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Skills and attributes

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STRATEGIES FOR SUCCESS SKILLS AND ATTRIBUTES FOR SUCCESSFUL TRANSITIONING THROUGH A COLLEGE EDUCATION AND INTO A CAREER Write MIs on the board with student ideas of ... – PowerPoint PPT presentation

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Title: Skills and attributes


1
STRATEGIES FOR SUCCESS
  • Skills and attributes
  • For successful
  • Transitioning through a college education and
    into a career

2
  • NEED CREATES DESIRE
  • DESIRE SPARKS ACTION
  • ACTION YIELDS SUCCESS
  • SUCCESS DEPENDS ON CONTEXT
  • CONTEXT PRODUCES NEED
  • You WILL BECOME what you practice

3
Section 1 ADMIN
  • INTRODUCTIONS
  • COURSE OBJECTIVES
  • THE ELEMENTS OF SUCCESS
  • THE TEXT
  • RESOURCES
  • ADMIN

4
INTRODUCTION
  • Instructor and resume
  • P.H. (Mac) McRedmond Deputy Sheriff, Ret.
  • Phone 503-803-5085
  • Email panzer13_at_live.com
  • Blog http//quantumdonuts.blogspot.com
  • Berry picker Librarian
  • Janitor College student
  • YMCA camp counselor Corrections Officer
  • Lumber mill worker Cop
  • Soldier
  • student/EMT/Foundryman
  • Introduce students, resumes and chosen programs
  • Go over syllabus
  • Objectives
  • Textbook/workbook

5
Course Objectives
  • INCREASE SELF-KNOWEDGE the Internal Environment
  • WHO YOU IS, WHERE YOU AT, WHERE YOU GOING AND
    SOME STRATEGIES TO GET THERE
  • The 3 Brains
  • Personality types
  • Multiple Intelligences (1) and Learning Styles
  • Skills, Talents and Abilities

6
Objectives 2
  • KNOW YOUR CURRENT, EXTERNAL ENVIRONMENT (Context)
  • What is your daily life like now?
  • UNDERSTAND YOUR NEW CHOSEN ENVIRONMENT (COLLEGE)
  • DEVELOP SKILLS FOR SUCCESSFUL TRANSITIONING
    THROUGH COLLEGE TO A CAREER

7
INTRO 2
  • (Student introductions and brief oral resumes)

8
EXPECTATIONS AND EXAMINATIONS
  • The nuts and bolts
  • Attendance
  • If youre a is in the chair, you will pass
    with flair.
  • Testing
  • No mid-term or final in-class quizzes
  • Assignments/homework
  • To be set
  • Portfolio
  • 1 3-ring binder with index dividers for 4
    sections
  • 4 Sections Class notes, Quizzes, Signatories,
    Journal
  • Journal parts Thoughts Questions, Diary
  • 800 word term paper on your chosen career field

9
The Textbook
  • The textbook
  • Sherfield, Robert M. (2006). Building on Your
    Best for Career Success. Prentice Hall
  • This is a workbook-type textbook
  • Students should read the text and fill out the
    workbook sections as assigned.

10
RESOURCES
  • GENERAL READING
  • Emotional Intelligence by Daniel Goleman
  • Social Intelligence by Daniel Goleman
  • Blink, the Power of Thinking Without Thinking by
    Malcolm Gladwell
  • Verbal Judo by George Thompson
  • Microsoft Word
  • Dictionary and thesaurus
  • RESEARCH WEBSITES
  • Everestpdx.blogspot.com
  • Personalitypage.com
  • Qualityinfo.org
  • Crushtheratrace.com
  • Financial literacy
  • BLS.gov (Bureau of Labor and Industries)
  • Career fields information

11
ADMIN
  • GO TO 5TH FLOOR AND GET YOUR ID CARD AND
    ORIENTATION PACKETS IF YOU HAVENT ALREADY DONE SO

12
END SECTION 1
  • Homework
  • Read and fill out Chapter 2

13
Section 2 THE PURPOSES OF EDUCATION
  • 3 Purposes of education
  • The 3 Environments
  • The Circle of success
  • Attributes of success
  • BARRIERS TO REACHING YOUR GOALS
  • Working as a team

