The document is a final report by Do Thi Binh Giang on applying computer and internet technologies in teaching English at her high school in Vietnam. She summarizes using PowerPoint presentations, Hot Potatoes activities, and audio/image editing software like Audacity and IrfanView to create engaging English lessons. She shares examples of the lessons and activities she has created. Giang also discusses using tools like SlideShare and YouTube to share her lessons and experiences with other teachers. She is pleased with how these technologies have helped motivate her students and achieve learning objectives. Giang outlines her future plans to continue improving her skills with these tools to develop her teaching practices.
This document discusses various methods for teaching online courses, including:
- Starting with a web-assisted class and incorporating online components gradually.
- Different types of online courses such as asynchronous, synchronous, and hybrid models.
- Communication tools for virtual classrooms like Skype, DimDim, and WebEx for lectures, meetings, and group work.
- Developing online course content using tools like YouTube, podcasts, narrated PowerPoints, and collaborative workspaces.
- Methods for online assessment including surveys, tests, and paper submissions through tools like SurveyMonkey, ClassMarker, Dropbox, and Google Forms.
Integrating technology into the teaching of elahzick
The document discusses integrating technology into teaching English Language Arts (ELA) for grades K-5. It provides examples of how to use the websites Blabberize and Movie Maker to enhance ELA instruction and have students demonstrate their learning. Teachers are encouraged to use these tools to engage students and help meet technology standards, while continuing to focus on ELA content. Success is measured through increased test scores and achievement of technology standards.
The document provides guidance for teachers on beginning to integrate technology into the 21st century classroom. It recommends teachers start by assessing available resources, including student and teacher technology skills and access to hardware and software. Teachers should then begin with small, simple technology integrations, such as using word processing for writing or online math games. Examples are provided of ways to incorporate technologies like Smartboards, digital cameras and video into different subject areas.
This document provides an overview of the various free online courses and instructional materials available to learn how to use computers. It discusses finding video courses on YouTube and other sites like eHow and Lynda.com. It also outlines instructional tutorials and exercises that can be accessed from sites like HP Learning Center, GCF Learning, and Microsoft Training Center. Step-by-step guides can be searched for on Google or found on About.com and eHow. Some printed guides are also available from sites like CustomGuide and Microsoft. A variety of other topics from language learning to university courses can be taken online for free.
Tutorial on three online presentation tools and how students can locate and use the tools to create presentations for asynchronous and synchronous classes that may or may not include voice.
A survey of 1126 students and 156 faculty at a university asked about their views on technology in the classroom. Students responded that they want professors to be more interactive with course material and make better use of technology like posting slides and grades online. They would like to be able to collaborate more using technologies like wikis and video. Faculty were encouraged to ensure technology supplements rather than replaces learning and to utilize online materials so class time can be spent engaging with concepts rather than just reading slides.
This document discusses using blogs and podcasts in language teaching to motivate students and improve skills. Blogs allow students to publish work globally for real audiences. Podcasts allow students to record explanations, roleplays and other audio to reinforce learning outside class. Both blogs and podcasts improve reading, writing, speaking and listening while increasing cultural awareness.
- The teacher created a class blog to provide grammar practice activities and feedback to students outside of class, as she only saw them every other week. On the blog she posted listening exercises, online tests, and other activities.
- Students began exploring and practicing on the blog. Some were shy to post at first but became more active over time. They asked for more speaking activities.
- For a project, students will do presentations on topics from their fields in front of the class and peer assess based on a rubric. The teacher hopes this will motivate students to be more involved.
This lesson plan aims to teach teachers about hardware and software tools. It includes objectives for teachers to differentiate hardware and software, classify examples, discuss their relationship, and recognize input/output devices. The instructional strategy uses direct instruction through a PowerPoint presentation defining hardware and software with examples. Teachers will complete assignments to research devices, describe scanner use, and use printers. Assessment includes a quiz, printing, and scanning exams. Materials include computers, projectors, and hardware devices.
