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COMMON SERVICES AND ACCESS PROVIDERS



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COMMON SERVICES AND ACCESS PROVIDERS


The following are the "big four" for on-line services; all have some level of Internet access (e-mail at minimum) and are working hard to add more. Fees, levels of service, and helpfulness vary widely. Call the providers for specific information related to compatibility, service areas, and so on. It must be noted that this list is far from exhaustive.

  • America OnLine, (800) 827-6364: Friendly software for DOS-based and Macintosh computers. Internet Center provides extensive support for new Internet users.

  • CompuServe, (800) 848-8990: Originally terminal-oriented, but friendly software for Macintosh and DOS computers is now available.

  • Delphi Internet, (800) 694-4005: Terminal-oriented and may be difficult for novices to use; does have, however, relatively complete Internet access. A new user interface is planned.

  • Prodigy, (800) 776-3449: Family and consumer-oriented, Prodigy was the first service to permit World Wide Web access through its personal computer support software.

There are hundreds of regional access providers. Two of the largest are

  • Netcom, (800) 488-2558: Friendly Internet access software for Windows-equipped personal computers.

  • Performance Systems International, (800) PSI-3031: High-speed and digital phone access in major urban areas.

WHAT'S OUT THERE?


Electronic Mail

Electronic mail (e-mail) is the most common Internet service and is the least common denominator of Internet access. Many otherwise unconnected computers have the ability to transfer e-mail to others through the Internet. E-mail allows users who know their correspondents' addresses to send text messages. Internet addresses typically consist of a user name and a host name, separated by "@". User names are typically the recipient's user name or log-in identification. The host name consists of a machine or site name, followed by "domain" names of increasing generality. Domain names are short abbreviations for divisions, companies or organizations, types of organization (i.e., educational, commercial, military, or government), and countries. My address, for example, is meltsner@ctc.com. The part to the left of the @ is my last name; "ctc" is an abbreviation for Concurrent Technologies Corporation, my employer's name; and "com" means that "ctc" is a company. Most sites without a country domain are in the United States.

The biggest problem associated with e-mail is the lack of any centralized directory service. Frequently, the easiest way to find an address is to call the individual to whom you wish to send mail. When you receive the message, it should contain the correct return address.

Archives

The largest single source of Internet traffic is file transfer. FTP, or file transfer protocol, provides access to hundreds of gigabytes of programs, text, recipes, weather maps, and other miscellanea. Most users find archived material by browsing a few popular archives or through messages on newsgroups. Access typically requires that the user or the service provider have a direct connection to the Internet, although some archives can respond to file requests by electronic mail.

Computers with FTP servers store voluminous archives of files, with little explanation. Directory and file names are limited as well; a picture of the Saturn V, for example, might be listed as "bigSat5.gif," with no indication as to the differences between it and other archived Saturn V pictures. To address this problem, newer protocols support friendlier browsing and retrieval. Gopher, for example, provides longer descriptions of archived items.

The World Wide Web (WWW or web) goes beyond Gopher and provides a uniform view of the Internet as a series of interconnected "pages" in a global encyclopedia with the ability to jump between computers by clicking on buttons, individual phrases, or words. With the WWW, such links are used to access related works, commentary, or nontext material such as sounds or movies. Most WWW programs also support forms to allow users to fill in blanks and click on menus (much like Windows and Macintosh programs) to search through databases and run remote programs. Web developers also adopted the idea of a universal resource locator (URL). A URL, as shown in Figure 3c, lists all the information needed to access remote files and terminal-based services in a consistent fashion.


6 Theme: Setting up Business


Model of teaching technology of the lesson


Date




Course




Group




The number of students




Form of the lesson

Practical

Time of the lesson

2 hours

Plan of the lesson

Introduction of the lesson

Actualization of the lesson

Informative

Conclusive



The aim of the lesson

1. To enlarge students vocabulary

2. To improve their reading and speaking skills



Tasks of the teacher is:

- to enable students to speak about characters of children and the importance of home in the upbringing;

- to work with text “The Difficult Child”. It is a group work, students are divided into four groups and study the passage then exchange the information with other group;

- to ask students to do the task according to the text (app.1);

- to make them work in three groups (app.2);

- to do conclusion of the lesson activity.



