Today we did a the first quiz on Reducing, Add, and minus Algebraic. That is it, the end, good bye, the next scribe will be ........

J/k, I don't think that I can get out of this Homework this easy without doing some explaining huh? Eh? Ah?

So as I was saying today we did a quiz and there is some common errors that everyone makes and it is x+1 / x+2 the answer is x can’t not equal to -2 and already reduce but lots of children put the answer as ½ which is WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, WRONG, because this question does not have like terms so you DO not reduce it. Other then that then we’re cool.

The homework for today is exercise 47 do it all plz!
The next scribe will be parvin because he will the first one counting from the top that is not scribe yet.

Jian

Hi, everyone. Today's class was almost a repeat of yesterday's class. Nothing new was taught, but today's class was interesting.

This is what we did in today's class:

1. Find the ratio of the shaded region to the total area.



2. Simplify:

a) (3/2)/(x/1)
b) (2/x+1)/(x+2/x²-1)
c) (2x+6/x+1)/x+2/x²-1)

3. Add and Subtract:

a) (2/7) + (3/7)
b) (5/8) - (3/8)
c) (1/2) + (1/3)
d) (2/5) - (1/2)
e) (3/5) + (4/7)
f) (11/3) - (2/1)
g) (4/x) + (6/x²)
h) (4/x+3) - (5/x-2)
i) (x-3/x²+2x-15) + (x-1/x-5)

4. Simplify

a) (x/x²-4x+4) - (2/x²-4)
b) [x²+2/(x-2)²(x+2)] - [2x-4/(x+2)(x-2)²]

And tomorrow's scribe will be.... *Jan Hong*
Sorry for any confusion and inconviences.

Rational Acrostics

Kudos to Mrs. Armstrong for turning me on to the idea of acrostics in math.

Blogging Prompt
Your task is to create an acrostic "poem" that demonstrates an understanding of rational expressions related to any one of these concepts:

RATIONAL
SIMPLIFY
RESTRICTION
FRACTION
FACTOR
ASYMPTOTE

As an extra challenge (worth an additional bonus mark) try to make a Double Acrostic, that is, each line should begin and end with a letter of the word you are working with.

Remember, this is a bit of a race. Your answers have to be posted to the blog in the comments to this post. If someone has already used a word or phrase in their acrostic you cannot use the same word or phrase. i.e. It gets harder to do the longer you wait. ;-)

Here is an example of an acrostic that Mrs. Armstrong wrote:

Always in 2 dimensions
Region between the boundaries
Entire surface is calculated
Answer is in units²

Be creative and have fun with this!!

Rational Expressions- Simplifying

Hello fellow students. Some of you may have unfortunately not been able to attend today's class. Don't worry, I will tell you everything you will need to know for next class. Today we started off with stating the restriction on the variable. We learned that the denominator could never be zero. That is because when zero is the numerator it is divided and equal to the number. But does that mean that when a number is divided by zero it is what the number is? No, whenever the zero is the denominator, we say it is undefined.
(ex. 0/7= 0, 7/0= undefined)

x-4/x²-16 was one of the questions we had to state the restriction. When we simplify it, it becomes x-4/ (x-4)(x+4). We then reduce x-4 from both the numerator and the denominator. We are now left with 1/x+4. x cannot equal to 4 or -4. The reason why x cannot equal 4 or -4 is because when youfactorr them in, the denominator will equal to zero. It's okay to factor 4 in the result, that's because it won't be undefined, it'll be 1/8.
You don't have the right answer unless you state the restriction of the variable.

x-4/x²-16
=x-4/ (x-4)(x+4)
=1/x+4
x cannot equal 4 or -4

The class then moved on to simplifying rational equations 2x²+x-15/ 3x+9 was one of the questions we had simplify. When you simplify the equation you should get (2x-5)(x+3)/ 3(x+3). x+3 reduces and your left with 2x-5/ 3. x cannot equal -3, that's because when you factor it you would get 2x²+x-15/ 3(-3)+9. The denominator would be zero.

2x²+x-15/ 3x+9
=(2x-5)(x+3)/ 3(x+3)
=2x-5/ 3
x cannot equal -3

You could also factor out of a negative. It will make a little change, it will change the signs.
x²-1/ 1-x
=(x+1)(x-1)/(1-x)
=(x+1)(x-1)/-(-1+x)
=(x+1)(x-1)/-(x-1)
=x+1/-1
=-x - 1
x cannot equal 1

Mr. Kuropatwa had also refreshed us on factoring. He showed us a neat algerbraic trick to factor instead of guess and check. First you multiply the first number with the last. We then factor out the common factor by the groups we made. We then are left with the same numbers in the braket. We then take the common factors from outside and put them together.

