6 pin cdi box wiring diagram

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2023.06.03 11:56 ReadyNeighborhood286 Does this seem high?

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2023.06.03 11:41 Different-Aioli9626 Does this seem high?

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2023.06.03 10:19 Hoogie2004 How to add a Amplifi Instant Kit to an existing Ampifi HD setup

So, I bought an Instant Kit with the intention of adding it to my existing Amplifi HD setup (to have additional meshpoints, one wired).
Adopting did not work at first, but with help of support and a custom unpairing firmware, I now have both nodes of the Instant Kit as part of the existing HD network.
The steps I got from support:
After a successful unpairing process, refer to the "Add an AmpliFi Router or MeshPoint to an existing AmpliFi Network" section of this article to add the unpaired Instant kit routemesh point to the Primary AmpliFi network.
TLDR: So, if you want to add nodes to an HD network, the instant kit is now an option despite the compatibility list not showing it as compatible. Just mail support for the necessary firmware, and flash both devices using the description above. Then you can adopt them using the normal process.
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2023.06.03 10:11 tidderscot FACT SHEETS FOR EDUCATORS

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:

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

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:

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:

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

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

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

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

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

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

What is the relationship between play and learning?

When adults engage in play with children, they can incorporate formative assessment to develop their understandings of the children and inform their planning. Socio-dramatic play is one way children express their imagination. When educators are with children, they are hearing and seeing children’s imaginations enacted, giving rich information about their learning. In play, children are also blocking out other distractions to problem-solve in the moment, and taking on other perspectives, both from other players and in their own role-play. These are all skills that are linked to our executive function, which is the ‘process of how we learn’ (Yogman et al. 2018, p. 6).
When educators are respectfully engaging with children in play, they are part of the collaboration, co-creating something that is novel and only exists between the people in this activity. If educators are only observing from the outside, how can they understand this process? When educators are part of children’s play, they are in the heart of the learning, and it can open up opportunities for understanding children’s working theories and learning processes. What the educator notes when they engage in the play can be documented as part of the planning cycle, and analysed so that understanding the child’s learning within play is extended through planning.
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2023.06.03 08:53 Quiet-Brilliant8126 Pulling my hair!

So I have a UFB with a 20 pin harness attached. Assembly complete with all buttons working with a JFL connected to 20 pin harness. JFL was too flimsy/loose for the feel I wanted in my new stick. I have a spare Seimitsu Nobi Bullet in a unused fight stick. Decided to do a quick switch figuring i would just have to adjust joystick for different orientation, but all functions seem to be lost after I installed the NOBI. Only difference now is that the NOBI is wired directly to the UDLR screw ports on the UFB. My question is would the 20 pin harness work correctly if all parts of the harness is not being used? I assumed buttons should still work at least. Also followed Seimitsu’s wiring diagram on which way the 5 pins are facing for connecting wires to UFB. Any help/advice would be appreciated. Just wanna play SF6 with my new stick.
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2023.06.03 06:46 AshAndy83 Cont. Collection of Clues S2 ep4

S2 E4 This Way Gone
  1. As the title suggests, this episode marks a major turning point of the town
  2. Flashback with Kenny’s family; reminds us of his hardships; his dad suffers from dementia
  3. Boyd learns Sara teleported straight to church (using SAME Farway tree) and confirms the Boy in White told her to use them; “They” needed Boyd to meet Martin. Sara confirms a different experience with Boy in White (BIW) compared to the other voices (more proof there’s 2 forces at work). BIW told her Nathan was right, they made the place angry.
I feel this could be further manipulation to initiate the next chain of events.
  1. Boyd tells Kenny about Sara’s “gifts.” Boyd: “Someone is talking to her. Using her like, like a—“ Kenny: “Like a pawn.”
This exchange helps confirm how “They” are manipulating people’s behavior in order to create a desired outcome—MCs are all pawns!”
  1. Boyd and Kenny argue over Sara; Boyd avoids the truth regarding Kenny’s dad. Right as Boyd screams, “no one’s going inside the fuckin box!” The worms become active causing Boyd to lose his balance, possible transformation occurring or “They’re interfering.
  2. Ethan visits Victor as he was drawing a scary looking man/monster; brings markers and apologizes for bringing Jade to his room stealing his things
  3. Julie comforting Elgin shows how far she’s come since S1
  4. Kristi evaluates Boyd believing it’s his Parkinson’s; he avoids convo regarding his cut; Boyd laughing at Kristi’s “don’t put extra stress on yourself” proves how traumatic his into the woods experience was and how stressed he is about his role.
  5. Bus driver lady says Elgin told her to turn around.* Jade asks when “before or after the tree?” She confirms “after” to which Jade mocks, “oh then you were already screwed.” Further implies that once you’re caught/chosen, there’s no escaping it. You’ll be pulled in regardless. Bus Driver lady and Jade share their major life changes: she was going to switch careers after getting her degree and Jade sold his software company.
  6. Tabitha meets Marielle, catching her in the drug cabinet.
  7. Jim and Tabitha talk; Jim asks the right questions: “Why did that road lead us here? What the fuck is the point of all of this?” Mentions Kristi’s fiancé was on the bus, acknowledges wires not being connected; Jim, as a mechanical engineer who designs rollercoasters, explains how its infrastructure is built to do the impossible– to get a stronger reaction from the people riding it; highly referencing the design of the town trap.
Jim: What if this was all designed just to see how we’d react? I mean, what if this is all some kind of fucked up experiment? The radio worked. We made contact with someone.” This whole exchange confirms their behavior is being manipulated, they’re being watched and there’s forms of control in order to produce more fear and trauma.
  1. Boyd talks to a dead Father Kahtri, confirming he no longer gets tremors; could imply “They” healed him.
Perhaps his exchange with the “spirit of Kahtri” is actually “Them” dictating his behavior, especially how Boyd hears and sees the music box soon after.
  1. Kahtri sits at a desk with the CHESS BOARD in frame (Easter egg).
More proof the people are the pawns with two opposing forces controlling the board AKA the town trap!! It just gets fuzzy who’s influencing who.
  1. Kahtri never cursed, whichp even threw off Boyd—this also suggests it’s “Them.” Especially when Kahtri pushes the leader role once again, pressing he must make the hard decisions. He also encouraged Boyd NOT to tell Kenny the truth because what good can come of it. Very manipulative! As if “They” wanted Boyd and Kenny to fight!
  2. Father Kahtri: “Broken people don’t survive out here, Boyd.” (Easter egg)
  3. Jim wants to work with Donna, confronts her about the voice they heard. Donna argues, “How fuckin stupid are you?” —simply enforcing it’s not a good idea to seek the truth right now considering how defeated people already are. She knows “They” are watching, and NOT helping and “who knows if it was a human on the other line.” Donna: “To keep our fuckin mouths shut! Until we know more.” This also justifies Boyd’s behavior as their leader.
  4. Tensions are high in Colony, especially with hot head rebellious Randall; he refuses to share his stuff
  5. Kenny and Sara talk; he confronts her wanting to make things clear her arrival will greatly affect Boyd’s reputation. Sara knows she deserves punishment and confessed to Kenny about the murder of his dad
  6. Donna kicks out Randall out of Colony to live on the bus
  7. Boyd officially meets Tillie, the strange old lady; she brings up Boyd’s journey into the woods
  8. Showdown between Boyd and Kenny; Kenny confronts his substitute dad in Boyd about his betrayal. “You fuckin knew!” Showcasing Kenny’s trauma; irony tied to beginning of episode
submitted by AshAndy83 to FromTVEpix [link] [comments]


