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Are any of your students unhappy with their choices…? No reason to panic; there is SPACE AVAILABLE

If your stack of responses from colleges included nothing but rejections, you’ll probably want to read further. The first thing to know is that there’s no reason to despair, there are still options.

NACAC’S FALL 2022 COLLEGE OPENINGS UPDATE

There are more than 200 colleges and universities nationwide still accepting applications from students seeking openings, housing, or financial aid this fall, according to the National Association for College Admission Counseling (NACAC). This is the 35th year of the “Space Availability List” from NACAC. The online link provides counselors, teachers, and families with a comprehensive list of colleges and universities that are still accepting applications from qualified first-year and transfer students and also indicates if the institutions still have financial aid or housing available. Both public and private institutions are listed.

“The NACAC College Openings Update provides options and assurances for students who have not yet found a college to attend this fall,” said Melissa E. Clinedinst, director of research and grants. “Many terrific institutions are still seeking students for fall enrollment, due to ongoing COVID-related disruptions, as well as typical fluctuations in application and enrollment patterns.”

Many colleges accept applications well after May 1 as a matter of policy, while others will continue to have openings available due to fluctuations that occur each year in the college admission process. The College Openings Update is updated regularly as institutions submit information. The update will remain on NACAC’s website through the end of July.

The process is straightforward. Students review the list and contact any of the colleges or universities of interest for application information. Admission to each institution is dependent on the completion of an application and a review by the admissions staff. To search the NACAC 2022 College Openings Update, go to nacacnet.org/openings.

Some surprises on this year’s list include:

New York: Adelphi University and Ithaca College

Pennsylvania: Allegheny College and Susquehanna College

Massachusetts: Simmons College and University of Massachusetts/Lowell.

California: University of Redlands, Whittier College

The list is likely to initially grow and then change daily as colleges tally their freshman class yield (the number of students who have deposited), so it makes sense to check-in regularly. Additionally, in case you know any students who are less than enthusiastic about where they’ve spent their freshman or sophomore year, the list also tracks openings for transfers.

Things may not have worked out the way you planned, but there are definitely options available to the resourceful family.  The “space availability” list is really a “win-win” for students and colleges. Many colleges operate with a “rolling admissions” process which means that they are constantly accepting applications on a year-round basis until their class is filled.

If you can’t find a good academic, social and financial fit, you may want to consider taking a year off and reapplying to colleges in the fall. If you are looking for some creative ways to spend the time off, you should investigate some possibilities at www.americangap.org.

Lee Bierer is an independent educational consultant based in Charlotte. Send questions to: leesbierer@gmail.com and visit www.leebierer.com. 

2022 NCWIT vSummit on Women and IT

Join the virtual experience, May 16-19, 2022. 

The 2022 vNCWIT Summit is free and open to the public.

Get ready for conversations, Q&As, on-demand videos, and more! Connect with educators, entrepreneurs, corporate executives, and social scientists from across industries and disciplines. Fully immerse yourself in research-based recommendations and peer-to-peer discussions to further your efforts in creating inclusive cultures.

With NCWIT being the trusted source for research-based strategies that facilitate reform in computing classes and technical organizations, the NCWIT Summit continues to be the world’s largest annual convening of change leaders focused on significantly improving diversity and equity in computing.

Agenda

All events listed will take place in Mountain Time.
Explore all sessions and access additional Summit content at the vNCWIT Summit Zoom Hub.

Monday, May 16, 2022

11:00 am – 12:00 pm

Conversations for Change | Harnessing Power for Positive Impact

Julie Battilana


In this live talk, Julie Battilana, the Joseph C. Wilson Professor of Business Administration at Harvard Business School and the Alan L. Gleitsman Professor of Social Innovation at the Harvard Kennedy School, will discuss the fundamentals of power, debunk the common myths surrounding it, and discuss how to harness power for positive impact in our lives and in the world. As the Founder and Faculty Chair of the Social Innovation and Change Initiative at HKS, Professor Battilana has taught and worked closely with hundreds of leaders in social innovation over the years. Building on this work and nearly two decades of researching the politics of change in organizations and society, she will share her insights into what power really is and what it is not, as well as how to identify one’s own sources of power. This discussion will help the audience understand and navigate power in their relationships, organizations, and society and see power not as dirty business, but instead energy that can be used for good. Register For This Session

