I am going on this trip with my wife in mid October. I've out together an itinerary and was hoping someone with experience could give their view on it and whether I have planned too much. Also, whether anything I've included is actually not worth the hassle or similar to something else.
About us... Mid 30s. I am not a fan of crowds (they bring my heart rate up) and am aware that many of the places on the itinerary are crowded but my wife really wants to go to Japan so here we are. My favourite holiday activities are things like kayaking and nature walking (moderate hikes are fine with us) - I love nature and beautiful scenary. To be honest, I've struggled to incorporate these things into the itinerary so if there's any suggestions people may have for activities close to where we are going I'd love to here them. I saw you could kayak in Okutama but all I could find is group things and we really don't like group activites.
I have one request for food suggestions which is a fancy dinner local to The Gate Hotel in Ginza on Day 13 (But not so fancy that jeans/smart shoes are needed as we won't have those).
Neither of us are into anime but the wife likes pokemon.
We are flying from the UK. Flight departs at 7.20pm so we expect to sleep on the plane.
Day 1 - Monday 16th October - Tokyo - Hotel Metropolitan Tokyo Marunouchi
Land at 5.15pm. Check in at hotel and go to Asakusa / Senso-ji / Sumida Park
Day 2 - Tuesday 17th October - Tokyo - Hotel Metropolitan Tokyo Marunouchi
Teamlabs 9am. Pokemon Cade midday. Shibuya Sky 4.30pm. Shinjuku in evening (getting all the reservation places done in one day)
Day 3 - Wednesday 18th October - Tokyo - Hotel Metropolitan Tokyo Marunouchi
If the weather is nice, we will do the Hakone Round Course recommended by Japan Guide, ending with using the onsen at Yuryo.
If it's cloudy we will do one of the following day trips: DisneySea, Nikko, Okutama, Takao (I've looked at all of these but none of them really grabbed me)
Day 4 - Thursday 19th October - Tokyo/Kyoto - Good Nature
Checkin at 3pm. Nishiki Market (right next to hotel). Walk to Kiyomizu-Dera and Yasaka Pagoda. Then Pontocho Alley for food.
Day 5 - Friday 20th October - Kyoto - Good Nature
Arashiyama bamboo at 7am. Row boat on river. Walk to Otagi. Then Sakyo-ku if not tired. In the afternoon/eve, head to Shinbashi-Dori / Shirakawa River Walk
Day 6 - Saturday 21st October - Kyoto - Good Nature
Have a lay in due to early rise yesterday. Either rent a bike and roll around or spend the day at Kibune (any suggested bike routes for a Saturday?). Another alternative is a river boat but I've struggled to find ones other than the rapid one near Arashiyama which we don't want to do. In the evening, go to Koda-ji.
Day 7 - Sunday 22nd October - Kyoto/Osaka - Swissotel or Fraser Residence
Fushimi Inari at 6.30am. Checkin 3pm, travelling via Kyo-train Garaku if we can. In Osaka - Shinsekai in the afternoon and go to Dotombori in evening.
Day 8 - Monday 23rd October - Osaka - Swissotel or Fraser Residence
Minoh Park (is this too similar to Kibune?) 10am to 1pm. Then Sumiyoshi Taisha and Dotombori in evening.
Day 9 - Tuesday 24th October - Osaka - Swissotel or Fraser Residence
Universal Studios. Umeda Sky Building in evening.
Day 10 - Wednesday 25th October - Osaka/Tokyo - Hotel Metropolitan Tokyo Marunouchi or Dai-ichi
Checkin 3pm. Tokyo Dome / Akihabara
Day 11 - Thursday 26th October - Tokyo - Hotel Metropolitan Tokyo Marunouchi or Dai-ichi
If we didn't do Hakone on Day 3, we'll do it here regardless of weather.
Otherwise, one of the day trips mentioned in Day 3: DisneySea, Nikko, Okutama, Takao
Day 12 - Friday 27th October - Tokyo - Hotel Metropolitan Tokyo Marunouchi or Dai-ichi
Another one of the day trips: DisneySea, Nikko, Okutama, Takao
Day 13 - Saturday 28th October - Tokyo - Gate Hotel
Checkin 1pm. We are switching hotels as this one has a cool, big room and a hot tub on a terrace high up. Plan is to chill during the day and go for a fancy local dinner in the evening (suggestions for dinner would be great) then chill in the hot tub with the city lights.
Day 14 - Sunday 29th October - Tokyo - Gate Hotel
This is technically the final day as we will be checking out at 11pm to travel to the airport for a flight that leaves at 2.45am on Day 15. Plan is Harajuku and Yoyogi Park during the day.
The only bits I have listed on my spreadsheet that I've not included in the above are going to Hamarikyu Gardens and going to the tea house and getting a ferry, plus seeing Rainbow Bridge. I've struggled to fit these in.
Thanks for reading!

This is a mega-thread for people who want to discuss before, during, and/or after the Re:SET - San Diego show. Please keep all comments relevant to the specific Re:SET - San Diego show. We will update the general info as more is learned comes through the wire if need be.
Enjoy the show!
VENUE : Thrive Park at Snapdragon Stadium
WHERE : San Diego, CA
WEATHER : High of 67°F and mostly sunny
TIME :

• Doors open: 4:00 pm
• Big Freedia: 5:00 pm - 5:40 pm
• IDLES: 6:00 pm - 7:00 pm
• Shit Robot: 7:00 pm - 7:30 pm
• Jamie XX: 7:30 pm - 8:30 pm
• Shit Robot: 8:30 pm - 9:15 pm
• LCD Soundsystem: 9:15 pm - 10:45 pm
• Curfew: 11:00 pm

VENUE DETAILS : * Please refer to the venue FAQs for more information! * Venue map can be found here
OPENING ACT(S) : Jamie XX, IDLES, Big Freedia, Shit Robot, DJ Topgun
TICKETS :

• Ticketmaster.
• TICKET MEGA-THREAD. Feel free to post ticket exchanges here as well. Please abide by rules posted in the ticket mega-thread!

MERCHANDISE : TBD
PLEASE keep all conversations related to the Re:SET - San Diego show.
This thread serves 3 purposes :

1. Invite people to talk about anything related to the show taking place in their city, such as the merch, the venue, the show itself, etc.
2. Allow people to organize a pre/post-show meetup.
3. Share any and all media and footage from the show.

This thread will be stickied 6 hours after the show ends. Once unstickied, this thread will be placed on the sidebar for the duration of the tour -- each GDT will replace the corresponding AXS website :)
Have fun and dance yrself clean!
COMMENTS ARE SORTED BY NEW
Please be advised that all subsequent posts regarding tonight's show, including buying/selling/trading tickets for tonight's show, will be locked and subsequently deleted.