2023.06.03 06:08 r_cube12 [USA] [H] Dreamcast, Ps1-5, Xbox 360, Wii, Gamecube, Gameboy advance [W] PayPal

Prices do not include shipping. I accept PayPal f&f.
https://imgur.com/a/mfhLAxu
Dreamcast
Ps2
Ps3
Ps5/Ps4
Xbox 360
Xbox
Xbox one
Ps1
Nintendo 64
Wii
Gamecube
Gameboy advance cart only $10 each
Psp
submitted by r_cube12 to GameSale [link] [comments]


2023.06.03 05:25 Suspicious-Lie-6315 Need someone to check wiring diagram for button box - pro micro

Need someone to check wiring diagram for button box - pro micro
I found a video of someone who made almost exactly the same thing as me with 32 functions. https://www.youtube.com/watch?v=Z7Sc4MJ8RPM. Since im not using the 2 big switches he uses i edited it to use engine start stop instead. if you dont mind could someone please check over it?
Theres more photos in comments
https://preview.redd.it/e90b9ugt1q3b1.png?width=1058&format=png&auto=webp&s=b8ec22c54e299ba37aaa15e698eafd97d5b9efd7
submitted by Suspicious-Lie-6315 to arduino [link] [comments]


2023.06.03 04:57 Sollant-Compressor How to prevent the burnout failure of the screw air compressor oil core?

How to prevent the burnout failure of the screw air compressor oil core?

The oil separation core is one of the important accessories of the screw air compressor. It is to separate the oil and gas, let the oil return to the internal circulation of the air compressor, and let the gas be discharged for the user. At the same time, the oil separator core is also a vulnerable consumable, and it needs to be replaced in time after it expires.
The failure of the oil split core to burn is actually the oil split core being ignited. So, what are the measures to prevent the air compressor oil split core from burning?
  1. If the air compressor has been out of service for a period of time, or when the temperature is low in winter, before starting the machine again, add a small amount of lubricating oil to the inside of the main engine, so that the main engine has lubricating oil and cooling when it starts.

https://preview.redd.it/xuk5hf32xp3b1.jpg?width=800&format=pjpg&auto=webp&s=1b6f8eedbd74e356c9744d732a6f3917eab55dfb
  1. In daily operation, pay attention to the exhaust temperature of the air compressor. Once the exhaust temperature of the machine is found to be too high for a long time, find out the cause of the high temperature and solve the problem. Let the air compressor run at the normal exhaust temperature to avoid the high temperature of the machine for a long time, which will cause the failure of the oil circuit system and cause the fire.
  2. Static electricity releases open fire to burn the oil separator core. Check whether the grounding of the air compressor is normal, whether the oil and gas barrel is connected to the ground wire of the machine, and pay attention to whether there are foreign objects on the surface of the oil and gas barrel that is in contact with the asbestos pad when installing the oil separator. For example, a rusty plane, a plane coated with sealant, or other foreign objects affect the conduction with the oil separator and ground.

https://preview.redd.it/q6uvi2t2xp3b1.jpg?width=800&format=pjpg&auto=webp&s=d7ac0b82f73a22fd5763e3d06f0f349a90cb9f03
  1. Check whether there are fibers, foams or other flammable materials in the electric control box to prevent the arc generated by the components in the electric control box from igniting these materials, thus causing a fire and burning down the machine.
  2. If the air compressor with a temperature control valve has a high temperature problem, the principle of curing the problem should be followed. If the temperature control valve is broken, replace it as soon as possible. Do not short-circuit the temperature control valve at will.
  3. Due to the low exhaust temperature of oil-injected rotary air compressors, there is generally no problem of carbon deposition, but as circulating oil, it should have good anti-oxidation effect to ensure a certain life. For oil-injected rotary air compressors, special oil or circulating oil with good anti-emulsification should be used. Antioxidants should have sufficiently low volatility at typical compressor temperatures to keep the lubricating oil until drain time.

https://preview.redd.it/6p4w6ss3xp3b1.jpg?width=800&format=pjpg&auto=webp&s=53fdbe82f9d1830cd05c7e868a79f897dbb00d5b
https://preview.redd.it/ef9ljss3xp3b1.jpg?width=800&format=pjpg&auto=webp&s=bcac9ee7a352521d37f114b89a34778a8803e151
Sollant Focus on Energy Saving http://www.sollantcompressor.com #sollantfactory #screwaircompressor #SollantCompressor #aircompressormanufacturer #AirCompressorSupplier #sollant
submitted by Sollant-Compressor to u/Sollant-Compressor [link] [comments]


2023.06.03 04:35 lostguy01 How to stop things from fusing and flipping the circuit breaker?

I recently moved to a new apartment and the landlord mentioned that the house is super old (100+ years) and even though they re did the wiring that I should avoid running my portable ac at the same time as other things so that it doesn’t blow a fuse.
Specifically this ac: https://www.homedepot.com/p/LG-6-000-BTU-DOE-115-Volt-Portable-Air-Conditioner-LP0621WSR-Cools-250-Sq-Ft-with-Dehumidifier-Function-and-LCD-Remote-LP0621WS314714112
The only things in my apartment that use power is the fridge, lights, portable Ac, water heater, routemodem and my gaming laptop. I have an air fryer but obviously I wouldn’t use that at the same time as everything else. How can I prevent these things from blowing a fuse if they run at the same time.
The reason I’m asking is because the fuse box with the circuit breakers is in a closet that’s part of someone else’s unit so I can’t access it without first contacting them and asking them to unlock the unit.
Note: I am electrically illiterate so talk to me like I know nothing about electricity.
submitted by lostguy01 to AskElectricians [link] [comments]


2023.06.03 04:19 Full-Perception-5674 Using macro T=2 to cycle a push button on and off but when off they randomly turn back on.

