Ministers apologise and return £7,000 in benefits to woman, 93, with dementia
Government ministers have formally apologised and repaid £7,000 to a 93-year-old woman whom they held responsible for running up benefits overpayment debts even though they were told she had dementia and was unable to manage her affairs.
The case, which the minister for disability, Mims Davies, admitted was “disturbing”, was brought to light by the Guardian as part of its investigation into carer's allowance overpayments.
The agreement to write off the debt of the 93-year-old, whom the Guardian has chosen not to name, comes as ministers have promised to try new ways of sharing information with carers to try to prevent them building up months and years of overpayments.
Read the full article on theguardian.com
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DWP confirmed that it is developing an ‘enhanced notification strategy’ to alert carer’s allowance claimants to possible overpayments
Notifications designed to encourage claimants to report changes in income and so reduce the risk of being overpaid.
As part of its policy paper, Fighting Fraud in the Welfare System: Going Further, that was published earlier this week, the Department says (at paragraph 78) -

'In carer’s allowance we are progressing an enhanced notification strategy as part of our existing commitment to improve customer engagement, building on our existing communications with customers. As part of this notification strategy we are considering all forms of targeted contact to find the most effective and efficient solution, such as exploring the use of targeted text messages or emails to alert claimants and encourage them to contact the Department when the DWP is made aware of a potential overpayment.'

The Department added -

'The new strategy will help claimants understand when they may have received an earnings-related overpayment or are at risk of doing so, and will encourage claimants to contact the DWP to meet their obligation to inform the Department of changes in their income and other relevant circumstances. This will reduce the risk of those customers being overpaid.'

Note: having expressed concern that the DWP had 'done nothing' to stop carers building up huge overpayments of benefit despite knowing what people are earning, Work and Pensions Committee Chair Stephen Timms called on the National Audit Office to investigate problems with the carer's allowance system and, in particular, its failure to prevent or rectify overpayments.
Stephen Timms has also written to Secretary for State for Work and Pensions Mel Stride highlighting concerns about the DWP's lack of progress with overpayments since the previous committee's report in 2019. Mr Timms' letter repeats the committee's recommendation that the DWP increase the rate of carer's allowance and goes on to call for the DWP to review both the amount and the cliff-edge nature of the earnings limit and for the removal of the 21-hour study rule.
For more information, see Policy paper: Fighting Fraud in the Welfare System: Going Further from gov.uk
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Carers UK has welcomed the DWP's plans, noting this is the 'minimum' they've been calling for to tackle carers' overpayments. However, Director of Policy and Public Affairs Emily Holzhausen also highlights that implementing the strategy is 'urgent', asks that the whole issue be moved out of being branded benefits fraud, and that carer's allowance be reviewed as it should be 'modernised to reflect the realities of caring'.
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DWP-commissioned research highlights how the carer’s allowance earnings threshold influences decisions about how many hours carers work
Report also makes clear that the Department was made aware three years ago that there was room to improve claimant understanding and possibly reduce mistakes leading to overpayments by improving its communications.
The research, Experiences of claiming and receiving carer’s allowance, explores how and why people claim carer's allowance; their caring roles; experiences of combining paid work and care; and how well claimants understand the rules associated with the benefit. While carried out in 2020/2021, the research has been published today against a backdrop of calls for the wholescale reform of carer's allowance as a result of evidence that claimants who have earned above the carer's allowance earnings limit have been left with large overpayments and, in some cases, prosecuted for fraud.
While the research found that many claimants in employment felt there was a practical limit to the hours they could work, with many saying it was only feasible to be working part-time due to their caring responsibilities, it also found that -

• the earnings threshold appeared to influence decisions about how many hours some people worked. Even though claimants often denied that the threshold influenced their choices, they acknowledged being mindful to stay below the threshold. One claimant felt he had to refuse shifts at work that would take him over the threshold;
• in another example, the earnings limit led a claimant to reduce her hours as her wages increased, and eventually she was working so few hours that her employer felt it was not worth employing her due to her limited availability; and
• some claimants in paid work felt they might work more hours if not for the earnings threshold, and even suggested tapering the carer’s allowance earnings rule to encourage claimants to work more.

Published on the same day that the Work and Pensions Select Committee said that there has been insufficient progress in addressing the problems with carer's allowance that it highlighted five years ago, the research makes clear that the Department has been aware of the issues for some time. For example, it highlights confusion relating to the complexity of the earnings calculation, including how deductions such as childcare expenses and pension contributions are taken account of, and whether wages can be averaged if you earn more in a particular week.
In addition, with the Chair of the Select Committee Stephen Timms having said recently that the DWP has done nothing to stop carers building up huge overpayments despite knowing what people are earning, and the Committee having called on the National Audit Office to investigate the problems with the system, the research found that -

• poor communication on the part of the DWP meant that not all of those that had been overpaid benefit were clear on the reason for the overpayment;
• some said that while they were initially notified or questioned about an overpayment there was then no follow-up from the Department; and
• when the overpayment was initially raised, several claimants felt that they were spoken to or treated by DWP as though they had intentionally committed fraud when the overpayment had been a misunderstanding.

As a result, the research says -

'... there is room to improve claimant understanding and possibly reduce mistakes leading to overpayments by improving communications around eligibility criteria. Since claimants did not engage with the detail of their benefit regularly, possibly only considering it once a year when they received their annual letter, more frequent communications may improve clarity of knowledge around carer’s allowance.'

Other key findings include that -

• most claimants cared for close relatives, with two in five caring for a child (39 per cent), a quarter caring for a spouse or partner (25 per cent), and one in five (22 per cent) caring for a parent;
• caring was a long-term and high-intensity commitment, with half of claimants (52 per cent) spending 65 or more hours caring per week and more than half (54 per cent) caring for between 5 and 20 years;
• only 16 per cent of carer's allowance claimants were currently in paid work, tending to work part- time in lower paid jobs that they were able to fit around their caring responsibilities, with most (81 per cent) working 20 hours or less a week;
• of those not currently in paid work, seven in ten (69 per cent) said this was due to their responsibilities as a carer, with other barriers including a lack of flexible working options, claimants’ own health and confidence issues; and
• there was a lag between starting caring and claiming carer's allowance, with seven in ten claimants (70 per cent) caring for 5+ years, but only 3 in 10 (34 per cent) having claimed carer's allowance for that length of time.

For more information, see Experiences of claiming and receiving carer’s allowance from gov.uk
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Almost 135,000 people currently have an outstanding carer's allowance debt, with more than £250 million owed in total, according to figures supplied by DWP Minister Paul Maynard
DWP Minister also confirms that women represent 68 per cent of those with an outstanding debt.
Responding to a written question in Parliament from Work and Pensions Committee Chair Stephen Timms, Mr Maynard said -

'As of 14 May 2024, the volume of people who have an outstanding carers allowance debt is 134,800 with a total value of £251 million. This figure represents the total stock and as such the total monetary amount may have been accrued over multiple years. Those who have an outstanding carers allowance debt may no longer be in receipt of the benefit.'

Mr Maynard added that -

'Women make up the majority of carer’s allowance claims, and this is reflected in the proportion of those with an outstanding carer’s allowance debt. As of 14 May 2024, there were 42,800 (32 per cent) males, 91,900 (68 per cent) females and 100 (less than 1 per cent) not identified, with an outstanding carer's allowance debt.'

The Minister also confirmed that, as of November 2023, there were more than 991,000 people in receipt of carer's allowance, consisting of around 271,000 (27 per cent) males and 720,000 (73 per cent) females.
Mr Maynard's written answer is available from parliament.uk
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Total value of benefit overpayments in 2023/2024 increased to almost £10 billion, representing 3.7 per cent of benefit expenditure for the year
New DWP figures also show that official error underpayments remained at around £1 billion, and that people could have claimed more than £3 billion more 'if they had provided accurate information about their circumstances'.
In Fraud and error in the benefit system: financial year 2023 to 2024 estimates, the DWP calculates how much money it overpaid or underpaid as a percentage of total benefit expenditure for the year (£266.2bn) - for benefits including universal credit, housing benefit, personal independence payment, employment and support allowance and pension credit - and how many claims were paid an incorrect amount.
Note: the statistics no longer include estimates of claimant error underpayments as these are now published separately, as confirmed in recent DWP guidance.
In relation to incorrect payment rates across all benefits for the financial year ending (FYE) 2024, the figures show that the total rate of benefit expenditure overpaid was 3.7 per cent (£9.7bn), compared with 3.6 per cent (£8.3bn) in 2022/2023. In addition, the total rate of benefit expenditure underpaid was 0.4 per cent (£1.1bn), compared with 0.5 per cent (£1.2bn) in FYE 2023.
Looking in more detail at the figures for individual benefits, the statistics include data showing that -

• for universal credit, expenditure increased to £51.9bn in 2024 with an overpayment rate of 12.4 per cent (£6.5bn) and underpayment rate of 0.3 per cent (£180m), compared to expenditure of £43.4 bn, overpayments at 12.7 per cent (£5.5bn) and underpayments at 0.6 per cent (£240m) in FYE 2023;
• for personal independence payment (PIP), the overpayment rate was at the lowest recorded level of 0.4 per cent (£90m), compared with 1.1 per cent (£200m) in FYE 2023. However, the underpayment rate went up to 0.4 per cent (£80m), from 0.3 per cent (£60m) the previous year;
• for pension credit, the overpayment rate was 9.7 per cent (£520m) in FYE 2024, compared with 6.8 per cent (£330m) in the previous year, with underpayments remaining unchanged at 0.3 per cent (£50m) for both years; and
• for housing benefit, almost £1bn (£980m) was overpaid in FYE 2024 (6.3 per cent of expenditure), compared with £860m (5.7 per cent) in 2023. Underpayments remained stable at 0.4 per cent of spending (£50m in FYE 2024 and £60m in FYE 2023).

In addition to the fraud and error statistics, the DWP has also issued Unfulfilled eligibility in the benefit system: Financial Year Ending (FYE) 2024, in line with its decision to remove claimant underpayments from its main fraud and error estimates. The new statistics set out the percentage of benefit expenditure that could have been paid to people with unfulfilled eligibility 'if they had provided the correct information', and show key findings that include -

• the unfulfilled eligibility rate for 2024 is 1.2 per cent of expenditure (£3.1bn), compared with 1.0 per cent (£2.3bn) in the previous year; and
• universal credit, PIP and disability living allowance (DLA) account for around three-quarters of the total value of unfulfilled eligibility (at £730m, £870m and £750m respectively in FYE 2024).

The DWP highlighted that -

'PIP has the second highest unfulfilled eligibility rate [4 per cent] of all benefits and fairly high expenditure [£21.6bn], so due to this combination, PIP accounts for around one-quarter of total unfulfilled eligibility in FYE 2024. DLA has the highest unfulfilled eligibility rate [11.1 per cent] but relatively low expenditure [£6.8m], so even though its rate is higher than PIP, it accounts for a similar amount of total unfulfilled eligibility in FYE 2024. Universal credit has a lower unfulfilled eligibility rate than DLA and PIP [1.4 per cent] but its high expenditure means that it also accounts for a similar amount of total unfulfilled eligibility in FYE 2024.'

For more information, see Fraud and error in the benefit system: financial year 2023 to 2024 estimates and Unfulfilled eligibility in the benefit system: financial year 2023 to 2024 estimates from gov.uk
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Work and Pensions Secretary Mel Stride has set out the DWP's plans to scale up its 'fight against fraudsters'
New measures include using machine learning to detect and prevent fraudulent claims, as well as introducing a new Bill to enable benefit fraud to be treated like tax fraud.
Issuing a written statement in the House of Commons on 13th May, Mr Stride said -

'In the continued fight against fraud, today the Government will publish a new paper setting out the progress we have made in tackling fraud and error in the welfare system - Fighting Fraud in the Welfare System: Going Further. The paper sets out the progress we have made in delivering the commitments in the Government's 2022 command paper Fighting Fraud in the Welfare System and it demonstrates where we are going further to protect taxpayers’ money from fraudsters.'

Highlighting that the Data Protection and Digital Information Bill, currently before Parliament, will enable the Department to work with third parties such as banks to identify claims that signal potential fraud and error, Mr Stride says that the new measures being introduced include -

• bringing forward a new Fraud Bill in the next parliament to treat benefit fraud like tax fraud, by providing for the ability to make arrests and conduct searches and seizures by warrant;
• exploring a new civil penalty to punish fraudsters, potentially broadening the scope of cases that can receive a penalty when the courts are not prosecuting, and increasing the value of the civil penalty;
• tripling the size of the Targeted Case Review programme to reach almost 6,000 staff with the aim of saving £6.6 billion by 2027/2028; and
• making changes to universal credit including new partly automated checks on self-employed income, new online prompts for claimants to re-declare their circumstances (such as if they have moved in with a partner), and increasing checks on capital when people claim the benefit to ensure they are eligible.

Note: the Department confirms that final decisions on accepting or stopping a claim will, however, continue to be made by a member of DWP staff.
For more information, see DWP updates Fraud Plan from gov.uk
In response to the above article the Disability News Service reported that the government's fraud policy paper ignores coroner’s concerns over review of disabled woman’s universal credit claim. Read the DNS article on disabilitynewsservice.com
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Less than half of legacy benefit claimants who were sent a migration notice between July 2022 and March 2024 have made a claim for universal credit, according to new figures from the DWP
However, new DWP statistics also show that 60 per cent of households that claimed universal credit have been awarded transitional protection.
In Completing the move to Universal Credit: statistics related to the move of households claiming Tax Credits and DWP benefits to Universal Credit: data to end of March 2024, the DWP sets out figures for the period since July 2022, noting that -

'In the period covered by this bulletin, the vast majority of migration notices have been sent to tax credit households whose likelihood of claiming universal credit and receiving transitional protection may be different from DWP legacy benefit claimants, the majority of whom had not yet been sent a migration notice in the period covered in this bulletin.'

The statistics include that -

• a total of 824,050 individuals (in 540,070 households) were sent migration notices up to March 2024 - up by around 300,000 and 200,000 respectively compared to the totals for December 2023;
• a total of 400,940 individuals (49 per cent of those sent migration notices), living in 275,980 households, have made a claim for universal credit;
• of households that have claimed universal credit, 166,860 (60 per cent) have been awarded transitional protection;
• a total of 238,990 individuals who were sent migration notices are still going through the managed migration process; and
• a total of 184,120 individuals who were sent migration notices have had their legacy benefit claims closed.

Move to Universal Credit statistics, July 2022 to March 2024 is available from gov.uk
Note: the DWP has also published Universal Credit statistics, 29 April 2013 to 11 April 2024­ which show that there were 6.7 million people on universal credit in April 2024 (300,000 more than the 6.4 million in January 2024) and that half of households on universal credit that received a payment in February 2024 included children.
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Department for Communities also confirms that claimants in receipt of other legacy benefits will be issued with migration notices 'in the coming months'
The Department for Communities (DfC) has confirmed that the 'Move to UC' rollout in Northern Ireland has expanded this week to include people receiving tax credits along with housing benefit.
Announcing the expansion of the process, Deputy Secretary of Work and Health at the DfC Paddy Rooney said -

'We continue to take a measured and carefully managed approach to migrating legacy benefit recipients to universal credit. We have already successfully completed issuing migration notices to tax credit only recipients and we will continue to take every step possible to ensure that everyone receives the help and support they need during this next phase of Move to UC.'

The Department also confirmed that once it has issued migration notices to all those receiving tax credits with housing benefit, the following groups will be contacted in this order -

• people claiming income support;
• people claiming housing benefit only, and those claiming child tax credit with income-related employment and support allowance (ESA); and
• people claiming income-based jobseeker's allowance.

In relation to the bringing forward of managed migration for ESA and ESA/housing benefit claimants in Great Britain, announced by the Prime Minister on 19 April 2024, the DfC says that it is working to assess the impact of this on the region. It also confirms that it will align with the DWP's aim to complete the migration of legacy benefit claimants to universal credit by March 2025.
For more information, see Tax credit with housing benefit recipients next to 'Move to UC' and Rollout of Universal Credit for Tax Credit and Legacy Benefit customers - screening from ni.gov.uk
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57,000 adverse universal credit sanction decisions were made in January 2024, according to new DWP statistics
DWP statistics also highlight that around 95 per cent of decisions are as a result of failure to attend or participate in a mandatory interview.
In Benefit sanctions statistics to February 2024, the DWP reports on both the rate and duration of sanctions for universal credit claimants who are in conditionality regimes where they be applied.
Key findings include that -

• in February 2024, 30.1 per cent of claimants were in conditionality regimes that were subject to sanctions and, of these, 6.52 per cent were sanctioned - down 0.64 percentage points from the previous quarter;
• over the last year, 94.9 per cent of adverse sanction decisions were for failure to attend or participate in a mandatory interview; and
• in February 2024, there were 20,000 completed sanctions in the 4 weeks to 13 weeks sanction duration band, 4,800 in the over 13 weeks to 26 weeks duration band, and 4,000 of over 26 weeks duration.

In addition, while the total number of claimants in conditionality regimes where sanctions can be applied has remained largely stable since May 2022 (currently at 1.95 million), the total number of adverse sanction decisions stood at 57,000 in January 2024, the highest since March 2022.
The DWP notes that -

'Comparisons with universal credit prior to February 2024 ... should not be made. This is because the data sources, methodology and rules of the benefits differ from those used for universal credit currently.'