Match Thread - Western Force v Chiefs Super Rugby Pacific 2023 Round 15

Venue: HBF Park, Perth Weather: 12 C, Clear
Match Page: https://db.rugbybot.com/match/3503
Match Threads: /rugbyunion/wiki/matchthread

Time

UTC	BST	CEST (+2)	AWST (+8)	AEST (+10)	NZ (+12)	more
12:00	13:00	14:00	20:00	22:00	00:00	more tz

Lineups

Western Force	Pos	Chiefs
Angus Wagner	1	Oliver Norris
Folau Fainga'a	2	Tyrone Thompson
Santiago Medrano	3	John Ryan
Jeremy Williams	4	Laghlan McWhannell
Izack Rodda	5	Tupou Vaa'i
Michael Wells	6	Naitoa Ah Kuoi
Carlo Tizzano	7	Simon Parker
Rahboni Vosayaco	8	Samipeni Finau
Gareth Simpson	9	Te Toiroa Tahuriorangi
Max Burey	10	Rameka Poihipi
Manasa Mataele	11	Etene Nanai-Seturo
Hamish Stewart	12	Anton Lienert-Brown
Sam Spink	13	Alex Nankivell
Zach Kibirige	14	Liam Coombes-Fabling
Chase Tiatia	15	Shaun Stevenson
Marley Pearce	16	Bradley Slater
Tom Horton	17	Jared Proffit
Siosifa Amone	18	Atunaisa Moli
Felix Kalapu	19	Manaaki Selby-Rickit
Tim Anstee	20	Pita-Gus Sowakula
Issak Fines-Leleiwasa	21	Cortez Ratima
George Poolman	22	Rivez Reihana
Toni Pulu	23	Lalomilo Lalomilo
Simon Cron	Coach	Clayton McMillan

RugbyBot

RugbyBot was made by paimoe. PM or post in /RugbyBot for assistance.

Summer is coming although it might not feel like it weather wise this weekend; traffic and construction are on the rise. There are new traffic patterns in a lot of areas. I live in southern Maine, on the York/Kittery line, but have family in the BangoPortland areas. My spouse and I have many friends throughout Portland and the respective suburbs of that area so we visit frequently.
I’ve lived in southern Maine for 7 years now. 7 summers of Route 1 back ups. Crowded parking lots. But this summer traffic accidents and dangerous driving—from what I’ve seen, have been much more prevalent. In the past couple of weeks I’ve witnessed:
-Someone almost get taken out at a crosswalk in the Kittery outlets. (Right by KTP, I had just grabbed Starbucks). Driver was clearly distracted.
-Head on collision on Route 236 near Eliot where an older gentleman had to be pulled out of his car and administered CPR (I was 6 cars back from the actual accident and had just picked my daughter up from daycare).
-A construction truck who was very much in a hurry just blow through a stop sign almost causing an accident on the back roads in Cape Neddick near Ogunquit.
-I got stuck in the Route 1 traffic near the York/Kittery line after a fatal car accident had occurred 15 minutes earlier involving a woman with a medical emergency.
-A younger kid backing out of a parking spot and hitting another car at the Nubble Light House. (The kid felt horrible and it clearly scared him. The New Yorker was pissed, no one was hurt thankfully).
Either I’ve been at the wrong place at the wrong time a lot this year, or something is up. I commute to Massachusetts for work three times a week, so I see accidents everyday, just not usually in Maine, and not so many involving medical emergencies.
Buckle up and stay safe!!

Hi, I’m moving to the Springs in a bit with a job lined up at 30/hr. I’m coming from the south and am deeply worried about affording rent out there, plus I have subpar credit and 2 small dogs and 2 cats, so I’m assuming RV or mobile home living may be the best option for me. Anyone full time RVing it in the Springs? How’s the weather for that type of living? Best places to park a rig? How about mobile homes? Best priced park and homes available? Any info would be helpful.

