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 Posted: Mon Jan 28, 2008 5:16 pm
You enter the Advanced Studies Classroom. The room is set to look like the inside of a Midevil Castle, due to funding from the school such a thing has been able to be created. There are statues all down the room with large bowls that have fires going in them for light and at the very front of the room is your teacher, Sheraton Mizrahi. He will give you a charming smile and in his elequent voice he will tell you to take a seat and keep your mind wide open, becase in this class there is alot to learn about life and education. His desk looks to fit the timeperiod the room looks to be in, its made of a hard dark wood and is very stirdy along with being heavy. There is an apple on the desk along with a number of papers and a lamp on the upper left side of the desk with a book just under it. "Hello, I'm Sheraton Mizrahi. You'll find that I tolerate alot of things but there are afew I can't stand. Most of the things I don't like are common sence. Don't steal, don't fight, don't lie, don't gossip, don't disturb class, and always be prepared to do your best." He says with a smile as he writes them down on the board. "Remember class, Rome may not have been built in a day but give me a day and I can explain its rise and fall." He said with a chuckle. 
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Posted: Mon Jan 28, 2008 5:17 pm
Current History Lesson:
The Celt, also spelled KELT, Latin CELTA, plural Celtae, a member of an early Indo-European people who from the 2nd millennium BC to the 1st century BC spread over much of Europe. The people who made up the various tribes of concern were called Galli by the Romans and 'Galatai' or 'Keltoi' by the Greeks, terms meaning 'barbarian' (Celts, Celt, Celtic civilization). It is from the Greek 'Keltoi' that 'Celt' is derived.
1000-750BC - Proto-Celtic people of the Urnfield culture dominate much of Continental Europe. Also start to spread out over northern Asia as far as the frontiers of China. Development of the deliberate smelting of iron in the Middle East and China around the same time. Prompting the title 'The Iron Age' for this period.
700-500 - Hallstatt culture developes in Austria.
700BC - Early Celts in Austria bury iron swords with their dead.
600BC - Greeks found the colony of Massilia, opening up trade between the Celts of inland Europe and the Mediterranean. First evidence of Britain having a name - Albion - (albino, white - called after the chalk-cliffs of Dover). A major rebuild of old Bronze Age defences, and construction of new hillforts takes place in Britain.
550-500 -A princess in Vix (Burgundy) is buried with a 280 gallon bronze Greek vase, the largest ever made. 60 miles away a prince is buried layed out on bronze chais-lounge in a hugh chamber tomb.
500 - Trade between the Etruscans and the Celts begins. La Tene phase of Celtic culture speads through Europe and into mainland Britain. The Greeks record the name of a major tribe - The KELTOI - and this becomes the common name for all of the tribes.
500 - Celts (the Gaels - from Galicia) arrive in Ireland from Spain.
400-100BC - La Tene culture spreads over Europe and into the British Isles.
400 - Celts invade Italy and Cisalpine Gaul.
400 - Celts atack the Etruscan city of Clusium.
390 - Raiding Celtic tribes under the leadership of Brennus ravage Rome and occupy the city for three months. Offended by the dirty conditions of the city (they were country boys at heart) they demand a ransome to leave the Romans alone. Brennus demands his weight in gold and when the Romans complain he throws his sword on the scales to be weighed as well with the cry "VAE VICTUS" - (Woe to the Vanquished).
335 - Alexander recieves envoys from the Celts, and exchange pledges of alliance. Large numbers of Celtic Warriors join the Greeks in a war against the Etruscans.
323 - Alexander dies and the Celts push into Macedonia.
279 - Celtic tribes invade Greece.
Their tribes and groups eventually ranged from the British Isles and northern Spain to as far east as Transylvania, the Black Sea coasts, and Galatia in Anatolia and were in part absorbed into the Roman Empire as Britons, Gauls, Boii, Galatians, and Celtiberians.
Linguistically they survive in the modern Celtic speakers of Ireland, Highland Scotland, the Isle of Man, Wales, and Brittany.
