monster that toss around buses and tanks. ^CS2E5
  
• Push around large stone slabs. ^AL
  
• A version of Bill and Ted from a bad future become super jacked and help curbstomp a robot. ^FtM
  
• [Limitation] Struggle to do push-ups. ^BJ
  

Speed/Agility

• Dodge a stone discus launched hard enough to embed into a marble pillar, and a falling chandelier. ^CS1E2
  
• Dodge around weapons swung by Roman gladiators. ^CS1E3
  
• Dodge a speeding horse and a flying coffin. ^CS1E9
  
• Able to dodge a frog mid-jump. ^CS1E11
  
• Run off fast enough to kick up a trail of dust. ^CS2E1
  
• Intercept a cannon shot. ^CS2E1
  
• Dodge a cannon shot just before it hits. ^CS2E3
  
• As babies, able to run off hidden behind a cloud of baby powder. ^CS2E7
  
• Duck underneath a swinging pendulum. ^AL
  
• Very good at jumping really high. ^NES
  
• Dodge a booth as it falls from time jump. ^LAE2
  
• Disguise themselves as a doctor and a cadaver in the time it takes for a woman to leave a room. ^LAE3
  
• Scale up the snout of a large, metal dragon. ^BJ
  
• Attempt and almost succeed at intercepting a bullet, moving a good distance in the time it takes to go from a gun to a person feet away. ^EHA08
  
• Outrun several species of dinosaur. ^M#2
  
  • Outrun a T-Rex running fast enough to kick up large rocks in its wake. ^BV1#3S
• Dodge a superhero sent flying hard enough to leave a comet trail behind him. ^M#10
  
• Dodge around machine gun fire. ^M#11
  
  • Again. ^BV1#5
• Able to see the two drivers in a high speed chase. ^BV1#2S
  
• Hit a button that causes the spaceship they're in to lurch forward fast enough to send everyone inside tumbling, then run off before anyone else can catch their bearings. ^BV3#1
  

Durability

• Get tossed across a bar, their heads smashing through a thin wood wall. ^EA
  
• Fall from a second floor balcony into some bushes and walk it off. ^FtM
  
• Has Death thrown at them bodily and get back up. ^DH#3
  
• Crushed under a mountain of falling china. ^CS1E1
  
• Are sent flying back by their amplifier's exploding to little ill effect. ^CS1E1
  
• Have a stove dropped on their heads. ^CS1E2
  
• Launched through a window and fall a story down into a stone fountain. ^CS1E2
  
• Fall from the top of a three-story building into some bushes. ^CS1E4
  
• Get slammed into a brick wall hard enough to indent. ^CS1E7
  
• Get launched into the air by their inflatable shoes and then fall back down. ^CS1E9
  
• Get kicked out of a stadium hard enough to send them flying, toppling a food cart. ^CS1E9
  
• Get blasted high into the air by a jet of water strong enough to blow away a stone statue, then land in a river. ^AL
  
• Get blasted back by the explosion from this huge gun. ^M#8
  
• Punch themselves. ^M#11
  
• Get zapped in a clash between Darth Vader and Gandalf and walk it off. ^EHA02
  
• Fall down a trap door a dozen feet and get up fine. ^BV3#1
  
• Hit a button that causes the spaceship they're in to lurch forward fast enough to send everyone inside tumbling, then run off before anyone else can catch their bearings. ^BV3#1
  
• Take hits from the Death Quills of Koloko IV, the Lightning Web, the Fire Bones of Kykartian Dragodon, the Cyberwasps of the Robot Zoo Planet, and the Lavaspin of Sector 487. ^BV3#2
  
• Roll into a snowball then crash into a building hard enough to demolish it. ^DH#3
  
• [Limitation] A long fall from the top of this cliff is enough to instantly kill them. ^BJ
  

Skill

• Easily bat in a baseball game one-handed while focusing on other things. Ted even throws the bat so that it spins hard enough to hit the ball without him holding it. ^CS2E3
  
• Jump from an upper banister and swing down on ropes, knocking out two guys and stealing their weapons in the process. ^LAE6
  
• Briefly hold their own in a duel, despite neither having any dueling experience. ^M#1
  

Intelligence
Yes, really.

• Can comprehend and utilize stable time loops. ^EA
  
  • Leave a recording device hidden in the corner of a room with a timer to use as a distraction. ^EA
  • Leave a typed message for themselves at a printer with instructions to duck at just the perfect time. ^EA
  • Sets up a trash can to fall at the right time to trap Ted's father. ^EA
  • Outwit De Nomolos, setting up not only a sandbag and cage to fall at just the right time and place to disarm and trap him, but also set up a key for the cage and fake gun to trick him into believing that he would win the encounter. ^BJ
  • When they don't have access to a booth, they go back in time to ask Station to build one so that he's done in time for them to go back and ask. ^BV1#1
  • Loosen a chandelier just so that it falls on Vlad the Impaler's head while he's cornered them. ^BV3#1
• When they're being pursued by versions of them from a bad future, who remember everything they're about to do, they do something they can't possibly remember doing to escape. ^FtM
  
• Able to somewhat fix the booth's broken antennae with some fudge cans and a large wad of chewed gum. ^EA
  
  • Able to somewhat fix the booth's broken antennae with a magazine and a shoelace. ^LAE1
  • Able to more or less fix the booth's broken numpad by copying what they remember Station doing to fix it. ^BV1#3S
• Survive a long fall from within the booth by jumping at the last second. ^CS1E8
  
• Rig up a lever to launch Dracula out of the booth and onto a bed. ^CS1E9
  
• Make functional guitars out of laundry and string. ^CS1E12
  
• Make a castle display out of water sealant cans and boxes. ^LAE2
  
• Rewire a jukebox to play music from a walkman. ^LAE5
  
• Their advice helps their music teacher move on from heartbreak and live peacefully where before she was bitter and angry at everyone. ^LAE7
  
• Outwit Einstein, tricking him into delivering his speech about the Theory of Relativity instead of his bad stand up routine. ^LAE8
  
• Able to escape from Death with a Melvin. ^BJ
  
• Trick Evil Robot Bill and Ted into thinking they're the real good Bill and Ted. ^M#7
  
• Escape from a future prison by starting a fire to set off the fire alarm. ^M#8
  
• Impress Socrates with their philosophizing. ^EA
  
• Are able to convince Hyper-World, a planet who's entire society is predicated on comic book violence, to stop fighting... for a few seconds. ^M#10
  

Rockitude
Skill

• Wyld Stallyns' music eventually becomes good enough that it ushers in interplanetary peace. ^EA
  
  • Their music apparently brings about post-scarcity, or at least post-the need for money. ^CS1E12 ...NOT! ^M#8
  • Post-training and with full band backing, a televized broadcast of their performance is able to cause people of multiple different cultures around the world to jam. The newspapers of the following years also state that their touring schedule causes crops to grow in the American midwest and peace to come to the Middle East, that rumors of their split cause the stock market to plummet and when those rumors are disproven the stock market surges. ^BJ
• Seduce a pair of medieval babes with some off the cuff lyrics. ^EA
  
• Jam with Little Richard and a young Mozart. ^CS1E2
  
• Rock with Angus Young. ^EHA01
  
• Shred with James Hetfield. ^EHA06
  
• Tear it up with Fall Out Boy. ^EHA13
  
• Demolish with Axl Rose and Slash. ^EHA14
  
• Fuck it up with Kurt Kobain. ^EHA15
  
• Play the guitar very well with Freddy Mercury. ^EHA17
  
• Play a pocket organ well enough that the surrounding Roman guards are too busy dancing to notice them. ^AL
  
• Can play basically any instrument placed in front of them. ^FtM
  
• Calm an agitated baby dinosaur. ^BV1#3S
  
• Able to build guitars out of random debris in a gladiatorial death pit in a matter of seconds, then play well enough to pacify a rampaging alien monster who is also the most esteemed music critic in the galaxy. ^BV3#3
  
• Able to rouse a crowd of people from a society so downtrodden that the ability to smile has atrophied out of the gene pool. ^BV1#5
  
  • Writing one song is enough to uproot the entirety of said society and motivate Death to bring them back after dying even though he had lost the ability to do so. ^BV1#6
• Even God and Satan are fans. ^BV2#4
  
• Alien cultures that don't even speak English and who's entire cultures are predicated around war are brought to peace by hearing their music. ^BV3#1
  

