(Skip to the end to see the informal poll and avoid the anxious ramble)
My first year of teaching was a disaster from beginning to end. I know most teachers’ first year is the worst and you feel like you don’t know what you’re doing bc you don’t know what you’re doing and there’s so much pressure. Etc.
Even beyond the more typical misery was a lot of personal life tumult and turmoil and trauma and chaos going on, including a debilitating (somewhat unofficial but more or less confirmed based on symptoms) diagnosis I have to live with now without having much insight as to prognosis. And a lot more discomfort involving loved ones.
Reflecting on this year is almost as traumatic as the experience itself. I had next to zero support, with the exception of about 2 weeks under the guidance of an amazing master teacher. But that was it. The morale at the school was beneath rock bottom. Every single day was worse than the day before. I tried to go in positive. But with very few exceptions, everyone was miserable and no one tried to hide it. People were directly rude to me, condescending, sarcastic, openly comtemptful, angry, hated the kids and cursed about them and screamed at them (“shut UP!!!!” “MORON! GET OUT!” “You’re STUPID, I should have LET that student hit you!” “I woulda hit you in the face too if you’d done something like that to me!” Just a few quotes off the top of my head, not to mention one slamming the door on my sped teacher’s face along with our sped students, which the principal did absolutely nothing about despite his friendship with the sped teacher). Discipline/behavior was an absolute JOKE. I think I’ve painted an accurate picture of how awful it was.
I guessed my way through everything but did my absolute best and figured everything out. A bit of productive struggle and hey, by the end of the year I was an expert in a lot of things I knew nothing about months earlier. My rapport with my students was great, to give myself some credit. They loved me. Albeit too much—they thought of my softness as a doormat. They felt free and liberated in my classroom bc I seldom raised my voice. Unfortunately what they’re accustomed to is only listening when yelled at, and as a new teacher, I did not have better tools to manage classroom behavior, beyond building relationships, and my class was a bit out of control. It became all about getting through the curriculum through the 3rd quarter.
My benchmark scores went up, which was pretty amazing considering everything. However at the very beginning of the 4th quarter my principal informed me that he wasn’t renewing my contract and that he would never let me teach 4th grade again, that “I don’t know if I would ever let you teach any grade level, maybe try pre-k—you get nap time and someone is always with you.” So he wrote off my career as an elementary teacher after just a few months of teaching. I could go in about how he had covertly brought in his very own former student (who had only recently began prepping to take the Praxis) as my replacement, unofficially “employed” but “technically not.” But I don’t want to get into that, as furious as it made me. I just stopped writing lesson plans bc no way was I gonna train her for free when they gave me zero support through the year.
I had way more bad days than good—the kids and my para got me through it! I was grateful for that. They were wonderful and I miss them. But I was made to feel incompetent. I slowly started to realize that him booting me was a blessing in disguise, especially after learning how many students I’d have had next year. And some other changes that won’t be helpful.
There’s also a lot of BS going on in our state regarding education. So things are not exactly going to get easier. Alas, I need a paycheck and I went to school and passed praxis to be a teacher. I’m 44 so it’s not like I have many options.
But I did actually finally get an interview at a library last week! I’d applied for 6 years and never got so much as a phone call. Unfortunately it’s part time and drastically less pay (which is honestly pitiful). And it would take me years to make close to what I make now. And I was just getting into certification so as a teacher I’d get a $10k raise. Buuut I really don’t want to miss a rare opportunity to get my foot in the door at the library!
I’ve got dozens of job offers in my district. I had 6 principals call me and email me yesterday alone! I know I could make decent money. But I don’t want to turn down the library job, which absolutely would not cut it financially.
I forgot to mention a key component of this dilemma: Teaching is extremely overstimulating to me. I’m autistic/adhd. This was part of my misery. Between my loud a/c units in my classroom and the kids noises desks constantly clanking and kids constantly talking over me etc etc etc, and the awful attitudes of most coworkers and all the other stuff, I barely made it to the end of the year. I know most of us actually feel that way, but my day to day in the classroom is beyond awful. I cried constantly, I had panic attacks going in every single morning during the 4th quarter after years of reduced panic attacks, most days I felt frustrated, and some days I even had moments where I could not even talk anymore and had to go home (these days where at least one kid told me to “Shut the f- - k up b-tch!” or fought or both plus admin treated me like crap and I had enough). Not to mention spending entire weekends and weeknights writing lesson plans, creating lessons, grading, entering grades, etc etc etc. All I could think about every day was how much I wished I could get a library job!! I even had a student tell me I would make a better librarian than teacher. She was excited when I got the call about the interview lol.
But what if my next school is better? What if I go in knowing expectations and having a better idea of how to do things and how to establish classroom procedures, what if it’s better? What if it’s stupid to give up on a better paying job? I’d love to get my MLIS but realistically, there aren’t very many librarian jobs and moving isn’t an option. The day to day would almost be worth the paycut. I’ve contemplated doing both, just for one year. I know that sounds nuts, and it’s risky, but what’s more important? My paycheck, or my mental health?! I honestly don’t know! I need the money. But I also need a peaceful environment.
Here are my options:
A) Substitute w library for almost the same money as I made uncertified, which was barely enough
B) Library + teaching full time bc you’re insane and unrealistic
C) Library only + MLIS bc it’s your dream & short term paycut is worth long term happiness.
D) Girl, are you insane?! Teaching only bc it’s the smart move!

A few months ago, after their proposal and discussions with his teacher and counselor and school psychologist, we agreed my 1st grade son will skip 2nd grade and go straight to 3rd grade when school starts again after summer break.
So of course I've done the stupid thing of looking at old posts in this sub with same question, and majority responses are "don't do it, they're not socially/emotionally ready, i did and was too socially awkward" etc etc.
Obviously this is a key concern for me too, but the main driver from the teachecounselopyschologist was exactly the fact that he is socially/emotionally set (besides test results) and would fit right in with his new peers. He already has a few friends in that grade.
Other advice in threads against skipping is instead to give them "enrichment in classroom, advanced subject classes, get him to assist others, just let them read in class when they're done". Problem is, he's already doing that, teacher provides him with extra work, he has set activities to do when he's finished, he's already helping the other kids.
A brief look at studies/articles shows if he's ready, this is going to be good for him.
I therefore want to find out, does anyone have any positive experiences of their kids skipping a grade because they were emotionally/socially/academically ready?

In the Name of God, the Most Gracious, the Most Merciful.
Peace be to you all.

Introduction:

In this post, I will be answering and refuting the individual who keeps writing posts about me and comments every second he gets trying to "refute" me and "expose" me. I am only doing this because some brothers and sisters have allowed themselves to be fooled by this dude.
I won't resort to personal attacks and baseless claims (much like he does), and I will jump straight ahead to answering his objections.

Response to the introduction:

He begins by discussing my translation of the word "ישוחח," which I interpret as "argue" or "put forth."
Firstly, in Biblical Hebrew, verb forms such as Qal and Piel (often referred to as Polel in some grammatical traditions) are distinguished by their specific diacritic markings (i.e., vowel points and consonantal diacritics). Since I believe that the Masoretes distorted the Old Testament by adding these diacritics to reach a deviant interpretation, I do not consider them at all. I read the Old Testament without any diacritics. This is something he has yet to understand, perhaps because he believes that the Old Testament was revealed with diacritic markings—I don't know.
He later argues that the ancient Christian manuscripts (such as the Codex Sinaiticus, Septuagint, etc.) must agree with my claims and not with the Masoretic renderings of the Hebrew text, a conclusion he bases on thin air. I ask: Why is that so? Can you give us one good reason for this conclusion? You can't! He says this only because he considers these Christian manuscripts as divinely revealed criteria and translations. In contrast, I (and many others) see them as ancient interpretations of the original Hebrew text, which are very erroneous. This is especially true considering that rabbis themselves claim these scholars and translators failed to understand every Hebrew idiom in the book. They took everything literally and thus deviated from the intended meaning throughout their translations. These are the translations he claims must agree with my understanding.
The Masoretes could even have been influenced by Christians and their manuscripts, leading them to render some verses erroneously, whether knowingly or unknowingly—we can't be certain. However, I believe it wasn't unknowingly, and I have very good reasons for holding this opinion.
His arguments in his objections are all flawed and fallacious.

The Original sin being denied in the OT:

Now, the word he is fixated on is "ישוחח." As he mentioned, I used a classical Hebrew dictionary to translate the word. I don't remember the exact dictionary I used, but here is a random one I will use today:

Root: שִׂיחַ (v)
1 - to put forth, mediate, muse, commune, speak, complain, ponder, sing
1 -(Qal)
1 - to complain
2 - to muse, meditate upon, study, ponder
3 - to talk, sing, speak
2 - (Polel) to meditate, consider, put forth thoughts

Source: מקור: Open Scriptures on GitHub, Creator: יוצר: Based on the work of Larry Pierce at the Online Bible
In other words, both Qal and Polel essentially mean the same thing.
This following excerpt is from my original post about this, the post he is "refuting":
Excerpt from the post in question:
_______________________
Isaiah 53:8, traditional translation:
"From imprisonment and from judgment he is taken, and his generation who shall tell? For he was cut off from the land of the living; because of the transgression of my people, a plague befell them."
The original verse (without diacritics):
מעצר וממשפט לקח ואת־דורו מי ישוחח כי נגזר מארץ חיים מפשע עמי נגע למו:
My translation:
"He was taken from arrest and trial, and as for his generation, who will argue that he was cut off from the land of the living [i.e. killed] for the sin of my people, a plague befell them."
_______________________
In this verse, God is explicitly denying the doctrine of the Original Sin, stating that those who argue, speak, put forth, or ponder that Jesus was killed for the sins of His (God's) people are cursed (or afflicted by a plague).
It is crystal clear! He is just in denial because it contradicts his Pauline doctrine. Thus, he has fixated on this specific word, insisting it is (without a shadow of a doubt) in the Polel form (because his Pauline forefathers said so), and claims that Exion has made a grave error. Incredible, indeed. What a rebuttal!
Let's see if the Polel form does anything to save him:
1. Meditate:

"He was taken from arrest and trial, and as for his generation, who will meditate that he was cut off from the land of the living [i.e. killed] for the sin of my people, a plague befell them."