The oldest archaeological evidence of the Celts comes from Hallstatt, Austria, near Salzburg. Excavated graves of chieftains there, dating from about 700 BC, exhibit an Iron Age culture (one of the first in Europe) which received in Greek trade such luxury items as bronze and pottery vessels.
It would appear that these wealthy Celts, based from Bavaria to Bohemia, controlled trade routes along the river systems of the Rhone, Seine, Rhine, and Danube and were the predominant and unifying element among the Celts. In their westward movement the Hallstatt warriors overran Celtic peoples of their own kind, incidentally introducing the use of iron, one of the reasons for their own overlordship.
For the centuries after the establishment of trade with the Greeks, the archaeology of the Celts and Celtic civilization can be followed with greater precision. By the mid-5th century BC the La Tene culture, with its distinctive art style of abstract geometric designs and stylized bird and animal forms, had begun to emerge among the Celts centred on the middle Rhine, where trade with the Etruscans of central Italy, rather than with the Greeks, was now becoming predominant.
Between the 5th and 1st centuries BC the La Tene culture accompanied the migrations of Celtic tribes into eastern Europe and westward into the British Isles.
Although Celtic bands probably had penetrated into northern Italy from earlier times, the year 400 BC is generally accepted as the approximate date for the beginning of the great invasion of migrating Celtic tribes whose names Insubres, Boii, Senones, and Lingones were recorded by later Latin historians. Rome was sacked by Celts about 390, and raiding bands wandered about the whole peninsula and reached Sicily. The Celtic territory south of the Alps where they settled came to be known as Cisalpine Gaul (Gallia Cisalpina), and its warlike inhabitants remained an ever-constant menace to Rome until their defeat at Telamon in 225.
Dates associated with the Celts in their movement into the Balkans are 335 BC, when Alexander the Great received delegations of Celts living near the Adriatic, and 279, when Celts sacked Delphi in Greece but suffered defeat at the hands of the Aetolians. In the following year, three Celtic tribes crossed the Bosporus into Anatolia and created widespread havoc.
By 276 they had settled in parts of Phrygia but continued raiding and pillage until finally quelled by Attalus I of Pergamum about 230. In Italy, meanwhile, Rome had established supremacy over the whole of Cisalpine Gaul by 192 and, in 124, had conquered territory beyond the western Alps--in the provincia (Provence).
The final episodes of Celtic independence were enacted in Transalpine Gaul (Gallia Transalpina), which comprised the whole territory from the Rhine River and the Alps westward to the Atlantic. The threat was twofold: Germanic tribes pressing westward toward and across the Rhine, and the Roman arms in the south poised for further annexations.
The Germanic onslaught was first felt in Bohemia, the land of the Boii, and in Noricum, a Celtic kingdom in the eastern Alps. The German assailants were known as the Cimbri, a people generally thought to have originated in Jutland (Denmark). A Roman army sent to the relief of Noricum in 113 BC was defeated, and thereafter the Cimbri, now joined by the Teutoni, ravaged widely in Transalpine Gaul, overcoming all Gaulish and Roman resistance. On attempting to enter Italy, these German marauders were finally routed by Roman armies in 102 and 101.
There is no doubt that, during this period, many Celtic tribes, formerly living east of the Rhine, were forced to seek refuge west of the Rhine; and these migrations, as well as further German threats, gave Julius Caesar the opportunity (58 BC) to begin the campaigns that led to the Roman annexation of the whole of Gaul.
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Posted: Mon Jan 28, 2008 5:18 pm
Current English Lesson:
A predicate is the completer of a sentence. The subject names the "do-er" or "be-er" of the sentence; the predicate does the rest of the work. A simple predicate consists of only a verb, verb string, or compound verb:
The glacier melted.
The glacier has been melting.
The glacier melted, broke apart, and slipped into the sea.
A compound predicate consists of two (or more) such predicates connected:
The glacier began to slip down the mountainside and eventually crushed some of the village's outlying buildings.