1:00 – 2:00 pm 

Conversations for Change | Powertilt: Examining Power, Influence, and the Myth of Meritocracy Within Technology Teams

Brad McLain and Catherine Ashcraft


Evidence demonstrates that even when tech companies diversify their workforces, members of historically marginalized groups still face difficulty accessing core innovative technical roles. This lack of influence in key innovation processes results in what we term a powertilt phenomenon — that is, a differential distribution of power and influence along lines of gender, race, and other intersecting social identities. We present findings from our study examining what counts as power and how it operates on technical teams and provide an overview of a practical assessment tool that leaders can use to assess how power and influence are distributed within their teams. This instrument also helps teams implement strategies for creating more inclusive team cultures that improve team decision making and technical innovation. Register For This Session

Tuesday, May 17, 2022

11:00 am – 12:15 pm

Conversations for Change | Navigating the New Normal: Renewal, Allyship, and Joy During the Twin Pandemics

Damon A. Williams

Led by nationally recognized DEI scholar and expert Dr. Damon A. Williams, this session will feature a discussion on Inclusive Excellence, strategic diversity leadership, and allyship. It will also explore other relevant DEI concepts such as microaggressions and unconscious bias and their impacts and roles in learning environments and in the workplace. Dr. Williams will also share simple, yet effective strategies for how leaders can work to confront and address their biases to become stronger allies to diverse and marginalized communities—helping leaders to level-up from bystander to up-stander. By leveraging national data, introspective stories, and the pragmatic voice that can only come from having led DEI-related organizational change efforts at all levels of leadership, this session aims to empower, educate, and inspire hope in all of those that attend. Register For This Session

Wednesday, May 18, 2022

11:00 am – 12:30 pm

Conversations for Change | A Queer Endeavor: Queering Leadership

Bethy Leonardi and Sara Staley


Want to learn about creating cultures that are affirming of gender and sexual diversity? These workshops bring attention to policy, climate, and social and cultural norms and practices. While our focus is on gender and sexual diversity, our commitments extend to issues of equity more broadly. Working toward liberation requires always looking through an intersectional lens and questioning how our practices reinforce harmful norms along lines of race, class, language, and other identifiers and their intersections. This session will focus on queering leadership in higher ed and workforce environments. Register For This Session

1:00 – 2:30 pm

Conversations for Change | A Queer Endeavor: Inclusive K-12 Education

Bethy Leonardi and Sara Staley


Want to learn about creating cultures that are affirming of gender and sexual diversity? These workshops bring attention to policy, climate, and social and cultural norms and practices. While our focus is on gender and sexual diversity, our commitments extend to issues of equity more broadly. Working toward liberation requires always looking through an intersectional lens and questioning how our practices reinforce harmful norms along lines of race, class, language, and other identifiers and their intersections. This session will focus on the K-12 space and will also touch on ways curriculum can be made more inclusive. Register For This Session

Thursday, May 19, 2022

11:00 am – 12:00 pm

NCWIT Pioneer in Tech Award Celebration

Frances “Poppy” Northcutt


The NCWIT Pioneer in Tech Award recognizes technical women whose lifetime contributions have significantly impacted the landscape of technological innovation, amplifying the importance of capitalizing on the diverse perspectives that girls and women can bring to the table. Pioneer in Tech Award recipients also serve as role models whose legacies continue to inspire generations of young women to pursue computing and make history in their own right. In this session, we celebrate the 2022 recipient, Frances “Poppy” Northcutt. Register For This Session

Speakers

Featured Speakers

Bethy Leonardi

Bethy Leonardi is an assistant professor in Educational Foundations, Policy, and Practice. After teaching middle and high school for 16 years, Bethy Leonardi returned to Read More »

Brad McLain, Ph.D.

Brad McLain is a social scientist who serves as a researcher with NCWIT. He also co-directs the Experiential Science Education Research Collaborative (XSci) at the Read More »

Catherine Ashcraft, Ph.D.

