Hello. I checked all the usual suspects like the relay, fuse and pressure. The clutch is turning and from what I can see the belt is not slipping either. What else could it be?

so I bought one of those 300 keys spare fuse replacement kits from eBay for about 10 bucks just to have and now I want to see about using it.
this the type of fuse my car uses: https://i.imgur.com/qZwqqk2.jpg
these are some of the fuses that came: https://i.imgur.com/VQNvaXa.jpg
this is the tester: https://i.imgur.com/M52yaIN.jpg
my first question is are these fuses safe to use? when i bought them i thought they were just fuses and if anything happens theyll blow but now im a little concerned about their quality since they arent painted with their amperage (like my 20 year old fuses in the car) and instead has a little diagram.
second even though i pulled a 20amp spare fuse and compared it against the new 20 amp the one i need right now is the red 10amp. the one in the car, like the yellows here, have "n" shapes but the new red ones have the swiggle like in the picture. surely its just a design thing but i wanna make sure theyre the same before i cause any damage.
third, and this might be a stupid one, but what are the shorter fuses for? i put 2 yellows in the picture to show you what i mean. the box has bigger fuses too but the shorter ones and the "normal" ones are in the same "square" so are they interchangeable?
and finally is the tester safe to use? i saw a video on youtube that said all i need to do is connect the alligator clip to metal and then use the tester end on the opening of the top of the fuses. just wanna make sure that using a cheap tester is safe.
thanks for all the help

Hello all, I am posting here today to see if I could get some advice on what may be affecting my 2008 Honda Civic. I don't necessarily expect an exact answer but knowing where to start is something and maybe other civic owners have had similar issues?
So, my current civic just won't start. That is to say, the engine won't turn on or rev up. The problem occurred a while a go where when I turned off the car it just would not start anymore. I tried using jumper cables right after, and even tried two different cars, but nothing would happen. Not even the lights or radio. Nor any whirring or any mechanical engine sound.
I don't know much about cars, but since then, I have tried changing out the battery twice, jumping it again, and checking some fuses (admittedly I am still unsure if I did it properly). None of those seem to get the engine going.
HOWEVER, one distinction now (from the original breaking down) is that I am able to get the lights, radio, and other electrical components go turn on as I turn the key once. Everything works as expected. The issue comes when I turn the key again to turn the engine on. It all shuts down, without any mechanical sound again (no engine sound). And it stays shut down for perhaps a few hours and comes back (I've never really timed it). ONLY ONCE did it rev the engine after 2 months of inactivity, but it didn't start. Does anyone have any advice on what the issue may be? Or what to do? Has anyone else had an issue like this?
I am considering taking it to the Honda dealership, but as it won't start I'd have to pay for towing. Any advice or suggestions would be helpful. Thanks all.

Hello all, I am posting here today to see if I could get some advice on what may be affecting my 2008 Honda Civic. I don't necessarily expect an exact answer but knowing where to start is something.
So, my current car just won't start. That is to say, the engine won't turn on or rev up. The problem occurred a while a go where when I turned off the car it just would not start anymore. I tried using jumper cables right after, and even tried two different cars, but nothing would happen. Not even the lights or radio. Nor any whirring or any mechanical engine sound.
While I am not a mechanic, since then, I have tried changing out the battery twice, jumping it again, and checking some fuses (admittedly I am still unsure if I did it properly). None of those seem to get the engine going.
HOWEVER, one distinction now (from the original breaking down) is that I am able to get the lights, radio, and other electrical components go turn on as I turn the key once. Everything works as expected. The issue comes when I turn the key again to turn the engine on. It all shuts down, without any mechanical sound again (no engine sound). And it stays shut down for perhaps a few hours and comes back (I've never really timed it). ONLY ONCE did it rev the engine after 2 months of inactivity, but it didn't start.
​
Does anyone have any advice on what the issue may be? Or what to do? I am considering taking it to the Honda dealership, but as it won't start I'd have to pay for towing. And I don't know what my cheapest option is, as having to pay for towing (twice at worse, round trip) to have it fixed seems pricey. Any advice or suggestions would be helpful. Thanks all.

1. Porsche 718

https://www.google.com/maps/@42.5839041,-83.2444932,3a,16.1y,62.25h,86.3t/data=!3m6!1e1!3m4!1sj5vDx1l-V-SudFrfism_DA!2e0!7i16384!8i8192?entry=ttu

1. 1930s (I think it's a Ford?)

https://www.google.com/maps/@42.5820404,-83.2434764,3a,15y,136.93h,85.49t/data=!3m7!1e1!3m5!1sEzHuXHT0A8VAqtZUD7-eOQ!2e0!5s20220801T000000!7i16384!8i8192?entry=ttu

1. Stock EG Honda Civic (92-95)

https://www.google.com/maps/@42.546648,-83.2159059,3a,31.7y,66.11h,79.03t/data=!3m7!1e1!3m5!1sOXsXvTfRZTnaZs6z2VEziw!2e0!5s20070901T000000!7i3328!8i1664?entry=ttu

1. 1957 Chevrolet Bel Air

https://www.google.com/maps/@42.54668,-83.214275,3a,15.1y,161.89h,85.55t/data=!3m7!1e1!3m5!1s0EeV4vBRhjZ6rZGtSSaDIA!2e0!5s20190801T000000!7i16384!8i8192?entry=ttu

1. Matte OD Green Range Rover Sport (wrap already fading?)

https://www.google.com/maps/@42.5474279,-83.2140916,3a,20.9y,245.48h,79.65t/data=!3m7!1e1!3m5!1sjyLSnJDovuqVQLT9fh5PBA!2e0!5s20211101T000000!7i16384!8i8192?entry=ttu

1. C4 Corvette (1991-1996)

https://www.google.com/maps/@42.548851,-83.2161007,3a,15y,338.7h,83.63t/data=!3m7!1e1!3m5!1sTvCyRyLUIA_UmL4LiYm9mg!2e0!5s20211101T000000!7i16384!8i8192?entry=ttu

1. Lexus RC

https://www.google.com/maps/@42.5496296,-83.2168317,3a,18.9y,45.68h,78.54t/data=!3m7!1e1!3m5!1s863qIUalzZ8Z4UPXZYDJzA!2e0!5s20170801T000000!7i13312!8i6656?entry=ttu

1. Mercedes G550

https://www.google.com/maps/@42.5505014,-83.2174359,3a,58.7y,68.78h,65.82t/data=!3m7!1e1!3m5!1sePg_Y67nbs-D9ZsM20YLsg!2e0!5s20170801T000000!7i13312!8i6656?entry=ttu

1. Lincoln Town Car (1995-1997)

https://www.google.com/maps/@42.545442,-83.2115104,3a,17.1y,139.74h,84.26t/data=!3m7!1e1!3m5!1sebA-4lK4TOtqs9GXUGwpNQ!2e0!5s20190601T000000!7i16384!8i8192?entry=ttu

1. Mercedes AMG GT-S

https://www.google.com/maps/@42.5454107,-83.2109782,3a,18.8y,96.24h,80.2t/data=!3m7!1e1!3m5!1sQ0-1qUTvIe6Oq56JQsCrpA!2e0!5s20180801T000000!7i16384!8i8192?entry=ttu

So I’ve been working on my 1995 gmc G2500 van. It’s been having electrical issues and blowing the break fuse at the box. I think I have it nailed down to what wire and have wiring diagrams of what does where. My question is, how to I isolate the wire and figure out where the fault is?
Any help would be amazing.
Thank you!

Wednesday morning 07:20am, wife wakes me up & tells me her bike won't start.
I go outside & try to start her, the engine tries to turn over but very slowly, I immediately think the battery is flat & decided to pop it on charge.
Two hours later about 10:00am the battery charger confirms the battery is fully charged so I disconnect the + & - clamps & turn the ignition key, the dashboard does its usual post check & the engine management light indicates no issues.
I pull the back brake & depress the ignition start button & she turns over & purrs away, I decide to leave her idling for a few minutes before turning her off, however before turning her off I go to replace the little rubber caps on the battery terminals & I notice the negative bolt on the battery terminal feels really hot, I turn her off.
Couple of hours later I decide to start her again to have a run to Tesco, I turn the key & nothing, no post check just nothing.
I call my wonderful mechanic (the guy is superb), he comes out & checks her over, tells me I've somehow managed to blow the main fuse, he pops in a new fuse & hey presto she starts, he runs her for a few seconds then turns her off, tries to start her again (nothing) she performs a post check but refuses to start, there's a small black box nestled above the battery he tells me it's part of the "electronic ignition system" (think I remembered that right) he takes the box off checks it over & pops it back on, tries her again still nothing, he pulls the little black box off again & takes it back to his workshop, tries it in another PCX he has & it starts first time, he tries it repeatedly & the other PCX starts on the button every time so it's not that box. Since then he's been through pretty much everything, he's checked the the fuses, the battery, the ignition, the entire wiring loom, the starter motor, and to be blunt I've never heard him get angry before but he actually swore in front of me as in his own words, (This makes no fucking sense, no fucking sense at all, Honda's don't do this, it's a fucking Honda, Honda's don't fucking do this, this makes no sense at all) ,,, I think he's more pissed off at the fact he can't work out what's wrong with her.
He's been working on her on & off for the best part of three days now & we are still at the point where she refuses to start.
I obviously have full faith in my mechanic however I'm throwing this out there in the hopes that one of you may have suffered with this issue or know somebody else that's been through it, if so I'd very much appreciate any advice you could offer as my wife really misses her little PCX.
Thanks for reading & I will answer any questions as best as I can.

This is a strange one. I broke down with starter motor failure on Friday evening and today I replaced the starter motor and the car starts just fine now. One thing that has happened though is that the heater blower fan for the climate control (it's not the version with the digital readout) has stopped working. I don't think that the two events are related, but the fan not working has me scratching my head. I found a slightly melted 30A fuse (F22?) in the fusebox at the side of the dashboard (the fuse is intact though, it's not blown) and I've replaced it with a new one, but the handbook states that this should be a 40A fuse. I've stuck a 30A in for now but I still get no blower. The air con switch lights up when I press it and I can hear the air con pump turn on and off.
Are there any other fuses that I need to check? I've searched for fuse box diagrams and have found loads of them but they seem to have the fuse box images reversed, as if it's Europe or the US, not the UK. My dashboard fuse box is on the right. The numbers of fuses are also different.
The blower was running right up until I parked up and I came back to no starter motor on the key.
I'm confused at this point, how do I trouble shoot this?

I’m totally lost at this point, and about to just junk the car. I bought it to learn, but oof this thing is a mess.
This is a project car I picked up for $200. It’s a 2005 Honda civic dx model, and the kid who owned it before me ran it hot due to a hole in the radiator. Before changing the radiator, he ran some of that sealing junk through it to make it run for a little while. It than got to the point where it over heated and would not start. This is how I bought it.
So I began with doing a compression test (cylinder 3 lower than the others) and draining the oil. The oil showed indication of coolant, and with the low compression reading I went through with changing the head gasket. The heads are were milled and checked before reinstallation and I went step by step with the service manual with the reinstall. On the way, I cleaned out a lot of the black junk that was through the coolant galleys, and checked the water pump. Water pump is all good, and I cleaned as much as I could.
I purchased a new battery while putting everything back together. I made the mistake of having the battery hooked up while installing the alternator and had a spark flash when my ratchet touched the motor. When everything was back together, I had absolutely no power, diagnosed it down to the battery’s fuse and changed it. It turned right over after that, but it still overheated. Although, it was a lot slower to over heat. I than realized I never burped the radiator, I purchased the plastic cup with the adapters and began burping the radiator. It actually stopped the car from overheating, but the red coolant began to turn black. After about 35 minutes of running, I turned it off and the went to restart it and there was absolutely no power. Like dash lights nothing. Battery fuse is fine this time, but I’m just confused as all hell. Any suggestions on where I should even start to look?

I’m working on a project currently it’s a 1980 cb900 and the current wiring harness needs to be completely trashed. I’ve been looking for replacements and came across the Moto gadget m unit. Is it worth the money? Or would it be better to just buy a fuse box and some wire? Or any other full kit options? I’ve dealt with rewiring Harley’s before but both my old hondas wiring seem a little too complicated for me to wrap my head around.(might just be stupid or just too many wires in the original harness that throw me off.) thanks in advance.

Digital technology in the early years: The importance of everyday learning opportunities to build young children’s digital technology skills

This factsheet will support early childhood professionals to:

• broaden their understanding of the inclusion of digital technology in the early years
• explore effective strategies to embed play-based digital practices
• support children’s concept development of digital technologies

As a co-author of the Early Childhood Australia (ECA) Statement on young children and digital technologies, can you explain the rationale for creating this statement? How can it support educator practice with regards to building children’s digital technology skills?