A complete predicate consists of the verb and all accompanying modifiers and other words that receive the action of a transitive verb or complete its meaning. The following description of predicates comes from The Longman Handbook for Writers and Readers (examples our own):
With an intransitive verb, objects and complements are included in the predicate. (The glacier is melting.) With a transitive verb, objects and object complements are said to be part of the predicate. (The slow moving glacier wiped out an entire forest. It gave the villagers a lot of problems.) With a linking verb, the subject is connected to a subject complement. (The mayor doesn't feel good.)
A predicate adjective follows a linking verb and tells us something about the subject:
Ramonita is beautiful.
His behavior has been outrageous.
That garbage on the street smells bad.
A predicate nominative follows a linking verb and tells us what the subject is:
Dr. Couchworthy is acting president of the university.
She used to be the tallest girl on the team.
Click on "Mr. Morton" to read and hear Lynn Ahren's "The Tale of Mr. Morton," and learn all about subjects and simple predicates (from Scholastic Rock).
Schoolhouse Rock® and its characters and other elements are trademarks and service marks of American Broadcasting Companies, Inc. Used with permission.
Direct and Indirect Objects
A direct object is the receiver of action within a sentence, as in "He hit the ball." Be careful to distinguish between a direct object and an object complement:
They named their daughter Natasha.
In that sentence, "daughter" is the direct object and "Natasha" is the object complement, which renames or describes the direct object.
The indirect object identifies to or for whom or what the action of the verb is performed. The direct object and indirect object are different people or places or things. The direct objects in the sentences below are in boldface; the indirect objects are in italics.
The instructor gave his students A's.
Grandfather left Rosalita and Raoul all his money.
Jo-Bob sold me her boat.
Incidentally, the word me (and similar object-form pronouns such as him, us, them) is not always an indirect object; it will also serve, sometimes, as a direct object.
Bless me/her/us!
Call me/him/them if you have questions.
In English, nouns and their accompanying modifiers (articles and adjectives) do not change form when they are used as objects or indirect objects, as they do in many other languages. "The radio is on the desk" and "I borrowed the radio" contain exactly the same word form used for quite different functions. This is not true of pronouns, however, which use different forms for different functions. (He [subject] loves his grandmother. His grandmother loves him [object].) (See, also, pronoun cases.)
Complements
Since this page is about the completers of thoughts, it is appropriate to include a brief description of complements. A complement (notice the spelling of the word) is any word or phrase that completes the sense of a subject, an object, or a verb. As you will see, the terminology describing predicates and complements can overlap and be a bit confusing. Students are probably wise to learn one set of terms, not both.
A subject complement follows a linking verb; it is normally an adjective or a noun that renames or defines in some way the subject.
A glacier is a huge body of ice.
Glaciers are beautiful and potentially dangerous at the same time.
This glacier is not yet fully formed. (verb form acting as an adjective, a participle)
Adjective complements are also called predicate adjectives; noun complements are also called predicate nouns or predicate nominatives. See predicates, above.
An object complement follows and modifies or refers to a direct object. It can be a noun or adjective or any word acting as a noun or adjective.
The convention named Dogbreath Vice President to keep him happy. (The noun "Vice President" complements the direct object "Dogbreath"; the adjective "happy" complements the object "him.")
The clown got the children too excited. (The participle "excited" complements the object "children.")
A verb complement is a direct or indirect object of a verb. (See above.)
Granny left Raoul all her money. (Both "money" [the direct object] and "Raoul" [the indirect object] are said to be the verb complements of this sentence.)
The descriptions of complements are based on the glossary of The Little, Brown Handbook by H. Ramsay Fowler and Jane E. Aaron, & Kay Limburg. 6th ed. HarperCollins: New York. 1995. 751. By permission of Addison-Wesley Educational Publishers Inc. Examples our own.
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Posted: Mon Jan 28, 2008 5:26 pm
Current Mathematics Lesson:
A circle is a shape with all points the same distance from the center. It is named by the center. The circle to the left is called circle A since the center is at point A. If you measure the distance around a circle and divide it by the distance across the circle through the center, you will always come close to a particular value, depending upon the accuracy of your measurement. This value is approximately 3.14159265358979323846... We use the Greek letter (pronounced Pi) to represent this value. The number goes on forever. However, using computers, mathematicians have been able to calculate the value of to thousands of places.
