LEADERSHIP: STAR'S POV

Hello everybody! I'm Noelia and this is my last post in this blog.

This week I'm the Meerkat star and, among some of my groupmates, I have studied four different leadership styles.

Here are the links of our fakebook's profiles!:

Authoritarian by Ana Meerkat: http://www.classtools.net/FB/1355-aaU9uD 

Transactional by Paloma and Pilar Meerkats: http://www.classtools.net/FB/1285-YnySdA

Transformational by Javi Meerkat:

Participative by Noelia Meerkat: http://www.classtools.net/FB/1681-Gn3DFW

The one I worked the most was the participative style. This style has as main points the ones below:

• Caring about social needs of the employees.
• There's no boss and bossy acts, all of us work as a team in a familiar atmosphere.
• Collaboration on making decisions about the goals and the process for achieving such goals.
• Taking into account other people's opinions.
• Respecting group's diversity.

This Monday, the debate day, Busy Bees and us worked together for preparing our strategy (for the participative style) to win the other groups. I must say that it has been a pleasure to work with all of them and, of course, with Gracia, the Busy Bees star that has been a great debatemate from my point of view. I hope that I can repeat another working experience with them as they are able to organize themselves really good, they perfectly know they content they must know and they are great workingmates, you never get bored with them. Nice to work with you guys!

Besides of preparing us, we collected the links of the nince participative profiles created by the whole class. Here are the links as well:

Meerkats: http://www.classtools.net/FB/1681-Gn3DFW  

BusyBees: http://www.classtools.net/FB/1979-HGgp9K 

Platypus: http://www.classtools.net/FB/1229-zC43xQ 

ItSchool: http://www.classtools.net/FB/1327-3nGya9 

Powerteachers:  http://www.classtools.net/FB/1098-H4hBQ2 

7UP!: http://www.classtools.net/FB/1190-YD4ibr 

Umpalumpas: http://www.classtools.net/FB/1577-HmGCk5 

PowerPuffTeachers: http://www.classtools.net/FB/1386-Cg2K9x 

Keep Calm and Keep Organized: http://www.classtools.net/FB/1590-xvj34k

After that, we did the debate. It was an enjoyable one. There were really good questions done by the moderator, Rebeca (PowerTeachers' Star). The other groups did a good debate as they defended in the best way the could their style and, also, they "attacked" us with very interesting arguments. Despite this, I reckon that Gracia and me, working in tandem, got to do a really good defense of our style.

Finally, I must say that, from my point of view, the winners of the debatre are the stars from Keep Calm and Keep Organized and Platypus, Clara and Ana Isabel) as they defended their Transformational leadership style with really good arguments and they "attacked" us in a really hard way. They did it really good. 

That's all.

This is my last see you soon for all of you.

I hope that you have learned more about School Organization and Educational Resources through these post. It was my goal.

It was as pleasure.

Noelia, Meerkat future teacher.

COEXISTENCE PLANS: STAR'S POV

Hi everybody! I am María and this week I have been one of the two stars of the Meerkats group. As far as I am concerned, the activity of this week has been very enjoyable because I have never made a video like this.

I was the journalist and the presenter of the video and it was very difficult for me because I am shy but despite all, the situation was very funny. Thanks to Fran ( the other actor), record the video was more easy because he done very well his work.

I think that the result of the video is very amusing, above all the end. My colleagues had patience with me because I laughed all the time doing the video. In conclusion, I liked record the video and the final result too.

COEXISTENCE PLANS: STAR´S POV

Hi everyone! I´m Fran and this week I´m one of the two stars of my group, Meerkats group!This week we had to invent a story of a conflictive situation placed in a Primary School. First, we invented the story and later, Linda said us that we had to change our story with another group of the class and we had to film a video explaning the story of another group like a TV documentary.

We have  represented the story of the Powerteacher´s group. I have been one of the characters of the documentary. We have used only two characters, the journalist and the headteacher of a Primary School. The TV documentary is a about a troubled student and about the keys to solve this situation.

The Journalist interview an headteacher of a Primary School and He try to answer all of the question about the situation and about the coexistence plans for this situation.

In Our video only appear two of the group, but everyone have done the screenplay and everyone were when María and me recorded the video. This week we have worked very good  like a team and I hope that you like the results.