However, it adds that, following the reinstated duration measures and rate methodology improvements, the data is now determined stable and fit for purpose and, as of May 2024, it is published under the 'Official Statistics' label as opposed to 'in development'.
For more information, see Benefit sanctions statistics to February 2024 from gov.uk
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DWP has admitted missing multiple opportunities to record the 'vulnerability' of a disabled woman whose death was later linked by a coroner to failings at the heart of its UC system
The Disability News Service reported on the case of Nazerine (known as Naz) Anderson, from Melton Mowbray, who died of an overdose in June last year, after receiving a UC review notice.
According to a prevention of future deaths (PFD) report sent to the department by coroner Fiona Butler, the DWP missed six opportunities to record Anderson’s “vulnerability” on its IT system while it was reviewing her universal credit claim, and had failed to act on the mental distress she showed in phone calls about her claim. It also repeatedly failed to act on requests to direct its telephone calls and letters to her daughter.
The DWP admits multiple universal credit failures before disabled woman’s death article is available on disabilitynewsservice.com
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Number of emergency food parcels distributed across the UK by the Trussell Trust has increased by 90 per cent over the past five years
Food charity reports that it distributed more than three million parcels last year, with more than a million of them going to children.
In Emergency food parcel distribution in the UK: April 2023 - March 2024, the Trust says that it distributed 3,121,404 food parcels, the most parcels that it has ever distributed in a financial year, representing a four per cent increase on last year's record-breaking numbers for 2022/2023 and a 94 per cent increase since 2018/2019.
The charity also highlights that the number of parcels provided to children has continued to rise, exceeding 1.1 million in 2023/2024, and that food bank support is provided disproportionately to children, compared to the proportion of children in the UK population. In addition, it notes that pension age households are increasingly likely to need to use a food bank, with food bank support for these households having more than quadrupled between 2018/2019 and 2023/2024 (an increase of 345 per cent), compared to an 81 per cent rise amongst households without someone of pension age.
Also sharing statistics on the reason for referral for an emergency food parcel - which include health, benefit issues, work hour changes, insecure housing, changes in personal circumstances, immigration status and domestic abuse, as well as income and debt levels - the Trussell Trust says -

'Across all households the most common reason for referral was due to issues with income and debt levels. The vital role of the social security system in driving these trends is clear from the fact that the majority (78 per cent) of people referred to food banks were reported to solely have income from the social security system, with a further 8 per cent having earned income as well as income from social security.'

Trussell Trust Chief Executive Emma Revie said -

'It’s 2024 and we’re facing historically high levels of food bank need. As a society, we cannot allow this to continue. We must not let food banks become the new norm ... A supportive social security system is the bedrock on which we end hunger for good. Building on this, we need much more effective employment and financial support for parents, carers and disabled people, and action to ensure everyone can have the security we all need to access opportunities and have hope for the future, through more secure and flexible jobs and investment in social housing. Food banks are not the answer. They will be there to support people as long as they are needed, but our political leaders must take bold action to build a future where everyone has enough money to afford the life’s essentials. The time to act is now.'

For more information, see End of Year Stats from trusselltrust.org
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Employment Minister Jo Churchill has provided a House of Lords Select Committee with an undertaking that the administrative earnings threshold (AET) in universal credit will not be increased again without a 'sound evidence base'
However, Minister's evidence to Lords Committee fails to address its dissatisfaction with DWP's explanation for not publishing robust evidence to support previous increases in the threshold.
Further to the Lords Secondary Legislation Scrutiny Committee's report on new regulations that implemented a further increase in the AET from 13 May 2024 - that criticised the ‘inexplicable’ lack of data evaluating previous increases in the threshold in September 2022 and January 2023 - the Committee held a one-off evidence session yesterday to question the Minister and DWP officials.
Introducing the session, Committee Chair Lord Hunt acknowledged that the DWP had agreed to share its informal findings supporting its AET policy. However Lord Hunt added that -

'... similar, no doubt to the material that the Social Security Advisory Committee saw but correctly declined, if information is not available to the House and the public, then we feel unable to consider it either.'

The Committee then questioned the Minister about the Department's failure to publish evidence providing an assessment of the impact of increasing the AET either before or after implementing the change.
In response, Ms Churchill highlighted that the Department did publish a randomised controlled trial evaluation in 2018 providing the highest level of evidence on the impacts of increased in-work conditionality that Ministers have had sight of. When challenged that this evidence is somewhat outdated and 'a bit threadbare' - as it has been relied on for three increases in the AET - Ms Churchill indicated that Ministers also had early sight of unpublished research (a Regression Discontinuity Design (RDD) study) that compares the experiences of claimants who are just below and just above the AET.
When pressed on the expected publication dates for this and further evidence, Mr Churchill said -

'I have asked for [the RDD study] to be available as soon as it can be, and the date I was given was spring 2024 ... I would like it out the door as soon as possible, so you have more data ... RDD is the next piece, the next building block and then, the longitudinal study will come through in 2025.'

Concluding the session with a final question, Lord Hunt, speaking on behalf of the whole Committee, said -

'... we're looking for an undertaking from you, not to further expand the cohort until the Department can publish robust evidence of its effects. Are you able to give us that undertaking?

Ms Churchill responded -

'So are you alluding to us holding 15 hours or with this latest laying at 18? Because I could certainly say to you, I think with all confidence that at 18, we want to understand the iterations and make sure that we've got a sound evidence base from there.'

NB - the increase in the AET in January 2023 was based, for individuals, on the equivalent of them working 15 hours per week at the National Living Wage, and this week's increase to the equivalent of them working 18 hours per week.
Despite welcoming the Minister's reply, Lord Hunt went on to say -

'... we accept your undertaking, except we are still as dissatisfied as we were because you haven't provided, in the view of the Committee, sufficient explanation yet. We are awaiting this robust evidence, which I think that we now expect in June 2024.'

The evidence session Regulations to increase the Administrative Earnings Threshold (Legislative scrutiny) is available from parliament.tv
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Work and Pensions Select Committee has called on the government to bring forward proposals to compensate women born in the 1950s who suffered as a result of the DWP's communication failures when their pension age was increased, and asks that it does so in the current parliamentary session
Committee chair highlights lengthy delay and urgency for affected women and calls on government to act on Parliamentary Ombudsman recommendations before summer recess.
Writing to Secretary of State for Work and Pensions Mel Stride, Committee Chair Stephen Timms requests government support for 'urgent action' following the Parliamentary Ombudsman's final report in March 2024 which recommended a remedy based on level 4 of its severity of injustice scale, putting awards at between £1,000 and £2,950.
Mr Timms says that the Committee does not seek to question the Ombudsman's proposal for compensation at level 4, but instead has focused on what a remedy may look like -

'The evidence we received indicated support for a rules-based system. This would be a system where payments would be adjusted within a range (based on the PHSO’s severity of injustice scale) to reflect the extent of change in the individual’s State Pension age and the notice of the change which the individual received. This would mean that the less notice you had of the change and the bigger the change in your SPA, the higher the payment you would receive. While not perfect, the advantages of such a system are that it would be: quick to administer; applying known data to a formula to determine the amount due; and relatively inexpensive (compared to a more bespoke system).'

The Committee's recommendation also includes some flexibility for individuals to make the case for further compensation in the event that they have experienced direct financial loss, for example where a woman whose divorce settlement was less than it would have been because it was based on the expectation that she would receive her state pension at 60.
Mr Timms also asks the government to consider -

'... the need for urgent action, given that the Ombudsman started to look at this issue in 2018 and that every 13 minutes a woman born in the 1950s dies ... Implementing a remedy will need parliamentary time, financial resources, and the data and technical systems only available to your department. It cannot happen without government support. We would ask you to bring forward proposals for a remedy by the summer recess.'

Mr Timms' letter to the Secretary of State for Work and Pensions is available from parliament.uk
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CSS: body { font-family: Arial, sans-serif; background-color: #7074A0; margin: 0; padding: 0; } .container { max-width: 800px; margin: 2rem auto; background: #D5D5D5; padding: 2rem; box-shadow: 0 0 10px rgba(0, 0, 0, 0.1); border-radius: 10px; } h1 { text-align: center; color: #333; } .form-group { margin-bottom: 1.5rem; } label { font-weight: bold; } select, input[type="checkbox"], button { width: 100%; padding: 0.5rem; margin-top: 0.5rem; border: 1px solid #ccc; border-radius: 5px; box-sizing: border-box; } button { background-color: #2C3055; color: white; font-weight: bold; cursor: pointer; transition: background-color 0.3s; } button:hover { background-color: #008080; } #recommendationResult { margin-top: 1.5rem; font-weight: bold; } HTML:          
 
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Bit of a far fetched thing, but since I’ve started Vyvanse I’ve been getting hypothyroid symptoms and recently tested for normal levels besides one being in the subclinical range. Leading to the doctor to presume “subclinical-hypothyroidism”
Has anyone had this experience where the meds were messing with your thyroid production, it’s strange to me but I don’t believe I had any issues with my thyroid before especially given what the current side effects are.
It’s quite disheartening because Vyvanse has really helped me in other ways but would switching to any of the other stimulants have less of an effect on it messing with my thyroid? Or has anyone switched and had say Ritalin or dex IR stop the fluctuating thyroid levels?
It seems a bit rich that all of a sudden I’m having thyroid issues or it was already messed up previously because as I’m aware it’s never been a problem in the past prior to started treatment which leads me to suspect Vyvanse.
Symptoms; (common/uncommon side effects but as a whole point towards something else)

• dry course hair, alopecia, diffuse thinning and eyebrow hair loss (typically a sign of hypo)
  
• difficulty sleeping/nightmares (consistently)
  
• cold sensitivity (especially in the hands)
  
• no consistency day to day on meds (despite being strict w/ diet and supplementation)
  
• fatigue. Muscle/joint soreness (sporadically)
  
• tend to wake up w/ a puffy face/sinus pressure.
  

If anyone has had any experience with these issues, or your thyroid was messing up during ADHD treatment I’d love to hear from you!
Edit: (this is a repost here as I didn’t get any answers on another sub)
I started on 20mg and increased to 30mg at 1 month and have stayed there since.
I understand this isn’t a cure all, and it does come down to working on these things myself. But the main point is I believe it’s effecting my immune system, and 3 months in it’s gotten worse in those particular areas, like the focus of the post being thyroid TSH rising and was wondering if someone in here had experienced this or become diagnosed w/“subclinical-hypothyroidism”, or at least the same side effects that could mimic it. If it’s not common with anyone in the community I guess it shows it could be either a variable of the meds affecting me individually based on my own physiology or is unrelated entirely and is an underlying issue.

“The room feels cold as ice creeps into my veins. Nothing seems to make sense as my vision blurs and swirls into a cacophony of blues and golds. ‘Oli? Oli are you alright?!’ I think I hear someone call out to me as my body goes limp and plops onto the scratchy carpet flooring. I can’t seem to recognize who it is that’s speaking though. I go to a world that’s devoid of darkness and lacks nothing but fear. It’s a strange sense of belonging I really strive for after feeling left alone for so long.”
“What is this feeling of loneliness?” Dr. Andrews asks after sitting through my two pages of drivel. “Well when you asked me to put myself into a story I figured it wouldn’t do me any good to leave things out.” “I appreciate that, it helps me understand what’s on your mind more clearly. I think it’s important to dissect this as we go and possibly focus on individual concerns as we progress.” He was looking over his large clear framed glasses as he picked my brain. It feels like that too. “I think the break up still has a lot to do with it. I haven’t felt quite like me since. I sometimes go through half the day when I finally realize I haven’t spoken a single word. When I do go to say something the voice I hear isn’t mine. I mean, it’s me but it doesn’t sound right to my ears. Like repeating the word porridge or square over and over. Eventually they don’t even feel like real words. That’s how my whole world has felt lately.”
“The end of a relationship can be a very draining experience. It’s perfectly okay to allow yourself to feel through it as you need to.” I let out a slight scoff. “It ‘feels’ like I need to let myself stop feeling for a while.” Doc looks down at his notes and scribbles something else down in there, I’d love to see all of those, find out how twisted and fucked he really thinks I am. “How about the notion of a world full of everything but fear?” “Well I used to think there’s only two real emotions. Love and fear. They both push people to the farthest of ledges and sometimes even can make them jump off. I say used to because I get now that those are just the extremes. There’s a spectrum in between those two things still. That terrifies me. I think a world where we get rid of one would be a lot simpler.”
That damn pencil scribbles something on the page again. I’m not sure if I should hate that or the man holding it. He looks up and calmly begins the conversation again, “I think it’d be much more meaningless as well. With nothing to fear maybe there’d be nothing to love? With no sadness nothing to be joyful towards.” “Yeah, and maybe I’d finally be able to just exist.” “I don’t think you’re giving yourself enough credit. You exist here, proof of that being the fear you feel. If you have that then that means the other side of the scale is waiting for you too.” It makes me angry that what he’s saying makes so much damn sense. Even angrier that he’s using my logic against me to solidify that.
“So what do I do?” I really do want to know the answer to this, but don’t really expect a clear one. “Give yourself up.” He states clearly and smoothly. “I wasn’t expecting a guide book but what is that supposed to mean?” “If you don’t feel like you, maybe you should give that up and find who you are. Are you chasing something that isn’t yours to chase? There are other options.” This feels like a solid departure from the usual, he’s never been so concise with his advice. It had always felt open ended before. “Did you have something in mind? It kinda seems like you do.” He pushes his glasses up on his face as he lets out a hefty chuckle, “Who’s supposed to be reading people here? Me or you?” I’m not feeling right here, this is nothing like the manner he’d carried for our 3 months of sessions before. “I do actually have a slight suggestion. It’s not what I recommend often but I think you’d be a perfect candidate for it.”
He stands up and moves over to the cabinet that sits below the painting of a ship on a rolling ocean and the monstrous creature trying to swallow it into the depths. He pulls some keys out of his pocket and jiggles them into place. Once inside he muddles through some prescription bottles and tonics. Reaching into the far back to grab a single vial colored pale blue. He brings it with him back to his seat and crosses his legs, “This may help.” He twists open the vial and removes a single tablet. Reaching over he drops it into my hand. It’s slightly warm to the touch, it doesn’t really look like a tablet holding it up close. Almost like a small stone or scale. It’s jagged and more of a misshapen oval. Shimmering gold with the sunlight streaming in from the window behind me.
“Yeah, okay. What is this?” I ask with obvious amounts of skepticism. “It’s an experimental treatment I’ve been shown recently. I actually took it myself. One time and you’ll see the world you want to see.” “Right.. So what is this like a fancy new mushroom?” “Something like that.” He says with no clear expression on. “I mean, alright, can’t make things any worse right?” I pop the pearl-like piece into my mouth and swallow it dry. Almost immediately it makes me feel warm from the inside out. Swarmed with a sense of euphoria and bliss I haven’t felt for a long time. The colors in the room seem to shift. Everything gets brighter and starts swimming in front of my eyes. The portrait of the sea began to actually tread along and the tentacled beast succeeds in pulling in its prey. The walls smile at me like old friends and greet me in tongues I shouldn’t be able to understand. Sunlight warms me from behind while love warms me from inside. It’s here I finally ask myself, love for what? “What did you just give me?” I sort of slur out, I don’t sound right to myself. “Something to open your mind and your heart to the world beyond and a glimpse of what it offers. Only the glimpse is all you’ll be able to see.”
When he says this the sun behind me goes cold, sending a shiver through my body. I hear the window shatter and what seems to be the writhing of something coming inside. My muscles won’t respond as I’m trying to scream at them to turn around. All I can see is Doc standing before falling to his knees and bowing his head. The room feels cold as ice creeps into my veins. Nothing seems to make sense as my vision blurs and swirls into a cacophony of blues and golds. ‘Oli? Oli are you alright?!’ I think I hear someone call out to me as my body goes limp and plops onto the scratchy carpet flooring. Why can’t I remember that voice?

Hi everyone,
I wanted to share with you my response to the introduction found in the only edition of Use of the Self currently in print. I believe it's a rather misleading intro to FM Alexander's work, so I'm sharing this in the hope that I can help clear up misconceptions people may have about the Alexander Technique, not derived only from Anthony Kingsley, but many bland blog posts one tends to encounter when researching the Alexander Technique. That said, this is not intended to be an introduction of its own, but rather something experienced students, teachers, and anyone enthusiastically learning the Technique may find useful. In the tradition of Alexander himself, I've included extensive footnotes, some painfully long. I'm happy to answer any questions or otherwise discuss what I've written. Understand these are my own interpretations and opinions about what some call "the work," so take them as you will. I've taken lessons for a number of years and currently am training as a teacher, so my view of the Technique is based on these experiences, as well as my interpretations of Alexander's writings. Some of these interpretations you may object to, but I hope you find my arguments reasonable.
Response to Anthony Kingsley's Introduction to The Use of the Self
The Use of the Self may be FM Alexander's most important work, since it contains his own account of how he developed what is now called the Alexander Technique. While Alexander's other volumes are available from Mouritz, the only edition of The Use of the Self currently in print is published by Orion Spring. This edition replaces the philosopher John Dewey's introduction—which praises the technique's "genuinely scientific character"—with one by the contemporary teacher Anthony Kingsley, who is heralded on the book's front cover as a "leading Alexander Technique teacher." Therefore it is probable that many readers' first impressions of the Alexander Technique will be framed by Mr. Kingsley's opinions. I submit this is problematic, since his introduction is in my view contradictory to fundamental principles of the Alexander Technique. I write this response to address the introduction's two most dire faults: Kingsley's misrepresentation of the concepts inhibition and direction, and his dismissal of the concept of the primary control. I'll begin with the second, since it is a more straightforward error.
Primary Control
Kingsley opens his paragraphs on the primary control with the opinion that the concept should be "recast," then describes Alexander's definition of the primary control as a "particular relationship of his head, neck and back [that] acted as a master reflex that conditioned his whole organism." Then he discards this definition, claiming the head-neck-back relativity should instead be "regarded as an indicator[sic] of overall health rather than an area considered in isolation." He concedes the "region of the neck and back is a [...] barometer of our state of being," but concludes that "no single element is actually primary," since our eyes, breath, digestive system, and all other psychophysical elements are "simultaneous and interdependent" and also like barometers. Finally, he reveals his "recast" of the primary control, defining it as "the unknown and unseen self-righting and self-healing mechanism that can be restored and vitalized."
In sum, Mr. Kingsley has presented the primary control—which Alexander wrote extensively about and considered central to his technique—with an ill-defined mystical force which, accordingly, Alexander must have unwittingly stumbled upon and mistaken for a certain relativity of the head, neck and back.
Ironically, it is in The Use of the Self where Alexander wrote of discovering the necessity to first free his neck in seeking a better condition for his vocal apparatus, since that was the sine qua non of taking his head forward and up, of widening the back, and so forth, which are in turn the necessary conditions of freedom and stability in the limbs. This is the genesis of Alexander's use of the word "primary" in describing the head-neck-back relationship, and in my experience, as in Alexander's, it holds true: the sequence of directions given to oneself matters greatly, since tense feet, for example, can hardly flatten on the floor if the head is taken back and down, whereas the head can be taken "forward and up"1 to a fine degree even if there is tension in the lower extremities, particularly while sitting. Further, and maybe most significantly, the relativity of the head-neck-back rarely need change during any manner of activity, whereas the arms and legs are constantly bending, rising, stretching, and so on. Small wonder Alexander considered this relativity primary.
Of course, Kingsley is not wrong to point out the interdependence of all processes in the body. It is certainly true that undue tension in the feet creates a downward pull on the head, neck and back. Yet what is crucial to understand here is that in the context of learning and teaching the Alexander Technique, the primary control is an indispensable concept. It instructs the pupil to guide his or her attention through the body in the sequence most fit to facilitate proper relativity of all the parts, and it names succinctly that natural, visible, dynamic yet enduring relativity of the head, neck and back observable in little children and animals as well as many great musicians and athletes. Thus Kingsley discards a practical concept in favor of a truism about "interdependence;" and so we come to his second, graver error.
Direction
Here it begins to seem that what Kingsley writes of in his introduction is not the Alexander Technique at all, but in fact the Kingsley Technique, since he has redefined not only the primary control, but two other conceptual pillars of the technique: inhibition and direction.
First, he takes aim at direction, neglecting to elucidate Alexander's own definition of the concept before setting out the axiom that "aiming for postural improvements using postural directions leads to a bodymind[sic] attitude of effort and trying, which simply reinforces the problem." Dismissing as superfluous all "ideas and images about heads, necks and backs," he declares that "the trying[sic] self is the obstacle, and the shift towards a non-trying[sic] self is the solution." Finally, he offers his own definition of the directions as "the natural flow of energy and vibrancy that exists within the organism," directions which are interfered with "when we are in a condition of stress and reactivity."
Here, again, Kingsley takes a practical concept which Alexander developed based on careful observation of his own muscular action, and replaces it with a kind of mystical or spiritual phenomenon which, implicitly, only the initiated can perceive.2 Thus the famous directions are not, as Alexander described repeatedly, a series of mental orders or intentions projected to oneself before and during muscular activity along lines one has reasoned out in advance, but a "natural flow of energy and vibrancy"—just as the primary control is not, as Alexander saw it, a concrete, observable relativity of the head, neck and back, but an "unknown and unseen self-righting and self-healing mechanism." These pseudo-spiritual definitions do a massive disservice to neophyte readers, and reveal Kingsley's muddled seeing in relation to the central problem addressed by the Alexander Technique: how to shed habit and coordinate the bodymind through reasoned conception and conscious awareness.
But for a moment let us leave aside direction, since a subtler and more misleading error still lurks in Kingsley's presentation: his dismissal of conception itself. He explicitly warns that "ideas, concepts and cognitive efforts reinforce the very mental instrument that is the problem in the first place," he advises us to simply trust that "the prevention or inhibition[sic] of reaction, maintains or liberates this stream of energy [or direction] in the body."
To understand Kingsley's error, we must return to Alexander. In Man's Supreme Inheritance, Alexander sets out four stages to the "performance of any muscular action by conscious guidance and control:"

1. The conception of the movement required;
2. The inhibition of erroneous preconceived ideas which subconsciously suggest the manner in which the movement or series of movements should be performed;
3. The new and conscious mental orders which will set in motion the muscular mechanism essential to the correct performance of the action;
4. The movements (contractions and expansions) of the muscles which carry out the mental orders.