The ECA Statement on young children and digital technologies was created to support adults to make decisions about technology use ‘with, by and for’ young children. Increased recognition in the sector that young children use a range of technologies at home and in their communities, for playing, communicating and accessing online content, suggested that digital learning in early childhood settings was timely. The statement highlights four main areas of children’s learning and development: relationships, health and wellbeing, citizenship, and play and pedagogy. It also invites educators to think about how they understand technologies and the role of technologies in the lives of children and families.
This includes thinking about what is known as ‘philosophy of technology’ (Gibbons 2010). Philosophy of technology is a body of knowledge that proposes different ways of thinking about the relationship between people and technologies. Just as there are theories of play and learning that educators can refer to, there are philosophies of technology educators can draw on to think about using technologies with children. Three of the main philosophies of technology are technological determinism, substantivism and critical constructivism. Technological determinism is the most commonly held view. This view suggests that technologies cause or determine what happens to people. Some people hold a negative view of determinism: for example, thinking that technologies reduce the quality of children’s imaginative play. Other people hold a positive view of determinism, believing that technologies support children to communicate with others. Substantivism considers how technologies shape practices, or what people do in their daily lives over time. Critical constructivism posits that technologies are always designed and used by people according to human values. This view suggests that people can make active choices about how and why they use technologies that are relevant to their lives, such as people using videoconferencing during the pandemic to connect with family and friends.

The Victorian Early Years Learning and Development Framework (VEYLDF) refers to five Learning and Development Outcomes for children. Outcomes 4 and 5 explicitly mention the inclusion of digital technologies in children’s learning. What are some effective learning experiences that explore everyday opportunities to build children’s understanding and use of digital technologies?

Technologies are part of children’s lives; however, not all educators are comfortable with using technologies in children’s learning. Rather than focusing only on the technology in digital learning, think instead about the ways in which technology creates opportunities for meaning-making. For example, making meaning using technologies may involve taking photographs, creating videos or slideshows, co-sharing digital content, or coding with robotics. Meaning-making can also be about understanding how we live with and use technologies in our daily lives. Meaning-making for understanding does not have to involve using working technologies. Children can create their own non-working technologies from available materials (such as boxes, blocks or paper) to participate in sociodramatic play that provides opportunities for talking about how and why technologies are used. For example, children might make their own mobile phones and use these in their play to send messages to each other and take calls. Educators can help children in this play by inviting children to use technologies in ways that are respectful of relationships. Are the children having a pretend meal together? Can educators invite children to put their phones away while they eat? Or if children are taking pretend photographs of each other, educators can be sure to model asking for consent. Educators can also create representations of technologies that help children learn about the internet and how information and data are shared over a network: for example, using string to ‘connect’ non-working devices in a home or office corner to help children learn about the internet as a network of connected technologies. Children can ‘send’ messages, emails or content to each other as paper notes attached to the string. Educators can invite children to consider if they know who is sending them messages or where the content has come from. This provides children with an everyday opportunity to learn about the internet and safe online behaviours.

The VEYLDF states ‘Assessment is designed to discover what children know, understand, and can do’. What does this look like in terms of children’s trajectory of learning around digital technology? How might educators connect their observations of children engaging with digital technology to children’s learning and development across other domains?

Children are likely to follow a developmental trajectory when using technologies due to their experiences using technologies at home and in the community, with their family, friends and peers. Children’s experiences with technologies are variable and so they will come to early childhood education and care settings with a range of technological knowledge and skills. This can depend on the access children have to devices, reliable internet and opportunities for adult engagement during technological activity. Educators can observe how children build their capacity to use devices over time. This is important because some basic operational knowledge with technologies is required of children as they enter formal schooling. For example, do children know how to turn technologies on and off? Can children point, touch, swipe and resize using a tablet? Pre-school aged children may also exhibit technological language, such as download, upload, click and save, and will probably know the difference between still and moving images. This language helps children communicate and share information with other people, including family members and peers. When children use technologies, educators can also support connections with digital media or content that supports children’s identity. For example, which programs or games do children enjoy at home and how are these recognised in the classroom? This can be achieved by providing children with access to pretend technologies and apps, such as a cardboard box representing a touchscreen device, with cut-outs of their favourite applications. Other examples include learning about digital media interests alongside children, examining and sharing storylines, or providing opportunities for children to express digital media interests through more traditional play, such as box construction, drawing or painting. Using internet-connected technologies also provides opportunities for children and educators to access information to resource play and learning, such as through video content, or well-curated resources from reputable early learning providers in topic areas including science, mathematical thinking, history, music and visual or performing arts.

The VEYLDF identifies eight Practice Principles that illustrate the most effective ways for all early childhood professionals to support children's learning and development. One of these Practice Principles is ‘Partnerships with Families’. What are some effective strategies to engage families in discussions about digital technologies and young children?

Families are central to children’s learning and development. When educators engage in discussion about technologies with families, they can help adult caregivers facilitate positive digital learning opportunities for children at home. The VEYLDF states ‘Early childhood professionals … actively engage families and children in planning for ongoing learning and development in the service, at home and in the local community’ (VEYLDF, p. 9). Many organisations in Australia are involved in promoting and supporting young children’s safe and productive engagement with technologies, with tip sheets, videos, infographics and games. Educators can invite families to use these materials with children to explore topics such as staying safe online, being active with technologies, using technologies to support social relationships, and fostering children’s digital play.

What would be some final key messages for educators who want to support children’s digital skills and understanding?

Two key messages are important for educators thinking about supporting children’s digital skills and understandings. The first message is to start involving children in digital opportunities that feel achievable within the service. Not all services have access to technologies and not all educators feel comfortable using technologies with children. Programming can involve using non-working technologies in children’s play, such as using a block in pretend play as a mobile phone, or teachers creating representational technologies for children to use in the home corner (for example, printed life-size copies of tablet devices). Working technologies do not need to be complicated. While coding, robotics, digital microscopes and augmented reality provide highly engaging learning opportunities, children can also learn from educators modelling appropriate technology use on more accessible technologies, such as touchscreen: for example, by asking permission to take photographs or fact-checking information online. It may also be helpful for services to complete a technology audit – such as the eSafety checklist for early learning services – to see which technologies are available for children and where these might be integrated with ongoing learning opportunities in the service. For example, digital music can be incorporated into rest times, or children can be provided with opportunities to create digital drawings alongside traditional mark making.
The second message is to understand that young children today are part of a digital world. At any one time there are more than 8000 satellites around the earth that are sending and communicating information and data. It is becoming harder and harder to isolate children from technologies because so much of the world is now digital. It may be more helpful to think intentionally about supporting children to live within a digital world. The VEYLDF states ‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well-considered and identified goals’ (VEYLDF, p. 15). This shifts the pedagogical focus from trying to keep children away from technologies to thinking about the purposeful use of technologies with children, allowing children to develop the knowledge and skills they require to participate in a digital world.

Questioning and listening

Asking questions and then listening to the answers can propel children’s learning, and it is this approach that is at the heart of an inquiry model. Questioning and listening are essential in any learning relationship, and they are both part of an active process where you do not just listen and question children but also interpret, respond to and make meaning of their thinking and learning processes.
The pedagogical strategy of listening can provide educators with a new framework in which to consider their role in children’s learning and development. When educators look deeply at what holds children’s attention, the result is that children and adults are able to recognise capabilities and qualities in each other.
Do not always rely on asking questions and trying to provoke answers as a way of engaging with children. Educators who give children the time, space and resources to think long and deeply are often rewarded with rich responses.

‘The right question at the right time can move children to peaks in their thinking that result in significant steps forward and real intellectual excitement. Although it is almost impossible for an adult to know exactly the right time to ask a specific question of a specific child – especially for a teacher who is concerned with 30 or more children – children can raise the right question for themselves if the setting is right.’ (Millikan, et al 2014, p. 69)

The value of questioning cannot be overstated, particularly when working with a pedagogy of inquiry. You need to consider what directions you are leading children with your questions, as well as what type of questions you ask children. Are they ‘thick’ questions or ‘thin’ questions? That is, are they questions that are open ended and encourage children to think broadly or do they close off children’s thinking?

Wonder and uncertainty

Wonder and uncertainty are necessary dispositions for learning. Both of these dispositions are considered important when working with a pedagogy of inquiry. As Moss says, ‘Such learning is also more likely to happen and be welcomed when wonder or amazement are valued’ (Moss 2019, p. 74).
Rich learning opportunities can happen when you include these dispositions in your daily practice. This is not a closed-off, linear way of working but rather one that allows you to remain open to the ideas of children, their families and your colleagues.
When you work with dispositions of wonder and uncertainty, it encourages a flexible way of thinking and working in which hypotheses might be made but are also subject to change. This is not an approach that has pre-determined outcomes.

Top tips for working with a pedagogy of inquiry

• Read, listen or watch something that might shift your thinking or that supports you to develop a growth mindset. Learn something new to bring back into your work with children. This does not need to be related to early learning. Learn something that fires up your neural pathways. An educator’s area of interest or enthusiasm can have an inherent trickle-down positive impact on children.
• Adults can often anticipate difficulties and resolve them for children, and this does not give children the opportunity to think for themselves and provide solutions. Educators should aim to create a culture of ideas rather than a culture that provides all of the answers.
• Design your environments carefully, with attention paid to the intentional use of resources, materials and provocations, and provide children with extended periods of time to re-visit these.
• Educators need to follow children’s footprints – that is, the directions of their learning. This is only possible through a process of reviewing and reflecting on your documentation materials. It can be useful to consider what you know, what you don’t yet know and what you would like to find out more about. Gathering clues about children and then asking rich, deep questions adds great value to the development of any inquiry project.
• Give children time to be curious, to wonder, and to discuss and adjust or change their opinions.

This fact sheet was developed by the Early Years Unit at VCAA

This fact sheet was developed by the Early Years Unit at the Victorian Curriculum and Assessment Authority (VCAA) and supports information presented in the VCAA on-demand webinar ‘A pedagogy of inquiry to support integrated teaching and learning approaches’. Watch A pedagogy of inquiry to support integrated teaching and learning approaches webinar video.

References

Duckworth, E 1996, The having of wonderful ideas and other essays on teaching and learning, Teachers College Press, New York
Edwards, C, Gandini, L and Forman, G (eds.) 2012, The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd edn, Praeger, Santa Barbera
Moss, P 2019, Alternative Narratives in Early Childhood, Routledge, Oxfordshire
Touhill, L 2012, ‘Inquiry-based Learning’, NQS PLP e-Newsletter, No. 45

Using the VEYLDF to inform your practice

As part of the Education and Care Services National Law (National Law) and the National Quality Standards, the Victorian Early Years Learning and Development Framework (VEYLDF) is an approved learning framework. As an approved learning framework, it has the potential to make you a better educator and your practice more contemporary.
The VEYLDF allows us to reflect on learning and development outcomes for children. As educators, we can reflect on our own practice in supporting all children by considering if our work aligns with the Practice Principles. The VEYLDF provides us opportunities to inform our pedagogical decisions and to critique or challenge our existing practices.
The VEYLDF also provides a shared language and understanding for all early childhood professionals and can inform conversations with families, colleagues and other professionals working with young children.

Additional resources that might be useful

Download copies of VCAA early years resources.
Keep up to date with new resources and professional learning opportunities by subscribing to the VCAA Early Years Alert.
A pedagogy of inquiry to support integrated teaching and learning approaches
Download the fact sheet

‘The hands lead us to learning’: Enhancing and extending children’s fine motor development through playful learning experiences

This fact sheet is for educators who want to better understand:

• how educators can think more broadly and deeply about fine motor development in infants and children
• the interplay between fine motor development occurring in play and in relationships with adults, caregivers and peers
• the importance of routines as learning experiences with embedded fine motor learning opportunities.

Introduction

Children’s fine motor skill development – that is, their ability to use their hands – is strongly connected to their play.
Infants’ efforts at motor control commence early. An example of this is the infant who actively reaches towards the face of a person who is physically close to them and engaged in a responsive and attuned relationship with them; the adult, carer or older sibling is perhaps smiling and ‘cooing’ while they are focusing their gaze on the face of the child, who reaches out towards their face.
We understand, in general terms, that the progression of motor development occurs from the centre of the body to the periphery, known as proximodistal progression, or from larger motor control to finer movements. However, over time we have gained a more balanced and nuanced understanding of motor development and we can now see early fine motor development before trunk control is consolidated. Gross motor development leading to core stability and support remains foundational, but earlier attention is now given to fine motor endeavours of infants, with an appreciation that ‘the hands lead us to to learning’.
We understand that gross motor development and fine motor development occur simultaneously and in the context of responsive relationships and purposeful learning spaces. Adults engaging in contingent and attuned interactions with infants provide ‘serve and return’ opportunities and rich responsive learning experiences. Children actively engage, using their growing fine motor dexterity and strength alongside their learning in other developmental domains such as language and cognitive capabilities. It is the interplay between these supportive relationships and children’s growing capabilities that fosters children’s wellbeing. This is now understood to increase the likelihood that infants will confidently explore their world and this exploration is in large part through their hands.