This is the link of the video:

https://www.youtube.com/watch?v=tUrzV5TTvOw

I Have enjoyed very much filming the video and I think we have done a good job. We hope that Powerteacher´s group can see the documentary and they recognize them story.

I think that this task have been very interesting. We have learnt about coexistence plans with the information and with our creativity and I think that it´s a good way to learn.

We  hope you learn with our TV documentary and we want that you enjoy with it!

See you soon!!

DAY-D. SNAKES AND LADDERS: STAR'S POV

Hello everyone, It's Noelia!

The last weeks, we've been working on six topics related to the school organization in Spain. We illustrated the topics in conceptual maps, got some of the key aspects for creating some questions and, finally, we made some cards with one question (of those that we did before) on each card.

Why were they made for? For playing.

Last Monday and today, the two stars of each group played snakes and ladders' game.  I hadn't played before to such game, it's quite similar to the spanish "Goose's play" ("El juego de la Oca"). Here you can see some pictures from the game (courtesy of this week's meerkat journalist, Ana):

Monday's  Game Session

  Today's Game Session

Game Board

The experience hasn't been as good as I would like to.

On Monday, we knew the answer for most of the questions Linda asked us. However, everytime we rolled the die we went to a snake's square and we lost the turn and came back to the previous one. We spent the whole three hours in that way. It was depressing and I definetely got really sad because of how unlucky we were.

Today, we just had one hour and one opportunity for playing that I missed as I didn't know the answer clearly. I still feel bad for it.

So, in the end, the only thing we can think of is that we did our best (the whole group) and we have learned a lot of school organization (what is really useful for us in the not distant future) during these weeks.

As I have said, the whole group did their best for working these topics and help to Paloma and me on our training, so I'd like to say them thank you so much for it.

 THANKS SO MUCH MEERKATS MATES!

Finally, I must say that if you play you've got winners, and these have beenPower Teachers and Keep Calm and Keep Organizated. Because of their win I really want to say them Congratulations, they have done a great job and, obviously, they deserve such reward. 

CONGRATULATIONS LADIES!

That's all. 

See you soon, everybody.

Meerkat Star.

SNAKES ANS LADDERS: STAR'S POV

Hi! I am Paloma and this week I have been one fo the stars that have to play!

At first I did not want to be the star because I had to study and I did not have much time...

But now I recognise that the experience has not been bad and I realize that Noelia and me form a good team!

In the first round of the play, we were very lucky because we knew all the questions! Unfortunately after, our luck changed and we only fall with the snakes... It was so frustrating but we could not do anything. I know that Noelia and me could win the game but sometimes the luck plays against us!

Also I think that the winners have done a good job and they deserve the prize because they also knew answer the questions correctly!

TRAINING FOR THE GAME: STAR

I am Ana, the Coach! But this is not “the Voice” L This week has been a bit different because we have had more “freedom”, however, this does not imply that we have not exploited the time. My role (the star (coach)) consisted on designing a specific strategy which allows our future stars to do their best in the Game.

We have had a good advantage because two of our members came forward to be the stars in the famous game, they are lovely. So, as we did not have any trouble with their election, we all started working.

First, I proposed to my peers the work strategy: all of the members of the group would read and learn from the 6 documents of each topic, and then, each day, we would ask questions to the stars in order to intensify their knowledge, and at the same time, the rest of the team would also know the contents of all the topics. My partners agreed with me, since would not be fair that all the responsibility and the study lie on the stars.

Until this moment, we are working well… our stars are training their knowledge and we are facilitating their work, for example, when they do not know the answer of a question or do not understand it, we explain it for them in other words.

On Monday, my function has been the same as the rest of the week. We have continued asking questions between us and improving our knowledge. Now, we still have 6 days before the game, so we feel that we are going to do a great work, we expect so!

Thank you for your time, I am going to continue training my stars. See you soon xxxx

BASICS OF THE EDUCATIONAL SYSTEM II:STAR

Hi everybody! I am Maria and this week I have been the star of the Meerkats group.On Monday, I had problems with the transport and I had to go in blablacar because I did not want fail them, for this reason I did everything possible to go to the university.

I think that I have been luck because normally, the star have to do an oral presentation but this week I have had to work with my group and part of the 7up group evaluating the card questions that other groups did during holidays. We had to debate in group about the card questions and answered a "survey" in which we had to mark different aspects.In my opinion this is a good way to work in group and learning how to share different points of view about the same topic.