Alexander considered "conception of the movement required" the very first stage in his technique, to precede even inhibition. Thus he made clear, if indirectly, that in the context of his technique, clear conception is essential to achieving a desired end. Incidentally, this is a fact any competent artist can attest to; if a composition is not unambiguously understood and organized within one's memory, it cannot be brought to fruition. Even the most simple act, such as extending one's arm to grasp a nearby object, requires a detailed conception of distance, weight, strength, and so forth; if the object turns out to be heavier than expected, the conception of these variables and their relation to one another, and hence the muscular action, must change. This is direction in action, albeit subconscious.
Yet Kingsley belittles conception, instead leaning on concepts like "ease," "letting go" "acceptance," and the like. He is not alone in this among teachers, but in my opinion, they overlook the influence of what Alexander termed "erroneous beliefs," a concept closely related to that of "unreliable sensory appreciation." Both could be read in the spiritual lexicon alongside "letting go," etc.; but that would place their referent outside the realm of what words and concepts can describe. On the contrary, Alexander was pointing to something concrete and empirically observable: to errors of spatio-motor perception able to be observed phenomenologically and in other people's behavior; not to transcendent truths about observation itself. Thus the classic example of an Alexandrian "erroneous belief" is a person who raises their arm and believes their shoulder has remained still when it has not. The key for the pupil in this instance is to gain an accurate conception5 of their own muscular action, in reference to bodily sensations; not to simply "let go" or "do nothing."3 And this conception must come about through active tutelage—e.g. Alexander Technique lessons—or, dare I say, the way Alexander himself did it: by reasoned experimentation, conceiving hypotheses based on careful register and analysis of his own sensations, and also by watching the behavior of others. John Dewey called the technique scientific for a reason.
All of this is not to understate the importance of concepts like "release" and "effortlessness," including in the context of the Alexander Technique. Seeing more or less what is meant by them is doubtless the key to mastery of all activities, all practices, all techniques. Yet those spiritual concepts should not blot out the very concrete technique Alexander developed for improving what he called "the use of the self:" that coordination of the muscular system, achieved through conscious reason, which influences for better or worse the functioning of the whole organism.4
Inhibition
So much for direction. What about inhibition? Under the heading "Inhibition and Non-Doing," Kingsley describes Alexander's understanding of inhibition as "an artificial pause between stimulus and reaction," after which he could "give directions to himself." Then he lays down the gauntlet, stating that in the "real world […] life does not offer us the choice to inhibit:" since according to neuroscience research, "neural reactions take milliseconds and are faster than conscious thought processes." In other words, "we either react to the stimulus, or not." So, with inhibition proven impossible, Kingsley is left with no choice but to "reformulate" another of Alexander's concepts, offering us a supposedly scientifically enlightened6 view that inhibition is really "a quality of non-doing[sic] that needs to be already available in the organism before the receipt of a stimulus." This is "a way of being[sic] rather than a way of doing[sic]."
This Kingsleyan inhibition turns out to be the essence of the technique, since it is this very "condition of non-doing[sic]" the teacher is supposed to transmit, through a touch Kingsley describes as "a dance of poetry and a symphony of silence." With it, the teacher imparts a "deep sense of acceptance" by which "change emerges in the pupil."7 He goes on to compare the Alexander Technique to "Zen Buddhism, mindfulness and the philosophy of non-duality," identifying the uniqueness of the Alexander Technique in "the transmission of immediate experience." In fact, there is no Alexander Technique as such, but only inhibition:
The Chinese Tao has a concept of Wu Wei[sic], which translates as surrendering to the effortless flow of life[sic], or non-doing[sic] action. Ultimately, the Alexander Technique needs to reinvent itself and relinquish the Technique. The Alexander Teacher really teaches nothing[sic!]. But this nothing or emptiness is in fact the deepest essence of being and the fullness of life. Like grace, it drops onto us and into us when the conditions are ripe.
The problem is that Alexander's own writings indicate that inhibition is not a "quality," a "condition," or a "surrendering to the effortless flow of life." On the contrary, according to Universal Constant in Living, it is "the act of refusing to respond to the primary desire to gain an end, [which] becomes the act of responding (volitionary act) to the conscious reasoned desire to employ the means whereby that end may be gained." As clear as day: inhibition is an action in response to the stimulus of conscious desire: a conscious, continuing refusal to do a thing the way one normally does it. Alexander saw that this inhibitory act had to precede in every instance any attempt to change his habits. Everyone is well familiar with the inhibitory act. The act of not indulging an immediate desire, however small, is it. So, inhibition is not an "artificial pause," but a phenomenologically observable process within the organism, a process that can be made habitual through practice. It is no more abstract and transcendent than blinking or moving one's finger.7
Here Kingsley again takes something ordinary and concrete and makes it mystical, going so far as to "relinquish the Technique." The trouble is that there is a good reason the Alexander Technique came to be known as such. A technique is a skillful way of doing something; a mental tool; a procedure. Ways of doing can be found everywhere: techniques for dance, for romance, for healing, even for attaining nirvana or enlightenment. Each has a goal in mind and is based on what worked in the past; each resorts to concepts to explain itself; each prescribes action, or doing something a certain way. Yet Kingsley dismisses the idea of doing anything at all. Equating the Alexander Technique with "nothing," he tosses out the concepts Alexander spent decades refining, when Alexander's genius was precisely to conceive a useful, coherent way of doing things through patient observation of the phenomena he termed inhibition, direction, primary control, and the rest.
So, the technique may encompass all the acts of living, but it is still a technique. Alexander often used the term "procedure" to describe it, and I think procedure is as apt a word as any to describe the application of his technique to the acts of living. He constantly stressed the technique's sequential, stepwise nature and recorded countless practical examples of it in action, both in hypotheticals and accounts of lessons. The technique is not a metaphysics or a philosophy like non-duality; it is a practical procedure with a clear purpose: restoring
advantageous, natural relativity of the head, neck and back.
Conclusion
The technique is blindingly simple but surprisingly subtle and difficult to master; and, as far as I am aware, it is unique. Unfortunately, Kingsley is not alone in overlooking the uniqueness and subtleties of the technique in favor of spiritual truisms and platitudes. I suspect there are two main reasons for this.
The first is the tendency of serious pupils of the technique to become more open to "spirituality," both philosophically (e.g. non-duality) and in terms of sadhana (e.g. meditation, yoga, self-inquiry). Many are enthusiastic about the similarities between the Alexander Technique and, for example, mindfulness practice. It is certainly true that the technique requires the pupil to have some degree of "mindfulness," or the ability to realize when the mind has wandered; and it is also true that a few people who devote themselves to the technique come upon some of the same insights one might find in spiritual practice. Yet spiritual insight is not the purpose of the technique. In my opinion, the Alexander Technique is a relative of energy practices such as Hatha yoga, qigong, and TRE (trauma release exercises). Such techniques are often used in tandem with spiritual practices meant for the cultivation of insight, but their purpose has traditionally been preparatory and salutary, not "spiritual." One need not stray too esoteric to encounter the idea that the real goal of spirituality has nothing to do with "ways of doing." On the other hand, Qigong explicitly aims to regulate qi in the body; kundalini yoga is concerned with the flow of prana; the Alexander Technique seeks to restore the good use of the primary control. More practically, the technique teaches mental discipline, and ultimately the ability of the nervous system to regulate itself. Such a practice may lay the groundwork for spiritual realization, but it is by no means indistinguishable from it.
While there is no point speculating about Alexander's private insights, one thing can be certain: he left us a definite procedure with a practical, concrete purpose—not a transcendental one. Yet Kingsley's introduction continually implies the Alexander Technique is an essentially spiritual practice with heavenly fruit. Disparaging the core concepts that constitute the Alexander Technique, he invites us instead to simply "surrender," "let go in faith," and blindly trust that its real essence—nothing less than Wu Wei—will be transmitted through the "rare, "unconditional" touch of the teacher.
The second, more obvious reason Alexander has been so misunderstood is that he rarely wrote concisely, and in any case, recognition and conception of the primary control can never be refined through words, but only through unfamiliar sensory experiences—either reasoned out, as Alexander did, or in the hands of a good teacher. Hence there is more than a kernel of truth to Kingsley's view of the "supreme value of guidance with the hands;" yet I differ from him in that I insist the Alexander Technique cannot be divorced from intellectual understanding and, indeed, conception.
The Use of the Self and Alexander's other works certainly were not without their flaws, but at their best they illuminate concepts which are nuanced, rich, and useful when applied. Primary control, direction and inhibition are three such concepts. Whatever their flaws, Alexander's books point the way to a wonderful technique, and they deserve thoughtful, probing introductions like Dewey's—not dismissals.
1 Like many other Alexandrian terms, the concrete meaning of "forward and up" seems incredibly controversial among Alexander Technique teachers. While I conceive it roughly as freedom of the atlanto-occipital joint, the term cannot be understood in isolation from the rest of the parts—namely, from one's conception of the primary control. It seems to experience it, one must discover it, as Alexander did, or be shown it by a teacher.
2 This is not to say there are not phenomena only some people perceive.
3An overemphasis on "letting go" and the like obscures the fact that Alexander always described the technique as consisting of stages or sequential steps, which in my opinion constitute the "means whereby" he wrote of.
4 "Use of the self" is another problematic term. Related to the concept of "good form" and "good technique" among athletes and musicians, it refers essentially to coordination of the musculature along reasoned lines, which is not separate from conception of the primary control. Equal and opposite is the term "misuse," since one's idea of misuse depends on one's idea of good use. Different teachers understand the term differently. Kingsley states that "bodily tensions and distortions become fixed and reinforced as we react to the general stimuli of living." True enough. Yet he goes on to imply it is associated only with fear, anxiety and distress. Again he couples this concept to the language of contemporary spirituality, trumpeting that it "alienates us from our own true nature." This is to completely ignore the point Alexander returned to again and again in his own writing: that the use of the self is inextricably linked with conception. No doubt, tension and imbalance are very often inextricable from fear. But there may be another class of misuse: one based on misconceptions about the body, unexamined movement patterns from childhood which have little or nothing to do with manifestations of stress or emotions in the body. I suspect one may experience profound psychophysical quietude yet still tend to throw their head back and down in relation to their neck and back, especially in movement.
5Kingsley writes that the teacher's touch indicates the "negation of trying and doing within the pupil." Even a token mention of guidance viz. the relativity of the body parts is nowhere to be found. Yet in my opinion this discussion of touch is misleading, since nothing like it can be found at all in Alexander's writings. On the contrary, Alexander stressed that the teacher's role was to demonstrate manually the proper relativity of the pupil's parts, with the means whereby of the technique; not to transmit "a way of being," nor indeed enlightenment or gnosis.
6 Neuroscientific findings relating to will and volition have proliferated in recent years. They may raise fundamental questions about the nature of self and will, but in my opinion they have little to do with the Alexander Technique, no more than they do with dancing or playing an instrument. If there are really recognizable activities Alexander termed "inhibition" and "direction," then his writings are timeless, since they speak from direct observation and experiment, not philosophy about "free will" and the like.
7 In spiritual literature one encounters, almost universally, the idea that there is no "doer" of action, or no "doer" but God. Hence Kingsley is implying that Alexandrian inhibition is somehow related to this concept, which Buddha famously summarized: "Events happen, deeds are done, but there is no doer thereof." In my opinion, the Alexander Technique has nothing more to do with this than does reading, writing, or playing a game. There may be "procedures followed, but no follower thereof."

See here:
https://www.degruyter.com/document/doi/10.1515/cclm-2012-0694/html

Conclusions: FA supplementation does not reduce intracellular concentrations of Hcy or any of its closely related substances. Rather, FA may disturb physiological regulation of intracellular 1C metabolism by interfering with SAM’s inhibitory effect on MTHFR activity.

https://www.degruyter.com/document/doi/10.1515/cclm-2012-0694/html

Methods: In a double-blind trial, 50 volunteers were randomized to received 500 µg FA daily for 8 weeks, or placebo. Plasma and peripheral blood mononuclear cell (PBMC) concentrations of homocysteine, S-adenosylmethionine (SAM), S-adenosylhomocysteine, methionine, cystathionine and 5-methyltetrahydrofolate (bioactive folate) were measured by liquid chromatography-tandem mass spectrometry (LC-MS/MS). PBMCs were used as a cellular model since they display the full spectrum of one-carbon (1C) enzymes and reactions.
Results: At baseline, plasma concentrations were a poor reflection of intracellular concentrations for most 1C metabolites, except 5-methyltetrahydrofolate (R=0.33, p=0.02), homocysteine (Hcy) (R=0.35, p=0.01), and cystathionine (R=0.45, p=0.001). FA significantly lowered plasma homocysteine (p=0.00), but failed to lower intracellular homocysteine or change the concentrations of any of the other PBMC 1C metabolites. At baseline, PBMC homocysteine concentrations correlated to PBMC SAM. After FA supplementation, PBMC homocysteine no longer correlated with PBMC SAM, suggesting a loss of SAM’s regulatory function. In vitro experiments in lymphoblasts confirmed that at higher folate substrate concentrations, physiological concentrations of SAM no longer effectively inhibit the key regulatory enzyme methylenetetrahydrofolate reductase (MTHFR).

See here too:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4772032/

It is also notable, firstly, that supplementation with folic acid may not be effective in terms of regulating homocysteine: a recent study showed that folic acid supplementation reduced plasma homocysteine levels as expected, but left the more important cellular levels of homocysteine untouched, with evidence suggesting that cellular one-carbon metabolism was also disturbed [77]. Secondly, folate may affect physiological functioning via an alternative mechanism, for instance via the role the folate cycle plays in the synthesis and regeneration of tetrahydrobiopterin [57], a folate-dependent rate limiting cofactor in the enzymatic pathways to both nitric oxide and monoamine neurotransmitter synthesis [37,78,79]. This mechanism would accommodate the observation that folate increases endothelial vasodilation via a mechanism entirely unrelated to homocysteine [57,79] and would accommodate epidemiological observations of a relationship between reduced folate status and depression and disturbed cognitive function [56,78,80].

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At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

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• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• 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, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) 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 REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:
Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641

• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

My contact details:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
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If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• 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, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) 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 REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:
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• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

My contact details:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
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Mastering Statistics: Top Online Resources for Success
If you are unable to Pass your Stat Exams, Quizzes, Tests or Unable to Handle Homework Assignments or full course online, Get paid help from Online Helpers at Hiraedu!
Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: info@hiraedu. com
Statistics can be a tough subject, but with the right resources, you can conquer it! Whether you're a student or a professional, online statistics classes offer flexibility and convenience. In this blog, we'll explore the best online statistics class help, covering resources, courses, and tips for success.Resources:

1. Khan Academy (khanacademy.org): Free statistics courses, video lectures, and practice exercises.
2. Coursera (coursera.org): Offers statistics courses from top universities like Stanford and Duke.
3. edX (edx.org): Provides statistics courses and certifications from leading institutions.
4. Statisticshelp.com: Offers online tutoring, homework help, and study resources.
5. DataCamp (datacamp.com): Interactive statistics and data science courses.

Courses:

1. "Introduction to Statistics" by Khan Academy
2. "Statistics in Medicine" by University of London on Coursera
3. "Data Analysis" by Microsoft on edX
4. "Statistical Inference" by Stanford University on Coursera
5. "Data Visualization" by DataCamp

Tips for Success:

1. Practice regularly with online resources and exercises.
2. Join online communities and forums for support and discussion.
3. Use visual aids like graphs and charts to understand complex concepts.
4. Apply statistical concepts to real-world problems.
5. Seek help from instructors or tutors when needed.