The distance around a circle is called the circumference. The distance across a circle through the center is called the diameter. is the ratio of the circumference of a circle to the diameter. Thus, for any circle, if you divide the circumference by the diameter, you get a value close to . This relationship is expressed in the following formula:
where is circumference and is diameter. You can test this formula at home with a round dinner plate. If you measure the circumference and the diameter of the plate and then divide by , your quotient should come close to . Another way to write this formula is: where · means multiply. This second formula is commonly used in problems where the diameter is given and the circumference is not known (see the examples below).
The radius of a circle is the distance from the center of a circle to any point on the circle. If you place two radii end-to-end in a circle, you would have the same length as one diameter. Thus, the diameter of a circle is twice as long as the radius. This relationship is expressed in the following formula: , where is the diameter and is the radius.
Circumference, diameter and radii are measured in linear units, such as inches and centimeters. A circle has many different radii and many different diameters, each passing through the center. A real-life example of a radius is the spoke of a bicycle wheel. A 9-inch pizza is an example of a diameter: when one makes the first cut to slice a round pizza pie in half, this cut is the diameter of the pizza. So a 9-inch pizza has a 9-inch diameter. Let's look at some examples of finding the circumference of a circle. In these examples, we will use = 3.14 to simplify our calculations.
--------------------------------------------------------------------------------
Example 1: The radius of a circle is 2 inches. What is the diameter?
Solution:
= 2 · (2 in)
= 4 in
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Example 2: The diameter of a circle is 3 centimeters. What is the circumference?
Solution:
= 3.14 · (3 cm)
= 9.42 cm
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Example 3: The radius of a circle is 2 inches. What is the circumference?
Solution:
= 2 · (2 in)
= 4 in
= 3.14 · (4 in)
= 12.56 in
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Example 4: The circumference of a circle is 15.7 centimeters. What is the diameter?
Solution:
15.7 cm = 3.14 ·
15.7 cm ÷ 3.14 =
= 15.7 cm ÷ 3.14
= 5 cm
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Summary: The number is the ratio of the circumference of a circle to the diameter. The value of is approximately 3.14159265358979323846...The diameter of a circle is twice the radius. Given the diameter or radius of a circle, we can find the circumference. We can also find the diameter (and radius) of a circle given the circumference. The formulas for diameter and circumference of a circle are listed below. We round to 3.14 in order to simplify our calculations.
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Posted: Mon Jan 28, 2008 5:27 pm
Current Science Lesson:
Bouyancy
In physics, buoyancy is the upward force on an object produced by the surrounding fluid (i.e., a liquid or a gas) in which it is fully or partially immersed, due to the pressure difference of the fluid between the top and bottom of the object. The net upward buoyancy force is equal to the magnitude of the weight of fluid displaced by the body. This force enables the object to float or at least to seem lighter. Buoyancy is important for many vehicles such as boats, ships, balloons, and airships, and plays a role in diverse natural phenomena such as sedimentation.
Forces and equilibrium
Pressure increases with depth below the surface of a liquid. Any object with a non-zero vertical depth will see different pressures on its top and bottom, with the pressure on the bottom being higher. This difference in pressure causes the upward buoyancy force.
The hydrostatic pressure at a depth h in a fluid is given by
where
is the density of the fluid,
is the depth (negative height), and
is the standard gravity ( −9.8 N/kg on Earth)
The force due to pressure is simply the pressure times the area. Using a cube as an example, the pressure on the top surface (for example) is thus
where d is the length of the cube's edges. The buoyant force is then the difference between the forces at the top and bottom
which reduces to
in the case of a cube, the difference in between the top and bottom is , so
or
where V is the volume of the cube,
The negative magnitude implies that it is in the opposite direction to gravity. It can be demonstrated mathematically that this formula holds true for any submerged shape, not just a cube.
