Thursday, June 7, 2012
turning point...
the end of the year 2011 marked the beginning of the new direction that i am about to take...right after the "proposal", i immediately, but with a lot of thinking in it, decided to leave the portals of the hallowed institution where i was working for the past 2 years...it was an institution that i began to like only during my second year...i was already thinking about the decision even before i made the proposal...the decision was tough...but i had to embrace it for another higher decision...another step forward in my life...
i wish to thank all my colleagues in that institution...all the senior teachers who have corrected and inspired me to be better than i was before...it's really a learning experience to be with them...to the niners...they were the ones who brought the other side of me as a professional...on the outside, they can sometimes be boisterous but in our work, they are those who can truly achieve and get things done whenever a task has to be done...they are the future of that institution.
i would also like to thank all my students last school year...they were a tough yet fun-to-be-with batch...thank you to all my student coordinators who have extended their help to all their classmates in need of another perspective in math...last year's batch of juniors in that school was tough...most of them, gave me a challenge as to how far i can go in terms of extending my hand to them...i did what i can do and i hope they've seen it too...that batch gave me some lessons that i will forever bring with me as i go back to where i started...my advisory class also gave me lessons on how to handle teens whose maturity still has to bloom...i can still remember their faces as well as their names...all 52 of them...i just hope that the coming school year will usher in the necessary nutrients for them to blossom...
Sunday, July 25, 2010
in the new school...
it has been two months since the new school year started...i'm still trying to cope-up with the demands of my work and with the expectations of my superiors...it's a very tough environment...papers here, papers there, papers everywhere...i see a lot of papers...meetings here, meetings there, meetings everywhere...i attend a lot of meetings.
before the school year started, i was a bit nervous as i entered this new school...it's not easy to adjust to an entirely new culture...i didn't know whether i'd be handling physics, chemistry, or integrated science. my superior knew that i'd prefer physics and integrated science than chemistry...hehehe...it's not that chemistry is hard but the general perception of students about the subject is just too much that it seems insurmountable...about two weeks before the school year started, i received my teaching load...lo and behold, i received chemistry and integrated science...whaaaat?...chemistry???...i started asking my superior why i was given that load and she explained the reasons why i was given that...all the reasons were valid and i had to accept it with an open heart.
chemistry is a very beautiful subject for me. i enjoyed it when i was still in college...it's a "challenging" subject that will require a student to think outside the box, to visualize what seems to be a very vague picture of chemical combination, and to imagine sub-atomic particles...i had fun while i was taking it up as a student...i learned a lot from my instructors...chemistry was their cup of tea...the only daunting task of a chemistry teacher is the removal of students' negative perceptions toward the subject...i've felt these perceptions during my two-month stay as a substitute teacher in math.
how do i remove these perceptions toward chemistry? how will i deliver chemistry in a way that is understandable even to the least science-oriented student that i have? i have to admit that answering these questions are quite hard for me especially with my preference of giving thought-provoking questions to my students...i just can't bargain the quality of education that my students will get from me...i want my students to be at par with students from science high schools.
i remember a student of mine whom i tutored for a month about chemistry. she comes from an exclusive school for girls here in cebu. when she came to me about chem, her lessons were about stoichiometry - part of chemistry that deals with numerical information that can be taken from balanced chemical equations. in short, it's the highly mathematical part of chemistry...what struck me most about their lesson is that the examples and questions given to them were similar to the kind of questions that i encountered when i was in college...it's "hard-core" stoichiometry...the kind of lesson that puzzles most students in chemistry. a lesson that would require high analytical skills from the student. i was deeply challenged by their lesson so i accepted her...she was an extraordinary student who had the willingness to learn beyond what is expected of her. i enjoyed being her tutor but most of all i enjoyed the topics i taught her! i wish i could also do the same for the students that i have right now although i think it will be hard, very hard...
when the school year started, i was assigned to handle two sections in grade 9 and two sections in grade 7. my grade 9 students have intriguingly peculiar personalities...most of them, i feel, loathe chemistry...so the challenge is even greater...on the other hand, my grade 7 students are in the adjustment part as they are still new in high school...the two grade 7 classes are working like snails especially in the mathematical aspect of integrated science. hopefully, i can still change that...hopefully, we can level-up expectations....