The results of educational process:

The student must:

- be able to do discussion on the set topic, express their view on the problem;

- read the text, be able to answer to the teacher’s questions, form own opinion on the subject; be ready to give analysis of the problem.

- students work in groups of two; they summarize the text in three paragraphs;

- this activity is intended to develop speaking ability, every group is defending the presented statement, students should bring the arguments to prove their statement;

- evaluate, give appreciation of the whole lesson.




Methods of teaching

Traditional: interactive, deductive.

Modern:

Techniques of teaching

Technical equipment: tape recorder

Educational equipments: blackboard, dictionary, textbook, handouts.

Forms of teaching

Work: individual and group work.

Conditions of teaching

Auditorium equipped with necessary equipments


Controlling and marking

Marking students by the methods of qualities, desert island.

Five Business Manners That Matter



The knowledge of business etiquette applies to all, whether you’re a successful business executive or a recent college graduate just entering the business world. We can all use gentle reminders of how to behave appropriately in our day-to-day business life. There may be times when you find the adage true that “you don’t know what you don’t know,” so it behooves you to learn as much as you can about the finer aspects of business protocol, as well.

Some may disagree, but in the twenty-first century, although it is certainly less true than in the past, for a woman to be successful in the business world, she must often work harder, stay later and be more prepared than her male counterparts; unfair, but still, unfortunately, true. There are many things that a woman can do, though, that go a long way in ensuring that she is taken seriously immediately and consistently and that her hard work and knowledge are what her co-workers and superiors know to be true of her.

The following should be your rules to work by:



1. Be Prepared
When meeting with co-workers, superiors or clients, the best strategy is to be prepared—your subject knowledge must be thorough and your written materials impeccable. You never get a second chance to make a good first impression—and in business, as in life, impressions are everything.

Your written materials must be of the highest standard. Any brochures or handouts must be edited and reviewed keenly. There is no room for error with spelling or grammar. You must also ensure that you have all of the materials that you will need, packaged together neatly ahead of time, and bring extras just in case.

Your business cards must be of the highest quality with up-to-date information and not torn or bent. When presenting your card, turn it around and hand it to the person face-up, so that they can read it easily. Note: Remember to receive materials with respect—read them thoughtfully and treat them carefully. If they have prepared as you have, they have worked hard to ensure that their materials are of the highest caliber, as well; they would not like to see them go unread, scribbled on, or callously shoved into a briefcase.

Depending on the nature of the meeting, be ready to answer your client’s questions, but also be ready to ask relevant questions—this shows that you are well versed on the subject and interested in doing an above-average job. It might even be said that your knowledgeable questions are even more important than your answers. It shows that you are interested in the person or people with whom you are dealing; and everyone appreciates when someone is genuinely interested in them, or their product/service. This is especially true of job interviews. You’ll obviously want to know about the specific aspects of the job, as it relates to salary, etc. but you can also show that you’ve done your research and that you have good working knowledge of the company and position for which you are applying. Ask open-ended questions that will lead to deeper conversation and set you apart from the other candidates because of your demonstrated interest level and initiative.



2. Be Early
Take the time to get directions and find out about parking and other considerations ahead of time. This way, you can determine how much time you’ll need to get to your destination and then can factor in an early arrival time. This will allow you some extra time to collect your thoughts and attend to other personal needs. When you arrive early (9:30–9:45 for a 10:00), you allow yourself time to get to the ladies’ room, get water, or coffee, review your notes—basically time to breathe. This all leads to a more confident and prepared you, and ultimately, your goal of a successful meeting. 

3. Dress Appropriately
When men dress for business, there are few areas where they can go wrong. When a woman dresses for business, there are many more potential errors of judgment that can be made. When in doubt, dress “up” rather than “down” and stay more on the conservative side. You need not dress as a man—dark suit, white shirt, low heels (you get the picture), but if you pay attention to a few important details, you won’t have to worry.

Make sure your skirt is not too short or too tight; knee length or just below the knee is flattering and tasteful—no matter what the current style is on Madison Avenue. Pantyhose should be worn in the winter months—in colder climates; but never with open-toed shoes. Pants should fit well and should be the correct length for the shoes that you are wearing—no hems dragging on the ground. Heels are flattering, but they shouldn’t be too high or too difficult to walk in. Blouses and tops should not be too revealing, too low-cut or too tight. Jewelryshould be kept to a minimum; tattoos covered and make-up and perfume subtle.

