https://preview.redd.it/o2gibzwv170d1.png?width=2559&format=png&auto=webp&s=059c6f22e38bb9dd3659b3bcee22ae4402066b50
This is a question I was given in my second quiz of cell biology and the final exam. The exact same wording - which is terrible and almost incomprehensible. Can someone tell me if this would be nonspontaneous. Cellular respirations is spontaneous, but when I emailed him he talked about how the activation energy is high enough that its becomes non spontaneous.

I know who I am
That buzzfeed quiz told me
"This is who you are"
My gyatt is so large
My rizz are smoother than ice
That is me
I wonder what that will prove?
​
That is sigma blazing!
Still my fanum's blazing!
If the "words" killed me
I don't need a new Ohio
You... soon you will know
We already know the edge of the game
​
Do ya know who ya be?
When ya speak ya words
Don't sound like ya own
You're trapped in a dark cell created by boomers
"That is who you are"
Rizz, fanums, mew and ratios must be kept
So time to wake up!
Skibidi lets us rule the world
​
That is sigma blazing!
Still my fanum's blazing!
If I lose my (N-word) pass
I don't need a new Ohio
You.,,, can't feel a thing
We already know the edge of the game
​
Remeber you are mewing!
Soon your class is mewing!
If the "words" made you
I don't need a new Ohio
You... soon you will know
We already know the edge of the game
​
What am i?
what am i?
What am i?
what am i?
What am i?
what am i?
What am i?
what am i?
What am i?
what am i?
What am i?
what am i?
What am i?
what am i?
​
Millenials knew they couldn't change society
So instead of making their apology video, they blamed the Gens
But they found sigmas in the lives of the Gens
And could not ratio the lies about it
​
I'm just a griddy of the world...

But no sus could edge me!!!

​
Can't you see I'm mewing?
Still my mouth is mewing
If the "words" killed me
I don't need a new Ohio
You... my gyatt is my world
Your "words" will never make me break my streak
​
That is sigma blazing!
Still my fanum's blazing!
If the "words" killed me
I don't need a new Ohio
You... soon you will know
We already know the edge of the
know the edge of the
know the edge of the
know the edge of the game.....
​
​
me after creating this abomination
Also sol badguy

Context: Studying for Biology Exams
Hello, I am a first generation college student. I would like to preface this by saying that I am genuinely at a point in my college career where I want to focus on genuinely learning and working smart and hard. I've noticed that in my upper level biology courses, professors tend to ask a few number of questions on foundational material from lower level courses, or recently, how to calculate pH, testing me on the order of wavelengths on the visible light spectrum.
I have not had a linear path throughout college, and it genuinely takes me quite some time to write my pre lecture, lecture, and post lecture notes. I also am planning to be more strict with attending office hours to go over anything I did not understand in class, along with genuinely asking questions in lecture when I am super lost.
I think one of the last things that can help me truly ace my biology exams is learning what knowledge I am already expected to know that is relevant to the course.
For example, in one of my exams for Cell/Molecular Biology 230, we were tested on our knowledge of our second lecture, which was the Chemistry of the Cell. We were expected to calculate pH without a calculator when he had not gone over this in lecture. I try to give my professor credit because I guess she was kind enough to give us a small quiz at the beginning of the semester which pretty much served as a direct/indirect way to tell us that we would be tested on foundational material, but more so on certain topics such as calculating pH (without a calculator). On the lecture slides, there was just a slide with a picture of the pH scale, that is it. There was no indication that we might be tested on it, but I guess I should have taken the big fat hint when we were given the quiz at the beginning of the semester (which did not count for a grade). None of the chapter review questions included pH calculations.
For another exam question pertaining to the same lecture material, we were expected to know the order of wavelengths, for example that green wavelengths are higher in energy than red. This was such a small detail mentioned in lecture. I genuinely focused on the main idea of the diagram from the textbook, and the example that sunscreen is important because UV waves are strong enough to break some covalent bonds. None of the chapter review questions included anything about comparing wavelengths on the visible light spectrum. It's such a small detail and it gives me so much anxiety that I did not know to study these small details. Also, when I asked the Professor about this question, part of what she asked me was did you forget your rainbow?
I guess, I should have also gotten the hint that we would be expected to know how to work mathematically with diagrams, equations, patterns, etc. after the first exam. I think I have come to accept that it is nearly impossible to get a perfect score on Biology exams, but that does not mean I should not try hard. I am just so tired of getting A minuses when I work so hard and these small, foundational questions make me so anxious that I sometimes ruminate on them. As much as I used to get upset that the Professor has such high expectations of us, I don't know if I am weird for it but she genuinely inspires me to stay curious and work as hard as humanly possible in her class. I think there is barely enough time to cover all the content in classes, that I want to try being smarter about the foundational knowledge I might be tested on in future upper level biology course exams (I am taking Immunology in the fall).
I plan to attend office hours every week, and ask my Professor hey these are foundational topics I thought were helpful to review. Are there any others you would suggest, or any subtopics in particular?
Are there any ideas you would suggest? I know in any class it is normal not to know everything, but my Professor for Cell/Molecular Biology did not curve at all and when this is the case, I get anxious. I also plan on taking upper level courses that she might be teaching soon, and if you were in my situation, how would you approach a class like this? I guess something I can do in the future for any courses she teaches is avoid registering for her section if there is another Professor available, and/or go to her Office Hours every single week and ask her what foundational topics/small details she might suggest reviewing.
I don't know if that would be too straight forward a question. Any suggestions and help would be greatly appreciated.

I 'm not talking about class being online per se. I mean so much of what I read here and say myself is about maintaining a certain kind of process of learning. We try to provide students with a learning experience like many of us got 10 - 20 or more years back. Instead maybe we should all just try and make school more like an app.
Hear me out
What I mean is. Make everything doable with a cell phone. Every reading, every assessment. Every lecture should be on video so they can watch later. Everything is a quiz that can be taken repeatedly until they pass. The key is, we do away with the 16 week term. Instead of terms students just take class watching or re-watching the lectures, doing the quizzes etc until they get it. Then they graduate when they check off all the requirements.
​
Maybe that kind of radical change would result in students cheerfully doing their work.