Power

• Consistently blow out their amps while playing. ^EA
  
  • Blow out an amp and cause it to catch fire. ^LAE1
• Defeather a bird. ^CS1E1
  
• Shatter a porcelain cup. ^CS1E1
  
• Knock dozens of objects off of a nearby shelf and shatter windows. ^CS1E7
  
• A single resonant note is enough to knock out the Black Knight. ^CS1E7
  
• Even when hooked up to a boombox, are able to blow away people and tables. ^CS2E5
  
• After Bill rewires the amp, it causes Ted's guitar to melt through the floor. ^CS2E7
  
• After Station alters the amps a little, cause any avalanche. ^DH#4
  
• Destroy robots with their riffs alone. ^WS
  

Ghost Bill and Ted

• People can pass right through them, though it causes some unnerving (though not totally unpleasant) sensations. ^BJ
  
• Can possess the bodies of the living. ^BJ
  

Other

• Build the Great Wall of China in a couple days. Although not particularly well. ^CS1E1
  
  • They arrive in China on Saturday and have finished and leave before Monday. ^CS1E1
• Summon rain with an Incan rain dance. ^CS1E3
  
• Play a single player game co-op and one-handed. ^CS2E7
  
• Are able to beat Death at Battleship, Clue, Electronic Football, and Twister. ^BJ
  
  • And Monopoly. ^M#5
  • And Rock, Paper, Scissors. ^EHA17
• Can fly after being zapped by the F-Ray, which only convinces the brain that it is capable of flying, thus allowing it to fly. ^M#10
  
• Spend a week without sleeping and only eating snack foods trying to devise a plan to save Abraham Lincoln. ^M#11
  
• Are temporarily given God's divine enlightenment, able to see everything past and future, and on a micro and macro scale. ^BV2#4
  
• Surf on a black hole. ^BV3#3 They're obviously going through some form of spaghettification, but also given the size of the black hole, the audience, and the official helping them do it, it's likely that this black hole has been altered to be safe to surf.
  
• Have sex. ^BV1#1
  
• Do drugs. ^EHA00
  

Bill

Strength

• Knocks over the Liberty Bell with an elbow. ^CS1E5 The Liberty Bell weighs over 2000 lbs.
  
• Easily pitches and bats cannon balls that Ted had difficulty handling. ^CS1E9
  
• Knocks Ted into the air with an accidental headbutt. ^CS1E9
  
• Floors Monomonop with a yo-yo. ^M#8
  

Speed/Agility

• Pulls Ted out of the way of a flail. ^CS1E3
  
• Snatches a flying chip bag out of the air. ^CS2E2
  
• Bats a baseball pitched hard enough to leave a trail of flames. ^CS2E3
  
• Escapes from being grappled by swinging on a noose while the floor is dropped from under him. ^EHA92
  
• Ducks a bullet at close range. ^EHA08
  

Durability

• Takes a punch from Evil Robot Bill. ^M#7
  
• Takes a punch from Ronda Rousey. ^EHA16
  

Skill

• Spars with Joan of Arc. ^EA

Other

• Strong poker face. ^EA
  
• Folds a paper hat into a to-go box. ^CS1E1
  
• Rewires an amp which causes it to melt Ted's guitar through the floor. ^CS2E7
  
• Beats up the Invisible Woman using dark force powers gained as Darth Bogus. ^EHA05
  
  • Force chokes a man to the ground in an instant. ^EHA05
• Save nearly 70 people from being used as a virgin sacrifice. ^EHA13
  

Ted

Strength

• Knocks out a man in a leather helm with one strike. ^EA
  
• Accidentally sends Marco Polo flying with the swing of a broom. ^CS1E1
  
• Flicks a paper football hard enough to knock an apple into the air. ^CS1E2
  
• Breaks a wooden plank off on the T-800 Terminator, then knocks him into a well using a skateboard. ^EHA92
  

Speed/Agility

• Takes a tumble down the stairs hard enough to knock him out of his metalplate suit and somehow hides before anyone notices. ^EA
  
• Flip jumps to the top of the booth. ^CS1E5
  
• Dodges a swipe from behind from Vlad the Impaler. ^BV3#1
  

Durability

• Takes a tumble down the stairs hard enough to knock him out of his metalplate suit. ^EA
  
• Takes a headbutt to the chin that knocks him off of his feet and into the air. ^CS1E9
  
• Takes a full punch to the gut from Officer T. J. Hooker and brushes it off. ^EHA98
  
• Gets tackled to the ground and waled on by General Thade. ^EHA01
  
• Doesn't seem bothered touching a lightsaber with his bare skin. ^EHA05
  
• Gets smashed over the head with a guitar hard enough to crack it in half. ^BV1#4
  
• Thrown across the room onto the coffee table and is back on his feet shortly. ^BV2#1
  

Skill

• Flicks a paper football in such a way so that it flies around and knocks an apple off of Bill's head from the side. ^CS1E2
  
• Lassos the Black Knight while he's riding a horse full speed. But then forgets to keep a hold on the other end of the rope. ^CS1E7
  
• Briefly holds his own against an Italian fencer. ^LAE6
  

Other

• Reads the time and place text. ^CS1E1
  
• Starts a fire by rubbing George Washington's wooden teeth. ^M#8
  
• In a bad future where Ted was sent to military academy, he was able to double bust a corrupt cop by posing as a drug dealer. ^LAE4
  
• Kicks the Sith out of Darth Bogus. ^EHA05
  
• Gets with Taylor Swift. ^EHA13
  

Good Robot Bill and Ted

Robots created by the most brilliant mind in the universe, Station, to combat the powerful Evil Robot Bill and Ted. ^BJ

• The can be controlled via remote control but also seem to be capable of autonomous movement. ^BJ

Strength

• Punch through a brick wall. ^BJ
  
• Decapitate Evil Robot Bill and Ted with a punch, then cause their bodies to explode with a second punch. ^BJ
  
  • Evil Robot Bill and Ted no sell a punch to the chin from Bill and walk off crashing through a window and into a brick chimney. ^BJ
• Chew up a phone reciever. ^M#3
  
• Punch out the demonic Colonel Oats when the princesses couldn't faze him with their strikes. ^BV2#1
  
  • The princesses were smashing up musical equipment and sending other women flying with their strikes. ^BV1#6S
• High five each other hard enough to destroy each others' hands. Keep the Evil Robot Bill and Ted scaling in mind. ^DH#1
  
• Walk through a wall. ^DH#4
  

Durability

• Still functioning while demolished down to just their heads. ^M#7
  
  • Or arms. ^BV2#3
• Robot Ted gets blasted through several brick walls. ^BV3#4
  

They Run On Car Batteries

• They do. ^BV1#1S
  
• Electrocute two men to death when they try to stab them with rapiers. ^M#1
  
• Cause the booth to randomly jump when they electrocute it after touching some slushie material. ^M#12
  

Other

• Have tape recorders built in. ^M#3
  
• Can receive temporal emails, and promptly get a virus from this. ^BV1#1S
  
• Their code is written in a form of binary compose of "Bill"s and "Ted"s. With a source code constructed entirely of Van Halen references. ^BV1#1S
  
• Become presidents of the United States. ^BV1#2
  

Mecha Bill & Ted

• Rocket away from San Dimas to Scandinavia. ^DH#4
  
• Transforms from houses into humanoids form, piloted by Good Robot Bill & Ted. ^DH#4
  
• Beat up and send flying giant mountain trolls. ^DH#4
  

Mobile Suit Bill & Giganto-Ted

• Burst out of the sewers and through the streets, creating a massive tremor that could be felt from blocks away. ^BV1#6
  
• Disarm an entire crowd of guards with powerful magnets. ^BV1#6
  

The Time Booth

Time Travel

• A time machine that can travel to any place and time on earth after dialing a specific number. The number for each time and place is listed in an attached directory which catalogues most important points in history. ^EA
  
  • If Bill and Ted don't know what time or place they're looking for, they can ask the operator for help identifying a landmark. ^CS2E1
  • Can travel all the way back to the big bang. ^M#2
  • Is able to travel to and from "the center of time" which seems to exist outside of the regular timeline. ^M#6/7
• It is stressed multiple times throughout the series that even while time travelling, the clock in San Dimas is running, so Bill and Ted still have a limited amount of time to accomplish their goals while time travelling. ^EA This isn't well supported by other events and usages of the booth in the series, but it is a consistent concern regardless.
  