2x²+x-15
[(2)(-15) = -30]
[-30/6=-5]
=2x²+6x-5x-15
=2x(x+3) -5(x+3)
=(x+3)(2x-5)
it's in your dictionary
*NEVER CANCEL ANYTHING, WE JUST REDUCE! A rule Mr. K is passionate about.

For homework we do excercise 43 omitting numbers 11 and 12. Well, I hope I explained this clearly for those who were lost or did not attend the class. If you have any questions, ask your fellow classmates or you teacher, Mr. Kuropatwa. I know he'll be happy that you asked. That's about it for me, the scribe for tommorrow is Thang_N. Good luck at being scribe tommorrow!

Yours Truely
SAMUS

Sunday Connected-Slide Funday!

ConSlide puzzles are a new type of sliding block puzzles invented by M. Oskar van Deventer... The pieces of a ConSlide puzzle move like regular sliding block puzzles, but some of the pieces have sections connected by bars of various heights. This means pieces can pass over and under one another as long as the bars and posts don't run into one another. The goal of each of these puzzles is to move the red block to the upper left corner. Play it here.

(Once again, thanks to Think Again!)

The Editor's Initiative

Instead of posting a pre-test reflective comment on your progress in this class you may undertake The Editors' Initiative. Here's how it works:

  Step 1: Scan through the previously posted Scribe Posts on the blog. Find one that has one or more errors.

  Step 2: Discuss the error(s) and what you think the correction(s) should be with me. If I agree with your editorial proposal go to Step 3.

  Step 3: Discuss the editorial change with the author of the post. The author will chose to proceed in one of the following two ways.

3a	3b
The Editor is briefly allowed administrative privileges on the blog. They will edit the post to make any necessary corrections. They then sign the post at the bottom: Edited by: [name] on [date]	The author will edit the post in consultation with the editor who will vet the author's changes until they are correct. The author then signs the post at the bottom: Consulted editor [editor's name] on [date]

Students may chose to make more than one edit. Each additional edit will earn them a bonus mark on the next test. Your mark on the previous test determines the maximum number of edits/bonus marks available to you.

Mark on Last Test / Max Edits Allowed
> 90 / 1

80-89 / 2 (1 bonus mark)

70-79 / 3 (2 bonus marks)

60-69 / 4 (3 bonus marks)

50-59 / 5 (4 bonus marks)

40-49 / 6 (5 bonus marks)

30-39 / 7 (6 bonus marks)

20-29 / 8 (7 bonus marks)

10-19 / 9 (8 bonus marks)

0-9 / 10 (9 bonus marks)

You may also assume the role of Content Consultant to earn marks as outlined above. Here's how it works:

  Step 1: Scan through the previously posted Scribe Posts on the blog. Find one that doesn't provide enough detail or leaves out too much information. Decide what additional content should be added.

  Step 2: Discuss the new content you think should be added with me. If I agree with your editorial proposal go to Step 3.

  Step 3: Discuss the editorial change with the author of the post. Together, you will chose to proceed in one of the following two ways.

3a	3b
The Content Consultant will add a new post to the blog inserted at the appropriate time and date. They then sign the post at the bottom: Additional Content by: [name] on [date]	The author will edit the post to include the additional content provided by the consultant. Additional content will appear under a heading "Additional Content". The author then signs the post at the bottom: Additional Content Provided by [consultant's name] on [date]

Students may chose to make several additional content contributions for bonus marks according to the table above.

As we discussed in class, you cannot edit your own scribe posts. When it's your turn to be scribe try to write a post that is so excellent that no will be able to edit it. ;-)

Mr. Dixon's on eBay - How Trusted is He?

Mr. Dixon is in my classroom right now and he has a question he needs your help with.

His trust rating on eBay is 99.2%. Out of 122 transactions he's had, 121 people said he treated them well and he can be trusted.

Mr. Dixon wants to know when will his "trust rating" reach 99.3% and he needs your help.

(1) Can you write an equation he can use to solve this problem?
(2) Can you solve the equation and tell Mr. Dixon how many more favourable exchanges he needs to have to raise his trust rating to 99.3%.