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I am a teacher. I have created quizzes in Forms which I view the results in sheets. I would like to write a formula to get an average score for the first 5 quiz questions and then the second 5 questions. The first 5 are vocabulary and the second 5 are comprehension which is why I want to calculate scores. If I can get a formula that does this it will save me hours of time. I have tried =average but get the error #DIV/0!. I am wondering if this is impossible since there are no numbers in each of the cells and the sheet is scored using Forms. The first 5 questions in this particular sheet are M-Q and the second 5 are S-W. I have 5 of these quizzes and would love help and fingers crossed that this ask is even possible.
Is this even possible? I have linked a copy of the sheet I am using and have highlighted the 2 columns I would like the average to be calculated.
I am not sure where the link went so here it is again: link to sheets

(For context, I am a secondary math teacher who is also an SAT prep tutor. Because I do curriculum and assessment for our district, I’m not in the classroom anymore, not for about six years now. But I have 20+ years experience in elementary and secondary education so I did not expect this wild scene today.)
I signed up to take the SAT at a local high school today and I could not believe the constant disruptions. You folks on the classroom right now, how do you do it? Kids repeatedly and LOUDLY asking to go to the bathroom during the session (the test has two one-hour parts?! How do students think it’s okay to loudly ask to go to the bathroom in the middle of the test just even though they just went 20 minutes ago?). Kids obviously racing to Christmastree their tests and laughing loudly and communicating about it while they’re doing it. Kids standing up early and packing up while others around them are still testing (Jesus, just sit down for four minutes until everyone around you is done! It’s the end of the second batch of questions.) Kids’ cell phones going off with a whole chorus of some R&B song during testing. Like, these kids were acting like they thought it was a regular Tuesday and they didn’t want to take the quiz on 2.4! This was the freaking SAT?! Do these kids really have such little respect for others that they would not be mindful—the kid next to me needs to focus cause he needs scholarship money, so I should be quiet? Do ‘kids these days’ not have the ability to be quiet for two hours? Rant over.

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TL;DR class descriptions/info to help underclassmen know about classes thru personal experiences. Add to it with extra info or questions!
To all the incoming freshmen or other underclassmen - you’ll prolly hear it a lot, but the time really does go by so fast. Enjoy it, soak it in, and step out of your comfort zone. Someone posted their classes thru Purdue to let other students know how those classes were (in case it was a niche/high-level class or it wasn’t on RateMyProfessor). That was pretty helpful to me so Imma do it too. I’ll let u kno how the courses went and what I can remember. I’m graduating from the College of Ag with a B.S. in Animal Sciences with a concentration in Biosciences and minors in Biotechnology and Real Estate. I came into Purdue with AP and Dual Credits, so some things I didn’t take. Anyway, here are the classes I took.
Anyone who’s taken any of these, please add on/say smth else if it has changed! Underclassmen, feel free to ask about them!
————————————————————————
FRESHMAN YEAR
AGR 101: Intro to Ag & Purdue (Multiple lecturers)
This course was THE intro course to Purdue and Ag (duh). It was a 1/2 semester course so I was done with it by week 8 and there was only a quiz. We were told the purpose of Purdue being land-grant and were just intro’d to the different parts/departments of the college of Ag + different success tips. This was also the class where u begin (already) thinking about your 4-year plan and create a LinkedIn. Easy A, just show up and learn about the college of Ag
AGR 114: Intro to ANSC Programs (Ashley York)
Also a 1/2 semester course that was done by Oct. This class just went into depth on what to expect as a student in the department. You may start work on a resumé, continue with planning or LinkedIn. Again, easy A, just show up. Also, Ashley was a saint helping me each year to make sure I was on track, even tho she wasn’t my advisor.
ANSC 102: Intro to Animal Ag (Elizabeth Karcher)
This class was the first “real” class of college. It was just an intro to different domestic species and the operations tht are part of animal ag. I think there was also a lab with the class where u were introduced to animals. Dr. Karcher also was a pretty good professor. Just pay attention - it’s sort of memorization for random facts about animals/common sense depending on what u took in high school/home life in a rural area. Should be easy A.
CHM 115: Gen Chem (Multiple lecturers)
Was never a fan of chemistry, so this class I went into with dread. I didn’t want to take AP Chem, and just dealt with it in college. Honestly, if u took honors/were a good student in hs chemistry, there should be no problem - was basically just like a high school class. There was a lab that went with this course, but because of COVID, I just had an online worksheet to do every week for pre-, in-, and post-lab so I can’t speak on it. If u aren’t inclined to chem, it might take a bit of extra studying, but I was never worried.
PHIL 110: Intro to Philosophy (Taylor Davis)
To be fair, I never exactly wanted to take this exact class. I came from a small town in the Midwest, so I wanted to be sure I wasn’t dumb or anything to the people, cultures, etc. around me. Told my advisor I wanted to take a class to give me more of a “world” perspective, so she suggested the class. It honestly was not bad at all. The professor knew what he was talking abt and very accepting of questions. We learned how to tear down an argument and build it up in several ways and talked about cool things like if we have free will, does God exist, etc. The only assignments that counted for the sem were a midterm and 2 papers - 1 small and 1 large philosophical essay over any topic from the class. Definitely changed my outlook, would recommend taking it. The first part of class was harder - making sure u understand why/how an argument does or doesn’t work - but the rest was fun/easy as the topics were just presented and talked about.
AGEC 217: Economics (Larry Deboer)
I found Econ as a topic in and of itself to be quite boring. Supply and demand, money, etc. The class kind of turned out that way. Its presented as basically supply/demand and reasons for changes to the them were slowly added throughout the semester. We had several assignments, but they were nothing terrible. Gotta give props to the professor, tho. He knew the class wasn’t great but made it fun. Also, the class is flexible for schedules as in some situations it can count for credit in place of ECON251.
POL 223: Intro to Environmental Policy (Tara Grillos)
When I first started, I thought the route I wanted was ANSC with some focus in environmental issues. That’s why I took this class. I don’t understand the “intro” part, really. The whole class was presented as just case studies for things that have happened that impacted policies from the late 1800s/early 1900s until recently. Some of the info was cool. I don’t remember much for assignments, but there was a group project/paper where u had to decide on an environmental issue, state how u plan to fix it, on what level of government, etc. It wasn’t a crazy class to be in as a freshman, but it was not what I was expecting for a POL class.
ANSC 181: Orientation to ANSC (Elizabeth Byers)
Another 1/2 semester course. This class, as far as I can remember, was just for showing u the possibilities available to u in ANSC. This was specifically ANSC. It went over every concentration and what jobs/salaries there were. This was also a class where we were assigned to create our resumés (professionally) and start networking. Just as, if not easier than the other 1/2 semester classes so far.
