Celestial Azul Holistic Healing & Wellness
Saturday, January 25, 2020
Thursday, December 12, 2019
Sunday, October 6, 2019
Basics of Energy Interview FAQ Sheet
Celestial Azul LLC
October 6, 2019
To Those Who Seek To Learn:
I have created an interview style FAQ sheet on the Basics of
Energy. This will help to answer the questions that you have about the me and
the Basics of Energy.
FAQ Interview on the
Basics of Energy
What makes me different from Ester Hicks?
I am a high energy channeler that can see and work with
energy in its etherical form to manifest energy in simplified quantum forms
before your eyes. I am different from Ester because she channels Abraham to give
you the knowledge you seek. I bring it to life before your eyes. I am not here
to replace Ester. I cannot replace Ester. I am an accent to her teachings. I
can show you the how and why. She puts together the details in a corresponding
order and can answer your immediate questions in a way that puts you into
alignment to achieve your goals. I open your mind to take away the doubt moving
you from resistance to a place of complete belief. When I am finished with my
teachings after two days, you will KNOW that energy exists, it will no longer
be a question.
Why do you only have class sizes of 10 people?
My class sizes are smaller because I have to be able to
interact with the energy of each person at the same time and ensure that
everyone stays within their own energy field. This is to ensure that you get
the perfect alignment with your individual self. My classes are about seeing
you expand mentally as an individual. This requires a much more hands on approach
in a one on one setting. I am able to give each person one on one attention,
while still providing a group setting to give you an all-encompassing education
in energy.
Why do you charge $2,500 per person for the classes?
Some people would say sticker shock when they see the
pricing for my classes. The pricing is set based on the value of education that
you receive on energy, the amount of energy I have to channel for each class,
the variable work it takes to channel energy at those levels, and the expansion
of your mind that happens during the classes. The mental expansion is a series of
ascensions that you receive in a short amount of time. While everyone is
attending class, I systematically upgrade your physical being to take in all of
the energy that your mind is expanding to. I do this in a safe way which allows
your mind and spirit to expand together so it does not overwhelm you. It is
because of this that I charge the $2,500 pricing. You would spend years and
much more money in going through these expansions if you were to do them
outside of my classes.
How did you become an energy channeler?
I have always had my gifts. I learned to listen to them
rather than close them down as a child and an adolescent. I was naturally
curious. The more people wanted to tell me that I was crazy, the more I wanted
to know the why and how. I am a scientist at heart, and with as much as I have
seen and done, I know that I am NOT crazy. While I was going through the
universe to understand all of the science through experience, I was educating
myself about the other people who were making waves in science and technology.
I learned about Einstein’s quantum theories, which I learned about backwards. I
woke up to the knowledge from a dream and then started researching the
information that was given to me. I came across Einstein’s quantum theory which
was like connecting the dots of what I had been learning from spirit. I further
expanded into the quantum set through Dr. Emoto’s studies on vibration using
water. I came to fundamental understandings through Double Slit theory and
Biocentrism. And kept myself grounded by completing a Bachelor’s degree, and a
double Master’s degree with my most recent Master’s degree being in Industrial/Organizational
Psychology.
Why do you teach the Basics of Energy?
I teach the Basics of Energy because I love the feeling of
expansion. I get to expand the minds and knowledge of the people around me. I
get to see the world open up vibrationally to new concepts about things that we
all know exist, to move away all questions. The greatest part about teaching
the Basics of Energy is seeing people become whole people. Seeing people
realize that they are not crazy. Watching people come to a place where they no
longer question or doubt themselves. All of this makes me feel whole in seeing
them whole. I feel an intrinsic unity with them coming into their own inner
harmony.
How will I be different after taking the Basics of Energy classes?
The best thing you can master in life is yourself. In this
class you will learn the fundamentals of self-mastery starting with the why and
how. This class series is the alphabet of the language of law of attraction. Once
you understand the alphabet of any language you can then read the language
easily. This class is the key to your understanding. After learning about the
scientific principles of energy, you will learn how to become an expert at
experiencing the practical application of utilizing energy to achieve your
goals. The class will serve as the initial teachings with respect to your own
continued journey towards personal development using energetic principles based
in objective scientific theory. You will also get the rare opportunity to
experience energy in ways that would have been unimaginable prior to the
learnings from this class. You will feel more in control of your universe and
equipped to create the world you want for yourself. The person you start the
class off as will not be the person you are when you finish the class. You will
see and think more clearly. You will have new eyes and mind to view life with.