14
You can have dis, or your can have dat.
  • (Watch the DVD Office Space by Mike Judge
  • Take notes in your journal under Ideas and
    Questions
  • creator of Beavis and Butthead

15
THE 3 PURPOSES OF EDUCATION
  • Expansion of consciousness
  • (Self-actualization)
  • CQ IQ EQ SQ
  • CONSCIOUSNESS QUOTIENT
  • The amount of attention, energy, motivation,
    willpower, ability, self-knowledge and social
    harmony skills a person has and can develop.
  • KNOWLEDGE IS STRUCTURED IN CONSCIOUSNESS 1
  • The 3 Environments

16
The 3 Environments
The unknown environment
YOUR LIFE PATH
You and your known environment
The education process from yourself through
what you dont know and havent yet experienced,
to INFINITY AND BEYOND!
Things you do not know or have yet to experience
17
THE 3 PURPOSES OF EDUCATION (cont)
  • Obtaining and inculcating new skills and personal
    attributes
  • Developing success oriented relationships and
    refined social skills
  • 3a) Make mo money
  • See earnings chart on pp 11

18
THE CIRCLE OF SUCCESS
  • EMOTIONAL CONTENT (Bruce Lee)
  • NEED CREATES DESIRE
  • DESIRE DRIVES ACTION
  • ACTION YIELDS RESULTS
  • RESULTS CHANGE CONTEXT
  • CONTEXT SPARKS NEED
  • You, the environment and the relationship
    between the two

19
ATTRIBUTES OF SUCCESS
  • The definition of a student is someone who is
    seeking knowledge, experience and evolution in
    areas they do not already know or can do.

20
ATTRIBUTES OF SUCCESS
  • Commitment
  • Positive self-talk
  • Social harmony
  • Team-orientation
  • Goal-orientation
  • (Its not failure, it is only temporarily not
    successful)

21
ATTRIBUTES OF SUCCESSTEAM ORIENTATION
  • No one can tell pick your friends
  • But a suggestion
  • At least during school hours, try and associate
    with people who are success-oriented, straight
    up, creative, problem-solvers and empathic.

22
BARRIERS TO SUCCESS
  • LACK OF SLEEP DRAMA
  • OVER-COMMITMENT FINANCES
  • ACADEMIC STRESS DISTRACTIONS
  • LIFESTYLE CHANGE PRECONCEPTIONS
  • FAMILY COMMITMENTS TRANSPORTATION
  • TIME MANAGEMENT
  • LACK OF SUPPORT SYSTEM
  • LACK OF CLASS COHESION

23
Change Implementation Model
  • Determine why you want to change
  • What event created a new context
  • Research your options
  • How? Who?
  • Identify the obstacles to successful change
  • What are they?
  • Establish a plan
  • Who can help you with a plan
  • Engage!

24
Change Implementation Model 2
  • Some people need to write out a plan
  • GOAL STATEMENT
  • ACTION STEPS
  • TARGET DATES
  • JOURNAL OR DIARY

25
END SECTION 2
  • Homework
  • Read and fill out Chapter 1

26
Section 3 NUTS AND BOLTS
27
TECHNIQUES and TOOLS FOR SUCCESS
  • Active listening
  • Reading for comprehension
  • Note taking
  • Time management
  • Writing term papers
  • Study skills
  • Memorizing
  • Effective testing skills
  • Public speaking
  • Stress Management
  • Sleep
  • Financial literacy

28
ACTIVE LISTENING
  • A CLASSROOM FULL OF STUDENTS IS LIKE AN ONION
  • MANY AGES, CULTURES, CAREER HOPES, RACES, MEN AND
    WOMEN, YOUNG AND OLD, DIFFERENT LIVES, DIFFERENT
    PATHS, DIFFERENT EMOTIONS, SKILLS, PROBLEMS,
    TALENTS, TRAUMAS AND TRIUMPHS
  • ONE PATH LEARN
  • ONE GOAL - SUCCEED

29
ACTIVE LISTENING
30
ACTIVE LISTENING 2
  • PAY ATTENTION
  • Common student complaint -what was on the test
    is not what I studied for! (in a whiny voice)
  • EMPTY YOUR CUP
  • Hearing but not listening looking but not seeing
  • Prejudging (read tips bottom of page 134)
  • Talking and texting during class
  • Poor note taking skills
  • Poor reading and comprehension skills
  • Lack of repetition in going over material
  • Lack of study-grouping
  • DISTRACTIONS DURING CLASS
  • (NAME A FEW --)