• Bill and Ted can use the Phone Booth to interact with themselves in the past, giving themselves needed equipment or advice. ^EA
  
  • Find a note of advice from themselves and then go back and leave the same note without having to even write it. ^AL
  • Get called to go forward from a few minutes beforehand to help out their future selves. ^EHA06
• Allow Bill and Ted to leave and then return to the exact same point in time, with 16 months of training in between. ^BJ
  
  • Further emphasizing that they can return to any point they want and San Dimas time doesn't matter. ^CS2E1
• A trip through spacetime can be cut short and will cause the booth to reappear at a median point. ^CS1E2
  
• A trip can also be reversed, allowing the booth to return to from where it just came. ^CS1E9
  
• A trip can be rerouted mid-stream without too much issue. ^CS1E10
  
• While this is not usually the case, as most time travel trips result in loops, drastically changing past events can lead to alternate present timelines. ^CS2E5
  
  • Bill and Ted use the booth to go back 15 minutes and redo a botched conversation resulting in a different outcome. ^LAE1
  • A closer to canon example. ^M#11
• Time travel 2 seconds into the future to catch an evil robot off guard. ^BV1#3
  
• Falling into the wormhole behind the phone booth can let someone travel through the circuits of time with it. ^EA
  
  • Rufus is able to follow a different phone booth using a grapple electric guitar, despite not being anywhere close to it when it time travels. ^BJ
  • The black knight and his horse are able to follow the booth. ^CS1E7
• Able to travel and be gone in the time it takes for a killer robot to aim and fire a vaporization beam. ^FtM
  
• Can travel to a point in time and space selected by an actual phone number in use at the time. ^CS1E8
  
• Can travel to a different point in space without changing time. ^CS2E8
  
• Elizabeth and Joanna apparently use the booth to travel to alternate timelines, though this mostly happens off screen. ^FtM
  
• Can travel to alternate dimensions entirely. ^M#10
  
• Travels to heaven. ^M#11
  
  • And hell. ^BV2#1
• Teleports from heaven to the earthly timeline, all the way to the Boomerang Nebula, and back in a matter of seconds. ^BV2#4
  
• Using the infinity button, allows the occupants to be multiplied infinitely to interact with all points in space and time simultaneously. ^FtM
  
• The booth can't travel if all of the circuits of time are currently occupied. ^CS2E5
  
• Travelers through the circuits of time can see other travelers in the same area. ^M#2
  
• The booth can seemingly track individuals in a specific time frame as shown by the fact that the future Bill and Ted were able to trick Bill and Ted into thinking they were rich and successful by being in the right place at the right time. ^FtM
  
• Rufus gives Bill and Ted a new booth that can trace the calls of other booths, though it tends to show up a little late. Also it's a rotary phone. ^M#2
  
• Rufus gives Bill a mobile phone which can call back the booth with the correct number. The first time its used however, it calls Doc Brown's Delorean instead. ^EHA92
  
  • Shown here actually working. ^EHA96
• When Ted uses a magazine to try and fix the antennae Bill and Ted end up going inside of the world of the magazine by accident. ^LAE1
  
  • By connecting the booth to a cable box, they're able to enter the worlds of television broadcasts, though it's entirely dependent on what the tv is currently turned to. ^LAE3

The Squint System
An upgraded directory that allows the booth to travel to fictional settings, including books, CDs, movies, and games. ^CS2E2

• Use the booth to enter an episode of Leave It to Badger. ^CS2E4
  
  • Can also use the booth to skip around within the episode. ^CS2E4
  • Once the episode ends, every person in it, including Bill and Ted, disappear. It looks like this. ^CS2E4
  • Foreign objects can persist between episodes, if they're plot relevant. ^CS2E4
• Can bring characters from the fictional world to the real world. ^CS2E4
  
• Characters in the fictional world are fully aware that they're fictional. ^CS2E4
  
• Altering the interior of the fiction does change how the fiction appears in the real world. Also might cause that fiction to become unavoidable? ^CS2E4
  
• Showing places that aren't supposed to be there reveals static. ^CS2E4
  
• Shrinks Bill and Ted down to smaller than a bottlecap when they forget to put the 1 in front. To reverse this effect, they simply dial 9. ^CS2E2
  

Durability

• [Limitation] When the booth's antennae get smashed by a knight's flail it can still travel fine but where and when it lands becomes uncontrollable. ^EA
  
  • [Limitation] A thrown frisbee knocks out the antennae, preventing the booth from time travelling. Ted is able to partially fix this with a magazine and a shoelace, though it causes the jumps to become uncontrollable again. ^LAE1
• Crash lands upside down and works perfectly fine. ^CS1E2
  
  • Tears through the roof of a tent, crash lands upside-down, and then falls onto its side. ^CS1E5
• Slides along the ground, crashing into a horse hard enough to launch it into the air, taking no damage. ^CS1E2
  
• Gets knocked off a crow's nest with a cannonball and tumbles to the deck of the ship without damage. ^CS1E4
  
• Gets run over by a train. ^CS1E8
  
• Tanks a fall from the top of Big Ben's clock face. ^CS1E8
  
• In a cabin as its demolished by a cannon, and protects the people within. ^CS1E9
  
• Smashes up the wooden walls of a log flume. ^CS1E11
  
• Takes several blasts of energy weapon fire and isn't damaged until one hits the antennae. ^LAE4
  
• Gets shot up by Billted 1.0's machine gun arm and has enough in it to make a trip before collapsing. ^BV1#4
  
• Vlad the Impaler has trouble breaking the glass with the hilt of his sword. ^BV3#1
  
• [Limitation] The floor breaks falling onto a bear's head. ^CS1E13
  
• [Limitation] Destroyed by a large boulder falling on it. ^BV2#3
  

Landing Strength

• [Limitation] While operating normally, it doesn't land hard enough to seriously harm an old man. ^CS1E5
  
  • But it did harm this guy. ^LAE1
• While malfunctioning however, digs a hole into the earth in a second. ^CS1E5
  
• Still while malfunctioning, crashes up through some wooden floorboards, knocking aside a dresser. ^CS1E5
  
• Demolishes a small kennel. ^CS1E6
  
• Smashes through a thick wooden roof. ^CS1E10
  
• Smashes through the deck of a ship. ^CS2E3
  
• Sends Columbus ricocheting around the Santa Maria. ^CS2E5
  
• Sends two cowboys a distance away flying from the shockwave. ^EHA92
  
• Smashes Billted 1.0 which is capable of flying straight through walls and windows without damage. ^BV1#3
  
• While malfunctioning, lands hard enough to crater concrete. ^BV1#4
  
• Smooshes a pair of demon spawn. ^BV2#4
  

Other

• Can still make a trip while on its side and is able to land normally. ^CS1E11
  
• It also works while water-logged. ^CS1E1
  
• Sideways AND waterlogged. ^S1E12
  
• It hovers in the air for unsaid reasons while malfunctioning. ^CS1E4
  
• Has some video recording and playback functions, though seemingly a preset one for display purposes. ^FtM
  
• When their regular booth gets blown up, Rufus lets them use a payphone on a stand to much the same effect. ^EHA02
  
• Can sometimes require coins to make calls with. ^NES
  
• It can also make regular calls. ^EA
  

"Catch ya later Bill and Ted!"

The only thing that bothered me as a kid and even adolescence was the sound of my father chewing. Other than that, no issue.
14 November of 2009 I was dropped on my head while crowd surfing which resulted in seven Staples to the Head. I still went to go to concerts until my last North Coast Music Fest which was 2013.
At that point I was then diagnosed with multiple sclerosis. I was 19 years old. So I really just didn't go out nearly as much because I physically was not able to. for a while I had to walk with a cane, was not able to ride a bike, was not able to write my own name.
I started hula hooping and I regained my mobility! And then some. Started doing inversion therapy, finally was able to ride a bicycle again! things were good.
7 July 2020 I was roller skating and had tripped over a leftover bottle rocket in the bowl from 4th of july.. that resulted in seven stitches to the eye!
This past year or so, most especially past couple months, I have grown a significant intolerance and rage anytime that I hear vacuum cleaners or landscaping or certain pitches of Goldendoodle barking.. also engines.. motorcycles, cars, trucks.
I was talking with my neurological psychologist and he had asked me a couple appointments ago, have you ever had a head injury? And I laughed and I said oh of course! And he was like well.. wait what!? Explain. I told him the dates and years. He then said, this makes a lot of sense. A lot of times it takes a couple years but after head injury, intolerance to sounds and other stimuli will start to show their face.
Has anybody else found themselves in a similar boat? It's getting significantly worse.. like when I hear car alarms, when I hear the unintentional scratching of the microphone when somebody is trying to adjust their phone 😫😫 I was at the cemetery the other day visiting my grandmother and unfortunately Landscaping showed up at the exact same time. I'm pretty sure the look on my face spelled I'm out for blood.
I have an appointment with my neurologist on wednesday. But wow.. my absolute frustration and anger is explosive. This is not common place for me and it's not like I'm getting anything out of it 😭 I had shared with a friend, honestly if I were to lose my hearing.. I don't think I'd be upset. I have been learning sign language anyhow 🤟🏽
( don't think it matters, but currently 29 female, turning 30 at the end of October. Also diagnosed with bipolar I)

I no longer have any issues with bedbugs.
What can I use to clean wood furniture (some parts are coarse) of the D-Fense NXT?
Also what can I use to clean fabric on a couch of both D-Fense NXT and Bedlam Plus? Can I just put the parts I can in the laundry?
I rented a carpet cleaner with upholstery attachment, and it didn't completely remove the smell from D-Fense NXT.