Julia Holdom New Zealand Tertiary College

Practitioner Research： Vol 5, No 3 - May 2018

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A personal reflection

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

Science, technology, engineering and mathematics – An introduction

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

The science, technology, engineering and mathematics environment

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

Reflective Prompts

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

Science, technology, engineering and mathematics books

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

Risk taking

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

Reflective Questions

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

Time

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

Purposeful, intentional teaching

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

Conclusion

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

Acknowledgement

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

So, I’m writing this on my phone because I figured I should share my experiences. I’ve shared one already but I figured I should share more as I have had quite the run-ins with some odd things in the woods of the Pacific Northwest.
I live in Oregon, but I do tend to travel on my off time in the wilderness, despite my run ins I love the forest, nature, and all I just tend to be much more careful now.
This first story takes place in my home state. I have a buddy who is a park ranger and he shared me a story of his own. He works at Crater Lake National Park and was patrolling one of the trails that was reported by hikers who said they heard a bear in the area. He went out with a tranquilizer to move the bear out of an area that was close to a campground. He was walking as usual when he felt eyes on him…he began to hear movement in the woods, and he shouted out “anybody out there?”
No response.
He got his tranquilizer ready and proceeded toward the noise. But as he approached, he heard another noise behind him.
Now he was thinking, “Oh no there’s more than one out here.”
Not sure what to do he prepared for the worst but then to his relief it was two deer. He sighed in relief thanking God that he wasn’t going to be mauled that day. But suddenly he noticed blood on one of the deer’s antlers and next to it behind the bushes it came out of was the carcass of a black bear. The two deer just stared at him and returned to feasting on the bear. He wasn’t sure what to do, tranquilize them or risk being a victim? He decided it was best to take the shot and hit both. They didn’t even budge and just walked off into the forest.
He reported the dead carcass of the bear and just had a team remove the remains. Still gives him the Chills thinking back to that day.
The next story was when I went on a fishing trip with a friend in Washington.
We had set out to fish along this river that was calm that day.
We caught a few fish and even some crawdads. I love seafood so I wanted us to stay out longer to catch a few more fish. My friend ended up taking a nap while I continued to fish. All was well but I suddenly noticed something in the distance, something dark moving along the river. I thought it was some sort of log that was stuck and got free and was floating along the river, but its movements didn’t appear normal. It would move back and forth getting closer and closer. I began to get nervous; I can’t really explain why it just felt like I needed to get away from whatever this thing was.
I turned to my friend who was still asleep and heard a splash.
I looked back and the thing was just gone. I looked around wondering where it went, and I saw it. Perched on top of a tree, I thought it was a cougar, I grabbed my binoculars for a closer look, and it was crouched but was tall, lanky and had milky white eyes but covered in black feathers and wearing some sort of animal pelt. I felt a sudden sense of dread and fear I never felt before. I looked back to my friend to wake him but before I could I heard another splash and saw it was back in the water now headed to the boat. I said “F this “and then turned on the motor and hauled ass out of there. My friend woke up yelling at me and asked, “What the hell are you doing?” but I didn’t respond. When we got to the loading dock, I anchored the boat and told him to get in the truck and he protested about leaving the boat and I said, “We will get it later get in now!”
The car ride back I explained everything, and I saw how pale he got. He’s part Native American and explained to me that what I saw was a Skinwalker.
This next story takes place in the Canadian Wilderness. I was on a hunting trip with my buddy who has a cabin in Canada deep in the wilderness, off-grid type of deal. It was the beginning of winter so the snow wasn’t so bad to where you just couldn’t move. He had this goal to get a mountain lion. So, we headed out to a ridge where you could see out to a clearing where he said he saw this specific mountain lion every year. It always came to the same spot, maybe its home was nearby I don’t know. So, its nighttime, and we had a small fire going, I went to go take a piss when I noticed something or somethings… 3 humanoid figures were in the clearing, I quickly put the fire out, and my friend told me “Dude why did you do that?” I told him to shush, and we observed the 3 beings. The thing was this was way out in the middle of the wilderness, there’s absolutely no way that anybody else knew about this spot. Also, the 3 figures looked human, but I could tell they were much taller than normal and their arms, skinny and just moved unnaturally. They were circling something, but I couldn’t tell what exactly. Then one of the figures stopped and looked directly at us. We rushed to cover and didn’t really know what to do. So, we decided to not sleep that night and have our rifles ready just in case. The following morning, we went down to the clearing to see what those figures were circling and sure enough we saw footprints much larger than a normal human and the beheaded mountain lion that my friend wanted mounted in his cabin so badly but now not so much…
This story still comes across my mind to this day. Me and my buddy from our hiking club were going on a hike one day, it was a beautiful hike along a river, and we were looking for places to set up camp. We saw a campground with food and trash everywhere and at first, I was upset that someone just left this much of a mess here. But the longer I looked around the weirder things got…Their trash bag was still hoisted up on a tree branch but ripped open, the food was still there and if a bear or another animal got to the food, they would of ate everything. Also, there tents were still set up, but ripped as if from the inside, clothes still around and even 2 pairs of boots. The whole campground looked as if whoever was there was immediately in a rush to get out of there and just left all their belongings, not even bothering to take their shoes. The hairs on my neck stood up and both my buddy and I decided that we should call it a day and just hike back to the car. I reported the incident to the forest rangers, but they said they weren’t aware of anybody camping in the area and did not receive any reports from the area. Still freaks me out thinking what could have spooked these people so bad they left their tents, not even bothering to use the zipper and leaving their clothes and shoes behind.
This next one comes from a solo hike. I was doing a 3-day solo trip somewhere in Washington near the Canadian border. I was literally way out there no facilities or normal campground. I was just hiking along, and dusk was approaching, my campsite was already set but I just went for a stroll when I thought I heard a child’s voice calling for help. I thought it was my imagination, but I heard it again. I began to follow it and then I saw the child. He looked dirty; clothes still intact but his back was facing me. I called out to this kid, and he turned around but before he could speak, he was pulled by someone or something down on the other side of this hill. Then I heard a loud crash as if a metal down shut. I ran to where I saw the kid and saw nothing but the same clothes, he was wearing neatly folded and his shoes right next to them. After a few minutes to no avail, I made my way back to the campsite gathered all my things and headed back. I went to the forest ranger station and told them about what I saw. Never found out if they found that kid or not.
Now this story comes from my close friend in Oregon, but this happened in Washington. So, I was hanging out with my friend who has pretty much grew up in the outdoors all his life and I asked him what his most creepy experience in the woods was. He told me he didn’t have a lot of experiences like that aside from hearing weird things at night when he went camping. But, this one time he was out hiking with his dog, they usually are a pair for hiking with friends but this time he was out hiking with just his dog in the deep woods of Washington on a trail that had very little traffic, like you wouldn’t expect to run into anybody. So, his dog is off leash, roaming a little in front of him and as they come to a corner the dog just stopped and his hair stood on the back of his neck, did a single bark moved up one step and then just ran behind my friend, not behind his legs but down the trail behind my friend, about 25 yards behind him. My friend pulled out his firearm and aimed forward, considering this was an area where black bears are he thought maybe his dog saw a bear but after a few minutes he didn’t find anything, no animals, nothing. His dog refused to go near him even after he kept calling for his dog. He eventually left the trail with his dog and got back home in one piece. But he said he never saw his dog act like that, his dog and he have hiked plenty, and his dog has been spooked before, but he never acted that way and he would always come back to my friend even when spooked.
This last story I have for now occurred when I was hunting with my buddy in Washington. The area still had trees but was on the dryer side with us being closer to the desert.
We had a deer blind set up near a clearing and scanned the area for some deer when we noticed a big elk with a couple of doe. They were grazing and we just watched since we didn’t want this deer.
What was odd though was the weather began to get rainy and fog rolled in as evening was approaching. We noticed that the elk began to showcase defensive behavior, going back and forth making grunting noises and huffing as it began to set up a defensive area around the doe who were now cowering in a small area. Kind of like “Back up these are mine” This elk was staring at the tree line, and we thought, “oh shit maybe it’s a bear”. But to our surprise it wasn’t, it was another elk. We got a little excited thinking we were about to see these two elk go at it to see who gets to take the herd of doe home, but I stopped once I put it together. Why did the doe seem so afraid then?
Then I saw another elk and another and another all just staring at the protective elk.
But then to our shock all the elks began to stand. On two legs.
Now sometimes deer will do this as a protective or displaying behavior of superiority, but these elk were not.
The protective elk began to show more aggression attempting to scare them off.
My friend whispered to me. “What the hell is this, I’ve never seen this before in my life.”
My friend has been hunting for over 15 years from Alaska all the way to Colorado and parts in the East coast. A seasoned man who didn’t scare easily but I could tell this freaked him out.
The group of bipedal elk just stood there and then they all bolted towards the Elk and the elk charged them at the same time. Managing to impale two of the elks but he was outnumbered, and the elks didn’t use their antlers but began to bite the elk with what looked like jagged sharp fangs.
It was horrible. They then they circled the elk and just looked up to the moon and made these god-awful gurgling noises
It looked like some sort of F’d up ritual.
We decided that we should leave and began to grab our things to leave. I’m positive that we were too far for anyone to hear but I sweat as soon as we moved one of the deer stopped and looked right at us.
And that’s when we nopped out of there, we ran all the way to the truck hoping we didn’t run into those elks or whatever the hell those things were. I have seen deer display hostile behavior but never like that.
We were rushing to throw our stuff and sped out onto the dirt road. We got about 1/4 a mile away when we noticed a giant log blocking our path that wasn’t there before.
My friend said: “dammit we have to move it”
Luckily, we had a chainsaw in the back, and he cut some of the log away so we could move it. But God those logs were heavy, when we got to the last of the log my friend said, “help me move it!” I joined in, and we both lifted the last of the log out of the way out we noticed something on the road. It was one of those deer. Just standing looking at us. We backed up towards the truck my friend not even caring to grab the chainsaw and I swear it opened its mouth and said “hhe hhe-hel-help me moo-move iiiit”
It was distorted but sounded exactly like my friend.
We just ran to the truck from there and we hit the gas and this deer just ran towards the truck and hopped on the front and then the top of the truck and I’m just shitting bricks at this point and attempt to grab the shotgun from under the seat when my friend says “hang on” and just hits the brakes hard and this deer just goes flying off the truck and he quickly speeds around it .
We stayed at a hotel after driving 2 hours straight back to civilization.
Honestly, I believe deer just have some messed up ways, but I really don’t know what they were but I’m positive they weren’t deer, I don’t know what they were.
Part 2
I figured I’d mention this since I didn’t add it to my previous post.
These experiences I had forever changed my perspective on the woods and I questioned whether I should ever step foot in the woods again. I don’t know why I attract these experiences but part of it motivates me to keep going to share what I see.
This other story was a time I went out with a friend to explore. We were in the backcountry just exploring and I suddenly saw this weird structure. My friend decided we should check it out and we saw this stone-like structure covered in moss and it must have been there for decades. What was weird though it had this rectangular structure that had a door, the door was perfectly preserved as if someone just installed it. No rust on the door handle or any weather damage, it’s like it came fresh out of the store.
I went to get a closer look and I was about to try to open the door when my internal gut feeling was screaming to me that something was wrong and we should not be here, and extreme sense of fear flooded my entire being and my hair on the back of my neck stood up.
My friend told me “What’s wrong?”
I told him “Maybe we should just go”
And he said “we can’t just leave now let’s at least see what’s inside”
Just as I fought my fear off and went for the handle the door began to creak open and I felt something was just VERY wrong, and I think my friend just instinctively knew we had to run, and we just got the hell out of dodge.
We returned with more people and armed to the teeth to try the door again.
But we couldn’t find the structure anywhere despite me marking this area on my map before we even attempted the door.
I always wondered what would have happened had I opened that door….
This next one I was camping with my old roommate, and we were enjoying the night and headed to bed soon after our fire was put out.
Around 3 am I had to piss so I went to the tree at the edge of our campsite
I heard movement after I finished and thought it was my friend having to do the same as me. A few feet away I gave him the okay hand sign and he gave it back
But the way his fingers moved just looked …wrong
I thought maybe I was just tired and headed back to my tent.
The following morning, we made breakfast and I mentioned to him how I drank too much the night before and don’t like having to piss at night but at least I wasn’t the only one who had to go.
My friend looked confused by that last part and said “what do you mean only one? “
I told him: “you don’t remember? We went to pee at the same time.” Then I showed him the okay gesture that I gave him last night to jog his memory and he just told me: “dude I didn’t get up at all last night…”
A chill ran up my spine and I just played it off that I was dreaming.
I don’t know who or what that was last night, we never saw anybody out there and I checked around the campsite after breakfast for footprints, saw mine but nobody’s where I thought I saw my friend the night before.
This next one is like the previous one, but I was camping with my girlfriend at the time. We had a great night doing you know couple of things and then in the middle of the night I had to piss. Did my business at a nearby tree, and then I heard my girlfriend calling my name, in the woods. I figured she had to go to and just wanted to have some privacy. Maybe she needed toilet paper and forgot, as I went to the tent to grab a roll, I heard her call my name again then said help me.
I thought about going over to her but went to grab the roll anyway because I didn’t want to go out there then she tells me she needs the toilet paper. As I opened the tent, I just stood there surprised, my girlfriend was sound asleep still. So, who was calling my name?... I heard my name again but louder and my girlfriend's voice saying “COME HERE NOW”
I just decided to go in the tent, and just laid there silent, not sure what to do. I didn’t hear anything for the rest of the night and passed out after the surge of adrenaline just put me out.
I didn’t tell my girlfriend about it, and just told her we had to cut the trip short because I forgot I have a paper to write.
This Last one happened in 2019. I took a drive on a forest road about 45 mins in. Parked near this trailhead and took off to the trail.
I was admiring the flora and fauna and just going on a normal hike when I noticed my vision completely changed as if I was looking through prescription glasses that weren’t mine. The vegetation changed and it was daylight when I was hiking but now it was dark as if sunset just passed.
This happens almost instantly. It was like I was in a completely new environment.
I then felt something graze my shoulder, it was a hairy arm, like the one you’d see from an ape or Bigfoot, and it was about to grab me, but I managed to take a step back, and I just see the hand grab where my neck would have been. I felt this sudden sense of dread and just began to backpedal and after a couple of steps, my vision went back to normal. The sunlight returned as well as the flora and fauna. I just saw a fuzzy-like outline in a circular shape in front of me from where I just stepped out of, and it eventually disappeared the more steps back I took.
I just stood there completely shocked about what just happened and came to my senses as my internal red flags were going off and I just turned around and ran to my truck and got out of the area. I never had this happen to me before and it thankfully hasn’t happened since. Since this happened, I have never gone hiking alone again.
To end this off, I just want to add that I enjoy the woods and nature it is full of beauty and wonder. But there are things out there…things even the natives knew to stay away from. There are things out there, that don’t care about you, or that you have families, or loved ones. I still go out to the woods, but after that last experience, it took me a long time to get the courage to go out there again. I never go out for solo hikes anymore, and if I can’t go with someone, I always take my dog. Thanks for hearing my stories and I’ll be sure to share any future experiences I have.