31
TAKING NOTES
  • READ PP 141-145
  • The 5 methods for taking notes
  • Outline
  • Cornell
  • Mapping
  • Mapping w/Cornell
  • Flow charting (Rule of 3s)

32
Rule of 3s The Diamond Method
  • A method for organizing your thinking and
    simplifying the actions steps necessary to meet
    your goals.
  • 1 goal, problem, idea, question 1
  • Divide the 1 into 3 smaller elements 3
  • Plan 3 specific steps to accomplish the each
    element 9
  • Have the 3 elements been solved or completed? 3
  • Goal met, problem solved, idea understood, 1
  • question answered

33
The Diamond
1 3 9 3 1
Start Expand Detail Combine Result
34
Note Taking Exercises (In-class assignment)
  • Watch, and take notes on the DVD
  • Section 4, Managing Conflict
  • Redo your notes (for turn in) in each of the 5
    ways

35
ACTIVE READING
  • pp 86-96
  • Read the article on Binge Drinking on pp 87
  • Calculate your words per minute
  • Take the reading comprehension quiz
  • How many words per minute do you read and at what
    percent comprehension rate?

36
Reading to Remember
  • One method see SQ3R on pp 93-96
  • My method
  • (Yes, I beat the knowledge into you).

37
ANOTHER METHOD
  • WRITE DOWN THE TERMS AT THE BEGINNING OF THE
    CHAPTER
  • READ THE SECTION ASSIGNED LIKE YOU WOULD A NOVEL
  • AFTER READING, JOT DOWN SOME IDEAS, QUESTIONS,
    IMAGES, THOUGHTS THAT CAME TO YOU WHILE YOU READ
  • RE-READ THE SECTION, HIGHLIGHTING THE MAIN PARTS
  • Sub-section headers
  • Names, places, dates
  • Terms and concepts in bold or italic type
  • GO BACK THROUGH THE SECTION AND TAKE NOTES ON
    WHAT YOUVE HIGHLIGHTED

38
Finger Follow Method
  • Use your finger to scroll across the lines of
    text
  • Your eyes follow your finger
  • Do not go back over text with your eyes without
    moving your finger back also
  • Read through once, then go back on highlight,
    take notes and such
  • Read the article on pp 232
  • Calculate your words per minute
  • Take the reading comprehension quiz

39
END SECTION 3
  • Homework
  • Read and fill out Chapters 4 and 6

40
Section 4 RESOURCES AND WRITING
  • Resources
  • Services
  • Researching
  • Writing a Term Paper (APA format)
  • Presented by your Librarian

41
Library Practice
  • Go to the Library and practice navigating the
    Librarys website
  • Find the book Emotional Intelligence by
    Daniel Goleman
  • Check your Everest email
  • Check the faculty drop box to see if your
    department head has a webspace
  • Find career categories information in the link to
    the Bureau of Labor and Industry
  • Find APA formatting and term paper writing
    information
  • Find study guides for any of your current courses

42
Writing a Term Paper
  • In-class project begin writing your term paper
  • Subject your chosen career field
  • Main headings
  • Job Description Continuing education
    requirements
  • Job categories Work Environment
  • Application Process Promotions track
  • Hiring Process Retirement requirements, plan
  • Wages and Benefits and benefits

43
END SECTION 4
  • Homework
  • Produce a term paper title page, headings page
    and sample reference page.
  • Read and fill out Chapter 3, pp 55-66

44
YOU
  • SECTION 5

45
Internal Environment
  • Level of the Psyche
    Brain
    Hierarchy of Need1
  • I ACT Rational Personal growth
  • I THINK Rational Personal growth
  • I PERCEIVE Emotional Self-esteem, safety
  • I FEEL Emotional and belongingness
  • I AM Survival Biological and
  • I Survival physical

Conscious mind
Sub-conscious mind The source of thought
46
Personality Profile
  • What is your general personality type?
  • Take the Personality Assessment Profile on
  • pages 115 - 117
  • Explore the 4 personality types (pp 1120-121)