before the school year started, i was a bit nervous as i entered this new school...it's not easy to adjust to an entirely new culture...i didn't know whether i'd be handling physics, chemistry, or integrated science. my superior knew that i'd prefer physics and integrated science than chemistry...hehehe...it's not that chemistry is hard but the general perception of students about the subject is just too much that it seems insurmountable...about two weeks before the school year started, i received my teaching load...lo and behold, i received chemistry and integrated science...whaaaat?...chemistry???...i started asking my superior why i was given that load and she explained the reasons why i was given that...all the reasons were valid and i had to accept it with an open heart.
chemistry is a very beautiful subject for me. i enjoyed it when i was still in college...it's a "challenging" subject that will require a student to think outside the box, to visualize what seems to be a very vague picture of chemical combination, and to imagine sub-atomic particles...i had fun while i was taking it up as a student...i learned a lot from my instructors...chemistry was their cup of tea...the only daunting task of a chemistry teacher is the removal of students' negative perceptions toward the subject...i've felt these perceptions during my two-month stay as a substitute teacher in math.
how do i remove these perceptions toward chemistry? how will i deliver chemistry in a way that is understandable even to the least science-oriented student that i have? i have to admit that answering these questions are quite hard for me especially with my preference of giving thought-provoking questions to my students...i just can't bargain the quality of education that my students will get from me...i want my students to be at par with students from science high schools.
i remember a student of mine whom i tutored for a month about chemistry. she comes from an exclusive school for girls here in cebu. when she came to me about chem, her lessons were about stoichiometry - part of chemistry that deals with numerical information that can be taken from balanced chemical equations. in short, it's the highly mathematical part of chemistry...what struck me most about their lesson is that the examples and questions given to them were similar to the kind of questions that i encountered when i was in college...it's "hard-core" stoichiometry...the kind of lesson that puzzles most students in chemistry. a lesson that would require high analytical skills from the student. i was deeply challenged by their lesson so i accepted her...she was an extraordinary student who had the willingness to learn beyond what is expected of her. i enjoyed being her tutor but most of all i enjoyed the topics i taught her! i wish i could also do the same for the students that i have right now although i think it will be hard, very hard...
when the school year started, i was assigned to handle two sections in grade 9 and two sections in grade 7. my grade 9 students have intriguingly peculiar personalities...most of them, i feel, loathe chemistry...so the challenge is even greater...on the other hand, my grade 7 students are in the adjustment part as they are still new in high school...the two grade 7 classes are working like snails especially in the mathematical aspect of integrated science. hopefully, i can still change that...hopefully, we can level-up expectations....
Saturday, March 27, 2010
thank you!!!
the end of my two-month stint as a substitute teacher was marked by a sense of gratitude and farewell to the students who were placed in my care for the last two months of SY 2009-2010... i did not give a farewell speech on the very last day of the periodical exams primarily because i'm not used to saying farewell...in my former school, students simply come and go...i don't mind if my student says goodbye or not...the only thing that i will mind is the thought of whether or not all my students learned from me before they go to the next level...thank you to all my students for making my stay memorable....(n_n)
on the last day of the exams, i entered one of the classrooms to remind the kids to bring their chairs back to the classroom...and to my surprise, some of them sang a song when i was about to enter...i did not go in...i just stayed near the door and looked at the faces of my students who were singing that song...i couldn't stand it! i had to move away from the door...when i was about to get the papers from a chair just outside the classroom...a student from that class approached me and gave me a candle...what? a candle?...it's not even november...the student who approached me was a young lady who was the leader of that class...she was a student who always doubted her skills in math...she was always a pessimist in math even though she has that capacity to learn more...in fact, she got a good score in the periodical exam! i just hope that when she goes to the next grade, she will find meaning to why she's doing math because only when she does will her true skill stand out...
i was lucky to have met these girls...thanks girls....
on the last day of the exams, i entered one of the classrooms to remind the kids to bring their chairs back to the classroom...and to my surprise, some of them sang a song when i was about to enter...i did not go in...i just stayed near the door and looked at the faces of my students who were singing that song...i couldn't stand it! i had to move away from the door...when i was about to get the papers from a chair just outside the classroom...a student from that class approached me and gave me a candle...what? a candle?...it's not even november...the student who approached me was a young lady who was the leader of that class...she was a student who always doubted her skills in math...she was always a pessimist in math even though she has that capacity to learn more...in fact, she got a good score in the periodical exam! i just hope that when she goes to the next grade, she will find meaning to why she's doing math because only when she does will her true skill stand out...
i was lucky to have met these girls...thanks girls....