Hello, my dear niece is having her first birthday this weekend and they'll be hosting it at the park.
I want to attend and take my 2 month old for a bit and am wondering about sun protection since sunscreen isn't recommended right now.
I was thinking of dressing him in a white cotton long sleeve and pants and hoping his floppy hat will stay on without him fussing. Is this a good idea? I don't want him to overheat and I do feel he tends to run hotter.. The weather will be high of 23C and the UV index is about 7/6 when we plan to head there.
I heard there's not much shade in the area they plan to be at so I'm a little worried about that.
Should I maybe get a sun tent or sunsuit beforehand? Local stores have it in stock so I could drop by there before the party.
Also, are feet and hands just as concerning for exposure to the sun like the rest of their bodies?
Worse case scenario, we just drop by and then head out if there's really no shade around! Any other sun advice would be appreciated. Thank you!

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Orioles @ Giants - Fri, Jun 02

Game Status: Final - Score: 3-2 Orioles

Links & Info

• MLB Gameday
• Game Graphs
• Savant Gamefeed

	Orioles Batters	AB	R	H	RBI	BB	K	LOB	AVG	OBP	SLG
1	Frazier - 2B	4	0	0	0	0	1	2	.240	.310	.397
2	Rutschman - C	4	0	0	0	0	1	0	.283	.404	.434
3	Santander - RF	4	0	0	0	0	2	0	.271	.348	.492
	McKenna - RF	0	0	0	0	0	0	0	.246	.286	.369
4	Hays - LF	4	1	1	0	0	1	0	.310	.352	.505
5	Henderson - DH	4	1	1	1	0	1	1	.203	.330	.386
6	Hicks, A - CF	2	1	0	0	1	0	0	.205	.293	.274
7	O'Hearn - 1B	3	0	1	1	0	0	0	.283	.333	.500
8	Urías, R - 3B	3	0	0	0	0	1	2	.252	.344	.357
9	Mateo - SS	2	0	1	1	0	0	0	.231	.276	.388
	Totals	30	3	4	3	1	7	5

Orioles
BATTING: 2B: Hays (14, Webb). HR: Henderson (6, 7th inning off Webb, 0 on, 0 out). TB: Hays 2; Henderson 4; Mateo; O'Hearn. RBI: Henderson (15); Mateo (24); O'Hearn (14). 2-out RBI: Mateo. Runners left in scoring position, 2 out: Frazier. Team RISP: 2-for-5. Team LOB: 2.
FIELDING: Outfield assists: Santander (Wisely at home). DP: 2 (Mateo-Frazier-O'Hearn; Frazier-Mateo-O'Hearn).

	Giants Batters	AB	R	H	RBI	BB	K	LOB	AVG	OBP	SLG
1	Wade Jr. - 1B	4	1	1	1	0	1	4	.271	.407	.459
2	Davis, J - 3B	3	1	1	0	0	1	2	.282	.369	.480
3	Yastrzemski - RF	4	0	1	1	0	0	2	.262	.318	.469
4	Haniger - LF	4	0	1	0	0	1	1	.239	.268	.393
5	Sabol - DH	4	0	0	0	0	3	1	.254	.322	.431
6	Schmitt - SS	4	0	1	0	0	1	0	.322	.326	.471
7	Bailey - C	3	0	0	0	0	2	0	.310	.326	.524
	c-Conforto - PH	1	0	0	0	0	1	1	.249	.345	.462
8	Crawford, Bra - SS	1	0	0	0	1	1	0	.196	.287	.353
	a-Slater - CF	1	0	0	0	0	1	0	.357	.419	.536
9	Wisely - 2B	1	0	1	0	1	0	0	.190	.226	.316
	b-Flores - 2B	0	0	0	0	1	0	0	.233	.286	.419
	Totals	30	2	6	2	3	12	11

Giants
a-Struck out for Crawford, Bra in the 7th. b-Walked for Wisely in the 8th. c-Struck out for Bailey in the 9th.
BATTING: 2B: Wisely (4, Kremer); Yastrzemski (10, Kremer); Schmitt (7, Bautista, F). HR: Wade Jr. (8, 1st inning off Kremer, 0 on, 0 out). TB: Davis, J; Haniger; Schmitt 2; Wade Jr. 4; Wisely 2; Yastrzemski 2. RBI: Wade Jr. (17); Yastrzemski (16). 2-out RBI: Yastrzemski. Runners left in scoring position, 2 out: Conforto; Haniger. GIDP: Davis, J; Yastrzemski. Team RISP: 2-for-8. Team LOB: 5.
FIELDING: E: Bailey (2, catcher interference).