How the Battle of Sallasil Changed the Course of History: A Guide to the Muslim Conquest of Persia
The Battle of Sallasil was a pivotal moment in the Muslim conquest of Persia. Fought in 633 CE, this epic clash between the Rashidun Caliphate and the Sassanian Empire showcased the military genius and valor of Khalid ibn al-Walid and his Muslim forces. In this guide, you’ll learn everything you need to know about the Battle of Sallasil, including its historical context, key events, and lasting significance.
​
What Was the Battle of Sallasil?
How the Battle of Sallasil Changed the Course of History: A Guide to the Muslim Conquest of Persia
The Battle of Sallasil was a pivotal moment in the Muslim conquest of Persia. Fought in 633 CE, this epic clash between the Rashidun Caliphate and the Sassanian Empire showcased the military genius and valor of Khalid ibn al-Walid and his Muslim forces. In this guide, you’ll learn everything you need to know about the Battle of Sallasil, including its historical context, key events, and lasting significance.
​
What Was the Battle of Sallasil?
The Battle of Sallasil (Arabic: معركة ذات السلاسل Dhat al-Salasil), also known as the Battle of Chains, was the first major battle fought between the Rashidun Caliphate and the Sassanian Empire. The battle took place in April 633 CE near Kazima, a town in modern-day Kuwait that was close to the border of Dast Meisan, a frontier district in Mesopotamia. The battle lasted for a few hours until the Sassanian army was routed and dispersed.
​
Why Did the Battle of Sallasil Happen?
The Battle of Sallasil happened because Caliph Abu Bakr wanted to expand the domains of Islam beyond the Arabian Peninsula. He saw the Sassanian Empire, a powerful and wealthy rival in the region, as a threat and an opportunity. He wanted to spread the message of Islam to other lands and peoples, as well as to secure the borders of Arabia from external attacks.
​
Who Were the Leaders of the Battle of Sallasil?
The leaders of the Battle of Sallasil were Khalid ibn al-Walid and Rostam Farrokhzad. Khalid ibn al-Walid was a brilliant military strategist who had earned the title “The Sword of Allah” for his notable victories in previous battles. He commanded an army of about 18,000 men, consisting mostly of light cavalry and archers. He also had some allies from the local Arab tribes who had embraced Islam or entered into treaties with him. Rostam Farrokhzad was a skilled general who led an army of about 40,000 men, according to primary sources, or 15,000 to 20,000 men, according to modern estimates. His army consisted of heavy cavalry, infantry, elephants, and armored wagons.
​
How Did the Battle of Sallasil Unfold?
The Battle of Sallasil unfolded in three key stages:
​
Khalid’s Flanking Maneuver: Khalid ibn al-Walid recognized the challenge posed by the Sassanian defensive line and devised a brilliant plan. He ordered his troops to launch a surprise flanking maneuver, attacking the Sassanian army from the rear. This strategic move caught the Sassanian forces off-guard and disrupted their defensive formation. This also gave Khalid an advantage in terms of terrain and mobility over his enemy.
​
Breaking the Chains: Despite the initial shock, the Sassanian army fought fiercely to maintain their defensive position. However, the Muslim forces, driven by their conviction and determination, gradually broke through the Chains of Sallasil, breaching the Sassanian defenses and creating chaos among their ranks. The chains also made them vulnerable to Khalid’s cavalry charges, which cut through their ranks like a scythe. The breaking of the chains symbolized the breaking of Sassanian power and resistance.
​
Decisive Victory: The relentless assault by the Muslim forces led to the collapse of the Sassanian army. Rostam Farrokhzad, the Sassanian general, was killed during the battle, dealing a severe blow to Sassanian morale and leadership. The Battle of Sallasil resulted in a resounding victory for the Rashidun Caliphate, further paving the way for the Muslim conquest of Persia. The Muslims captured a large amount of booty and prisoners from the battlefield.
​
What Was the Impact of the Battle of Sallasil?
The impact of the Battle of Sallasil was immense and far-reaching. It marked a significant milestone in the expansion of the Rashidun Caliphate’s domains and the eventual collapse of the Sassanian Empire. The triumph at Sallasil showcased the military genius of Khalid ibn al-Walid and solidified his reputation as one of history’s great military commanders. His exploits and victories inspired later Muslim leaders and warriors, such as Saladin and Tariq ibn Ziyad, who followed his example and legacy.
​
Moreover, the Battle of Sallasil contributed to the spread of Islam in the region, shaping the political and religious landscape for centuries to come. It played a crucial role in establishing Muslim rule in Persia and the subsequent cultural and societal transformations that followed.
​
How to Learn More About the Battle of Sallasil?
The Battle of Sallasil stands as a testament to the strategic brilliance and valor displayed by Khalid ibn al-Walid and the Muslim forces. This pivotal clash in history altered the course of the Muslim conquest of Persia, leaving an indelible mark on the region’s destiny. By exploring the historical context, key events, and the lasting significance of the Battle of Sallasil, you gain a deeper understanding of its profound impact on the world.
​
If you want to learn more about the Battle of Sallasil and other fascinating topics in Islamic history, check out our blog for more articles and resources. You can also subscribe to our newsletter to get the latest updates and insights delivered to your inbox.
​
We hope you enjoyed this guide on the Battle of Sallasil. If you did, please share it with your friends and family who might be interested in learning more about this amazing historical event. And don’t forget to leave us a comment below with your thoughts and feedback. We’d love to hear from you! The battle took place in April 633 CE near Kazima, a town in modern-day Kuwait that was close to the border of Dast Meisan, a frontier district in Mesopotamia. The battle lasted for a few hours until the Sassanian army was routed and dispersed.
​
Why Did the Battle of Sallasil Happen?
The Battle of Sallasil happened because Caliph Abu Bakr wanted to expand the domains of Islam beyond the Arabian Peninsula. He saw the Sassanian Empire, a powerful and wealthy rival in the region, as a threat and an opportunity. He wanted to spread the message of Islam to other lands and peoples, as well as to secure the borders of Arabia from external attacks.
​
Who Were the Leaders of the Battle of Sallasil?
The leaders of the Battle of Sallasil were Khalid ibn al-Walid and Rostam Farrokhzad. Khalid ibn al-Walid was a brilliant military strategist who had earned the title “The Sword of Allah” for his notable victories in previous battles. He commanded an army of about 18,000 men, consisting mostly of light cavalry and archers. He also had some allies from the local Arab tribes who had embraced Islam or entered into treaties with him. Rostam Farrokhzad was a skilled general who led an army of about 40,000 men, according to primary sources, or 15,000 to 20,000 men, according to modern estimates. His army consisted of heavy cavalry, infantry, elephants, and armored wagons.
​
How Did the Battle of Sallasil Unfold?
The Battle of Sallasil unfolded in three key stages:
​
Khalid’s Flanking Maneuver: Khalid ibn al-Walid recognized the challenge posed by the Sassanian defensive line and devised a brilliant plan. He ordered his troops to launch a surprise flanking maneuver, attacking the Sassanian army from the rear. This strategic move caught the Sassanian forces off-guard and disrupted their defensive formation. This also gave Khalid an advantage in terms of terrain and mobility over his enemy.
​
Breaking the Chains: Despite the initial shock, the Sassanian army fought fiercely to maintain their defensive position. However, the Muslim forces, driven by their conviction and determination, gradually broke through the Chains of Sallasil, breaching the Sassanian defenses and creating chaos among their ranks. The chains also made them vulnerable to Khalid’s cavalry charges, which cut through their ranks like a scythe. The breaking of the chains symbolized the breaking of Sassanian power and resistance.
​
Decisive Victory: The relentless assault by the Muslim forces led to the collapse of the Sassanian army. Rostam Farrokhzad, the Sassanian general, was killed during the battle, dealing a severe blow to Sassanian morale and leadership. The Battle of Sallasil resulted in a resounding victory for the Rashidun Caliphate, further paving the way for the Muslim conquest of Persia. The Muslims captured a large amount of booty and prisoners from the battlefield.
​
What Was the Impact of the Battle of Sallasil?
The impact of the Battle of Sallasil was immense and far-reaching. It marked a significant milestone in the expansion of the Rashidun Caliphate’s domains and the eventual collapse of the Sassanian Empire. The triumph at Sallasil showcased the military genius of Khalid ibn al-Walid and solidified his reputation as one of history’s great military commanders. His exploits and victories inspired later Muslim leaders and warriors, such as Saladin and Tariq ibn Ziyad, who followed his example and legacy.
​
Moreover, the Battle of Sallasil contributed to the spread of Islam in the region, shaping the political and religious landscape for centuries to come. It played a crucial role in establishing Muslim rule in Persia and the subsequent cultural and societal transformations that followed.
​
How to Learn More About the Battle of Sallasil?
The Battle of Sallasil stands as a testament to the strategic brilliance and valor displayed by Khalid ibn al-Walid and the Muslim forces. This pivotal clash in history altered the course of the Muslim conquest of Persia, leaving an indelible mark on the region’s destiny. By exploring the historical context, key events, and the lasting significance of the Battle of Sallasil, you gain a deeper understanding of its profound impact on the world.
​
If you want to learn more about the Battle of Sallasil and other fascinating topics in Islamic history, check out our blog for more articles and resources. You can also subscribe to our newsletter to get the latest updates and insights delivered to your inbox.
​
We hope you enjoyed this guide on the Battle of Sallasil. If you did, please share it with your friends and family who might be interested in learning more about this amazing historical event. And don’t forget to leave us a comment below with your thoughts and feedback. We’d love to hear from you!