Those are the different questions that we had to evaluate:

• According to this organic law, what do we understand as Spanish Educational System?

• Could a private primary school adopt the same name as a public one?

• Diego loves different subjects such as sciences, art and English, but he also loves working in groups. Could you tell me which general objectives of Primary Education you can see these things in?

• Following LOMCE... What are the languages that must be integrated in Primary Schools?

• I have just finished the primary educational degree and I want to know which types of schools provide primary education. How many types are? Which are they?

• If I had a child and he goes to a primary school. What is he going to develop?

• If I was a head teacher. Which would be the key competences related to the subjects?

• Imagine that you are a member of the Regional Education Authorities in Murcia and you cooperate with the MECD regarding the Spanish Education Policy. According to LOMCE, do you have to follow and develop the same education policy or, on he contrary, is the Education Policy is different in these two laws?

• In what grade of primary schools is there an individual assessment?

• Joao is a Chinese boy who has moved to Spain this year, at first he was very nervous because he was going to go to a new shook where most of the students would be Spanish, so maybe for them Joao would be a weird boy, so, he was a bit worried, but fortunately thanks to a general objective of primary education that this school had adopted he felt really comfortable and welcomed and now he has lot of new friends. Which general objective we are talking about?

• Must students go to the specific school according to the guidelines of Educational Authorities, so students can’t choose their school?

• Name three different aspects in which the Spanish education policy is focus on.

• Pedro is nine year old who is attending the second year of primary education with the old law, LOE. Next year he is going to start the third year of primary education, but with the New law LOMCE. Are the competencies the same in the two courses? Why yes or why not?

• Primary Education provides pupils with personal development, knowledge and academic skills. Name the main competences that they acquire and develop in Primary School.

• Regarding to the studies provided by public schools and private schools. What difference is usually found between both?

• Related to the policy of the primary school, are those pupils with difficulties for learn or with any disability kept in mind?

• The Act on the Improvement on the Quality of Education, modified Primary Education in the 2nd, 4th and 6th, could you explain what establishing the basic curriculum for the curriculum of these years?

• The Educational Act of 2006, modified Primary Education in the 2nd, 4th and 6th years, could you explain what establishing the core curricula for the curriculum of these years?

• What actions are carried out to ensure proper schooling in rural areas?

• What are key skills? Some examples of them.

• What are the basic skills? Some examples of them.

• What competecences must a child who is learning a foreign language and ICT achieve?

• What is the legislative reference?

• What is the main function of the MECD in the primary education? If the MECD does not exist, which would be the consequences in a national level?

• What is the objective of learning the contents and abillities which are especified in Primary School?

• What stages constitute the basic education?

• What two Authorities cooperate to established the priority aspects of the Spanish Educational Policy regarding primary schools?

• Which are the similarities between the core curricula and the basic curriculum? Name at least 3.

• Which role takes the Educational authorities in LOMCE in the admission process?

• Who are in charge of the development of the basic competencies such as mathematical competencies and Social and civic competencies?

• Who is the school network make up by?

• Why the primary education is compulsory and free? What assuring this in our society?

• You are a primary school teacher and you wake up every morning to go to your school and attend your children. So, what aim do you have?

BASICS OF THE EDUCATIONAL SYSTEM: STAR'S POV

Hi people, this is Javi, with the role of the star this week. I was very nervous to be star for so long, because normally the star is the person who presents the project of the week in front of the class. But, this week the "exposition" was a bit different.

At first I would say that, as you know, this week we have made a conceptual-map related to the LOE and the LOMCE, which are the latest education laws in Spain. We made a diagram of the two documents we were told to do. They are these ones:

Document 2:

Document 5:

But the main function of the Star this week (in my case, because I was the alien star) was to evaluate how the two groups which had the same documents as my group evaluate the conceptual maps. Well, in my case, I had to wacth the Umpalumpa's Group and the 7up Group, I must say that they were very honest in the evaluation, because they had to take a very difficult decission, our conceptual-map of the document 5 was mistaken. Therefore, they decided that it was not enought to get a good mark. I think this decission was fair, so they did a great job.