ANSC 221: Principles of Animal Nutrition (Dale Forsyth)
Sorry but not sorry for anyone in ANSC. The class is boring, but Dr. Dale Forsyth is such a sweet old man. This class is the intro for nutrition in ANSC. U will learn the different required nutrients, food stuffs (supplements and stuff too) that have these nutrients, what happens when animals are given too little of these, and how to balance/create rations for animals (ruminant and non-ruminant). As long as u are okay/good with algebra, there shouldn’t be a problem. U just need to solve systems of equations in Excel to get the right weight of a food stuff. Homework was balancing rations. Exams looked at that + nutrients and their deficiencies. Dr. Forsyth also talks fast and doesn’t slow down because he has a lot to get thru. Come into the class knowing it prolly isn’t going to be very fun, but u need to know it. Try to find something interesting in the whole.
BIOL 111: Fundamentals of Bio II (Sean Humphrey)
Not sure how this class really is. I came into college loving biology and being (not to sound like an ass) great at it. To me, it was easy and relearning biology from high school for a bit. To others it may be a bit more difficult. There is just a lot of memorization. The professor was nice and answered my questions when I had them and explained in great detail if I was confused. I can’t remember any assignments I turned in, or anything about exams. Overall, I thought it was an easy class, but be the judge urself.
CHM 116: Gen Chem (Multiple lecturers)
Just a continuation of CHM 115. It picked up where it left off. Got a little harder, but it was nowhere as hard as TV or anything makes it. There are definitely topics that show up from hs again, but a lot is new. Wasn’t fun for this class switching lecturers every few weeks since they each had their own lecture style. Again, there was a lab section, but because of COVID, it was a worksheet. Not the worst class, but a meh class.
MA 16020: Applied Calc II (Alexandros Kafkas)
The first and only time I had to take math here. In hs I took MA 165 and thought it was a breeze (prolly bc it was hs). To anyone wondering, MA 165 SHOULD count in place of MA 16010 in college of ag. With that in mind, I went into the course knowing what Purdue math is known for, but still keepin an open mind with my abilities. I’m really proud of the grade I got, too. I think a lot of the course depends on the lecturer - mine was good at teaching us new concepts. Learn all you can about the lecturer beforehand, find out if they are good, and see it for yourself. We had quizzes in class every week (MWF) over the previous lecture and homework thru LON-CAPA that was usually due the day aftebefore (Tues, Thurs, Sun, I think). The quizzes and homework were good starting problems. The exams were tough and harder than quizzes/hw. If u’ve done well in math, but aren’t a prodigy or someone who can put in hrs of work, don’t expect to get likely higher than mid-70s on exams. It was common to get around a 50-60%. They do curve “if it’s necessary” but it is ALWAYS necessary.
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SOPHOMORE YEAR
AGR 201: Communicating Across Cultures (Pamala Morris)
To start…BOO. Was not a fan of this class. Felt like it was a money grab and busy work. It was required for some international understanding credits. The content wasnt interesting but for sure important. We were taught to basically be good ppl and about the different types of hardships that groups of ppl could go thru (ageism, sexism, racism, classism, etc.). We were required to buy the book, which was $50, but written by the prof and from what I assume was her website. I don’t recall ever using it unless it was necessary for an assignment. The class helps u relate and think critically, but is done in a piss-poor way. It could hv been the COVID aftermath where lecture was done virtually but we had a class later on with other students for a “lab”. Quizzes were easy, and overall easy, but so bad too.
SPAN 201: Spanish III (Nancy Reyes)
I know I’ve said this already abt other courses, but this still applies. This course was 100% a high school class. I did a placement test into this course (after 3 years in HS Spanish - Fr. to Jr. - with a 2 year gap of not learning) and got all credit for Spanish 1 and 2. Took it for international understanding credits. This course made sure u knew the basics again, spent a lot of time in past tense, then ended w maybe a month in subjective and future tense. There were a few speaking assignments and cultural readings/lectures. Was encouraged to speak Spanish for class, but the prof knew that couldn’t happen but still helped us all. Exams included MC, writing, and listening. Not sure if this is the same for other languages, but hopefully it is.
CHM 255 + 25501: Orgo + Lab (Elizabeth Parkinson)
Dreaded this class, but went in confidently. The class sucks, no other way abt it. It was a lot of memorization and practice. A lot of the “basic” stuff started sticking about halfway thru the semester. It doesn’t help that I stopped going to lecture about 3/4 thru the sem. It wasn’t as hard as expected, but it was still quite hard. The prof was amazing at making the content interesting. Labs were ran by GTAs. Depending on the section your GTA may not kno anything. The labs also did not go along with the lecture - they are 2 separate courses that can individually be passed or failed. Exams were as you would expect with the course - a few high spots among a crowd of C’s and D’s. The lab had multiple things due every week w the semester started. It was expected to do ur pre-lab at start of week, turn in ur in-lab immediately after finishing lab, then the previous week’s post-lab/final lab was due. The lab also holds the policy that if u don’t show up dressed right or sleep late, if you don’t show up within 10/15min of start that u can’t show up and will receive a 0 for the lab.
ANSC 230: Physiology of Domestic Animals (Rod Allrich)
This class taught me a lot. Each week was a different body system and learning info regarding animals individually. Things were taught in general as overarching concepts, but then things were applied as necessary for individual species of animals. Everything was brought up from the digestive system to the endocrine system. The class met 4 days a week and had a quiz once a week. There was no lab when I took the course. The specific professor I had was also interesting to say the least. Dr. Allrich is a funny, good man, but he does not use or create slides. Instead he uses his own website to post info (usually from Merck veterinary) abt whatever it is he wanted u to learn. In class he would just ramble on about what he thought was important. ANYTHING he said could be test material - no matter what (I was told by an upperclassman to remember that his favorite pie was sour cream and raisin pie bc it was a quiz question they had). Now, there is a lab that goes with the course. Also, if u hv Cabot the course material and class are much harder than with Rod. There are expectations, lectures, and more. Regardless of the professor, the information that was taught was useful, remembered, and interesting. In any class, Rod typically will have this structure but will grade easily. Quizzes will be to write statements of fact and exams won’t exist or will be take-home with only having 5 paragraphs to write using a word bank
ABE 226: Biotech Lab I (Kari Clase)
This was the first course I took for my minor in Biotechnology. I did not know what to expect going in as I didn’t grasp the scope of biotech. The course was ran well. The whole class is a wet lab where u are in the scientific process trying to find a new species of bacteriophage. U dig in dirt, do some pipetting, use beakers, make plates, isolate DNA, and send it off. Any research u do/finding a phage gets put into a national database for phage research. U do hv lab notebooks that get checked, but hv an outline to go off. There were several quizzes and deliverables that had us learn about phage more, or aseptic technique. It was a good class. U do have to buy a lab coat (which is kinda cool). Easy class that kickstarted my interest.