Note: This is not about sacrificing your individuality—your clothes should be a reflection of (the business) you. Remember that here is a time and place to be your (other) self—outside of work.

4. Be Gracious
Say please and thank you to everyone—always and sincerely; to co-workers, superiors, subordinates, restaurant staff, cab drivers, assistants, etc. You will never go wrong by being courteous and polite. Paying attention to how you treat others and caring about other’s feelings and opinions is the ultimate form of kindness and respect.

A smile, eye contact, and a firm handshake complete the package!



  1. Follow Through
    Did you tell someone you would get back to them? Then do it. Write reminders to yourself or do whatever it takes to make sure you remember to reply to the people that are expecting to hear back from you. If you forget, apologize, but make sure it doesn’t happen again. Your good reputation is at stake and if your co-workers and superiors can’t count on you, you will lose their valuable trust.



7 Theme: Business manners.

Model of teaching technology of the lesson

Date




Course




Group




The number of students




Form of the lesson

Practical

Time of the lesson

2 hours

Plan of the lesson

Introduction of the lesson

Actualization of the lesson

Informative

Conclusive



The aim of the lesson

1. To enlarge students vocabulary

2. To improve their reading and speaking skills



Tasks of the teacher is:

- to enable students to speak about characters of children and the importance of home in the upbringing;

- to work with text “The Difficult Child”. It is a group work, students are divided into four groups and study the passage then exchange the information with other group;

- to ask students to do the task according to the text (app.1);

- to make them work in three groups (app.2);

- to do conclusion of the lesson activity.



The results of educational process:

The student must:

- be able to do discussion on the set topic, express their view on the problem;

- read the text, be able to answer to the teacher’s questions, form own opinion on the subject; be ready to give analysis of the problem.

- students work in groups of two; they summarize the text in three paragraphs;

- this activity is intended to develop speaking ability, every group is defending the presented statement, students should bring the arguments to prove their statement;

- evaluate, give appreciation of the whole lesson.




Methods of teaching

Traditional: interactive, deductive.

Modern:

Techniques of teaching

Technical equipment: tape recorder

Educational equipments: blackboard, dictionary, textbook, handouts.

Forms of teaching

Work: individual and group work.

Conditions of teaching

Auditorium equipped with necessary equipments


Controlling and marking

Marking students by the methods of qualities, desert island.

This is especially important with your clients. You must always get back to the people that you are hoping to or already do business with—you will lose business faster than you can say “lost revenue” if you fail to communicate in a timely manner.

When you remember to follow through, you have gone a long way toward gaining your co-worker and/or client’s trust and respect.

Following through with a handwritten thank you note seems to be a dying art, but it will never be out of style, and the more we rely on technology to help us communicate, the more memorable a handwritten note becomes. Within twenty-four hours of attending an event or receiving a gift, you should jot down a short thank you to your host or hostess. The time and effort you take will be appreciated.

Practicing the above “rules” will help you to act with poise, confidence and courtesy and will solidify your place as a true professional with your present or future employer.

And always remember—kindness is contagious!



The basis of business etiquette is about building strong relationships in your field by fostering better communication. This can only happen when those you work with feel secure and comfortable. Although basic business etiquette may vary from country to country, some principles stand the test of time and geography.

Arrive on Time


In the business world, it is best to observe the old rule, “Five minutes early is late.” Allow yourself enough time to arrive promptly, take off your coat, and settle in a bit. Arriving at a meeting exactly at the appointed time can make you feel rushed, and you will look it. Time is a commodity; by being punctual, you show you respect others.

Dress Appropriately


While appropriate dress certainly varies from field to field and climate to climate, some things remain the same. Clean, pressed clothing without any loose threads or tags and relatively polished, closed-toe shoes are a must. Look at the people around you for ideas on what sort of clothing is standard. The adage, “Dress for the job you want, not the job you have,” is a good rule to follow. When in doubt, ask human resources personnel when you get the job or discreetly ask someone you work with.

Speak Kindly


Taking care to greet your co-workers and remembering to say “please” and “thank you” make a tremendous difference in the way they perceive you. Your good manners show that you acknowledge those around you and are considerate of their presence. Avoid discussing political or religious matters. Keep the conversation focused on noncontroversial topics, so your co-workers find you easy to talk to. That sort of diplomacy is the basic idea of business etiquette.