The definition of "Meditate" is:

1. To plan mentally; consider,
   
2. To focus one's mind for a period of time, in silence or with the aid of chanting, for religious or spiritual purposes or as a method of relaxation.
   

I know it isn't the latter, because that is just ludicrous and silly. But guess what? They even tried to claim it is the latter, which is beyond amusing to me and any other sane person reading this.
2. Consider:

"He was taken from arrest and trial, and as for his generation, who will consider that he was cut off from the land of the living [i.e. killed] for the sin of my people, a plague befell them."

It still obliterates the doctrine of the Original sin completely.
3. Put forth thoughts:

"He was taken from arrest and trial, and as for his generation, who will put forth thoughts that he was cut off from the land of the living [i.e. killed] for the sin of my people, a plague befell them."

It still obliterates the doctrine of the Original sin completely.
This is what I have to deal with. He is correcting my interpretation by yet again confirming it and he doesn't even realize it. He refuses to accept that the Old Testament completely refutes this absurd Pauline doctrine that God sent His "son" to the earth to kill him and forgive mankind. He can't understand that the Old Testament aligns with the Quran, calling them cursed. I have explained this to him several times, but to no avail. According to him, the early Christians "meditated" about Jesus' "abode." He raises the same objection in every comment he makes on every future post I do, as if I haven't just refuted him using the Bible, dictionaries, and other sources. In one ear and out the other. The only reason I'm even writing this response is to make you guys realize how unknowledgeable this man really is about the Bible and the Hebrew language. But he is good at making it look like he knows a thing or two by using fancy words and elaborations that make no sense at all.
I believe (if I remember correctly) that he translates it as:

"By oppressive judgment he was taken away, Who could describe his abode?..."

This unusual rendering is achieved by mistranslating a word, done specifically to alter the actual meaning. Some Jewish translators render it the same way, but they at least have the decency to add a footnote saying:

"\Who could describe his abode?* Meaning of Heb. uncertain." (source: Sefaria.org)

As they usually do when they mistranslate stuff.
Who would describe Jesus abode? What?! With all due respect, but that makes no sense at all! It makes no sense contextually nor logically.
This is how another Jewish translation has it:

"From imprisonment and from judgment he is taken, and his generation who shall tell? For he was cut off from the land of the living; because of the transgression of my people, a plague befell them."

Does this look like a coherent sentence to you? Jesus is taken from imprisonment and judgement, and his generation who shall tell? Tell what? This is an incomplete sentence - just to change the actual intended message.
The original phrase is: "ואת־דורו מי ישוחח"
Let me break it down for you:

Word: ואת = "And his"
Word: ־דורו = "Generation"
Word: מי = "Who will"
Word: ישוחח = "Argue/Put forth/Talk/consideetc"

Crystal clear phrase. Even Google translates it accurately (which is very rare by the way):

"And his generation who will talk"

Take a look at some of the English translations of his Christian forefathers:
New Living Translation Unjustly condemned, he was led away. No one cared that he died without descendants...
New International Version By oppression and judgment he was taken away. Yet who of his generation protested?...
King James Bible He was taken from prison and from judgment: and who shall declare his generation?...
Some others got the first part accurate but still misinterpreted the last part of the verse, as it claims that they are cursed. God forbid, they are the ones who are cursed, for they consider Jesus to be the cursed one:
English Standard Version By oppression and judgment he was taken away; and as for his generation, who considered that he was cut off out of the land of the living, stricken for the transgression of my people?
They applied the "curse/plague" to Jesus (which they translate as "stricken," even though Biblically it is generally understood to be a plague/curse) instead of applying it to those "who considered" (i.e., the Pauline Christians). The Hebrew verse uses a plural word, indicating that it was intended for those people who would put forth this claim. They all refuse to accept the fact that God is explicitly and literally stating that they are affected by a plague for their erroneous claim about Jesus.
Let's quickly refute them too:

• The word for "plague" is "נגע" (nega).
• The word for "to them" is "למו" (lamo).

"Plague" (נגע):

Hebrew classical dictionary:

Heb: נֶגַע (n-m)
1 - stroke, plague, disease, mark, plague spot
stroke, wound
stroke (metaphorical of disease)
mark (of leprosy)

Source: מקור: Open Scriptures on GitHub, Creator: יוצר: Based on the work of Larry Pierce at the Online Bible

"To them" (לָֽמוֹ):

Hebrew classical dictionary:

1 - inflected pers. pron. meaning ‘to them’ (poetically).
2 - [Formed from לְ◌ with ◌מוֹ, a suff. used only in poetry.]

Source: מקור: Klein Dictionary, Creator: יוצר: Ezra Klein
A plague to whom? TO THEM! To the people who put forth this Pauline doctrine, the ones who argued, said, or considered this absurdity. Absolutely not to the one they believed to be cut off for the sin of God's people, namely Jesus, God's prophet, Messiah, His Word, and a spirit from Him.
But this is not surprising to anyone; it is expected, because their savior Paul also considered the blessed Messiah Jesus to be a curse:

"Christ redeemed us from the curse of the law by becoming a curse for us—for it is written, 'Cursed is everyone who is hanged on a tree.'" (Galatians 3:13)

It bothers them that God Himself is confirming that they are the cursed ones, and He does it in the book they believe in. I am the one who exposed it, and all praise is due to God alone. It bothers this guy who is "eXpOsInG" me, and I won't mention his name because that is most likely what he wants.
He goes on to say that I quoted from a fictitious source, which is not true at all. I simply didn’t bother looking through my entire library to find a quote I mistakenly mis-referenced, mainly because the quote turned out to be quite irrelevant, and I don’t waste my time like that. Much of what he initiated his "rebuttal" with is equally misunderstood by him, and I have responded to each and every objection in my older posts (in the comment sections where he was "eXpOsInG" me). I picked the first thing and refuted it here for you just to show how ignorant he really is and how he is either living a lie or lying to others.
So, I will not bother to refute every single point of the old stuff that I’ve already conclusively answered. It's a waste of time. Let’s move on to his objections to my latest posts, because that is what this is all about in reality.

My answers to his objections to my latest posts:

Regarding the stone God mentions that was to be placed in the Temple of God, he says that it is saying

"Stone to a stone," or "upon a stone"

My answer:
"Stone to a stone" is not a Hebrew idiom, and neither is the word "upon" there in Hebrew. He doesn't know Hebrew, had he known Hebrew, he would never have "eXpOsEd" this because it just went to show that he doesn't know the language at all.
The Hebrew word "שום" (shum) in this context is derived from the root ש-ו-ם, which means "to place" or "to put." It appears here as an infinitive construct, which is often used to convey the act of doing something, similar to the English "-ing" form. In this sentence, "שום" is functioning as a gerund, which is a verbal noun. It translates to "placing" or "putting" in English. Therefore, "שום־אבן" means "placing a stone" or "putting a stone."
As for the next word, i.e. "stone" (אבן), in Hebrew, nouns have gender (masculine or feminine) and number (singular or plural). "אבן" is a feminine singular noun. When used in the phrase "שום־אבן" (placing a stone), "אבן" functions as the direct object of the action described by the infinitive construct "שום" (placing).
The next word is אל: This is taken as a preposition according to them, and it generally means "to" or "toward," and never "upon." It is used to indicate direction or movement towards something. While the following word is, again, a stone "אבן."
So if we're going with their interpretation, while being literal, as we should because it is not an idiom, it accurately translates to:
"Before placing a stone to a stone" or "before placing stone to stone"
Which makes very little sense, if any. Why wouldn't God say "Before placing stone upon stone" or "Stones upon stones" or "before placing a stone upon a stone"? Why did He use a singular word for "stone"? Because it is speaking about a one stone, the stone that God placed in Zion:

"So this is what the Sovereign LORD says: “See, I lay a stone in Zion, a tested stone, a precious cornerstone for a sure foundation; the one who relies on it will never be stricken with panic." (Isaiah 28:16)

I have proven in countless posts that Zion is the ancient name for Mecca. Just look up Psalm 84, and you will see how it mentions doing the pilgrimage in Zion and also mentions "Bacca," another name for Mecca. I have proven how Harran is located in Mecca and that the oak of Bacca is located there as well, and we know according to Psalm 84 that Zion is located where Bacca is located. With this in mind, it’s easy to see what has been done to cover up this prophecy. They have misinterpreted the word "El" as "Upon" instead of "God." The definition of that word is not "Upon"; it means "To/toward" or "God."
Classical Hebrew dictionary:

Heb: אֵל (n-m)
god, god-like one, mighty one
mighty men, men of rank, mighty heroes
angels
god, false god, (demons, imaginations)
God, the one true God, Jehovah
mighty things in nature
strength, power

Source: מקור: Open Scriptures on GitHub, creator: יוצר: Based on the work of Larry Pierce at the Online Bible
And:

Heb: אֶל (prep.)
denoting motion toward or to, or direction toward, and meaning ‘to, unto, toward, into, at, by’.
[Shortened from אֱלֵי (which is preserved in poetry). cp. עֲלֵי, poetical form of עַל (= on), and עֲדֵי, poetical form of עַד (= as far as, until). Related to Arab. ’ilā (= to, toward, up to).]