Long Questions Answer Hotel Management Exam Paper.

1. Explain the step-by-step procedure of cleaning a departure room.

The departure room cleaning procedure is a critical part of maintaining high cleanliness standards in a hotel. The following is a step-by-step procedure for cleaning a departure room:

1. Start by collecting all the necessary cleaning supplies, including cleaning agents, gloves, trash bags, and cleaning equipment like a vacuum cleaner, broom, and dustpan.
   
   1. Enter the room and open the windows to allow for ventilation.
2. Strip the beds of all linens, including the bed sheets, pillowcases, and duvet covers. Fold and place them in a laundry bag.
   
3. Remove all towels and place them in the laundry bag.
   
4. Check the bathroom and remove any used toiletries, towels, and bathrobes.
   
5. Empty all trash bins and dispose of any waste in a trash bag.
   
6. Dust and wipe all surfaces in the room, including the furniture, mirrors, and window sills.
   
7. Use a vacuum cleaner to clean the floors, corners, and baseboards. If there are any stains, use a spot-cleaning agent to remove them.
   
8. Clean the bathroom by starting with the toilet. Use a toilet cleaner to clean the bowl, seat, and exterior. Wipe down the sink, counter, and showetub with an all-purpose cleaner. Use a glass cleaner to clean the mirror and shower door.
   
9. Mop the bathroom floor with a disinfectant cleaner and let it dry.
   
10. Check all light fixtures and lamps to ensure they are functioning properly.
    
11. Finally, do a final inspection of the room to ensure that it is thoroughly cleaned and ready for the next guest.
    

2. Show the differences between woven and non-woven carpets.

Woven and non-woven carpets are two types of carpets that are commonly used in the hospitality industry. The main differences between these two types of carpets are.
Woven carpets
Woven carpets are a type of carpet that is made by interlacing yarns in a specific pattern using a loom. The process involves weaving yarns vertically and horizontally to create a tightly woven carpet. The result is a high-quality, durable carpet with intricate designs and patterns. Woven carpets are typically made from natural fibers such as wool or silk, but can also be made from synthetic fibers such as nylon or polyester. They are known for their luxurious appearance and durability, making them a popular choice for high-end hotels, resorts, and other hospitality establishments. However, woven carpets are generally more expensive than other types of carpets due to the labor-intensive manufacturing process and use of high-quality materials.
Non-woven
Non-woven carpets are a type of carpet that is made by bonding fibers together using heat, chemicals, or pressure, instead of weaving them like in woven carpets. The fibers used in non-woven carpets can be natural, synthetic or a blend of both, and are typically made from materials such as polyester, nylon, or polypropylene.
The manufacturing process for non-woven carpets involves pressing and binding the fibers together, which creates a consistent, uniform texture. Non-woven carpets can be made in a variety of colors and patterns, and are often used in commercial settings such as hotels, offices, and retail spaces due to their durability and ease of maintenance

Company Name	Title	City
Wellstar Health System, Inc.	RN MedSurg Internal Agency	Alabaster
Wellstar Health System, Inc.	RN Medsurg WEST Night	Alabaster
Wellstar Health System, Inc.	RN Charge MedSurg - KH CH	Alabaster
Aveanna Healthcare	Home Health RN Clinical Manager 10K Sign On Bonus	Bessemer
Wellstar Health System, Inc.	RN Clin Nurse MedSurg I	Birmingham
UniFirst	Maintenance Technician I - UniFirst	Birmingham
Wellstar Health System, Inc.	RN Support MedSurg III NF DH PH	Birmingham
UniFirst	Maintenance Custodian - UniFirst	Birmingham
Wellstar Health System, Inc.	RN Clin Nurse MedSurg III	Birmingham
Aveanna Healthcare	Home Health Registered Nurse RN Full Time 10K Sign On Bonus	Decatur
Aveanna Healthcare	Salaried Home Health Physical Therapist 15K Sign On Bonus Livingston	Demopolis
Aveanna Healthcare	Salaried Home Health 4 Day Physical Therapist 15K Sign On Bonus Livingston	Demopolis
Aveanna Healthcare	Hospice Registered Nurse RN Full Time	Double Springs
Aveanna Healthcare	Hospice Registered Nurse Full Time RN	Fairhope
Aveanna Healthcare	Hospice Sales Account Executive	Foley
Aveanna Healthcare	Home Health Registered Nurse RN Full Time	Huntsville
Aveanna Healthcare	Hospice Admissions Registered Nurse RN Full Time	Huntsville
Aveanna Healthcare	Home Health Registered Nurse RN Full Time	Livingston
Aveanna Healthcare	Home Health Licensed Practical Nurse LPN Full Time	Livingston
Aveanna Healthcare	Salaried Home Health 4 Day Physical Therapist 15K Sign On Bonus	Livingston
Biolife Plasma Services	Assistant Manager	Mobile
Aveanna Healthcare	Hospice RN Executive Director	Mobile
First Fertility	RN - Clinical Nursing Coordinator	Mobile
Aveanna Healthcare	Home Health Licensed Practical Nurse LPN Full Time	Pelham
Aveanna Healthcare	Home Health Registered Nurse RN Full Time 10K Sign on Bonus	Rogersville

Hey guys, here are some recent job openings in al. Feel free to comment here or send me a private message if you have any questions, I'm at the community's disposal! If you encounter any problems with any of these job openings please let me know that I will modify the table accordingly. Thanks!

Follow this link for Lowes Carpet Cleaner Rental Coupon 2023. Access the latest deals and promotions by visiting the link, featuring a constantly updated list of coupons, promo codes, and discounts.

Sind Tarifverträge immer für die gesamte Belegschaft gültig oder gibt es da Außnahmen?
Ich rede natürlich nicht von AT-Verträgen, die gemacht werden um Top-Positionen höher zu vergüten.
In meinem speziellen Fall geht es darum, dass ich mich Frage ob die E.ON Gas Mobil GmbH als indirekte Tochtergesellschaft der E.ON SE ebenfalls in der Tarifgemeinschaft Energie (TG Energie) ist, und von den dort geltenden Tarifverträgen profitiert?

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.