CHM 256 + 25601: Orgo II + Lab (David Thompson)
This class was disastrous. It was me, the content AND the professor as to why that was the case. This was just a continuation of course and lab. The new content was harder to wrap my head around, + I stopped going to the lectures about halfway thru the sem. To make matters worse, the class was early and the prof was speaking in mach turtle. I would listen to the lectures a day later so I could 2x speed thru them and the man was sounding like a normal person talked. This class was harder than the previous course. If u didn’t like CHM 255, sorry this is worse. The lab was just the same as the previous sem, but the GTAs changed. Again, labs didn’t go with the lecture and are 2 individual courses to be passed or failed separately. I passed but the class made me rethink my life once or twice and was potentially the worst class I ever took.
STAT 301: Elementary Stat Methods (Spencer Hamrick)
I did not enjoy this course a single bit - besides the professor. The course throws, what I felt like, was the entire concept, terms, rules, designs of statistics at u. It was a lot at once for me. I felt like there was a disconnect between what I was learning and in what ways it applied to me. It wasn’t too difficult, but the class was boring. There was also a lab section that was not great either. We were forced to use SRSS. There were homework assignments on a different software/website that equally were boring. The exams were harder than expected - there were some sections with questions with such small disparities that the answer came down to a difference of 1 word in a sentence. Overall, there’s a lot to learn and it’s all pretty basic to give a general understanding, but it was done poorly. If it was done better, it likely would have been an easy course. This course tho is also one of the worst classes I took.
AGRY 320: Genetics (Joseph Anderson)
There’s not much to say about this course. It was genetics. It felt like another continuation from the end of BIOL 111. It built a foundation for DNA, chromosomes, and went from there. There was a lot of higher thinking and content that was build upon thru the semester. It was a bit of memorization, but the content was fun. There were hotseat/iclicker questions for each lecture. Prof. Anderson was also really good at presenting the info.
AGRY 321: Genetics Lab (Aneesha Kulkarni)
This was the lab that went with AGRY 320. It was separate from the lecture. I do not believe it ever followed along with the lecture. The semester was spent with Arabidopsis. From the plant, we extracted DNA, did PCR, did mutant analysis, etc. The whole semester led up to a final lab report for what had been done that semester. There were also some small lab assignments that needed done. The class was also serious about attendance which could have made a major impact on grades. It is also typically ran by a GTA. It was fun and I enjoyed it. There was never really any work that needed to be done outside of class and at times it let out early.
ANSC 333: Physiology of Reproduction (Jonathan Pasternak)
This was a good class. The content focused on female anatomy/physiology first, then male anatomy/physiology, then on interactions and changes to the body through hormones and development. I found the class to be interesting as there is a lot more that goes into reproduction that u think. It’s a lot of cool info thrown out, but in a manageable way. Notes can go fast n there is a lot of terms and items to pay attention to. There was also a lab portion to this class. The lab went with what we learned in lectures. It was hands-on learning and doing things. It might sound gross but we had a lab where we took fetuses from a pig uterus to weigh and look at. We also looked at pig semen under a microscope. The professor was obsessed with histology. Expect to look at many slides of different tissues and know how/why they differ, where they are from, etc. I don’t remember assignments, but there was a lab practical that involved many things. Overall, it was a fun class.
ABE 227: Biotech Lab II (Kari Clase)
This class was busy. There were lots of things that needed to be done often (oddly no true deadlines it felt like). This was the dry lab portion. After ABE 226, any DNA that was collected sufficiently was sequenced and the data came back. That’s essentially what the semester was for. With the DNA from a phage, u must make entries to find out the start/stop site of genes, gene function; BLAST the genes, gather evidence there is truly a gene, and more. There were some small assignments with deliverables. There was also a larger project that was put into the undergrad research symposium. From the DNA, a small group chose a gene and researched. A lot of busy work and nights up, but there was a final genome announcement and research went into real life.
————————————————————————
JUNIOR YEAR
HIST 33805: History of Human Rights (Rebekah Klein-Pejsova)
This class was a requirement for an upper level humanities course. This class was easy and interactive. There were some readings that had to be done outside of class, but not much else was required. U would read, then come to class, fill out a discussion, and talk. The content started back in history and moved all the way to just beyond the Holocaust. There were a couple writing assignments that were like a paragraph. The final was to write a paragraph on when u thought the history of human rights began. Again, easy and almost no work required.
BCHM 307: Biochem (Barbara Golden)
I loved this course. Dr. Golden was soft spoken but she made sure u got the info u needed. The content felt like a mix of genetics and chem. The course was biology-sided for those that hate chem. This course went back to the central dogma and such, but then included a lot of metabolism and inner workings of cells. There were parts involving the Citric acid cycle and other “basic” biology concepts that went into further explanation from a different perspective. I believe there were also hotseat/iclicker questions. If u liked biology or genetics, u should like this course, too.
BCHM 309: Biochem Lab (Orla Hart)
Just like the genetics lab, this lab did content that led up to something big at the end. The lab was spent learning basic lab technique, then focused on isolating and purifying LDH from a Bradford assay. There were lab reports/assignments, but they all help and lead to the big lab report. It was a fun time. Dr. Hart was a fantastic prof for the course as she fully knew the topic, always helped out, and had high expectations. She would also joke and talk with us. She shared about her family (she’s Irish), her cats, n more. + she would talk with you in her office, where she had Ghirardelli chocolates to eat. There was a written midterm + u are required to wear a lab coat and goggles during lab.