Orioles Pitchers	IP	H	R	ER	BB	K	HR	P-S	ERA
Kremer (W, 6-2)	6.0	5	2	2	2	6	1	100-61	4.43
Coulombe (H, 11)	1.0	0	0	0	0	3	0	15-9	2.08
Cano (H, 12)	1.0	0	0	0	1	0	0	19-11	0.90
Bautista, F (S, 15)	1.0	1	0	0	0	3	0	16-11	1.29
Totals	9.0	6	2	2	3	12	1

Giants Pitchers	IP	H	R	ER	BB	K	HR	P-S	ERA
Webb (L, 4-6)	7.0	4	3	3	1	6	1	97-74	2.85
Rogers, Ty	1.0	0	0	0	0	0	0	9-8	1.86
Brebbia	1.0	0	0	0	0	1	0	11-7	3.80
Totals	9.0	4	3	3	1	7	1

Game Info
HBP: Davis, J (by Cano).
Pitches-strikes: Kremer 100-61; Coulombe 15-9; Cano 19-11; Bautista, F 16-11; Webb 97-74; Rogers, Ty 9-8; Brebbia 11-7.
Groundouts-flyouts: Kremer 1-6; Coulombe 0-0; Cano 2-0; Bautista, F 0-0; Webb 9-3; Rogers, Ty 0-2; Brebbia 1-1.
Batters faced: Kremer 23; Coulombe 3; Cano 4; Bautista, F 4; Webb 26; Rogers, Ty 3; Brebbia 3.
Umpires: HP: Nick Mahrley. 1B: Vic Carapazza. 2B: Jerry Layne. 3B: Adam Hamari.
Weather: 60 degrees, Clear.
Wind: 15 mph, Varies.
First pitch: 7:15 PM.
T: 2:29.
Att: 27,873.
Venue: Oracle Park.
June 2, 2023

Inning	Scoring Play	Score
Bottom 1	LaMonte Wade Jr. homers (8) on a fly ball to right field.	1-0 SF
Top 2	Ryan O'Hearn singles on a ground ball to center fielder Brett Wisely. Austin Hays scores. Aaron Hicks to 3rd.	1-1
Top 2	Jorge Mateo singles on a ground ball to catcher Patrick Bailey. Aaron Hicks scores. Ryan O'Hearn to 2nd.	2-1 BAL
Bottom 3	Mike Yastrzemski doubles (10) on a line drive to right fielder Anthony Santander. J.D. Davis scores.	2-2
Top 7	Gunnar Henderson homers (6) on a fly ball to right field.	3-2 BAL

Team	Highlight
SF	Bullpen availability for San Francisco, June 2 vs Orioles (00:00:07)
BAL	Bullpen availability for Baltimore, June 2 vs Giants (00:00:07)
BAL	Fielding alignment for Baltimore, June 2 vs Giants (00:00:11)
SF	Fielding alignment for San Francisco, June 2 vs Orioles (00:00:11)
SF	Starting lineups for Orioles at Giants - June 2, 2023 (00:00:09)
SF	Logan Webb's outing against the Orioles (00:00:22)
SF	Wade Jr.'s solo homer (8) (00:00:24)
BAL	Ryan O'Hearn's RBI single (00:00:17)
BAL	Jorge Mateo's infield RBI single (00:00:25)
SF	Splash counter finally hits 100 (00:00:46)
BAL	Orioles nab Wisely at the plate (00:00:24)
	Yastrzemski's RBI double (00:00:19)
SF	Giants' successful challenge (00:00:30)
BAL	Henderson's go-ahead homer (6) (00:00:25)
SF	Crawford's dazzling play (00:00:19)
SF	Wisely robs Hicks of a homer (00:00:25)
BAL	Orioles seal a 3-2 win (00:00:29)
SF	Orioles' unsuccessful challenge (00:00:28)
BAL	Henderson on win and his homer (00:01:51)

	1	2	3	4	5	6	7	8	9		R	H	E	LOB
Orioles	0	2	0	0	0	0	1	0	0		3	4	0	2
Giants	1	0	1	0	0	0	0	0	0		2	6	1	5

Decisions

• Winner: Dean Kremer (6-2, 4.43)
• Loser: Logan Webb (4-6, 2.85)
• Save: Felix Bautista (15, 1.29)

Division Scoreboard

TOR 3 @ NYM 0 - Final
NYY 4 @ LAD 8 - Final
TB 0 @ BOS 0 - Postponed
Next Orioles Game: Sat, Jun 03, 10:05 PM EDT @ Giants
^{Last Updated: 06/03/2023 01:41:04 AM EDT}

My partner and I have a trip to Seqouia (staying at Lodgepole) this month. We're traveling up from Southern California.
Does anybody know what the conditions in the park are right now? I've seen the website warnings that the Three Rivers entrance to Generals Highway is closed and so we'll have to travel further up the state to enter the park at the Big Stump entrance.
But what can I realistically expect from road conditions?
My partner doesn't drive so I'm the only driver and I get pretty anxious driving in new areas/conditions. I'm used to dry wide freeways in SoCal and whilst I know that's not what it's like in SEKI I'd like to prep myself for what to expect when driving in the park.
Will there be snow? Will it be wet? Is the road from the Big Stump entrance to Lodgepole particularly windy (not the weather I mean the word meaning twisty) ?
I've driven from coastal SoCal to Joshua Tree (and around the park before) but I know the terrain here will be different.

Planning a road trip from Bay Area to Grand Teton and Yellowstone, first week of July.
Love to hear any suggestions and tips from experienced road travellers.
Planning to break at Elko NV both ways.
https://preview.redd.it/eajfbknz5q3b1.png?width=2924&format=png&auto=webp&s=5609d5e7eebac1b9aa45a7a2cfc6f6f5d2fc0be0

I (m17) have lived in Utah my whole life and absolutely love it I graduated highschool early and am currently in welding school however my dad has brain cancer and my mom's time is spent with him and I can't blame her. I love hanging out with my friends but they all go on group dates and I feel pretty left out. I just recently bought a car and got it insured but I don't have enough money to go on anything more than a very basic walk through the park type date and already don't meet many women due to my welding class being full of dudes and me feeling too ashamed to ask out attractive women my age through the arctic circle drive thru window. My depression has gotten worse and I want someone to care about and to care about me I've tried lying about my age to get on dating sites but quickly found out that I need premium for it to work well and I've come to Reddit on the hope that I can find someone close to my age who lives near American fork/highland area. I'm afraid to be alone and want my person.