Chapter 4: The Dew
We have a new cast member for this chapter! Her name is Molly, and let’s just say she’s the MVP.
It was almost noon when I woke up. Faaaaack! I scrambled to get dressed, slap on a little makeup, put my hair in purple pigtails, ask myself whether I was dolling myself up for FPB or for Axton... Yeah, that was a no-brainer. I engaged in basic some humaning (brushing teeth, applying deodorant, etc.), spritzed on some men’s cologne called Spicebomb (FPB really was kind of right about that), put on my new shoes, and dashed out the door. I looked at my phone to see if I had a missed call or an angry text from FPB. Nope. Good! He must have still been passed out.
I Ubered to FPB’s place to get my car, then I drove back to Sage’s house and parked on the side of the street. There were four Molly Maid vehicles in the driveway. I checked the door. It was unlocked. Was it possible that my absence might have gone unnoticed? As I entered the house, I could hear one of the professional cleaners yelling at Sage. I’ll call her Molly.
Molly: I’m charging you TRIPLE! I had to call in SIX extra girls. We clean up vomit, pee pee, poo poo, and your house smells like a distillery! You are nasty, nasty people!
I was damn near pissing myself laughing. One of the professional cleaners swooped past me, and I felt embarrassed to even be associated with these nasty, nasty people (even though all of them except for FPB had been super nice to me).
I found my way into the kitchen and accidentally interrupted Sage and Athena arguing over who was going to pay the cleaning bill. Sage was in favor of splitting it between the chummers, and Athena was in favor of sticking Mori with the bill since his nasty, nasty rules caused the nasty, nasty mess.
I cleared my throat so it didn’t seem like I was eavesdropping.
Athena: OP! Hey! Where have you been all morning?
Me: I ran home to get some sleep. The snoring was pretty loud...
Athena: I hear ya. We sleep in Sage’s bedroom, but Mori makes all the others sleep in the War Room or on the porch. You might be able to convince him to let you sleep in the guest room tonight?
Me: Isn’t it your house, Sage? I’ll play by your rules.
Sage: Yeah, but Mori’s in charge during Shadowrun weekends.
Damn, this really was starting to feel like a fucking cult. But I still found Mori hella amusing despite all his absurdities.
Me: Hey, guys? How much hell am I about to catch from FPB?
Sage: That would be... none. He’s still passed out in the backyard.
I made my way to the porch. I guess the cleaning crew hadn’t gotten there yet. There were toppled cups, empty liquor bottles, and several piles of puke on the porch; and the distinct scent of boozy pee clashed in an act of olfactory violence with the scent of stale vomit. I didn’t even want to take a single step outside. I was wearing my brand new shoes, after all! But the rest of my outfit was blissfully casual.
FPB’s absurdly formal clothes were draped over the hammock, and he was sprawled across a lawn chair in nothing but his black boxer briefs, snoring like a freight train.
Axton was sitting on a dry patch of the steps that led down to the yard, smoking a cigarette, and drinking what I hoped was coffee. Snorlax was passed out in the inflatable kiddie pool. And Mori was nowhere to be seen. Axton turned around and noticed me. Surely he didn’t remember trying to kiss me the night before. I mean, I kind of hoped that he did... but it would make my life a whole lot easier if he didn’t.
Axton: OP! Where did you run off to after you put us to bed?
Me: I went to sleep.
Axton: Where?
Me: Ummmm...
Axton: I won’t say anything to FPB, don’t worry.
I wanted to believe him. “I went home. I wanted to sleep in my own bed, and I wanted to have my car in case I get tired again. I seriously can’t keep up with you guys.”
Axton: That’s probably not anything to be ashamed of. Wanna come sit? Have a smoke?
I scanned the porch. “I’m not sure where it’s safe to step.”
Axton put his cig in the ashtray and stood up. “Combat boots to the rescue.”
He crossed the porch, picked me up, and carried me to the puke/pee/booze-free step. As he was putting me down his hand very deliberately grazed the length of my spine. Guess he remembered... I couldn’t seem to pull my hand off his shoulder, nor could I seem to take my eyes off his lips. But just then, FPB stirred. And he roared, “UNHAND MY GIRLFRIEND, YOU PIECE OF SHIT!”
He tried to stand, but his tall, hungover ass just withered to the ground.
Me: Good morning! Don’t worry. He was just helping me protect my new shoes.
FPB: So help me, Pretty Boy. If you touch my girlfriend again, I WILL END YOU.
Axton: Just trying to be gentlemanly, buddy. You want some coffee?
FPB grunted.
Axton turned to me. “You want some, too?”
FPB: DO NOT SPEAK TO HER, YOU FUCKING SKIDMARK.
Me: I’m good. I’ll hit Mori up for some coke later on.
Axton laughed and headed to the kitchen.
FPB: YOU WILL NOT GET COKE FROM MORI. I WILL LITERALLY KILL HIS (expletive slur deleted) ASS IF HE GIVES YOU COKE.
Snorlax was stirring in the kiddie pool.
Snorlax: FPB... Chill, bro. Seriously. God damn. You’re gonna pop a vein in your forehead.
Okay, it’s finally time to pause and give you guys some background on my relationship with FPB. It might be mildly triggering for some, so apologies in advance.
He repulsed me at first. I thought he was a snob, I hated his beard, and his circus freak height intimidated me a little. But he managed to humanize himself. He feigned vulnerability. He was attentive and affectionate (at first). And when we finally went on a proper date, it was actually pretty romantic. Plus, he had cool Bioshock tattoos! I wouldn’t find out about his Shadowrun tramp stamp until a bit later.
And I felt like I was gaining some maturity by looking past the unsightly beard, the constantly furrowed brow, and the shocking amount of time he spent standing on the most random soapboxes one could possibly imagine. I’ll also shoehorn in the fact that he had been “dating” a possessive, obsessive legbeard and I found myself feeling like a white knight for helping him out of that annoying situationship.
FPB’s triumphant, and probably fabricated, stories of his past facilitated empathy. He had dropped out of college to join the Peace Corps. He once pulled over to save a child from a burning vehicle. He had been bullied in middle school for being the only boy in the Color Guard. Blah, blah, blah. It was mostly a load of bollocks, and I’ll save the ridiculous details for another story. But his displays of affection in the early stages of our cursed courtship seemed sincere, and I believed him when he said that my “being there for him” was helping him grow as a person. What a rube I was.
The emotional connection gradually ran deeper as a result of FPB’s exceptionally well-rehearsed vulnerability act, but it was hardly a romance novel. After several relatively normal “getting to know each other” months, I discovered that FPB had been notoriously promiscuous in the past. A lothario, through and through. Many women apparently knew all about the “ladies’ man maître D” in midtown Wellsprings who would go home with absolutely ANYONE.
And I soon figured out that he had not left his promiscuous past behind him... at all. But even if I hadn’t become aware of his reputation, I could often smell his sexual escapades once he felt confident enough to interact with me immediately after he’d gone muff diving. His beard stank like a turtle tank, with heavy top notes of body odor and microwaved fish, and undertones of stale urine, dingleberries, and sometimes a gentle waft of rotting tampon.
He’d also had to treat his foul flavor-saver for pubic lice on a few occasions. I know I mentioned his beard crabs earlier, but it bears repeating (if only for the cringe). I can’t even begin to explain how humiliating the state of his beard was for me. I take care of all manner of personal hygiene, and I’ve certainly never had CRABS. To be known as the girlfriend of such a nasty beardo must have caused at least a few people to reasonably assume that I had a crab-infested crotch and a serious case of junk funk. #notmyjunk
Hindsight tells me that I didn’t care about his philandering because I wasn’t in love with him. His company wasn’t particularly enjoyable since he spent most of our time together complaining about “losers” on the internet and lambasting the insufferable management at the restaurant where he worked. But he could carry on lengthy conversations about luxury fragrance, which was... harmless. Plus, I enjoyed the idea of having a “boyfriend” since I was approaching 30.
And FPB could convincing behave like the *perfect gentleman* on the rare occasions when we attended respectable social events together. So all of my friends thought I’d won the dating lottery by landing myself a quirky, intelligent, polite, and visually striking boyfriend. This dreadful dating experience tempts me to spout some unsolicited advice along the lines of, “Wait for the right *connection* with a person who makes your life more enjoyable, and don’t get hung up on your relationship status... YOU are enough.” But perhaps that’s something we all have to realize for ourselves.