ANSC 311: Animal Breeding & Genetics (Donna Lofgren)
This was another class that I liked a lot. For anyone interested in this topic, it is not what u expect. The class is not punnet squares and seeing what traits u can see. This class was a lot of math. You had to find the allelic/gene frequencies, var, covariance, selection intensity, generation interval, EBV, etc. I cannot stress that this class is a lot of math (prolly 75/25 to 85/15 for math/concepts). It is, however, one of the few genetics restrictive selectives for ANSC (if I remember right). There is other content too, learning about how to breed animals, components of breeding and genetics, etc. There is a lecture and lab. The lab is when homework was intro’d and we were given time to ask questions/complete it. The lab lasted 2 hours, and usually there would be several homework problems left. There was also a large project that used a sim (mine was beef, other years used lamb/sheep). I would have to cull and breed to get better genetics, get rid of disease, etc. The better the offspring the better. This sim was paired with an arrow chart and written report. Lot of work, but a lot of fun.
ANSC 326: Applied Non-Ruminant Nutrition (John Radcliffe)
This class was boring. Unless u love animal nutrition, it’s hard for it not to be. This was like a continuation of ANSC 221, but only focused on (essentially) pigs. Once again, just learning the background/basic info for feeding animals, providing nutrients, and balancing/creating rations. Also, this class also uses a lot of Excel - more than ANSC 221. There was a final for the course, but it was only a 1/2 semester course. There may have also been a lab section, but the work typically finished quickly.
ANSC 446: Companion Animal Mgmt (Rod Allrich)
Another course with Rod. It was basically nonsense. U learned what it took to keep companion animals healthy and managed. Specific diseases/interests were looked at for animals during class + issues/problems with animal clinics, shelters, etc. There wasnt much to learn. Since it was Rod, there were no slides. Anything written could be tested. Students had to present some issue with companion animals for points twice in the semester. There was also an animal business plan due at the end of the semester. It was required to describe the location, services, employees, their benefits, etc. There were no exams, but there were his quizzes - u were provided movies to watch and write a 1-page summary/reflection on what u saw. Once u get used to Rod, his classes are some of the easiest to ever take.
MGMT 200: Intro Accounting (Terra Maienbrook)
This was my first class for my Real Estate minor. If u have taken any math class at college u should be fine. This course is an intro. U learn the accounting equation, debits, credits, depreciation, and interpreting it through balance sheets. It can get a little confusing when things are broken down further, but as long as u pay attention there shouldn’t be trouble. Just remember what debits and credits do and u should pass the course. There were assignments that helped understand what needed to be done and how the content u are learning works, but it turns into busy work later on. If u get 1 small error as ur doing ur balance sheet, then the whole problem will be wrong and it probably won’t tell u what the error is. The professor also used hotseat/iclicker for attendance, so make sure to show up. She did let u come to any section at any time and still do the attendance. Exams weren’t difficult if u pay attention and do well in lecture and homework. If u do well, the prof would even email saying that u did well.
MGMT 304: Intro to Financial Mgmt (Phil Baeza)
This class was okay. Part of it could have been it was the prof’s 2nd semester teaching here. The class was a lot of basic info for management/econ and was also a requirement for the Real Estate minor. U are taught corporate finance + the goals of it, cash flows and a bunch of math with related terms (NPV, PV, NWC, NOI, etc.) None of it was exactly difficult to figure out. The class itself wasn’t bad content-wise. Once u learned the information, it was there. There was a lot of Excel for solving problems. If u aren’t good with Excel - make that a priority. The course also had exams, but you were allowed a typed cheat sheet for each. Besides the exams, there was also a case competition (so many of these in MGMT classes). Info was gathered about a company and with a group had to decide to approve or disapprove of their loan request. Overall, not terrible, but hard to sit thru.
ANSC 303: Animal Behavior (Marisa Erasmus)
This was an interesting class to take. It was pretty fun (and I ended up as a TA, my last semester). The course is essentially psychology in animals. You learn conditioning, scientists who contributed to the study, types of interactions, and types of behaviors (maintenance, maternal, social, play, sickness, etc.) and how they are in animals. The course also has a lab section with it. The lab section is essentially to allow for time for the zoo project, although there were some labs that went to the ASREC to observe those animals. For the project u are provided an animal at the zoo to research, go to the local zoo, and observe them. When ur back you create a presentation for the research you did involving the animal and enrichment provided by the zoo. In class, there were several quizzes over lecture content plus a midterm. There were also assignments, but many of them had some involvement with the zoo. The class also had no final, but there was a final quiz. The professor did talk fast sometimes, but as long as you typed or rewrote notes later, there was no issue.
STAT 503: Stat Methods for Biology (Yan Xing)
Unsure of why, but I loved my grad level stats courses. They were much easier and fun to learn than STAT 301 (so if u hate STAT301, give 503 a try). This course basically started at the beginning. The content started with learning sample vs population, statistic vs parameter, plus sample unit, size, variables, and variable types. The course became harder as time went on, but nothing was super difficult. The topics included basic stats (mean, stdev, var, types of distributions, unions/intersection), marginal probability, tree diagrams, binomial distributions, chi-square, ANOVA, hypothesis testing, and multiple comparisons (like bonferonni). The information was always presented in a way catered to life sciences (crazy). The lectures not presented in class, but expected to be watched beforehand. I did not go to lecture, but watched the lecture videos on my own. That was enough understanding to easily pass. There were homework assignments that were due every other week. Start them sooner than later, you’ll need the time! This class was also my introduction to coding in R. I had no experience in any coding beforehand but easily got the hang of it, especially since the professor provided tutorials. It was used for every homework, basically. There were also quizzes that weren’t too difficult. The class was not easy, but it was fun.
ABE 512: Good Regulatory Practices (Keri Clase/Stephen Byrn)
This was the final class I needed to get my Biotechnology minor. It was terrible. The professors were nice, but there was no structure. The lectures were about regulatory science and dealt a lot with information from the FDA. The course went over the good and required practices required for the creation, testing, passing, and distribution of medical equipment and/or drugs. Every small detail and information that was not in lectures was required to be known. There were quizzes and assignments that all got turned in through Gradescope. The quizzes are where random information was expected to be known. The assignments were deliverables which asked some question or inquired about a part of the process and write about them. The final was a final deliverable that had to effectively be a conglomeration of the other deliverables (but not just copying and pasting). The class wasn’t hard, but very poorly set up.
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SENIOR YEAR
CSR 103: Intro to Personal Finance (Wookjae Heo)
I just needed a filler class in my schedule. I figured it could help learn some “real world” stuff that maybe I wasn’t sure about. The class was completely online with provided lecture videos. It was very easy and what would be expected. Topics went from how to manage debt and make sure you can get loans, to being informed about credit cards and insurance. All the information was easy to get through. There were writing assignments to be done basically every week. The professor would have you read a paper that 50/50 he had a part in writing, and answer questions. Some things were interactives that just needed to be completed (regardless of how well). Not a bad class. It will definitely pad your GPA - everything taught should be common knowledge.