Catherine Ashcraft is a Senior Research Scientist with the National Center for Women & Information Technology (NCWIT) at the University of Colorado Boulder. Her research Read More »

Damon A. Williams

Dr. Damon A. Williams is a visionary and inspirational global thought leader, educator, and scholar and one of the nation’s recognized experts in strategic diversity leadership, Read More »

Frances “Poppy” Northcutt

Poppy is currently President of Houston Area NOW and Texas NOW. The National Organization for Women, Inc. is a grassroots, multi-issue women’s rights organization. In the 1970s, Read More »

Julie Battilana

Julie Battilana is a professor of organizational behavior and social innovation at the Harvard Business School and the Harvard Kennedy School, where she is also Read More »

Sara Staley

Sara Staley is an assistant professor in Teacher Learning, Research, and Practice and Co-Founder and Co-Director of A Queer Endeavor, a nationally recognized center for Read More »

Click here for more information and to register: https://ncwit.org/summit/2022/

Webinar: Advising for Future Ready Careers: CS + Finance

Do you feel equipped to engage students in careers in finance? Join NCWIT Counselors for Computing on 5/10 5pm ET for a FREE webinar to learn how careers in finance are evolving & many require foundational computer science skills. Computer science careers involve something called computational thinking, and computational thinking skills parallel the skills necessary to be successful in the finance industry. Hear from three women in leadership roles at Bank of America as they talk about the interwoven skills of computer science and finance! As a bonus the first 100 counselors, grad students and others in an educational advisory role to register are eligible to receive a $25 gift card and C4C Resource Kit after attending. YOU MUST USE A SCHOOL/WORK EMAIL ADDRESS TO RECEIVE THE GIFT CARD.


Katharina Mumford is the Financial Center & ATM Technology Executive in Client Facing Platforms Technology. She has technology accountability for providing innovative tools and technology to build and deepen relationships as well as service customers in the financial centers. In addition, she is responsible for delivering next generation ATM capabilities that drive a reliable and an enhanced customer experience.

Katharina joined Bank of America in 2001 and has worked in many consumer technology product delivery roles. Following the Countrywide transition in 2008, she was appointed to lead technology for the Insurance line of business. In this role, she led one of the largest divestitures allowing for a multi-billion dollar capital release for the corporation. In 2011, Katharina’s responsibilities expanded to lead Consumer Deposits Technology where she was accountable for establishing one coast-to-coast deposits platform delivering a consistent customer experience. In 2015, her role grew to include Merrill Lynch’s Wealth Banking and Personal Retirement products.
Lisa Brown is a Technology Executive within the Data Management Technology (DMT) Organization. She leads the design, development and maintenance of Enterprise applications in support of secure and efficient data and metadata management, movement, retention, testing, reporting, and resiliency.

In her previous role, Lisa led a horizontal program within Consumer Operations to drive a culture of exceptional client care across the business by developing and executing initiatives that improve the way our clients experience the Bank’s services, including Mortgage and Vehicle payment relief programs during the COVID pandemic.

Lisa is passionate about childhood education initiatives and currently serves on a community committee in partnership with CMS and City Leaders on a new SW Charlotte High School. She is actively involved in the Bank’s Employee Networks and recently served as Chair of BPG’s Community Outreach and Events Committee. She is a travel enthusiast, and currently lives in Charlotte, North Carolina with her husband and two daughters.
Heidi Magura is a Senior Vice President for the Global Information Security (GIS) organization at Bank of America. She helps manage GIS’s external engagements with industry and government partners and works with internal partners to identify external opportunities for driving security efforts that align with GIS’s overall goals. 

Heidi joined Bank of America in 2010 and has worked in various roles across the GIS organization including, vendor testing and governance, risk and issues management and business operations. Prior to joining the bank, Heidi worked for Accenture on financial services technology projects including Bank of America change initiatives for the MBNA, US Trust and LaSalle transitions.

Heidi is passionate about closing the gender gap and providing more opportunity for women to gain entry into technology roles. She is an active advocate for women and co-leads the Charlotte Girls Who Code Summer Immersion program.

You can register using this link – https://us02web.zoom.us/webinar/register/WN__WgBRGogSmKLgyyneJudDA?fbclid=IwAR1fkuI9yhDGg-BNdSIWTvEZJd4UrWcItzEIxWa7olbKHSKMTmq_lKOrwhM

Your Insight is Needed – Development of An Anti-Racist School Counseling Inentory

Several Counselors are working on developing an Anti-Racist School Counseling Inventory as a self-evaluation tool for school counselors. They are looking for practicing school counseling participants (currently employed) and would love to learn from your insight! Participants who complete the survey will be provided with (a) a copy of their responses to this inventory tool to support their school counseling practice, and (b) the opportunity to enter a drawing for one of 25 Amazon gift cards for $25.00.