Using macro T=2 to cycle a push button on and off but when off they randomly turn back on.
Running 300x WS2815 leds using WLED 0.14. 40a 12v PSU. ESP32 dev board mounted on a PCB with 1000 uF capacitor, 5.2v Buck converter and level shifter.
I have 2 push buttons setup on GPIO 34 and 35 and a 10k rotary knob on 36. Buttons are wired with 10k resistors between power and the push button. Signal wire comes off the same point that feeds the power and button then button ground goes to ground. Used the diagram found in Kno.WLED.ge macros section. Each button has a separate resistor and power pin. All the grounds come together at one point and run through 1 wire back to the esp.
Added note the push buttons have lights that stay on and turn off when pressed in. These are ran with the same power and ground pin as the actual push button.
All functions work when pressed or rotated. Turning left dims to 0% and right to about 98% due to the 1k resistor between power and rotary knob. Pressing button 1 with macro T=2 cycles the leds on and off with short press. Button 2 rotates through effects with short and sound effects with long.
My issue is if I hit button 1 to turn it on at some point 10-90 seconds later they turn right back on to the same setting as when turned off. I did find out if my rotary knob signal wire is not plugged into the ESP32 board everything is ok, but I lose my brightness adjustment. If I leave the rotary knob hooked up and just dim to 0 it stays off.
Any clue what could cause this?
submitted by Full-Perception-5674 to WLED [link] [comments]


2023.06.03 03:40 Confident-Travel-963 Does this seem high?

Does this seem high? submitted by Confident-Travel-963 to u/Confident-Travel-963 [link] [comments]


2023.06.03 03:25 Loose-Requirement105 Do I tell my electrician my hot tub arrived early?

I signed a quote to run electrical for a future hot tub (4 wire - #6 #6 #8 #10, 220V/50A) for $3,500 next week - ~50ft wiring from panel, 50A breaker, outside disconnect, junction box. Originally my hot tub was supposed to arrive to my house after the electrical was run, requiring a new job and quote to have them come out and hook it up. It turns out the hot tub will arrive BEFORE the electrician gets here. Do I let them know now the hot tub will be here ahead of time, and nicely ask that they wire it up as part of the $3,500 job as a courtesy it's a fairly large job already? (slight scope creep!). Or do I let them know now and ask for a new price? Or do I ask the electrician that they send the day of if he would wire it up for a bit of cash right then and there?
I was texting the owner of the company, I assume a different electrian will actually come out and do the work. I am afraid the owner will gouge me on price to have it connected now and want me to sign a new quote for say, $4,500! What is a fair price to pay extra to wire the hot tub if the electrian is already on site, assuming junction box is right next to the tub or typically installed adjacent? Like $100-$200 right?
How do I handle this? Thanks in advance to all feedback.
submitted by Loose-Requirement105 to AskElectricians [link] [comments]


2023.06.03 02:57 Sparky3200 Another "Buddy of the Boss" Job at Hand

Don't get me wrong, I love my boss, and we have a great time giving each other a hard time. But he makes it so easy some times. He's always giving me jobs saying, "This is a buddy of mine, can you look at his system?" Invariably, it will be one of THE WORST systems in the city. And they will always expect a miracle. Today, I got two of them. The first one will end up getting all new wire pulled from the timer to 6 valves (once I find the last one). The other valves were in 4" pvc with 4" caps GLUED on. They varied in depth between 3" and 6" to the top of the cap on the pvc. One, and possibly the other that I can't find, appears to be in a raised bed, which means if it's at the same original depth as the others, will be about 4 feet deep now.
On to the second "Buddy" job. It's his next door neighbor. Boss said he called and wanted a couple of heads moved or capped for some concrete work. I get there and the guy tells me he wants to put in a huge patio under his deck, stretching across the back of the house and part way up the side, including a 4 ft retaining wall. He has a valve box with 4 valves about 6 feet back under the edge of the deck (barely room to stand up under it). The concrete will extend 4 feet past the edge of the deck, and he wants us to move the mainline, wire, valves, and zone lines out and hook them all back up by the end of next week so he can start pouring next weekend.
How was your Friday afternoon?
submitted by Sparky3200 to Irrigation [link] [comments]


2023.06.03 02:54 Glad-Replacement3369 Does this seem high?

Does this seem high? submitted by Glad-Replacement3369 to u/Glad-Replacement3369 [link] [comments]


2023.06.03 02:09 SuperUnstableGenius Frustration with NEMA stepper driver

Hi friends, this is my first time working with NEMA stepper motors, and I am frustrated with getting the driver to work. I have bought a couple different drivers such as this one: https://www.omc-stepperonline.com/digital-stepper-driver-1-0-4-2a-20-50vdc-for-nema-17-23-24-stepper-motor-dm542t
Hopefully I am just dumb about stepper motors and my problem has a boneheaded answer, but my googling has not turned up anything.
There seem to be a few different very similar models on Amazon. I apologize I cannot attach my circuit diagram, but I have hooked this up in a pretty standard way: I've left ENA disconnected, and am driving PUL+ using a 3.3V 100Hz pulse train, level shifted up to 5V. PUL-, DIR+ and DIR- are grounded.
24VDC is connected to the electronics ground and the +/- inputs.
I am seeing two weird things:
1) When disconnected, the level shifter is outputting 5V pulses. When I connect it to PUL+, it immediately drives the pulse amplitude down to 3.5ish volts. I put a 10k pull up resistor on it and it still happened. The D542T is supposed to be driven by 5V I'm pretty sure. Is PUL+ drawing too much current maybe? Guess I should try measuring that.
2) The other strange thing is that, if I look at e.g. A+ vs ground, it outputs a constant 20 Hz at about 13V, even with PUL+ and PUL- disconnected. Based on my (very limtied) understanding of stepper motors, I would expect this value to be some fraction of the input pulse frequency. Does this driver use some sort of PWM? In any case, whatever is coming out of the driver, it is not driving my motor. I have tried to double check that the pinouts of the motor match my wiring, but it appears that there may be two different pinout configurations for NEMA coils with the same color wires and/or 4-pin connector. The 20 kHz frequency and amplitude seem unaffected by whatever I put into the driver.
Anyway, the motor isn't moving. It just sits there vibrating a little bit. Any advice would be welcome! I would really like to just drive a high power stepper motor simply, I've got twin six year olds and not a lot of time.
submitted by SuperUnstableGenius to robotics [link] [comments]