Mastering statistics requires effort, but with the right online resources and support, you can achieve success. Utilize these top online statistics class helps, courses, and tips to improve your understanding and application of statistical concepts. Embrace the power of statistics and unlock new possibilities in your academic and professional journey!
Paid Help from Hiraedu: If You're struggling to handle your comptia or any other WGU Exam or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ACADEMIC TASKS MY TEAM AND I CAN COMPLETE:

• Entire Degree Programs
• Full Online Classes (1 - 20+ Weeks Long)
• Proctored Exams Quizzes Tests
• Homework Assignments
• Research Papers Term Papers Essays
• Projects & Labs
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• Employment Assessments
• Certification Programs

MY TEAM'S CLASSES OF EXPERTISE:

• Statistics: AP Statistics Biostatistics Business Statistics Elementary Statistics Intro to Statistics Psychology Statistics Social Science Statistics Statistics & Probability Statistical Methods Statistical & Probability Models
• Math: Advanced Functions Algebra Calculus 1, 2, 3 (and 4 in some schools) Vector Calculus Differential Calculus Integral Calculus Multivariable Calculus Differential Equations Discrete Math Discrete Structures Finite Mathematics Functions Geometry Linear Algebra Precalculus Probability Real Analysis Statistics Trigonometry Quantitative Methods & Reasoning
• Science: Anatomy & Physiology Astronomy Biochemistry Biology Chemistry (General, Inorganic & Organic) Dental / Pre-Dental Earth Science Engineering (Almost All Types) Environmental Science Epidemiology Fluid & Mechanics Geology Geophysics Medicine / Pre-Med Microbiology Neuroscience Physics Physical Science
• Business: Accounting Auditing Banking Business Administration Business Law Corporate Finance Cost Accounting Econometrics Economics Finance Financial Institutions Financial Reporting Global Economics Governance International Economics Macroeconomics Management Marketing MBA Courses Mergers and Acquisitions Microeconomics Operations Management Principles of Accounting Real Estate Taxation
• English: Business Writing Creative Writing Critical Reading Digital Media Eastern Literature English Literature Essays Expository & Persuasive Writing Fiction Writing Greek and Roman Philosophy Grammar Poetry
• Humanities & Social Sciences: Architecture Anthropology Art History Communication Criminal Justice Forestry Ethnic Studies Film History Law Pre-Law Music Philosophy Political Science Psychology Psychiatry Religious Studies Sociology Theology Women Studies
• Computer Science & Programming: Android AWS Azure Blockchain Cryptocurrency Smart Contracts C C# C++ Cloud Computer Organization and Assembly Languages CSS Data Science Data Structures and Algorithms Deep Learning Design Patterns Game Design and Development iOS Java Javascript Machine Learning MATLAB MySQL Networking NoSQL Object Oriented Programming Operating Systems PHP Principles of Computer Science Programming for Virtual Reality Programming Languages Python R Robotics Ruby Software Engineering SQL Swift Web Development

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• Acellus ALEKS Aplia APEX Learning Badgr Blackboard Blink Learning Brightspace / D2L Canvas Cengage CengageNow Childsmath Cisco ConnectMath Connexus CPM Crowdmark EViews Edmentum Examity Excel Garch Google Classroom Google Education Gradescope Hawkes Learning Honorlock iClicker InQuizitive (Norton) Java Kaltura Khan Academy Knewton Kryterion LaunchPad MATLAB Maple MasteringChemistry MasteringPhysics MathXL Mathematica McGraw-Hill Connect MegaStat Microsoft Teams Microsoft Access, Word, Excel, PowerPoint Mindtap Minitab MonitorEDU Moodle MyAccountingLab MyEconLab MyFinanceLab MyITLab MyMathLab MyOpenMath MyPsychLab MySocLab MyStatLab NCSS Outlier Pearson MyLab and Mastering Piazza PlatoWeb Prezi Proctor360 Proctorio Proctortrack Python R Respondus Lockdown Browser with Webcam SAM Sapling SAS SPSS Socrative Stata StraighterLine Turnitin VoiceThread WebAssign WebEx WebWork Wiley WileyPlus Zoom

TOP 20 REASONS WHY I'M THE MOST LEGIT EXAM, HW, ONLINE CLASS TUTOR ON REDDIT:

1. Team of U.S. Academic Experts: I and my team of dedicated academic experts complete all types of academic coursework for students in most math, English, science, business, humanities, social Sciences, computer programming, and foreign language classes on a 24/7/365 full-time round-the-clock basis. This is not some part-time gig for me. It’s literally my primary source of income. I can regularly make myself available to help students with last-minute & same-day academic requests.
2. Essay Writing Skills: I can write essays & research papers in native U.S. American English and fluent Canadian English using APA MLA Harvard Chicago Vancouver OSCOLA IEEE formatting & citations.
3. 75+ Types of Academic Software: I am highly skilled & experienced in using over 75+ types of academic software and educational platforms including the following: ALEKS, Blackboard, Brightspace, Canvas, Cengage, WebAssign, ConnectMath, Crowdmark, D2L, Moodle, Pearson MyLab and Mastering, MyMathLab, MyStatLab, MyOpenMath, StraighterLine, WebWork, and Wiley.
4. Can Change IP Address: I have multiple reliable VPN software including: NordVPN, SurfShark & ExpressVPN that allows me to successfully change my computer’s original New Jersey IP address to any major city in the U.S. & Canada to avoid raising red flags with students’ online class software.
5. 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 using 3 highly effective proven methods. Option 1 - WhatsApp: I use WhatsApp to have the student discreetly text me photos of the exam questions outside of the webcam’s view and I text them the correct solutions to the exam questions. Option 2 - Screen Share: Using screen share software like Zoom to see the student’s screen displaying the exam questions and I text the correct solutions. Option 3 - Remote PC Access & Control: Using remote computer access software like to control the student’s mouse and keyboard from my own computer.
6. Study Help Apps: I have over 15+ paid subscriptions to a wide range of study help apps, software, websites, and programs to help me solve exam & homework questions faster and more efficiently. Some of these resources include: Brainly, Chegg, CourseHero, Quizlet, SymboLab & WolframAlpha.
7. Calculators & Math Software: I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
8. Test Taking Techniques: I have developed highly effective methods to determine the correct answers to questions that I’m not already familiar with including process of elimination, working backwards, quickly searching for similar questions online, and utilizing standardized test taking techniques taught only in elite standardized test prep tutoring programs.
9. 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.
10. Live Exam Help Videos: I am the only verified U.S.-based online exam hw online class help tutor with a highly successful YouTube Channel where I regularly upload live unedited videos of me actually completing exams, quizzes & homework assignments for other students and clearly explain my entire thought process and display on-screen all the steps, apps, websites, and software I use to compute the correct answers.
11. Flexible Payment Methods: I offer negotiable rates, multiple payment methods (PayPal, Venmo, Cash App, Zelle, anonymous credit & debit card payments via online invoice), and flexible payment plans: weekly (most expensive), monthly, half-now / half-later, and all-up-front (least expensive).
12. Money Back Guarantee: I have won multiple academic awards for my exceptional skills & expertise in math. I guarantee overall A & B grades for all coursework completed. Plus. I also offer a 50% refund for C+, C, and C- scores, and a full 100% refund for D+, D, D-, and F scores.

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, and whether there is required multi factor authentication for logging in like Duo Push or text passcode.
• 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.

Paid Help from Hiraedu: If You're struggling to handle your comptia or any other WGU Exam or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ABOUT MY RATES & PAYMENT OPTIONS:

• Rationale for My Rates: I sincerely believe my rates are more than fair considering my education, skills, native born U.S. resident status, 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: Completing someone else's exam, essay, or homework assignment is obviously NOT something you can just freely ask anyone to do, especially on the internet. Therefore, such help should be well-compensated. 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. However, I may be willing to negotiate rates if necessary.
• Payment Methods: I accept PayPal (required for all Canadian students), Venmo, Zelle, Cash App, and anonymous credit & debit card payments via online invoice.
• Payment Plans: I offer the following payment plans for my services: weekly (most expensive), monthly, half-now / half-later, and all upfront (least expensive).
• Money Back Guarantee: I guarantee the following grades for coursework completed: A+. A, A-, B+, B. and B-. However, I offer a 50% refund for C+, C, and C- grades, and a full 100% refund for D+, D, D-, and F grades.

CURRENT RATES -- AS OF SUMMER / FALL 2022 -- SUBJECT TO CHANGE:

• Full Class Help Rates: $595 – $2495 USD
• Exam & Test Help Rates: $150 – $350 USD
• Quiz Help Rates: $60 – $180 USD
• HW Assignment Help Rates: $60 – $420 USD
• Essay & Paper Writing Help Rates: $19 – $29 USD per 300 words

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, 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 so that you have the opportunity to assess and analyze my tone, articulation, and accent. I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 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 REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• Not Worth the Money: I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• Most Students are Broke: I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes.
• Waste of Time & Energy: Communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine.
• All My Payment Apps are Still Active: If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now.
• 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, email, and call almost 24/7/365.

Paid Help from Hiraedu: If You're struggling to handle your comptia or any other WGU Exam or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
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Setting Up Email Alerts in Grafana

Monitoring your system's health and performance metrics is crucial for maintaining the reliability and efficiency of your services. Grafana, a popular open-source platform for visualizing and analyzing metrics, offers a powerful alerting system that can notify you of any issues in real-time. However, to leverage this feature fully, configuring Grafana to send email notifications via Simple Mail Transfer Protocol (SMTP) is essential. This setup ensures that you're immediately alerted to potential problems, allowing for swift action to mitigate any adverse effects on your system's operations.
Integrating SMTP for email alerts in Grafana not only enhances your monitoring capabilities but also automates the process of incident response. By setting up email notifications, you can receive detailed alerts directly to your inbox, providing you with critical information about the alerting state, such as the metric involved, the time of the incident, and a direct link to the dashboard for further investigation. This guide will walk you through the necessary steps to configure SMTP in Grafana, ensuring that you stay informed about your system's status without having to constantly check your dashboards.

Command	Description
SMTP Configuration	Settings to configure SMTP server for email notifications in Grafana.
Alert Rule Creation	Procedure to define alerting rules in Grafana for monitoring metrics and thresholds.

Deep Dive into Grafana's Email Alerting Functionality

Email notifications in Grafana are pivotal for system administrators and developers who need to stay informed about the performance and health of their systems. By configuring Grafana to send email alerts, users can be promptly notified about any anomalies detected by the monitoring tool, thus enabling a quick response to potential issues. This capability is especially useful in environments where uptime and performance are critical, and early detection of problems can prevent significant downtime or degradation of service. The email alerting feature in Grafana leverages SMTP (Simple Mail Transfer Protocol) to send notifications, making it compatible with a wide range of email services and allowing for flexible configuration options to suit various environments.
To effectively use email notifications, Grafana administrators must understand how to properly configure the SMTP settings within Grafana's configuration files. This involves specifying the SMTP server, port, authentication details, and sender information. Additionally, Grafana allows for the customization of the email content through templating, enabling the inclusion of specific details about the alert, such as its name, the metric that triggered it, and a direct link to the dashboard for quick access. Understanding these features and how to configure them is essential for leveraging Grafana's full potential in monitoring and alerting on system metrics, making email alerts a powerful tool in the arsenal of anyone responsible for maintaining system performance and reliability.

Configuring SMTP in Grafana

Grafana Configuration

[smtp] enabled = true host = user = password = "yourpassword" cert_file = /path/to/cert key_file = /path/to/key skip_verify = false from_address = from_name = Grafana smtp.example.com:587your_email@example.comadmin@example.com 

Creating an Alert Rule in Grafana

Alert Rule Definition

ALERT HighRequestLatency IF job:request_latency_seconds:mean5m{job="myjob"} > 0.5 FOR 10m LABELS { severity = "page" } ANNOTATIONS { summary = "High request latency", description = "This job has a mean request latency above 0.5s (current value: {{ $value }}s)" } 

Enhancing Monitoring with Grafana Email Alerts

Email alerting in Grafana is a critical feature for teams looking to maintain high availability and performance of their systems. By setting up alerts, teams can receive notifications about specific metrics or logs that indicate potential issues. This proactive approach allows for immediate investigation and resolution, minimizing the impact on end-users. The flexibility of Grafana's alerting system supports various data sources, including Prometheus, Graphite, and InfluxDB, making it a versatile tool for monitoring a wide range of systems and applications. Furthermore, the ability to define alert rules directly on dashboards makes Grafana uniquely user-friendly, allowing users to visually correlate the data that triggers alerts.
The integration of SMTP for email notifications is straightforward, yet it offers advanced options for customization and integration. Users can define the content and format of the emails, ensuring that the notifications provide meaningful information tailored to the recipient's needs. Additionally, Grafana supports the inclusion of images and links to dashboards in the email body, enhancing the context and usefulness of the alerts. With these capabilities, Grafana's email alerts go beyond simple notifications, offering a comprehensive tool for incident response that helps teams maintain operational excellence and meet their SLAs.

Frequently Asked Questions on Grafana Email Alerts

1. Question: How do I set up email alerts in Grafana?
2. Answer: To set up email alerts, you need to configure your SMTP settings in the Grafana configuration file, then create alert rules on your dashboards.
3. Question: Can Grafana send email alerts using Gmail?
4. Answer: Yes, Grafana can send email alerts using Gmail's SMTP server. You must provide your Gmail account credentials in the SMTP configuration.
5. Question: How can I customize the content of Grafana email alerts?
6. Answer: You can customize email alerts using templates in the notification channels settings, allowing you to include specific details about the alert.
7. Question: Can Grafana include dashboard snapshots in email alerts?
8. Answer: Yes, Grafana can include dashboard snapshots in email alerts if you enable the feature and configure it properly in the notification channel.
9. Question: Is it possible to set up different email alerts for different dashboards?
10. Answer: Yes, you can set up different email alerts for different dashboards by creating separate notification channels for each dashboard or metric you wish to monitor.
11. Question: How do I troubleshoot email alerting issues in Grafana?
12. Answer: Troubleshooting can involve checking your SMTP configuration, verifying network connectivity, and ensuring that Grafana's alerting engine is correctly processing alerts.
13. Question: Can email alerts be sent to multiple recipients?
14. Answer: Yes, you can send email alerts to multiple recipients by adding them to the notification channel in Grafana.
15. Question: How often will Grafana send email alerts?
16. Answer: The frequency of email alerts depends on the alert rule configuration, including conditions and the evaluation interval.
17. Question: Can I silence or pause email alerts in Grafana?
18. Answer: Yes, you can silence or pause email alerts by pausing the alert rule or the entire notification channel.
19. Question: Are Grafana email alerts free to use?
20. Answer: Yes, email alerts are part of Grafana's open-source offering and are free to use, but you must have access to an SMTP server.

Maximizing Efficiency with Grafana Email Alerts

Implementing email alerts in Grafana represents a significant step towards proactive system monitoring and incident management. By leveraging SMTP for notifications, Grafana empowers users to stay ahead of potential system issues, ensuring that they can respond promptly to mitigate impacts. The customization options available for alert rules and email content allow for tailored monitoring strategies that fit specific operational needs. Additionally, the ability to include dashboard snapshots and detailed metrics in alerts enhances the context provided, facilitating quicker diagnosis and resolution of issues. As organizations continue to prioritize uptime and performance, the role of Grafana's email alerts in maintaining system health cannot be overstated. This feature not only simplifies the monitoring process but also significantly contributes to operational resilience, making it an invaluable asset for any team committed to excellence in system management and reliability.
https://www.tempmail.us.com/en/smtp/configuring-grafana-for-smtp-email-alert-notifications

If you are unable to pas your Online Exam, Assignment and couldn't handle online courses workload, get paid help from Online Helpers at Hiraedu!
Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
AACADEMIC TASKS MY TEAM AND I CAN COMPLETE:

• Entire Degree Programs
• Full Online Classes (1 - 20+ Weeks Long)
• Proctored Exams Quizzes Tests
• Homework Assignments
• Research Papers Term Papers Essays
• Projects & Labs
• Discussion Posts
• Annotated Bibliographies
• Employment Assessments
• Certification Programs

MY TEAM'S CLASSES OF EXPERTISE:

• Statistics: AP Statistics Biostatistics Business Statistics Elementary Statistics Intro to Statistics Psychology Statistics Social Science Statistics Statistics & Probability Statistical Methods Statistical & Probability Models
• Math: Advanced Functions Algebra Calculus 1, 2, 3 (and 4 in some schools) Vector Calculus Differential Calculus Integral Calculus Multivariable Calculus Differential Equations Discrete Math Discrete Structures Finite Mathematics Functions Geometry Linear Algebra Precalculus Probability Real Analysis Statistics Trigonometry Quantitative Methods & Reasoning
• Science: Anatomy & Physiology Astronomy Biochemistry Biology Chemistry (General, Inorganic & Organic) Dental / Pre-Dental Earth Science Engineering (Almost All Types) Environmental Science Epidemiology Fluid & Mechanics Geology Geophysics Medicine / Pre-Med Microbiology Neuroscience Physics Physical Science
• Business: Accounting Auditing Banking Business Administration Business Law Corporate Finance Cost Accounting Econometrics Economics Finance Financial Institutions Financial Reporting Global Economics Governance International Economics Macroeconomics Management Marketing MBA Courses Mergers and Acquisitions Microeconomics Operations Management Principles of Accounting Real Estate Taxation
• English: Business Writing Creative Writing Critical Reading Digital Media Eastern Literature English Literature Essays Expository & Persuasive Writing Fiction Writing Greek and Roman Philosophy Grammar Poetry
• Humanities & Social Sciences: Architecture Anthropology Art History Communication Criminal Justice Forestry Ethnic Studies Film History Law Pre-Law Music Philosophy Political Science Psychology Psychiatry Religious Studies Sociology Theology Women Studies
• Computer Science & Programming: Android AWS Azure Blockchain Cryptocurrency Smart Contracts C C# C++ Cloud Computer Organization and Assembly Languages CSS Data Science Data Structures and Algorithms Deep Learning Design Patterns Game Design and Development iOS Java Javascript Machine Learning MATLAB MySQL Networking NoSQL Object Oriented Programming Operating Systems PHP Principles of Computer Science Programming for Virtual Reality Programming Languages Python R Robotics Ruby Software Engineering SQL Swift Web Development