MGMT 370: Real Estate Fundamentals (Lindsay Relihan)
This course was quite informative. It was an average level of difficulty. There was a lot of information that went into it - I mean it is a fundamentals class. Topics that were talked about included foundations of real estate, what is real estate, valuation of property, lending, time value of money, multiple financial ratios, and taxation. There were multiple assignments - some writing and others math. The writing was for discussions (5 of them) about certain papers provided or certain book chapters. The math assignments were problem sets to get done for what we had learned. They gave plenty of time to finish them. Beyond that, there was also another case study/competition. For this a company was selected and given potential locations to move to. You had to decide if it was worth it for the company to move locations.
ANSC 345: Animal Health Management (Rod Allrich)
For this class, I just needed to take another ANSC course. This class was practically the same as any other Rod Allrich course. We learned how to keep animals healthy and basically many different common diseases of animals. From his website, we would get brought to a page talking about some disease or medical problem that could potentially happen and have to write a 1-page summary/reflection. This happened each week. He still did in person quizzes with statements of fact. Once again, students had to make videos/presentations for the class to present on some problem. There was no final exam. Did not learn too much from this one, but it was a great space filler and GPA booster.
ANSC 481: Contemporary Issues in ANSC (Barry Delks)
This is essentially the final push for ANSC students. As seniors, you take this course to prepare you for the real world. Lectures were given by guests who the professor brought in. They would talk about their specific company, career, or niche and any issues they were seeing there plus how to stop them. The professor would then have groups get together to discuss ways to fix the problems and have the guest comment on what was said. There were also assignments to be done, but they were very easy. They were just things to make sure you were on track for a job and/or graduation (having a 30-sec intro, making a cover letter, redoing your resumé). Part of the class was also just attending the career fair.
STAT 512: Applied Regression Analysis (Tiantian Qin)
Like my other grad level stat course, I absolutely loved this one, too. This class was a DIST course. This class solely focused on regressions (simple linear and multiple linear regressions). Topics for the course started with the basics (terms of regression like betas, Xs, SSE, SSR, SST, and diagnostics) and moved to more difficult content (lack-of-fit-testing, global f-testing, transformations, ANOVA, marginal effect, coefficient of partial determination, multicollinearity, and more). I found the content interesting and it was fun to learn about. Nothing was too difficult and could always be asked about through office hours. There were homework assignments that corresponded with the lectures that were due every other week. Again, take the time. The course also used R coding for everything that was done. The course also had a couple exams to do. But the biggest thing was the regression project. This required a group of students to get together, find a set of data, and use it to form a regression analysis. There was a lot of coding involved, but it was fun parsing through and wrangling data.
MGMT 375: Real Estate Law (Cecelia Harper)
This course has been super personal and fun to take. This is one of my last courses for the Real Estate minor and I am glad to have taken it. The course goes over any and all laws that relate to real estate in some way. The course talked about property rights, subsurface rights, common laws, easements on land, financing/lending, prenuptial agreements and other contracts. Most grades come from exams, though. There were 3 during the semester plus the final. All exams (except the final) were open note and book. The final we were allowed a 1-page cheat sheet that was front and back. The only grades that did not come from exams were from the contracts we drafted. You create your own lease agreement and purchase agreement, then pair with someone to mesh them together for a new one of each. I think the course is particularly made tho by the professor. She is a practicing real estate lawyer who knows what she is talking about. She would set it up so the class was very personal and we each asked her questions. It was interesting because she could have stories about clients to connect things from class. She would always entertain questions. There was no extra credit, except for when she would randomly do attendance. The course structure could be changing quite a bit now, tho.
MGMT 43901: Real Estate Investment & Development (Michael Eriksen)
The other last course for my real estate minor. This class was a step away from what I thought it was going to be. This course is geared toward commercial development and the business side, as I felt. There was nothing really said about personal/residential property. The course topics included an overview of real estate, ways/types of investment, estimation of cash flows for commercial real estate and finance terms associated, providing loans/financing, the roles of a developer, and taxes. The course didn’t have many plain assignments. These were Excel files with attached questions and instructions. If you could follow the instructions you did well, plus the assignments built on each other, except the last one - this one used ARGUS software. The majority of the work was spent on a case competition (go figure lol). Students were put into groups to select a plot of land to develop for some commercial purpose and provide the financials, timeline, and reasoning for the decision. There were several required tasks to be done for this assignment, plus a presentation at the end. There was no final exam, but there were 2 midterms. You could use an excel sheet with notes throughout, tho. The professor was good. He catered to his students and asked questions about how we thought the class was going. A good class to take.
BCHM 421: R For Molecular Biosciences (Pete Pascuzzi)
I took this class because my previous classes had made me really like working in R. I took the class to continue on with that. If you do not have a basic understanding of R, it may be a slight learning curve. The class only met on Wednesday and Friday for 2 hours. There wasn’t a lecture every class, but there was usually some work to be done. All assignments were done through R and could typically be finished in the class period. If this wasn’t possible, it could usually be finished the next class. The class just showed different things in R, from graphics and data wrangling to how to process gene ontology. There were homeworks and labs, with labs being more involved. There was a midterm that was open resource and a project. The project was done at the very end with groups who put together code from previous lectures/labs to create an RShiny document. The class did have a final, again open resource, but any graduating seniors did not have to take the final. There was an opportunity for extra credit by creating an R notebook for all your notes for functions and lines of code. The professor was also nice, helpful, and willing to put in effort to match you.
ANSC 351: Meat Science (Yuan Kim)
This class is basically just biology plus some extra info for meat processing. If you have taken muscle biology (or just bio) you will do well. The class does have some busy work, tho. The first part of the class was solely muscle biology. After this, the class went into meat quality (including analysis, factors affecting quality, etc.), parts of production (packaging, freezing, heating), slaughter and that process, then into meat safety. The content was interesting to learn and easy to take in. The class did have several assignments. After every class was a lecture quiz, each week there was a reflection, and every so often there was a case study. Case studies involved reading a case and providing a response to address the cause of a problem and fix it. The whole semester, there was a project involving some topic in meat science (novel tech, meat in diet, lab-grown meat, alternatives, etc.). Groups got together at the beginning of the semester to make a decision on the topic. Then, throughout the semester, groups met with TAs, wrote drafts of a paper, critiqued other student papers, and made a presentation to show the class. Throughout the semester, you have to work 2 shifts at the butcher block or write a giant essay on a book, too. The class also required 4 exams and a final. If you showed up to every class, you were able to skip the final. Dr. Kim loves the topic and wants you to learn, but most of the grading will be done by TAs.