2023.06.03 02:09 Artificiallyfucked ISO Wiring Diagram For 2004 SUBARU Legacy GT AUSTRALIA/JAPAN

Hey guys Im swapping a Ej20y into a 2004 impreza rs chassis USDM here in the states when I want to splice into the harness I look up wiring digrams on ALLDATA They obviously dont have anything outside of the US so I was seeing if anyone from Australia, Japan or Europe with a license to a repair software should be able to PDF the 10 ish pages. The Way that they would classify it is 2004 Subaru legacy GT AWD Ej20Y - Ej20X (auto or manual) (prefer manual) Wiring Diagrams (OE) original Subaru copy Powertrain Management, this lists all of engine sensor inputs outputs powers and grounds for the whole engine and it will tie into the ECU showing pin numbers
Im in dire need and would of course compensate for the trouble.
Ive attached a sample of what id look like
submitted by Artificiallyfucked to MechanicAdvice [link] [comments]


2023.06.03 00:29 lbabinz [Best Buy] Weekly Top Deals Sale at Best Buy: June 2 - 8 (PlayStation Days of Play, Square Enix, 2K, Samsung Shopping Event, Smart Home Sale, Outlet Center, more)

Top Deals
Samsung Shopping Event
Smart Home Sale
Outlet Center Sale
Video Games

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Item Sale Price MSRP Savings
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submitted by lbabinz to VideoGameDealsCanada [link] [comments]