Can you explain the relationship between gross motor skill development and fine motor skill development? How does one support the other?

When we consider that gross motor skill development and fine motor skill development occur simultaneously, we can see the importance of early childhood professionals providing positive and responsive interactions and relationships throughout the day. The way the early childhood professional engages with the infant or young child provides opportunities to progress development.
The early childhood professional who ensures regular ‘tummy time’ is providing opportunity for infants to strengthen muscles, leading to greater core stability. This core stability is foundational to the later skills of sitting up, crawling and walking. These are important skills indeed, however, there is a need to balance this ‘tummy time’ with opportunities for the infant to be positioned on their back, or in a supported sitting position, where they are freely able to explore with their hands.
Thinking of fine motor development at its beginning stages helps us to actively create opportunities for children to explore with their hands. This in turn promotes children’s sense of agency and wellbeing, which is often associated with using their hands. The more children actively do, the more they feel that they can build, create, explore and express themselves.
We are often quite mindful of assessing children’s physical skills progression. Learning experiences, including playful routine times, provide golden opportunities to assess children’s sequential fine motor development from reaching and releasing, from palmer grasping to pincer gripping and so on. Progression along trajectories of learning (including motor skill learning) becomes apparent and provides the basis for tailored learning experiences.
It is important to consider children who require additional support with gross and fine motor skills. Thoughtful planning ensures we set up environments in which all children can feel confident in developing their gross and fine motor skills and feel a sense of agency and control. As we delight in their endeavours, with thoughtful planning we can build children’s sense of wellbeing, identity and connection to their world. Children become able to confidently explore and engage with social and physical environments through relationships and play.

What kind of playful fine motor learning experiences should educators consider when setting up early learning environments for children three to five years old? What are some effective playful strategies for supporting fine motor development?

Three to five years is a fabulous age for more complex play scenarios, with children using multiple learning domains simultaneously and in increasingly sophisticated ways. Again, ‘the hands lead us to learning’ and this is expressed in so much more than just writing and drawing. Indeed, children are extending and consolidating an increasing range of skills at this age.
The work of researchers Susan Knox (2008), and Karen Stagnitti and Louise Jellie (2006), can be used here to consider planning for play in reference to four elements: Space management, Materials management, Pretend play and Participation. This research, while based in occupational therapy, aligns well with the Victorian Early Years Learning and Development Framework (VEYLDF) and places children’s wellbeing at the centre of play. Practitioners are encouraged to consider how to promote participation by all children, inclusive of all abilities, through careful consideration of the environment, materials and pretend-play opportunities. This research provides a thorough and holistic view of children’s learning, recognising that children bring increasing cognition, language, social skills, fine motor development, creativity and agency to their play. Child-led play is key, but the educator must also consider how to promote play opportunities that take children beyond their most frequented play spaces. This requires a more creative use of learning environments, inviting children to participate in spaces and skills they may not have previously sought out independently.
One example is to set up a restaurant, where children are invited to navigate the space and engage with a variety of fine motor skills during a complex pretend-play scenario. This embeds learning in meaningful ways, with multiple learning areas at play. Children can take on various characters while engaging, negotiating and problem-solving. Fine motor skills are practised purposefully as children take written orders, write or draw a menu, cut up paper to make money, set up a cash register, dress up as waiters, pour drinks, prepare food and set up tables. The opportunities are endless and can be tailored to children’s interest and skills to provide challenge, practice and delight. For example, bi-manual skills are promoted in this scenario when opening containers and stirring bowls of food, where hands undertake different tasks at once – one hand holding and stabilising while the other hand turns or stirs.
Educators need only a creative mind in planning for all four elements, and the learning opportunities are endless (‘Early childhood professionals … use intentional teaching strategies that are always purposeful and may be pre-planned or spontaneous, to support achievement of well considered and identified goals’ [VEYLDF p. 15]). Inclusive thinking may see this play space provided outdoors, inviting in children who may be less likely to engage indoors (intentional support strategies also promote equitable participation in play for all children and meaningful ways to demonstrate learning [VEYLDF p. 12]).
A creative and inclusive approach asks us to consider the environment in numerous ways, offering a wide variety of materials, setting up play spaces that invite self-management and challenge, and following the increasingly complex play scripts or pretend-play scenarios of young children.

What are some everyday routines for children that might provide opportunities for supporting fine motor development?

Routines and transition times offer a wealth of fine motor experience and abundant opportunities for promoting children’s agency and self-responsibility. Additionally, they are highly repetitive daily experiences – treasures for practising fine motor skills. Encouraging independent skill development during these times, with warmth and high expectations for children, can turn a range of daily tasks into important learning rituals.
These rituals connect children to their peers and to their space, building confidence, connection and wellbeing. Children’s active participation provides many and varied fine motor movements at different times, such as taking care of their belongings at entry and departure times, dressing and undressing, setting up for meals, toileting and setting up play or rest areas.
Regular communication with families allows the progression in children’s skills to be shared between educators and families. This can reveal collaborative opportunities across home and the early years setting, and align our expectations for children. Playful and routine practice opportunities abound, with partnership between educators and families building children’s confidence and capacities (VEYLDF p. 9).

‘To play or not to play’: The role of the adult in understanding and collaborating in children’s play

This fact sheet is for educators who want to better understand:

• the role of the adult in supporting children’s learning and development through play
• how to build reciprocal relationships where children and adults are co-contributors to the creative process.

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

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

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

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

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

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

What is the relationship between play and learning?

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

I own a Honda CRV, 2011, and recently the immobiliser key icon has continued flashing on the dash when I try to start the car instead of stopping flashing.
The car turns over but won’t start. To get it to start I have to remove the screw of the ignition fuse under the hood (position 2 in the fuse box) and after I leave it disconnected for a moment or 2 and reconnect, the car then starts just fine and will continue to start without problems for the rest of that day. When I come back the next day the key flashing is back again.
Wondering if this is likely to be a fuse, battery or immobiliser issue? I checked the immobiliser fuse inside the dash too and that is ok. Appreciate any help!

​
Developed by Hangar 13, DICE, Ripple Effect Studios, EA Gothenburg, and Criterion Games and published by EA.
Additionally former EA Black Box and Ghost Games employees who would help access game assets and code from previous NFS titles to streamline the development)
Cartel (or alternatively as “Cartel: Palm City” or "Cartel: Miami" ) would be an open world title based on the Mafia Games, the GTA games and the Saints Row games, with elements of Battlefield: Hardline thrown in with an array of weapons and vehicles based on their real life counterparts.
Gameplay wise the driving would be like Need for Speed titles, and on foot and shooting mechanics like BF: Hardline and Saints Row. Plus you can customize your cars and weapons to the same extent in BF: 2042 and some cars would allow for mounted weapons,on foot you can execute people with your equipped weapon like in The Godfather games. On foot would be an FPS view (you can change to a third person view as well) same with having an FPS view in your car.
There would an single player experience point system (like in BF Hardline single player) you gain XP from killing gangsters, and cops blowing up or capturing enemy vehicles and completing main missions, side missions and activities also there will be 15 levels to achieve with each level up unlocking new weapons, vehicles and customization for your weapons and vehicles. As well as a New Game Plus (NG+) where everything you unlocked is carried over and you can also play on the higher difficulties through NG+.
Also there would be five wanted levels for police and five vendetta levels for the gangs should you reach level five gang vendetta you start a Gang War there are three ways to stop a Gang War either bribe the feds, blow up a gang stronghold, or hide out in a safe house. Police wanted levels one and two local units would come after the player, at police wanted level two or three the state police would come after the player. At wanted level four and five the feds would come after the player. The military will only come after the player if they trespass in Fort Rockport or the Palmount Naval Shipyard
The Storyline
In Cartel: Palm City; in a different universe and timeline where there's a total prohibition of all narcotics in the United States in 2010; tells the story of Jack Rourke (the player character) a hardworking rideshare driver at day and a street racer at night who's scraping by in Palm City circa 2019. One fateful night, Jack Rourke has an inadvertent brush with the Blackwell Syndicate (mainly Carl Stoddard and that showcases a life of reward too big to ignore. As he joins the Blackwell Syndicate who are fighting for control of Palm City against five other criminal groups and take the city for the Blackwell Syndicate including recovering evidence that could not only convict the Blackwell Syndicate, as well as a network of crime lords in many countries, (including the other gang’s backers) including the Blackwell Syndicate's backers the Mob and it would also directly implicate the CIA in Palm City’s drug trade with Jack Rourke earning the nickname “El Sicario” for his efforts in driving the other gangs out of Palm City. When he learns how much the drugs were hurting the people of Palm City and all over the country as well as learning that the Blackwell Syndicate had gotten into the drug trade themselves, he contacts FBI agent Chase Linh who relays the story to her and offers the evidence and his testimony in exchange for full immunity for him and his associates, and the evidence on the computer was enough to convict everyone form all the five gangs, but also their crime lord backers from at least half a dozen countries, as well implicating the CIA in this as well as lobbying efforts to keep all narcotics prohibited, leading to a new administration repealing the Narcotics Prohibition law and legalizing low level cannabis. However six months later after the repeal of the Narcotics Prohibition Jack Rourke would be gunned down by Russian Mafia hitmen, Dimitri "Dima '' Mayakovsky and Henry "Black" Blackburn.
The Cast

• Sean Faris - Jack Rourke
• Erik Armando Alvarez - Marcus Blackwell
• Kieth David - Julian “Julius” Little
• Philip Anthony-Rodriguez - Nick Mendoza
• Kelly Hu - Khai Minh Dao
• Travis Willingham - Carl Stoddard
• Eugene Byrd - Marcus “Boomer” Boone
• Adam J. Harrington - Tyson Latchford
• Jack Derges - Tyler "Ty" Morgan
• David Ajala - Sean "Mac" McAlister
• Jessica Madsen - Jessica "Jess" Miller
• Ramon Tikaram - Ravindra "Rav" Chaudhry
• Brooke Burke - Rachel Teller
• Josie Maran - Mia Townsend
• Jonny Cruz - Lucas Rivera
• Ana Marte - Ana Rivera
• Maggie Q - FBI Agent Chase Linh
• Bentino Martinez - CIA Agent Julian Dawes
• Coolie Ranx - Benny King
• Jason Michael Zumwalt - Roman Barkov
• Michael Andrew Hollick - Niko Barkov
• Fred Tatasciore - Tony Alpert
• Josh Coxx - Frank Mercer
• Shontae Saldana - Eva Torres
• Josh Collins - Danny Shaw
• Moti Margolin - Dimitri Glebov
• Jack Yang - Chan Wu
• Graham Shiels - Leo Ray
• Mark Rolston - Neil Roark
• Dean McKenzie - Jonathan Cross
• David Rees Snell - Gregory "GMAC" MacDonald
• Heather Fox - Rose Largo
• Joshua Alba - Zack Maio
• Kurt Caceres - Hector Maio
• Lawrence B. Adisa - Brad Rogers
• Dominique Tipper - Lina Navarro
• David Palffy - Caleb Reece
• David Menkin - Hector "Ming" Domingo
• Bruce Johnson - Wes "Webster" Allen
• William Roberts - Joe "JV" Vega
• Jun-Yamazaki - Toru "Bull" Sato
• Derek Hamilton - Clarence "Razor" Callahan
• Chuck Norris - Chief Norris
• Paul Pape - Jack Keller
• Christina Hendricks - Sam Harper

List of activities

• Story Mission: Missions that advance the plot
• Side Mission: Missions that do not advance the plot but earns extra experience/money
• Street Race: Just like it is in Need for Speed, finish first.
• Combat Race: Just like Street Race, but weapon use is allowed.
• Mayhem: Cause as much destruction as possible and get the highest Cost to State score.
• Car Snatch: Steal a car from the cops or one of the four gangs and bring it to a chop shop and also unlock the car you stole for free.
• Drug/CigaWeapon Trafficking: Deliver drugs/military-grade weapons/Cuban cigars to dealers and avoid the cops and rival gangs.
• Car Delivery: Deliver a load of high-end cars to car dealers.
• Assassination: Find and kill a named character, bonus if you fulfill a special condition