All of my classes are working on this. The first student in each class who solves Mr. Dixon's problem correctly gets a chocolate bar. ;-)

Geometry

This unit was fun at times, but at others, it could get pretty tedious. I've noticed that when I understand and know what to do to solve a problem, it's fun. When I don't understand something well, I hate it! But I guess having things that are challenging are good for you. Math isn't supposed to be easy, good math questions are hard. And you learn more from your mistakes.

I like finding areas, surface areas, and volumes of objects because I'm familiar with the formulas and I know how and when to use them. What I found difficult about geometry was about the properties in quadrilaterals. I usually would be lost when we talk about doubling or tripling lengths or area's. I understand it, but not very well. What I'm really concerned about is when we have to prove that a shape is a parallelogram, rectangle, square, etc... I'm not very good at showing my work in words.

Geometry was a good unit. We didn't spend a lot of time on it, I guess it's because the class picked up very fast. We also have been working on it in our previous classes. I remember working on areas and surface areas in junior high. I've learned that what we've done in the past in math, is just like a puzzle piece. We learn more and more each grade. Tomorrow we have a test on geometry. I hope all of you will do well.

Yours truly,
SAMUS

#5 - GEOMETRY

Test number 5, geometry. So many things I've learned over the past lessons. I've learned about scale factors, types of quadrilaterals and areas, surface areas and volume of spheres. I didn't had any troubles on the exercises and the quizes, so on. What worries me though is that would Mr.K give us the formulas for the surface areas and volume of spheres and cylinder. More than half the class failed their last test, excluding me =P, so i hope you all pass it this time... I'm positive I will;).

Bloging on bloging

I don't really have anything to said about this unit because this unit is half easy half hard. The hard part about this unit is the ratio because for all my year of math, everytime the class start this "ratio" we only take like 1 , 2 class of time of doing this so I don't really know about ratio because I can't really read ratio and what is different from faction like 1:2 and 1/2.
The easy part about this unit is the paralellograms because once I know the properties of each paralellograms then I will know all the questions because they all kind of ask for the same thing but in a different way. And the part of this unit where we find surface area and the volume of a sphere was also easy because i learn this at the begainning of the school year in science.

Blogging away..

Well it's time for another test and with another test is the reflective blog. Geometry is one of the units that we've been having since we were in elementary and it's just gotten into more depth. For instance, this year we started with the area or volume and had to find out the measurements. Maybe I am just speaking for myself but I haven't learned how to do that yet. Who would've thought that we would be using the distance formula and having to find the slope in this unit. I sure didn't and when it came time to use it, it all made more sense.

For me personally this unit hasn't been to bad, except for the occasional problems and some of the ratio problems. I wish goodluck to everyone on the test and don't forget to blog..the extra mark might really help!;)

blogg before testtt =)

hi my name is wendy. i'm blogging before the test. i'm sort of nervious for the test tomorrow. i believe that this unit was sort of confusing. the problems i had on this unit was mostly word problems such as " the area of figure F is 30 cm². its dimesions are multiplied by a scale facter k to form a new figure with volume 270 cm³. what is the value of k?" this is the sort of questions that i have trouble on and is still trying to figure out how to get the answer and how to solve it. i mostly know how to get the volume of beach balls etc, because i memorize the formula and how to figure out the answer step by step. i am still haveing some difficulties on parallelograms and certain things. i know that this blog of mine is short but i'll try and make my other blog longer. i hope everyone do good on the test tomorrow... EXPECIALLY YOU!!! MR! WHO I SAID LAST COUPLE CLASSES AGO ASKING YOU WHY WOULD YOU DO SUCH THING TO YOUR SELF" ... you know who im talking about =p bye bye now. and hopefully, you bring a lucky charm ... Lol =p

T5 WebLog

Hi, I'll just cut right into this blog. This unit, as like the others, has gone by fairly quick and as you all know, our test #5 is coming up tomorrow! I'm supremely tired from basketball try outs so please bare with me if I'm sounding like.. omg, just forgot the word I was about to say. Nonetheless, this unit was majorly on geometry as the unit title suggests. We learned about properties, ratios, proving theories etc.