47
Learning Styles
  • Take the multiple intelligences survey, pp
    108-110
  • Read the MI descriptions on pp 111-113

48
MULTIPLE INTELLIGENCES AND MEMORY
  • STUDY SMARTER NOT HARDER
  • (Develop chart comparing personality types,
    learning styles and multiple intelligences)

49
Suggested Study Practices for Different
Personality Types and Learning Styles
50
CRITICAL THINKING STEPS
  • SUSPEND PRECONCEPTIONS, EMOTIONS AND BIASES
  • DISTINGUISH FACT FROM OPINION
  • ANALYZE THE INFORMATION
  • DO NOT GO BY SOMETHING YOU DONT FULLY UNDERSTAND
  • BREAK IT DOWN
  • Ask questions
  • Break it down (Rule of 3s)
  • SOLVE PROBLEMS ONE AT A TIME
  • EVALUATE ALTERNATIVES

51
  • WATCH VIDEO 1 ON CRITICAL THINKING
  • READ Todds story on pp 200-201

52
END SECTION 5
  • Homework
  • READ AND FILL OUT CHAPTER

53
More Nuts and Bolts Putting it All Together
SECTION 6
  • T S
  • E U
  • C C
  • H C
  • N for E
  • I S
  • Q S
  • U
  • E
  • S

54
TIME MANAGEMENT
  • Take a few minutes to write down how much time,
    per day, you spend in the following areas
  • Sleeping
  • Eating
  • Traveling
  • Media use (TV, gaming, books and newspapers)
  • Cell phone use
  • F2F socializing
  • Environment and personal maintenance
  • Studying
  • Shopping
  • Exercise
  • Other (specify)

55
FINANCIAL AID
  • PP 43-48
  • The key educate yourself its your time but
    their money, and they will want it back, with
    interest!
  • Pursue grants, scholarships and entitlements
  • Stay in tough with your financial aid advisors
    ask them about new programs coming on line and
    other resources, like websites, trade journals,
    manuals and government agencies that can help you
    financially

56
BUDGETING
  • Fiscal Fitness
  • Complete the monthly budget form in class
  • Questions to ask yourself
  • Where is most of my money going?
  • Watch the DVD, section 3
  • Money management
  • Financial advice
  • Credit cards

57
IDENTITY THEFT
  • Pp 73
  • Multnomah County Sheriffs Office pamphlet

58
END SECTION 6
  • Homework
  • READ AND FILL OUT CHAPTER 3

59
SECTION 7
  • MEMORY AND MEMORIZATION

60
Memory and memorization
  • 3 types of memory
  • Rational short term, exact
  • What goes in, comes out
  • Emotional long term, incomplete
  • Attached to an event with emotional content
  • The more intense the emotion, the greater the
    imprint
  • Memory can be time, distance, and sequence
    distorted
  • Survival long term, incomplete, limited, not
    usually consciously retrievable

61
INCREASING MEMORY POWER
  • VCR3 METHOD (pp160)
  • VISUALIZE
  • Relate the knowledge to your way of perceiving
    (as in learning styles and types of intelligence)
  • Example 10010010101
  • Visual learners see it as a pattern
  • Auditory learners hear it as a rhythm
  • Tactile learners type it out on a keyboard or
    cell phone

62
INCREASING MEMORY POWER 2
  • VCR3 METHOD (cont)
  • CONCENTRATE
  • The average humans attention span is 8 seconds
  • Drill pick a spot on the board and keep you
    attention focused on it raise your hand when
    your eyes slide off it or your attention wanders
  • Conclusion the minds eye jumps around from
    subject to subject like a monkey on meth

63
INCREASING MEMORY POWER 3
  • VCR3 METHOD (cont)
  • RELATE
  • Connect the new
  • information to some
  • thought, experience or
  • knowledge you already
  • have
  • Example

64
INCREASING MEMORY POWER 4
  • VCR3 METHOD (cont)
  • REPEAT AND REVIEW
  • REPEAT AND REVIEW
  • REPEAT AND REVIEW

65
END SECTION 7
  • Homework
  • READ AND FILL OUT CHAPTER 7

66
SECTION 8
  • STUDYING

67
TIPS ON STUDYING
  • PEOPLE TEND TO STUDY, AND CAN RECITE AND
    REPRODUCE, THAT INFORMATION THAT IS EASIEST, MOST
    WITHIN THEIR COMFORT ZONE AND AGREES WITH THEIR
    LIFE EXPERIENCES AND WAYS OF THINKING THE MOST.