You will see life within its finite details. You will no longer worry about
things that seemed out of your control. You will have the empty space filled
within you that used to make you question your existence. You will be more in
control without having to control anything other than your attitude and your
thoughts. Your life will become more manageable. You will feel the difference
between the person you once were, and the person you now are. You will feel
like a weight has been lifted off of you and you will feel that not only can
you handle life in how it is, you will have the tools to approach any situation
and make the best come from it. Your will learn to develop your mastery over
yourself which will put you into alignment in law of attraction. This class will
begin the process where you will learn how to master yourself through your
thoughts and emotions so you can master law of attraction.
If you have any further questions or would like to register
for an event go to www.celestialazul.com
Silhouette Caprice Jones
Thursday, September 19, 2019
Sample Writing & Research
Master’s
Project Document 3: Theoretical Substantiation
Caprice
Simms
Table
of Contents
Introduction ………………………………………………………………… Page 3
Developing the Current Skill Base
Pay System……………………………. Page
3
Skill Base Pay Systems…………………………………………………….. Page 4
-
Depth-Oriented……………………………………… Page 5
-
Breath-Oriented……………………………………… Page 5
-
Teacher Competency……………………………….. Page 5
-
Competency Blocks…………………………………. Page 6
Areas for Improvement
……………………………………………………… Page 6
Rationale for Each Section
-
Market Based System Review…...…………………… Page 7
-
Job Position Review……...…………………………... Page 8
-
Skill Level Review……………………………………. Page 9
-
New Skill-Based Pay Structure……………………….. Page 10
-
Training………………………………………………. Page 10
-
Payout Strategies……………………………………… Page 11
-
Implementation………………………………………. Page 12
-
Measurement of Plan Effectiveness…………………. Page 13
Conclusion
…………………………………………………………………… Page 14
References
…………………………………………………………………... Page
15
Introduction
The
contents of this paper are designed to create theoretical substantiation for
the proposed approaches in Document 2, the RFP Response to the City of Missoula
(CITY). This document is not designed to be given to the CITY, but is created
only for academic purposes to support Document 2. Some of the basic outline
content has remained the same for both Document 2 and Document 3 to create a
flow of continuity and organization between both documents.
Developing the Current Skill Based Pay
System
The
CITY uses a Skill-Based Pay System (SBP) to reward its employees for completing
training and certifications. A portion of the current SBP is also used for
promotion purposes. Incentives were based on three types of reward; 1) rewards
for employees whose work exceeded their normal job duties, 2) service pins for
years of service, and 3) City-wide recognition for employees who retired from
the CITY (City of Missoula, 2008). This provided a base for SBP. SBP is a
system that is used reward employees based on their mastery of skills,
knowledge and/or competencies. It is a difficult system to implement especially
into an organization that has never been introduced to the SBP system. When
creating an SBP system there are six determinates or steps that are involved:
1. Identification
of jobs in which skill depth and/or breadth is possible to develop.
2. Identification
of specific skills of either breadth or depth within each job level.
3. Evaluation
of costs and benefits to determine if the SBP program benefits will outweigh
the costs.
4. The
development of appropriate techniques used in the new skills, knowledge and
competencies which will be gained or developed through the program.
5. The
establishment of the certification standards and processes for each employee
which should be demonstrated once training and/or certification is completed.
6. The
determination of the amount of money in dollars that will be rewarded for
payout in either a bonus or a pay increase.
(Ledford & Heneman, 2011)
The CITY has a baseline criteria
set in the first incentive program of rewarding employees who exceed their
required job duties. Additional development would be based on and incorporate
the current incentive plan as it helps to lay a foundation for what the
employees are used to in terms of rewards for work services. Determination of
appropriate rewards for current systems is also considered in the development
of the SBP system to ensure a sense of continuity when other training and
certification compensation processes are implemented. The SBP system works to
increase hourly rates while leading to lower labor costs. This achieved through
the increase of average pay rates as the employees learn new skills and
competencies. As the employees do more additional employee costs are offset
through a leaner staff with higher performance. Caution is used for the more highly
labor intensive portions of the organization as an SBP program could be too
risky to fully adopt into these sections (Ledford & Heneman, 2011).