2023.06.02 22:51 hodsct59 Belmont Park And Woodbine Choices For 06-03-2023

I have chosen five races at Belmont Park and 2 races at Woodbine on Saturday June 3, 2023 that I am willing to take a shot at and hopefully find my next nice score. I will not be betting the last race at Belmont individually, but it is the last race of the late P5 which I will take a couple of small shots at. I have always preferred to get as many shots as I can to hit some type of exotics in one or two races but believe spreading in any pick type sequences is not the best use of my money. Much prefer using a few dollars every race and get more opportunities every day compared to putting all my eggs in one sequence and watching them all break when one horse or race does not go as expected.
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Belmont Park 4th Race: Maiden Special Weight --- Purse $75,000 --- 3 YOs & Up NY Bred Fillies & Mares --- 7 Furlongs Turf:
1)Ace Up Her Sleeve (12-1) Has 10 lifetime starts with 4 starts and 3 thirds since the beginning of this year. In her last three starts she was tried twice on the AWT in sprints against open company and then shipped back to NY to face state breds in a turf sprint, but race was moved to a muddy dirt track where she was well beaten but managed to get up for third. One slow work since at Delaware Park. Dialed In - Clearly Cheating by Broken Vow. 3x3 to Storm Cat, 4(C)x5(F)x5(F) to Mr. Prospector, 5x5 to Blushing Groom, 5(C)x5(C)x5(F) to Secretariat. As usual, most interested in her broodmare sire, Broken Vow, to figure out what distance is best for this runner, and I believe turf sprinting is the answer for this one. Broken Vow as a G2 SW on dirt but plenty of his progeny has won on grass up to a mile and he has a daughter (Broken Dreams) similar bred to this one's dam that won 3 stakes turf sprints including 2 of them G3 stakes and banked just shy of $400K. Fits with these.
6)La Chance (50-1) Has started 10 times in her career and has one second in 4 starts this year as her only board finish in her first ten starts. She will need her best effort yet but has the bloodlines to upset this field at a huge price. Her last two races and her recent works gives a clue that improvement is on the way after getting a trainer that acts like he knows what he is trying to achieve and gets her first real chance on grass. Looking At Lucky - One Wise Cowgirl by Wiseman's Ferry. 4x5 to Clever Trick. Her sire, Looking at Lucky, was a Champion 2 YO and Champion 3 YO on dirt in the U.S. and broodmare sire, Wiseman's Ferry, won a couple of G3 dirt stakes at 9 furlongs but is best remembered as sire of Wise Dan, who was good on dirt to begin his career but took his popularity to an entirely different level by winning 14 of his last 15 starts on grass with 1 second and 15 of 17 overall, with every grass start against either G1 or G2 competition. La Chance's dam, One Wise Cowgirl, has also produced a G1 sprint SW on dirt (Haveyougoneaway).
4)Cerretta (8-1) has started once this year finishing 3rd in a grass sprint but also started 7 times last year with a second and a third her other two board finishes. Has four decent to useful works since her last start which should move her forward. Midnight Lute - Lift by Pulpit. 5x4 to Mr. Prospector, 5x5 to Raise A Native & Secretariat.
7)Souffle (2-1) started twice last year, finishing second in her first start on grass as the favorite before returning as an odds-on heavy favorite and finished 4th after getting beaten to the early lead and then coming up empty late. This is her first start this year and trainer Clement is good at hiding which one of his trainees is ready to win first back or may need a race or two but normally uses Rosario when he thinks one is live and he does so here also. Will also race with lasix for the first time. Candy Ride - Portmagee by Hard Spun. 5x4 to Mr. Prospector. Both Candy Ride and Hard Spun are known for their high speed in mid-distance races especially but dam, Portmagee, won one 6 furlongs grass sprint in her career but falter both times when asked to go just slightly further.
My Risks: $4 Ex Box 1-6, $1 Ex Box 1-4-6, $1 Tri Box 1-4-6, $.10 Super Box 1-4-6-7, $.50 Super Key 4 with 1-6-7 with 1-6-7 with 1-6-7. Total Risks $25.40.
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Race 6: $.50 Pick 5 ---- 6 with 8 with 7 with 2,4,5 with 3,4,5,6,8,9,10,12. Total Risk $12.00.
Race 6: $.50 Pick 5 ---- 6,9 with 8 with 7 with 2,4,5, with 3,6,9,12. Total Risk $12.00.
Race 6: Allowance --- Purse $95,000 --- 3 YOs UP F&M N/W 1x or N/W 2 Lifetime --- 6 Furlongs Turf:
6) Anna Karenine (9-2) was shipped to U.S. late last year and was given the rest of the year off. Returned in March in a G3 stakes and sat close up early behind a crawling pace and faded after a half mile on grass. Cut back to 6 furlongs in her next start, she sat just behind the two early leaders in third, was sent after a half after the front runner had put only early challenger away but could not get by and hung in deep stretch to lose 2nd nearing the wire in this class and conditions. She has 4 more works in typical Brown style but should be getting close to her best effort. Tornado - Ivory Style by Desert Style. 4(C)x5(F)x5(F)x5(F) to Northern Dancer, 5x4 to Danzig, 5x5 to Special. Anna Karenine's 4th dam, Ivory Wand, is also 2nd dam of Elusive Quality, and this dam line flows back through Frizette, an important member of family #13.
9) Redifined (5-1) has one start this year where she tracked a fast early pace but came up empty in the stretch run in an O/C allowance race. However, she broke her maiden in the first start of her career, then competed in 3 stakes races, 2 of them listed and the other a G3 stakes where she placed in all three. She has recorded 3 very good works since her last race and is the one to beat. More Than Ready - Mrs. Boss by Wild Event. 4x5 to Northern Dancer, 5x5 to Nearctic.
5) Dekanter (12-1) has started twice this year which was also her first two starts of her career and finished 3rd on dirt, then won a maiden special weight race on grass in fairly fast time but it was during a small period when Aqueduct's grass course was blistering fast. Has 4 more works since her last start, none that are eye catching but all done on a 7-day then 6-day splits which is what you (or at least I) want to see from grass runners instead of fast works. Kantharos - Morning Rush by Unbridled's Song. 4x4 to Storm Cat, 5(C)x5(C)x5(F)x5(F) to Mr Prospector.
8) Michele M. (15-1) started twice last year, both time on the AWT, breaking her maiden in her first start before finishing unplaced in a Canadian listed stake. She will be making her first start of this year, first start on grass in her career and first start for a new trainer that wins often on grass but tends to struggle with trainees first start on grass. West Coast - Juliamarie by Mizzen Mast. 4x4 to Mr. Prospector, 5x5 to Secretariat, 5(C)x5(C)x5(F) to Raise A Native. Dam line traces back to Penelope/Prunella and the most influential family #1 in bloodlines history, without a doubt.
My Risks: $5 Ex Box 6-9, $1 Tri Box 5-6-9, $5 Tri Straight 6 with 9 with 5, $1 Super Straight 5-6-9 with 5-6-9 with 5-6-9 with 8. Total Risk $27.00.
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7th Race: Maiden Special Weight --- Purse $90,000 --- 3 YOs & Up --- 1 1/16 Mile Turf:
8)Redistricting (3-1) is a first-time starter. It looks like his training started under another barn, then was a private purchase by current owner (private or purchases away from sales are not reported in most cases), then has a consistent work pattern for current trainer Brown with only one small break in his training that lasted 10 days until the day after the Ky Derby (likely concentrating on runners already entered to race). None of his works are eye catching but his last 9 works have all been at 4 furlongs officially, which is the normal Brown pattern. Kingman - Cascata by Montjeu. 4x4 to Kris, 5x4 to Northern Dancer.
1)Certified Loverboy (20-1) has started once this year where he tracked the early pace for 6 furlongs, then faded near the rail as the slow early pace quicken in a maiden race at 1 1/8 mile on grass, which is likely a little further than he is bred to excel at. Now cuts back 1/16 mile, which fits his bloodlines better and has one useful work since that start and returns to jockey who likely knows him better than others. Mendelsohn - Tasha's Moon by Malibu Moon. 4x4 to Mr. Prospector. Dam family traces back to family #3 which is the family of Sister One To True Blue, a daughter of a Byerley Turk mare who, along with her full brother Young True Blue, is most responsible for the formation of the 2nd X-factor gene family.
6)Ohana Honor (8-1) has two starts this year, the first on GP speed favoring dirt track where he tried to impact the race from well off the pace but had no real opportunity to do so. Next out, he was shipped to Aqueduct and moved to grass for the first grass start of his career where he was rolling in the stretch to just miss winning but also encountered enough trouble to make him late arriving to compete. Trainer Shug has put 6 more works in him since that effort, the first 4 useful works and then 2 easy works just to let him stretch his legs until a spot could be found to race him. Has the look of a trainer who is serious about breaking this one's maiden. Honor Code - Spacy Tracy by Awesome Again. 4x5 to Mr. Prospector, 5x5 to Bold Ruler, 5(C)x5(F)x5(F) to Northern Dancer. Dam has already produced 3 stakes winners from 6 known foals to race, including this one.