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• Acellus ALEKS Aplia APEX Learning Badgr Blackboard Blink Learning Brightspace / D2L Canvas Cengage CengageNow Childsmath Cisco ConnectMath Connexus CPM Crowdmark EViews Edmentum Examity Excel Garch Google Classroom Google Education Gradescope Hawkes Learning Honorlock iClicker InQuizitive (Norton) Java Kaltura Khan Academy Knewton Kryterion LaunchPad MATLAB Maple MasteringChemistry MasteringPhysics MathXL Mathematica McGraw-Hill Connect MegaStat Microsoft Teams Microsoft Access, Word, Excel, PowerPoint Mindtap Minitab MonitorEDU Moodle MyAccountingLab MyEconLab MyFinanceLab MyITLab MyMathLab MyOpenMath MyPsychLab MySocLab MyStatLab NCSS Outlier Pearson MyLab and Mastering Piazza PlatoWeb Prezi Proctor360 Proctorio Proctortrack Python R Respondus Lockdown Browser with Webcam SAM Sapling SAS SPSS Socrative Stata StraighterLine Turnitin VoiceThread WebAssign WebEx WebWork Wiley WileyPlus Zoom

TOP 20 REASONS WHY I'M THE MOST LEGIT EXAM, HW, ONLINE CLASS TUTOR ON REDDIT:

1. Team of U.S. Academic Experts: I and my team of dedicated academic experts complete all types of academic coursework for students in most math, English, science, business, humanities, social Sciences, computer programming, and foreign language classes on a 24/7/365 full-time round-the-clock basis. This is not some part-time gig for me. It’s literally my primary source of income. I can regularly make myself available to help students with last-minute & same-day academic requests.
2. Essay Writing Skills: I can write essays & research papers in native U.S. American English and fluent Canadian English using APA MLA Harvard Chicago Vancouver OSCOLA IEEE formatting & citations.
3. 75+ Types of Academic Software: I am highly skilled & experienced in using over 75+ types of academic software and educational platforms including the following: ALEKS, Blackboard, Brightspace, Canvas, Cengage, WebAssign, ConnectMath, Crowdmark, D2L, Moodle, Pearson MyLab and Mastering, MyMathLab, MyStatLab, MyOpenMath, StraighterLine, WebWork, and Wiley.
4. Can Change IP Address: I have multiple reliable VPN software including: NordVPN, SurfShark & ExpressVPN that allows me to successfully change my computer’s original New Jersey IP address to any major city in the U.S. & Canada to avoid raising red flags with students’ online class software.
5. 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 using 3 highly effective proven methods.
6. Option 1 - WhatsApp: I use WhatsApp to have the student discreetly text me photos of the exam questions outside of the webcam’s view and I text them the correct solutions to the exam questions.
7. Option 2 - Screen Share: Using screen share software like Zoom to see the student’s screen displaying the exam questions and I text the correct solutions.
8. Option 3 - Remote PC Access & Control: Using remote computer access software like to control the student’s mouse and keyboard from my own computer.
9. Study Help Apps: I have over 15+ paid subscriptions to a wide range of study help apps, software, websites, and programs to help me solve exam & homework questions faster and more efficiently. Some of these resources include: Brainly, Chegg, CourseHero, Quizlet, SymboLab & WolframAlpha.
10. Calculators & Math Software: I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
11. Test Taking Techniques: I have developed highly effective methods to determine the correct answers to questions that I’m not already familiar with including process of elimination, working backwards, quickly searching for similar questions online, and utilizing standardized test taking techniques taught only in elite standardized test prep tutoring programs.
12. 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.
13. Flexible Payment Methods: I offer negotiable rates, multiple payment methods (PayPal, Venmo, Cash App, Zelle, anonymous credit & debit card payments via online invoice), and flexible payment plans: weekly (most expensive), monthly, half-now / half-later, and all-up-front (least expensive).
14. Money Back Guarantee: I have won multiple academic awards for my exceptional skills & expertise in math. I guarantee overall A & B grades for all coursework completed. Plus. I also offer a 50% refund for C+, C, and C- scores, and a full 100% refund for D+, D, D-, and F scores.

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, and whether there is required multi factor authentication for logging in like Duo Push or text passcode.
• 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, native born U.S. resident status, 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: Completing someone else's exam, essay, or homework assignment is obviously NOT something you can just freely ask anyone to do, especially on the internet. Therefore, such help should be well-compensated. 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. However, I may be willing to negotiate rates if necessary.
• Payment Methods: I accept PayPal (required for all Canadian students), Venmo, Zelle, Cash App, and anonymous credit & debit card payments via online invoice.
• Payment Plans: I offer the following payment plans for my services: weekly (most expensive), monthly, half-now / half-later, and all upfront (least expensive).
• Money Back Guarantee: I guarantee the following grades for coursework completed: A+. A, A-, B+, B. and B-. However, I offer a 50% refund for C+, C, and C- grades, and a full 100% refund for D+, D, D-, and F grades.

CURRENT RATES -- AS OF SUMMER / FALL 2022 -- SUBJECT TO CHANGE:

• Full Class Help Rates: $595 – $2495 USD
• Exam & Test Help Rates: $150 – $350 USD
• Quiz Help Rates: $60 – $180 USD
• HW Assignment Help Rates: $60 – $420 USD
• Essay & Paper Writing Help Rates: $19 – $29 USD per 300 words

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, 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 so that you have the opportunity to assess and analyze my tone, articulation, and accent. I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 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 REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• Not Worth the Money: I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• Most Students are Broke: I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes.
• Waste of Time & Energy: Communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine.
• All My Payment Apps are Still Active: If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now.

CONCLUSION:

• 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, email, and call almost 24/7/365.

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If you are unable to pas your Online Exam, Assignment and couldn't handle online courses workload, get paid help from Online Helpers at Hiraedu!
Contact Details for Hiraedu Helper:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
AACADEMIC TASKS MY TEAM AND I CAN COMPLETE:

• Entire Degree Programs
• Full Online Classes (1 - 20+ Weeks Long)
• Proctored Exams Quizzes Tests
• Homework Assignments
• Research Papers Term Papers Essays
• Projects & Labs
• Discussion Posts
• Annotated Bibliographies
• Employment Assessments
• Certification Programs

MY TEAM'S CLASSES OF EXPERTISE:

• Statistics: AP Statistics Biostatistics Business Statistics Elementary Statistics Intro to Statistics Psychology Statistics Social Science Statistics Statistics & Probability Statistical Methods Statistical & Probability Models
• Math: Advanced Functions Algebra Calculus 1, 2, 3 (and 4 in some schools) Vector Calculus Differential Calculus Integral Calculus Multivariable Calculus Differential Equations Discrete Math Discrete Structures Finite Mathematics Functions Geometry Linear Algebra Precalculus Probability Real Analysis Statistics Trigonometry Quantitative Methods & Reasoning
• Science: Anatomy & Physiology Astronomy Biochemistry Biology Chemistry (General, Inorganic & Organic) Dental / Pre-Dental Earth Science Engineering (Almost All Types) Environmental Science Epidemiology Fluid & Mechanics Geology Geophysics Medicine / Pre-Med Microbiology Neuroscience Physics Physical Science
• Business: Accounting Auditing Banking Business Administration Business Law Corporate Finance Cost Accounting Econometrics Economics Finance Financial Institutions Financial Reporting Global Economics Governance International Economics Macroeconomics Management Marketing MBA Courses Mergers and Acquisitions Microeconomics Operations Management Principles of Accounting Real Estate Taxation
• English: Business Writing Creative Writing Critical Reading Digital Media Eastern Literature English Literature Essays Expository & Persuasive Writing Fiction Writing Greek and Roman Philosophy Grammar Poetry
• Humanities & Social Sciences: Architecture Anthropology Art History Communication Criminal Justice Forestry Ethnic Studies Film History Law Pre-Law Music Philosophy Political Science Psychology Psychiatry Religious Studies Sociology Theology Women Studies
• Computer Science & Programming: Android AWS Azure Blockchain Cryptocurrency Smart Contracts C C# C++ Cloud Computer Organization and Assembly Languages CSS Data Science Data Structures and Algorithms Deep Learning Design Patterns Game Design and Development iOS Java Javascript Machine Learning MATLAB MySQL Networking NoSQL Object Oriented Programming Operating Systems PHP Principles of Computer Science Programming for Virtual Reality Programming Languages Python R Robotics Ruby Software Engineering SQL Swift Web Development

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• Acellus ALEKS Aplia APEX Learning Badgr Blackboard Blink Learning Brightspace / D2L Canvas Cengage CengageNow Childsmath Cisco ConnectMath Connexus CPM Crowdmark EViews Edmentum Examity Excel Garch Google Classroom Google Education Gradescope Hawkes Learning Honorlock iClicker InQuizitive (Norton) Java Kaltura Khan Academy Knewton Kryterion LaunchPad MATLAB Maple MasteringChemistry MasteringPhysics MathXL Mathematica McGraw-Hill Connect MegaStat Microsoft Teams Microsoft Access, Word, Excel, PowerPoint Mindtap Minitab MonitorEDU Moodle MyAccountingLab MyEconLab MyFinanceLab MyITLab MyMathLab MyOpenMath MyPsychLab MySocLab MyStatLab NCSS Outlier Pearson MyLab and Mastering Piazza PlatoWeb Prezi Proctor360 Proctorio Proctortrack Python R Respondus Lockdown Browser with Webcam SAM Sapling SAS SPSS Socrative Stata StraighterLine Turnitin VoiceThread WebAssign WebEx WebWork Wiley WileyPlus Zoom

TOP 20 REASONS WHY I'M THE MOST LEGIT EXAM, HW, ONLINE CLASS TUTOR ON REDDIT:

1. Team of U.S. Academic Experts: I and my team of dedicated academic experts complete all types of academic coursework for students in most math, English, science, business, humanities, social Sciences, computer programming, and foreign language classes on a 24/7/365 full-time round-the-clock basis. This is not some part-time gig for me. It’s literally my primary source of income. I can regularly make myself available to help students with last-minute & same-day academic requests.
2. Essay Writing Skills: I can write essays & research papers in native U.S. American English and fluent Canadian English using APA MLA Harvard Chicago Vancouver OSCOLA IEEE formatting & citations.
3. 75+ Types of Academic Software: I am highly skilled & experienced in using over 75+ types of academic software and educational platforms including the following: ALEKS, Blackboard, Brightspace, Canvas, Cengage, WebAssign, ConnectMath, Crowdmark, D2L, Moodle, Pearson MyLab and Mastering, MyMathLab, MyStatLab, MyOpenMath, StraighterLine, WebWork, and Wiley.
4. Can Change IP Address: I have multiple reliable VPN software including: NordVPN, SurfShark & ExpressVPN that allows me to successfully change my computer’s original New Jersey IP address to any major city in the U.S. & Canada to avoid raising red flags with students’ online class software.
5. 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 using 3 highly effective proven methods.
6. Option 1 - WhatsApp: I use WhatsApp to have the student discreetly text me photos of the exam questions outside of the webcam’s view and I text them the correct solutions to the exam questions.
7. Option 2 - Screen Share: Using screen share software like Zoom to see the student’s screen displaying the exam questions and I text the correct solutions.
8. Option 3 - Remote PC Access & Control: Using remote computer access software like to control the student’s mouse and keyboard from my own computer.
9. Study Help Apps: I have over 15+ paid subscriptions to a wide range of study help apps, software, websites, and programs to help me solve exam & homework questions faster and more efficiently. Some of these resources include: Brainly, Chegg, CourseHero, Quizlet, SymboLab & WolframAlpha.
10. Calculators & Math Software: I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
11. Test Taking Techniques: I have developed highly effective methods to determine the correct answers to questions that I’m not already familiar with including process of elimination, working backwards, quickly searching for similar questions online, and utilizing standardized test taking techniques taught only in elite standardized test prep tutoring programs.
12. 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.
13. Flexible Payment Methods: I offer negotiable rates, multiple payment methods (PayPal, Venmo, Cash App, Zelle, anonymous credit & debit card payments via online invoice), and flexible payment plans: weekly (most expensive), monthly, half-now / half-later, and all-up-front (least expensive).
14. Money Back Guarantee: I have won multiple academic awards for my exceptional skills & expertise in math. I guarantee overall A & B grades for all coursework completed. Plus. I also offer a 50% refund for C+, C, and C- scores, and a full 100% refund for D+, D, D-, and F scores.

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, and whether there is required multi factor authentication for logging in like Duo Push or text passcode.
• 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, native born U.S. resident status, 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: Completing someone else's exam, essay, or homework assignment is obviously NOT something you can just freely ask anyone to do, especially on the internet. Therefore, such help should be well-compensated. 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. However, I may be willing to negotiate rates if necessary.
• Payment Methods: I accept PayPal (required for all Canadian students), Venmo, Zelle, Cash App, and anonymous credit & debit card payments via online invoice.
• Payment Plans: I offer the following payment plans for my services: weekly (most expensive), monthly, half-now / half-later, and all upfront (least expensive).
• Money Back Guarantee: I guarantee the following grades for coursework completed: A+. A, A-, B+, B. and B-. However, I offer a 50% refund for C+, C, and C- grades, and a full 100% refund for D+, D, D-, and F grades.

CURRENT RATES -- AS OF SUMMER / FALL 2022 -- SUBJECT TO CHANGE:

• Full Class Help Rates: $595 – $2495 USD
• Exam & Test Help Rates: $150 – $350 USD
• Quiz Help Rates: $60 – $180 USD
• HW Assignment Help Rates: $60 – $420 USD
• Essay & Paper Writing Help Rates: $19 – $29 USD per 300 words

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, 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 so that you have the opportunity to assess and analyze my tone, articulation, and accent. I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 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 REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• Not Worth the Money: I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• Most Students are Broke: I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes.
• Waste of Time & Energy: Communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine.
• All My Payment Apps are Still Active: If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now.

CONCLUSION:

• 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, email, and call almost 24/7/365.