Skill-Based Pay Systems
There are several
different types of systems within the SBP system which allow an organization to
create bonus and pay incentive systems for each of the many different kinds of
jobs that are within an organization. Job categories such as the police and
fire department have much different requirements and department structures than
that of the finance office. In turn the job category for secretaries and
personal assistants vastly differ from either of the aforementioned job
categories. With this in mind the depth-oriented, breadth oriented, teacher
competency, and the competency block systems were reviewed for the CITY to use
so to develop all divisions and departments in the SBP system.
Depth-Oriented System
The depth-oriented
system is used for skilled trade systems, academic careers, and dual career
ladders. The goals of the depth-oriented system is to deepen the expertise of
the employee. It works best in employment conditions that have a competitive
demand for specialized expertise, that are based on multi-year training cycles
that incorporate key skills, and for jobs that are in need of making employee
retention very desirable (Ledford & Heneman, 2011). The concern with the depth-oriented system is
that employees can overly-specialized in their craft/profession rather than
with the mission of the organization (Ledford & Heneman, 2011).
Breadth-Oriented System
The
breadth-oriented system is based on self-management skills. This SBP system
supports high involvement with lean systems and competency pay for
professionals. The goals of the system are to create better employee
flexibility and capability, create a broader perspective for the employees,
increase employee self-direction, and create new/deeper skills. The best
employment conditions for this type of system are lean organizations with high
involvement in which the employee is required to be versatile and capable, and
organizations that require deeper/new skills for professionals and managers
(Ledford & Heneman, 2011).
Teacher Competency
Teacher competency
pay systems were created as the teaching profession uses single salary schedules
to determine the base for pay progression and new hires. This program is set up
as teachers do not move up in their individual grade levels for promotion.
Teachers will traditionally choose certain grade levels to teach and stay
within those grade levels for the length of their career. The competency based
program helps teachers to develop additional skills to improve the quality of
teaching as well as the pay rate for the teacher (Ledford & Heneman, 2011).
This type of compensation was reviewed for the CITY for jobs that did not fall
into either the breadth or the depth pay systems. Many jobs such as secretarial
or personal assistant positions mimic the restrictions of teacher style jobs.
Competency Blocks
Competency blocks
were created for the teach competency system as a way to reward the teachers
for mastering skills (Ledford & Heneman, 2011). The CITY wants to cover the
departments and divisions of the Mayor’s Office, Development Services, Parking
Commission & Redevelopment Services, Finance Office, Fire & Police
Departments, Municipal Court, HR Office, Parks & Recreation, Public Works,
and the Attorney’s Office (City of Missoula, 2013). When reviewing the idea of
competency blocks the system was diverse enough to use across all parts of the
SBP system. Competency blocks can be used to create groupings of certifications
to justify bonuses ranging from $300 to $3,000. This will give individual
employees a certain number of competencies to finish before they can receive
certification. This allows employees to make bonuses over time and limits the
amount of bonuses the CITY will pay out annually. The annual budget was taken
into strong consideration when deciding to create competency blocks as
economies rise and fall over time. Being able to ensure that the CITY can
maintain the SBP system in times of economic prosperity as well as times of
economic insecurity are equally important as the CITY wants to use the SBP
program for the longevity with small annual updates to the system.
Areas for Improvement
The
CITY’s current SBP incentive program is small and not well detailed creating
vast room for improvement. Considerations when creating improvement is to
improve only to that which the organization can handle to limit the amount of
employee conflict. The SBP system should create excitement and possibility
rather than stress and dread. The SBP system should also complement the needs
of the social responsibilities of the organization such as the economy,
environment, society, customers and all stakeholders involved with the CITY.
The CITY represents the people and has to be reflective of the people’s needs
in order to continue to be successful (Hult, 2011). This opens doors for
improvement for both inputs and outputs for the CITY when focusing on which
training and certification programs to use with the SBP system. In providing
sufficient value to the direct population, the CITY will continue to replenish
itself and grow as a whole (Blanchard & Thacker, 2007).