Vehicles
Civilian

• Acura NSX '17, Acura RSX-S '04,
• Alfa Romeo Giulia Quadrifoglio '16,
• Aston Martin DB5 '64, Aston Martin DB11 '17, Aston Martin DB11 Volante '19, Aston Martin Vulcan '16,
• Audi R8 V10 Performance '19, Audi S5 Sportback '17,
• BMW i8 Coupé '18, BMW i8 Coupé K.S. '18, BMW i8 Roadster '18, BMW M2 Competition '19, BMW M3 '06, BMW M3 '10, BMW M3 Evolution II '88, BMW M3 GTR L.E. '06, BMW M4 '18, BMW M4 Convertible '17, BMW M4 GTS '16, BMW M5 '18, BMW X6 M '16, BMW Z4 M40i '19,
• Buick Grand National '87, Buick Cascada '16
• Chevrolet Bel Air '55, Chevrolet C10 Sidestep Pickup '65, Chevrolet Camaro SS '67, Chevrolet Camaro Z28 '14, Chevrolet Colorado ZR2 '17, Chevrolet Corvette Grand Sport '17, Chevrolet Corvette Z06 '13, Chevrolet Corvette ZR1 '19, Chevrolet Corvette Stingray (2020), Chevrolet Corvette Stingray Convertible (2020), Chevrolet Corvette ZO6 (Cross’ ZO6)
• Dodge Challenger SRT8 '14, Dodge Charger '69, Dodge Challenger SRT Hellcat ‘18
• Ferrari 458 Italia '09, Ferrari 458 Spider '11, Ferrari 488 GTB '15, Ferrari 488 Pista '19, Ferrari F40 '87, Ferrari FXX-K Evo '18, Ferrari LaFerrari '13, Ferrari Testarossa Coupé '84,
• Ford F-150 Raptor '17, Ford F-150 SVT Raptor L.E. '17, Ford Focus RS '16, Ford GT '17, Ford Mustang '65, Ford Mustang BOSS 302 '69, Ford Mustang Foxbody '90, Ford Mustang GT '15, Ford Crown Victoria ‘08
• Honda Civic Type-R '00, Honda Civic Type-R '15, Honda NSX Type-R '92, Honda S2000 '09,
• Infiniti Q60 S '17,
• Jaguar F-Type R Convertible '19, Jaguar F-Type R Coupé '16,
• Koenigsegg Regera '16 (Roman’s Regera)
• Lamborghini Aventador S '18, Lamborghini Aventador S Roadster '17, Lamborghini Aventador SVJ Coupe '19, Lamborghini Aventador SVJ Roadster '19, Lamborghini Countach '89, Lamborghini Diablo SV '95, Lamborghini Huracán '18, Lamborghini Huracán Performante '18, Lamborghini Huracán Performante Spyder '18, Lamborghini Huracán Spyder '18, Lamborghini Murciélago SV '10, Lamborghini Gallardo LP 560-4 '08
• Land Rover Defender 110 '15, Land Rover Range Rover Sport SVR '15,
• Lotus Exige S '06,
• Mazda MX-5 '15, Mazda MX-5 '96, Mazda RX-7 Spirit R '02,
• McLaren 570S '15, McLaren 570S Spider '18, McLaren 600LT '18, McLaren F1 '93, McLaren P1 '14, McLaren P1 GTR '15
• Mercedes-AMG A 45 '16, Mercedes-AMG C 63 Coupé '18, Unlocked at REP LVL 18, Mercedes-AMG C 63 Coupé K.S. '18, Mercedes-AMG G 63 '17, Mercedes-AMG GT '15, Mercedes-AMG GT R '17, Mercedes-AMG GT S Roadster '19
• Mercury Cougar '67
• Mini JCW Countryman '17
• Mitsubishi Lancer Evolution IX '07, Mitsubishi Lancer Evolution X '08, Mitsubishi Lancer Evolution X K.S. '08
• Nissan 180SX Type X '96, Nissan 240SX '98, Nissan 350Z ‘03, Nissan 370Z ‘09, Nissan GT-R ‘07, Nissan Fairlady 240ZG '71, Nissan GT-R '17, Nissan Silvia Spec-R Aero '02, Nissan Skyline 2000 GT-R '71, Nissan Skyline GT-R V-Spec '93, Nissan Skyline GT-R V-Spec '99, Nissan Skyline GT-R V-Spec '02,
• Opel Astra '09
• Pagani Huayra BC '17
• Plymouth Barracuda '70
• Polestar 1 '20
• Pontiac Firebird '77, Pontiac Firebird '99, Pontiac GTO '05, Pontiac G8 '08
• Porsche 718 Cayman GTS '18, Porsche 911 Carrera GTS '18, Porsche 911 Carrera GTS Cabriolet '18, Porsche 911 Carrera RSR 2.8 '73, Porsche 911 Carrera S '97, Porsche 911 GT2 RS '18, Porsche 911 GT3 RS '19, Porsche 911 Targa 4 GTS '18, Porsche 911 Turbo S Cabriolet Ex '18, Porsche 911 Turbo S Exclusive '18, Porsche 918 Spyder '15, Porsche Cayman GT4 '15, Porsche Panamera Turbo '17, Porsche 911 Carrera S (991) '12
• SRT Viper GTS '14
• Subaru BRZ Premium '14, Subaru Impreza WRX STI '06, Subaru Impreza WRX STI '10,
• Volkswagen Beetle '63, Volkswagen Golf GTI '76, Volkswagen Golf GTI Clubsport '16,
• Volvo 242 DL '75, Volvo Amazon P130 '70

Military

• Light Vehicles: M1161 ITV, VDV Buggy, LYT2021, MRAP, SPM-3, ZFB-05, Quad Bike, Dirt Bike. Desert Patrol Vehicle. Skid Loader
• Infantry Fighting Vehicles: LAV-25, BTR-90, ZBD-09, AAV-7A1. AMTRAC
• Main Battle Tanks: M1 Abrams, T-90A, Type 99 MBT, HT-95 Levkov
• Anti-Aircraft Vehicles: LAV-AD, 9K22 Tunguska-M, Type 95 AA
• Mobile Artillery: HIMARS
• Helicopters: AH-1Z Viper, Mi-28 Havoc, Z-10W, AH-6 Little Bird, Z-11W, KA-60 Kasatka, UH-1Y Venom, Z-9 Haitun
• Naval Craft: DV-15 Interceptor, RCB-90, RHIB Boat, PWC, ACV
• Emplacements: .50 Cal, M220 TOW Launcher, 9M133 Kornet Launcher, HJ-8 Launcher, Centurion C-RAM, Pantsir-S1, LD-2000 AA, Schipunov 42. Launch Pod

Weapon attachments

• Optics (Pistols): Iron Sights, Improved Iron Sights, Ghost Ring, Mini (RDS), Deltapoint (RDS), Comp M4S (1X) Magnum Scope (2x)
• Optics (Rifles): Short Range; Barska Reflex (RDS), Kobra (RDS), Coyote (RDS), EOTech Sight (1x), PKA-S (1x), HD-33 (1x), F2000 (1.6x) (F2000 only). Medium Range; M145 (3.4x), PK-A (3.4x), PRISMA (3.4x), Mark 4 HAMR (3.5x) ACOG (4x), PSO-1 (4x), JGM-4 (4x). Long Range: CL6x (6x), PKS-07 (7x), Rifle Scope (8x), Hunter (20x), Ballistic (40x), IRNV (1x), FLIR (2x)
• Accessories: Canted Iron Sights, Magnifier (2x), Variable Zoom (2x-14x), Flash Light, Tactical Light, Laser Sight, Tri Beam Laser, Green Laser Sight, LaseLight Combo, Range Finder, Target Detector, Stabilizer.
• Barrel: Standard Barrel, Heavy Barrel, Light Barrel
• Muzzle (ARs/Carbines, DMRs, LMGs, PDWs, and Sidearms): Muzzle Brake, Compensator, Suppressor, Flash Hider, Flash Enhancer.
• Muzzle (shotgun): Duckbill, Full Choke, Modified Choke
• Underbarrel: Underslung Rail (M320, GP-30, M26 MASS), Bipod, Ergo Grip, Angled Grip, Stubby Grip, Vertical Grip, Folding Grip, Potato Grip
• Auxiliary: Straight Pull Bolt, Bipod
• Ammunition: Shotshells, 12 Gauge Buckshot, 12 Gauge Dart, 12 Gauge Frag, 12 Gauge Slug

40mm Grenades, 40mm HE, 40mm Incendiary, 40mm CS, 40mm Dart, 40mm Flashbang, 40mm LVG, 40mm Smoke, 40mm 3GL.

• 25mm Grenades - 25mm Airburst, 25mm Dart, 25mm Smoke.
• Arrows - Broadhead Arrow, Bullet Point Arrow, Explosive Tipped Arrow (Tek Arrows), Poison Arrow

Weapon list
Key: Base weapon (special variant)

• Melee Weapons: Blunt Weapons, Knives, Collapsible Baton, Machete (L.S 16 Machete), Breaching Hammer, Sledge Hammer, Axe, Inquisition Sword, Shovel, Bayonet, ACB-90, Shank, Machete, Bowie, Carbon Fiber, Scout, Survival, Trench, Boot, SEAL, Dive, Tactical, BJ-2, Precision, Baseball Bat, 2x4, Lead Pipe
• Light Pistols; P226, M9, QSZ-92, MP443, G17 (Street Racer Special), FN57. Machine Pistols; CZ-75. G18, TEC-9, MAC-10, MP9, 93R.
• Heavy Pistols: M1911, Compact 45, SW40, DEagle .38, DEagle .357, DEagle .44, DEagle .50, DEagle .501, DEagle .700, 45T (Mercer’s 45T), .40
• Revolvers; Unica 6 .38, Unica 6 .357, Unica 6 .44, Unica 6 .50, Unica 6 .501, Unica 6 .700, .38 Snub, .38 Special, .357 RS, MP412 REX, .44 Magnum (.44 Magnum Force), .501 Magnum Enforcer, .700 Magnum
• Short Rifles/Shotguns; Mare's Leg, Lupara, Shorty 12G (Modern Lupara)
• Personal Defense Weapons/SMGs: MP5, MX4, PP-2000, UMP-45, CBJ-MS, PDW-R, CZ-3A1, JS2, P90, UMP-9, MP7 (Combine MP7) , AS VAL, SR-2, MPX, Groza-4, K10 (Dillinger II), M1A1, M1928 (Dillinger), MP5SD
• Shotguns: QBS-09, 870 MCS, M1014, Hawk 12G, Saiga 12K, SPAS-12, UTS-15, DBV-12, DAO-12, USAS-12, AA-12, 870P Magnum, 37 Stakeout (Cross’ 37 Stakeout), Double-Barrel Shotgun, KSG12, M26 MASS
• Carbines: AK5C, ACW-R, SG553, AKU-12, A-91, ACE 52 CQB, G36C, M4, ACE 21 CQB, Type-95B-1, MTAR-21, Phantom, Groza-1, RO933, AKS-74U, CAR-556, ACWR.
• Assault Rifles: AK-12 (Shovak AK-12), SCAR-L, SCAR-H, M416, SAR-21, AEK-971 (Russian Dillinger), FAMAS, AUG A3, CZ-805, QBZ-95-1, ACE 23, L85A2, F2000 (SC-20K), ARX-160, Bulldog, AN-94, M16A3, M16A4, AKM, L85A2, ARM, MDC, SAR-21, AUG A3, HCAR, SA-58 OSW, HK51, FN FAL, SG510.
• Light Machine Guns: U-100 MK5 (Modern Dillinger), Type 88 LMG, LSAT, PKP Pecheneg, QBB-95-1, M240B, MG4, M249, M60-E4 (M60-ULT), AWS, L86A2, RPK, RPK-74, RPK-12,
• Designated Marksman Rifles: RFB, Mk11 Mod 0, SKS, SVD-12, QBU-88, M39 EMR, ACE 53 SV, SCAR-H SV, M39 EMR
• Sniper Rifles: R700PPS, TRG-42P, CS-LR4, M40A5, Scout Elite, SV-98, JNG-90, 338-Recon, M98B, SRR-61, FY-JS, Dragunov SVD, L115, GOL Magnum, SR338, CS5, .300 Knockout, M200 Intervention, M82A3 .416, M82A3 .50, M82A3 .501, M82A3 .700, M82A3 .900, M82A3 20mm Vulcan, AMR-2 .416, AMR-2 .50, AMR-2 .501, AMR-2 .700, AMR-2 .900 AMR-2 20mm Vulcan, HVM-II, M136 CS, Vidhwansak, Rorsch Mk-1, Rorsch Mk-4, 20mm Vulcan Grenares: M67 Frag, V40 Mini, RGO Impact, M34 Incendiary, M18 Smoke, M84 Flashbang, Hand Flare, CS Gas Grenade, Molotov, AA Mine, AT Mine, SLAM, C4 Explosive, M18 Claymore
• Launchers: M32 MGL, M203, M320, GP-30, M26 MASS, RPG,MBT LAW, FIM-92 Stinger, RPG-7V2, SA-18 Igla, Mk153 SMAW, FGM-148 Javelin, FGM-172 SRAW, XM-25
• Gadgets: Defibrillator, First Aid Pack, Medic Bag, Repair Tool, Ammo Box, Ammo Pack, M224 Mortar, MP-APS, XM25, UCAV, Ballistic Shield, MAV, Motion Sensor, PLD, Radio Beacon, SOFLAM, T-UGS, SUAV, RAWR M240B, RAWR M203, XD-1 Accipiter

Other: Nail Gun
Mission Structure
Prolog (2019)