Monetization is allowed as long as I am credited. If you would like to change anything, please ask me.
Hey babe. How is the studying going? I hope you are not working too hard. Breaks are important, you know.
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Do you want me to help you? I can quiz you on the material.
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Anything you help you babe. Here, give me the flashcards. Ready?
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What are the four lobes of the brain?
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Correct. What makes up the central nervous system?
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Yep. The autonomic nervous system is divided into two components, what are they and what do they do?
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Correct again. What are primacy types of cells in the nervous system?
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Right. What is the function of a neuron?
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Yep. What is the function of glial cells?
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Good. What are the external features of a neuron?
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What is the function of the myelin sheath on neurons?
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You are really doing well babe. What type of glial cells form the myelin sheath in the CNS? And which glial cells form the myelin sheath in the PNS?
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You are killing it. What neurodegenerative disease is a result of damage to the myelin sheath?
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Right again. What part of the brain is last to be fully developed?
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At what age is the prefrontal cortex fully developed?
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You are going to pass this test with flying colors. What parts of the brain are affected of Alzhemier’s disease?
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What causes Alzhiemer’s disease?
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Good. What are the symptoms Alzhiemer’s disease?
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You are going to do great on your exam tomorrow. You have got this. Let’s take a break and let your brain rest.
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What’s wrong? Why do you look so panicked?
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You are not going to fail your exam. You answered every question correctly. Did you do your practice tests earlier?
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And how did you do on those?
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You passed all of them? See you are going to do well on this test. There is no need to stress yourself out babe.
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The more you study the more you are going to stress yourself out. You are going to psych yourself out and not do well on the test. Come on, let's just take a break. Your brain will thank you.
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Come on. Get out of the chair. Let’s go for a walk or we could get coffee. We could do both if you want. What do you want to do?
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You want to go back to studying? Nope. That was not one of the three options. Try again.
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[Sigh] Ok. You want to be quizzed more. Fine. What part of the brain deals with memory?
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Right, the hippocampus. And what happens to the neurons in the hippocampus if you over stress?
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Correct. They die. Stop stressing and over studying or you will kill your neurons and then you will have a harder time learning new information.
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I know the neurons in the hippocampus will grow back, but let’s not kill them in the first place.
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Where did I learn all this? From helping you study of course. I might not be a neuroscience major, but I have picked up on a few things. Plus you always fuss at me when I am cramming for a test so, I thought I would return the favor.
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Now, how about that break. Where would you like to go?
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You want to go to the coffee shop near here? Sure, let's go.
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Hey! What are you doing?
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No. No. Put the flashcards down. Now. You are not taking them with us.
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Don’t pout. Breaks are good for you. Your brain and your test score tomorrow will thank me.
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Of course you can go back to studying when we get back. I can quiz you again if you would like.
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Great, but first coffee. I’ll pay for it, but only if you promise not to think about neuroscience for the next thirty minutes. Deal?
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Deal. Alright, let’s go. Coffee awaits us.
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Thank you? For what babe?
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For helping you study and making you take breaks? Of course. I’m always here for you whatever you need. Whenever you need me I will always be there.
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I love you too babe [kiss cheek]. Even when you are being stubborn about taking breaks.

01 A Paradigm Shift Decades in the Making - Are You Ready? Go on a life-changing mission with Ben as he fights his way back from severe brain fog, fatigue & depression using strategies employed by the military, the Pentagon, & top peak performers that haven't been shared before;
You'll discover a paradigm shift decades in the making that finally puts to rest the question, why does self-help works for some, but not for others?
Why people have a hard time changing & default back to self-sabotaging behaviors
The REAL issues holding people back from becoming successful, that isn't being discussed ANYWHERE!
Why you really make excuses & how you can short-circuit this to unleash your true potential
How to upgrade your focus, energy & motivation using advanced, scientifically proven biohacks
How to reboot your brain, reimagine your life & reawaken your soul's purpose to become Unstoppable
How you compare to the more than 50,000 people we surveyed internationally & how to apply this information to your own life
The biochemical reasons we FAIL & how to diagnose these in your own life so you don't beat yourself up in the process
The problem with outdated models for treating low energy, depression, anxiety & stress & the 4 BRAND NEW models being used for success by psychologists, doctors, nutritionists & biohackers 02 Unlocking the Keys to Your Kingdom (Interactive) Next, together, we'll explore a new & profound way to track & manage your progress using a combination of neuroscience, psychology & biology in this interactive chapter to pinpoint what's TRULY holding you back;
You'll discover which one of the 4 unique Success Identity Types you are & how it impacts every facet of your life, from your energy & focus to your mood, behavior & more
Through the interactive FREE online quiz, you'll discover your biological & psychological strengths & weaknesses, that will change the way you look at peak performance foreve
The best way to uncover your self-sabotaging efforts & how to combat the tension that new goals place on your need to change.
Understand the biological & psychological symptoms of the 'Snapback Effect' & how to cut them off at the knee so you are free to succeed.
How to combat the no. 1 productivity killer, 'Decision Fatigue', so you can begin feeling more energized, focused & driven... sooner.
The single best Formula for Success & how this one model explains why so many get left behind while others skip to the head of the pack - this is your secret weapon!
Your 2 energy sources of life explained - how psychological/spiritual and biochemical energies play an equal & comprehensive role in how you feel & the type of game you play in life.
Why you can't outthink bad biochemistry by medicating with self-help and the explanation of why you may get "better"... but not necessarily "well"! 03 Under the Radar - Hack Your Emotions, Take Control of Your Energy" You'll walk away after reading this chapter thinking, "this should be taught in schools!
Discover how your emotions, thoughts & behaviors are getting hijacked by everyday influences that no one is talking about and what you can do about it
The 7 secret triggers that are blunting your brain, zapping your energy, mimicking psychological disorders, clouding your thinking & creating self-sabotaging behavior without us even realizing, including;
Medication
Food sensitivities
Nutritional deficiencies
Digestion
Hormones
Allergies
Toxins
How to use this Under The Radar model of unintended consequences to identify psychological & biological influences that knee-cap your performance
The top 7 medications that can cause everything from anxiety & depression to mood swings, aggression & even suicidal thoughts - you most likely have at least one of these in your medicine cabinet right now!