Avoid Gossip or Eavesdropping


Gossip and eavesdropping are childish behaviors that have no place in the workplace. If you hear a rumor about someone in the workplace, do not pass it on. People don’t always know or remember who starts a rumor, but they always remember who spreads it. If you walk into an area, and it seems your co-workers don't know you are there, make sure to greet them politely to remove any chance that you accidentally eavesdrop on their conversation.

Show Interest


Showing interest goes beyond business etiquette into general politeness, but it bears repeating: When speaking with someone, show you are truly engaged. Do not play on your phone or computer, and if you have to answer a communication say, “Excuse me one moment; I'm so sorry.” Maintain friendly eye contact. Listen. People will remember how you make them feel, and nobody wants to feel as if they are ignored.

Watch Your Body Language


In the Western world, a handshake is still the typical greeting. Say hello with a firm but quick handshake. This handshake is the extent of how much you should ever touch a co-worker – when it doubt, just don’t touch. Hugs or other types of affection that you share with friends and family are out of place in the workplace.

Introduce Yourself and Others


Sometimes you can tell people do not remember your name or position. Introduce or reintroduce yourself quickly if that seems to be the case. If you are with a co-worker who is new, take the time to introduce him to others. It helps to have a friendly person make you feel comfortable in the office.

Don’t Interrupt


When you have a great idea or suddenly remember something important, it can be tempting to blurt it out. Do not do this. Interrupting the person who is speaking sends the message that what she is saying isn't as important as what you have to say. Demonstrating you are an attentive listener is the backbone of diplomacy.

Mind Your Mouth


Using vulgar language is a surefire way to become unpopular in your workplace. Vulgar language includes swear words and judgmental language. Business etiquette requires being constantly mindful that you are in a diverse environment with people you do not know on a personal level. Speak as though someone from human resources is always listening.

Consume Correctly


If you attend an after-hours work event, do not drink too much alcohol. When at work, take care not to bring particularly malodorous foods that everyone in the office can't help but smell. Don't make noises during or after you eat; no one wants to hear that.

At the heart of these 10 basics of business etiquette is diplomacy. Taking care to treat everyone as the valuable people they are says a lot about who you are as a person. That is the kind of care people notice and want to be around. Embrace the basics of business etiquette to become a lasting employee or to advance through the corporate ranks.



8 Theme : Newspaper materials

Model of teaching technology of the lesson

Date




Course




Group




The number of students




Form of the lesson

Practical

Time of the lesson

2 hours

Plan of the lesson

Introduction of the lesson

Actualization of the lesson

Informative

Conclusive



The aim of the lesson

1. To enlarge students vocabulary

2. To improve their reading and speaking skills



Tasks of the teacher is:

- to enable students to speak about characters of children and the importance of home in the upbringing;

- to work with text “The Difficult Child”. It is a group work, students are divided into four groups and study the passage then exchange the information with other group;

- to ask students to do the task according to the text (app.1);

- to make them work in three groups (app.2);

- to do conclusion of the lesson activity.



The results of educational process:

The student must:

- be able to do discussion on the set topic, express their view on the problem;

- read the text, be able to answer to the teacher’s questions, form own opinion on the subject; be ready to give analysis of the problem.

- students work in groups of two; they summarize the text in three paragraphs;

- this activity is intended to develop speaking ability, every group is defending the presented statement, students should bring the arguments to prove their statement;

- evaluate, give appreciation of the whole lesson.




Methods of teaching

Traditional: interactive, deductive.

Modern:

Techniques of teaching

Technical equipment: tape recorder

Educational equipments: blackboard, dictionary, textbook, handouts.

Forms of teaching

Work: individual and group work.

Conditions of teaching

Auditorium equipped with necessary equipments


Controlling and marking

Marking students by the methods of qualities, desert island.

The web of paper is placed on the printer, in the form of a roll of paper, from a paper mill (surplus newsprint can also be cut into individual sheets by a processor for use in a variety of other applications such as wrapping or commercial printing). World demand of newsprint in 2006 totaled about 37.2 million metric tonnes, according to the Montreal-based Pulp & Paper Products Council (PPPC). This was about 1.6% less than in 2000. Between 2000 and 2006, the biggest changes were in Asia—which saw newsprint demand grow by about 20%—and North America, where demand fell by about 25%. Demand in China virtually doubled during the period, to about 3.2 million metric tonnes.