The muddiest point that I have during all this immense learning is the ratio stuff, which I am starting to understand more thoroughly (hopefully by tomorrow) and proving if something is really what it seems. The problem with the proving part that I'm sure many of you might have is where to start and from there, where to go. I will be trying my hardest to get that straight because I want to do super great of this test.

Shapes, Shapes, and Shapes.. You must remember the properties. I find that, that is one of the key things to this unit. Well that's in my opinion.

I hope that you all fair well on the upcoming test #5 geo tomorrow! Think I'm going to lie down.

Blog Test

Last Term, my marks was not as satisfactory to my liking, but many people's mark were not to their satisfaction. It doesn't mean I or the rest of you should quit. All it means is some need to change their work ethics or *something.* Because, there was once a wise man who said "Your mark depends on the effort and time spend on your work." - Mr. K. Mr. K, I am only para-phasing. Sorry, if it is not your exact working.

For example, when we began doing trigonometry, I did not understand the sine law and cosine law. So, I when over my notes, step-by-step, at my own speed, and I learned how to use the Laws. See, your marks depends on your work ethics.

One more thing, trigonometry is used in very day life. Architects use sine and cosine laws to measure and design their building. They have to know the length and angles of every side and elevation before they building something. If you like working with things of that nature, architect is one option.

Fourth Powers

- I hear you have extraordinary powers!

- Not true! What I said to the press was that I have fourth powers at home.

- What do you mean?

- 1, 16, 81, .... That kind of stuff.

- But these are square numbers!?

- Yes, but they are more than that. They are square numbers squared.

- I see. And you have these at home?

- Some of them. Not all of them.

- And what do you do with them?

- Play with them, of course, what else?

- What kind of games?

- This morning I added them.

- That must have been great fun!

- That's what I said to the press, but they didn't believe me.

- How did the game go?

- Not very well. I tried to pick less than nineteen of them, one several times if
neccessary, to get any number in the universe.

- How did you get 20?

- 20 was easy. 1 + 1 + 1 + 16 = 20. I only had to use five of them.

- Which number gave you problems?

- I found a number less than 500 that required nineteen fourth powers.

- So you lost the game?

- Yes, and I can't even remember which number it was.

Scribe for Today...

Hmmm....where should I start with today's class. Well since you can see how outside looks not many people showed up. So then we just went over last nights homework. Mr. K answered any of the questions we had. There wasn't enough people to learn something new. After we answered all the questions we went downstairs to the MPR and watched a movie. That was all for today's class=).

There is NO homework..let's all jump for joy! And the scribe for tomorrow is...drum roll please...Kristin_R.

Spheres

Check your homework using this online calculator for finding the surface area and volume of a sphere. Just type in the radius and click the [enter] button!

Two Quizzes on Spheres:

Surface Area

Volume

You can also try this bottomless quiz (just keep refreshing the page) for finding the volume and surface area of a sphere. Do as many exercises as you feel you need to until you understand the material well.

The View From Sunday

This week's puzzle comes from Think Again! again. ;-)

The Other View


With nine pieces as the one shown above, a 3x3x3 cube was made. Below you can see the cube viewed from South, East, and North. What does it look like seen from the West?

del.icio.us Guide

You can download a pdf guide to del.icio.us right here.

It is 12 pages long. Flip to the section where you feel you most need help. If you like to work off a hard copy you can print it up. If you don't have a printer at home you can print it up at school. If enough of you want to have the hard copy let me know in class and I'll have a bunch of them copied for you. ;-)

Who am I, iam blogerman

Out of all the units that we did, this unit is the most easy and helpful for me because for a long time now that I didn't do much division and multiplication, this unit refresh my memory about those. At first this unit is kind of hard, I have no idea even how to do 3√20 because the teacher is doing it kind of too fast for me and I ' am a slow learner but now I know how to do it because I got a lot of help from the teachers and friends. Here, i even show you that i know how to do it the answer to 3√20 is = to 6√5 ( I hope is right).
I would have to say that there is one thing Mr. K is wrong about this unit and that is
"Teachers love this because there are many ways to write one number."
"Students hate this because there are many ways to write one number."

The correct thing about this that sentence is "some students hate this because there are many ways to write one number"

Because I love that I can write the same number more then one way because for example 81 = 9^2 = 3^4. now I can trick people using this cool way which I already did and they go "What? how?" and have that look in there face.

Radicals...