This document summarizes a student's reflections on their learning about new technologies throughout their course. The student discusses what they were able to do with technology at the beginning versus the end of the course. They express that teachers should be proficient with technology and resources like blogs and podcasts. The student notes how the course helped them understand the importance of technology in teaching. They provide summaries and reflections on several educational technology websites and resources. Overall, the document reflects on the student's growth in technological skills and perspective on effective educational uses of technology.
A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
This lesson plan aims to teach grade 7 students about energy resources. The objectives are for students to identify different energy sources, explain and differentiate each energy source, and appreciate the importance of natural resources. The lesson proper involves motivating students with pictures of energy sources like the sun, waterfalls, and fossils. Students then identify and explain each energy source. The teacher discusses renewable and non-renewable resources, and that humans must conserve resources. Students participate in an activity to identify resources as renewable or non-renewable. The evaluation involves a matching activity and an essay on why natural resources need to be conserved.
Multimedia in the classroom final presentationjahartman
The document summarizes Julie Hartman's final presentation on using multimedia tools in the classroom. It evaluates tools like iMovie and Schooltube that were useful for creating video lessons. It discusses the successes of collaborating with colleagues to develop online projects and podcasts that will benefit students. It also addresses the challenges of overwhelming resources and deciding which projects support the curriculum. It reflects on using Moodle for adult education but not for young students, and how online learning can help teach and reinforce ideas for students and parents.
Most teachers at the school are comfortable using technology but want more training, especially on early dismissal days. While classrooms have a range of technology, many teachers want one laptop or iPad for each student to enhance lessons and engage students. A professional development on the school's Promethean boards is planned to help teachers better utilize this technology.
The survey found that while all teachers have a Promethean board, many only know basic functions and would benefit from more training. The preferred training time was early dismissal days. Teachers expressed a strong interest in having classroom sets of iPads or laptops to enhance student engagement and make technology integration easier.
This document summarizes Akwoung Saechao's experience investigating different mobile technologies for learning. Some key points:
1) Akwoung was surprised by their learning preference survey results but feels they accurately reflect a preference for visual learning.
2) Akwoung chose the "Learning Guide" pathway to explore how technology can enhance collaboration and learning.
3) Mini-lectures and interactive activities helped Akwoung learn the most by accommodating multiple preferences.
4) The iPad, games/MMORPGs, and multimedia provided engaging ways to actively and sequentially learn through visuals.
5) Akwoung will continue using the iPad for its
This document contains a student's final paper for a module on using technology in education. It includes charts comparing the advantages and disadvantages of blended learning, Education 2.0, Web 2.0, and IT. It also explains how the student would design an online lesson plan using WebQuest and how they would deal with teaching in a classroom without technology. The student provides examples of digital resources they would use to improve their personal learning environment and professional learning network, including Facebook, Twitter, LinkedIn, YouTube, Skype, Gmail, Blogger, Zunal, VocabSuchi and BBC Learning English.
This document provides tips and best practices for designing effective PowerPoint presentations. It discusses 5 key recommendations:
1. Plan the content first before designing slides. The content should drive the design.
2. Use a plain, clean background without unnecessary templates or details that distract from the message.
3. Have one main idea or assertion per slide expressed in a single sentence.
4. Support the headline idea with graphic evidence like photos, images, charts or diagrams rather than just bullet points.
5. Not every presentation point requires a slide - use blank slides or other visual tools when PowerPoint is not the best format. The tips are backed by research showing that removing extraneous information improves learning
Multimedia in the Classroom Final Presentationpamghi
The document discusses the benefits of using multimedia in the classroom, including enhancing student engagement, promoting creativity, and helping different types of learners understand content. It describes the presenter's experience using various multimedia tools for a course, such as Animoto for easy video creation. The presenter discusses challenges like ensuring appropriate content and managing time, as well as successes like improved skills with Windows Movie Maker. Overall, the presenter was glad to learn new multimedia tools and plans to continue exploring their use in teaching.
Mindings is a service that helps people with dementia and social isolation by providing daily schedules and reminders on a mobile device. It aims to give users a sense of structure, choice, and connection by informing them of activities and social opportunities. The document discusses Mary, a woman with dementia who feels anxious and lacks control over her life due to not knowing what is happening from hour to hour. It then introduces Mindings and explains how the service could help users like Mary stay active and engaged by providing a view of their daily schedules and options. Trials at NHS hospitals found Mindings improved wellbeing and happiness for those with memory issues or who felt socially isolated.