Other
areas of improvement that the RFP response focused on were those of the CITY’s
future developments. The CITY made room for 499 FTE’s while it currently
employs 272 employees. This showed that the CITY was looking to grow
significantly from 272 employees to the possibility of 499 employees. The CITY
is focused on a Green Initiative, Energy and Climate Action, and Energy
Efficiency. The CITY is also looking for ways to improve the local river as
well as developing neighborhoods and expanding the CITY to attract more
professional people to live in it (Missoula, 2014). Understanding the upcoming
expansions and developments as well as understanding that this SBP system is
updated annually, the SBP system to be developed for this RFP has to be
inclusive of the current SBP system, the new SBP system and the future SBP
system.
Rationale for Each Section
Market-Based Review System
The
SBP seeks to reward higher skilled employees by offering them fair market-based
wages that are within the budget of the CITY. A market-based review system is
when an organization benchmarks similar organizations to see what they are
paying their employees. This number is cross-referenced with the Bureau of
Labor Statistics base pay rate (Blanchard & Thacker, 2007). Pay rates vary
based on the cost of living for each location as well as the need for qualified
employees (Blanchard & Thacker, 2007). In the case of the CITY three
college based towns with similar populations were evaluated to determine fair
market rates for creating salaries for each job position. The corporate social
responsibility (CSR) is considered when developing each rate of pay within the
job categories. CSR is a system that works to lower social concerns such as
poverty, unemployment and lower living standards (Hopkins, 2006). This same
approach can also be used for payouts such as bonuses and pay increases to
ensure that the employees are adequately compensated, while also ensuring that
the CITY is not overpaying which could result in an unstable market rate
(Hopkins, 2006).
Job Position Review
A
review of the current job positions and their descriptions for knowledge,
skills and abilities (KSA) help to match the person to the job. Online sites
such as the one for Veteran’s Affairs teach applicants to match their KSAs to
the needs of the organization (VA, 2014). First an organization has to create
KSAs for their organization. In the case of the CITY KSAs have been developed
for each job position based on the requirements needed for an individual to
successfully perform their job. KSAs are not only used to develop individual
job descriptions but they can be used to develop the personality and cognitive
abilities required for teamwork performance (Kickeul & Neuman, 2000). The
CITY’s divisions and departments work on individual aspects from a team
perspective. An example of this is the Municipal Court system. Individual
employees work to process high volumes of paperwork that then gets submitted to
other departments such as the Attorney’s Office or the Finance Office. Each is
a system working within a system to create a whole, but is functional through
individuals working as a team in separate divisions and departments.
When
reviewing each job positions KSAs the criteria needed to perform at different
levels within each individual job position was evaluated as well as the ability
to cross-train to assist other departments with their workload. This will
create a checklist of possible training and certifications that each job
position can achieve for the SBP program. The job position review would also
set the groupings for categories of competency blocks for bonus payouts.
Specific certification achievements would result in higher pay. An example
would be if a clerical worker achieved the competency requirements for being
able to write specific attorney documents they would receive higher pay as they
would assume additional responsibilities that would lighten the workload of the
attorney’s office without becoming a paralegal.
Skill-Level
Review
Skill-level
review and job position review complement each other and are symbiotic.
Skill-level review refers to the levels of skills needed to perform the job.
While this can be covered in KSAs, it was written into the RFP response
separate using a 360 degree multi-rater tool to obtain feedback about what the
employees felt are the skills needed for each job position. In an organization
the employees have hands on knowledge of what works within that organization
and what is needed to perform a job. While every city is created on a base idea
each city runs differently. The 360 degree feedback tool is based on a system
that allows the employees to rate the qualities and skills needed to
successfully perform each job category (Hensal, Meijers, van der Leeden, &
Kessels, 2010). The feedback tool can be used in departments that have more
than 6 employees in each section to ensure quality and reliability. The
information gathered will be used in conjunction with the mainstream KSAs and
the observed KSAs based on interviews and research. All information gathered
will be used to create the skills needed for each job level/position.
New Skill-Based Pay Structure
The
new SBP program is based on two types of incentive programs. The first
incentive program was developed based on the breadth-oriented base pay system
for job classifications with high room for advancement. These job positions
were defined as the jobs found in the fire and police departments. The second
incentive program was based on the depth-oriented pay system and was created
for job classifications with low room for advancement such as jobs found in the
Attorney’s and Mayor’s offices. The new system used teacher competency pay
structures for jobs that did not fall into either the breadth or the depth
oriented categories. The new system considered all job positions for SBP rewards
even if they were not as expansive in some departments as they are in others. This
was done to help reduce the feelings of resentment between employees from one
division to another that could reflect the feeling of being undervalued and
underpaid (hr.com, 2001). Competency-based evaluations divided into four
domains would be used to determine pay raises and replace performance
evaluations. The two consistent domains would be office/self-management and
professional responsibilities. These domains would be used in all job
categories as they are important to the success of each division and department
(Kokemuller, 2014).