Their hope is to create a practical tool that school counselors can use to support their work in combating educational racism to promote equity for all students. If you are interested in participating, please scan the QR code or click on this link to access a more detailed explanation of research (IRB #353) and the survey itself: https://sbu.qualtrics.com/jfe/form/SV_3Q52IzA4wedO1DM

Is our education system supporting our genii of the future?

When we look at people throughout history who have made incredible contributions to society, it’s easy to assume they were all top of their class and graduated college with the highest degree. In-fact Albert Einstein was told by his teacher at school that he would ‘never amount to anything.’ It was his fascination and unique way of looking at invisible forces that deflected a compass needle and a book on science that ignited his incredible contribution to society.

Other notable people who don’t credit their school years for their success include Thomas Edison who dropped out of school after only three months of formal education. Benjamin Franklin spent just two years at the Boston Latin School before dropping out at age ten and going to work for his father. Walt Disney gave up formal education at the age of 16 to join the army and Picasso was good at the arts but not good at anything else. Even Virgin founder Richard Branson, who suffers from dyslexia was such a poor student that he gave up school at 16.

It’s not their school reading, math or science test results that measure their success.

Being a genius isn’t simply about having a high IQ or being top of your class at school. While intelligence is, of course, a part of being a genius, there are other common characteristics that genii share: a unique perception, exceptional creativity, outside-the-box thinking and distinctive self-awareness, to name just a few.

Of course I’m not suggesting that students would be better if they dropped out of school. We all need to learn the core skills in reading, math and the sciences, however, what I’ve learned over recent years is that our traditional education system doesn’t always give students the learning foundations needed to ignite their imagination and curiosity.

Renowned psychologist and child development theorist Jean Piaget made a very emotive statement when he said, “Our real problem is – what is the goal of education? Are we forming children that are only capable of learning what is already known? Or should we try developing creative and innovative minds, capable of discovery from the preschool age on, throughout life?”

To date our education system has always been based on a defined curriculum with core skills that need to be taught, assessed and measured. Yet according to Piaget’s theory, education should move towards opening children’s enquiring minds to explore, evaluate and discover the world in which they live. 

I wasn’t a great student. The classes didn’t excite or interest me. I couldn’t picture how the things we were learning, were going to impact my life. That said, it was the constraint of today’s education system that ignited my interest in THINK Global School’s way of learning. It was my parents that first heard about THINK Global School and recognized how this could be ideal for my way of absorbing information. It clearly appeared to be a better, holistic, and more interesting way of learning, that they hoped would inspire me.

There may be school Counselors out there who recognise this trait in some of their students.

The very essence of THINK Global School’s programme aims to immerse students in social and emotional skills: perseverance, empathy, mindfulness, courage and leadership are all central to this platform for learning.

During my time at THINK Global School, my ‘class’ lived in four different countries each year, making unforgettable connections between our education and the world around us. My time in Costa Rica, Botswana, India, Japan, Spain, Greece, China and Oman gave me a unique and broader perspective on life and learning. Taking Japan as one example, that module was on the history of Hiroshima and the country’s aquaculture and sustainability today. 

We were given the freedom to take charge of our learning through a combination of real-world exploration, skills, mastery and project-based activities. My exposure to learning experiences outside the restrictions of a classroom has made me mature a lot faster, which in turn has been pivotal in the way I communicate and engage with people and think things through.

Broadening horizons

While the life-long benefits are hard to quantify, the people I met, and the different cultures I encountered certainly broadened my learning experiences. Instead of a state-defined education system, we all had the opportunity to delve into project-based learning in real-life environments which encouraged everyone to apply their skills effectively and become adults very quickly.

At first glance THINK Global School may sound out of reach for some families but due to its sliding-scale tuition, the school is an option for all, regardless of their family’s financial situation. It has given me a lot of perspective and a richer understanding of different world views, cultures and people, that are helping to shape me as a member of society.

While I have a way to go before being the next Einstein or Piaget, this learning experience has given me the platform I needed to break away from any constraints and it has injected motivation and happiness into my life. I’ve not only learned key academic skills, but I’ve also developed an inspiration to do more with my life.