1. The Birth of Art - After winning a big race, Jack Rourke collects the winnings at the Palm City Historical Museum
2. An Offer you Can't Refuse - Jack Rourke must evade Volk sicarios with Tyson Lachford and Carl Stoddard members of the Blackwell Syndicate
3. Race Day - After the events of the last mission, Jack Rourke partakes in a race day event and wins three events with his Porsche 911 Carrera S (991) '12
4. Running Man - Volk sicarios Niko and Dimitri crashes the race day and Jack must get to the Blackwell Garage

Chapter 1 (2019-2021)

1. M34 Party - Jack Rourke joins the Blackwell Syndicate and gets acquainted with everyone before going with Tyson in a Pontiac GTO '05 to burn the Volk's cars with M34 Incendiary Grenades as well as stealing GMAC's Lamborghini Gallardo LP 560-4
2. Standard Routine - Jack Rourke rolls with Tyson, Stoddard and Jonathan Cross to collect protection money but things go south when they collect from a hotel out of town and Jack Rourke chases after the hotel owner in Cross' car.
3. Fair Play - Jack Rourke is tasked with stealing Ryan Cooper's Nissan 240SX and sabotaging it on the eve of the biggest Speedhunter race of the year, the SpeedHunter Championship Finals and in a last minute swap Jack Rourke has to race in place of Tyler Morgan
4. Mia Townsend - Jack Rourke is tasked with taking Mia Townsend out for a night at the city... until a gang of Wraith street racers led by Caleb Reece hassles her and Jack Rourke takes them on in a fight
5. Get Used To It - After the events of the previous mission Jack Rourke and Tyson Latchford are sent to teach the Wraiths a lesson But Caleb Reece makes it serious and Caleb Reece is wound up being killed by Tyson after a chase around the city alongside Danny Shaw.
6. The Saint and The Sinner - It's revealed thtat Caleb Reece was Chief Norris' best friend, and Danny Shaw survives the crash however Stoddard would handle Shaw as Jack Rourke is tasked with infiltrating the Elmore Plaza Hotel and has to kill the manager, Nikki Morris and bomb the hotel before escaping to a funeral and confronts, Danny Shaw and Frank Mercer who are also in attendance. Jack Rourke kills Shaw and nearly kills Frank as well. But Frank tasers Rourke and escapes. It would be revealed that some of the Volk sicarios recognized Sotddard and had to deal with them, then the two escaped in a hearse.

Chapter 2 (2021)

1. A Trip to the Countryside - In order to get a large supply of cannabis from Mexico, Jack Rourke takes a team to retrieve the Mexican from Mexican smugglers only to be ambushed by Los Zetas L.S 16 and Volk sicarios, then it's revealed that Roman had paid off the FBI to go after Rourke and his teammates then they came off with the cannabis killing their pursuers in the process.
2. Code of Silence - The evidence that Tyson and Stoddard had ripped from the Volk had fallen in the hands of Hector Maio who cut a deal with the FBI, total immunity for the evidence and Jack Rouke is tasked with killing him and retrieving the evidence
3. Visiting Rich People - Jack Rourke is tasked with sabotaging a federal proscutor's case against The Mob, the Blackwell Syndicate's backers as well as killing the federal prosecutor in charge of the case.
4. Visiting Powerful People - Jack Rourke is tasked with meeting and protecting a powerful member of Palm City's elite, the owner of Prefered Outcomes Julian Daws... though he more than meets the eyes of Jack Rourke
5. Agent Dawes - Julian Daws is revealed to be a CIA agent who is tasked with keeping the flow of drugs to Jack's surprise and that he is backing the Blackwell Syndicate through Prefered Outcomes.
6. The Drug Trade - Julian Daws walks Jack Rourke through Palm City's drug trade and how the illicit street racing scene is used as a cover to smuggle drugs.
7. Great Deal - Tyson Lachford scores a major deal with a drug farm in Georgia who promises to supply them with large amounts of drugs in exchange for access to databases concerning highway patrol routes; however when the deal goes down at a parking garage, the Volk and L.S 16 ambush them.
8. Bon Appetit - Jack Rourke drives Eva Torrez, Marcus Blackwell and Julian Daws to the rebuilt Elmore Plaza Hotel for brunch only for Niko and Dimirti with a Volk hit squad to blast the entire lobby with gunfire and C4 explosives, Jack Rourke vaults over with Eva Torrez, Marcus Blackwell and Julian Daws, there Jack Rourke and Eva Torrez rush out through the side entrance and confronts the hit squad with Jack Rourke killing both Niko and Dimirti. However Blackwell wants Jack to confront Jonathan Cross at a doughnut store and reveals that the Volk threatened to turn him over to IAD and is chased throughout the city with Marcus Blackwell putting Cross on permanent retirement by killing him with a Lupara.

Chapter 3 (Finishing the other gangs and downfall of Jack Rourke) (late 2021)

1. Happy Anniversary - Jack Rourke is tasked with completing a contract hit against Frank Mercer at the fifth anniversary of the formation of the High-Speed Task Force by firing a sniper rifle stashed in a bathroom
2. You Lucky Bastard - After a failed attempt to kill Razor; Roman's personal driver and #2 of the Volk, Jack Rourke is given the contract to kill Razor, first by car bomb but ends up killing Deputy Chief Jack Keller. instead of Razor. Jack Rourke, Tyson and Stoddard would later find Razer at a Burger King. In this Rourke can choose to kill or spare Razor. Rourke would spare him after he tells him that the CIA is deeper in Palm City's drug trade than Jack Rourke is led to believe
3. Creme de la Creme - Marcus Blackwell plans to kill Roman, Niko, Demintri and Chan Wu in front of the city's Creme de la Creme, the mayor, the police chief, the FBI director and even the city's richest elite. However things go south and Jack Rourke chases Roman and Niko at the airport where they get to a private jet but is shot down and crash lands on the Cross Mermeroral Bridge Chan Wu is still alive and Jack Rourke executes him and leaves before the cops show up.
4. Plugging the Chief - After the events of Creme de la Creme; Chief Norris places to take on the Blackwell Syndicate and to dismantle them, and a contract hit is placed on him where Jack Rourke accepts the contract and kills Chief Norris.
5. Election Campaign - The State Governor had launched his reelection bid with the promise get tough on the cartels that had plagued Palm City and like Chief Norris has a contract hit out on him which Jack Rourke is tasked with taking, using a sniper rifle
6. Just for Relaxation - Marcus Blackwell tells Jack Rourke about a shipment of Cuban cigars as well as a hidden shipment of diamonds (hot ice) straight from Africa however and Jack Rourke takes a crew to retrieve the shipment from federal customs however it's revealed that instead of diamonds it's Cold Shot... the same drug being pushed by the other gangs.
7. The Truth - Jack Rourke and Kahi Minh Dao eavesdrop on Marcus Blackwell and Julain Daws and they learn the truth.
8. Moonlighting - Jack Rourke after knowing about the truth takes Tyson to rob the Palm CIty First National in order to retire from the sicario lifestyle and gets into a massive shootout with the PCPD Heat-style.
9. The Death of Art - After the heist of Palm City First National Jack Rourke finds Tyson dead and meets Stoddard at the museum only to find out that Stoddard knew about the heist, and used his share of the drug money and clout at Prefered Outcomes to buy out The7 as his personal hit squad, however Jack Rourke manages to kill every member of The7 but spares Stoddard (the player can also kill him but canonically Jack Rourke spares him)

Epilogue (2022)
After the trial and the repeal of the Jack Rurke is placed in the Witness Protection Program in Lakeshore City but six months later after the repeal of the Narcotics Prohibition Jack Rourke would be gunned down by members of the West Side Club, Dimitri "Dima" Mayakovsky and Henry "Black" Blackburn.
The Gangs of Palm City
L.S 16 (Los Salmos 16) - Also known as The Salmos. Backed by the most powerful Mexican drug lords and the most powerful arms traffickers in the world, L.S 16 once ruled all of Palm City In fear until The House stepped in. They’re also the strongest gang in the game with access to military grade weapons and vehicles and each gang kill from them awards 500-1,500 XP depending on the enemy type. They are led by Neil Roark.
The House - The House is a gambling gang with strong ties and backed by the Sicilian Mafia; they run the street scene and the casinos in Palm City. They’re pretty strong but weaker than L.S 16, and they have access to military grade weapons and vehicles each gang kills from them awards 250-800 XP depending on the enemy type. Headed by Lina Navarro.
The Volk - The Volk is a Chinese-Russian gang led by Roman Barkov with Niko Barkov as their enforcer backed by the Triads (Chan Wu), the Russian Mob (Dimitri Glebov), and GMAC's crew (Gregory "GMAC" MacDonald, Rose Largo) for cars who control the weapon smuggling and arms dealing in Palm City. With this backing and access to military grade weapons. They are a mid tier gang and each gang kill from them awards 200-600 XP depending on the enemy type. They are also the ones who go after the Blackwell Syndicate the most.
Palm Kings - The Palm Kings (PKs) is a Black gang made up of Black nationalists who controls Palm Harbor’s rackets and extorts store owners. Led by Benny King, they’re equipped with police-grade weaponry and has strong ties with the PCPD despite this, they are the second weakest gang in the game and each gang kill from them awards 150-500 XP depending if it's a regular to elite
Dixie Paladins - The Dixie Paladins are a white supremacy gang and a militarized version of the Ku Klux Klan (KKK) who controls the Gold Coast Mountains in the mountainous regions of Palm City. they’re the weakest gang in the game and each gang kill from them awards 100-250 XP from regular to elite members. They are led by Tony Alpert
Blackwell Syndicate - The Blackwell Syndicate is a underground criminal organization based in Palm City and is led by Marcus Blackwell with Julian “Julius” Little as underboss, Hector Maio before "Code of Silence" and Zack Maio after "Code of Silence". Nick Mendoza. Khai Minh Dao and Carl Stoddard are caporegimes and Tyson Latchford, Tyler "Ty" Morgan, Sean "Mac" McAlister, Jessica "Jess" Miller as soldiers. Other members include Ravindra "Rav" Chaudhry as the gang's car expert Rachel Teller as the gang's customization expert, Marcus “Boomer” Boone as the gang's weapon experts. The Blackwell Syndicate would be the gang that the player would join. In Act 1, they're an outside and fast tracked to soldier, but in Act 2 the player would be a capo until the end of the game. They are secretly backed by both The Mob and the CIA through Agent Dawes. Jonathan Cross and Mia Townsend are also on the gang's payroll until "Bon Appetit" where Marcus Blackwell executes him with a 870P Magnum to the head. Also Mia would also go with Jack Rourke as well
The police/military force
PCPD - the police force of Palm City/Miami if the player does hostile acts (killing civilians, firing unsuppressed weapons in public, etc) will attract police attention and each kill from them awards 50 XP for regular members and 100 XP for armored members, However the player can bribe the PCPD to look the other way or will even help the player fight the other gangs but would be the target of higher level police forces. (Sort of like it was in The Godfather game) The player can also buy favors from them as well. Also they’ll deploy stronger units at higher heat level alongside the FBI. The cars PCPD drives are the Ford Crown Victoria, Dodge Challenger, Pontiac GTO, and the Chevy Grand Sport
Florida Highway Patrol (FHP) - The state police force and Only appears in wanted levels 3 and above, Each kill from them awards 75 XP for regular state troopers and 150 XP for tactical state troopers. Regular state troopers drives Ford Mustang GTs tactical state troopers drives Nissan GT-R
FBI - Only appears in wanted level 5 the FBI will be called in if the player continues to retaliate against the PCPD. Each kill from them awards 125 XP for regular agents, 250 XP for FBI SWAT and 375 XP for FBI HRT, Like the PCPD the player can bribe the FBI to look the other way, or even help the player fight gangs, or the PCPD but at the second highest price. The FBI also has the second widest array of favors the player can buy. regular agents drives the Nissan 350Z or Porsche 911 GT3 RS, FBI SWAT drives the - Lamborghini Aventador SVJ Roadster or Ford F-150 SVT Raptor L.E. and FBI HRT drives the Mitsubishi Lancer Evolution X or Land Rover Range Rover Sport SVR
Military - Only goes after the player if they trespass in Fort Rockport or the Palmount Naval Shipyard. Each kill from them awards 200 XP for regs, 400 XP for experienced troops and 600 XP for elite troops. Like the PCPD, State Police and the FBI, the player can bribe the military to look the other way, or even help the player fight gangs, the PCPD, State Police or even the FBI but at the highest price and The military also has the widest array of favors the player can buy in large part due to Agent Dawes’ connections in Washington.
Multiplayer portion of the game would take place during the five cartels war where the Blackwell Syndicate, The Volk, Palm Kings, Dixie Paldines, Los Salmos 16, and The House (basically where Jack Rourke glosses over saying "It was non-stop chaos for weeks")
Also there would be a free ride mode where the player can explore the city at their leisure or pick a fight with either other cartels or the cops.