Training
Training
was created with three goals in mind, 1) individual needs, 2) team needs, and
3) organizational needs. The CITY is a multifunctional unit of many divisions
and departments that create an organizational whole. All functions are needed
to work individually on their perspective applications while also being able to
work as a team within their divisions and departments and then as a team as the
organization that is the CITY. In some cases the individual functions of each
department or division will have nothing to do with each other such as the
Finance Office collecting property taxes. Yet in the same instance the office
will have to call upon the Police Department to collect the property tax. In
another situation the Municipal Court will make a ruling on a property that
will affect the paperwork for the Finance Office, which will have to be given
to the Police Department for service of paperwork to the property owner.
It
is for these reasons of complexity that the focus for the CITY training was
based on the three concentrations. In considering the needs of the employees
and the organization the way training and certification was approached was also
considered. Employee sabotage and office politics can create misplaced
certifications and progress each employee makes towards competencies (Zeiger,
2014). Using external sources to process training programs will reduce the
amount of employee sabotage and office politics that affect SBP incentive
programs.
Payout Strategies
SBP
systems are not made to be new forms of payment for an employee, but rather an
incentive. Keeping this in mind the payout strategies were created to allow
employees the ability to progress overtime while keeping within a budget and an
advancement process that would not allow the employee to exceed their work
level too quickly, but still reach levels of advancement that made the employee
feel as if they were still growing within the organization. Looking at the
teacher model the competency blocks created a way for both the employee and the
organization to benefit. Skill blocks were set based on bonuses of $300 to
$3,000 (Ledford & Heneman, 2011). Bonuses were set separate from pay
increases. The number of certifications for pay increases were being considered
to give employees higher pay while keeping them within specific ranges of pay
for each job category. An example of this is that a secretary working for the
Attorney’s office would receive a base pay with cost of living increases based
on the economic standing. The secretary could earn between $14 and $17 for the
year of 2014. The certifications and training for this job position would not
exceed the ability to earn more than $17 an hour. The secretary would still be
able to earn bonuses throughout the year with no cap. There would not be a need
for a cap because there is only so much training a person is qualified to do as
well as the limit of time constraints for achievement of categories. While
salary caps are mostly used in the sports world, they are designed to restrain
the highest possible incomes for short-term outcomes (Moran, 2010).
Implementation
The
implementation process was designed based on the perimeters of the contextual
outline of the RFP from the CITY. The CITY wanted a program that was applicable
within a one year timeframe. Three phases were created for the implementation
process. The first phase was created to evaluate the needed information from
each division and department to create training and certification programs for
the SBP system. During this time cataloging of information needed to process
phase two was designed to be gathered. Although it was not stated the idea of
the implementation process was based on the balanced-score card approach of
tracking and implementation. In particular the idea of strategic mapping was
the fundamental thought in the creation of the implementation process (Kaplan
& Norton, 2007). The idea for the CITY implementation was to use
questionnaires and checklists to determine the needs of each job category and
then devise a system of required and advancement training and certification
programs for the SBP system.
With
this in mind the first and second phase complimented each other and worked
symbiotically to reduce the amount of time it would take to accomplish during
the implementation process. Phase three was a little more complex as the
company would have to implement the programs for this reason a business coach
was suggested to answer questions and assist the departments with the
implementation of the SBP system as the ability to help implement falls outside
of the context of what an I-O professional requirements.
Measurement of Plan Effectiveness
After the third
phase had been completed the follow ups through surveys and employee
performance would determine the effectiveness of the SBP program. Surveys and
employee performance were chosen as they could produce both qualitative and quantitative
reflections of how well the program was working. Surveys and employee
performance can remain confidential when put into group reflections allowing
each department and division to be weighed for success as a whole. When
considering an approach for the measurement of plan effectiveness the 360
degree tool was considered again. The 360 degree tool was used to measure KSAs
from multiple views. The same idea of gathering multiple views was needed to
review the success of the implementation of the SBP system. The same questionnaires
could not be used for this part of the process, but a questionnaire was needed
to gather the qualitative data needed to consider how the employees felt about
the new program.