In 2021 I set up AlturaNFT, an API and Web3 infrastructure crypto-currency software business that makes it easier for third-party applications and video game developers to utilize the power of blockchain. At just 20 years of age, I already have 15 members of staff. I know that blockchain backed digital assets will play a significant role in the future as gamers push to have more ownership of their digital assets and I plan to be at the forefront of this transition.

Conclusion

I hope that the global education system starts to evolve, to offer a less restrictive, narrow curriculum and gives more students the chance to open their minds to the vast career possibilities. By breaking down the barriers of our current school structure we can help more students to develop key life and social skills including autonomy, cultural awareness and independence beyond academic skills. Wouldn’t it be good to hear more genii credit their school days for their success?

by Maxim Sindall, former student at THINK Global School

College Visits: Do’s and Don’ts for Parents

Most parents will join their children on their visits of prospective Colleges. How involved should they be on those visits? Here is a short list of what parents should and should not do when with those children on those visits courtesy of US News & World Report:

Don’t Micromanage

If your child will be going away to college, he or she will soon have to do many things independently. Everyday tasks like laundry, meal prep and cleaning up, which you and your family may still assist with, will soon be the sole responsibility of the student. Factor in the more demanding academic rigors of college, and you realize your child will soon have a lot more on his or her plate than before.

If you have always been extremely involved in your child’s life, it is time to let go of the reins so that your child is more psychologically prepared when the first day of college arrives. Start by letting your child make decisions about college visits, such as when to travel and which campus tour to sign up for. This way, your child will have a better feeling about the visit.

Don’t Project Your Wishes

College visits can be as exciting for parents as they are for students. You may be eager for your child to consider certain features of the campus or advise him or her based on what would be important to you as a college student.

However, this can be frustrating to high schoolers whose personalities and interests differ from yours. For instance, you may urge your child to get a sense of campus culture by attending a sporting event, yet your child may be more interested in seeing the libraries and study spaces.

It is best to avoid living vicariously through your child. Instead, put yourself in your child’s shoes and let him or her decide what is worth doing during the visit.

Keep Detailed Notes

Campus visits are characterized by stimulation and novelty; everyone sees and experiences a great deal in a short time. With all the excitement, you may not think to take notes, or you may trust yourself to remember the visit well. However, this would be a mistake, as you and your child are bound to forget the finer details, especially if you tour multiple colleges in a row.

As such, it is highly recommended that you and your student take handwritten or electronic notes. You could even volunteer to be the “scribe,” so the endeavor feels like less of a burden for your child.

For each visit, you could maintain a chart with categories for your child’s observations, such as “What I Liked,” “What I Didn’t Like” and “What I’m Unsure About.” Alternatively, you could agree to rank different aspects of the college dining options, student body diversity, closeness of lecture halls, etc. on a numeric or star scale.

It is equally important to reflect on these areas again once the visit is over and the dust has settled, giving everyone more clarity. Your child may realize that a category that initially seemed important while on campus is no longer a top priority.

Ask Questions That Prompt Reflection

If you think it is important that your child consider certain aspects of the campus, but you want to avoid sounding bossy, ask questions that prompt reflection.

For instance, you might say, “Should we go look at the fitness center in case you start working out?” or “Would it be a good idea to visit the science labs, since you’ll probably be spending a lot of time there?” Such questions can guide your child indirectly without giving the impression that you are exerting your will.

Be Alert Without Smothering

During a campus visit, your child might want to spend some time on his or her own, and it is important that you let that happen within reason. Alone time can give your child a chance to make friends on campus and get more acquainted with the college culture.

To this end, be attentive without smothering your child. For instance, you can agree to meet up after a certain hour or schedule check-in calls to make sure everything is okay. Again, the point is to give your child a healthy taste of the independence he or she is on the brink of having.

Check out the original post at US News & World Report here as well as some of their other blogs: https://www.usnews.com/education/blogs/college-admissions-playbook/articles/college-visits-dos-donts-for-parents

How Your Students Should List an Internship on Their Resume

  • Including internships on a resume can help emphasize your work ethic and skills.
  • Applicants should only list internships relevant to a particular job.
  • Leave internships off a resume after establishing 2-5 years of professional experience.
  • Treat internships as work experience when listing them on a resume.