Source: מקור: Klein Dictionary, Creator: יוצר: Ezra Klein
Let's see if any of these help him:

Before placing a stone to a stone?
Before placing a stone towards a stone?
Before placing a stone into a stone?
Before placing a stone unto a stone? (archaic term for "to")
Before placing a stone at a stone?
Before placing a stone by a stone?

Does any of this make any sense to you? I believe it certainly does not. Yet they have all chosen to ignore these valid definitions and instead opt for a definition that isn't there, namely: "a stone UPON a stone," just to claim that God was idiomatically saying "Before you build the temple." The temple was already built, as I will prove later below.
To get a more coherent translation, one that makes sense both contextually and linguistically, we need to consider "El" as "God":

ועתה - "And now"
שימו־נא - "consider, please"
לבבכם - "your heart"
מן־היום - "from this day"
הזה - "this"
ומעלה - "and onward"
מטרם - "before"
שום־אבן - "placing a stone"
אל־אבן - "God's stone/stone of God"
בהיכל - "in the Temple"
יהוה - "of YHWH" (YHWH)

Here, "אל־אבן" would translate to "God's stone" or "stone of God." Thus, the phrase "מטרם שום־אבן אל־אבן בהיכל יהוה" would be understood as "before placing a stone as God's stone in the temple of YHWH" or "before placing a stone, God's stone, in the temple of YHWH"
He is just in denial here as well. It is quite obvious that God is talking about placing a stone in the Temple of God, not about placing a stone towards a stone (whatever that means). Biblically, it is known that Jacob placed a stone in the House of God in Harran, which I have also proven to be located in the vicinity of Mecca, using 1st-century CE atlases by giants in geography such as Pomponius Mela, Pliny, and others.
He writes:

"More importantly, Exion ignored that “stone” in the Hebrew occurs twice. If we take אל to be God and take it as the construct state (the ‘s) then it would be “before setting stone’s God’s stone”. That doesn’t make sense hence why Exion dropped the first occurrence of אֶ֛בֶן in their translation."

Or you could simply not take "El" as a construct state. In Hebrew, a noun followed by another noun can indicate possession without needing a construct state (i.e. the equivalent of adding 's in English). This is often called "smikhut" or construct form, but it is not always necessary to explicitly form it.
In the phrase "שום־אבן אל־אבן" (placing a stone as God's stone), the context and the nouns' arrangement provide the possessive meaning without requiring additional grammatical changes. "אל־אבן" can be understood as "God's stone" even though it is not in the formal construct state. This is something he doesn't know because, well, who knows why. I have my speculations, but I will refrain from personal attacks.
He says:

"It makes perfect sense with the rest of the verse “in the temple of Yahweh.” It’s talking about before the building of the temple which involved setting stone upon stone."

Oh really? Is that why the 3rd verse literally talks about the Temple that already was in existence but was viewed as nothing in their eyes (i.e. insignificant):

"Who among you is left, who saw this house in its former glory? And as you see it now, is it not as nothing in your eyes?" (Haggai 2:3)

Explicitly contradicting your claim that it doesn't exist, but you didn't know that because you have probably never even read the entirety of the chapter to begin with. The Temple was already there. A stone was to be placed in it, God's stone, the black stone of the House of God, and not that it was to be built or built anew. This is why I even wrote the article, because the temple of God was already in existence. How you could have missed this, if you've read the chapter in it entirety, is very baffling to me.
This is why Jacob, upon waking from his prophetic dream, never built the House of God. (Yes, Jacob was a prophet, but Christian scholars throughout history didn't recognize this and thought he was merely a patriarch.) Instead, he only placed a stone as its cornerstone and named it "The House of God":

16. When Jacob woke up, he thought, “Surely the LORD is in this place, and I was unaware of it.” 17. And he was afraid and said, “How awesome is this place! This is none other than the house of God; this is the gate of heaven!” 18. Early the next morning, Jacob took the stone that he had placed under his head, and he set it up as a pillar. He poured oil on top of it."

Going back to Haggai 2, the 6th verse states:

"כי כה אמר יהוה צבאות עוד אחת מעט היא ואני מרעיש את־השמים ואת־הארץ ואת־הים ואת־החרבה:"

Which literally translates to:

"For thus says the Lord of Hosts: Once more, in a little while, I will shake the heavens and the earth, the sea and the dry land."

Which they have erroneously translated as:

"For so said the Lord of Hosts: [There will rise] another one, and I will shake up the heaven and the earth and the sea and the dry land [for] a little while." (source)

Lying and adding words to the Word of God to make it look like another House would be raised.
7th verse states:
Haggai 2:7

"והרעשתי את־כל־הגוים ובאו חמדת כל־הגוים ומלאתי את־הבית הזה כבוד אמר יהוה צבאות:"

Transliteration:

"Ve-hir'ashti et kol ha-goyim u-va'u chemdat kol ha-goyim u-milati et ha-bayit ha-zeh kavod amar Adonai Tzva'ot."

Not only does it confirm that the House is already in existence, but it mentioned our prophet Ahmad coming to it by using the cognate of his name, "Chemdat," which they erroneously have translated as:

"and the treasures of all the nations will be brought to this Temple."

The preposition "the" is not there before "Chemdat," while it is before "Goyim" (heathens), which makes sense because "Chemdat of all the heathens (will come)" and doesn't translate to "The treasure of all the heathens (will come)," as they have it.
Let me break it down for you:

והרעשתִי (ve-hir'ashti) - "and I will shake"
את (et) - [direct object marker, not translated]
כל (kol) - "all"
הגוים (ha-goyim) - "the heathens"
ובאו (u-va'u) - "and they will come"
חמדת (Chemdat) - "Chemdat" (proper noun)
כל (kol) - "of all"
הגוים (ha-goyim) - "the heathens"
ומלאתי (u-milati) - "and I will fill"
את (et) - [direct object marker, not translated]
הבית (ha-bayit) - "the house"
הזה (ha-zeh) - "this"
כבוד (kavod) - "glory"
אמר (amar) - "says"
יהוה (Adonai) - "Lord"
צבאות (Tzva'ot) - "of Hosts"

Result:

"And I will shake all the heathens, and they will come, Chemdat of all the heathens, and I will fill this house with glory, says the Lord of Hosts."

Explanation:

They have translated it as "the treasures of..." while the phrase "Chemdat" lacks a "The" (Ha), so it would more accurately be rendered as:

"And they will come, treasure of all the heathens, and..."

A very awkward sentence grammatically. And the dictionaries do not define חמדת (Chemdat) as "Treasure," but rather as "Desire" or "Precious." But translating this phrase in this way (if we consider it to mean "desire" or "precious"), we would make the verse even more awkward:

"And they will come, desire of all the heathens" or "And they will come, precious of all the heathens."

Because it is a singular phrase, and not plural, and as I mentioned earlier, lacks a definite preposition.
But if we consider "Chemdat" as a cognate of "Ahmad," as a proper noun referring to Ahmad the prophet (the only heathen prophet known today), it suddenly becomes a very coherent verse that makes much sense. The heathens will be shaken, and they will come. Then, He specifies by saying: Chemdat of all the heathens, and continues with the rest of the verse.
The phrase "הגוים" (ha-goyim) translates as "the heathens," which supports the interpretation that "Chemdat" is a proper noun referring to a significant heathen person anticipated to come. God is going to shake all the heathens, and they will come. Then He specifies who would come: "Chemdat of all the heathens (will come)." He then says He will fill this house, which they saw as nothing, with glory. The house already exists; Chemdat of all nations was just about to come, and God would fill this house with glory again. And, of course, the stone Jacob laid in Genesis 28—the same stone that Jesus referred to in Matthew 21:

1. Jesus said to them, "Have you never read in the Scriptures: 'The stone the builders rejected has become the cornerstone. This is from the Lord, and it is marvelous in our eyes?'

43. Therefore, I tell you that the kingdom of God will be taken away from you and given to a people who will produce its fruit."

The Kingdom of God was intended to be taken away from the Christians and given to a people who would produce its fruits, and this is what happened when Islam came.
Going back to Haggai 2, the 18th verse also confirms that the Temple already was there:

"Consider, please, your heart from this day and onward, from the twenty-fourth day of the ninth month, from the day that the temple of the Lord was founded, consider your heart."

Just because God considers the two Houses (the current one they saw as insignificant and the later one) as "different" does not mean that it does not already exist physically but will be a different House.
Nevertheless, he is right about one thing regarding this chapter: it does not mention the new moon to new moon and the end of the Sabbath—that was in Isaiah 66. My mistake. But the prophecy is still valid. The new moon to new moon would come, and yes, the second phrase can be interpreted as an end (if we interpret "Shabbat" as "End"), but it is Biblically and generally interpreted as "Sabbath." A literal translation of the phrase in the 23rd verse would be:

שבת (shabbat) - "Sabbath"
בשבתו (be-shabbato) - "His Sabbath"
יבוא (yavo) - "it will come"

Let's agree that it means what the traditional translations say it means, and I don't mean hypothetically, but let's actually agree on that. However, the prophecy about the new moons (Ramadan) is still there and valid because God has not canceled the Sabbath in the Quran; it is still ongoing:
The Quran states in 2:40-42:

Verse 40: "O Children of Israel, remember My favor which I have bestowed upon you and fulfill My covenant [upon you] that I will fulfill your covenant [from Me], and fear Me."
Verse 41: "And believe in what I have sent down confirming that which is [already] with you, and be not the first to disbelieve in it. And do not exchange My signs/verses for a small price, and fear Me."
Verse 42: "And do not mix the truth with falsehood or conceal the truth while you know [it]."