For ending we made a better conceptual map of the document 2, and here it is:

In order to make it more clearly, I'm going to give you some links where you can find all the images and read our work:

Document 2 (previous):

https://mega.co.nz/#!WhVzSB7S!-_F2OABMHzzs3iOOZK6PoC8drMLEnh70D0LbMQ8qLt8

Document 5:

https://mega.co.nz/#!jsEnUJrR!tWgQEoVHslj9ABAzHsMPwaIAFd-x9hDodS4y-wSBQrc

Document 2 (final one):

https://mega.co.nz/#!Sl1wjCzA!UB-m0-YAy7GnIJ_wV-0a5rLyc8RBdAKjXMApOPCpIBE

That's all for now, I hope you enjoy my post, see you after Easter !!

WHAT HAVE WE LEARNT? STAR´S POV

Ladies and gentlemen, welcome to our Blog another week!

I´m Fran  and this week I´m the star of the Meerkats. I was very happy to be the star because it´s a role that I like very much. In this occasion, the function of the star was to present during 30 seconds the video we have done with "Moovly". That experience has been great and I have enjoyed this presentation very much. Sometimes the short things are more intense.

This week, we had  to do an animation video using the tool Moovly (https://editor.moovly.com/en/login), the tool Powtoons (http://www.powtoon.com/edu-home/). The time of video could not be longer than 1´ 30". We decided to use Moovly in the first moment because most of us thougth that it was a good option.

During this week, we have thought about the best things we have learnt in this first part of the subject. It was very easy to find common points with my groupmates. Later, we started to do the animation video with these ideas. 

On Monday, the star of each group had to present the projection of the video on the blackboard. We started when Linda told us to do so, and then we showed our video. I was the sixth and I tried to convince my classmates that our video had to win, because this task was a contest and my function as the star was to defend our video.

Our video is uploaded to Youtube and I´m goin to put the link so you can see it and enjoy with it:

 https://www.youtube.com/watch?v=VYQk1kZZLnk

When all of the stars finished with their expositions, the contest started. The rules of the contest were like the rules of Eurovison. The facilitator of each group gave scores to the other groups from 3 to 12 points.

We finished in the 4th position, but this is not the end!! The second and third part are the scores of our lecturer Linda and the scores of other lecturers of the university. 

During my presentation I tried to convince my classmates that our video was very creative, nice and interesting. On the video we have shown  everything that we have learnt in this subject and we summarised it properly. In this first part of the subject we have used a lot of technological tools and we have learnt a lot of new technologies. In the video there is a remain of each task we have already done: T-PACK, TheTreasure Hunt, CCL and presentations and the dark side of textbooks. 

With this task we have remembered all we have learnt and it´s good for us to remark this important ideas. When I was on the blackboard I was a bit nervous but I knew that our video was great and I could be confident.

I hope I could be the star again, I like very much this role. Thanks for your attention.

See you soon!

DARK SIDE OF TEXTBOOKS: STAR

Hi!!! This is Ana and this week I have been the STAR. The first thing that I can say is that I was delighted to do it, really. I think that azar loves me and with the activity and the exposition, I have been able to enjoy and learn a lot.

As you know, we had to investigate “The dark side of textbooks” and after read and discover that textbooks are not good as we thought, we expressed the principal ideas in a comic. I must say that we chose a comic instead of the other alternatives we had (infographic, time line in twitter) because we think that a comic is one of the most easiest and attracting ways to transmit a message. Comics arouse the curiosity of people who watching the images want to know the history. This is also important for our professional live, we will work with children and a comic is perfectly short, funny and appropriate to transmit an idea to a child. Here you can see it.

Well, the story is quite easy. We have created two principal characters, the teacher and the student (Juanito) in order to transmit the message we wanted. As you can see, in the first “chapter” the teacher is doing what they used to, although is not their fault; she is explaining the book, reading the pages and putting some homework, so the child is not interesting in the lesson and starts imagine a better method. First, he imagines a computer room where children could use other resources to learn. For example, with technology resources, children would be able to look for videos or animated programs which could help them understand concepts and lessons better.

Other advantage that we have remarked is the benefit that the use of technology instead of textbooks will produce in the environment. The fewer textbooks we buy the fewer they produce it and the fewer they produce it, the fewer trees are cut. This also implies saving money, we can see that the child dreams with their parents saving money to go on holiday. Some of my partners asked me in the exposition: “But if you buy a tablet you spend a lot of money and then when you buy online textbooks you have to pay”. Well, my answer is that we do not want a tablet or a computer to use online textbooks (it does not make sense), we want technology to learn in a different way; to look for information in multiple webpages (thanks to the broader range on Internet), to see videos, doing questionnaires, create and explore own pages and so on. So, if we buy a tablet we can use during years and years because information is updated every second!