Why You Should Include Internships on Your Resume

Often, recent graduates lack professional experience to highlight on their resumes, making it difficult for hiring managers to ascertain their preparedness for a role. Internship experience can demonstrate to prospective employers that you are dedicated and eager to learn.

By participating in internships in college, recent grads can signal to employers that they used their time wisely and learned outside the classroom. Whether a student took on a paid or unpaid internship, they still had the opportunity to put their learning into action and gain skills that can transfer to future roles.

Writing a resume as a student or recent grad can feel frustrating — it can be a struggle to create a resume that looks robust. For those early in their careers, adding internships to a resume can demonstrate work ethic and highlight professional experience.

Examples of Internships on a Resume

The following internship resume examples provide guidance on how internships should be formatted on a resume.

Research Intern, American Heart Association
January-May 2019

  • Assisted research manager in compiling relevant data points for social media campaign
  • Formatted and updated existing research according to data management guidelines
  • Developed new system for organizing data submitted by supporters

Social Media Intern, Hays Auction and Appraisal
August-December 2019

  • Developed content production and posting schedule across social media platforms
  • Assisted in creating new posts based on company goals
  • Created system for tracking engagement and building growth on channels
  • Helped create campaign to increase followers, which led to 23% expansion

Information from this post came from Best Colleges. Check out their original post here: https://www.bestcolleges.com/blog/internships-on-your-resume/

Yahoo Finance Interview with: Richard Cordray, Federal Student Aid COO

Do your students have any questions about financial aid/student loans? Here is an interview conducted by Yahoo Finance’s Aarthi Swaminathan with Federal Student Aid Chief Operating Officer Richard Cordray to discuss student loan debt, tuition inflation, and the student loan payment pause. Here is the link to the video: https://finance.yahoo.com/video/yahoo-finance-presents-richard-cordray-120000791.html

Why Content (Not Structure) Must Always Come First in Any College Essay

Before we begin guiding professionals through our ten-step process in the College Essay Experience program, we ask them to name three challenges their students face when they write essays.

Many participants mention structure:

  • After years of writing in five-paragraph essay format, writing in a more freeform narrative style can be daunting.

  • How do I communicate a structure that will make sense to — and support — my students?

  • Can the Wow process work with a multiple-scene-style essay and other types of structures to catch the reader’s attention?

They are generally surprised (and relieved) to learn that we don’t teach a variety of structures, at least not in the way they might expect.

We teach content first, followed by structure and polish. We guide students through a simple, reflective writing process that teaches them how to understand the task at hand. We give them simple instructions and the freedom to make their own editorial decisions.

Structure emerges from content.

When students learn that structure comes first, they try to fit their ideas into boxes without first exploring those ideas freely. Why are our colleagues struggling with structure? Because they are taking the little pieces of content out of those boxes and trying to untangle it.

Does that sound like you?

It doesn’t have to be so hard.

If you want your students to write meaningful college application essays that are genuine, reflective and answer the prompt, you’ll need a process that puts content before structure (if you don’t have one already).

It should come as no surprise that we are not fans of the five-paragraph format; most of you are not either. But our concern about format extends to any externally imposed structure. When her children were learning to write in school, Susan wrote this insightful blog about her crusade to blow up the five-paragraph essay. I hope you’ll check it out. Substitute any structure you’ve been taught to follow for the words “five-paragraph essay” in the blog, and you’ll understand the heart of our approach.

I’m curious to know what you think. Do you teach structure first? Do you try to fit your students’ first drafts into a pre-formed structure? Does it work? Let’s continue this conversation. You can share your thoughts with me at Kim@wowwritingworkshop.com.


 Kim Lifton, of Farmington Hills, MI, is President and Co-founder of Wow Writing Workshop, which teaches students and educational professionals a simple, step-by-step process for writing effective college essays, so students can stand out and tell their stories. Kim leads a team of writers and teachers who understand the writing process inside and out. Since 2009, Wow has been leading the college admissions industry with our unique approach to communicating messages effectively through application essays, including personal statements, activity and short answer essays and supplements. Kim is also an executive board member of Michigan ACAC and a national delegate. When she is not teaching students or training professionals, Kim likes to write her own stuff, do yoga at her synagogue, drink coffee, and swim laps (slowly but steadily) a few mornings a week at the high school she attended a very, very long time ago.

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