Thursday, March 18, 2010
in the new school
it's almost two months since i entered the school where friends of mine work...my first two weeks in school was not hard because the students, as well as the faculty members, made it easy for me...i breezed through those weeks without any major incident happening in my class...hahaha...maybe not that time!
when i entered this school, i made it a point to remember the names of at least half of the students who are in my class...i was thinking half because there are 171 of them...waaaa...171? it's my first time to handle a huge number...each class had 43 students with one section having 42. now, i can safely say that i know at least a hundred of them...their names as well as their faces...hehehe...not bad huh?
each class has a characteristic distinct from one another...one class has extreme students...the term extreme describes the academic variation in that class...there are high achievers and there are also academically challenged students in that class...it is a class that combines students who have the potential of becoming scientists and mathematicians, and those who are observers in science and math...this class is unique in such a way that art, science, logic (which is identifiable with math), and music are combined...hmmmm...what a mix!
another class combines both the innate impulsiveness of adolescents and a minute sense of maturity of a young adult...you can give them an instruction on what to do and they'll do it on their own although at times, they are quick to do things that sometimes rationality becomes absent in them...this class has future leaders who can do well even with less supervision from the teacher...leaders who have the initiative to serve the people around them without the necessary compensation...though they may seem to be responsible, this class also has tendencies towards the left...if you know what i mean...what? left? why not right?
i also have one class that's generally playful...humor, sarcasm, and satirical antics that could sometimes catch you off-guard are prevalent in this class...this class also has its share of peculiarity among the four classes that i handle...i could say that one of the best, if not the best student i have so far, is in this class...a combination of linguistic articulation and logic can be seen in this student...she doesn't talk too much nor will she impress you through PR but when she solves problems, you know that she's got what it takes to be someone great...though this class is playful, many of the students do well in my subject thus making my work easier and fun to do...work is fun? huh? they really do...
last, but certainly not the least, is a class that combines kinesthetic and logical intelligence...members of this class like to move a lot either creatively through dance or simple bodily motion...in cebuano terms "kitikiti"...hahaha...some of them may have difficulty with my subject but a very good number are performing exceptionally well...this class may have the "worst" case scenarios but at least they are doing something about it...most members of this class have the confidence to answer and talk back to me (in a polite way of course) during the course of our discussion or when we see each other outside the classroom...some are quiet and some are also very talkative....(with emphasis on the word very!)...they are controllable though...hehehe...
inspite of all the differences that each class has, these four classes make up my day...they complete me as a teacher, an educator, and a mentor...they make me smile, day in and day out...they subdue me when i'm about to get angry or when the worst part of me is about to come out...we may laugh during class but we also do serious business most of the time...i cannot help but thank the members of each class for being themselves...for showing who they really are...for participating in our discussions...for learning in the midst of distractions...and most of all...for reminding me that i am a teacher!!! (n_n)
when i entered this school, i made it a point to remember the names of at least half of the students who are in my class...i was thinking half because there are 171 of them...waaaa...171? it's my first time to handle a huge number...each class had 43 students with one section having 42. now, i can safely say that i know at least a hundred of them...their names as well as their faces...hehehe...not bad huh?
each class has a characteristic distinct from one another...one class has extreme students...the term extreme describes the academic variation in that class...there are high achievers and there are also academically challenged students in that class...it is a class that combines students who have the potential of becoming scientists and mathematicians, and those who are observers in science and math...this class is unique in such a way that art, science, logic (which is identifiable with math), and music are combined...hmmmm...what a mix!
another class combines both the innate impulsiveness of adolescents and a minute sense of maturity of a young adult...you can give them an instruction on what to do and they'll do it on their own although at times, they are quick to do things that sometimes rationality becomes absent in them...this class has future leaders who can do well even with less supervision from the teacher...leaders who have the initiative to serve the people around them without the necessary compensation...though they may seem to be responsible, this class also has tendencies towards the left...if you know what i mean...what? left? why not right?