7)Fly Right (6-1) is making his first start of the year after making three starts last year and drew near the rail in every start, thereby forcing jockey to send him early for the lead to avoid being trapped (at least perceived by most). He has 10 works for his return, including last 9 at Belmont Park, but his last 4 works should have him fit and ready. Also goes first-time lasix. Astern - Fly By by Johar. 4x5 to Sadler's Wells, 5x5 to Danzig. 6th dam, Where You Lead, is an important and influential broodmare.
My Risks: $5 Ex Box 1-8, $1 Tri Box 1-6-8, $1 Super 8 with 1-6-7 with 1-6-7 with 1-6-7, $3 Super Straight 8 with 1 with 6 with 7. Total Risk $25.00.
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8th Race: Allowance --- Purse $80,000 --- 3 Yos & Up N/W 1x or N/W 2 lifetime NY Bred --- 1 1/16 Mile:
7) Shadow Dragon (2-1) has three starts this year, finishing 2nd in a G3 stakes in his first start then giving a half-hearted effort in his next two in G2 stakes company, races he was clearly overmatched in and thrown against them much too soon in his young career. Will find these fits his current ability much better and looks like a solid key in the pick exotics. Has 6 works since his last start and most of them shows he still has a desire to be competitive. Army Mule - Fire Assay by Medaglia D'Oro. 5x5 to Northern Dancer but also has Somethingroyal crossing in the sire line through Secretariat and in the broodmare sire line and dam line through another son Sir Gaylord(x2). Has even more crossing influence through Turn-To & Teddy through multiple sons and daughters on both sides.
6) Ormstown (5-1) broke his maiden in his last start against NY bred in the third start of his career and now tries state-bred winners for the first time. This is a fairly weak field for an allowance race and the reason I landed on this one is I feel he has an ability to rate though he went gate to wire against easier in this last (or at least his bloodlines suggest he should). Bernardini - Sandra by Bluegrass Cat. 2x4 to A.P. Indy, 4x5 to Secretariat, 5(C)x4(F)x5(F) to Mr. Prospector, 5(C)x5(F)x5(F) to Northern Dancer.
My Risks: $8 Ex Straight 7-6. Total Risk $8.00.
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Race 9: Pennine Ridge Stakes(G2) --- Purse $200,000 ---- 3 YOs ---- 1 1/8 Mile Turf:
4) Silver Knott (2-1) has one start this year and was overmatched against much better than he will see here. Will be looking to make amends for such a poor showing in last. Probably a little more eager than normal as he was fresh off a break and ended up burning all his energy before the real running began on a slow grass course. Europe does not record works between races as most works on private property and normally have to rely on what trainers tells everyone. Brings a substitute jockey along as main rider stays in England for the Epsom Derby. Lope De Vega - God Given by Nathaniel. 5(C)x5(C)x5(F) to Mr. Prospector. Lope De Vega is a son of Shamardal (from 1st crop of Giant's Causeway and dam was a full sister to Street Cry). Broodmare sire, Nathaniel, is also a 2-time G1 stakes winner on grass but is more famously known as the sire of Enable (15 wins in 19 lifetime starts).
5) Congruent (10-1) has started four times this year with a win on the AWT 2 starts back his only board finish. He switches trainers since his last start and new trainer has put 7 works in him, the first 4 looks like they were leg stretching type works to let him get a good feel of Belmont dirt surface followed by 3 good solid works with two of them grass works. Tapit - Part The Seas by Stormy Atlantic. 4x4 to Seattle Slew, 4(C)x5(C)x4(F) to Mr. Prospector, 5x5 to Northern Dancer, In Reality & Secretariat.
2) Sharar (12-1) is making his U.S. debut after shipping over from Dubai, switching trainers and given plenty of time to rest and become familiar with U.S. racing. Like a typical Pletcher trainee, he put in a few non-descript works but works improved in his last two after he was switched to grass, which he had already suggested in his first two starts he did not like the feel of Dubai's dirt (possibly did not care from Belmont dirt either). Upset potential at good odds. Gun Runner - Sacre Coeur by Saint Ballado. 5x4 to Herbager.
8) Far Bridge (9-5) has three starts in his career, with all 3 coming this year and he has 2 wins and a second, losing his perfect record in his last start when beaten a nose. However, I will take a stand against him for the win as his two works are typical Pletcher works, but his last was not an improvement which is normal for one of his trainees just before a start. Could be the track switch but more likely last took a little fitness from him. Your call, as he certainly has the bloodlines to beat these. English Channel - Fitpitcher by Kitten's Joy. 5x5 to Northern Dancer.
My Risks: $5 Ex Box 2-4, $1 Tri Box 2-4-5. Total Risk $16.00.
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Race 10: Maiden Claiming $40K --- Purse $45,000 ---- 3 YOs & Up New York Bred --- 1 1/16 Mile Turf:
3) War Prince (9-2) 4(C)x5(C)x5(F) to Northern Dancer.
4) Atlanta's Acuna (6-1) Complete outcross in first 5 generations.
5) Fluorescent Bay (20-1) 5x3 to Icecapade.
6) Just For Luck (12-1) 5x5 to Northern Dancer.
8) Silent Running (10-1) 5x5 to Secretariat.
9) Thethrillofvictory (5-1) Complete outcross in his first 5 generations.
10) Sea Cruise (30-1) Complete outcross in first 5 generations.
12) Bad Larry (4-1) 4(C)x5(C)x5(F) to Mr. Prospector.
No bets on this race but using these in last race of P5. Total Risk All Bets: $125.40.
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Woodbine June 3,2023:
5th Race: Maiden Special Weight --- Purse $111,600 --- 2 YOs ---- 5 Furlongs:
7) Call The Question (8-1) started once and finished last but had only 3 furlongs works with one poor gate work before that start in 4 1/2 furlongs and did not try after a poor break. Now has two more good works since that start, a 4-furlongs followed by a 3-furlongs gate work that is much better and now stretches out to 5-furlongs where she should get a better break from gate. 5(C)x5(F)x5(F) to Mr Prospector.
6) That Girl Artemus (6-1) is a first-time starter. Her 4-furlongs two back is very good followed by another good 4-furlongs work from the gate. If she breaks as well as she has shown, becomes a candidate to wire the field. 4x5 to Mr. Prospector.
2) Pipit (5-2) is a first-time starter. Has a good gate work two back at 4 furlongs followed by an easy 4 furlongs work. Attracts top jockey with an above average trainer. 4x4 to Mr. Prospector, 5x5 to Secretariat & Sir Ivor, 5(C)x5(C)x5(F) to Raise A Native, 5(C)x5(F)x5(F) to Northern Dancer.
9) Miramichi (15-1) has one start on the AWT at 4 1/2 furlongs, but drew outside on a rainy track which is usually the worst place to be, and the one just inside her got better break and she chased them throughout as they pull away while closest to the rail and she lost third at the wire to a late runner. Returns in two weeks but has another good 4 furlongs work since that start.
My Risks: $5 Ex Box 6-7, $1 Tri Box 2-6-7, $.20 Super Box 2-6-7-9, $.30 Super Straight 2-7 with 2-7 with 6-9 with 6-9. Total Risk $22.00.
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Race 7: Royal North S(Can-2) --- Purse $175,000 --- 4 YOs & Up F&M --- 6 1/2 Furlongs Turf:
2) Bay Storm (3-1) has three starts this year with 2 seconds and one third. She has been an ultra-consistent runner throughout her career, missing a placing once in her 14 lifetime starts. While this looks like a step up for her into G2 company, it is actually a step down in class as she has missed twice to odds-on G1 winning fillies in her last 5 starts while 2nd both times, including beaten a nose by one of them. She will be going back on lasix for the first time in a while. 4x4 to Storm Cat.
8) Baby No Worries (12-1) has started four times this year, winning her first start in an allowance race on the AWT at TP with a good late kick to get up in time, then finishing 2nd in a small stakes race at same track in her third start using a good late kick again to just miss before finishing 3rd in her last start against the probable favorite in here in a G3 stakes race at this track with another good late kick. She has the look of finally putting it all together as she gets more racing experience and is also moving back to grass. 5x5 to Hoist The Flag & My Charmer.
5) Our Flash Drive (9-5) has started once this year and made it a winning effort in a G3 stakes race on the AWT at her home track here. She switches back to turf here where if she has a weakness, it is on grass as only one of her stake wins have come on that surface. However, all her grass tries have been in the U.S. where the competition is usually much tougher and since she is back on her home turf, so she deserves to be the favorite. One useful work since her last start. Outcross in her first 5 generations but has Nasrullah influences on both sides.
6) Sweet Enough (20-1) has started 3 times this year in two G3 stakes and a listed stakes race in the U.S. and has not placed. However, in all three starts, she was beaten by horses that would be vying for favoritism in here and her last indicated she is near to regaining her best form. Trainer is one of Canada's best and he has put 5 more works in her, the last three very good and indicates this filly is still moving forward. She will be racing on lasix for the first time this year. 5(C)x5(C)x5(F) to Mr. Prospector.
My Risks: $5 Ex Box 2-8, $1 Tri Box 2-5-8, $.20 Super Box 2-5-6-8, $1 Super Key 2 with 5-6-8 with 5-6-8 with 5-6-8. Total Risks $26.80.
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Total Risks Both Tracks $174.80.
submitted by hodsct59 to horseracing [link] [comments]