The conflicting reputation of caffeine - let's breakdown the science of whether it's helping or hindering you, you'll be surprised! 04 Fueling for Success - Upgrade Your Energy, Upgrade Your Life" Discover the connection between the need for willpower and your physical (and mental) energy levels as we look at how your body produces and consumes its energy. You'll learn;
Why applying willpower is a LOSING strategy & what to do instead
What happened when I drank pure ketone ester (a breakthrough product that's the result of 15 years of research & $60 million in funding)
History of the ketogenic diet and its effectiveness as a treatment for depression. Warning: don't do it if you have these health issues...
You & Your Mitochondria: A 10-step 'Fuel Yourself For Success' plan
The gut/brain connection broken down into easy-to-understand language
Breaking research into the gut microbiome and the key to better health, more energy, & better mood
Find out if your diet could be killing your healthy microbiome & triggering inflammation
How I linked my depression to my gut health by taking this easy to use test
Why a one-size-fits-all approach to nutrition doesn't work & the 13 factors to focus on when it comes to food & nutrition instead
Why you should consider this popular eating protocol to improve your energy, mood & focus 05 The Transformational Biohacker - Sharpening Your Mind with Nutritional Supplements We look at ways to boost your energy, reboot your brain & dial in your focus to support you on your journey of transformation into 'The Catalyst'.
How nutritional deficiencies will amplify many negative emotions, making you your own worst enemy
Discover my pick for the top six supplements that will help you reboot your body & brain as well as;
Improving your mood, concentration & memory
Boosting your energy, memory & brain health
Reduce cravings & stabilizing your energy
Maximizing your mental health & sleep
Balancing hormones, increasing immunity, & aiding in nutrient absorption 06 Enter the World of Nootropics - Improve Focus, Concentration, & Drive" I'll take you through how these brain boosting "smart drugs" can help you to feel more alert, concentrate with more ease & supercharge your energy. You'll discover;
The 4 things you MUST know before using any nootropic to sharpen your focus, concentration & drive
The difference between natural & pharmaceutically derived nootropics & why I prefer those that are naturally found in foods you already eat
How to find the right dose for emotional, cognitive & energetic regulation
My top 7 picks, that are readily available & affordable, to help optimize your health as well as;
Reduce anxiety, promote relaxation without sedation & enhance attention
Decrease stress, promote healthy mood & boost cognition
Increase focus & attention while reducing physical & mental fatigue
Support circulation and protect against cell damage
Get a complete breakdown of which nootropics you should & shouldn't be trying based on your unique Success Identity Type ( you discovered this in chapter 2)
Learn how to avoid buying into the hype so you can find what speifically works for you
My pick of the top 3 nootropic stacks for easy consumption and additional firepower & focus, including all the pros & cons for each
This is a pseudoscience free-zone, backed up with clinical & academic research 07 The Switch - Brain Training/Sleep Tracking Wearables Understand how your body & brain react to real vs perceived dangers & how your behaviors, patterns & habits are formed while exploring the latest scientifically proven wearable technology designed to reduce stress & train your brain for success. We'll dive into;
The REAL secrets to success as you learn how to reprogram your brain
Habits & Highways: How we form new behaviors & break old patterns
The 4 signs of being stuck in 'fight or flight mode' so you can cut short the impact
Discover the truth behind sleep & fitness trackers and find out just how accurate they really are
How to distinguish between the facts & the pseudoscience of their marketing campaigns
Know exactly what to look for with my Sleep& Fitness Tracker Buyers Guide so you don't get ripped off!
Be introduced to the latest in braintraining wearables that will upgrade your cognitive function while;
Providing a drug-free solution
Creating new neural highways
Reducing stress within minutes
Taming your fight/flight response
Providing a mental/emotional recharge
Make choosing the right device for you even easier with my buyers guide to the latest wearable brain training devices, all of which are less than what you paid for your smartphone 08 The Cusp of Brilliance - Advanced Strategies for Priming Your Brain Your unique biochemistry can be the key to achieving your soul's purpose & in this chapter we explore ways to align these two as we look at improving your sleep, reducing stress & helping you find calm in the chaos. We explore;
How to biohack your sleep so you wake up feeling rested & ready to go every morning;
Explore the 4 key stages of sleep & why you're most likely missing out on the MOST important one right now
My top 9 tips for increasing deep sleep to prime your brain for success
The no.1 sleep supplement to AVOID that could give you nightmares!
The basics of NLP & how you can manipulate your perception of things to make life easier & stress-less
How to neutralize negative past events using these 9 simple steps
Learn my Quickfire Visualization Technique that is used by athletes to prepare for competitions and how you can apply this advanced technique to prepare yourself to overcome any challenge as you go after your goals
Discover how you're likely to experience visualization/meditation based on our survey of over 50,000, with personalized tips on how to get started as you improve your energy, focus & mood 09 Uncovering Your Purpose - The 2 Different Types of Purpose & Why it Matters Not all purposes are created equal, but understanding yours can lead to greater optimism and a higher likelihood of achieving your goals.
Discover the 2 different types of purpose & how one of them increases inflammatory genes, while the other decreases your nervous system's response to fight/flight making you more likely to be successful. This information alone could transform your life!
The 3 reasons why people without a purpose can't find it & what you can do immediately to help uncover it
Find out if your Success Identity Type is more or less likely to achieve your goals. An understanding that will help to show you precisely what you need to focus on right now!
Get your 4 step process for uncovering your new purpose, or amplifying an existing one, so it draws you to your goals like a magnet
How to use my 5-Step Progressive Overload technique to expand your comfort zone without the risk of giving up on your goals when things start getting tough 10 Your 13 Weeks to Unstoppable Personalized Plan I share the outcomes of my own 90-day mission as we begin to look at how you can plan to overcome the stress, anxiety, depression, fatigue & more that has been holding you back from achieving your goals & living the life you were meant to.
This chapter includes a 13-week outline to plan your very own 90-day mission to biohack your way to an Unstoppable version of you!
Read other success stories from people who lost weight, regained their focus, boosted their energy & identified key triggers that had gone left unchecked for years.
Learn how to personalize your unique 13-week plan to optimize your chances of success
5 Steps to ensure you make the most out of this plan
I show you how to work within your personal budget requirements because there's no need to go out & spend money you might not have on supplements & wearables you don't specifically need.