The new moon to a new moon is combined with the Sabbath to Sabbath. This is a fulfilled prophecy!
I don't see easter, halloween or Christmas being mentioned here. It's Ramadan and the Sabbath, the two Covenants God has given to his worshipers, the Covenant of the Children of Israel and the Covenant of Peace, unlike the Pauline Christians who literally took all of their holidays from pagan idolaters, which I won't go into because it's not very relevant to our discussion anyways.
This marks the end of my rebuttal to his "part 1."
Thank you for reading,
/Your bro Exion.

I have just started my jee journey and have a choice to stay in my current school which I have faith in and I leave at 2:00 or to join a new school where I can go home at 12:30 which will help me focus on coaching. I have stayed in my current school since 3rd grade and I really don't wanna switch I feel like I will be able to handle it with my coaching being in the afternoon 3:30 to 7:30. The new school will help me focus more on jee prep whereas I trust that if I stay in my current school I will get at least 90 percent plus in 12th boards. This is going to be a very impactful decision for the next two years of my life. What should I do?

hey guys, im a rising senior. i just wanted to get an outside view on my app to college/extracurriculars rn cause i am getting serious doubts about the strength of my app. apart from grades/testing i dont think anything is solid right now:
basic stuff:
indian / bay area (this matters right)
uw gpa: ~3.8, weighted gpa: ~4.3-4.4
sat: 1550+, psat nmsqt qual
7 aps
extracurriculars (in no particular order):
eagle scout (bsa for 5-6 years)
ftc team president (made it to regionals x3) (4 years)
coding club vice president (we do stuff like usaco, acsl, etc) (2 years)
deca (2 years)
2 hackathons as of right now, placed 3rd at one of them
guitar (1 year)
usaco silver, going for gold
obviously been coding for years, taught a couple classes
idk what else you would consider as an extracurricular, i havent actually done much in my time in hs, and the realization that i need to be doing something dawned on me like a month ago sob (like i actually personally want to now, but its too late?) any advice, tips, programs??, would be nice. ALSO i would love to know some colleges where you guys think i would be able to get into, thanks for your time!

i had never been so excited to see those three characters - 794 - on a screen in my life.
(i also had to frantically try to to calm my face as I was still on the ProctorCam and didn't want to jeapordise things by looking like a maniac ahahahaha)
Just wanted to share my frantic and strange studying experience with the sub to (1) encourage others that YES it's possible, (2) give back some of my resources and (3) just let it all out, haha.
Background: i'm a female who's worked as a jr cybersecurity analyst for just over a year now, but that hasn't involved doing anything particularly technical in any one given area, apart from perhaps some firewall development & network setups. Mostly write-ups, reports and routine monitoring using existing tools. So it was better than nothing as a background, but I was only working 2 days a week and studying full time in a completely unrelated degree (film) so my life was pretty all over the place.
When I started: I began studying the Sec+ 601 on-and-off in June 2023, alongside (& in my downtime, sometimes at) work and uni. For those who don't know, the exam vouchers last up to a year, so the last date I could take the exam was 28th of June 2024. And the exam my voucher was valid for, the Sec+ 601, would be retiring at the end of July 2024.
Why I picked the Sec+ 601 over the Sec+ 701: because (a) I was initially spooked by the supposed jump in content between the two, (b) there were a wealth of materials already built & tested for the 601 out there, and (c) the 601 would still be valid until 2027, and I could take the CertMaster CE to renew to the 701/801 when needed which is substaintially less pressure than taking the exam from scratch (imo).
My study method:

• Watching Professor Messer's (god bless the man) 601 video series whilst taking copious notes on a series of Notion pages. This was my main form of study from June 2023 - March 2024, although it can (and imo you definitely should aim for it to be) be completed in a much shorter time period. Unfortunately my life circumstances got in the way of that, meaning I had long-term/continued exposure for general knowledge, but lack of content freshness when it came to revising in the weeks leading up to the exam.
• My Notion Notes: I broke them down into the 5 exam domains.pdf), and then one page per each objective/subsection (1.1, 1.2, 1.3 etc.) of the domains. My notion pages are linked here, for those who want a perusal. I went a bit crazy trying to colour code and organise them in places (which wasted a lot of time), so my biggest rec would have been sticking with noting down key points, and highlighting NEW information/bits you think you might need to revisit to make revising through them and making flashcards in the future MUCH quicker.
• Complimenting my notes with Arthur Conklin's All-In-One Exam Guide for Security+ 601 (6th edition. This involved cross-referencing the objectives sheet and making sure I had a definition/understanding of every listed concept and looking it up in this book if Messer had missed it. I also found it incredibly helpful for making/embellishing my definition flash cards when I was revising the content in the weeks prior to the exam. All in all, it can go a bit too in depth/off-track in places (which you learn to identify over time) but was an invaluable resource, especially for the final push.
• CompTIA® SECURITY+ PRACTICE TESTS Second Edition EXAM SYO-601 and its accompanying online/app question bank. This was a lifesaver for its massive question bank which was for the most part, fairly similar to the content on the exam. If you buy/download the PDF, visit their linked website to get access to an app & browser based question bank (1,000+ Qs) and two practice exams. You just have to verify you have a copy of the PDF, by inputting what words select Qs end/start with, etc. when prompted online. Is a free resource for those with the PDF (or at least, they tout it to be in the book).
• Using the following prompt with Chat GPT whilst making my definition cards in the revising period (3-4 weeks before the exam). This info was by large very helpful, but only once you know the content so you can sniff out any errors and cross-reference.

​

"Define ALL of the following until i say stop, in the context of the security+ 601 exam objectives in no more than a VERY short paragraph per definition. In each, include the definition, use case, pros/cons IF applicable, & examples. Pack it with as much RELEVANT info as possible whilst being as concise as you can. Okay? :)" 

My Timeline:

• June 2023 - March 2024: Completing Professor Messer's YouTube 601 course whilst taking notes in Notion.
• April 2024: Freaking out because I only had a few months to take the exam, and trying to figure out my study method. Realised taking it in June wasn't an option due to external commitments didn't exactly help.
• May 1st - May 27th: Took the Messer Practice Test A, got 82%. Began revising all the content from beginning to end, by going through the 5 exam domains.pdf) and ticking off each concept I knew thoroughly, and creating definition flashcards for any of those that I didn't. Cross-referenced using my previous Notion notes, Conklin's textbook & filled in any conceptual holes with ChatGPT. Also got an Audible free trial (using a Revolut digital card) to listen to Conklin's textbook as an Audiobook whilst walking places, brushing up on chapters like cryptography, authentication protocols and any other areas of weakness identified in my tests/study.
• May 27th - May 30th: Taking the remaining two Messer practice exams, and a whole bunch of practice questions (around half, and 1 practice exam) from the sybex online question bank. Rolling around on the floor a bit in panic sometimes, but supplementing with breaks (and also still doing uni :') and took a day off before the exam to properly get into the mindset.

My key takeaways/lessons learnt:

• I should have studied more intensely/purposefully over a shorter time. Dragging it out did not do wonders for my mental health (as someone with anxiety, OCD & a whole host of other things). The last 4 weeks I felt more on top of the content than I did staggering the study over the 6+ months in 2023.
• Set the exam date so you have a goal, and don't end up in the aforementioned "endless study route" rut. Especially if you're a perfectionist. Because there are so many rabbit holes you can (and I did) fall down...
• Knowing the context, pros/cons, & use cases for common protocols/technologies to pick the best for a given scenario is a must. When I was revising I focused mostly on understanding in what cases something was used, and why/why not. See linked quizlet notes.
• The exam Qs are (as others have said) a little harder but QUITE similar to professor Messer's practice exams, and also (at least imo) to the Sybex questionbank Qs. There were a decent number of acronyms in my actual exam, & a fair few use case/ambiguous wording Qs as well, so both of these Question banks/exam sets are as close as you can get to the real thing (imo)
• Skim over but skip the PBQs if they are not immediately obvious, and do not forget to come back to them at the end (try to leave at LEAST 20min).
• Try not to spend more than a minute per MCQ before picking your best guess, flagging it if you're unsure, and then moving on. ALWAYS put in your BEST GUESS (process of elimination!) as you may not have time to re-check them all at the end. I know I didn't.

My results:
The Big Bad Exam: 794/900, ~88% (30th May).

• Messer Practice Test A - 82% (1st May)
• Messer Practice Test B - 80%. (27th May)
• Messer Practice Test C - 87%. (28th May)
• Sybex Practice Exams on the app: 80%, 85%, 90%, 87% (Various)

Hope this helps some others, and leave a comment if you have any other Qs/tips! Tysm to the wealth of encouragement, support and resources on this sub - couldn't have done it without y'all. :)

I’ve been gifted my whole life. I took an iq test in 3rd grade and was promptly switched to a gifted and talented program and a special school. im now in 8th grade. thing is, even though my iq is high, and im surrounded by people who have equally high iqs, i just feel normal.
sure, its much easier for me to ace exams and the schoolwork is more difficult(my program has me doing the 9th-10th grade curriculums)but outside of academics theres literally nothing special about having a high iq for me. sometimes average people do or say things that are smarter than the things i do. im not that good at math, and im not a crazy thinker. i have normal hobbies and i procrastinate a lot. even right now im procrastinating.
is it normal to feel this way? that even though im supposed to be special and super intelligent, i just feel normal? everything used to come super easily to me, before i felt like the smartest person alive, and now i just feel so average.