About 35% of global newsprint usage in 2006 was in Asia, with approximately 26% being in North America and about 25% in Western Europe. Latin America and Eastern Europeeach represented about 5% of world demand in 2006, according to PPPC, with smaller shares going to Oceania and Africa.

Among the biggest factors depressing demand for newsprint in North America have been the decline in newspaper readership among many sectors of the population—particularly young adults—along with increasing competition for advertising business from the Internet and other media. According to the Newspaper Association of America, a United States newspaper trade group, average U.S. daily circulation in 2006 on a typical weekday was 52.3 million (53.2 million on Sundays), compared with 62.5 million in 1986 (58.9 million on Sundays) and 57.0 million in 1996 (60.8 million on Sundays). According to NAA, daily ad revenues (not adjusted for inflation) reached their all-time peak in 2000, and by 2007 had fallen by 13%. Newsprint demand has also been affected by attempts on the part of newspaper publishers to reduce marginal printing costs through various conservation measures intended to cut newsprint usage.

While demand has been trending down in North America in recent years, the rapid economic expansion of such Asian countries as China and India greatly benefited the print newspaper, and thus their newsprint suppliers. According to the World Association of Newspapers, in 2007 Asia was the home to 74 of the world’s 100 highest-circulation dailies. With millions of Chinese and Indians entering the ranks of those with disposable income, newspapers have gained readers along with other news media.

Newsprint is used worldwide in the printing of newspapers, flyers, and other printed material intended for mass distribution. In the U.S., about 80% of all newsprint that is consumed is purchased by daily newspaper publishers, according to PPPC. Dailies use a large majority of total demand in most other regions as well.

Typically in North America, newsprint is purchased by a daily newspaper publisher and is shipped from the mill to the publisher's pressroom or pressrooms, where it is used to print the main body of the newspaper (called the run-of-press, or ROP, sections). The daily newspaper publisher may also be hired by outside companies such as advertisers or publishers of weekly newspapers or other daily newspapers to produce printed products for those companies using its presses. In such cases the press owner might also purchase newsprint from the mill for such contract printing jobs.

For the roughly 20% of demand which is not purchased by a daily newspaper, common end uses include the printing of weekly newspapers, advertising flyers and other printed products, generally by a commercial printer, a company whose business consists largely of printing products for other companies using its presses. In such a case, the newsprint may be purchased by the printer on behalf of an advertiser or a weekly newspaper publisher, or it may be purchased by the client and then ordered to be shipped to the printer's location.

Economic issues

The biggest inputs to the newsprint manufacturing process are energy, fiber, and labor. Mill operating margins have been significantly affected in the 2006–2008 time-frame by rising energy costs. Many mills' fiber costs have also been affected during the U.S. housing market slowdown of 2007–8 by the shutdown of many sawmills, particularly in Canada, since the virgin fiber used by mills generally comes from nearby sawmills in the form of wood chips produced as a residual product of the saw milling process.



Distribution

Another consideration in the newsprint business is delivery, which is affected by energy cost trends. Newsprint around the world may be delivered by rail or truck; or by barge, container or break-bulk shipment if a water delivery is appropriate. (Aside from delivery cost, another consideration in selecting freight mode may be the potential for avoiding damage to the product.) All things being equal, for domestic shipments in areas like North America or Europe where modern road and rail networks are readily available, trucks can be more economical than rail for short-haul deliveries (a day or less from the mill), while rail may be more economical for longer shipments. The cost-competitiveness of each freight mode for a specific mill’s business may depend on local infrastructure issues, as well as the degree of truck-vs-freight competition in the mill's region. The appropriate freight mode for delivery from a mill to a specific pressroom can also depend on the press room ability to accept enough trucks or rail cars.



Web (width) downsizing

A newspaper roll's width is called its web width and is defined by how many front pages it can print. A full roll prints four front pages with four back pages behind it (two front and back on each of the two sections). Modern printing facilities most efficiently print newspapers in multiples of eight pages on a full newsprint roll in two sections of four pages each. The two sections are then cut in half.