Hey folks,
I have an 08 Grand Prix who’s AC isn’t working properly, here’s what I know.
1) the clutch can move freely and is not physically seized up.
2) the relays and fuses have been replaced. At least the the two that my fuse box diagram notes as being important (38 and 13).
3) the radiator fans are almost always on while the car is running even when running cold (scanner tool has it at ~50-70 c last time I checked.
4) turning the ac button on seems to make the car’s RPM bounce, even though I am not getting any cold air. Where is that load coming from?
Where should I go from here? Should I start looking at the refrigerant pressures? I could get a gauge set.

As the title states I have a 1999 Honda Civic ex that has been straight piped (cats were stolen, took it to a shop to have it done) . Now we are looking into mufflers and other mods cause my mom wants it a bit louder since this is our fun car but she thinks the car feels faster how it is . My list of mods are going in order New wheels (HRE replicas more than likely) , coilovers (need help here cause the car already sits naturally low . Don’t wanna go too dumped cause the roads around in Arkansas are shit) after that I plan on leaving the d16 engine ALONE IM LEAVING IT ALONE as much as I wanna grab a box of ported heads and a camshaft. Idk if that’s cool on a stock everything else including ECU but I’d like more outlets to knowledge about that other than just YouTube videos . Something I can read here or look elsewhere ? Maybe something someone is currently working on or has in the past PLEASE HELP ME AND MY MOTHER 😂

2.26.0.25 -> 2.26.0.34 Part 3

Naval changes :

• New ship file : Lorraine
• Tons of coastal vehicles can now unlock (some of) their GE skins through gameplay
• Z 46 : Added funnels to the DM
• Ise :
  • Charge storage HP increased
  • Fire control room, auxiliary ammunition, fuel tank HP lowered
  • Empty mass : 4250 -> 4000 t
  • Moment of inertia changed
  • Max speed : 45.36 -> 47.16 km/h
• Ka-Rō (all), Ke-I Kō, No. 1, No. 1 "Sakigake", No. 1 (T-1), No. 4, No. 10 (all), No. 13, No. 14, No. 36, No. 241 (T-38), No. 538 (T-14) (all), Se-Ha, MAS 551, MAS 561, MAS 569, MS 15, MS 53, MS 461, MS 472, MV 611, MV 473, Stefano Turr, VAS 201 : Removed two skins, added two others instead
• Bourrasque :
  • Added 3 spawns
  • Added a fire control room
  • Added two more shell and charge storage
  • Crew rearranged
  • Empty mass : 2500 -> 2000 t
  • Moment of inertia and center of gravity changed
  • Acceleration slowed
  • 130 mm cannons : Ammo : 160 -> 110 rpg
  • 37 mm cannons : AA -> secondary
  • Camera moved
  • Ammo storage rearranged
  • User skin generating enabled
• Chacal, Panthere :
  • Empty mass : 3410 -> 3000 t
  • Center of gravity changed
  • Max rudder deflection 36 -> 35°
  • 130 mm cannons : Ammo : 160 -> 110 rpg
  • Camera moved
  • Ammo storage rearranged
• Colbert :
  • Fuel tank HP increased
  • Removed a fuel tank
  • Added coal bunkers
  • 203 mm vertical limits : -10° / 90° -> -10° / 45°
• Duguay-Trouin :
  • 155 mm cannons :
    • Ammo : 125 -> 150 rpg
    • Replenishment time : 5 -> 3.5 sec
  • AA ammo storage rearranged
• Le Malin :
  • 138.6 mm cannons : Front armor : 10 mm STS -> 5 mm RHA
  • 20 mm cannons : Gun shield : 15 -> 12.7 mm
  • Empty mass : 4510 -> 3800 t
  • Moment of inertia and center of gravity changed
  • Acceleration increased
  • 138.6 mm cannons : Ammo : 100 -> 200 rpg
  • Camera moved
  • Ammo storage rearranged
  • User skin generating enabled
• Leopard :
  • Empty mass : 3410 -> 3000 t
  • Center of gravity changed
  • Max rudder deflection 36 -> 35°
  • 130 mm cannons : Ammo : 160 -> 110 rpg
  • Camera moved
  • Sailors : UK -> FR
• Jeanne d'Arc :
  • Fire control room HP lowered
  • Removed a fuel tank
  • Roof armor of forward ammo storage : 20 -> 6 mm
  • Front and rear armor of forward ammo storage : 20 -> 12 mm
  • Bridge elevator armor : 22 -> 20 mm
  • Bridge floor : 30 -> 10 mm
  • 20 mm cannons : Gun shield : 15 -> 12.7 mm
  • Max speed : 50.08 -> 51.48 km/h
  • 155 mm cannons :
    • Ammo : 125 -> 150 rpg
    • Replenishment time : 5 -> 3.5 sec
  • 13.2 mm cannons : 13.2 mm/76 Type 93 -> 13.2 mm/76 Mle. 1929
  • AA ammo storage rearranged
• Paris :
  • Now rearms shells in batches
  • DM and weapons changed from placeholder values to its unique ones
  • Max speed : 44.1 -> 40.18 km/h
  • Added modification and ammo storage data
• Primauguet :
  • 155 mm cannons :
    • Ammo : 125 -> 150 rpg
    • Replenishment time : 5 -> 3.5 sec
  • 13.2 mm cannons : 13.2 mm/76 Type 93 -> 13.2 mm/76 Mle. 1929
  • AA ammo storage rearranged
• Vautour : 13.2 mm cannons : 13.2 mm/76 Type 93 -> 13.2 mm/76 Mle. 1929

Ground changes :

• All ground vehicles now have overheat damage (Including the trains)
• Overheat damage :
  • Delay : 10 -> 20 sec
  • Damage : 10 -> 5
• M1 (KVT) :
  • Empty Mass : 54.2 -> 54.7 t
  • Full Mass : 55.2 -> 55.7 t
  • Inverted the Vismod modification's logic, now enabling the modification removes the add-ons
• M4 (T26) :
  • 90 mm M3 : Ammo Count : 71 -> 76
  • Added Ammo Storage data
• M60 AMBT, M1128 MGS (all), CM11 : Smoke grenades are now air-burst
• FlaRakRad 1 A2, Striker, Swingfire, 1221, AMX 13 (HOT), VCAC MEPHISTO : Maximum number of simultaneously guided missiles is now limited to 1
• RakJPz 2 (HOT) :
  • Maximum number of simultaneously guided missiles is now limited to 1
  • The launcher now always points 1.425° above the aiming circle
• 9P149M :
  • Maximum number of simultaneously guided missiles is now limited to 1
  • The launcher now always points 2.125° above the aiming circle
  • Removed Aim Circle
• BMP-2M : The launcher now always points 1.125° above the aiming circle
• BTR-80A :
  • Hull side rear : 5 mm RHA -> 6 mm RHAHH
  • Added hull UFP as 6 mm RHAHH
  • Added Crew Compartment Floor as 5 mm Structural Steel (there is another 8 mm RHAHH layer below it)
  • 30 mm 2A72 : Recoil Offset : 0.045 -> 0.3
  • Added Commander Sight
  • Engine Max RPM : 2900 -> 2600 RPM
  • Gearbox Changed : Max Speed in RB : [-11.8, 86.7] -> [-11.8, 87] km/h
  • Added 30 mm APDS
  • 30 mm magazine size : 250 -> 150
  • Added Ammo Storage data
• Object 435 :
  • New DM
  • Hull UFP, Hull LFP, Hull rear, Hull roof at the rear are no longer volumetric
  • Horizontal armor above the tracks : 5 mm RHA -> 4 mm Aluminium
  • Turret : 100 -> 250 mm volumetric
  • Cupola side armors are now volumetric
  • Cupola hatches : 100 -> 30 mm
  • Turret ring : 100 -> 20 mm
  • Mantlet : 50 -> 40 mm
  • 4 mm Structural steel elements are now 4 mm Aluminium
  • Added a log and a track add-on armor to the rear
  • Engine Sound : SU-100 -> T-64A
  • Turret Turn Sound : Manual -> Servo
  • 7.62 mm SGM : Vertical Limits : [-6, 17] -> +/- 0°
  • 14.5 mm KPVT :
    • Vertical limits between [-180, -78] : [-2, 60] -> between [-180, -83]° : [-5, 60]°
    • Vertical limits between [-78, -50] : [25, 60] -> between [-83, -70]° : [13, 60]°
    • Vertical limits between [-50, 180] -> between [-70, 180]°
  • Gearbox Changed : Max Speed in RB : [-6.1, 40.2] -> [-8.3, 55.1] km/h
  • Moved Camera
  • Added Ammo Storage data
• Vickers Battle Tank Mk. 1 : Can no longer generate user skins
• Vijayanta :
  • 105 mm Royal Ordnance L7A1 :
    • Stock shell : L28A1 APDS -> M728 APDS
    • Added L35 HESH and M456 HEAT-FS
  • 12.7 mm M2 HB -> 7.62 mm L37A1 : Ammo Count : 600 -> 1000
  • Added NVD Projector
  • Can no longer generate user skins
  • Skins removed
• ZT 3A2 : The launcher now always points 2.425° above the aiming circle
• Ho-Ro :
  • 150 mm Type 38 : Ammo Count : 28 -> 24
  • Ammo in the storage separated to single shells
• Type 87 RCV (P) :
  • 20 mm MK 20 :
    • Magazine Size : 200 -> 100
    • Now stabilized
  • Added 20 mm APDS
• Type 89 FV :
  • Maximum number of simultaneously guided missiles is now limited to 1
  • The launcher now always points 1.925° above the aiming circle
• AFT09 :
  • Maximum number of simultaneously guided missiles is now limited to 1
  • The launcher now always points 1.2° above the aiming circle
• ZTZ88 (all) : 12.7 mm roof MG vertical limits : -5° / 60° -> -4.5° / 82°
• ZTZ99A : Added the armor under the gunner's optic as 30 mm RHA
• Centauro (all) : Added a spall shield in the hull front as 5 mm RHA
• VBM Freccia C/C :
  • Armor around the coaxial MG : 25 mm Aluminium alloy 7039 -> 6 mm RHA
  • Armor around the exhaust : 8 -> 15 mm
  • Hull LFP, Hull front lower cheek, Hull rear, Lower hull side composite at the chassis composites : 30 -> 40 mm
  • Lower hull side armor at the first, second and fourth wheels : 30 mm Composite screen -> 8 mm RHAHH
  • Internal armor around the breech : 6 mm RHAHH -> 40 mm volumetric Aluminium alloy 7039
  • Turret ring, turret underside, Cylindrical armor around the breech : Aluminium alloy 5083 -> Aluminium alloy 7039
  • Added a spall shield in the hull front as 8 mm RHA
  • Added roof MG gun shield as 6 mm RHA
  • Added a turret optic as 10 mm RHA
  • Added an add-on armor on the hull LFP as 8 mm RHAHH
  • Added an armor on the lower hull side at the third wheel as 40 mm Composite screen
  • Added an add-on armor on the hull UFP as 40 mm Composite screen
  • Added three boxes on the hull roof and hull rear as 5 mm Structural steel
  • Transmission and loaded missiles can no longer be overpressured
  • 25 mm Oerlikon KBA-B02 :
    • Ammo Count : 440 -> 400
    • Rear Vertical limits between +/- 150° : [-1, 60] -> between [146, -140]° : [-3, 60]°
  • Spike : Static Elevation : 3 -> 2.25°
  • Added Ammo Storage data
  • Added target tracker
• VBC Centauro PT 2 : Added a spall shield in the hull front as 8 mm RHA
• AMX 30 AuF1 :
  • Added the gun holder as 4 mm structural steel
  • Tracks on the hull sides : 20 -> 10 mm
• VBCI 2 (MCT-30) :
  • Finished Armor
  • 7.62 mm L37A1 -> 12.7 mm M2 HB :
    • Vertical Speed : 90 -> 70 °/s
    • Vertical Limits : [-10, 50] -> [-20, 60]°
    • Added 2 Plane Stabilizer
  • Empty Mass : 15.48 -> 31 t
  • Fuel Mass : 520 -> 1000 kg
  • Full Mass : 16 -> 32 t
  • Moved Center of Gravity
  • Engine Horsepower : 280 -> 600 hp
  • Max Brake Force : 63.2 -> 130 kN
  • Gearbox Changed : Max Speed in RB : [-85.1, 85] -> [-36.5, 100.2] km/h
  • Suspension Damping Force : 55 -> 140 kN
  • Smoke Grenades : 76 - > 66 mm
• CV9030FIN :
  • Added Commander Sight :
    • Gen 2 800x600 Thermal
  • Driver NVD :
    • Gen 1 -> 2
    • 800x600 -> 1200x800
    • Light Multiplier : 5 -> 7
• Lvrbv 701, M113A2 (ASRAD-R) : The launcher now always points 0.75° above the aiming circle
• Sherman Mk. IVb (M3) : Added Ammo Storage data
• Magach 6 Bet Gal :
  • Added Auto Sight Distance Correction
  • Commander Sight : 132.6 mm CHA -> 12.7 mm RHA
  • Gun Mask : No longer of Variable Thickness
  • Added periscope to DM as 16 mm CHA
  • Added commander sight
  • Track Segments :
    • Model : T97 -> T142
    • Length : 0.176 -> 0.18 m
    • Start Offset : 0.06 -> 0.04
    • Width : 0.5 -> 0.55 m
  • Sight Zoom : [8.01, 10.1] -> [6, 12]
  • Sight Fov : 4.3 -> 5
  • Moved Camera
  • Detection Height : 2.97 -> 3.14
  • Added Ammo Storage data
• Magach 6 Resh (Hydra 70) :
  • 70 mm Hydra 70 : "Magazine" size : 19 -> 38
  • Added ammo storage data for the rockets