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I apologise in advanced if this is like the 100th "I cant study" post For starters, I am from India and I have been the class topper basically from 1st grade until covid came in 7th grade, I couldn't get myself to study anymore and I failed the 1st and 2nd term, but I did made an academic comeback at the end of the year securing 11th rank. in 8th grade I got pretty average grades, failed 1st term but 2nd and 3rd I got average. But now, I'm 14 turning 15 in a few months and my mother made me go to this elite private school for 9th grade which costs alot of her money and told myself I'd study even harder to make her proud.
But oh my God I just can't study. I sometimes try to force myself to read my notes out loud, I just can't learn them anymore, the notes I read just won't "register" into my brain anymore. And sometimes I just skip studying session at all since I feel like I don't get enough screentime considering I went to school all day long. And during class hours, every time I try to pay attention during classes, I just end up talking with my head and think of something completely different.
This is not like me at all, we have tests every monday and friday and I am failing my maths test and I know it. It gives me anxiety knowing I am going to be humiliated for failing.
Please help me and give me advice, I would be really greatful!

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Yearly post I do around a few Georgia universities to help save some folks a semester or two and some money.
Few people know what CLEP exams are and how much they can help you complete your degree early and for less money. I'm here to explain a little.
The College-level Examination Program (CLEP) is a program run through College Board that is accredited through the American Council on Education (ACE), that can allow a student to be granted college credit at their university when they get a certain score on the exam. At KSU, students can acquire 30 credits towards their Associate's degree through this program. For your Bachelors, you can get close to 45 credits towards a Bachelor's degree which can significantly save time and money towards a degree.
For example, at Kennesaw State University, if a student completes the below CLEP exams, they will get the accompanied courses and credits:

• College Comp with essay = Engl 1101 (Area A1) (3 Credits)
• Precalculus = Math 1113 (Area A2) (3 Credits)
• French (Scored 52+) = Fren 2001 & Fren 2002 (Area C) (6 Credits)
• Intro Biology = Biol 1103k (Area D1) (4 Credits)
• Intro Sociology = Soci 1101 (Area E) (3 Credits)
• Western Civ 1 = Hist 1099 (Area E) (3 Credits)
• American Government = PolS 1101 (Area E) (3 Credits)
• US History 1 AND US History 2 = Hist 2110 (Area E) (3 Credits)
• Intro Macroeconomics = Econ 2105 (Area F) (3 Credits)
• Intro Microeconomics = Econ 2106 (Area F) (3 Credits)

Total: 34 Credits for 11 CLEP Exams.
​

• Wow. That's over 25% of a Bachelor's degree completed through exams! But how hard are these exams?

In general, these are introductory college course material so the difficulty is not too high. If you are good in a particular subject and did well in it in High school, you can probably pass (Get a score of 50 out of 80) with minimal studying and prep. If you are doing a new subject or one you aren't well versed in, it might take you a few weeks or more of studying to get a passing grade.

• Wow! That's like 50% of an Associate's degree completed through exams!

Yes! This is half the courses you need for a Business Administration Associate's at GA State's Perimeter College! You can complete your degree in a year if you go full-time! Associate degrees at GSU only allow for up to 30 transfer credits to apply towards the degree. If you are very well versed in French, German, or Spanish, you can gain up to 6 credits in for the language.

• Okay, and how much are these exams?

If you pay out of pocket, you'll be paying $93 each for the exam and $28 test center fee (At GSU) or $30 (Remote proctor). However, you can apply through a non-profit program called "Freshman Year for Free" and get vouchers to be able to sit for the exam for free as well as get the test center fee paid for. The catch is that you will need to sign up for the program (It's free) and complete the CLEP preparation course for the specific exam you want the voucher for. Which can take you anywhere from a day or two to complete to several weeks if you do everything by the book. The prep courses do help though so I'd suggest doing most of it and only breeze through areas that you are good in.

• Will having CLEP courses affect my grades or getting into Grad School?

At GSU, they count CLEP'd courses similar to non-graded transferred courses. That means it will not affect your GPA in any way. They will either accept it as a transfer or it won't show up at all. As for Grad school applications, it is hard to say and it will vary from grad program to program. These CLEP exams are typically applied to introductory-level (Associate-level) courses which may mean a lot less to how well you performed in more advanced courses in the subject. Also, there are some universities, usually the more prestigious, that won't accept CLEP courses at all.

• When can I take a CLEP?

You can take a CLEP at any time! Even at any age! If you are a high-school junior, you can start getting a leg up on your college education by starting to study for these exams and take them! Are you maybe a college senior that missed taking some first-year courses? Take a CLEP exam and get those knocked out so you can graduate this year! Are you a night owl or procrastinator that is up at 1am reading this post? Schedule a remote-proctor exam in the next hour and take it today!

• How does the scoring work?

They won't say! Well... the scoring system goes from 20 to 80, with 80 being a perfect score and 50 usually means you can get credit for it. Most universities that accept CLEPs require a score of 50 and will give some extra credits for the languages CLEPs for scores above 54. If you factor in that most universities accept transfer credits that are C and above, you can reason that a 50 is similar to a C in the course. But that is guesswork.
Anyways, I hope this will hope some folks as it has helped me. If you have any questions, feel free to ask here or head over to clep
KSU CLEP policy: https://www.kennesaw.edu/registratransfecredit-by-exam.php