2023.06.02 22:17 bengalsbyamilly NO sound from head unit 🫥

NO sound from head unit 🫥
I’m getting no sound from my iDrive head unit.
I have a 2011 bmw 335d e90 with base audio, 6 speakers and no amp. The front 2 door speakers are in parallel with the front 2 under seat subwoofers. The rear deck speakers are ran separately on their own lines but have a high pass filter so I can’t tap into that for any bass. I had everything wired previously and it all worked as it should. I have a spare sub in a box with an amp and everything already mounted ready to go. I got bored one night and decided to throw it in the truck of my car. I wired everything up and spliced it all together, etc. and it all worked fine and the sub played like it should. I decided I didn’t want to take up that much trunk space with a big subwoofer box so I decided to run a spare 4 channel amp I have laying around up to them instead. My plan was to replace the rear deck speakers and run the 4 channel amp to the 2 rear deck speakers and also to the 2 under seat subwoofers. I wired everything together and got nothing. I doubled checked it all and realized I had the subwoofer speaker signal taps for the line out converter mixed up with the wires than ran to the actual front subwoofer itself. So, I had my amp hooked up running 4 channels but 1 of the 4 channels was running back into the stock audio system which runs in parallel. Ever since I wired it up that way I haven’t gotten any audio from the car but I will get a hissing/scratchy noise from this subwoofer. It still works fine though, just no sound..? The line out converter I used is just a basic one (Scosche LOC2SL) which worked fine for the mono amp and sub when I tried. I used the same LOC for the 4 channel amp when I wired that up but obviously the 1 set of wires ran back into the system. I get 0 audio now after that happened where as before it all worked as it should. I was wondering how to check my iDrive head unit maybe with a multimeter? I wired it back to stock form again and still don’t get ANY audio. The whole reason I started this project was I was bored and already had all of this stuff sitting around so I didn’t have to buy anything 🤣. I’ve checked fuses and they were fine but I haven’t checked the MOST system or whatever it’s called. The MOST/fiber optic system is all new to me so I’m learning that right now lol. My head unit and all of its features work as they should no problem, I just don’t have ANY audio for literally anything. I’m not really sure how to check the head unit to see if it’s fried or not either.
I should also note that all front 4 speakers (2 doors, 2 under seats subs) were all 4 ohm but when I replaced the under seat subs those are 2 ohm. Front doors are 4 ohm and under seat subs are 2 ohm. All four are single voice coils. The stock head unit is 2 ohm stable and ran that way fine ever since I installed them in 06/2021. I forgot I ordered 2 ohm instead of 4 ohm and noticed that when my amp wouldn’t put out any signal to my speakers but wasn’t in protect mode.
The video attached is what I get when I hook up the + and - to the sub while the car is off. (Battery still hooked up, just not on accessory mode or anything) When it gets power (no audio or sound) it will click and pop like in the video. The cone itself sucks itself down towards the magnet when connected and will stay like that permanently while connected. It will put off a very faint hiss/scratching noise while connected. After letting it sit for like 5 mins connected the middle of the cone was pretty hot so I disconnected it and this is where I’m at lol.
I know I messed the system or whatever up probably, I just want to know how to check it all to narrow it down if anybody has ideas and is somewhat familiar with this system. I’ve always wired a bunch of stuff up in 10+ cars of mine without a problem but you can’t win them all I guess 😅
submitted by bengalsbyamilly to CarAV [link] [comments]


2023.06.02 21:18 rudeer_poke Akko Steam Engine 5108B Plus review from a mechanical noob