Aircraft weapon changes :

• 75 mm Type 88 : AP-T can now overpressure
• 102 mm 102/35 Mod. 14 : AP-T can now overpressure

Bomb changes :

• AGM-62A :
  • Length : 3.455 -> 3.4544 m
  • Distance From CM to Stabilizer : 0.15 -> 0.5 m
  • Wing Area Multiplier : 1.5 -> 2.175
  • Guidance :
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 5 -> 4
    • PID proportional term : 0.1 -> 0.0821
    • PID integral term : 0.05 -> 0.0971
    • PID integral term limit : 0.85 -> 1
    • PID derivative term : 0.1 -> 0.0004
• AGM-62A ER :
  • Length : 3.455 -> 3.4544 m
  • Distance From CM to Stabilizer : 0.15 -> 0.5 m
  • Guidance :
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 5 -> 4
    • PID proportional term : 0.1 -> 0.0821
    • PID integral term : 0.05 -> 0.0971
    • PID integral term limit : 0.85 -> 1
    • PID derivative term : 0.1 -> 0.0004
• GBU-8/B, GBU-15(V)1/B :
  • Distance From CM to Stabilizer : 0.05 -> 0.5 m
  • Drag Coef : 0.8 -> 1.15
  • Fins AoA : 9 -> 13.5°
  • Added Lifetime = 90 s
  • Guidance :
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 4.5 -> 4
    • PID proportional term : 0.1 -> 0.0821
    • PID integral term : 0.05 -> 0.0971
    • PID derivative term : 0.1 -> 0.0004
• GBU-10/B :
  • Calibre : 0.789 -> 0.4572 m
  • Length : 4.38 -> 4.318 m
  • Distance From CM to Stabilizer : 0.05 -> 0.5 m
  • Drag Coef : 0.8 -> 1.17
  • Guidance :
    • Removed Inertial Navigation Drift Speed parameter
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 3 -> 4
    • PID proportional term : 0.1 -> 0.0996
    • PID integral term : 0.1 -> 0.0536
    • PID integral term limit : 0.75 -> 1
    • PID derivative term : 0.1 -> 0.0001
• GBU-12/B :
  • Calibre : 0.273 -> 0.2794 m
  • Length : 3.33 -> 3.3274 m
  • Distance From CM to Stabilizer : 0.05 -> 0.5 m
  • Drag Coef : 0.8 -> 1.178
  • Guidance :
    • Removed Inertial Navigation Drift Speed parameter
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 3 -> 4
    • PID proportional term : 0.1 -> 0.0401
    • PID integral term : 0.1 -> 0.1336
    • PID integral term limit : 0.75 -> 1
    • PID derivative term : 0.1 -> 0.0005
• GBU-16/B :
  • Calibre : 0.356 -> 0.3556 m
  • Length : 3.68 -> 3.683 m
  • Distance From CM to Stabilizer : 0.05 -> 0.5 m
  • Drag Coef : 0.8 -> 1.245
  • Guidance :
    • Removed Inertial Navigation Drift Speed parameter
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 3 -> 4
    • PID proportional term : 0.1 -> 0.0896
    • PID integral term : 0.1 -> 0.0996
    • PID integral term limit : 0.75 -> 1
    • PID derivative term : 0.1 -> 0.0003
• GBU-24/B :
  • Distance From CM to Stabilizer : 0.05 -> 0.5 m
  • Drag Coef : 0.8 -> 1.15
  • Fins AoA : 9 -> 13.5°
  • Added Lifetime = 90 s
  • Guidance :
    • Removed Warmup Time, Working Time parameter
    • No longer Uncaged Before Launch
    • Removed Delay
    • Added Loft Guidance
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 3 -> 4
    • PID proportional term : 0.1 -> 0.0996
    • PID integral term : 0.1 -> 0.0626
    • PID integral term limit : 0.5 -> 1
    • PID derivative term : 0.1 -> 0.0001
• 100 kg FAB-100 (all), m/38 : Caliber : 0.273 -> 0.183 m
• 250 kg FAB-250 (all), m/30 : Caliber : 0.32 -> 0.22 m
• KAB-500L-F-E : PID derivative term : 0.0001 -> 0.0004
• LS500J :
  • Distance From CM to Stabilizer : 0.05 -> 0.55 m
  • Drag Coef : 0.8 -> 1.575
  • Wing Area Multiplier : 1.8 -> 1.6
  • Fins AoA : 13.5 -> 18°
  • Guidance :
    • Removed Inertial Navigation Drift Speed parameter
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 3 -> 4
    • PID proportional term : 0.1 -> 0.0676
    • PID integral term : 0.1 -> 0.1101
    • PID integral term limit : 0.75 -> 1
    • PID derivative term : 0.1 -> 0.0004
• TS250 :
  • Distance From CM to Stabilizer : 0.05 -> 0.55 m
  • Drag Coef : 0.8 -> 1.625
  • Wing Area Multiplier : 1.8 -> 1.5
  • Lifetime : 60 -> 80 s
  • Guidance :
    • No longer Lock After Launch
    • Now use Inertial Navigation
    • Inertial Navigation Drift Speed : 3.5 -> 5
    • Laser Seeker :
      • FoV : 60 -> 30°
      • Max Lock Angle before launch : 0 -> 35°
      • Gimbal limit : 0 -> 35°
      • Track Rate : 10000 -> 8 °/s
      • Now triggers LWS
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 3 -> 4
    • PID proportional term : 0.1 -> 0.0351
    • PID integral term : 0.1 -> 0.1446
    • PID integral term limit : 0.75 -> 1
    • PID derivative term : 0.1 -> 0.0005
• BGL-400 :
  • Caliber : 0.789 -> 0.403 m
  • Distance From CM to Stabilizers : 0.05 -> 0.5
  • Drag Coef : 0.8 -> 1.75
  • Guidance :
    • Removed Inertial Navigation Drift Speed parameter
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 3 -> 4
    • PID proportional term : 0.1 -> 0.0996
    • PID integral term : 0.1 -> 0.0981
    • PID integral term limit : 0.75 -> 1
    • PID derivative term : 0.1 -> 0.0001
• BGL-1000 :
  • Caliber : 0.789 -> 0.4572 m
  • Distance From CM to Stabilizers : 0.05 -> 0.5
  • Drag Coef : 0.8 -> 1.75
  • Guidance :
    • Removed Inertial Navigation Drift Speed parameter
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 3 -> 4
    • PID proportional term : 0.1 -> 0.0996
    • PID integral term : 0.1 -> 0.0316
    • PID integral term limit : 0.75 -> 1
    • PID derivative term : 0.1 -> 0.0001
• Mk. 13 (Paveway) (FR), Mk. 18 (Paveway) (FR) :
  • Caliber : 0.789 -> 0.42 m
  • Length : 3.4 -> 3.488 m
  • Distance From CM to Stabilizers : 0.05 -> 0.5
  • Drag Coef : 0.8 -> 1.15
  • Guidance :
    • Removed Inertial Navigation Drift Speed parameter
    • Base IAS : 1300 -> 1800 m/s
    • Max G-load : 3 -> 4
    • PID proportional term : 0.1 -> 0.0766
    • PID integral term : 0.1 -> 0.1996
    • PID integral term limit : 0.75 -> 1
    • PID derivative term : 0.1 -> 0.0001

Air missile changes :