tl;dr: I started my WGU MBA on May 1st and finished in 2 weeks to win a bet with my spouse but my degree was finally conferred this week.
I know I’m not the first person to make this kind of post, and honestly, I went back and forth on if I should. I get that some people think sharing these stories diminishes WGU but I always find them motivating and I think given the background of a lot of accelerators and the fact that WGU is competency-based, it becomes clear how certain people can finish quickly.
So, my background: I graduated high school a year early, at 16, by taking online courses in addition to in-person classes. In college, I took online courses every summer and winter term and graduated a semester early (at 20) despite a change of major. I went on to an “accelerated” hybrid M.Ed. at a B&M school to become a certified teacher and graduated at 22.
I heard about WGU through another teacher and was excited because I loved online coursework, especially when it allowed me to work at my own pace (versus professors gating things by week). I enrolled in my second M.Ed at WGU about 6 months after finishing my other grad program. As a teacher, you get additional pay per graduate credit and WGU was even more affordable then, so it was a great ROI.
I started over summer when I was working part-time and finished all courses except my capstone in 1 month. I had to wait for the fall semester to start to finish my classroom research for the capstone, so all in I finished that degree in 3 months right after turning 23.
In the time since I left teaching after burning out and transitioned into a career in marketing. I always expected an MBA to be part of my path, but the timing ended up being right career-wise. I recently started a new job and between the general workload expectations and being new, I have a lot more time on my hands than I’ve ever experienced in my adult life. I work hybrid with most meetings during office days so when I’m remote I have a lot of freedom. We’re DINKs and my husband is very understanding which has also contributed greatly to my ability to hyper-accelerate the MBA.
Due to all of this, I am definitely a hyperaccelerator at heart and having done a degree at WGU before I understood how the process works. Going in, I was very nervous about a few courses though (stats, accounting, econ) and wasn’t sure how much they might slow me down. I was originally a business major in undergrad and those were the hardest courses of my entire experience.
I'm a nerd and made a spreadsheet to track all my progress lol so, some stats, over my 14 days:
· 10 papers, 6 OAs, 2 PPTs/recordings, and 1 portfolio
· 49 essay pages total, not including title or reference pages
· More than 20k words written
· 173 pages of handwritten notes taken to study for OAs
I know a couple of other posters in the past have given course breakdowns, but some courses have changed, and I had some different takeaways. Also important to note is that I had a great mentor who understood my goals and made sure I always had multiple classes to work on, and he also gave me all courses in the standard order. Additionally, I did some minor “pre-work” before my start date to prep for certain courses, which I’ll mention for the individual classes below. Lastly, I definitely "no-lifed" the two weeks the program took. I took some exams at 4/5 am and finished my capstone right before midnight on my 13th day. I was absolutely exhausted by the end and was basically a zombie the entire second week.
C200 - Managing Organizations and Leading People: Very easy and only a couple of papers, but they require you to be very repetitive. I did the leadership assessment immediately and started writing. I used a somewhat fake example of a leader I knew for task 2 (basically combined 2 leaders I knew to meet all the rubric specifications). I woke up really early on my start date so I finished this around mid-morning.
C202 - Managing Human Capital: This course just has an exam and is one of the courses I did prep for. I found a quizlet people recommended and studied it for a couple of hours before my start date. I took the pre-assessment immediately and got exemplary (it matched the quizlet) so I scheduled the OA the same day. The test itself wasn’t exactly like the quizlet obviously, but similar concepts so I got an exemplary on it.
C204 - Management Communication: This course was extremely straightforward if you know how to communicate professionally. I had to look up a couple of things for the PPT task because they were extremely specific in the rubric but overall easy. My only roadblock was that I wasn’t given the right Panopto access immediately, so I didn’t get to submit my recorded presentation until the next day.
C212 - Marketing: I work in marketing so a lot of this one was easy, outside of the rubric being vague. The rubric just says to launch into a global market, but the advice is to pick Canada – I was confused because the rubric never specifies to pick a specific country/market. Anyway, I chose an existing company that sells products I often buy to make it easier to talk about how to launch something new in Canada. The paper is long though and took me most of a day to write.
C213 - Accounting for Decision Makers: This was the first class I was worried about. I watched some YouTube videos about accounting before my start date (maybe an hour total). Once in the class I took the pre-assessment immediately and surprisingly almost passed (but with a LOT of educated guessing). To prepare for the OA I watched every course video (famous Hawaiin shirt guy) and took notes. I loved the way that guy covered the content, literally the first time accounting and math have ever made sense in my life. This course fell during a weekend where the husband and I had some family obligations so this class ended up lasting three days. Once I finished the videos, I retook the pre-assessment and felt great so I scheduled the OA. I found the pre-assessment and OA extremely similar, and shockingly got exemplary.
C206 - Ethical Leadership: This class is, as others have said, very boring. The PAs seemed overwhelming before starting but flew by once I got started. They honestly just asked for a lot of definitions in essay format which is why it was so boring. I felt like it wasn’t a very well-designed PA and that they could’ve made it something a lot more reflective/introspective. I wrote the three papers back-to-back in a morning.
C214 - Financial Management: This is an infamous class for this program, and ultimately became infamous to me personally as well. I once again took the pre-assessment immediately and it felt like there was a lot of crossover from the previous accounting class, which was good. I barely missed a pass by a hair. I watched the Dr. H videos and the Calculator Primer found in the course tips. I know people also recommended the Ray calculation video but wow I hated it. The entire video already has all his math work written down very sloppily, and I just didn’t find it helpful to be walked through problems that had already been solved. I loved the Calculator Primer because it was an actual walkthrough of each problem from scratch. I felt really confident after a couple of days of studying though and scheduled the OA. The discrepancy between the pre-assessment and OA was NUTS. My stomach sank within three minutes of the OA because it was so much harder and more in-depth than the pre-assessment had been. Truly one of the hardest exams of my entire life. In hindsight, I should have also watched the Dr. V bootcamp video because it ended up being a bigger portion of the test. I managed to pass on the first try but truly I was almost in tears when I submitted that test because I felt like I didn’t know nearly enough.
C207 - Data-Driven Decision Making: This was another course I was worried about because of my experience in undergrad. I took the pre-assessment immediately and almost passed. I noticed it was a lot of definitions and theory rather than calculations which I was excited about. I took a study guide I found on the Facebook MBA group and used that to prepare for the OA by taking a bunch of notes. I scheduled and passed the OA within 24 hours of getting the course, and got an exemplary. The study guide was super helpful and like I said it was really more about concepts than calculations which I find easier to learn. I had some concerns about the PAs originally too but they ended up being explained well in course tip videos so super straightforward.
C215 - Operations Management: This is another one I prepped for. I watched all of the Dr. Haywood videos on YouTube while taking notes before my start date. I took the pre-assessment immediately without a refresher of my notes and almost passed but I definitely needed to go back and review. I rewatched all the videos at double speed and then used a study guide from Facebook (it’s based entirely on a key terms doc provided in course tips) to review before the OA. I found the pre-assessment somewhat aligned with the OA. Some of the questions were super basic and easy but there were a few questions about things I never studied at all. It all balanced out and I passed first try.
C211 - Global Economics for Managers: This was the final course I was worried about! I watched a couple of crash course econ videos before my start date for a refresher. I took the pre-assessment immediately and didn’t pass but I wasn’t expecting to and heard it doesn’t align to the OA so I didn’t use it for my preparation after the one attempt. I also heard a ton of mixed reviews of this class. It seemed like everyone on reddit said this course was all memorization and not terrible. But everyone in the Facebook group said it was a super hard exam and needed more than one attempt to pass. It honestly psyched me out so much that I overstudied for it. The Dr. Wade Roberts videos are not longer available so I watched all the other course instructor videos and took notes. I watched a few ACDC econ videos to fill gaps as well. Then I filled out a study guide (tbh not sure where I found this one) and wrote myself a “cheat sheet” of all “relationships” (if income goes up, demand for x goes up). In the hour before the OA, I reviewed all of my notes and study guide and practiced all the graphs on my whiteboard. When I finally took the OA it felt super easy and I got an exemplary. Not sure if I got lucky or just overstudied because I was worried about what everyone on Facebook said, but I’m glad it’s behind me.
C216 - Capstone: I wasn’t expecting to like this class but the simulation was an absolute blast. Before starting the simulation, I made a note doc of everything I’d need to speak to in the PAs so I could take screenshots or remember important decisions. I followed advice across reddit when making my decisions (see below) to get a good score (not that the passing threshold is that high). I got super into the simulation and was bummed I had to take a break while task 1 got graded. I got my task 3 compiled while waiting to get the next part unlocked. I got task 1 back in about 12 hours and then finished my simulation. For task 2 the calculation excel docs in course tips were immensely helpful and made the calculations a breeze. I ended up getting task 2 and 3 graded within 12 hours too. Ultimately, passed the capstone early morning on May 15th. My final cumulative score was about 29, which my mentor said was the highest he'd seen personally but I thought he was just trying to flatter me lol. To get a good simulation score (again, not that it matters):
· Compensate employees well
· Up your fixed capacity each Q
· Open a new location each Q (so 4 by the time you do task 1)
· Change your ads (and designs if necessary) based on competition
· Invest in R&D as much as you can
· Spend down almost all money each Q on ads, R&D, etc. (but keep about 300k in CD)
There you have it! Happy to answer questions. I've considered setting up a resource site that compiles all the quizlets, study guides, etc. that are most recommended/useful but not sure how into that people would be.

Due to a lot of my personal actions and inactions (not deliberately) I set my son up to fail and I am trying to correct the course to create a strong bridge between home and school. I am being vulnerable and transparent here. My first attempts at working with the school left a sour taste in my mouth but I'm still trying.
TLD Background about my 3rd grade ADHD son's issues, how I and the school dropped the ball in intervention, what I'm trying to do moving forward, am I expecting too much, what can I do bettewhat are my options moving forward.
Location: Columbus, OH. Columbus City Schools.
Me 33F (Mom):

• Single mom, 12 yr military (now veteran), ADHD diagnosed @ 29 & medicated.
• I used electronics with my son (8) to be able to get through life, now he is addicted.
• I didn't try hard enough to make home a learning place. I know the things I should have done. I have all the knowledge & skills to apply them and I didn't. But if you know the spoon theory, I had 2 spoons when life required 15 from me; it was rough and I was alone. I have been out of the military since Nov 22 and through that confusing time, I'm finally coming around to having the capacity to put forth more effort. I also go to school full time.

Son (8):

• He made zero progress in 3rd grade and failed his state & I-ready tests in order to go on to 4th grade.
• He will be going to a summer school and has the chance to retake his test at the end of the program to be advanced to 4th grade. I have no qualms about him staying in 3rd but somehow the student portal is showing he was advanced to 4th without me signing the paperwork I was told was needed to do this.
• Diagnosed ADHD early May. First try of medication made zero difference, follow up in June. He has dealt with symptoms for a while but wouldn't participate in therapy. I finally decided to pursue diagnosis and medication due to the difference it made in my life.
• School: calls home weekly, a huge disruption in class (there's a group of them and the teacher spent too much time trying to control them instead of teach, I truly, honestly feel bad for her), can't concentrate & distracted easily, "refuses" to do his work, big emotions (cries/bangs head on wall/"I'm stupid"/"I want to die") when he can't do something/makes a mistake/is redirected. There's more but for purpose of length...
• "Refuses" When I said this the school quickly said "that has nothing to do with ADHD". I had to explain he wasn't being defiant and that it was his self-esteem. When he has a writing assignment and time is up, there's nothing on his paper. How I see it is he can't concentrate, he's not retaining the information needed to do the assignment because he can't concentrate, he gets overwhelmed /frustrated when it's time to work because he doesn't understand, and when he can't understand how to do the work he sees it as a mistake, he thinks he's stupid. So therefore, in his child mind, if he doesn't do the work, then he can't make a mistake and then he won't feel bad about himself. Correct me if I'm wrong.
• Home: When he did have homework, I could see he retained a possible 5% from school. I would walk through problems with patience and reassurance if he asked for help which normally would lead to the big emotions listed above. I would give up with him at times, normally around the 45 min mark. I also had a hard time helping because I didn't know how it was taught in class and I ended up confusing him. I have signs everywhere "flush the toilet when your'e done" "turn off the lights when you're done" "your towel goes here" which he helped create, but he doesn't do them and when I remind him and explain to him that it's okay he forgot, we all make mistakes, I'm just reminding you = big emotions.
• He knows right from wrong and what's expected of him because we talk about it all the time. He experiences extreme remorse and it appears that he feels horrible for acting out but can't control it.
• Yes I know the electronics played apart in his inability to regulate, I'm working on a plan to slowly taper him off.

My attempts at seeking help w/school:

• When seeking diagnosis, his doctor provided a letter for me to give to the school requesting 504/IEP eval. In February, district psychologist called, explained why a 504 would be better, which led to me declining an evaluation. She sent a follow up email the next day letting me know the 504 coordinator from his school would contact me but didn't provide her contact info.
• At the same time, the teacher was sent an evaluation form (Vanderbilt) from doctor. The receptionist at the school "couldn't" get the fax to send. After trying to figure out what was going on and questioning about a 504 meeting, the teacher finally got the form sent to the doctor in mid April and also forwarded my question about a meeting to the school's 504 coordinator.
• After a meeting with the principal at a family night (last week) about all the 3rd graders who failed, I asked again about a 504 meeting. I got a call the next day to schedule the meeting.
• Wednesday I had a meeting with the coordinator and teacher and we came up with a few accommodations to try out and put on a 504. Things we came up with (I haven't seen the paper plan yet): daily behavior reports (that I am creating with a home reward system), teacher class notes for take home, able to stand in designated space while working and noise cancelling headphone for independent work, verbal/private cues for redirection from teacher & providing me a teacher workbook so I can see what & how things are being taught to I can help more at home. Different seating didn't work. Teacher tried a project board away from the desk to act as a partition but it didn't work and he felt sad/excluded. I then found out he completed a writing assignment by sitting under the teacher's desk.
• I asked about IEP because some of the request I made weren't 504 applicable. Extra time on test (which helps me tremendously in college), smaller class sizes, behavioral intervention, more detailed instruction & one-on-one help and I named a few others but I forget. I wanted a more intense intervention so we can get him (and me) on track and so we can build the skills now and not struggle for years. The agreement was to get the 504, get on a more helpful level of medication, take the 504 to summer school, create a strong communication relationship with who is teaching him & make more effort at home on my part. I think it's a great plan even though I want more than what is being offered. It'll get us a baseline of data and see what does and doesn't work but my stubbornness wants more. If this makes me sound like an entitled parent let me know.