i also have one class that's generally playful...humor, sarcasm, and satirical antics that could sometimes catch you off-guard are prevalent in this class...this class also has its share of peculiarity among the four classes that i handle...i could say that one of the best, if not the best student i have so far, is in this class...a combination of linguistic articulation and logic can be seen in this student...she doesn't talk too much nor will she impress you through PR but when she solves problems, you know that she's got what it takes to be someone great...though this class is playful, many of the students do well in my subject thus making my work easier and fun to do...work is fun? huh? they really do...
last, but certainly not the least, is a class that combines kinesthetic and logical intelligence...members of this class like to move a lot either creatively through dance or simple bodily motion...in cebuano terms "kitikiti"...hahaha...some of them may have difficulty with my subject but a very good number are performing exceptionally well...this class may have the "worst" case scenarios but at least they are doing something about it...most members of this class have the confidence to answer and talk back to me (in a polite way of course) during the course of our discussion or when we see each other outside the classroom...some are quiet and some are also very talkative....(with emphasis on the word very!)...they are controllable though...hehehe...
inspite of all the differences that each class has, these four classes make up my day...they complete me as a teacher, an educator, and a mentor...they make me smile, day in and day out...they subdue me when i'm about to get angry or when the worst part of me is about to come out...we may laugh during class but we also do serious business most of the time...i cannot help but thank the members of each class for being themselves...for showing who they really are...for participating in our discussions...for learning in the midst of distractions...and most of all...for reminding me that i am a teacher!!! (n_n)
Saturday, March 13, 2010
Reviewer for Math 9
The 4th periodical exam is fast approaching. As you prepare for the exams, here are some questions which might help you in your review:
1) What ratio can be formed showing the relationship of the sides of a 30-60-90 triangle? How about a 45-45-90 triangle?
2) If the longer side of a 30-60-90 triangle is b, what ratio can be formed from this triangle?
3) If one of the congruent sides of a 45-45-90 triangle is 10 cm, what is the length of the hypotenuse?
4) How is the sine ratio of any acute angle in a right triangle defined? How about the cosine and tangent ratios?
5) How are the angles of depression and elevation drawn?
6) If the angle of elevation from a boat 765 m from the coastline to the top of a building on the coastline is 22 degrees, how high is the building?
7) A pilot, flying at an altitude of 957 ft. , sees the end of an island at angle of depression of 35 degrees. What equation can be used to solve for the distance through the line of sight of the pilot?
8) At a certain time of the day, the angle of elevation of the sun is 57 degrees. Find the height of the tree if its shadow length is 45 feet. What is the distance from the top of the tree to the point in the ground made by the shadow?
9) An industrial ladder is 35 feet long and has its base in the street. The ladder makes an angle of 30 degrees with the street when its top rests on the roof of a building on one side of the street, and it makes an angle of 25 degrees when its top rests on the roof of the building on the other side of the street. a) What equation should you use to find the height of one building? b) To find the width of the street, what terms should you add? (Hint: Find a working equation first.)
10) If two circles are congruent, what can be said about chords that are in the same area of each circle? What can you say about the radii of each circle?
11) If two secants intersect in the exterior of a circle, how will you solve for the measure of the angle formed by these secants? If you are given the measure of the angle and the smaller arc, how will you solve for the measure of the bigger arc?
12) What can you say about the relationship between the measure of an inscribed angle and its intercepted arc?
13) If two chords intersect in the interior of the circle, what can be said about the relationship of the products of each chords' segments?
14) What other segments are related to the diameter of the circle?
15) Define each of the following terms:
a) tangent
b) secant
c) chord
d) diameter
e) common tangents
f) externally tangent circles
g) internally tangent circles
16) A 30-ft ladder is used to climb a building. What height will the ladder reach if it is inclined with the ground at an angle of: (a) 30 degrees, (b) 52 degrees, and (c) 75 degrees?
17) If the radius of a circle is drawn perpendicular to a chord, what does this radius do to the chord and to the arc subtended by this chord?
18) The measure of an inscribed angle is 50 degrees. What is the measure of its intercepted arc?
19) What is the difference between a major arc and a minor arc?
20) A tangent and a secant intersect at the point of tangency. What can be said about the relationship between the inscribed angle formed and its intercepted arc?
21) What are concentric circles? How about congruent circles?
22) Can concentric circles have congruent radii?
23) A central angle measures 43 degrees. What is the measure of the arc subtended by this angle?