Well I am here to do my blogging before the test. Let me see.. I have to talk about radicals..where to start. Well I guess I could start off by saying that I don't like them. The only type of radicals are the simple ones, I don't like it when we start having word problems and all that funny stuff. When it comes to adding and multiplying and simplifying then I'm not too bad, but when you want me to solve a word problem with radicals then that's when I start to have trouble. When we first started learning about radicals everyone was okay with it..including me but then we started to do all this funny stuff. I don't know if it's just me but I could do without it. I am pretty worried about the test tomorrow and I hope that I do decently. I just know that the word problems are going to mess me up. Well I wish everyone goodluck on the test and remember NO CALCULATORS! haha goodluck!

Blogg*+*

hello,

its the time where we have to make a blog before the test. so tomorrow is the test. is anyone excited!? me? im not even sure. i hope its not to hard as i thought it might be. = . well i hope everyone does good on their project and also on the test.

so far in the unit on radicals. i enjoyed it. at times i was fustrating but i managed through. i came at lunch to ask mr K. for help and i understood the problems that i had trouble in. finally. i understand most of the things such as how to simplify √640 etc.

the most difficult questions that i had trouble in and is still having a little trouble in is questions that are simular to
³√27. the reason why i don't understand this sort of question is because some times it might be a √2 instead of a big number and i wouldn't be able to figure it out because i would need to use fractions which i don't understand the whole process with the fractions and radicals and rationals.

anyways i think this is all i need to talk about. (?) but good luck to everyone on the test.

STUDY PEOPLE....

rad unit

The radical unit is quite easy. I didn't find it difficult like the other units so far. At first I thought that it's going to be hard since I haven't done this before. When Mr K. told us that sq.rt.16, 2^2 and 16^1/2 is all the same number, the number 4, but you won't know it until you solve it.

I learned lots of things in this unit. Adding and subtracting and multiplying and dividing and simplying radicals. Like Mr. K. say "Math is the study of patterns." Radical is similar to polynomials and factoring unit. Some similarities are:

• When adding/subtracting radicals you must put it in lowest term then solve.
• Use the distribution law when multiplying.

I'm sure there are more. I enjoyed this unit. Good luck to everyone on the test!

$¢®ißê

In today's class we basically review for the RADICAL UNIT TEST that's happening on thursday. Mr Kuropatwa gave us a review sheets and he went over the exercises from the other days; exercises 33, 37 & 38. Thats pretty much the whole class.


REMINDERS:

1. RADICALS UNIT TEST ON THURSDAY
2. THE TRIGANOMETRY ASSIGNMENT IS DUE ON THURSDAY
3. SCRIBE TOMMOROW IS JOHN D. -#12

Scribe

Hello!
Today in class we started to review the 2 questions from the previous day.

√3^2 + 4^2 + 12^2
and
√7+√4

Mr. K told us about BEDMAS, BEMDAS, PEDMAS, and PEMDAS. <- Means the same thing. He told us to race to the blog to do something simliar to make simliar questions to the ones he gave us. We learned that the conjugate of a sum is a difference.And vice versa, the conjugate of a difference is a sum. Mr. K wrote six questions on the board which we had to rationalize the denominator. Mr. K reviewed us on mulitiplying radicals and we answered 4 questions. We had to notice a pattern, which was the pattern of differences of squares. We learned that contrugate of a sum is the difference. For homework tonight is: EXERCISE 38. OMIT 11, 14, and 16! The scribe for tomorrow is: RUS-L! MUWAHAHAHHA! *evil laugh* (this is what you get for picking me as scribe the first time!)

A Radical Prompt

Blogging Prompt
Here's the Blogging Prompt we discussed in class today:

Without using a calculator find the value of:

sq.rt.(32 + 42 + 122)

sq.rt.(7 + sq.rt.(4))

Your challenge, should you choose to accept it, is to create two radical problems of your own similar to those above. This challenge is open to all takers! However, once a solution is posted you CANNOT use the same solution as your own -- you've got to come up with a new one. In other words, the longer you wait to tackle this, the harder it's going to get.

Write your answers in the comments to this post. You can also use cube roots (cube rt.), fourth roots (4th.rt.) and higher if you wish. Feel free to mix them up too! (i.e. square roots and cube roots, or square roots and fourth roots, etc.) A successful reply to this prompt includes TWO answers; one similar to each of the problems posted. If you have a successful reply you do not need to write a reflective pre-test blog post.

Have Fun!

A del.icio.us Idea

I recently received this email from a student in this class:

Hey Mr. K.