Aside from the philandering, things ran pretty smoothly back when FPB was still keeping “the crazy” under wraps. His goblinization unfolded in tiny, almost imperceptible increments. And by the time he had become a full-blown possessive lunatic, every attempt to end things with him resulted in death threats, slander, vandalism, bomb threats, or false police reports. I could easily write an entire lengthy story about every disastrous breakup attempt. But they wouldn’t be amusing stories. At least this current story has moments that I can try to frame as humorous, largely thanks to the Shadowrun crew.
I suppose the most honest answer as to why I had given FPB chance after chance is that I had absolutely NO prior experience being emotionally close to severely mentally unstable people. I’m one of the lucky ones who has never suffered from mental illness aside from occasional situational depression and some mild body images issues when I was a teenage girl on the high school drill team. I grew up in a loving family. And the only other serious romantic relationship I’d had prior to FPB fell apart because we were just in different stages of life (he was quite a bit older), and we eventually found ourselves unable to relate to one another. Nothing horrifying.
FPB was much closer to my age, we had common interests, and he was a (seemingly) genuine gentleman at first. Our relationship was like Beauty and the Beast... in reverse. I’m not so much comparing myself to Belle as I’m comparing FPB to a kind-hearted prince who gradually transformed into a stomping, snarling, tantrum-throwing BEAST.
Any desire that I’d ever felt for him died from poon fume inhalation. And FPB was pitifully butt-hurt when I closed the cookie to him. And despite displaying no interest in showing affection towards me, despite having countless randos at whom he could wiggle his whisky wang, despite griping incessantly about my terrible personality, my wretched taste in music, and my annoying sense of humor, he refused to end the relationship.
But if I so much as spoke to another man, FPB would call the police and report him as a TCAP Story, vandalize his property (usually with poop and/or semen), stalk him relentlessly, or make a slanderous website, crudely photoshopping the poor guy’s face onto obscene images that he got off the deepest, dingiest, most dumpster-fiery recesses of the dark web. This “retaliation technique” would eventually get his ass incarcerated, but not until many, many unfortunate girlfriends later.
Everyone had always told me that, “Relationships are HARD.” Guys, gals, non-binary pals... if you ever feel the need to cough out this fetid tonsil stone of “wisdom,” please operationally define the word “HARD.” If a relationship feels like a prison sentence and you find yourself fearing for your safety or for the safety of your loved ones, that isn’t “hard.” That is coercive control. RUN. But never forget that running is often much, mucheasier said than done. There’s no shame in getting help from friends, family, and law enforcement.
​
So, where were we? Snorlax was telling FPB to chill out, Axton was going to get some coffee for the lanky, bearded ball of rage, and I was standing on the one clean step, hoping the cleaning crew would come outside and save us all.
FPB was flailing about, trying to achieve a sitting position. Snorlax seemed to have gone back to sleep. And Axton returned to the porch with a cup of coffee and a bottle of water. He made his way down to FPB.
FPB: You’d better stay far, FAR away from her for the remainder of the weekend.
Me: Funky, he’s helping your hungover ass. And he hasn’t been inappropriate towards me in any way.
(That was kind of a lie. But I suppose it all depends on what you consider “inappropriate.”)
FPB harumphed.
Me: I promise you that I’ll punch him in the face if he makes me uncomfortable. Otherwise, please let me get to know your friends. You said that was an important part of the weekend.
Axton sat down the hangover remedies next to FPB’s lawn chair.
Axton: You want some Advil?
FPB nodded, and Axton took the pills out of his pocket and handed them over. FPB washed the pills down, took a few sips of lukewarm coffee, and leaned back in the chair, groaning miserably.
I sat down on the clean step and lit up a cigarette. Axton left FPB to his own devices and approached me cautiously. I gestured for him to come sit next to me. Axton grinned sheepishly, took his cig out of the ashtray, and sat down on the step. I wanted to keep FPB under control, so I said under my breath, “We’d better sit about two feet apart.”
Axton and I both scooched away from one another, the ashtray serving as a buffer, and we continued to speak quietly so that FPB’s hungover groans would drown out our conversation.
Axton: Are you really gonna punch me?
Me: Are you gonna make me uncomfortable?
His grin faded a bit, “Have I made you uncomfortable? If I did, I’m so sorr...”
I made eye contact with him and held it for about 3 seconds longer than I would have held friendly eye contact and replied with my own sheepish grin, “Not at all.”
​
Snorlax was sitting up by that time and he seemed to be in a world of hurt as well.
Axton: Yo, Snor! You need some hangover helper, too?
Snorlax (groaning): Pleeeeeeease.
Axton got up to fetch Snorlax some coffee, water, and pills. Those combat boots were going to need to get hosed down before he went back inside. Especially with Molly and her pissed off crew still at the house.
In fact, I could hear Molly screeching at Sage again.
Molly: There’s more mess on the porch? What sort of mess? More poo poo? A lake of liquor? You people are ANIMALS. I’m never cleaning your house again!!!
Sage: Ummm... I think it’s just booze and pee. You should be able to just power wash it.
Axton: There’s a ton of puke out there, too.
Molly: Jesus, save us all.
Axton ran to Snorlax and delivered the hangover helper.
Axton: Dude! The maids are on their way, and they’re pissed off. We gotta disappear.
I put my cigarette out, stood up, and dashed over to FPB, who was still reclining in the lawn chair with a pained expression on his face.
Me: Funky? The maids are coming. We need to get out of here.
FPB: And go where?
Me: I don’t know! I’ve never done this before. I think Axton knows, but I’m afraid to talk to him.
FPB: HEY, FUCK-FACE. Where are we running off to?
Axton: Garage! Go around the side of the house.
Axton helped Snorlax stagger around to the garage, and FPB managed to wobble to his feet. As he was standing up, I noticed a whisky wee aroma and an extra dark patch of fabric near the crotch of his black underpants. While I guided him to the garage, I tried my darndest to keep his wet boxer briefs away from my clean shirt. His crotch was level with my mid-section, so I curved my body away from him and let him basically use my shoulders and arms as a walker. In the end, we all managed to enter the garage though the side door. It was dusty, musty and stuffy, but it was blissfully devoid of puke and pee. Well, aside from FPB’s underpants.
Sage must have anticipated that we’d take shelter from the angry maids in the garage because he came out from the house and opened the garage doors for us, letting in a nice breeze.
Sage: You guys good?
We all indicated the affirmative.
Sage: Excellent. Mori should be back from the liquor store pretty soon. And he’s picking up hangover food, too.
Snorlax: What’s he getting?
Sage: Taco Bell.
Seriously? Not only were they having to restock the booze, but they were also planning to chow down on Taco Bell to help with the hangovers? There was no way in hell that was going to help.
At any rate, FPB and Snorlax were chugging the remainder of their hangover helper and seemed to be gradually getting their sea legs back. Axton had apparently been awake a little longer than they had, so his hangover seemed to have passed. I’m just assuming this since I was forbidden to speak to him. And with the only two non-hungover people there forbidden to speak to one another, the garage was eerily silent.
We were all sitting on the dusty floor and FPB, still wearing nothing but wet boxer briefs, tried to pull me into his lap.
Me (getting up and crossing the room): HELL NO. You peed yourself. I’m not sitting in your lap until you go wash up and put on some clean underpants.
FPB: It’s not pee. It’s dew.
Axton: It’s piss, bro. I can smell it.
FPB (snarling): You shut your fuck-nugget mouth, Asshat.
Wow, Axton’s ability to exhibit no reaction at all to FPB’s venom was impressive. I might have to try that and see if it would work for me.
Snorlax: He’s right. It’s definitely pee. No shame, though. I wet my pants, too. I had to get up and change at like... 6 in the morning. It sucked.
FPB: OP, please get over yourself and come sit by me.
Me: No lap sitting.
FPB: Fine.
Me: Do you want me to go get your backpack so you can change?
“Chill out, Miss Uptight! We all wet our pants every weekend. It’s tradition,” he said as he wound his long arms around me from the side.
I felt like I was in a cage. I rolled my eyes, and I think Axton noticed my exasperated expression because I could see him snickering.
FPB: What’s funny, you DICK?
Axton composed himself, and Snorlax gallantly stepped up to save us.
Snorlax: He’s laughing cause I farted. Sorry.
Always a sucker for bathroom humor, I burst out laughing. Axton started laughing again, Snorlax started laughing, lifted a cheek and really did rip one this time. The butt wind even kicked up a little dust from the garage floor. That made all the reasonable people in the garage laugh even harder. But not FPB. No, he was fuming.