24) One side of a right triangle measures 10 cm. If the hypotenuse measures 15 cm, what equation can be used to measure the angle opposite the given side?
25) What is the value of sin 30? Is this value the same for all triangles with a 30-degree angle?
Answer this reviewer within 30 minutes and practice. The best way to remember the application of the different theorems we learned is to practice them. Just a question for thought: How do you make a pencil sharp?
God Bless!!!
1) What ratio can be formed showing the relationship of the sides of a 30-60-90 triangle? How about a 45-45-90 triangle?
2) If the longer side of a 30-60-90 triangle is b, what ratio can be formed from this triangle?
3) If one of the congruent sides of a 45-45-90 triangle is 10 cm, what is the length of the hypotenuse?
4) How is the sine ratio of any acute angle in a right triangle defined? How about the cosine and tangent ratios?
5) How are the angles of depression and elevation drawn?
6) If the angle of elevation from a boat 765 m from the coastline to the top of a building on the coastline is 22 degrees, how high is the building?
7) A pilot, flying at an altitude of 957 ft. , sees the end of an island at angle of depression of 35 degrees. What equation can be used to solve for the distance through the line of sight of the pilot?
8) At a certain time of the day, the angle of elevation of the sun is 57 degrees. Find the height of the tree if its shadow length is 45 feet. What is the distance from the top of the tree to the point in the ground made by the shadow?
9) An industrial ladder is 35 feet long and has its base in the street. The ladder makes an angle of 30 degrees with the street when its top rests on the roof of a building on one side of the street, and it makes an angle of 25 degrees when its top rests on the roof of the building on the other side of the street. a) What equation should you use to find the height of one building? b) To find the width of the street, what terms should you add? (Hint: Find a working equation first.)
10) If two circles are congruent, what can be said about chords that are in the same area of each circle? What can you say about the radii of each circle?
11) If two secants intersect in the exterior of a circle, how will you solve for the measure of the angle formed by these secants? If you are given the measure of the angle and the smaller arc, how will you solve for the measure of the bigger arc?
12) What can you say about the relationship between the measure of an inscribed angle and its intercepted arc?
13) If two chords intersect in the interior of the circle, what can be said about the relationship of the products of each chords' segments?
14) What other segments are related to the diameter of the circle?
15) Define each of the following terms:
a) tangent
b) secant
c) chord
d) diameter
e) common tangents
f) externally tangent circles
g) internally tangent circles
16) A 30-ft ladder is used to climb a building. What height will the ladder reach if it is inclined with the ground at an angle of: (a) 30 degrees, (b) 52 degrees, and (c) 75 degrees?
17) If the radius of a circle is drawn perpendicular to a chord, what does this radius do to the chord and to the arc subtended by this chord?
18) The measure of an inscribed angle is 50 degrees. What is the measure of its intercepted arc?
19) What is the difference between a major arc and a minor arc?
20) A tangent and a secant intersect at the point of tangency. What can be said about the relationship between the inscribed angle formed and its intercepted arc?
21) What are concentric circles? How about congruent circles?
22) Can concentric circles have congruent radii?
23) A central angle measures 43 degrees. What is the measure of the arc subtended by this angle?
24) One side of a right triangle measures 10 cm. If the hypotenuse measures 15 cm, what equation can be used to measure the angle opposite the given side?
25) What is the value of sin 30? Is this value the same for all triangles with a 30-degree angle?
Answer this reviewer within 30 minutes and practice. The best way to remember the application of the different theorems we learned is to practice them. Just a question for thought: How do you make a pencil sharp?
God Bless!!!
Wednesday, March 10, 2010
Back to being a Teacher
the month of February was an ominous month for me...after a few months of hiatus from the classroom world, a call from one friend lured me back to where i originally started out my journey after college - teaching! a very sad incident happened to one of the faculty members and she had to take a leave in order to recover from a devastating lost. i was given two months to take her place and continue the work of teaching the kids in their school.
at last...i taught my cup of tea...math! it was a breathe of fresh air for me and a challenge as well. the last time i taught math was when i was still a practice teacher and it was, if my memory serves me right, 3 years ago. my feelings were that of excitement and apprehension. i was excited because i could finally put into practice all the things that i had learned in college and in my masters degree classes. i was apprehensive because it will only be for two months and i had to learn the system in that school as quickly as possible so that the work left behind by my predecessor will not be stalled.