68
TIPS ON STUDYING 2
  • THIS MEANS, THAT IN READING, TAKING NOTES AND
    TESTING, STUDENTS WILL REMEMBER AND BE ABLE TO
    WRITE DOWN WHAT IS EASIEST TO REMEMBER -
  • NOT WHAT THE INSTRUCTOR WANTS YOU TO REMEMBER OR
    THE TEST IS ASKING YOU TO ANSWER!

69
TIPS ON STUDYING 3
  • ERGO
  • Study what is least understandable
  • Write down what you dont know
  • Memorize what you least remember

70
STUDY GROUPS
71
STUDY GROUPS
  • Cooperative learning is best used to discover
    ways to remember and recall the information
  • Study groups, like meetings, usually devolve into
    social chit-chat within 30 minutes.
  • If a group is moderated, and has a plan
    (structure) for studying, it can be a very useful
    tool for improving your grades and expanding your
    knowledge.

72
STUDY GROUPS
  • MODERATOR an elected group leader that can
    keep the group on track
  • STRUCTURE a shared visual presentation or
    tactile practice
  • Tools computer, white boards and flip charts,
    index cards (flash cards)
  • Flash card exercise list and memorize the
    titles of the 10 chapters

73
TYPES OF TESTS
  • Multiple choice
  • Matching
  • True-False
  • Fill in/short answer
  • Essay
  • Oral

74
MULTIPLE CHOICE TESTING
  • Read the handout Planning Scenarious for
    Terrorist Activity
  • Read, using the finger method
  • Highlight
  • Take notes
  • Reread
  • Take test

75
TIPS ON TAKING MULTIPLE CHOICE TESTS
  • A multiple choice test asks you to choose, not
    recall
  • MC tests are designed for ease of grading, not
    reproduction of information

76
TIPS ON TAKING MULTIPLE CHOICE TESTS 2
  • The choices a b c d and sometimes e
  • One choice is right
  • One choice is wrong
  • One choice is screwy
  • One choice is right, but not for this question
  • One choice could seems right but is asking you to
    choose between two pieces of information that are
    not a part of the question or are conflicting

77
TIPS ON TAKING MULTIPLE CHOICE TESTS 3
  • EXAMPLE test based on paragraph on pp 91
  • Read the paragraph and then take the following
    test
  • Conclusions should be
  • A) Written first
  • B) Written last
  • C) The whole point of the story
  • D) Provide the reader a life lesson
  • E) Both A and B

78
TIPS ON TAKING MULTIPLE CHOICE TESTS 4
  • TRY THIS
  • READ THE QUESTION
  • FORMULTATE YOUR OWN ANSWER
  • FIND YOUR ANSWER IN THE LIST OF CHOICES
  • IF YOU DONT FIND THE ANSWER, NOW YOU CAN GUESS
  • REMEMBER THE ANSWER IS MOST OFTEN FOUND IN THE
    QUESTION

79
HOMEWORK
  • Read pp 184 190 for strategies for other types
    of tests

80
END SECTION 8
  • Homework
  • READ AND FILL OUT CHAPTER 8

81
SECTION 9
  • STRESS MANAGEMENT

82
BUTTONS
  • WHEN YOUR BUTTON IS PUSHED, YOU GO FROM THE
    RATIONAL BRAIN TO THE EMOTIONAL BRAIN.
  • PROBLEM-SOLVING GOES AWAY AND THE MONKEY DANCE
    (1) BEGINS
  • NOW, IT BECOMES WIN-LOSE, NOT WIN-WIN
  • AN EMOTIONAL PERSON IS EXPRESSING NEED FIND OUT
    WHAT THAT NEED IS AND YOU CAN SOLVE THE PROBLEM,
    MAKE A FRIEND, GAIN A CUSTOMER, MAKE YOUR BOSS
    HAPPY, LEARN SOMETHING AND INCREASE YOUR SKILL
    AND SATISFACTION

83
STRESS MANAGEMENT
  • Combat breathing
  • Meditation
  • Finger weaving
  • Power napping
  • Discussion
  • Exercise and nutrition