Final report presentation by do thi binh giang (peaceful river) vnu4bdothibinhgiang
The document summarizes the author's experience applying computer and internet technologies in teaching English at her high school. It discusses how she used presentation software, activities software, audio/image editing tools, and online platforms like Slideshare and YouTube in her lessons. She achieved student engagement and lesson objectives. Her future plans include improving her CALL skills and exploring additional technologies like social bookmarking, blogging, and social networks.
The document outlines changes being made to Indiana Association of Realtors (IAR) forms for 2011. Key changes include:
- Adding both numeric and written price amounts on purchase agreements to avoid confusion.
- Clarifying who pays if a repair allowance is exceeded on purchase agreements.
- Indicating whether a pending sale contingency exists on purchase agreements.
- Specifying the date and time possession must be given on purchase agreements.
- Standardizing the definition of "defect" on purchase agreements.
- Clarifying which association fees are being referred to on purchase agreements.
- Acknowledging NAR's prohibition on discrimination based on sexual orientation in listing contracts.
The GRI (Graduate, Realtor Institute) designation indicates that a real estate professional has received additional education and training. It covers topics like sales processes, legal issues, technology, and professional standards. Realtors with a GRI designation typically earn more - a median income of $82,900 compared to $40,900 for those without a designation. The GRI program has been training Realtors for over 25 years and provides benefits like networking, marketing skills, and tools for serving clients.
The document discusses various multimedia tools that can be used in the classroom, including Flickr for photo sharing, Audacity for audio editing, Animoto for video slideshows, and iMovie for video editing. It also provides examples of how the author uses these tools, such as having students find pictures for presentations on Flickr and editing interviews for a documentary using iMovie. The author found online photo sharing and Audacity to be particularly useful and challenging respectively. Overall, the document recommends these multimedia tools for incorporating variety into teaching and shares the author's positive experience with online learning through Moodle.
Lessons from Class Recording & Publishing of Eight Online CoursesMustafa Jarrar
Mustafa Jarrar presented lessons learned from recording and publishing eight of his online courses. He found that recording his lectures helped him improve his teaching materials and presentation. It also allowed students to watch lectures they missed or did not understand. Jarrar provided tips for effective recording, such as breaking lectures into short videos, adding titles and annotations, and working with students to help with equipment and uploading videos. Recording lectures benefited both professors and students by improving teaching quality and providing flexibility for students to learn.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are suggested as ways for students to listen to language lessons again outside of class. The document also explores using mobile phones to create audio recordings, videos and projects that extend learning beyond school.
This document discusses using multimedia in the classroom and summarizes the experiences of a teacher using different multimedia tools. It finds that multimedia can address different learning styles and increase student interest. The teacher had success using Animoto, Flickr, and podcasts and found them easy to use and effective for student projects. However, iMovie proved more challenging to use. While online learning allows flexibility, the teacher still values face-to-face interaction. Overall, the teacher was pleased to learn new technologies and ways to incorporate them into classroom instruction.
This survey of 48 teachers at NBHS asked about their current use of technology, comfort levels with different technologies, availability of technology, and visions for integrating technology more fully. On average, teachers reported using computers personally for 8 hours per week and professionally for 14.5 hours. Most teachers described themselves as being at the adoption or adaptation stages of technology use. Teachers expressed a desire for more training, increased availability of computers and labs, and visions of technology being more fully integrated into daily lessons and student learning.
This document outlines a 90-minute lesson plan focused on teaching jobs and occupations vocabulary to beginner English students. The lesson uses various online resources, including videos, exercises, and slides to introduce vocabulary, have students practice pronunciation and matching jobs to definitions, and reinforce learning through interactive activities with peers. The plan provides rationales for the online materials selected and outlines the stages, procedures, and interactions for the lesson.