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YinyLeon Yisela Avendano Yumisin Yungfreckz Zahra Elise Zara Jordan Zoey Sinn Zoie Burgher boobs, ass, tits, tiktok, nudes, naked, sextape, porn, leak, leaked, leaks, nsfw, onlyfans, mega, discord, telegram, new, OF, latest, corina, corrina, megnutt02, megnutt, mackzjones, charli, dixie, damelio, d amelio, waifumia Abby Lynn Abrie Baby Addison Ivy Aery Tiefling Aestra Azure Alaska Clarke gasdf Alexandra Daddario Aidra Fox Alina Becker Alina Lopez Allie Cat Alyri Alyssa Alessio Alyx Star Ameliasocurvy Anissakate Annabgo Anna Louise Anne Moore Aria Banks Aria Lee Ariana Mumtaz Ari Kytsya Asha Miller Ashhxlynxx Ashley Alban Ashley Danielle Ashley got Ashley Matheson Ashley Rey Asianbarbietina Asian Candy Asianmochi Audrey and Sadie August Taylor Austin White Autumn Renae Autumnsbum Ava Nicks Azalyastar Babyjey Babymalaya Babyprincesskai Babyrayxxx Bailey Brooke Bambitwo Bapricorn Bar6ie6 Bbygurlmax Bbystar Beatrice Segreti Belinda Nohemy Bella Jameel Bellamay Bella Rayee Bella Rome Belle 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Hello!
I'm coming up to Park City to celebrate my 40th birthday with some friends and we were planning on going on a cool overnight backpacking trip, but it sounds like there's still a ton of snowpack.
Any suggestions for overnight trips in the area that should be doable in a couple of weeks?
Definitely ok with doing lower elevation if we need to.

Phillies @ Nationals - Fri, Jun 02

Game Status: Final - Score: 8-7 Nationals

Links & Info

• MLB Gameday
• Game Graphs
• Savant Gamefeed

	Phillies Batters	AB	R	H	RBI	BB	K	LOB	AVG	OBP	SLG
1	Schwarber - LF	5	1	2	0	0	1	1	.166	.314	.392
2	Stott - 2B	4	2	2	0	1	0	1	.288	.325	.397
3	Harper - DH	4	0	0	0	1	2	3	.292	.395	.448
4	Castellanos, N - RF	5	2	4	5	0	0	2	.311	.354	.500
	2-Guthrie - PR	0	0	0	0	0	0	0	.118	.211	.176
5	Turner - SS	5	1	1	0	0	2	5	.235	.278	.370
6	Realmuto - C	5	0	0	0	0	0	4	.249	.298	.409
7	Marsh - CF	3	1	2	1	1	0	0	.282	.381	.479
8	Clemens - 1B	4	0	0	0	0	2	3	.244	.306	.436
9	Ellis - 3B	3	0	1	0	1	1	0	.250	.400	.250
	1-Sosa, E - 3B	0	0	0	0	0	0	0	.254	.276	.410
	Totals	38	7	12	6	4	8	19

Phillies
1-Ran for Ellis in the 8th. 2-Ran for Castellanos, N in the 9th.
BATTING: 2B: Turner (13, Gray, Js); Schwarber (6, Edwards Jr.); Castellanos, N (19, Finnegan). HR: Castellanos, N 2 (7, 4th inning off Gray, Js, 0 on, 0 out, 6th inning off Gray, Js, 1 on, 1 out). TB: Castellanos, N 11; Ellis; Marsh 2; Schwarber 3; Stott 2; Turner 2. RBI: Castellanos, N 5 (34); Marsh (23). 2-out RBI: Marsh. Runners left in scoring position, 2 out: Turner; Realmuto 3. Team RISP: 3-for-12. Team LOB: 8.

	Nationals Batters	AB	R	H	RBI	BB	K	LOB	AVG	OBP	SLG
1	Thomas, L - RF	4	1	1	1	1	0	2	.283	.342	.452
2	García, L - 2B	5	2	2	1	0	1	2	.273	.313	.399
3	Candelario - 3B	4	2	2	3	0	1	0	.269	.339	.471
4	Meneses - DH	3	0	2	1	1	0	0	.305	.346	.394
5	Dickerson - LF	3	0	1	1	0	0	1	.275	.333	.500
	1-Garrett, S - LF	0	0	0	0	0	0	0	.263	.320	.347
6	Smith, Do - 1B	4	0	0	0	0	2	3	.264	.346	.303
7	Ruiz, K - C	4	0	0	0	0	1	0	.232	.303	.387
8	Abrams - SS	4	1	1	0	0	1	0	.236	.287	.407
9	Call - CF	3	2	2	1	1	0	0	.214	.313	.310
	Totals	34	8	11	8	3	6	8

Nationals
1-Ran for Dickerson in the 7th.
BATTING: 2B: Candelario 2 (17, Wheeler, Wheeler); Abrams (9, Wheeler). HR: García, L (5, 4th inning off Wheeler, 0 on, 2 out). TB: Abrams 2; Call 2; Candelario 4; Dickerson; García, L 5; Meneses 2; Thomas, L. RBI: Call (20); Candelario 3 (28); Dickerson (9); García, L (25); Meneses (30); Thomas, L (27). 2-out RBI: Meneses; García, L; Thomas, L; Candelario 2. Runners left in scoring position, 2 out: Smith, Do 2. SF: Dickerson. Team RISP: 5-for-6. Team LOB: 6.
FIELDING: E: Abrams (11, throw). Pickoffs: Ruiz, K (Ellis at 1st base).

Phillies Pitchers	IP	H	R	ER	BB	K	HR	P-S	ERA
Wheeler	3.2	8	7	7	1	3	1	90-58	4.33
Vasquez	1.1	0	0	0	0	2	0	22-14	1.35
Marte, Y	1.0	1	0	0	0	0	0	14-9	7.94
Hoffman	1.0	1	0	0	1	0	0	23-14	0.84
Brogdon (L, 2-1)	1.0	1	1	1	1	1	0	19-10	3.54
Totals	8.0	11	8	8	3	6	1

Nationals Pitchers	IP	H	R	ER	BB	K	HR	P-S	ERA
Gray, Js	5.1	6	4	4	2	4	2	94-58	3.09
Edwards Jr.	1.0	3	2	2	0	2	0	20-14	3.28
Harvey, H (H, 11)	0.2	1	0	0	1	1	0	16-9	3.33
Thompson, M (H, 2)	0.1	1	1	0	1	0	0	11-7	4.08
Finnegan (W, 3-2)(BS, 4)	1.2	1	0	0	0	1	0	34-20	4.56
Totals	9.0	12	7	6	4	8	2

Game Info
WP: Hoffman.
Pitches-strikes: Wheeler 90-58; Vasquez 22-14; Marte, Y 14-9; Hoffman 23-14; Brogdon 19-10; Gray, Js 94-58; Edwards Jr. 20-14; Harvey, H 16-9; Thompson, M 11-7; Finnegan 34-20.
Groundouts-flyouts: Wheeler 2-4; Vasquez 2-0; Marte, Y 2-0; Hoffman 2-1; Brogdon 2-0; Gray, Js 4-4; Edwards Jr. 1-0; Harvey, H 1-0; Thompson, M 0-1; Finnegan 1-1.
Batters faced: Wheeler 20; Vasquez 4; Marte, Y 4; Hoffman 5; Brogdon 5; Gray, Js 23; Edwards Jr. 6; Harvey, H 4; Thompson, M 3; Finnegan 6.
Inherited runners-scored: Edwards Jr. 1-1; Harvey, H 2-2; Finnegan 2-1.
Umpires: HP: Chris Segal. 1B: Ben May. 2B: Brian Walsh. 3B: CB Bucknor.
Weather: 90 degrees, Partly Cloudy.
Wind: 7 mph, In From RF.
First pitch: 7:06 PM.
T: 3:18.
Att: 29,827.
Venue: Nationals Park.
June 2, 2023