This is one of the websites I was looking at that had simplifying radicals..

http://regentsprep.org/Regents/math/radicals/pracRad.htm

I found a few that I thought were good just by typing "radicals" in google, they really helped me out.

See you Monday,
************

Students often find more, and better, sites than I do. You're better websurfers than I am. ;-) That got me thinking .....

I spend a lot of time looking for good websites that help us learn in this class. But what if we all spent a little time doing that? What if there was an easy way for us to both save our bookmarks (without cluttering up our favourites list) and share them with the whole class with the click of a single button? And what if we could access those bookmarks not just from home, but from any computer in the world? Hmmm .....

Well, there is an easy way to do that! Instead of saving bookmarks on your home computer sign up for a free account at a site called del.icio.us. You can then access them from any computer in the world. You can easily install a little button/bookmark that allows you to save any webpage you're looking at without interupting your surfing. Tag it using this tag:

pc20s

Now we can all get each others bookmarks with the click of a single button in our del.icio.us accounts.

I'll go one better than that. If you all jump in on this idea, I'll write a post on our blog (with a permanent link in the sidebar) that will load the 10 most recently saved links automatically as you find them. I'll also include a link to the archive that you can browse at your leisure.

If this interests you (and I can't imagine how it doesn't) read this tutorial on how to get started with del.icio.us. You might also be interested in watching this screencast that illustrates just how powerful this web tool is.

When you've signed up for a del.icio.us account (register here) leave a comment on this post telling me so. When I see some action here I'll blog that self-updating post. ;-)

It's Sunday Again

In the game of Kayles a number of pins (or coins) are arranged in separate rows. A legal move consists of knocking down either one pin or two adjacent pins from the same row. This may break up the row into two smaller rows. Whichever player knocks down the last pin wins. What's the winning strategy for the game of Kayles?

Play here. Discuss your winning strategies in the comments to this post .... and have fun doing it!

pc20s scribe

Wow, wow, and wow! I almost forgot that I was scribe T.T; at least I didn't :D. Well I'll start right away.

Today, we had an early dismissal at 3:00 p.m. so our two last classes of the day were cut short, one of which was our math class sooo.. Guess what? We jumped right into our surprise quiz... ... ... Well anyways, the quiz in my opinion had to be the easiest out of all the quizzes we had so far. The quiz was on conversion of entire radicals to mixed radicals, entire radicals to mixed radicals, simplification of radicals.. uhh my memory is getting short so lets just put it that way.. RADICALS :D and of course rational exponents.

Well, lets see what else I can remember.. Oh yes! THE ALMIGHTY.. ASSIGNMENT OF THE MATH CLASS hehe made it sound better :P. Well if you haven't read it yet, it's about a scout looking in a forest seeing an owl on one tree and a possum on the other and of course you should know what's going to happen to that poor fella (the circle of life)

For this assignment, you will need to sign the sheet and so must your parent/guardian because if they don't and you hand it in, the outcome is a big fat 0. You are not aloud to talk about this problem with anyone else except maybe.. I mean not maybe.. YOU CAN ASK FOR HELP FROM MR. D KUROPATWA who will happily help you with the mathematical equations and such.. (I'm sure you'll be happy right Mr. K?) For this assignment, Mr. K says that If you want to get full marks, you have simply follow the criteria outline which is stated on the sheet that we all received. One thing I'd like to point out is the creativity/presentation part. "IF" you want to get full marks on that.. Boy, you need to make Mr. K's jaw drop :P. I can't wait to see the desperate people's awesome creations.. I can see it now.. Wait I can't need new glasses.. :P (not funny? ahwell)

Well that's pretty much all that I can remember from today's class. Was there homework other than that assignment? (by the way, you have 7 days to work on that assignment) If there is any other homework I cannot remember and I apologize for that. I hope you guys don't get too sick from all that candy from trick or treating.. I didn't go. The tomorrows scribe will be.. Wait got to open a new window to check.. (5 minutes later) okay back.. It will be the "T-SA" because she picked me last time :P GOODLUCK

You Made An Impact.

About a month ago I was contacted by Meg Gwaltney who works for Stein Communications, an education marketing firm in the US. She had stumbled across our blog and was impressed with our work. So impressed she wrote an article about us that is distributed across the United States. You can read it here.

You've made an impact. Congratulations! Keep up the good work!