FPB: What the hell is really so fucking FUNNY? Someone fess up to me or I’m gonna start flaying you bitches.
Axton: Dude. For real. We’re laughing at a fart. (more laughter)
Snorlax (also laughing): Yeah, just the thought of Taco Bell gave me gas.
FPB’s fury just made it even funnier, and all of us were in stitches.
FPB: I know you’re all laughing at ME.
Yeah, I guess it did kind of start off that way. But by the time his rage was hitting the boiling point, we really were just behaving like overgrown children and laughing hysterically at a fart. And everything was ten times funnier because we had this “stick in the mud” sitting there getting outrageously offended by the laughter. You know the feeling, right? When you’re not supposed to laugh at something, it becomes even harder not to laugh? Or is that just me?
FPB: I’m getting dressed now. OP, come help me. You two jabronis can stay in here and laugh at each other’s farts.
Instead of heading to the hammock in the back yard where FPB’s clothes presumably remained, he entered the house through the garage door and headed straight for the guest room to retrieve his backpack. Good. Maybe he was at least going to put on some clean underpants.
But, no. He wasn’t. That would have taken away from the repulsive debauchery that his whizzy boxer briefs allowed him to revel in. He really needed to settle on a story. Was he such a wild, crazy party boy that he was too cool to care that he’d wet his pants? Or was he a pathetic drunk who’d passed out and managed to collect afternoon dew in the crotch of his boxer briefs (and nowhere else on his body)? We’ll never know. His Shadowrun tramp stamp was in full view as he bent down and grabbed his wallet from his black leather backpack. He then marched into the kitchen and told Sage, “Bring me a maid.”
Sage: Ummm... they’ve got their hands pretty full at the moment.
FPB produced a hundred-dollar bill from his wallet. “I want my clothes steam cleaned. And I’ll need them spritzed with perfume. Athena’s got some here, doesn’t she?”
Sage: Yeah... But you’re gonna have to ask HER if you want to use her perfume. And you’re gonna have to ask the cleaning crew to steam your clothes. They’re all pretty annoyed with me over the condition of the house. There’s a new head maid. I’m having to pay TRIPLE the normal cleaning fee, dude.
In my mind, the considerate action would have been to forego the steaming and offer the cash to Sage, since FPB’s sparkle vomit and spilled liquor definitely contributed to the mess. Instead, FPB exited through the front door, made his way around to the backyard, and began removing his clothes from the hammock. The maids shrieked. FPB ignored the shrieks, gathered his clothes, and sauntered back into the house. Once we were back indoors, we could hear Molly going over the bill with Sage.
FPB: AHEM. Madam, I need these clothes steam cleaned.
He thrust his suit and the hundred-dollar bill in her direction.
Molly: Excuse me??? We were hired to clean this disgusting house. You want your clothes steamed, go to the drycleaners.
She sniffed the air.
Molly: And go take a shower. You smell like a diaper.
I stepped in. “Hey. Sage? Do you mind if I steam FPB’s clothes in the guest bathroom?”
Sage: Fine by me.
I pulled FPB aside. “Give me your clothes. You peed in your sleep after you took you suit off right?”
FPB: IT’S DEW.
Me: It doesn’t matter. Your underwear’s wet and you need to put on a dry pair. In the meantime, I’ll go in the bathroom, hang your clothes up, get the room steamy from the shower, and then they’ll at least be a little less wrinkled. We used to do it all the time in college.
FPB: But those bitches have professional equipment. If they can steam carpet, they can steam a suit.
Me: I think it’s a different type of steamer.
FPB: Oh, you’re an expert on steamers?
Me: Not the Cleveland kind.
Damn it, Mori would have appreciated my attempt at an obvious dirty joke.
FPB harumphed, and I put the plan into action. I turned the shower on as hot as it would go, sifted through FPB’s suit components carefully to make sure his pants were dry. Fortunately, they were. I hung the clothes as close to the shower curtain as I could without getting them wet and sat down to try and enjoy the steam room and the solitude. Maybe it would make me feel refreshed? But the sweetness of the solitude wouldn’t last, as I could hear a conversation taking place just outside the door.
Sage: What the hell, man? Why are you guarding the bathroom door?
FPB: I don’t want any of you pervs trying to walk in on my girlfriend while she showers.
Sage: Okay... I think she’s just in there steaming your fancy clothes.
FPB: She might be taking a shower, too. NAKED. I have to protect her from the male gaze.
Sage: Well... I’ve got a girlfriend. Mori’s not here, and Snorlax and Axton are both stand-up dudes.
FPB: I don’t trust Axton. I caught him picking her up on the porch, and then he tried to TALK TO HER.
Sage: “Picking her up” as in the crap you pull at work all the time? Or literally “picking her up” so she didn’t step in puke?
FPB: Uh... he made some lame excuse.
Sage: So... Picking her up so she didn’t step in puke. What a jerk.
FPB: Right?!
Sage: Listen, man. The door locks. And she’s a grown woman. Leave her alone for five minutes, for fuck’s sake. And put on some clean underwear.
FPB: IT’S DEW.
When I couldn’t take the steam anymore, I turned off the shower, retrieved FPB clothes, which did look spiffier, and opened the door to inhale the fresh, cool air. Ahhh! And the lovely cleaning crew had managed to get rid of the “poopy-pee-puke-pizza” pungency.
Apparently, being lightly mocked by the “vice principal” had embarrassed FPB enough to make him go find something better to do. No one was outside the door at that moment. I gathered FPB’s clothes, carried them to the guest room, and laid them out on the bed.
Now to find my seething anger ball of a boyfriend. Best guess? He was back in the garage, yelling at Axton and Snorlax. So that’s where I checked first.
I entered the garage from the house, and found Sage, Athena, Axton, Snorlax, and Mori all sitting around enjoying some Taco Bell and drinking beer. No FPB.
Me: Hey, guys! Have any of you seen a tall, angry guy in wet boxer briefs?
Mori: He’s on the back porch. Said he had to call his work.
Ah, yes. “Work.” That meant he was texting one of his randos. Probably the one who showed up at Sage’s house late last night.
Me: Beer me?
They all answered with a validating chorus of “Hell yeah,” and, “Go girl!”
I grabbed a beer from the cooler and scanned the room for a place to sit. Axton stood up and led me over to his spot.
Axton: Hey, guys! Who am I?
And then he pulled me onto his lap, wrapped his arms around me and started shouting in a caveman voice, “MY GIRLFRIEND. MINE. NO TALKING TO HER. DON’T EVEN LOOK OR I’LL STAB YOU IN THE EYEBALL.”
Everyone, including me, found this incredibly funny. And I was pleased to see that the whole team was acknowledging FPB’s absurdly possessive behavior. Maybe if the people he respected most in this world called him out on his insane possessiveness, he would reflect? Yeah, let’s see how that goes...
I stayed in this far too comfortable position for a minute or so. Axton was more muscular than FPB and he wasn’t “circus-freak tall,” so his lap was a much better fit. But I knew that if FPB rounded the corner and caught me sitting in another guy’s lap, he’d flip. Especially since my position in Axton’s lap had happened purely to make a mockery out of FPB. I leaned into him for a few more seconds, then slid over into my own cold, hard, lonely space.
Guess I needed to do some reflecting, too... Not because I was finding myself attracted to a guy who wasn’t my boyfriend. My boyfriend was a psycho and I needed to reflect on why I hadn’t been able to find an exit strategy that didn’t lead to terroristic threats or stalking.
Mori: I think I’ll add a new punishment tonight. But only for FPB. If he glitches, he has to sit in my lap and let me paw all over him. See how he likes it.
Me: Be sure to get a raging boner and jab him in the hip with it.
I couldn’t tell if the laughing that ensued was because I’d made a crude joke to the perfect audience or because I had unintentionally “called” the inevitable.
Mori (in a deliberately creepy tone): Oh, that won’t be a problem.
We laughed again.
And then, all the fun was sucked from the garage. FPB entered from the driveway and demanded to know what was funny.
Sage: Mori’s cooking up new punishments.
FPB: That’s... terrifying.
Me: Hey, I put your clothes in the guest room if you want to get dressed.
FPB: M’kay. I’m getting a beer first.
He cracked open a beer and headed inside. As he towered in the doorway, he turned to me.
FPB: You coming?
Mori: You need your girlfriend to help you put your clothes on? Are you in kindergarten?
FPB: Eat a dick, Mori.
Mori: Sounds delicious.
FPB shuddered and trudged inside. He hadn’t made any more demands that I accompany him, so I let him go put on his big boy pants all by himself.
*end of Chapter 4
As always, thank you so, so much for reading!
Hope to see you back for The Lap of Luxury!

I purchased a used RV and the only flaw is a grease spot on the carpet near the engine compartment cover. I’ve tried spot treating it with carpet cleaner (no effect) and oxy-clean (very little change).
What is the strongest treatment I can try that won’t dissolve the carpet?