Inning	Scoring Play	Score
Bottom 1	Jeimer Candelario doubles (16) on a fly ball to left fielder Kyle Schwarber. Lane Thomas scores.	1-0 WSH
Bottom 1	Corey Dickerson out on a sacrifice fly to center fielder Brandon Marsh. Jeimer Candelario scores.	2-0 WSH
Bottom 2	Alex Call singles on a ground ball to right fielder Nick Castellanos. CJ Abrams scores.	3-0 WSH
Bottom 2	Jeimer Candelario doubles (17) on a sharp fly ball to right fielder Nick Castellanos. Alex Call scores. Luis Garcia scores.	5-0 WSH
Bottom 2	Joey Meneses singles on a line drive to left fielder Kyle Schwarber. Jeimer Candelario scores.	6-0 WSH
Top 4	Nick Castellanos homers (6) on a fly ball to right center field.	6-1 WSH
Bottom 4	Luis Garcia homers (5) on a fly ball to left field.	7-1 WSH
Top 6	Nick Castellanos homers (7) on a fly ball to center field. Bryson Stott scores.	7-3 WSH
Top 6	Brandon Marsh singles on a ground ball to left fielder Corey Dickerson. Trea Turner scores.	7-4 WSH
Top 7	Nick Castellanos singles on a ground ball to center fielder Alex Call. Kyle Schwarber scores. Bryson Stott scores. Bryce Harper to 3rd.	7-6 WSH
Top 8	Kyle Schwarber grounds into a force out, fielded by shortstop CJ Abrams. Brandon Marsh scores. Edmundo Sosa out at 2nd. Kyle Schwarber to 1st. Throwing error by shortstop CJ Abrams.	7-7
Bottom 8	Lane Thomas singles on a fly ball to center fielder Brandon Marsh. Alex Call scores.	8-7 WSH

Team	Highlight
WSH	Bullpen availability for Washington, June 2 vs Phillies (00:00:07)
PHI	Bullpen availability for Philadelphia, June 2 vs Nationals (00:00:07)
WSH	Starting lineups for Phillies at Nationals - June 2, 2023 (00:00:09)
PHI	Analyzing Nick Castellanos's home run through bat tracking (00:00:09)
WSH	Jeimer Candelario's RBI double (00:00:27)
WSH	Corey Dickerson's sacrifice fly (00:00:20)
WSH	Alex Call's RBI single (00:00:22)
WSH	Jeimer Candelario's two-run double (00:00:34)
WSH	Joey Meneses' RBI single (00:00:17)
PHI	Nick Castellanos' solo homer (6) (00:00:29)
WSH	Luis García's solo home run (5) (00:00:29)
PHI	Zack Wheeler fans CJ Abrams (00:00:07)
PHI	Castellanos' second home run (7) (00:00:29)
PHI	Brandon Marsh's RBI single (00:00:17)
PHI	Nick Castellanos' two-run single (00:00:30)
PHI	Nick Castellanos' five-RBI game (00:01:29)
PHI	Phillies tie game on error (00:00:53)
WSH	Lane Thomas' RBI single (00:00:30)
WSH	Nationals secure 8-7 victory (00:00:13)
WSH	Alex Call steals second (00:00:25)
WSH	Martinez on Nationals' 8-7 win (00:01:05)
WSH	Upon review, Alex Call ruled safe (00:00:49)
WSH	Josiah Gray's four strikeouts (00:01:32)

	1	2	3	4	5	6	7	8	9		R	H	E	LOB
Phillies	0	0	0	1	0	3	2	1	0		7	12	0	8
Nationals	2	4	0	1	0	0	0	1			8	11	1	6

Decisions

• Winner: Kyle Finnegan (3-2, 4.56)
• Loser: Connor Brogdon (2-1, 3.54)

Division Scoreboard

OAK 0 @ MIA 4 - Final
TOR 3 @ NYM 0 - Final
ATL 2 @ AZ 3 - Final
Next Phillies Game: Sat, Jun 03, 04:05 PM EDT @ Nationals
^{Last Updated: 06/03/2023 12:07:17 AM EDT}

I live in Utah. I specifically live in a progressive community apartment complex. People have all sorts of pride flags hung in their windows, there are protect trans kids, blm posters, abortion finder flyers up all over. I feel safe in my complex for the most part.
For context, the complex is situation between a gas station and a Fiz. Fiz is one of the many fountain drink drive thru chains that are advertised to Mormons who can’t drink coffee or tea for their caffeine intake so they instead cannot live without soda. I took my dog out to go potty one afternoon though. I get out my door and onto the grass latch by my parking space and I heard a boy yell “Kill Your Self F****t”
I don’t pass so I know I look like a woman right now, I’ve just gotten my first gender affirming haircut and it’s not shorter than a bob would be. It is so strange because after the fear of being screamed at so vulgarly, and taking the long way back inside so they don’t know where I live, I also felt dysphoric. I knew they saw me as a lesbian when I am actually just masc presenting and married to a man. I took note of the car and saw that there were 5 men of all ages in the car.
After this I’ve been more diligent about my safety, but it’s getting worse. I am getting harassed all the time. People who drive on my street will make a point to honk, stare, make a very dramatic face of disgust or mockery at me. I didn’t think I was even visibly trans yet. I feel like this is the repercussions of unsafe laws and rhetoric. I know women who look like me and are cis and straight. I worry for myself and others with everything getting so hateful.

Cardinals @ Pirates - Fri, Jun 02

Game Status: Final - Score: 7-5 Pirates

Links & Info

• MLB Gameday
• Game Graphs
• Savant Gamefeed

	Cardinals Batters	AB	R	H	RBI	BB	K	LOB	AVG	OBP	SLG
1	Donovan - LF	4	1	1	2	1	1	0	.253	.346	.386
2	Goldschmidt - 1B	4	1	3	0	1	1	0	.298	.401	.521
3	Gorman - 2B	5	1	2	1	0	2	4	.275	.361	.551
4	Arenado - 3B	5	1	3	2	0	0	3	.271	.316	.450
5	Contreras, Wn - C	4	0	0	0	1	2	2	.214	.302	.352
6	Burleson - DH	4	0	0	0	1	0	4	.230	.286	.385
7	DeJong - SS	4	0	2	0	1	2	0	.243	.323	.495
8	Walker - RF	5	0	1	0	0	1	5	.269	.313	.385
9	Edman - CF	4	1	1	0	0	0	5	.258	.316	.444
	Totals	39	5	13	5	5	9	23

Cardinals

BATTING: 2B: Edman (11, Contreras); Goldschmidt (18, Contreras). HR: Donovan (6, 3rd inning off Contreras, 1 on, 2 out); Arenado (10, 3rd inning off Contreras, 1 on, 2 out). TB: Arenado 6; DeJong 2; Donovan 4; Edman 2; Goldschmidt 4; Gorman 2; Walker. RBI: Arenado 2 (38); Donovan 2 (15); Gorman (42). 2-out RBI: Arenado 2; Gorman; Donovan 2. Runners left in scoring position, 2 out: Edman 2; Burleson 2; Walker; Gorman 2. Team RISP: 3-for-9. Team LOB: 12.