What I'm doing

• I have zero faith in his school and I feel like they dropped the ball and I do not want to work with them further, just waiting on the 504 doc to sign. Through school choice lottery, he was selected to go to an alternative traditional school next term. I'm waiting on an email response so I can talk more about the school and my son and what resources they have that could support us all in correcting the course.
• I reached out to a parent-2-parent support program through the state and have been matched, waiting on initial contact from the parent. I know a lot of what I wrote here I will talk with them, but I always like to get multiple perspectives and I appreciate the time you all dedicate to this forum.
• Research, research, research. I'm trying my best to balance my full workload and being fully committed to advocating for my son but I'm not an expert and I have a lot on my plate.
• Coming up with a plan to taper off electronics, make them a reward along with progress reports cards with goals that me, the teacheschool and my son can all collaborate on.
• A learning corner in the home and a schedule for us to learn together.
• Looking at schools that support more with social/behavioacademic intervention but 2 require IEP & referral from district and 2 are $30k plus and I've missed financial aid apps and state scholarships require IEP. One of the schools actually teaches the child at their pace to ensure mastery of subjects before moving on, not based on grade level and it saddens me that these options are out of reach for him because I'm not wealthy. But, I'm still looking.

What I'm asking

• Am I doing anything wrong?
• Expecting too much?
• Acting entitled?
• Misunderstanding anything?
• Are there financial tuition resources for kids without IEPs?
• Should I just play the long game or is intense intervention a reasonable request?
• How can I ensure that 504 is being followed?

From the bottom of my heart, if you've made it this far, I truly appreciate your time and advice you can offer. I also felt posting this was important because there may be other parents that could benefit from any advice given. I am not pushing for an IEP but it does suck that a 504 doesn't hold people accountable as strictly as an IEP does. I just don't want my son to fall through the cracks and performing at levels well under his grade as he gets older. I want him to succeed and I want to support that and help him to be excited about learning for once.

Here’s why I avoided every single medical school that requires CASPer. I've always meticulously planned my journey into medicine—right from acing my prerequisites to strategically planning which med schools to apply to. Initially, Baylor College of Medicine and Drexel College of Medicine topped my list because of their prestigious programs and strong research opportunities. However, my plans took a sharp turn when I discovered they require the CASPer test as part of the admissions process.
For those unfamiliar, CASPer is an online test designed to evaluate key personal and professional characteristics. It sounds fine on paper, but the more I learned about it, the more I questioned its efficacy and relevance. The main issue for me wasn’t just the test itself, but the opacity surrounding how it's scored and what it precisely assesses. Unlike the MCAT scores or GPA, where you know exactly where you stand, CASPer results are a black box. You never really understand why you get the score you get, and there’s no clear feedback to improve if you don't perform as expected.
I believe strongly in the importance of transparent and quantifiable assessment criteria. Medical school is challenging enough, and understanding how you're evaluated shouldn’t be part of the challenge. My goal was to showcase my abilities through clear, established metrics like academic grades, MCAT scores, proven writing skills, and direct interviews. These elements, I feel, are fundamental in highlighting one's readiness for medical school and their potential as a doctor.
Frustrated with the arbitrary nature of CASPer, I decided to research which schools required it and which did not. It was a daunting task, but I quickly found this list which made my life so much easier! I decided to apply to schools where the admissions criteria were transparent and measurable. This decision led me to exclude not only Baylor and Drexel but also several other schools from my application list.
Ultimately, I applied to schools that valued direct and factual assessments of their applicants. This approach felt more genuine to me, as it allowed for a direct evaluation of what I had worked hard to achieve and could clearly document, rather than how well I could navigate hypothetical scenarios under timed conditions.
This journey taught me an invaluable lesson in aligning my values with my goals. I learned that sometimes, you have to step back and reassess your path, ensuring it truly reflects what you stand for. As I prepare to enter medical school next fall at a program that respects and mirrors my approach to evaluation, I feel confident and validated in my decision to sidestep the CASPer requirement.
To those prepping for med school applications, my advice is this: understand not only what you are getting into but how you are being assessed. If something about the process doesn’t sit right with you, it’s okay to look for alternatives that better suit your values and understanding of fairness in the admissions process.

The Undraftables: Week 8 Update (based on yahoo weeks) (Going into/during Week 9)
This challenge was initially undertook with the NBA and it was fun, so decided to extend it to MLB as well. The rules are simple: Cannot select any player who has an Average Draft Position (ADP), regardless of how high or low it may be. Even if a player's ADP is 250+, they are off-limits if they have any average draft position. The draft took place on Sunday, April 7th. Admittedly, this was after the start of the season, but my focus had been primarily on the NBA season, leaving me with limited time to prepare for baseball. Nevertheless, managed to squeeze in most of my MLB prep work within a few days/week. This is a standard 12 team head to head category league on yahoo with 6 adds per week. The buy-in was lower than my usual, but not free (inactivity and too easy).Here was the draft results:

1. (6) Lance McCullers Jr. (HOU - SP)
2. (19) Drew Rasmussen (TB - SP)
3. (30) Dustin May (LAD - SP)
4. (43) Ronel Blanco (HOU - SP,RP)
5. (54) Brady Singer (KC - SP)
6. (67) Paul Blackburn (OAK - SP)
7. (78) Cody Bradford (TEX - SP,RP)
8. (91) Chad Green (TOR - RP)
9. (102) Steven Matz (STL - SP,RP)
10. (115) Tanner Houck (BOS - SP)
11. (126) Tyler Anderson (LAA - SP)
12. (139) Spencer Turnbull (PHI - SP)
13. (150) Connor Joe (PIT - 1B,OF)
14. (163) José Caballero (TB - 2B,SS)
15. (174) Gio Urshela (DET - 1B,3B,SS)
16. (187) Will Brennan (CLE - OF)
17. (198) Jake McCarthy (AZ - OF)
18. (211) Jorge Mateo (BAL - SS)
19. (222) Dairon Blanco (KC - OF)
20. (235) Jacob Young (WSH - OF)
21. (246) Bubba Thompson (CIN - OF)
22. (259) Trevor Williams (WSH - SP)
23. (270) Reese McGuire (BOS - C)

Recent Additions from Last Week and This Week (since last update):

• Elias Diaz
• Clayton Kershaw
• Jose Soriano
• Ryan Weathers
• Nico Hoerner (12 FAAB)
• Zack Littell

Recent Drops This Week and Last Week:

• Luis Campusano
• Kodai Senga
• Jon Gray
• Jake McCarthy
• Jose Soriano

Trades that I performed since my last update:

• No trades to report on this week (was too busy)

Current Roster and why I choose to own them:

• C: Elias Diaz (AVG)
• 1B: Yandy Diaz (Runs, AVG)
• 2B: Jose Caballero (SB, maybe AVG)
• 3B: Maikel Garcia (SB, Runs, maybe AVG, somehow RBI?)
• SS: Nico Hoerner (Runs, AVG, should be SB)
• OF: Jacob Young (AVG, SB, maybe R cuz leadoff?)
• OF: Sal Frelick (AVG, SB)
• OF: Jackson Merrill (AVG mostly, mid SB, mid Runs)
• UTL: Johan Rojas (SB, maybe AVG cuz he hit well last year?)
• UTL: Jacob Hurtubise (AVG, SB, maybe R cuz leadoff?)
• Bench: Josh Lowe (AVG, SB, possibly R)
• SP: George Kirby (Ace)
• SP: Cole Ragans (Ace)
• RP: James McArthur (closer)
• RP: Kirby Yates (closer)
• P: Hector Neris (closer)
• P: Kevin Gauseman (Ace)
• P: Chris Sale (Ace)
• P: Bobby Miller (Ace, but is hurt)
• Bench: Chris Bassitt
• Bench: Erick Fedde (Elite KBO numbers, I still hold)
• Bench: Christian Scott (ratios should be low)
• Bench: Zack Littell (streamer, sell high?)
• IL: Jacob Degrom (ELITE when healthy)
• IL: Max Scherzer (ELITE when healthy)
• IL: Drew Rasmussen (almost elite when healthy, bit underrated)
• IL: Clayton Kershaw (ELITE when healthy)