Anytime something
is implemented it needs to be reviewed to determine how well it is performing.
This information is measured in quantitative data and qualitative data (Emery
& Stone, 2013). It is important to not just know how well something is
doing based on performance numbers, but it is also important to understand how
well the people are receiving the program. The choice of surveys allows for the
employees to discuss how they feel about the program while the employee
performance will show how well they are performing with the new program. Time
frames of 8 months, 10 months, and 12 months were used to show progression over
time and give more information to weigh the statistical information against
when deciding whether the SBP system is a success for the CITY.
Conclusion
The CITY wanted to
develop its SBP system to make it more inclusive using the training and
certifications of employees to create bonuses and pay increases. When looking
at the current program and developing it into a more effective program each
department and division had to be reviewed to determine what the basic KSAs
were. The information was used to create training and certification programs
for each job classification. Using the breadth-oriented, depth-oriented,
teacher competency, and competency block methods found within the SBP system a
process was able to be developed for every job position and classification
regardless of the amount of growth that was found within the classification.
Surveys and 360 degree feedback tools were used to gain knowledge about the
KSAs for each job classification and for gaining qualitative and quantitative
information to determine the success of the SBP program for the CITY. Careful
consideration was given to the CSR through creating training that would benefit
both the goals of the organization and the external CITY functions. Caps were
set within each job classification for the year to ensure that the employee
payouts did not exceed the budgets set for each department, while allowing each
employee to feel valued for their services.
References
Blanchard,
P.N. & Thacker, J.W. (2007). Effective
training: Systems, strategies, and practices (3rd ed.). Upper
Saddle River, NJ: Pearson Prentice Hall.
City
of Missoula. (2008). City of Missoula
personnel policy manual. Retrieved June 20, 2014, from: http://www.ci.missoula.mt.us/DocumentCenter/Home/View/7652
Emery,
J. & Stone, G. (2013). Implementation. Library
Technology Reports, 49(2), 21-25.
Hensel,
R., Meijers, F., van der Leeden, R., & Kessels, J. (2010). 360 degree
feedback: How many raters are needed for reliable ratings on the capacity to
develop competences, with personal qualities as developmental goals? The International Journal of Human Resource
Management, 21 (15), 2813-2830.
Hopkins,
M. (2006). What is corporate social responsibility all about? Journal of Public Affairs, 6, 298-306.
hr.com.
(2001). Workplace sabotage: The silent
assailant. Retrieved August 24, 2014, from: http://www.hr.com/SITEFORUM?&t=/Default/gateway&i=1116423256281&application=story&active=no&ParentID=1119278060437&StoryID=1119646712734&xref=https%3A//www.google.com/
Hult,
G.T. (2011). Market-focused sustainability: Market orientation plus! Academy of Marketing Science Journal, 39
(1), 1-6.
Kaplan,
R.S., & Norton, D.P. (2007). Using the balanced scorecard as a strategic
management source (HBR classic). Harvard
Business Review, 7, 76-91.
Kickul,
J. & Neuman, G. (2000). Emergent leadership behaviors: The function of
personality and cognitive ability in determining teamwork performance and ksas.
Journal of Business & Psychology, 15(1),
27-51.
Kokemuller,
N. (2014). Job-based pay vs.
knowledge-based pay. Retrieved August 3, 2014, from: http://work.chron.com/jobbased-pay-vs-knowledgebased-pay-8232.html
Ledford,
G.E. Jr., Heneman, H.G. III. (2011). Skill-based
pay. Retrieved August 24, 2014, from: http://www.siop.org/userfiles/image/SIOP_SHRM_Skill_Based_Pay.pdf
Moran,
A. (2010). Are salary caps a problem? Institute
of Public Affairs, 62(2), 18-19.
VA.
(2014). What are ksas? Retrieved
September 8, 2014, from: http://www.vacareers.va.gov/application-process/navigating/ksas.asp
Zeiger,
S. (2014). The impact of power and
politics in organizational productivity. Retrieved August 24, 2014, from: http://smallbusiness.chron.com/impact-power-politics-organizational-productivity-35942.html
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