Faced with dwindling revenue from competition with broadcast, cable, and internet outlets, U.S. newspapers in the 21st century—particularly broadsheets—have begun to reduce the width of their newsprint rolls, and hence of the newspapers, to a standard size across the business.

The longtime standard 54-inch web (13½ inch front page) (metric: 137.16 cm web, 34.29 cm front page) has given way to smaller newspaper sizes. New broadsheet standards in the U.S. are 44, 46, and 48-inch webs (11, 11.5, and 12 inch newspaper page widths, respectively) (metric: 111.76 cm, 116.84 cm, 121.92 cm, page widths: 27.94 cm, 29.21 cm, 30.48 cm respectively). Newspapers such as USA Today have already converted to new, narrower web width standards, which are also easier for readers to handle, especially commuters. Interest in the reduced standard increased when The Wall Street Journal abandoned its iconic 60-inch web (15 inch page) format (metric: 152.4 cm, 38.1 cm page) in favor of the new 48-inch newspaper industry standard starting on January 2, 2007.[2] The New York Times has followed suit, abandoning its 54-inch web (13½ inch page) on August 6, 2007.[3]



How Radio 4 Appeal charities are using your donations

Opening my email to see this picture one Wednesday morning, was such a good way to start the day.  Working on the BBC’s Radio 4 and Lifeline appeals we deal in stories all the time, encouraging charities to explain what they do, through the people they help.  The thing about stories is that what you really want to know is - how they end.   

Child Rescue Nepal told us about Sanjeev, who aged 11 was rescued from an illegal metal work factory in Kathmandu.  Boys who had been sleeping on the floor, not allowed to see their families, were being cared for by the charity.  The email from Joanna Bega,the CEO at the charity, said: “Sanjeev finally went home last week, 18 months after his rescue.  His home has been rebuilt and his mum is delighted to have him back”.    As our radio producer said on seeing the photo ‘Sanjeev is such a cool dude – he could be one of our sons.  I think that’s what makes it so moving.’

I think that knowing how an appeal has gone, not just the amount it raised but the impact that money is having, is part of the story we can share with donors to these BBC appeals.  So if you click on the totals next to each charity on our 'amounts raised' page – you will see how they are spending your donations.

The selection of these charities is a rigorous process.  They must all be registered with the UK Charity Commission and application forms, which ask about their governance and finance as well the aim of their appeal, are scrutinised by independent experienced assessors and then the final decisions are taken by the BBC’s Appeals Advisory Committee.  The AAC is made up of 12 experienced professionals from the charitable sector.  

If as a donor you wish to make a regular or one off donation that can be shared between all the Radio 4 Appeal charities that too is possible, through the Radio 4 Appeal Fund.  We hope to also set up a BBC Lifeline Appeal fund soon.

If you know of a charity who you think could benefit from one of these appeals, then you can look at the eligibility criteria on our applications page.  

9 Theme : Charity and charity appeals

Model of teaching technology of the lesson

Date




Course




Group




The number of students




Form of the lesson

Practical

Time of the lesson

2 hours

Plan of the lesson

Introduction of the lesson

Actualization of the lesson

Informative

Conclusive



The aim of the lesson

1. To enlarge students vocabulary

2. To improve their reading and speaking skills



Tasks of the teacher is:

- to enable students to speak about characters of children and the importance of home in the upbringing;

- to work with text “The Difficult Child”. It is a group work, students are divided into four groups and study the passage then exchange the information with other group;

- to ask students to do the task according to the text (app.1);

- to make them work in three groups (app.2);

- to do conclusion of the lesson activity.



The results of educational process:

The student must:

- be able to do discussion on the set topic, express their view on the problem;

- read the text, be able to answer to the teacher’s questions, form own opinion on the subject; be ready to give analysis of the problem.

- students work in groups of two; they summarize the text in three paragraphs;

- this activity is intended to develop speaking ability, every group is defending the presented statement, students should bring the arguments to prove their statement;

- evaluate, give appreciation of the whole lesson.




Methods of teaching

Traditional: interactive, deductive.

Modern:

Techniques of teaching

Technical equipment: tape recorder

Educational equipments: blackboard, dictionary, textbook, handouts.

Forms of teaching

Work: individual and group work.

Conditions of teaching

Auditorium equipped with necessary equipments


Controlling and marking

Marking students by the methods of qualities, desert island.

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