84
END SECTION 9
  • Homework
  • None

85
TRANSITIONING TO A CAREER
  • A job is for money, a career if for life
  • When you apply for a career job, you are asking
    an employer to become a member of a specialized
    group a tribe with specific goals
  • Homework
  • Read and fill out Chapters 9 and 10

SECTION 10
86
Annual Wages Comparisons
  • Less than 9th grade 10 18,000
  • 9th 12th grade 12 24,000
  • HS graduate GED 18 33,000
  • Some college, no degree 23 41,000
  • Associates Degrees 25 45,000
  • Bachelor Degrees 34 64,000
  • Masters Degrees 42 85,000
  • Ph.D above 100,000

87
3 essential job skills
  • Read
  • Write
  • Organize
  • Paperwork
  • People
  • Time
  • Money

88
What the Employer Wants
  • The ideal
  • Someone who is
  • Loyal and trustworthy
  • Professional
  • Confident
  • Personable
  • Dressed for success
  • Ethical

89
What the Employer Wants 2
  • The ideal (cont)
  • Someone who has
  • A high work ethic (basically, mission first)
  • Writing, speaking and listening skills
  • Teamwork
  • Decision-making skills
  • Priority/time management skills
  • Adaptability
  • Multi-tasking skills
  • Critical thinking skills
  • Ability to get along with difficult people

90
What the Employer Wants 3
  • If youre a man being interviewed by a woman
  • She is looking to see if she can trust you
  • Respect (dont break the plane)
  • If youre a woman being interviewed by a man
  • Reliability
  • Basically, that child care and/or pregnancy
    issues wont interfere in your job performance
    (family planning is a must).

91
What the Employer Wants 4
  • Some interviewing tips
  • Never excuse or try to justify any prior actions
    or decisions own up and move on.
  • The answer is I made mistakes in the past and
    have worked hard to be not only a valuable asset
    to any employer, but also to be who I think I
    should be.

92
What the Employer Wants 5
  • Have an oral resume ready for the question So,
    tell me a little bit about yourself
  • The interviewer wants to hear what experience you
    have and what attributes and skills you bring to
    the table.
  • Sit forward and upright when interviewing if
    there is a table, clasp your hands on the table
    top and keep gesturing to a minimum.
  • Try not to change your posture when answering
    questions

93
What the Employer Wants 6
  • Make frequent eye contact, and smile.
  • Ask questions, especially about what the employer
    expects from you.
  • A brief hesitation before answering a difficult
    questions is OK, but PREPARATION IS BETTER.

94
INTERVIEWS AND PUBLIC SPEAKING
  • Nervousness makes idiots of us all. Mac
  • - the emotional brain creates fear of failure,
    fear of looking stoopid, etc.
  • Fear of failure causes
  • Dry mouth, sweaty palms, need to pee
  • Stuttering
  • Brain farts
  • Nervous movement and large, rapid gestures

95
INTERVIEWS AND PUBLIC SPEAKING 2
  • Staying in the rational brain takes
  • Preparation
  • Familiarity with the subject
  • Practice (in front of another person is best)
  • Presence
  • Posture, body language, movement, facial
    expressions
  • Presentation
  • Voice RTPV (Rate, tone, pitch, volume)
  • Confidence

96
INTERVIEWS AND PUBLIC SPEAKING 3
  • Philosophical points
  • Embrace and integrate your fears
  • Realize everyone else, even an audience of
    strangers, feels the same

97
CONFIDENCE IS A MATTER OF PRACTICE
  • Yeah, baby - !

98
INTERVIEWS AND PUBLIC SPEAKING 3
  • Give an oral resume in front of the class
  • Practice sequence
  • Read an assigned passage from the text
  • Write out a brief resume
  • Job Duties Attributes
  • Read your resume in front of the class
  • Give an oral resume
  • You may use notes, flash cards, etc., for
    reference
  • Looking for posture, eye contact, confidence

99
COVER LETTERS RESUMES
  • Pp 233-236
  • Write a cover letter and resume
  • Base it on a job you want within your career
    field
  • See the resume link on the Librarys website for
    more information

100
SUMMARY
  • NEED/DESIRE CRITICAL THINKING CRITICAL
    EXPERIENCE OPPORTUNITY

101
END SECTION 10
102
FINAL TEST
  • May the force be with you
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