Middle of the season, and made it through yet another week! I would like to talk about last week's matchup: A useful tie battle 5-5. I took almost all pitching categories other than saves. Then I won SB on offense. I wanted to win AVG but it was close at .238 vs .246. Chris Sale, Ragans, Gauseman, Bassitt, Ryan Weathers were all awesome for me. On offense it was Garcia, Caballero and Hurtubise as my best performers. With this tie I remain in 3rd place at 39-30-1.
My matchup for this week: Going extremely similar to last week with absolutely dominating pitching numbers and winning SB, but the other categories are tough and I'm way behind.
In terms of the moves I have made already this week and my future moves this week: I'm very very happy to bring in Nico Hoerner!!! I can't believe someone dropped him!!! That will be a staple for me!!! His clear skill sets are exactly what I desire with SB, R and AVG. (Even though his SB are lower this year than past years). I like the production of Hurtubise. John Rojas add from last week has been fine. Clayton Kershaw felt like he needed to be on my team and with the worrisome news of Senga I just felt better with Kershaw. I did have to wiggle around (with nobody to cut) so I actually cut Christian Scott, but then re-added him a few days later. I replaced my catcher with Elias Diaz who is clearly hitting for higher average so I felt it was worth the upgrade. I have a "stream spot" for an SP that is currently being used by Littell. I may sell high on him or continue to stream the spot. (It's most likely I stream the spot, however looking at my matchup I don't "need to do that" either) Josh Lowe is a dead roster spot, but he should be back soon so I'm not too worried about that. I'm pretty sure Rojas would be the player that I cut? There really isn't that many updates for this week.
----(this part is repeated from last update)----
Bit of strategy talk here regarding my team build. The goal of a punt power build is to win 2 offensive categories (Ideally 3 eventually, R, AVG, SB) and win 4-5 pitching categories. (If you are able to obtain closers you have upside to win 5 pitching cats, if you punt saves then your upside is 4 and you would be more consistently likely to win WINS and K categories) I technically currently have the upside to win all 5 pitching and 2 hitting categories. (If I gain runs value I would even have maximum upside of 8 categories! 5+3=8) Remember that in category leagues you ONLY NEED TO WIN 6 categories folks! This is the benefit of punting! (And technically in h2h playoffs you can have a tie 5-5 and still advance to next round due to season standings and matchup ranking!) I think punting gives you less variance than other builds? Or maybe this less variance is just from having high AVG contact hitters? Discuss? (Could be an ongoing discussion throughout the season)
There is an interesting topic to bring up regarding trading for hitters who fit the "punt power" type of team build. I think buying low on Kwan and Trea Turner now become viable possibilities for my team and other punt power teams that may exist out there! If you have any other names that could be buy low, I'm all ears. Remember to always keep an eye out for prospects coming up who have the skills that you want/need! Sometimes you can trade away your current assets that you have for upgrades at weak positions on your team and then fill those holes of the guys you traded away with prospects who are coming up soon or have already come up. (Or a hot waiver wire bat that will fill in temporarily) In this way you become a team with "less weaknesses" (Of course that advice can apply to all sorts of type of team builds in head to head category leagues). What this means for this Un-draftables team is I may be able to flip my pitching assets for hitting upgrades that give the full trifecta of RUNS, AVG, SB. (Corbin Carroll firmly on my future radar) Time for me to send out more buy low offers! Overall, continue to be quite happy with my team's performance and strategy,
As mentioned my goal is to win by a score of 6-4 or tie 5-5, but eventually will have upside to win 7-3 or even 8-2. I'm willing to make adjustments for each week and consider player recommendations to achieve that goal. So far, this has gone better than I expected (whereas this was tougher in the NBA)! One of the bigger takeaways you can glean from this strategy is that there are numerous ways to win a category league. I have won with punt power strategy for 3-4 years now so for me it is "proven winner". (Notate that this punt power strategy has NOT been tested in Roto YET. I plan to test that next year. Is this the best way to "punt power"? No, remember this was an "extra challenge" that I set forth upon myself.) You really don't have to go "Undraftable" (hard mode) like I have! A big takeaway is that having superstars (or stars) undeniably will help a build like this do even better (Elly De La Cruz, Witt, Corbin Carroll), but you don't necessarily "need" those superstars. Instead you just need to have the right build or combination of players and a focus on your matchups. (In fantasy and MLB) There are various "useful" players with skill sets that are still worthy. You don't always need "The best player" in everything. (At least NOT IN A CATEGORY LEAGUE) If you have suffered severe injuries to some power hitters (like Trout, Casas, Royce Lewis, Josh Jung) you could transition and/or trade into a "punt power build" to try it out? (Or that could be something you consider further down the road in the season too) If you need help on how to do it, I'm your guy!
I'll provide weekly updates on the team's progress, so let me know if you'd like to follow along or have any suggestions! Thoughts on the team? If you want the previous updates on the team with "How I ended up here" and each week breakdown you can search my previous posts or I can send them to you in a message. (I wasn't able to post early in season because I changed reddit profiles (hated my username) from last year which had bunches of karma!) (Can't post if you don't have enough karma) Additionally, I'm recruiting for next year, (although this is NOT the central goal of this post) where this unique drafting strategy will be the league's standard for each owner.

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𝐀𝐁𝐎𝐔𝐓 𝐌𝐘 𝐑𝐀𝐓𝐄𝐒 & 𝐏𝐀𝐘𝐌𝐄𝐍𝐓 𝐎𝐏𝐓𝐈𝐎𝐍𝐒:

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Man, oh, man! I am hyped that I've only got 4 more class periods with some of my kids. I'm so very tired of each of my students thinking I'm their personal tutoservant. Where are your notes? Have you practiced this? Did you listen to even ten seconds of instruction? Can you take a single assessment on time and do well the first time? Can you take your retakes at a reasonable time after the original quiz? Can you keep your hands to yourself? Can you refrain from throwing your shit at your buddies or stealing each other's crap? Can you act like you're 17-18 y/o juniors and seniors instead of 3rd grader?
You get the picture. Emails home don't work, just makes the kids bitchier. Send the kid to the dean? For what? So they can come back with a lollipop and a slap on the wrist for me because I dared hold a kid to an expectation? As fuckin if. All I've learned in my first few years teaching is that if it's not handled in class, it's not handled at all. Next year, I'm updating my syllabus to make my life easier. Want a retake? Cool, it has to be done within 7 days of the original. Miss the test? Cool, take it in the test center on your own time, not mine. Retake policy still applies, so you'd better get going. Want to turn in homework late? Go for it, but I'm not grading it.
I can't wait til I'm tenured so I can enforce even stricter policies. Also, unrelated, but I am also looking forward to having the ability to push back on my administration. Absolutely braindead policies and admins from the top on down. I've been praying on this man-child's downfall since day one.
Rant over. June 7th can't come fast enough!

If you are unable to Pass your Online Exams, Quizzes, Tests or Unable to Handle Homework Assignments or full course online, Get paid help from Online Helpers at Hiraedu!
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Call: +1 727 456 9641
Website: hiraedu. com
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• Can Change IP Address: I have multiple reliable VPN software including: NordVPN, SurfShark & ExpressVPN that allows me to successfully change my computer’s original IP address to any major city in the U.S. & Canada to avoid raising red flags with students’ online class software.
• Proctored Exam Help: I have developed multiple highly effective methods of helping students with exams, tests, and quizzes that are proctored by software like: Respondus Lockdown Browser with Webcam, Honorlock, Examity, Proctorio, Proctor360, Proctortrack, and ProProctor, Examplify, ExamSoft, Lockdown Browser
• Test Taking Experts: With the vast experience my team and I have in taking classes for students, we are proficient in a wide range of subjects and can ace exams across various disciplines. We have specialists in every area, guaranteeing you'll be paired with a test-taker who will deliver outstanding results.
• Handwriting & Scanning Apps: I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, and PDF formats.
• 1,000+ Exam Score Photos: I have a collection containing literally over 1,000+ photos of the grades I achieved on over 1,000+ exams I completed for other students since Jan 2020.
• Reviews & Testimonials: I have multiple verified testimonials from actual students who have used my services in the past praising my legit five-star academic services.

𝐇𝐎𝐖 𝐈 𝐂𝐀𝐋𝐂𝐔𝐋𝐀𝐓𝐄 𝐅𝐈𝐍𝐀𝐋 𝐑𝐀𝐓𝐄𝐒:
Exams & Quizzes: Final rates for exams and quizzes depend on various factors including: whether or not there is proctoring, how many hours the exam is, total number of questions including sub-parts, preferred method of me delivering solutions, whether it's show all work or just the answer only, and whether the assessment has a flexible window of time to complete or a fixed & rigid start and end time.
Full Courses: Final rates for full class help depend all the foregoing plus: total number of hw, quizzes, exams, discussion posts, and other academic tasks left that need to be completed, total number of weeks or modules left in the class to complete.
Essays Papers Discussion Posts: Final rates for writing tasks depend on the required number of words or pages. topic of interest, type of citations, required number and type of sources & bibliography style , level of research required, and type of additional software required to complete the essay like: Excel, R, or Minitab.
𝐀𝐁𝐎𝐔𝐓 𝐌𝐘 𝐑𝐀𝐓𝐄𝐒 & 𝐏𝐀𝐘𝐌𝐄𝐍𝐓 𝐎𝐏𝐓𝐈𝐎𝐍𝐒:

• Rationale for My Rates: I sincerely believe my rates are more than fair considering my education, skills, legitimacy, and the substantial amount of value, stress relief, and saved time & energy I’d be providing you in exchange for my valuable, irretrievable time, energy, and effort.
• Disclaimer About Rates: Services that are reliable and deliver high-quality results are difficult to find and are very high in demand. Thus, I expect to be compensated fairly for all the value, stress relief, and saved time & energy my services provide.
• Payment Methods: Zelle, Apple pay, Btc

I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• Engage in a Telephone interview: Speak with you on the phone and answer any questions you may have.
• Provide Telephone References: Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

My Mission: Thank you for taking the time to read my Reddit post. I take what I do very seriously and I always strive to get the highest possible grades for all students who entrust me with their coursework.
Closing Words: Please feel free to reach out to me if you're sincerely interested in having help you with your school work. I am available via text and phone almost 24/7/365.
𝐓𝐀𝐆𝐒:
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