i was in a new, but not so hostile, environment. my previous teaching experience was in an exclusive school for boys, now, i'm in an exclusive school for girls...waaaaaa...a completely different environment! when i came in during the first day of that month, i was sweating a lot. i was a bundle of nerves as i carried out my lesson plan. the school principal, as well as the math coordinator, were part of my audience during that day. they observed how i handle my class and how i teach math to their students...were they impressed? i don't know. the only thing i know right now is that, as of the posting of this blog, i'm getting acquainted with the system and i pretty much enjoy it.
the students were well-mannered and obedient. i really didn't have any disciplinary problems during my first month in that school. hopefully as the school year ends, i won't have any problems with my students....
at last...i taught my cup of tea...math! it was a breathe of fresh air for me and a challenge as well. the last time i taught math was when i was still a practice teacher and it was, if my memory serves me right, 3 years ago. my feelings were that of excitement and apprehension. i was excited because i could finally put into practice all the things that i had learned in college and in my masters degree classes. i was apprehensive because it will only be for two months and i had to learn the system in that school as quickly as possible so that the work left behind by my predecessor will not be stalled.
i was in a new, but not so hostile, environment. my previous teaching experience was in an exclusive school for boys, now, i'm in an exclusive school for girls...waaaaaa...a completely different environment! when i came in during the first day of that month, i was sweating a lot. i was a bundle of nerves as i carried out my lesson plan. the school principal, as well as the math coordinator, were part of my audience during that day. they observed how i handle my class and how i teach math to their students...were they impressed? i don't know. the only thing i know right now is that, as of the posting of this blog, i'm getting acquainted with the system and i pretty much enjoy it.
the students were well-mannered and obedient. i really didn't have any disciplinary problems during my first month in that school. hopefully as the school year ends, i won't have any problems with my students....
Monday, July 20, 2009
life in a contact center industry
it was really a struggle when i first entered the hallways of a contact center....the idea of going into the call center still wouldn't sink into my feeble mind...what? me? why?...
it was not until i realized the importance of doing such an action that i finally accepted the fact that i need the job...not that i was totally jobless at that time....but that i need a job that will make me financially stable as i try to finish my masters degree...yup, i had to find a job that's financially rewarding and that will give the time to write my thesis...
i had a barrage of comments ranging from the positive to the most negative of all...comments that even made me more curious of what the call center industry has to offer...and right now, i'm reaping the fruits of such a decision...
within the halls of the call center, you can hear the sound of keyboards ticking and the sound of Filipino men and women trying to help out Americans regarding their queries about their phones...yup, you got me right - phones! i am in an account that has something to do with telecommunications...it also pays much for the hardwork that you put in...you get paid for every minute that you spend interacting with a hapless customer waiting for you to give in to their requests...hahaha...and i thought they are technologically up to date...
the impression about the call center, which is totally the opposite of what i'm experiencing right now, is that it is scripted....ha! that is so much the opposite of our work in this call center...yes, your opening spiels are all but the same and rehearsed but when it comes to the issues...man! it will make you think and sweat your hearts out....totally, totally different from what most people know!
still i continue with this journey...hopefully i'll find daylight!!!!
it was not until i realized the importance of doing such an action that i finally accepted the fact that i need the job...not that i was totally jobless at that time....but that i need a job that will make me financially stable as i try to finish my masters degree...yup, i had to find a job that's financially rewarding and that will give the time to write my thesis...
i had a barrage of comments ranging from the positive to the most negative of all...comments that even made me more curious of what the call center industry has to offer...and right now, i'm reaping the fruits of such a decision...
within the halls of the call center, you can hear the sound of keyboards ticking and the sound of Filipino men and women trying to help out Americans regarding their queries about their phones...yup, you got me right - phones! i am in an account that has something to do with telecommunications...it also pays much for the hardwork that you put in...you get paid for every minute that you spend interacting with a hapless customer waiting for you to give in to their requests...hahaha...and i thought they are technologically up to date...
the impression about the call center, which is totally the opposite of what i'm experiencing right now, is that it is scripted....ha! that is so much the opposite of our work in this call center...yes, your opening spiels are all but the same and rehearsed but when it comes to the issues...man! it will make you think and sweat your hearts out....totally, totally different from what most people know!
still i continue with this journey...hopefully i'll find daylight!!!!
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