• New missile : copy-paste 9M127 with a 5° launch sector instead of 4° for helis we erroneously called 9M127-1 at the aircraft changes due to the internal name being su_9m127_1
• AGM-22, AS.11, Rb 52 :
  • Drag Coef : 2.57 -> 2.15
  • Wing Area Multiplier : 2.8 -> 2.35
  • Added Fins AoA = 0°
  • Distance From CM to Stabilizers : 0.01 -> 0.005
  • Mass After Sustainer Burn : 24.45 -> 24.2 kg
  • Sustainer Burn Time : 20 -> 17.5 s
  • Booster Force : 3280 -> 3200 N
  • Sustainer Force : 390 -> 470 N
  • Lifetime : 21 -> 18.5 s
  • Added Booster Thrust Vectoring Angle = 0.005°
  • Added Sustainer Thrust Vectoring Angle = 0.05°
  • Max angle between the missile and cursor where it remains under control = 1°
  • Statcard Max Speed : 190 -> 220 m/s
  • Minimum Distance : 30 -> 100 m
  • New guidance code
• AS.34 : Guidance :
  • Loft Elevation : 7 -> 5°
  • Loft Target Elevation : -10 -> -5°
  • PID proportional term : 0.012 -> 0.0295
  • PID integral term : 0.0001 -> 0.0225
  • PID derivative term : 0.0005 -> 0.0058
• PARS 3 LR :
  • Drag Coef : 2 -> 1.75
  • Wing Area Multiplier : 1.15 -> 1.5
  • Fins AoA : 16.2 -> 18°
  • Mass After Booster Burn : 32 -> 43 kg
  • Booster Burn Time : 4 -> 3 s
  • Booster Force : 4.5 -> 4.6 kN
  • Added a Sustainer
  • Lifetime : 30 -> 35 s
  • Guidance :
    • Loft Elevation : 5 -> 10°
    • Loft Target Elevation : -10 -> -25°
    • Loft Angle To Acceleration Multiplier : 10 -> 1.5
    • Loft Max Target Omega : 2 -> 0.85
    • Base IAS : 1200 -> 1800 m/s
    • PID proportional term : 5 -> 0.0161
    • PID integral term : 0.5 -> 0.0426
    • PID derivative term : 0.5 -> 1
    • PID integral term limit : 0.5 -> 0.0045
  • HEAT damage : Range : 7.5 -> 9.5 m
• 9M14 (all) :
  • Wing Area Multiplier : 1.5 -> 2.5
  • Distance From CM to Stabilizers : 0.01 -> 0.005 m
  • Added Fins AoA = 0°
  • Added Booster Thrust Vectoring Angle = 0.006°
  • Added Sustainer Thrust Vectoring Angle = 0.2°
  • Max angle between the missile and cursor where it remains under control = 1°
  • Shrapnel changes :
    • Between 0° - 5° :
      • Shrapnel radius and damage increased
      • Shrapnel amount lowered
    • Between 6° - 29° and 330° - 359° : Shrapnel amount lowered
  • New Guidance Code
• 9M17 (all) :
  • Length : 1.16 -> 1.165 m
  • Drag Coef : 2.36 -> 2.3
  • Wing Area Multiplier : 2.8 -> 2.75
  • Distance From CM to Stabilizers : 0.01 -> 0.05 m
  • Added Fins AoA = 13.5°
  • Mass After Booster Burn : 28.09 -> 28.15 kg
  • Mass After Sustainer Burn : 27.1 -> 26.25 kg
  • Booster Force : 6933 -> 6840 N
  • Lifetime : 37 -> 28 s
  • Max Launch Angle : 20 -> 3°
  • Max angle between the missile and cursor where it remains under control : 10 -> 2.5°
  • New Guidance Code
• 9M114 :
  • Wing Area Multiplier : 1.05 -> 1.1
  • Distance From CM to Stabilizers : 0.005 -> 0.05 m
  • Added Fins AoA = 9°
  • Added Launch Delay = 0.05 s
  • Max Launch Angle : 20 -> 3°
  • Max angle between missile and cursor : 10 -> 2.5°
  • New Guidance Code
• 9M120 (all) :
  • Wing Area Multiplier : 1.05 -> 1.1
  • Distance From CM to Stabilizers : 0.005 -> 0.05 m
  • Added Fins AoA = 9°
  • Added Launch Delay = 0.05 s
  • Added Max Launch Angle = 3°
  • Max angle between missile and cursor : 10 -> 2.5°
  • New Guidance Code
• 9M123 :
  • Drag Coef : 1.65 -> 1.85
  • Wing Area Multiplier : 1.05 -> 1.1
  • Distance From CM to Stabilizers : 0.005 -> 0.05 m
  • Added Fins AoA = 9°
  • Mass After Sustainer Burn : 31.3 -> 30 kg
  • Sustainer Burn Time : 3 -> 6 s
  • Sustainer Force : 2270 -> 2365 N
  • Added Launch Delay = 0.05 s
  • Lifetime : 25 -> 20 s
  • Removed Max Launch Angle
  • Max angle between missile and cursor : 10 -> 1°
  • New Guidance Code
• 9M127 : Guidance :
  • Removed Max Launch Angle
  • Added Launch Sector = 4°
  • Control Cone FoV : 15 -> 20°
  • Delay : 0 -> 0.28 s
• 9M133 :
  • Drag Coef : 2.3 -> 1.8
  • Wing Area Multiplier : 2.1 -> 2.3
  • Distance From CM to Stabilizers : 0.005 -> 0.03 m
  • Added Fins AoA = 11.25°
  • Mass After Booster Burn : 23.38 -> 23.2 kg
  • Sustainer Burn Time : 29 -> 9 s
  • Booster Force : 5760 -> 5880 N
  • Sustainer Force : 290 -> 525 N
  • Added Launch Delay = 0.1 s
  • Lifetime : 50 -> 40 s
  • Max angle between missile and cursor : 10 -> 2.5°
  • Statcard Max Speed : 300 -> 320 m/s
  • New Guidance Code
• 9M133FM :
  • Length : 1.15 -> 1.21 m
  • Drag Coef : 2.3 -> 1.8
  • Wing Area Multiplier : 2.1 -> 2.3
  • Distance From CM to Stabilizers : 0.005 -> 0.03 m
  • Added Fins AoA = 11.25°
  • Mass After Booster Burn : 24.68 -> 24.7 kg
  • Booster Force : 6750 -> 6850 N
  • Sustainer Force : 407 -> 475 N
  • Added Launch Delay = 0.1 s
  • Lifetime : 60 -> 40 s
  • Max angle between missile and cursor : 10 -> 2.5°
  • New Guidance Code
• Kh-25ML : Now has a tracer in its tail
• Kh-29L : Statcard Launch Distance : 8 -> 13 km
• S-25L : Guidance :
  • Laser Seeker : Range : 7000 -> 10000 m
  • Delay : 0.8 -> 0.5 s
  • Added Loft Enabled = True
  • Added Loft Elevation = 5°
  • Added Loft Target Elevation = -35°
  • Added Loft Angle To Acceleration Multiplier = 0.2
  • Added Loft Max Target Omega = 0.75
  • Added Proportional Navigation Multiplier = 4
  • Base IAS : 1300 -> 1800 m/s
  • Max G-load : 6 -> 8
  • PID proportional term : 5 -> 0.0035
  • PID integral term : 0.7 -> 0.058
  • PID derivative term : 0.5 -> 0.0016
  • PID integral term limit : 0.5 -> 1
• S-25LD : Guidance :
  • Delay : 0.8 -> 0.5 s
  • Added Loft Enabled = True
  • Added Loft Elevation = 5°
  • Added Loft Target Elevation = -35°
  • Added Loft Angle To Acceleration Multiplier = 0.2
  • Added Loft Max Target Omega = 0.75
  • Added Proportional Navigation Multiplier = 4
  • Base IAS : 1300 -> 1800 m/s
  • Max G-load : 6 -> 8
  • PID proportional term : 5 -> 0.0035
  • PID integral term : 0.7 -> 0.058
  • PID derivative term : 0.5 -> 0.0016
  • PID integral term limit : 0.5 -> 1
• Starstreak :
  • Length : 1.08 -> 1.4 m
  • Drag Coef : 1.5 -> 2
  • Booster Burn Time : 0.07 -> 0 s
  • Sustainer Burn Time : 0.33 -> 0.43 s
  • Booster Force : 28570 -> 0 N
  • Sustainer Force : 34150 -> 29674 N
  • Added Launch Delay = 0.07 s
  • Start Speed : 10 -> 142 m/s
  • Max Launch Angle : 3 -> 5°
  • Max angle between missile and cursor : 8 -> 10°
  • Added Fuse Delay = 0.5 m
  • Darts :
    • Separation Time : 0.6 -> 0.5 s
    • Caliber : 20 -> 22 mm
    • Distance From CM to Stabilizers : 0.001 -> 0.01 m
    • Kinetic Damage Multiplier : 400 -> 200
    • Length : 0.68 -> 0.45 m
    • Max Axis Values : 2.75 -> 1.5
    • Max Distance : 9800 -> 7000 m
    • Lifetime : 10 -> 11 s
• HJ8A :
  • Length : 0.68 -> 0.85 m
  • Distance From CM to Stabilizers : 0.01 -> 0.005 m
  • Added Fins AoA = 0°
  • Mass After Booster Burn : 9.05 -> 10.05 kg
  • Added Mass After Sustainer Burn = 8.75 kg
  • Booster Burn Time : 16 -> 2 s
  • Added Sustainer Burn Time = 13 s
  • Booster Force : 268.75 -> 800 N
  • Added Sustainer Force = 205 N
  • Lifetime : 16 -> 15 s
  • Added Booster Thrust Vectoring Angle = 0.013°
  • Added Sustainer Thrust Vectoring Angle = 0.05°
  • Removed Max Launch Angle
  • Added Max angle between missile and cursor = 1°
  • Statcard Max Speed : 250 -> 220 m/s
  • New Guidance Code
• HJ8C :
  • Visual Model : HJ8A -> HJ8C
  • Length : 0.68 -> 1.05 m
  • Distance From CM to Stabilizers : 0.01 -> 0.005 m
  • Added Fins AoA = 0°
  • Mass After Booster Burn : 9.25 -> 10.25 kg
  • Added Mass After Sustainer Burn = 8.95 kg
  • Booster Burn Time : 16 -> 2 s
  • Added Sustainer Burn Time = 13 s
  • Booster Force : 268.75 -> 800 N
  • Added Sustainer Force = 205 N
  • Lifetime : 16 -> 15 s
  • Added Booster Thrust Vectoring Angle = 0.013°
  • Added Sustainer Thrust Vectoring Angle = 0.05°
  • Removed Max Launch Angle
  • Added Max angle between missile and cursor = 1°
  • Statcard Max Speed : 250 -> 220 m/s
  • New Guidance Code
• HJ8E :
  • Visual Model : HJ8A -> HJ8E
  • Length : 0.68 -> 1.05 m
  • Distance From CM to Stabilizers : 0.01 -> 0.005 m
  • Added Fins AoA = 0°
  • Mass After Booster Burn : 9.45 -> 10.85 kg
  • Added Mass After Sustainer Burn = 9.55 kg
  • Booster Burn Time : 20 -> 2 s
  • Added Sustainer Burn Time = 17 s
  • Booster Force : 267.75 -> 800 N
  • Added Sustainer Force = 255 N
  • Lifetime : 20 -> 19 s
  • Added Booster Thrust Vectoring Angle = 0.013°
  • Added Sustainer Thrust Vectoring Angle = 0.05°
  • Removed Max Launch Angle
  • Added Max angle between missile and cursor = 1°
  • Statcard Max Speed : 260 -> 240 m/s
  • New Guidance Code
• HJ8H :
  • Visual Model : HJ8A -> HJ8H
  • Length : 0.68 -> 1.05 m
  • Distance From CM to Stabilizers : 0.01 -> 0.005 m
  • Added Fins AoA = 0°
  • Mass After Booster Burn : 10.25 -> 11.85 kg
  • Added Mass After Sustainer Burn = 10.55 kg
  • Booster Burn Time : 20 -> 2 s
  • Added Sustainer Burn Time = 17 s
  • Booster Force : 288.75 -> 800 N
  • Added Sustainer Force = 255 N
  • Lifetime : 20 -> 19 s
  • Added Booster Thrust Vectoring Angle = 0.013°
  • Added Sustainer Thrust Vectoring Angle = 0.05°
  • Removed Max Launch Angle
  • Added Max angle between missile and cursor = 1°
  • Statcard Max Speed : 260 -> 240 m/s
  • New Guidance Code
• HJ8L :
  • Visual Model : HJ8A -> HJ8L
  • Length : 0.68 -> 1.05 m
  • Distance From CM to Stabilizers : 0.01 -> 0.005 m
  • Added Fins AoA = 0°
  • Mass After Booster Burn : 10.25 -> 11.85 kg
  • Added Mass After Sustainer Burn = 10.55 kg
  • Booster Burn Time : 20 -> 2 s
  • Added Sustainer Burn Time = 17 s
  • Booster Force : 288.75 -> 800 N
  • Added Sustainer Force = 255 N
  • Lifetime : 20 -> 19 s
  • Added Booster Thrust Vectoring Angle = 0.013°
  • Added Sustainer Thrust Vectoring Angle = 0.05°
  • Removed Max Launch Angle
  • Added Max angle between missile and cursor = 1°
  • Statcard Max Speed : 260 -> 240 m/s
  • New Guidance Code
• HJ9 (AFT09) :
  • Caliber : 0.155 -> 0.152 m
  • Length : 2.04 -> 1.5 m
  • Drag Coef : 2 -> 1.75
  • Wing Area Multiplier : 1.05 -> 1.95
  • Distance From CM to Stabilizers : 0.005 -> 0.03 m
  • Added Fins AoA = 11.25°
  • Mass After Booster Burn : 21 -> 25 kg
  • Added Mass After Sustainer Burn = 23.5 kg
  • Booster Burn Time : 5 -> 1 s
  • Added Sustainer Burn Time = 11 s
  • Booster Force : 3780 -> 6450 N
  • Added Sustainer Force = 390 N
  • Added Launch Delay = 0.1 s
  • Start Speed : 70 -> 75 m/s
  • Removed Max Speed
  • Max angle between missile and cursor : 10 -> 2.5°
  • Removed Statcard Max Speed
  • New Guidance Code
• AS.30L :
  • Added Wing Area Multiplier = 1.15
  • Lifetime : 22 -> 21 s
  • Guidance :
    • Added Proportional Navigation Multiplier = 4
    • PID proportional term : 5 -> 0.0395
    • PID integral term : 0.7 -> 0.0345
    • PID derivative term : 0.5 -> 0.0061
    • PID integral term limit : 0.5 -> 1
• HOT-1 :
  • Drag Coef : 1.85 -> 2.01
  • Wing Area Multiplier : 1.7 -> 2.25
  • Distance From CM to Stabilizers : 0.01 -> 0.005 m
  • Added Fins AoA = 0°
  • Booster Burn Time : 1.1 -> 1 s
  • Sustainer Burn Time : 17 -> 18 s
  • Booster Force : 4600 -> 4965 N
  • Sustainer Force : 265 -> 290 N
  • Lifetime : 20 -> 19 s
  • Added Booster Thrust Vectoring Angle = 0.0029°
  • Added Sustainer Thrust Vectoring Angle = 0.05°
  • Removed Max Launch Angle
  • Max angle between missile and cursor : 10 -> 1°
  • Removed Statcard Max Speed
  • New Guidance Code
• HOT-2 :
  • Drag Coef : 1.525 -> 1.625
  • Wing Area Multiplier : 1.7 -> 2.25
  • Distance From CM to Stabilizers : 0.01 -> 0.005 m
  • Added Fins AoA = 0°
  • Booster Burn Time : 1.1 -> 1 s
  • Sustainer Burn Time : 17 -> 18 s
  • Booster Force : 4600 -> 4965 N
  • Sustainer Force : 265 -> 290 N
  • Lifetime : 20 -> 19 s
  • Added Booster Thrust Vectoring Angle = 0.0029°
  • Added Sustainer Thrust Vectoring Angle = 0.05°
  • Removed Max Launch Angle
  • Max angle between missile and cursor : 10 -> 1°
  • Removed Statcard Max Speed
  • New Guidance Code
• HOT-3 :
  • Drag Coef : 1.525 -> 2.01
  • Wing Area Multiplier : 1.7 -> 2.25
  • Distance From CM to Stabilizers : 0.01 -> 0.005 m
  • Added Fins AoA = 0°
  • Booster Force : 4600 -> 4965 N
  • Sustainer Force : 265 -> 290 N
  • Lifetime : 20 -> 19 s
  • Added Booster Thrust Vectoring Angle = 0.0029°
  • Added Sustainer Thrust Vectoring Angle = 0.05°
  • Max Distance : 4300 -> 4000 m
  • Removed Max Launch Angle
  • Max angle between missile and cursor : 10 -> 1°
  • Removed Statcard Max Speed
  • Guidance Range : 4300 -> 4000 m
  • New Guidance Code
• Rb 53 :
  • Wing Area Multiplier : 2.8 -> 3.5
  • Distance From CM to Stabilizers : 0.01 -> 0.025 m
  • Added Fins AoA = 13.5°
  • Booster Force : 1100 -> 1050 N
  • Added Max angle between missile and cursor = 1°
  • New Guidance Code

Current Dev version : 2.26.0.40
Current Dev-Stable version : 2.25.1.135
Current Live version : 2.25.1.135