The other factor is the weight of textbooks…is there  someone who has not arrived home destroyed and throwing the schoolbag in the first place he/she has found? 6 textbooks, 6 notebooks and the rest of the material is too much weight for a child. On the other hand, a tablet does not weight more than a kilo and they do not have to use notebooks because you can write there too.

Then, in the fifth chapter the child is imaging the dreamt class with technology. We can see the child happy and having a good time while he is learning new things what prompts that the teacher is also happy and enjoying with their children.

Finally, we find again the sad reality; I think I do not have to add any comments about this part because all of us have been in class like this one.

The data and the reflections for doing these affirmations has been collected from this websites, so if you want to know more about the dark side of textbooks, please go to this links:

http://mashable.com/2012/10/05/tablets-vs-textbooks/

http://tablets-textbooks.procon.org/

http://english.varsavskyfoundation.org/educar/online-learning-vs-textbook-learning.html

http://en.wikipedia.org/wiki/Textbook

Well, as I said before, working on this activity has been a great experience. I love working with programs like Photoshop, PowerPoint and so on so it has helped me a lot when I started doing the comic and exploring www.pixton.com, I new web 2.0 tool for me which is very interesting, easy to use and with a lot of possibilities. It is very complete. It was not difficult to do the comic; I only needed a bit of imagination and creativity!

When the moment of the “exposition” arrived on Monday I was a bit nervous but also good because this week, we had to answer questions only, I mean, we did not have to expose our work and knowledge to the whole class. Thus, when the teacher asked me I relaxed and felt very comfortable and happy with the work!!  I am also happy with my partners because all the groups smiled with our comic and only gave it great comments.

I am looking forward to repeat it with the same luck!

That’s all, bye :)

CC LICENCE AND GOOD PRESENTATIONS: STAR'S POV

Hi everyone!


I am Pilar, the star of the group this week.

Our task was to make presentations about the creative common licenses and tips for oral and visual presentations. To show our work, I had to present a topic we would prensent as teachers. We chose the solar system.

This week, we chose to work by our own and divide the task to do. And one we were done, we shared what we have done. My task was to prepare the presentation I would have to do on Monday, in order to study and rehearse it.

Here it is, the story board, a plan to do the visual presentationI did. If you want to see it better, go to this link: storyboard

And here it is: the presentation

THE SOLAR SYSTEM

I enjoyed doing this because that is what we are supposed to do as teachers, and it was kind of a challenge to do the presentation in front of the whole group.

But, everything did not go as I thought, I was really disapointed about myself after the presentation.I get nervous and I could not do the presentetion properly as I prepared, and, unfortunately I gave the impression I did not prepare it, that was not the case,

Nevertheless, we are learning, our mistakes makes us understand what we have to imporve, and I think I will do better next time.

Hope you enjoy it!

Pilar

TREASURE HUNT: STAR' POV

Hi! I am Paloma and this week I have been the star of my group, the Meerkats.

The activity of this week was about the problem of the distortions of our real world. As teachers, we will have to show the reality to our students, so we should be conscious of the distortions that are constantly are in it.

We had to do a treasure hunt about cartographic projections: Robinson projection, Mercator projection and Azimuthal projection.

For the exposition, I had prepared some information of the map projections, which I had planned explain with a mural, in which we had put pictures of the three maps. To explaining an evidence of distortions in the maps, we had to choose two countries which we had to compare in the different projections. The countries that we chose were Italy, in Europe, and Madagascar in Africa.

In the Robinson projection; even if we notice that Madagascar is bigger than Italy, we cannot see its real size, almost twice bigger than Italy!

In the Mercator projection; we can see that even with the difference between their shapes, Italy is bigger! The place occupied by Italy, is higher than this of Madagascar.

And in the Azhimuthal projection, the centre is placed on the equator, this projection is focused in Africa: Italy and Madagascar are in the same position, with their almost accurate proportions.