Akko Steam Engine 5108B Plus review from a mechanical noob
I am a (almost) first time mechanical keyboard user, so i thought i share my initial mechanical experience with the Akko 5108B Plus.
A short introduction: basically all my life i used Logitech wireless keyboards that worked OK for me and set something like standard expectations from a keyboard, and this will be my comparison basis in the review. For this reason i'll also include items in the cons that probably no mechanical keyboards have, but i expect them from standard keyboards.
I have briefly used a Keychron K4 Pro, but i had troubles getting used to the 96% layout due to the fact that i need to switch between several keyboards at work and home, so wanted something with a classic layout, hence my choice went for the Akko 5108B Plus with ISO layout.
So let's get on with the review:
Packaging and contents:
The keyboard came in a classic cardboard box. Inside in a plastic bag there is box with an outer sleeve, with the actual keyboard with another smaller box containing the accessories like USB-C cable, spare switches, additional keycaps and a keycap and switch puller. The contents are surprisingly generous - the actual keyboard came with plain white (or rather yellowish white) and grey keycaps but there are accented orange keycaps included for keys like arrows, enter, esc, F5-F8 keys and a few other keys with pictograms. Also there is a dust cover. It's a thin plastic, but still useful for protecting your gear.
Overall i found the packaging quite frustrating. I like to keep all accessories in the original package, which means that when i want to use the keycap puller or one of the spare keys, i need to open four layers of packaging to get to it.
The contents however where a pleasant surprise, i certainly was not expecting spare switches and (so much) keycaps.
Too bad the dongle was just part of the accessories and has no dedicated place on the keyboard itself.
The actual keyboard:
The keyboard has a very uninspiring retro look akin to the keyboards i used in the early 90s with 286 and 386 computers, especially with the default keycaps. Somewhat surprisingly the keyboard is not white as it seemed from the official Akko site but yellowish, just like those old keyboards. Fortunately the included orange keycaps allow for some customization, which I immediately utilized to create something like this.
https://preview.redd.it/dtslfkanbn3b1.png?width=1351&format=png&auto=webp&s=165dfe02573983a03b83d7f848b9e04606adb3bd
Overall the layout is pretty good, the dedicated multimedia keys are an excellent addition. The keycaps have a Cherry profile and are non-transparent. I am considering getting some lower profile shine trough keycaps in the future.
The keyboard is quite heavy, so moving it around my table is not as easy as with my basic logitech keyboard. The weight has probably some advantages in the eyes of true enthusiasts but i don't see them (yet). On the bottom there is a Mac/USB/Win switch, which is not an ideal position, especially for someone like me who regularly switches between Mac and PC, i'd prefer a more accessible location somewhere on the front. Or even better, no Mac/Win switch at all, but "dual branded" keycaps showing both Mac and Windows keys - i don't get how this is not a thing yet, not even with aftermarket keycaps.
The USB-C connector also deserves a few words: the connector is regressed into the center back by a few centimeters, so it makes connecting and disconnecting the cable a pain in the ass. It's rather for a permanent wired connection and not for the occasional connecting during charging (or changing the settings via the software). The keyboard is shipped with a special USB cable with a "keyed" USB-C connector that is probably supposed to secure the connector in place, however it limits the compatibility with other cables. There are "canals" on the back for wire routing, which i guess is a good think (if you use your keyboard in a wired mode).
Typing experience:
I have opted for Akko's own purple switches, that should be very similar to MX Brown. I am by no means a typist, but I find the experience and the sound very pleasant.The keycaps feel a bit high compared to what I am used to and I also miss a palmrest. Before, I always used keyboards with an integrated palmrest as i hate having a separate piece of junk on my table. So if I get a palmrest, I'll need to find a way how to attach it to the keyboard permanently.
I have used the keyboard only with the supplied USB dongle and did not try the bluetooth or wired options (except for charging). Here i'd like to point out a major issue for me: when using the keyboard in wireless mode, it naturally enters sleep mode after a certain time to conserve battery. However waking up the keyboard takes some time. In reality it looks like this: i wake up my PC with my mouse and i want to type in my PIN to log in into the computer. However the typing gets registered only after the 3rd keypress, so of course my PIN is wrong and need to enter it once again. I know probably most mechanical keyboards behave like this, but coming from Logitech unifying keyboard i find this extremely annoying.
LED lightning:
As I mentioned above, i briefly had the Keychron K4 Pro, which had a much better backlighting in my point of view. The Akko has a lot of animating effects, but they are rather gimmicky with no way to set a single color backlighting (or at least I could not figure it out). This makes getting shine trough keycaps in the future quite pointless.
The animations on the Keychron looked much better and had more customization options in my point of view.
Switching between the backlighting profiles are bound to the Ins/Del/Home/End/PgUp/PgDn keys, each of them having 3-4 different animation profiles, giving 20 effects altogether. However in my point of view only the "laser" one is worth it.
Software:
The keyboard uses the Akko Cloud Driver for settings. I took me some time to find the proper version, as the link on the website akkogear.de (where i ordered from) pointed to an older version, that was not detecting my keyboard. Also the file was hosted on google drive, which did not seem too professional. So i found a newer version on https://en.akkogear.com/download/ that finally worked.
The application allows to remap all the keys on the keyboard to some other function or macros, what i utilized to map the right windows key to the context menu function and to remap the "Calculator" key to Play/Pause. However the selection of keys than can be mapped is rather limited. For example the app does not offer a "Sleep" function, that I'd like to map to some key combinations. Also there is no way to map some custom application to any button or macro. I guess this is fairly normal, since the keyboard stores all information in itself, so settings are (have to be) unrelated to the operating system, but still this a function "normal" keyboards are offering. But macros can help in this regard to some extent.
My biggest issue however is with the Fn key combinations. The app allows to map Fn combos to most of keys (some of them are reserved for the keyboard functions, like the F buttons, HEPP and arrows cluster and a few others). However this function does not seem to work correctly. I wanted to map the Calculator app to FN+Num lock. The mapping went OK in the app and worked for a few times, but then it stopped and pressing FN+Num lock acts like a normal num lock no matter how often i try to set it in the app. Its just frustrating.
Also with every change of the settings there is a long loading animation, supposedly during which the settings are written into the keyboard. Someone here on reddit mentioned that due to frequent writings to the device's memory it may degrade over time.
QMK/Via in the Keychron had much more possibilities and am infinitely better user experience.
Also worth mentioning, that battery level can be checked in the Akko app, even when connected wirelessly via the dongle. The only battery indicator on the board is a single light that is blinking with low battery. The Keychron had an excellent function, when pressing FN+B lights up the numbers 1-0 corresponding to the battery charge level.
Summary:
I have mixed feelings about the keyboard. Typing experience is something what I could call 'addictive', however in my point of view the keyboard is plagued by its crippled software and the wireless wake up issue. At this moment I am not sure if it's a keeper or not. The biggest question is what else to buy. Keychron is out of the question because they support only bluetooth with no dedicated dongle. I use a USB-C monitor to which I am connecting 4 different computers regularly and i want them to work immediately wirelessly without needing to pair them via bluetooth and then switching the connections on the board. Royal Kludge seems a good value, but does not have QMK and their app does not seem much better than Akko's. The Logi MX Mechanical seems toe be a viable (but boring) option, probably will give it a try later on.
Pros:
+ great typing experience
+ generous package content
+ classic layout with added volume keys
+ fair price
Cons:
- keyboard takes a loooong time to wake up from sleep
- Akko Cloud Driver app is meh at best
- the USB-C connector (and the respective wire) is a pain in the ass
- uninspiring backlight effects
- no place for USB dongle on the keyboard itself
- high profile keycaps and no integrated palmrest (like most mechanical keyboards)
- frustrating packaging
submitted by rudeer_poke to MechanicalKeyboards [link] [comments]


2023.06.02 20:31 DMP1993 Does this seem high?

Does this seem high? submitted by DMP1993 to electrical [link] [comments]