The buoyancy of an object depends, therefore, only on two factors: the object's submerged volume, and, the density of the surrounding fluid. The greater the object's volume and surrounding density of the fluid, the more buoyant force it experiences. Thus the magnitude of the buoyant force is simply equal to the weight of the displaced fluid. In this context, displacement is the term used for the weight of the displaced fluid and, thus, is an equivalent term to buoyancy.
The total force on the object is thus the net force of buoyancy and the object's weight
If the buoyancy of an (unrestrained and unpowered) object exceeds its weight, it tends to rise. An object whose weight exceeds its buoyancy tends to sink.
It is common to define a buoyant mass mb that represents the effective mass of the object with respect to gravity
where is the true (vacuum) mass of the object, whereas ρo and ρf are the average densities of the object and the surrounding fluid, respectively. Thus, if the two densities are equal, ρo = ρf, the object appears to be weightless. If the fluid density is greater than the average density of the object, the object floats; if less, the object sinks.
Compressive fluids
The atmosphere's density depends upon altitude. As an airship rises in the atmosphere, its buoyancy reduces as the density of the surrounding air reduces. The density of water is essentially constant: as a submarine expels water from its buoyancy tanks (by pumping them full of air) it rises because its volume stays the same (the volume of water it displaces if it is fully submerged) while its weight is decreased.
Compressible objects
As a floating object rises or falls the forces external to it change and, as all objects are compressible to some extent or another, so does the object's volume. Buoyancy depends on volume and so an object's buoyancy reduces if it is compressed and increases if it expands.
If an object at equilibrium has a compressibility less than that of the surrounding fluid, the object's equilibrium is stable and it remains at rest. If, however, its compressibility is greater, its equilibrium is then unstable, and it rises and expands on the slightest upward perturbation, or falls and compresses on the slightest downward perturbation.
Submarines rise and dive by filling large tanks with seawater. To dive, the tanks are opened to allow air to exhaust out the top of the tanks, while the water flows in from the bottom. Once the weight has been balanced so the overall density of the submarine is equal to the water around it, it has neutral buoyancy and will remain at that depth. Normally, precautions are taken to ensure that no air has been left in the tanks. If air were left in the tanks and the submarine were to descend even slightly, the increased pressure of the water would compress the remaining air in the tanks, reducing its volume. Since buoyancy is a function of volume, this would cause a decrease in buoyancy, and the submarine would continue to descend.
The height of a balloon tends to be stable. As a balloon rises it tends to increase in volume with reducing atmospheric pressure, but the balloon's cargo does not expand. The average density of the balloon decreases less, therefore, than that of the surrounding air. The balloon's buoyancy reduces because the weight of the displaced air is reduced. A rising balloon tends to stop rising. Similarly a sinking balloon tends to stop sinking.
Archimedes' principle
The Falkirk Wheel boat lift relies on Archimedes principle. A boat in the wheel always displaces its weight in water so the two sides of the wheel remain balanced even if there is a boat only in one side.Archimedes' principle, or the law of upthrust, is:
"a body immersed in a fluid is buoyed up by a force equal to the weight of the displaced fluid."
In other words, when a body is partially or completely immersed in a liquid, then it experiences an upward buoyant force which is equal to the weight of the fluid displaced by the immersed part of the body.
It is named after Archimedes of Syracuse, who first discovered this law. Vitruvius (De architectura IX.9–12) recounts the famous story of Archimedes making this discovery while in the bath (for which see eureka) but the actual record of Archimedes' discoveries appears in his two-volume work, On Floating Bodies. The ancient Chinese child prodigy Cao Chong also applied the principle of buoyancy in order to measure the accurate weight of an elephant, as described in the Sanguo Zhi.
This is true only as long as one can neglect the surface tension (capillarity) acting on the body.[1]
The weight of the displaced fluid is directly proportional to the volume of the displaced fluid (specifically if the surrounding fluid is of uniform density). Thus, among objects with equal masses, the one with greater volume has greater buoyancy.