In group  decided that the projection we would use as an educational resource was the AZIMUTHAL. This is the one that is nearer to reality. As teachers, we could show in the same course, different versions, focused in the continent we talk about. We think, moreover, that this will show more or less the real shape of the Earth: round. We are not used to use it, but there is always a time to begin and innovate!

Also I had thinked to talk about media distortions and some examples of them, such as distortions of graphical information which are represented in incorrect graphics.

But last monday in class, I had to do the presentation with two others stars, Marina from powerteachers group, and Fran from platypusoyer group.

Each group had their own presentation with the two countries to compare. So, we decided that we could explain all the comparisons, exposing the six countries, whose distortions were different in the three main maps projections.

We talked about the media distortions and how the owners of this media distort easily our vision of the reality making it look like their interests want.

Also in our exposition, we explained an example of another trasure hunt, which is an interesting way to do activities like identifying goals, defining terms and locating information or facts. It also encourages students using Internet to search of different questions.

Furthermore, in my group, we found an interesting resource for apply with the children in the class related with the practice of this week which apply for maps is that one:

http://education.nationalgeographic.com/education/program/nat-geo-mapmaker-kits/?ar_a=1

I also found some interesting articles about the distortions of reality in cartographic projections and videogames:

http://www.independent.co.uk/arts-entertainment/art/features/the-truth-about-maps-how-cartographers-distort-reality-1922806.html

http://www.policymic.com/articles/438/call-of-duty-video-games-desensitize-and-trivialize-war

I hope you find them appealing.

Indeed, this kind of presentation, where we combined all the information that the three groups had found, is a good way to know the work and the work's strategies of others groups. So, I am happy of have worked with others stars, because we knew well how to put in common our information and I think that we could do a good exposition talking about the main information of each group.

Also I have to say that at first, I was a little bit afraid of the presentation, but when I knew that I would do it with my classmates, I was more relaxed because I had not to talk all the time and it is more comfortable.

TPACK PRESENTATION: STAR'S POV

Hi, my name is Noelia and I'm from Meerkats.

This first week I've represented the role of "star". Specifically, I've had to present our investigation about what TPACK is and how we can developed it through all the subject our degree contains.

The whole group worked to look for information that, once it was in my hands, I needed to read and re-read for preparing my exposition of exactly 5 minutes.

The part of the organizing the exposition was the easiest one as all the information given to me was very clear and it exactly contained what I required.

The structure I followed for such exposition was very easy as well. I must say that my objective was to transmit my message in the best and clearest way so, because of that, I organized in this way:

1. What is TPACK?
2. Three main types of knowledge (CK, TK and PK).
3. The interaction of these three types of knowledge (TPACK) and the intersections, result of the interaction in pairs of two of such knowledges (TCK, TPK, PCK).
4. How we can develop TPACK through our degree.
• Presentations, Projects.
• Transversal Competence 3.
• Some specific subject such as School Organization and Educational Resources, Maths and its Didactics I, Experimental Sciences in Education, Extracurricular Practices, etc.

The day of the exposition, being focused on my presentation I got surprised by the reason that I was going to present not one or two times but TEN  times in an hour and a half, more or less.

I must admit that the first thing I thought of was just the typical "Oh God, what did I just do to you for such a horrible gift like these?". I was really scared.

However, when I finished my presentations I understood the reason for such gift and, also, that it actually was a gift because, thanks to those ten presentations, I had the chance to avoid the mistakes, to develop my self-confident and be more comfortable while presenting. Also, I was capable for creating different styles of presenting depending the audience (doing a more active and funny exposition or, on the other hand, doing a more serious and "professional" exposition).

I had mistakes, lots of mistakes, especially in the first two expositions (in which the teacher was in the audicence) as I didn't trust me as a communicator, The next ones were so much better as I realized that it was in me being a good communicator and the only thing I had to put on practice was the same thing I am going to do being a teacher, ACT.

And I acted. I acted showing me trusting in myself in the best way I could. I also did it in different ways as I said (depending on the audiences) and it was really good fun.

The last ones weren't very bad but I got overconfident as everything was nearly over and I failed because of that. This helped me to know that being overconfident is not able presenting. I must always have everything under control, being comfortable presenting but never considering things done when they're definetely not.

Finally, as a summary of all of this, I want to say that this has been a really good activity, from my poing of view. It has taught a lot for me, and such "a lot" is going to be useful for my life in a future (not very far away).

Thank you for reading.

Meerkat star