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DAY: MAY 17, 2024

• 5-17-2024NEW DATA OUTLINE POSITIVE EFFECTS OF ENDURANCE EXERCISE TRAINING Treadmill training, a form of endurance exercise, was found to be highly effective “with robust improvements in skeletal muscle citrate synthase activity in as little as [one to two] weeks, and improvements in maximum run speed and maximal uptake by [four to eight] weeks.” The full effect of endurance exercise training was previously unexplained until this study. Researchers sought to develop and implement a standardized endurance exercise protocol in more than 340 rats participating in progressive treadmill training five days a week for one, two,
• 5-17-2024CHRONIC PAIN SUPPORT FROM SPOUSE MAY DECREASE WELL-BEING FOR SOME PEOPLE As people age, they often need assistance from their spouse or partner to manage their health problems. Though research has examined the emotional and psychological effects that this support has on the caregiver, less research has been conducted on how it affects care recipients
• 5-17-2024WHEN DEPRESSION MEDS DON’T WORK, THIS MAY HELP YOU TURN THE CORNER Some 30 to 40% of patients do not respond to medications for depression and obsessive-compulsive disorder (OCD), but half of them could be helped by a noninvasive in-office procedure. To mark National Mental Health Awareness Month in May, we talk to psychiatrist Katherine Scangos, M.D., Ph.D., co-director of the Transcranial Magnetic Stimulation (TMS) and Neuromodulation Program at UC San Francisco. TMS is a logical next step for many patients with an inadequate response to standard
• 5-17-2024CAN OXYTOCIN HELP AGAINST LONELINESS? FINDINGS FROM A RANDOMIZED CONTROLLED TRIAL Loneliness is not a disease. And yet it is a significant health problem. Depression, heart disease or dementia—people who are permanently lonely have a higher risk of becoming ill. The team led by Dr. Jana Lieberz have investigated how loneliness can be specifically combated.
• 5-17-2024STUDY FINDS ANTIOXIDANT DIETARY SUPPLEMENT MAY HELP COUNTER SYSTEMIC SCLEROSIS Oxidative stress is known to exacerbate fibrosis and autoimmunity. In a new study, researchers from Japan have investigated the effects of a dietary antioxidant supplement—Twendee X—on oxidative stress and fibrosis in a mouse model of SSc, an intractable autoimmune disease. Given its effectiveness in other oxidative stress-related diseases including dementia, Twendee X holds the promise of being an effective antioxidant therapeutic against SSc.
• 5-17-2024AUTISTIC PEOPLE’S FEELINGS MOSTLY MISREAD—EMPATHY WORKS BOTH WAYS, RESEARCH REVEALS The idea that autistic people lack empathy is simply short-sighted and non-autistic people may find it just as hard to put themselves in someone else’s shoes, a study suggests. A paper in the journal Autism flips the script on the often-said stereotype that autistic people have difficulty imagining how others feel. Participants shown video clips featuring autistic and non-autistic people retelling emotional events revealed people without autism find it significantly harder to track autistic people’s emotions. It also revealed people felt emotions more intensely in the body
• 5-17-2024STUDY SUGGESTS THAT AIR POLLUTION PROMOTES INFLAMMATION IN THE BRAIN, ACCELERATING CONSEQUENCES FOR DEMENTIA Results from a new study suggest that long-term exposure to air pollution leads to increased risk in dementia in Denmark. “We also find association with noise, but this seems to be explained by air pollution primarily.
• 5-17-2024STUDY SHOWS AEROBIC EXERCISE PERFORMED IN THE EVENING BENEFITS ELDERLY HYPERTENSIVES MORE THAN MORNING EXERCISE Aerobic training is known to regulate blood pressure more effectively when practiced in the evening than in the morning. Researchers who conducted a study of elderly patients at the University of São Paulo’s School of Physical Education and Sports (EEFE-USP) in Brazil concluded that evening exercise is better for blood pressure regulation thanks to improved cardiovascular control by the autonomic nervous system via a mechanism known as baroreflex sensitivity.
• 5-17-2024A LONG-TERM KETOGENIC DIET ACCUMULATES AGED CELLS IN NORMAL TISSUES, NEW STUDY SHOWS A strict “keto-friendly” diet popular for weight loss and diabetes, depending on both the diet and individual, might not be all that friendly. A new study led by researchers at The University of Texas Health Science Center at San Antonio (UT Health San Antonio) found that a continuous long-term ketogenic diet may induce senescence, or aged, cells in normal tissues, with effects on heart and kidney function in particular.
• 5-17-2024US TEEN DIED AFTER DOING SPICY CHIP CHALLENGE: AUTOPSY A US teenager died of cardiac arrest after taking part in a social media challenge daring people to eat a single extremely hot tortilla chip, an autopsy revealed Thursday. Harris Wolobah, a 14-year-old from Massachusetts, died in September after taking part in the so-called “One Chip Challenge”—which involved a single chip produced by Paqui, dusted with Carolina Reaper and Naga Viper peppers. The dare has manifested in several iterations over the years, with the peppers changing each time. The local chief medical examiner determined that Harris died of cardiac arrest
• 5-17-2024IS YOUR CHILD READY FOR SUMMER SLEEPAWAY CAMP? Sleepaway camp can be a lot of fun for kids, but only if they’re ready for the experience. And that’s the tough part—figuring out as a parent when a child is ready to stay away from home, and what they’ll need while they’re at camp, said Dr. Laurel Williams, a professor of psychiatry and behavioral sciences at Baylor College of Medicine in Houston. A child who can stay one night away from their family might be ready for camp
• 5-17-2024FDA APPROVES NEW DRUG FOR DEADLY LUNG CANCER
• 5-17-2024ANTI-DIABETIC TREATMENT ASSOCIATED WITH REDUCED RISK OF DEVELOPING BLOOD CANCER
• 5-17-2024HOW THE DANGEROUS LIVER DISEASE SPREADS AND HOW IT CAN BE TREATED Hepatitis is an inflammation of the liver. It is the way the liver responds to various injuries or harmful agents.
• 5-17-2024CLINICIANS REPORT SUCCESS WITH FIRST TEST OF DRUG IN A PATIENT WITH LIFE-THREATENING BLOOD CLOTTING DISORDER
• 5-17-2024RESEARCH TEAM DEVELOPS NEW AI TOOL TO HELP CLASSIFY BRAIN TUMORS
• 5-17-2024ENGLISH FISHING VILLAGE TOLD TO BOIL WATER AFTER A PARASITE OUTBREAK SICKENS OVER 45 PEOPLE
• 5-17-2024TICK SEASON HAS ARRIVED. PROTECT YOURSELF WITH THESE TIPS
• 5-17-2024ARTIFICIAL INTELLIGENCE AND THE FUTURE OF SURGERY
• 5-17-2024RESEARCHER DISCOVERS DRUG THAT MAY DELAY ONSET OF ALZHEIMER’S, PARKINSON’S DISEASE AND TREAT HYDROCEPHALUS
• 5-17-2024KEY PROTEIN BEHIND BRAIN ASYMMETRY UNCOVERED BY SCIENTISTS
• 5-17-2024CELL TYPES AND MOLECULES USUALLY ASSOCIATED WITH AUTOIMMUNE DISEASES FOUND TO BE NORMAL COMPONENTS OF GUT IMMUNITY
• 5-17-2024RESEARCHERS REVEAL MOLECULAR MECHANISMS OF DIFFERENT DONOR ARTERIES FOR CORONARY ARTERY BYPASS GRAFTING
• 5-17-2024LIMITING CERTAIN LIGHT EXPOSURE HAS POTENTIAL TO PREVENT INHERITED RETINAL DYSTROPHY
• 5-17-2024STUDY REVEALS THAT THE BRAIN MODULATES VISUAL SIGNALS ACCORDING TO INTERNAL STATES
• 5-17-2024RESEARCHERS MAKE STRIDES IN MICROBIOME-BASED CANCER THERAPIES VIA IRON DEPRIVATION IN THE TUMOR MICROENVIRONMENT
• 5-17-2024STUDY OPENS THE DOOR TO DESIGNING THERAPIES TO IMPROVE LUNG DEVELOPMENT IN GROWTH-RESTRICTED FETUSES
• 5-17-2024WASTEWATER REVEALS SOCIOECONOMIC LINK TO ALCOHOL CONSUMPTION
• 5-17-2024A MULTIFACED BRAIN MAP OF RHESUS MONKEY
• 5-17-2024MORE LEPTOSPIROSIS CASES OCCUR AFTER FLOODS, STUDY SHOWS
• 5-17-2024RESEARCH FINDS THE PROTEIN VISTA DIRECTLY BLOCKS T CELLS FROM FUNCTIONING IN IMMUNOTHERAPY
• 5-17-2024GUT BACTERIA ENHANCE CANCER IMMUNOTHERAPY IN MOUSE STUDY
• 5-17-2024NEW IMAGING SOFTWARE IMPROVES LUNG DIAGNOSIS FOR 30% OF PATIENTS WHO CAN’T TOLERATE CONTRAST DYE
• 5-17-2024BLACK ADULTS AT RISK FOR ALZHEIMER’S DISEASE LIVE IN MORE POLLUTED AREAS, STUDY FINDS
• 5-17-2024STUDY SUGGESTS CHRONIC WASTING DISEASE UNLIKELY TO MOVE FROM ANIMALS TO PEOPLE
• 5-17-2024BARRETT’S ESOPHAGUS PRECEDES ESOPHAGEAL CANCER, BUT NOT ALL PATIENTS NEED ABNORMAL CELL REMOVAL
• 5-17-2024THE NEURAL SIGNATURE OF SUBJECTIVE DISGUST COULD APPLY TO BOTH SENSORY AND SOCIO-MORAL EXPERIENCES
• 5-17-2024NEW BLOOD TEST FOR STROKE DETECTION COMBINES BLOOD-BASED BIOMARKERS WITH A CLINICAL SCORE
• 5-17-2024WEB-BASED SELF-HELP INTERVENTION FOUND TO BE BENEFICIAL FOR BINGE EATING DISORDER
• 5-17-2024MARYLAND GOV. WES MOORE SIGNS BILL REQUIRING MENTAL HEALTH TRAINING FOR PUBLIC HIGH SCHOOL, COLLEGE COACHES
• 5-17-2024NEW TECHNIQUE TO FREEZE BRAIN TISSUE WITHOUT HARM
• 5-17-2024STUDY UNCOVERS KEY FACTORS FOR RESILIENCE AFTER TRAUMA
• 5-17-2024SCAFFOLDING SENSORS DETECT EARLY EVIDENCE OF ORGAN TRANSPLANT REJECTIONS IN MICE
• 5-17-2024NOVEL GENETIC MECHANISMS MAY SERVE AS THERAPEUTIC TARGET AGAINST GLIOMA
• 5-17-2024LINK BETWEEN E-CIGARETTE USE AND EARLY AGE OF ASTHMA ONSET IN US ADULTS DISCOVERED
• 5-17-2024RESEARCHERS IDENTIFY IMPACTS OF RUSSIA-UKRAINE WAR ON HEALTH CARE SYSTEMS IMPACTED BY COMBAT
• 5-17-2024TRIAL HIV VACCINE TRIGGERS ELUSIVE AND ESSENTIAL ANTIBODIES, POINTING THE WAY TOWARD A SUCCESSFUL VACCINE

MAY 17, 2024

• 5-17-2024HOW THE DANGEROUS LIVER DISEASE SPREADS AND HOW IT CAN BE TREATED
• 5-17-2024NEW DATA OUTLINE POSITIVE EFFECTS OF ENDURANCE EXERCISE TRAINING
• 5-17-2024CHRONIC PAIN SUPPORT FROM SPOUSE MAY DECREASE WELL-BEING FOR SOME PEOPLE
• 5-17-2024WHEN DEPRESSION MEDS DON’T WORK, THIS MAY HELP YOU TURN THE CORNER
• 5-17-2024CAN OXYTOCIN HELP AGAINST LONELINESS? FINDINGS FROM A RANDOMIZED CONTROLLED TRIAL
• 5-17-2024STUDY FINDS ANTIOXIDANT DIETARY SUPPLEMENT MAY HELP COUNTER SYSTEMIC SCLEROSIS
• 5-17-2024AUTISTIC PEOPLE’S FEELINGS MOSTLY MISREAD—EMPATHY WORKS BOTH WAYS, RESEARCH REVEALS
• 5-17-2024STUDY SUGGESTS THAT AIR POLLUTION PROMOTES INFLAMMATION IN THE BRAIN, ACCELERATING CONSEQUENCES FOR DEMENTIA
• 5-17-2024STUDY SHOWS AEROBIC EXERCISE PERFORMED IN THE EVENING BENEFITS ELDERLY HYPERTENSIVES MORE THAN MORNING EXERCISE
• 5-17-2024A LONG-TERM KETOGENIC DIET ACCUMULATES AGED CELLS IN NORMAL TISSUES, NEW STUDY SHOWS
• 5-17-2024US TEEN DIED AFTER DOING SPICY CHIP CHALLENGE: AUTOPSY
• 5-17-2024IS YOUR CHILD READY FOR SUMMER SLEEPAWAY CAMP?
• 5-17-2024FDA APPROVES NEW DRUG FOR DEADLY LUNG CANCER
• 5-17-2024ANTI-DIABETIC TREATMENT ASSOCIATED WITH REDUCED RISK OF DEVELOPING BLOOD CANCER
• 5-17-2024CLINICIANS REPORT SUCCESS WITH FIRST TEST OF DRUG IN A PATIENT WITH LIFE-THREATENING BLOOD CLOTTING DISORDER
• 5-17-2024RESEARCH TEAM DEVELOPS NEW AI TOOL TO HELP CLASSIFY BRAIN TUMORS
• 5-17-2024ENGLISH FISHING VILLAGE TOLD TO BOIL WATER AFTER A PARASITE OUTBREAK SICKENS OVER 45 PEOPLE
• 5-17-2024TICK SEASON HAS ARRIVED. PROTECT YOURSELF WITH THESE TIPS
• 5-17-2024ARTIFICIAL INTELLIGENCE AND THE FUTURE OF SURGERY
• 5-17-2024RESEARCHER DISCOVERS DRUG THAT MAY DELAY ONSET OF ALZHEIMER’S, PARKINSON’S DISEASE AND TREAT HYDROCEPHALUS
• 5-17-2024KEY PROTEIN BEHIND BRAIN ASYMMETRY UNCOVERED BY SCIENTISTS
• 5-17-2024CELL TYPES AND MOLECULES USUALLY ASSOCIATED WITH AUTOIMMUNE DISEASES FOUND TO BE NORMAL COMPONENTS OF GUT IMMUNITY
• 5-17-2024RESEARCHERS REVEAL MOLECULAR MECHANISMS OF DIFFERENT DONOR ARTERIES FOR CORONARY ARTERY BYPASS GRAFTING
• 5-17-2024LIMITING CERTAIN LIGHT EXPOSURE HAS POTENTIAL TO PREVENT INHERITED RETINAL DYSTROPHY
• 5-17-2024STUDY REVEALS THAT THE BRAIN MODULATES VISUAL SIGNALS ACCORDING TO INTERNAL STATES
• 5-17-2024RESEARCHERS MAKE STRIDES IN MICROBIOME-BASED CANCER THERAPIES VIA IRON DEPRIVATION IN THE TUMOR MICROENVIRONMENT
• 5-17-2024STUDY OPENS THE DOOR TO DESIGNING THERAPIES TO IMPROVE LUNG DEVELOPMENT IN GROWTH-RESTRICTED FETUSES
• 5-17-2024WASTEWATER REVEALS SOCIOECONOMIC LINK TO ALCOHOL CONSUMPTION
• 5-17-2024A MULTIFACED BRAIN MAP OF RHESUS MONKEY
• 5-17-2024MORE LEPTOSPIROSIS CASES OCCUR AFTER FLOODS, STUDY SHOWS
• 5-17-2024RESEARCH FINDS THE PROTEIN VISTA DIRECTLY BLOCKS T CELLS FROM FUNCTIONING IN IMMUNOTHERAPY
• 5-17-2024GUT BACTERIA ENHANCE CANCER IMMUNOTHERAPY IN MOUSE STUDY
• 5-17-2024NEW IMAGING SOFTWARE IMPROVES LUNG DIAGNOSIS FOR 30% OF PATIENTS WHO CAN’T TOLERATE CONTRAST DYE
• 5-17-2024BLACK ADULTS AT RISK FOR ALZHEIMER’S DISEASE LIVE IN MORE POLLUTED AREAS, STUDY FINDS
• 5-17-2024STUDY SUGGESTS CHRONIC WASTING DISEASE UNLIKELY TO MOVE FROM ANIMALS TO PEOPLE
• 5-17-2024BARRETT’S ESOPHAGUS PRECEDES ESOPHAGEAL CANCER, BUT NOT ALL PATIENTS NEED ABNORMAL CELL REMOVAL
• 5-17-2024THE NEURAL SIGNATURE OF SUBJECTIVE DISGUST COULD APPLY TO BOTH SENSORY AND SOCIO-MORAL EXPERIENCES
• 5-17-2024NEW BLOOD TEST FOR STROKE DETECTION COMBINES BLOOD-BASED BIOMARKERS WITH A CLINICAL SCORE
• 5-17-2024WEB-BASED SELF-HELP INTERVENTION FOUND TO BE BENEFICIAL FOR BINGE EATING DISORDER
• 5-17-2024MARYLAND GOV. WES MOORE SIGNS BILL REQUIRING MENTAL HEALTH TRAINING FOR PUBLIC HIGH SCHOOL, COLLEGE COACHES
• 5-17-2024NEW TECHNIQUE TO FREEZE BRAIN TISSUE WITHOUT HARM
• 5-17-2024STUDY UNCOVERS KEY FACTORS FOR RESILIENCE AFTER TRAUMA
• 5-17-2024SCAFFOLDING SENSORS DETECT EARLY EVIDENCE OF ORGAN TRANSPLANT REJECTIONS IN MICE
• 5-17-2024NOVEL GENETIC MECHANISMS MAY SERVE AS THERAPEUTIC TARGET AGAINST GLIOMA
• 5-17-2024LINK BETWEEN E-CIGARETTE USE AND EARLY AGE OF ASTHMA ONSET IN US ADULTS DISCOVERED
• 5-17-2024RESEARCHERS IDENTIFY IMPACTS OF RUSSIA-UKRAINE WAR ON HEALTH CARE SYSTEMS IMPACTED BY COMBAT
• 5-17-2024TRIAL HIV VACCINE TRIGGERS ELUSIVE AND ESSENTIAL ANTIBODIES, POINTING THE WAY TOWARD A SUCCESSFUL VACCINE

hey there! my name is sam, and ive been a long time fan of gwen stefani! as a kid, in the 2000's i remember very clearly seeing a music video for the song bubble pop electric, i know there wasnt ever an official music video made, and so ive been on this wild chase to try and recover it, there were lost media discussions in the past, but no clear answers, i thought id try asking here, to see if anyone remembers.
proof of the video existing, is in the background video on stage, during gwen stefani's live harijuku concert, some clips of the video made for the song, can be seen in the back.
on youtube, there does exist a fan recreation of the song, and while very close, there are some major details missing, that do exist in the official one
from memmory here is everything i can remember from the music video from back in the day : the video begins of course with gwen stefani getting dressed and dolled up for johnny vulture, she can be seen putting on lipstick, changing her clothes multiple times, in sync with the music, same goes for her shoes in one scene aswell (this scene was well recreated in the fan remake on youtube). johnny vulture in the music video was eithere wearing green for his shirt, or his muscle car was gween, but that was a key detail i remember in the music video aswell. inside of the music video, often many times they say "uh oh, in the back seat" and the camera has gwen stefanis backup dancers covering their faces emberessed when the line is said. another key detail inside of the music video was the chihuahua heard backing at the end, i remember very vividly seeing the dog backing at johnny vultures car after he drives away. also mr stefani (mr fani) is seen in the video, reading a news paper while in a chair, waiting to see who was at the door, and greets johnny vulture, also i think her mom was in the kitchen during this but is off screen. after wgen is ready, she rushes down the stairs and kisses her dad on the cheek, who is standing in the door way with johnny, before rushing past, and heading off in johnnys muscle car.
thats as much as i think i can genuinly remember, and it really shcoks me that such an awesome music video got somehow scrubbed from existince online, but i hope to one day find and recover it for others! also the ammount of effort that whent into an unreleased video like that, leaves me still very confused aswell. most info i found online is that johnny vulture was the producer for that song, and he was a major part of outkast at the time, and gwen stefani was stepping into making her own albums, so it may have some legal reasoning, but i really dont know for sure. but as for any other info, it may have been released in other parts of the world, but there no other info on that. if anyone knows anything,please let me know! id love to find out

I benefitted a lot from the advice on this subreddit and used a lot of it to guide my approach to M3 year; now that I've had the chance to sit the exam, I wanted to create an exam write-up in the hopes that it will be useful to others. This write-up is lengthy, as I wanted to include advice for any new M3 students about how to maximize 3rd year, as well as some Step 2-specific strategies and advice.
A little about me: I am a non-traditional student (in my 30s) at a mid-tier US MD school. Pre-clinical grades were good (honored 2nd year, 0.5% away from honoring 1st year). Honored every rotation in 3rd year. I am a peer tutor at my medical school and was actively involved in tutoring 1st and 2nd year students throughout my M3 year and dedicated.
I am a big believer in students teaching students and the idea that if we all work together, we all become better students and clinicians. In that spirit, I welcome you to ask me any questions that you have below.

Overview

In general, my advice boils down to:

1. Don't try to use EVERY resource. Choose a few high-quality resources and really know them well.
2. Doing well on Step 2 (and shelf exams, tbh) requires active learning strategies and continually trying to think about what the next step would be. Practice questions are a great way to do this, but challenge yourself to go beyond what each individual question to build a broader knowledge base. That way, you won't only know the answer to that specific question, but also to a whole host of related questions.

General studying tips for 3rd year + dedicated
I am a big believer that the most effective study strategy involves four big components:

1. A question bank (UWorld) - gives you primary exposure to the material and helps to identify where your gaps are.
2. A system for continuously reviewing content - I used Anki (I discuss this more below). You can also use other strategies (note-taking, old school flash cards), but the important thing is that your review strategy needs to be ACTIVE (i.e., not just re-reading your old notes, but actively quizzing yourself and covering up the answers) and it needs to be CONTINUOUS. I did not pause any Anki cards during 3rd year, so by the time I got to dedicated, I had been actively, continuously reviewing content for months.
3. Resource(s) for primary sources - this is where you go when you need to refresh on pathophysiology, look up treatment/diagnostic testing for a disease, or understand the symptoms. I prefer UpToDate for this broadly, and used some additional resources on specific clerkships that I will discuss below.
4. Practice exams - NBME practice shelf exams ("CMS forms") and NBME Step 2 practice exams; do them timed to practice pacing.