	Pirates Batters	AB	R	H	RBI	BB	K	LOB	AVG	OBP	SLG
1	Marcano - SS	5	1	1	0	0	1	1	.265	.327	.469
2	Reynolds, B - LF	4	0	0	0	0	2	1	.277	.330	.485
3	McCutchen - DH	4	1	2	0	1	1	2	.278	.375	.455
4	Suwinski - RF	3	2	0	0	2	2	4	.235	.353	.497
5	Santana - 1B	4	1	3	2	0	0	0	.238	.330	.370
6	Bae - CF	4	0	0	0	0	1	5	.268	.321	.359
7	Hayes - 3B	4	1	3	4	0	1	1	.231	.281	.375
8	Palacios, J - RF	3	1	1	1	0	0	3	.286	.375	.500
	Castro, R - 2B	0	0	0	0	0	0	0	.264	.368	.426
9	Hedges - C	4	0	1	0	0	1	4	.163	.228	.196
	Totals	35	7	11	7	3	9	21

Pirates
BATTING: 2B: Hayes (13, Flaherty); Marcano (9, Pallante); Santana (15, Gallegos). HR: Hayes (3, 7th inning off Gallegos, 2 on, 2 out); Palacios, J (1, 7th inning off Gallegos, 0 on, 2 out). TB: Hayes 7; Hedges; Marcano 2; McCutchen 2; Palacios, J 4; Santana 4. RBI: Hayes 4 (23); Palacios, J (4); Santana 2 (26). 2-out RBI: Hayes 3; Palacios, J. Runners left in scoring position, 2 out: Hedges 3; Suwinski 2; Palacios, J. Team RISP: 3-for-13. Team LOB: 9.
FIELDING: Pickoffs: Contreras (Arenado at 1st base).

Cardinals Pitchers	IP	H	R	ER	BB	K	HR	P-S	ERA
Flaherty	5.1	6	1	1	1	6	0	101-61	4.55
Pallante (H, 4)	1.0	1	2	2	1	1	0	17-10	4.79
Gallegos (L, 1-3)(BS, 2)	0.2	3	4	4	1	1	2	20-12	3.86
Cabrera, G	1.0	1	0	0	0	1	0	17-11	4.71
Totals	8.0	11	7	7	3	9	2

Pirates Pitchers	IP	H	R	ER	BB	K	HR	P-S	ERA
Contreras	4.0	7	5	5	0	6	2	83-55	4.82
Zastryzny	1.0	2	0	0	1	0	0	22-16	5.06
Bolton	1.2	2	0	0	4	2	0	46-18	12.38
Ramirez, Y (W, 1-0)	0.1	0	0	0	0	0	0	3-2	1.40
Holderman (H, 11)	1.0	1	0	0	0	0	0	18-10	2.08
Bednar (S, 11)	1.0	1	0	0	0	1	0	17-10	1.23
Totals	9.0	13	5	5	5	9	2

Game Info
WP: Flaherty; Bednar.
HBP: Reynolds, B (by Flaherty); Palacios, J (by Flaherty).
Pitches-strikes: Flaherty 101-61; Pallante 17-10; Gallegos 20-12; Cabrera, G 17-11; Contreras 83-55; Zastryzny 22-16; Bolton 46-18; Ramirez, Y 3-2; Holderman 18-10; Bednar 17-10.
Groundouts-flyouts: Flaherty 4-4; Pallante 2-0; Gallegos 0-1; Cabrera, G 1-1; Contreras 3-2; Zastryzny 1-0; Bolton 1-1; Ramirez, Y 0-0; Holderman 1-0; Bednar 1-1.
Batters faced: Flaherty 25; Pallante 5; Gallegos 6; Cabrera, G 4; Contreras 18; Zastryzny 6; Bolton 11; Ramirez, Y 1; Holderman 4; Bednar 4.
Inherited runners-scored: Pallante 2-0; Gallegos 2-2; Ramirez, Y 3-0.
Umpires: HP: Mark Carlson. 1B: Brennan Miller. 2B: Jacob Metz. 3B: Tripp Gibson.
Weather: 90 degrees, Partly Cloudy.
Wind: 7 mph, In From CF.
First pitch: 7:06 PM.
T: 3:03.
Att: 24,388.
Venue: PNC Park.
June 2, 2023

Inning	Scoring Play	Score
Top 3	Brendan Donovan homers (6) on a fly ball to right field. Tommy Edman scores.	2-0 STL
Top 3	Nolan Gorman singles on a sharp line drive to center fielder Jack Suwinski. Paul Goldschmidt scores.	3-0 STL
Top 3	Nolan Arenado homers (10) on a fly ball to right center field. Nolan Gorman scores.	5-0 STL
Bottom 6	Ke'Bryan Hayes singles on a line drive to center fielder Tommy Edman. Jack Suwinski scores. Ji Hwan Bae to 2nd.	5-1 STL
Bottom 7	Carlos Santana hits a ground-rule double (15) on a fly ball to left field. Tucupita Marcano scores. Andrew McCutchen scores. Jack Suwinski to 3rd.	5-3 STL
Bottom 7	Ke'Bryan Hayes homers (3) on a fly ball to left center field. Jack Suwinski scores. Carlos Santana scores.	6-5 PIT
Bottom 7	Josh Palacios homers (1) on a fly ball to right center field.	7-5 PIT

Team	Highlight
PIT	Bullpen availability for Pittsburgh, June 2 vs Cardinals (00:00:07)
STL	Bullpen availability for St. Louis, June 2 vs Pirates (00:00:07)
STL	Fielding alignment for St. Louis, June 2 vs Pirates (00:00:11)
PIT	Fielding alignment for Pittsburgh, June 2 vs Cardinals (00:00:11)
PIT	Starting lineups for Cardinals at Pirates - June 2, 2023 (00:00:09)
PIT	Ke'Bryan Hayes's home run through bat tracking data (00:00:09)
STL	Donovan's two-run homer (6) (00:00:23)
STL	Nolan Gorman's RBI knock (00:00:18)
STL	Arenado's two-run homer (10) (00:00:27)
PIT	Roansy Contreras's six K outing (00:00:57)
PIT	Jack Suwinski's running grab (00:00:23)
PIT	Ke'Bryan Hayes' RBI single (00:00:13)
STL	Jordan Walker's single in the 4th (00:00:19)
STL	Jack Flaherty's six strikeouts (00:00:51)
PIT	Santana's two-run GR double (00:00:22)
PIT	Hayes' three-run homer (3) (00:00:21)
PIT	Palacios's 1st career homer (1) (00:00:36)
PIT	Pirates complete a comeback win (00:00:09)
PIT	Pirates' six run 7th inning (00:01:23)
PIT	Hayes, Palacios go back-to-back (00:00:58)
PIT	Hayes on his go-ahead homer (00:01:43)

	1	2	3	4	5	6	7	8	9		R	H	E	LOB
Cardinals	0	0	5	0	0	0	0	0	0		5	13	0	12
Pirates	0	0	0	0	0	1	6	0			7	11	0	9

Decisions

• Winner: Yohan Ramirez (1-0, 1.40)
• Loser: Giovanny Gallegos (1-3, 3.86)
• Save: David Bednar (11, 1.23)

Division Scoreboard

MIL 5 @ CIN 4 - Final
CHC 2 @ SD 0 - Bottom 5, 2 Outs
Next Pirates Game: Sat, Jun 03, 04:05 PM EDT vs. Cardinals
^{Last Updated: 06/02/2023 11:11:06 PM EDT}