Suppose a rock's weight is measured as 10 newtons when suspended by a string in a vacuum. Suppose that when the rock is lowered by the string into water, it displaces water of weight 3 newtons. The force it then exerts on the string from which it hangs will be 10 newtons minus the 3 newtons of buoyant force: 10 − 3 = 7 newtons. This same principle even reduces the apparent weight of objects that have sunk completely to the sea floor, such as the sunken battleship USS Arizona at Pearl Harbor, Hawaii. It is generally easier to lift an object up through the water than it is to finally pull it out of the water.
The density of the immersed object relative to the density of the fluid is easily calculated without measuring any volumes:
Density
If the weight of an object is less than the weight of the fluid the object would displace if it were fully submerged, then the object has an average density less than the fluid and has a buoyancy greater than its weight. If the fluid has a surface, such as water in a lake or the sea, the object will float at a level where it displaces the same weight of fluid as the weight of the object. If the object is immersed in the fluid, such as a submerged submarine or air in a balloon, it will tend to rise. If the object has exactly the same density as the fluid, then its buoyancy equals its weight. It will tend neither to sink nor float. An object with a higher average density than the fluid has less buoyancy than weight and it will sink. A ship floats because although it is made of steel, which is more dense than water, it encloses a volume of air and the resulting shape has an average density less than that of the water.
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Posted: Mon Jan 28, 2008 5:29 pm
Current Words Of Advice and Inspiration:
Education is a progressive discovery of our own ignorance.
Will Durant
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Posted: Sat Feb 09, 2008 1:46 pm
Conner was hesitant... Going into Professor Mizrahi's class. why id he agree to this? He didn't care about his studies. Then again... He took a deep breath and walked in. Good thing no one knew he went to an advanced class. Imagine the image people would give him if they knew he was smart.
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Posted: Sat Feb 09, 2008 11:20 pm
Sherrie could have sworn that she could hear her heart beating in her brain as she walked to his class. "I hope I'm the first one here", she flipped her hair over her shoulder before she walked into the class and stopped. "Conner?...You beat me here...thought classes weren't your thing", she smiled as she sat at a desk close to the front of the class.
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Posted: Sun Feb 10, 2008 12:47 pm
Aubry watched the two new comers come in. she recognized both of them, which made her groan mentally. it was a good thing neither one of them noticed her, that would be annoying.
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Posted: Mon Feb 18, 2008 11:21 am
"Ah! Oh, uh, heya Sherrie." He laughed nervously. "They're not my thing, classes are stupid it's just..." 'Come on, quick! Think up an excuce!' "Mr. M made me come here. Said detention didn't seem to be working so assigned me here."
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Posted: Mon Feb 18, 2008 7:16 pm
"Hmmm....I suppose doing manual labor isn't always the best way to discipline people", she smiled. "I hope you like this class as much as I do"
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Posted: Tue Feb 19, 2008 4:51 pm
Dane strolled into the room, and looked up at the board with a gape.
Dane: Holy crap! No wonder everyone's so tired when they come to my room! Look at all this!
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Posted: Tue Feb 19, 2008 5:02 pm
Sheraton let out a chuckle from his desk and smirked. "When it comes to work, I'm no sloutch." He stood up then walked over to Dane, shakeing his hand. "But, remeber that this is the Advanced Class. Only the Bright and ones endowwed with the minds of a prodegy do adiquite in this class. Also dedicated students who study like its the key to their life, can do well." He said with a laugh. "Your the one who goes on about how hard you work students, I thought this would be nothing compared to your class." Sheraton said mocking Dane in a flamboyant way.
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Posted: Tue Feb 19, 2008 5:07 pm
Dane: Yeah, but there's a limit! The reason I can work my students so hard is because I know they'll probably just sleep through Hina's class anyway. With both of our classes back to back, the students might well die from overexerted brains!
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Posted: Tue Feb 19, 2008 5:12 pm
"You don't give them enough credit and to be completely frank with you, dispite what happens to the students during your class, during mine they pay perfect attenion, them being drained during yours only means that your lesson plan dosen't suit them. Also the time that they have my class is the peak time of the day for most students to retain information and since we go over so many different subjects that can help them in their other classes the time that they have this class is very helpful to them." He said As-A-Matter-Of-Factly.
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