A note on AMBOSS vs UWorld
A lot of people I know use AMBOSS and like it. Some people want an additional bank of questions to study from. I didn't personally use AMBOSS at all during 3rd year, and only used it for Ethics and QI during dedicated (and honestly, it was only marginally useful - may have gotten me 1 or 2 extra points on the real step 2 exam, but not more than that).
I think the smartest way to approach Q-banks is to make sure you have enough time to complete and thoroughly review at least one. For me, UWorld was more than enough to prepare well for each shelf exam and step 2 (honored every rotation). I think that a lot of people who try to use both AMBOSS and UWorld never finish either Q-bank in its entirety, or don't really review the Q-bank adequately. I decided it was a better use of my time and money to review only one but really know it well.
A note on Anki
Anki is a powerful tool that can really help with your long term retention, but it is dangerous if used incorrectly. I suspect that many people who don't find Anki helpful simply don't use it effectively.
The purpose of Anki is spaced repetition. In order for this to work, you have to keep up with reviews and you can't pause cards. I also caution students I tutor to be cautious of relying solely on a premade Anki deck; I used the AnKing deck, as well as this deck and a home-brew deck at my medical school.
During M3 year, I would start each rotation with UWorld from day 1, and as I came across each concept in UWorld, I would do a search through my Anki cards and unpause all the cards that related to that topic (so, for instance, when I got a question about diverculitis, I would then unpause all the diverticulitis cards). I found that doing this ensured that the new Anki cards I was adding were reviews of concepts I had just studied (via UWorld), so I was able to both reinforce the new content via Anki and also ensure that the new Anki cards I was adding were concepts that I was actually familiar with. I recommended this approach over the one that I saw many classmates using (just unpausing all the cards tagged for a clerkship at the start of the clerkship and "raw dogging" them, as my friend put it). It's also a good way to keep your daily new cards (and thus, your reviews) at a manageable number. On a typical day in 3rd year, I added between 50-100 new cards and averaged 250-350 reviews daily. I was nearly always able to complete my reviews while I was at the hospital each day, leaving my home study time free for UWorld.
More on how to effectively use Anki
A note on staying sane and prioritizing high-yield content
As others have said, I think that the best way to do extremely well on Step 2 CK is to approach M3 as a yearlong dedicated period. Doing well on Step 2 is not just about your preparation for the Step 2 exam, but also your learning during each rotation and your preparation for your shelf exams. Even if you're not at all interested in a particular specialty, there is a lot to learn from each rotation that will be valuable to you as a future physician. Additionally, each specialty has its own way of approaching medical decision-making, and paying attention to these patterns of thought can help you to reason through questions on exams, as well as be a better communicator with physicians in each specialty when you become a resident and attending.
As you progress through 3rd year, there are also a few things that I think it's wise to keep in mind:

• Remember that you are a person first and a medical student/doctor second. I put this first because it's the most important. It's hard to learn when your basic needs aren't being met or you're so anxious, stressed, or depressed you can't remember anything. Find something that keeps you grounded and whole and sane and make that a priority. For me, it's distance running. I ran nearly every day of 3rd year and dedicated (often at 3 AM, before rounds). I finished 3 marathons during M3 and dedicated, including running the Boston Marathon 2 weeks before I took step 2. Running relieves anxiety, gives me an excuse to step away from studying, and evens out my mood. In total, I ran over 2500 miles during my M3 year. I don't think I would have done anywhere near as well in M3 without it.
• Get really, really good at preventive care. The US Preventive Services Task Force guidelines are highly tested on all shelf exams and on Step 2, and there really aren't that many of them. Before my family med rotation, I made an Anki deck of the A and B recommendations based on the most recent updates and kept those in rotation through Step 2 (about 150 cards total). If you're at the beginning of M3 year, (or really any point in M3) I would suggest doing this right now. Every time you see a patient in clinic, think about "what screening exams should this patient have". If you get in the habit of always doing this, by the time you get to the exam, those screening questions will be free points (and there are usually a bunch of them).
• Try to approach every patient encounter as though you are the sole physician responsible for that patient's care. Formulate your own plan independently of residents or attendings. Ask questions about all these things in your patient interview, and present the answers to your attending. You will learn more if you push yourself to try to think about management from the beginning of 3rd year rather than relying on plans from your residents.
• Pay attention to sensitivity and specificity of tests. This is becoming a bigger and bigger deal on NBMEs and Step 2. Knowing sensitivity and specificity can help you determine whether a given finding in a question stem is significant or not.
• Look up every imaging test and diagnostic procedure you come across, whether in clinic or on a practice exam. A good rule of thumb for whether you understand a test is "Do I know when this test is appropriate, when it is inappropriate, and could I explain it to a patient?". I had a surgery fellow pimp me on when to order an ERCP vs MRCP; this stuff is important because it prevents unnecessary testing and allows you to get the most "bang for your buck", both in terms of diagnostic accuracy and scoring points on the "next step" questions on exams.
• Pay attention to thresholds for follow-up observation vs treatment. If a patient has a AAA that's 3 cm, you do serial ultrasounds and watch it clinically; if it's 7 cm, you operate. Many, many conditions have similar thresholds, and you should look for the differences in how you manage a condition based on the thresholds. Sometimes this stuff is buried in the UWorld explanations, so when you see it, make a flash card or add it to your review.
• Know the USPSTF screening guidelines like the back of your hand. There aren't that many of them, and it's basically free points on every single shelf exam + step 2. Make a flash card deck with the most updated versions on day 1 and review it throughout 3rd year. Especially high yield on FM + IM, but they appear on every shelf.
• Think about what things a specialty "cares about" when you're rotating on that specialty.
  • OBGYN: gestational age, STI history/screening, social/fam Hx of risk factors for gyn cancers (breast, cervical, ovarian, endometrial).
  • Surgery: is the patient safe to take to surgery (comorbidities, heart failure, coagulopathies, meds, etc)? When is surgery indicated (i.e., do they have to go now, or can they wait)? Antibiotic prophylaxis (who needs it, and what antibiotics)? Post-op complications (the "5 W's", leaks, nearby structures that can be injured)? Normal post-op care/patient safety (DVT prophylaxis, catheter removal, infections, etc).
  • Peds: developmental milestones/normal development/growth curves, rashes (pediatricians love rashes), upper respiratory infections, stuff that gets treated differently in kids (ex. febrile UTI), neonatal hyperbilirubinemia (basically guaranteed to get at least one question on this on any peds exam)
  • IM: Preventive care/screening, vaccines, hypertension, diabetes, heart failure, ACS, liver failure/cirrhosis.
  • FM: IM + Peds + OBGYN, with a heavy focus on preventive screenings
  • Psych: Pay attention to timelines; think of every psych disease as a continuum (i.e., <1 mo = brief psychotic disorder, 1-6 mo = schizophreniform, 6+ = schizophrenia, schizophrenia + mood symptoms = schizophreniform). Find something that makes sense to you for the personality disorders (I personally mapped them all onto Harry Potter characters and now I will never have to re-learn them).
  • Neuro: Differentiating causes of stroke, multiple sclerosis, when to get an MRI (answer: always get an MRI in neuro), different types of dementia

Subject Review

This section is intended for those who are starting or still in the midst of M3 year. If you're already in dedicated, this section may be less useful.
For all rotations, my strategy was generally:

1. Complete the UWorld Shelf exam Q-bank with 1-2 weeks to spare
2. Make/unpause Anki cards as I worked through UWorld
3. Take timed NBME practice shelf exams regularly throughout the rotation(I sat down at the start of each rotation and planned these out every 1-2 weeks so they were evenly spaced throughout the rotation). Get through every practice exam by the end of the rotation. Doing them timed is important because it helps you to practice pacing. One 50-question exam at 90 seconds/ question = 75 minutes total. I also wrote down the diagnosis for each question so that when I reviewed the exam, I could see whether any wrong answers were a problem with making the wrong diagnosis vs knowing the next step. Doing the NBME shelf exams also gives you a good sense of what the "pet concepts" that tend to occur over and over are (for instance, SCFE vs Legg-Calve-Perthes comes up shockingly often)

Order of rotations:
I did my rotations in the order listed below and I really liked this order. I know many people advocate for finishing on Internal Medicine, but I was very glad I started with it, because I think it laid a strong foundation for everything else. As long as you have a solid strategy for reviewing the IM content continuously throughout the year, I think it's a smart choice for the first rotation, especially because basically every other shelf exam will have 5-10 IM questions on it.
Medicine
Resources: UWorld (IM shelf bank + 1/2 of Ambulatory), Case Files Internal Medicine (did ~50% of it), USPSTF A & B guidelines, NBME practice shelf exams ("CMS forms"), Emma Holliday review
Advice: If you have free time 1-2 weeks before starting IM, get through as much of Case Files as you can. It lays a good base and helps you get into the mindset of IM. Once you start the rotation, crank through UWorld. I'd suggest trying to finish the UWorld Q's with 1-2 weeks to spare at the end of the clerkship in which you can review incorrects and/or shore up any weak areas.
Raw Score: 85
Neurology
Resources: UWorld, Case Files: Neurology, NBME practice shelf exams ("CMS forms")
Advice: Case Files Neuro is a little in the weeds, but it will help a lot with some of the more off-the-wall pathologies that aren't really seen in the UWorld bank.
Raw Score: 90
Psychiatry
Resources: UWorld, Case Files: Psych, NBME practice shelf exams ("CMS forms"). A lot of people swear by First Aid for the Psychiatry Clerkship; I didn't use it (but I think Case Files accomplished much the same purpose)
Advice: Pay attention to timelines + enjoy the psychation! This is the lightest rotation for most people. Take it in the summer if at all possible and enjoy the nice weather and free time. If you can, get it somewhere in the middle of 3rd year so you can have a little break.
Raw Score: 94
Family Medicine
Resources: UWorld (FM bank + 1/2 of ambulatory bank), Case Files: Family Med, NBME practice shelf exams ("CMS forms"), USPSTF A & B guidelines, CDC vaccination schedules
Advice: Try to take FM after IM, if at all possible. DO NOT underestimate the family medicine shelf exam. It is the broadest shelf exam, and it's heavily weighted towards prevention, so plan your studying accordingly. Know the USPSTF guidelines and vaccine schedules like the back of your hand (this is at least 25-30% of the shelf exam).
Raw Score: 85
Surgery
Resources: UWorld (Surgery bank + EM bank), de Virgilio's Surgery, NBME practice shelf exams ("CMS forms") for EM and Surgery, American College of Surgeons TEAM (Trauma Evaluation and Management) course book, Emma Holliday review
Advice: The surgery shelf exam focuses heavily on the pre- and post-surgical management of surgical patients, trauma assessment (hence the EM questions/CMS forms above), and knowing the indications for surgery. You will not be asked how to do a surgery on the shelf exam, but you will be expected to know when a surgery is indicated vs when medical management should be used instead (and also what that medical management is). De Virgilio's is a great and under-utilized resource that has a fantastic question bank at the end of each chapter. I would recommend reading at least the GI, vascular, breast, endocrine, and trauma sections (and honestly, as much of it as you have time for).
Raw Score: 85
Obstetrics and Gynecology
Resources: UWorld, Case Files: OBGYN, NBME practice shelf exams ("CMS forms"), ACOG guidelines, UWise questions
Advice: OBGYN is all about timelines (at least, the OB part is). Pay attention to gestational age requirements for diagnosis of various conditions. Know the various labs that are used to diagnose Pre-eclampsia with severe features, and really pay attention to risk factors for the various obstetric complications. As one nurse midwife I worked with put it, "The biggest risk factor anything in L & D is usually a history of the same complication". I didn't really find the UWise Q-bank that useful, but if you have extra time, it's a nice source of extra practice questions, or a good way to reinforce any trouble spots.
Raw Score: 87
Pediatrics
Resources: UWorld, Case Files: Pediatrics, NBME practice shelf exams ("CMS forms"), CDC vaccination schedule, Emma Holliday review
Advice: Know the general trends of pediatric vital signs (what's normal for an adult is abnormal for most pediatric patients and vice versa), pay attention to rashes and dermatology, and review these as often as possible. It's well worth your time to do a good review of all the glycogen storage diseases, inborn errors of metabolism, lysosomal storage diseases, etc that you forgot after Step 1. For this reason, if you can do Peds as your last rotation before Step 2 it's kind of nice...then you only have to re-learn all this stuff once. This stuff is fair game for Step 2 (and I did personally get questions on it on my exam).
Raw Score: 91

Dedicated Study

I completed my first pass of UWorld during my M3 core rotations with an average of 74%. I did reset UWorld and begin a 2nd pass during dedicated, but I found that the questions repeated a lot of content that I knew well, and ultimately decided it wasn't a good use of my time. I only completed about 20% of my 2nd pass of UWorld with an average of 92%.
My main resources during dedicated were NBME practice exams (I did 8-14 timed), UWSAs, and the Free 120. I also listened to some Divine Intervention episodes on my runs and reviewed the Emma Holliday shelf exam reviews (I had previously listened to these during my M3 rotations). Of the podcasts, I found the Divine Intervention Free 120 review the most helpful, and would strongly recommend listening to those episodes after you take the Free 120. It did a lot to help me with some test taking strategies that I used on exam day.
General advice for dedicated:

• Keep on a regular sleep schedule, even on your days off. I went to bed at 10 and got up at 6 every day, because I wanted my schedule to be close to what I would need to do on test day.
• Take days off. I took at least 1/2 a day off every week. I also ran a major marathon 2 weeks before my test day, so that was a very light weekend in terms of studying.
• Keep exercising and doing things you enjoy. For me, this meant running a marathon (something I do regularly). You don't have to go as crazy as I did, but do something to get outside and stay active. It will help you keep the anxiety under control and see the sunlight every so often.
• Take practice exams regularly and spend plenty of time reviewing them. I made a google doc to keep track of incorrects and assigned each one to a category of "why I got it wrong" (i.e., "overthinking", "knowledge gap", "guessed wrong of 2", etc). This helps to identify trends. I found that I have a tendency to overthink questions, so identifying this helped me to address this weakness and gave me confidence to go with my gut instinct on the exam.
• Don't be afraid to adjust your study plan during dedicated. I started a 2nd pass of UWorld, but after about 2 weeks of dedicated, I felt like I wasn't really getting anything additional out of it and I was remembering too many of the questions from my 1st pass, so I just stopped using it. I spent that time on other resources instead (more practice exams). Take the time to really analyze which activities are actually helping your learning. Don't just do something because that's what everyone else is doing during their dedicated.
• Keep up with your review strategy. For me, this was Anki. I spent 2-4 hours every morning during dedicated doing Anki. At times, I worried that this was too much time on Anki, but part of what makes Step 2 (and all USMLE exams) challenging is the sheer breadth of content. The best way to prep for this is to keep consistent with your review strategy.
• If there's a concept you dread seeing in a question stem, STOP, do not pass Go, do not collect $20. Take a second to go to a primary source (UpToDate, a textbook) and review that content. Make some flash cards and review it regularly.
• Practice your timing. I came up with my exam day break strategy at the start of my dedicated, and every time I took a practice exam, I practiced my break strategy (at least, the first 5 blocks of my break strategy). This made it very easy for me to execute on test day because I was already used to doing 5 blocks in a row exactly this way. I took my lunch break after block 5 instead of block 4 (because I liked the psychological factor of knowing the exam was more than halfway done). Coming back for 3 more was no problem on test day.

My practice exam scores:
CCSE: 254 (my school requires this, and it was given a few days after the final shelf exam, right at the start of my dedicated period)
NBME 9 (30 days out) 269
NBME 10 (21 days out) 268
NBME 11 (18 days out) 262
NBME 12 (15 days out) 251
NBME 13 (7 days out) 264
NBME 14 (2 days out) 264
UWSA 1 (25 days out) 254
UWSA 2 (9 days out) 268
UWSA 3 (5 days out) 266
New Free 120 (3 days out) 85%
Predicted score: 265

The Day Before

Just take a break, for the love of all that is good. I went for a run, watched some old TV, read for fun, had a nice pasta dinner, and tried to go to bed early. Laid out everything I needed (lucky t-shirt, snacks, testing permit, ID, keys, etc).
Of course, I ended up tossing and turning most of the night and slept very poorly. When I woke up, I considered trying to postpone my test, but ultimately I decided I just wanted it over and done with and I wasn't willing to wait any longer. My point here is that even if you have anxiety and/or a single bad night of sleep before the exam, you can still do very well if you've done the work. As we say in the marathon world, trust your training.

The Test

Got to the testing center 45 minutes early. Made sure the last thing I did before going through security was to take a bathroom break. Brought plenty of snacks, headache medication, chocolate, and a healthy and delicious lunch (I think there's some psychological power in knowing you have a delicious lunch awaiting you).
During the exam, I took a break of at least 5 min after every block. Personally, I found the mental break was extremely helpful. On the whole, I found the exam to be quite reasonable.
Step 2 CK: 277
My last piece of advice will be that I think doing well throughout third year is the best thing you can do. If you've had a break after 3rd year or you are an IMG or someone coming from a non-traditional program, doing a thorough content review with the CMS forms before starting Step 2 specific practice exams is a good idea.
Ultimately, I think the most important things are:
1.) Choosing a FEW, QUALITY resources to review
2.) Continuing your ACTIVE, CONTINUOUS review strategy
3.) Keeping a consistent schedule with time for sleep, healthy eating, exercise, and something you find fun (ideally something other than TV).
4.) Staying off Reddit. Really, I mean it. Especially during dedicated, it's just a black hole of anxiety and angst and you should avoid it at all costs. Come back after you get your amazing scores and pay it forward to others.

An afore word, this story is an extension of the “I Inherited a Fallen Angel” series, it contains minor spoilers for those following the story so far, and haven’t made it to part 9. “Coalcifer: Super Charged Fallen Angel” Is a mini-series which follows the titular, fallen Angel Coalcifer’s perspective of events, and secret adventures while away from the series’s usually protagonist: John.
Chapter 1: Fallen Angel’s Anger
Coalcifer: “That’s right, all eyes on me. Plenty of violence on the way, and demons galore. I don’t pull my punches, unless I’m hitting John, he’s still mostly human after all. And it’s about time. I know it’s usually Johnny-boy writing from his perspective of our little adventure, but to tell the truth, sometimes his details lack some of the excitement and OOMPH that you’ll come to see in my own, somewhat separate adventure…As a semi-divine being, normal clothes tear and disintegrate so quickly when in constant contact with our skin, unless we’re CONSTANTLY focused on NOT destroying them. 5-6 hours will ruin any clothing not enchanted or heaven-made. So I’m rarely clothed, but usually cloaked from the average mortal’s eyes. I’m as tall as I like, I weigh…about 4,000 lbs, or 1,814kgs, when I don’t care. Someone once asked “Is Coalcifer thicc?”…After looking up that word, the answer is YES. However, again, I’m not human…So, I’m actually as thicc or as thin as I like. Thanks, Angel anatomy!
Now, here we both currently are, in a living way station, which is curiously under John’s control. It straddles the realms…here with one foot in the Void, the other somewhere a bit between Heaven and Earth’s dimension. And while this vessel of ours is being bombarded by exploding, sleep paralysis demons in the shape of huge, demonic spiders. They only explode upon death, at least. They’ve attacked us by the thousands, nasty buggers. Keyed-in on the re-activation of this Nexus (The name of this void station). Ah, here’s John, fast and magically held in a deep slumber on a dream quest, lying on a makeshift bed in a diner he commanded the Nexus to simulate for us to talk and plan in. Oh haha, his dream trial will be likely only slightly more forgiving than hell itself.
Oh, wow these spider demons really are everywhere! Shit. John thinks I’m sleeping too, hiding somewhere within his dream trial. Cute. I can’t have these bastards tearing him apart…”
I unleash my wings of burning crimson plasma at my back with an explosive clap and fly upward to get a better view of the damage and locate the breaches in the hull. THUD THUD The sound of massive spiders pelting the outside of the station from all angles, yet sounding less frequent by the second. BOOM AH, that one exploded on impact. Hmm. With my angelic eyes I can sense that not all these demons are the same power levels. There are many ancients among their numbers. Ugh! These are some creepy little things…Er, well not so little actually. Varios colors shine and pulse from them, and the number of spider legs they have seem to vary depending on how powerful they are. The bigger ones are neon green, 15 or so glowing purple eyes, and around 16 to 20 hair-spiked legs.
Five hull breaches, and 53 spiders and 5 really big, ugly mothers…With…Oh THAT’s GROSS- All 5 of the big ones have hundreds of hand-sized spider demons on them!
Okay, what’s the best way to handle these buggers? First, wait…None of them are moving. They’re all kinda just…Humming…And looking in John’s direction!
Now If I concentrate I can see it, thousands of ethereal webs pouring out of the hull breaches and out of each spider demon, and straight into John’s third eye! He’s convulsing, they’re ALL, THOUSANDS OF THEM, invading his dream trial!
Coalcifer: “I will NOT STAND FOR THIS!”
I gather my will and anger into my eyes, reaching my wings above my head to grasp my divinity and force my broken halo together. Instantly, as if a floodgate was smashed wide open, I feel my limbs ripple with strength and unstable jolts of power, making my body almost twitch with how HIGH my reflexes raised. I scan the room with lethal intent pouring from my gaze, bursting energy beams forth out of my blazing amber eyes. The lesser spider demons erupted in a fiery conflagration of chitin, guts and their own green energy, blackening the floor and walls of the Nexus where they died. Explosions violently rattled the Nexus wherever my eyes swept over the the couch and dog sized spider demons, turning the air foul with their nearly atomized remains. I think I got some spider ichor in my hair, ugh, lovely. To my surprise… The larger ones seemed unaffected!
That just pisses me off even more. “You want it THE HARD WAY? You got it…”
I open my mouth and scream the resonance of my halo’s frequency, engulfing my body in angelic energy, singing the song etched into my essence. I didn’t have the leisure of taking my time to carefully adjust my power to find just the right amount of power to kill these exploding freaks. John’s gonna owe me for this shit.
With an explosion of speed and sheer force, I rocket towards the 5 biggest demons in the room. Quicker than it could react to my presence approaching, I dove screaming like an arrow made of lasers, exploding in a fountain of blood and crimson Angel fire, burning off the mess as soon as I reached open air. Taking two breakneck 90 degree turns, I reach the next fiend just as the previous one detonates. This one dies like the last as I split through it with ease, and shoot off to the next one even faster than before as each kill powers my essence with their deaths as my wings rake-in their eldritch energies before the void can reclaim them.
By the time the final giant spider demon dies, I’m almost out of breath. I take a moment and let the blast of the last giant spider demon wash over me, first enveloping myself within my wings. When the smoke and blood mist clears, my skin has visible eldritch power crackling and dancing all over it.
“Hahahahaha!” I laugh maniacally, all but consumed with my previously suppressed bloodlust, each and every line of energy going into John’s third eye are now visible to me as if they were solid threads. This sight Jared me back into my right mind, renewing my fury. I inhale deeply, taking in as many errant spirit molecules from the air as I could, and began my tri-toned killing song again.
I rocket outward from the nearest breach in the hull and scan with my heightened senses. 4,677 victims awaiting annihilation at my hands. I could hear them all. Each and every one of them whispering in my mind…
Sleep paralysis spider demon legions: “JOIN US, LEAD US, BECOME OUR GOD. HELP US DEVOUR JOHN AND THE ANGELIC ESSENCE WITHIN HIM. WIT IT WE WILL ALL BECOME LIKE GODS”
Of course they were all batshit insane, but the power I was burning off right now, a lot of it wasn’t my own. I could feel it twitching my muscles, testing the waters and trying to make me move when I wasn’t!
Coalcifer: “No. NO!!” Now I see them. This energy, all these thread connecting this stolen energy right back to ALL of you. HA! You’re royally fucked now!”
Concentrating all of their stolen eldritch energy, and infusing it with my own angelic power, I gather all the threads together using my wings , and with a might heave I tear each and every one of those fiends from the hull of the Nexus and push all of that energy back into them with full intent to kill them all.
Coalcifer: “EAT THIS YOU CREEPY FUCKS!”
The void lit up and practically came alive with the sounds of eradication and a symphony of explosive death, and I was it’s sexy conductor. Shame John didn’t see this. He’d have pissed himself!
I relaxed, letting my broken halo disappear again, my skin’s pearlescent pink was dirtied by chunks of Angel-fried demons, burnt and solidified into chunks of coal which fell off as I flew down into the diner to check on John. Sure enough he’d been fight a handful of stragglers the completely left their bodies behind and settled into his dreamscape. This may take him a few hours to figure out his objective and then complete it. I’ll take him to a part of the Nexus that dips a bit into a time stream where those hours should buy me a day and a half, besides…John will be safe with “Quin’s” guidance
I do have some pressing business to attend to at the mixed Damned and Divine night club: “Lower Heaven”. Maybe I’ll write to you cuties all about it next time? It was fun, but I’ll catch you again next time. Bye bye for now!

Whats good buds. I hope I did not keep you all waiting too long for a new chapter. I am back with a new fun section of the interlude story between Human Trauma 2 and 3. This time we get a big peak into our leading man's mind and our leading ladies. one being a stuck-up spoiled brat, the other a gruff and too stubborn for his own good gunslinger.
Let's go save our bread
Conor slowly descended the stairs, muscling past a drunken pair of Purletric dancers loitering at the bottom. Once on the ground floor, he vanished into the crowd of undulating, grinding bodies.
None of the dancers paid him any mind as he weaved in and out of their groups. All were far too inebriated to note the predator stalking past or any weapons he carried beneath his jacket. Be it the knife on his hip, the pistol in hand, or the stun granades on his belt.
Clutching the pistol in his metallic hand, Conor wondered what the worn stippling was like to hold. It had been years since his right hand could feel, and the L1-JKL was nowhere near as sharp as when it was manufactured hundreds of standard years ago by Nekarilaqa arms.
At this point, the JKL was ancient, being over tenfold his age. But the Slug thrower was still effective and was integrally suppressed. Those who loved the weapon model would call it the Jackle; Conor was not one of those people.
He preferred to call it the Joker because the pistol was the perfect weapon for his needs or as helpful as breathing on someone. At least the suppressor would make it impossible to hear the weapons report beyond a few meters —-especially with loud base drums.
In an environment as ridiculously voluminous as the nightclub, Conor would not even be able to hear the weapon going off, much less the drunk and high partygoers keying their senses into the ear-splitting music.
Conor’s theory on the level of ignorance the inebriated attendees was given credence when he wrapped his hand on the slimy mouth of one of the Voodal mooks and sent four slugs through his back, blood and viscera showering a group of scantily clad dancers; all of them none the wiser that the warm liquid glowing neon in the club lights was the orange blood of the amphibian.
Instead of taking the time to hide the body in a trashcan like this was a B-rate hollow-flick, Conor shoved the limp body off to the side. the Voodal collapsed against the damp, durecrete wall with a dull thud.
Club security would find the body soon enough and toss it in the alleyway outback, likely assuming he passed out. Until then, the dancers would continue blissfully unaware of the cadaver in their midst. Conor just knew he would likely have to explain to Zyntle why he and Brakul were conducting business in his nightclub; that was in a way taboo for the duo.
“Good kill. Move to the right,” Brakul instructed through the radio. “Next target is lazed.”
“Copy,” Conor muttered coldly into his mask's communication device.
While he passed a pair of green-skinned Kubutals grinding hard against one another, Conor spotted Brakul's laser stock steady on the chest of the next Voodal. He moved quickly, distancing himself from the couple that was only two layers of cloth away from fucking on the dancefloor, needing to speed things up if he was going to win the bet
Once past them, Conor closed the gap between him and the next target, pulling her close. Before the woman registered that she now had a new and less-than-provocative dance partner, Conor slammed her against the wall, pushed his suppressed pistol into her groin, and stitched off four quick shots.
Usually, a bullet smashing your pelvic girdle would cause uncontrolled screaming, But with Conor's metallic elbow crushing the amphibian's trachea, she could only muster a weak croak.
As the Kyrail woman thrashed, her windpipe cracked and crackled; She struggled against Conor like an untamed Rehal: kicking, punching, clawing, all in a desperate animalistic desire to survive. But that could not last forever, and they both knew it; after half a minute, the fight in her amber eyes faded, having drained out with the blood coating her and Conor's boots.
“You better hurry it up; there are only four left,” Brakul mocked as Conor let the dead woman's corpse slump against the wall, and running her pockets.
“You could fucking help me, you Nurlik!” Conor flippantly replied while pulling a bag of visage from the woman's pocket.
“I am helping, just not too much; I still have crit riding on you failing—-remember,” Brakul sniggered.
“This was your idea,” Conor grumbled, leaving the woman gbehind and wafting past another dancer towards the next Kyrail.
Thankfully Brakul did not comment further while Conor was actively dealing with the next target; Brakul might be an asshole, but he was a professional and knew to let Conor work.
Conor covered the gang member's nose with the open bag and drove a swift knee into his grundle; the man’s autonomic functions did the rest. The strike caused them to gasp and breathe in a lungful of the acrid yellowish powder.
The amphibian coughed, bluckling over as his brain was forced to error code by the narcotic. Conor silently thanked Orphian Manufacturing that filters in his mask saved him from the zombifying cloud, unlike the other patrons within arms reach of his last target who also began to fall tot he deck.
“Do I have to remind you of our bet on the Driltol mining platform? Because last I checked, that was your idea,” Brakul commented, shifting his laser to the next target.
Conor huffed in annoyance, remembering that bet and horrible day all too well. He lost five thousand crit and his arm over the course of an hour. All because he was young, inexperienced, hot-headed, and not keeping keyed in on the task.
On top of the physical and financial damage, Conor also learned two important lessons about this line of work. Firstly, he had to stay focused on his current objective while being aware of what was happening nearby.
The second lesson he learned was to trust Brakul's wisdom and counsel. The older mercenary had a far better sense of business and an uncanny ability to tell when a gig would go bottoms up, and they needed to pop smoke.
Those lessons were things Conor still had to remind himself of regularly. He was far more reliable and wise than those days but could not hold a candle up to Brakul.
“Are there any updates on the others?” Conor questioned, slipped behind a pillar, pulling the trigger and splattering another Voodal ganger's brains on the bar, wall, and an unsepecting Farun’se.
“You better hurry up, conman. They just figured out something is going on and are starting to move,” Brakul said calmly.
Grunting to confirm he understood, Conor gave up on flowing like an unseen predator through the crowd and started to force the comparatively diminutive aliens out of the way. Sometimes speed was safety, and with his time hack being measured in seconds—now was one of those times.
Conor pushed through the last group of dancers, most falling to the ground with painful yelps. Once through, he finally had sight of the group of Kyrail. One of the Kyrail was bleeding out on the deck, and two were left standing.
One was a hulking brute with a beer gut, grey scales, and wore a tight tunic like cloth. The red scaled woman was using the older lizard like a shield, yelling something at the Voodal gangers, but the club's music drowned out her voice.
Conor had to give it to the old fool; he had some balls. Even though he was outnumbered and unarmed, he stood stalwart against the last three Voodal gangers, closing the short gap between them.
Balls or not, the Kyrail were not in a winning scenario and would be overwhelmed quickly. With their back-to-wall, Conor had to act fast; there was no way he would lose another bet. Brakul would never let him live that down.
—--
“Stay behind me,” Torkla hissed, pushing Eivaley back from the three aliens.
Eivaley clutched tightly to Torklas clothes and did what she was told. He was the champion appointed ot her by her father; and would fill most of the rolls of a champion until she found someone who could best him.
Her heart was slamming like a hammer and anvil in her chest while the three aliens cackled and kept getting closer. The only question running through her mind and body right now was, what was happening?
This was supposed to be an enjoyable trip, not whatever this nightmare was now.
Daddy had invited her to Heavalun and the COS to get a feeling for the city and the area of space his shipping company was expanding into.
Her father, Vuraley, handled all the tedious paperwork: setting up contacts, buying warehouses, hiring security, and setting up a private spaceport. All she was supposed to do was stay out of trouble, look pretty at a few meetings with clients, and stay close to her security detail.
Now Eivaley was cowering behind the back of one of her clans proudest warriors while three meter-and-a-half tall bipedal frogs brandished weapons and were threatening them. She could not imagine what Daddy would say about this when she got home. Would he cut her allowance? Not let her go out in town again? Or worst of all, not let her go out and see her friends anymore?
Either way, she was not looking forward to what he would do to her—it wasn’t like any of this was her fault.
“Oi, soljah, ‘and, ‘er ovah, and we hont ‘urt yah,” one of the grey-skinned toads croaked, pointing a pistol at Vuraley and flicking off the weapons safety.
“You had better get out of here,” Eivaley hissed reflexively, far to use to having others of her species following her everyword like gospel. “My daddy will have none of this; he will make you all regret this,”
“Stop talking,” Torkla yelled, keeping his eyes on the encroaching Voodal. “you’re not helping.”
What in the grand broods name? Torkla yelled at her. He never yelled at her, even though he had been guarding her since she was a little girl. Torkla was under Oath to obey her, and keep her safe; that includes listening to her. He should not be able to yell at her.
“Yah lil’ lady, yah should listen. We know yer daddy and don’t care, and you are worth too much to pass up,” The Voodal sniggered. “So soljah, yah gonna ‘and ‘er ovah?”
Torkla looked over the men who had paused, slinking closer, and were waiting for his answer. Then he glanced over his shoulder at Eivaley. The girl he might as well have helped raise was shaking like a leaf and needed him to be a rock right now.
“No deal,” Torkla replied, drawing a knife and readying to fight off the aliens or die trying.
The front toad clicked his tongue and languidly twirled the pistol while stepping off to the side. “Come on, no reason tah die fer ‘er. Be reasonable,”
“Torkla would never—” Eivaley started, but he yelled at her again.
“I said shut up,” Torkla barked. “You can get made at me later.”
Eivaley jumped then clutched his jacket and nodded silently, not wanting him to yell anymore. While yes she might be in charge of Torkla and the others her father assigned to her; until she found her own champion she would never have any true power.
“I said no deal,” Torkla affirmed.
The lead toad rolled his eyes and sighed while raising the weapon toward Torkla, readying to slump the stupid royal guardsman.
Once the pistol was full raised they nodded. Both accepting accepting that there was only one way this would go. One of them would end up in a body bag. While the Kyrail and Voodal had many differences this was one thing both accepted.
Neither group would detest giving someone a good death—even though both thought it would be others turn to hit the deck.
The next few seconds were some of the longest, most horrendous moments of Eivaley’s life.
Torkla roared like a beast dredged up from the bottomless dark pits of hell, shot forward, and tried to slip the pistol from the Kyrail’s grip; his fangs snapping as his potent venom trailed passed his lips.
But at his age, Torkla was not the young proud palace guard he was when he was first assigned to be Eivaley’s personal guard.
Now that he was pushing fifty, he was old, slow, and more willing than ever to lay it all on the line for the few people he was bound to protect. Right now, he regrettably could not meet the bill.
A deafening, unsuppressed shot cracked like thunder just as Torklas claws caressed the handgun. The round ripped through his palm and carved a deep canyon in the old warriors skull, showering Eivaley in blood, bone, and brain matter of the man who earlier was chuckling and asking her to dress more modestly.
The crack of the weapon turned the nightclub into pure bedlam. Drunken partygoers screamed while they shoved and trampled one another, desperately trying to get away. Their panic blaring overwhelmed the club's music and Eivaley’s screams.
As soon as the first Kyrail shot Torkla, the others tossed their bags of visage onto Eivaley, showering her in the drug that burned the image of Torkla’s canyoned skull and slumping body into her mind. An image she would remember until her dying breath.
Over her life she would se many more, and had seen hundreds if not thousands of commoners die so far. That one death meant something more to here; but how much it affected her would take many years for her to understand.
“Grab ‘er,” The lead croaker said just before the metallic hand of a massive beast grabbed his head and crushed it like an egg, blood glowing as it squirted between shining metallic fingers.
Whoever just killed the man who shot Torkla picked up the lead ganger and effortlessly tossed the corpse into another one of the gang members. As soon as he was done with that, he lifted his handgun and fired three rounds into the remaining mook, not even bothering to glance fully at them.
In her drug-induced stupor, Eivaley’s mind and body could not focus on anything beyond critical details. Sparse things that stood out so much she could never forget them.
One of the mans arms was covered in metal; whether it was armor or cybernetics, she did not know, nor could she care. At this moment, it was the shining armor of a night of yor: strong, valiant, and rescuing a damsel in distress.
The vissages causing her neurons to misfire, rocketed stories of strong brave men rushing to the rescue of the noble women when their homes were under siege. And as far as seh saw it, this situation was just that.
Her guards failed,and now as if summoned by the gods themselves a brave knight burst forth from nowhere and defied the darkness threatening the dainty princess. No it did not matter she was the 5th princess and would never be queen, just that she had her champion, and it seems that chose her.
Before the visage entirely took effect, Eivaley heard the man say a few words. It was difficult to listen to him through the skull art covered mask he wore, but her savior's voice was deep, reverberating, and filled with clear, driven intent.
“I got the girl; meet you at Stitches’s place,” the man said just as he tossed Eivaley’s now near limp body over his heavily muscled shoulder and rushed through the crowd.
The last thing Eivaley could remember before the visage sunk its fangs deep into her mind was the man kicking open the back door and rushing out into the Heavalun night, bright neon signs, and the dingy alley welcoming them into their midst.
So how did you like this one? nothing to bad right? we are just getting started, and have a fat chunk of chapters left. like my other stories, expect well-timed and thought-out violence and inter-character moments. I hope you give my new tale a chance.
Please do not forget to updoot and comment.
Your baking Buddy
-Pirate
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