The document outlines the process of developing a prototype instructional resource to demonstrate how to design a reading activity for language learners. It begins by explaining the benefits of prototyping instructional resources before finalizing them. It then describes the author's action plan to create a video or slideshow showing the steps to design a reading activity. The proposed prototype includes an introduction, script, choice of media/software, editing the parts together, publication, and embedding in a learning management system. Potential challenges are developing the media themselves if assistance is unavailable and students having trouble viewing embedded media. The author explains they will create the media independently if needed and host it externally to ensure students can view it.
This document discusses the use of technology in classrooms. It covers how Web 2.0 tools can engage students by allowing them to create content. Interactive whiteboards are discussed as a replacement for chalkboards that allow interactivity. iPods are also highlighted as being beneficial for English language learners by allowing them to learn at their own pace through listening to recordings. The conclusion reiterates that technology is becoming more common in classrooms in various forms like iPods, interactive whiteboards, and Web 2.0 tools.
This document discusses using online resources to teach English. It begins by defining online resources as educational data available online, such as web pages, videos, blogs, and documents. It then describes two main types of online resources: web pages and online documents. The document explains that online resources are important for teaching because they help assess skills and knowledge, encourage finding new ideas, provide innovative teaching methods, and promote professional development and interest. It concludes by providing tips for finding, selecting, and using appropriate online resources and lists several specific useful online resources for English language teachers.
This document contains a student's e-portfolio highlighting their learning philosophy around using technology. It includes sections on word clouds, blogs, websites for teaching resources, and impressions on using technologies beyond computers. The student reflects on areas of confidence and growth in English learning, what they learned about using technology in TESOL, remaining questions, and goals after completing the course.
This document discusses the use of various Web 2.0 tools for English language teaching. It begins by introducing the author's wiki containing samples and activities using these tools. The author then describes accounts created on 7 tools: Animoto, Edu.glogster, Goanimate, Slide, Voki, Pim.pam.pum.net, and Xtranormal. Four of these tools are discussed in more detail: Xtranormal for creating movies, Voki for speaking avatars, Slide for organizing photos, and Edu.glogster for creating online posters. Finally, 4 lesson plans are proposed using these tools to practice functions, introduce oneself, tell photo stories, and create health posters.
This document reviews and summarizes 10 different educational apps that can be used in the classroom. It provides a brief description of each app's specific uses, feedback features, alignment with curriculum, ease of use, and whether it recommends the app. Some of the highlighted apps include Kahoot, Flipgrid, Google Slides, Epic, and ClassDojo. The document aims to help teachers evaluate and select educational technology tools to incorporate into their lessons.
1. The document discusses using web-enhanced language learning (WELL) in EFL classes at a Japanese university.
2. Examples of actual lesson plans are provided, including using web resources for homework assignments and having students lead discussion topics.
3. Various free IT tools that were used are described, such as email, mailing lists, online quizzes, and bulletin boards.
The document discusses Janeisha Walker's learning preferences and experiences using mobile technologies for learning. Some key points:
1) Janeisha's learning preference survey results indicated she learns best visually and verbally, which she agrees with based on her own experience.
2) For her learning pathway in the class, she chose to work individually as a "warrior" to focus on self-progression and personal growth.
3) She found the iPod/MP3 activities most helpful for gaining a broader understanding of using mobile technologies for learning. Specifically, the flashcard app helped her study for tests.
4) Microblogging, iPods/MP3 players, and iPads
Janeisha Walker took a learning preference survey that indicated she learns best visually and verbally, despite the survey results. She chose the warrior learning pathway to experience self-progression individually rather than in a group. The iPod and MP3 quest activities helped her understand how to use mobile technologies for learning through mini lectures and useful links.
Her top three mobile technologies for learning were microblogging, which she used to study for jazz by blogging questions; iPods and MP3 players, which she used flashcard apps on to study for tests; and iPads, which had educational apps like one to learn French. She found microblogging most helpful for her verbal and sequential preferences. After the class
Virtual classroom in the learning process arelyguardado
Virtual classrooms are becoming a common tool used by many institutions for online education. They allow teachers to upload course content like information, videos, and readings for students to access remotely. Students can then study independently but also participate in live videoconferences or chats with teachers to discuss topics on a scheduled basis. At the end of the course, students take a final exam along with completing other homework assignments for their grade. Virtual classrooms provide many advantages for teaching English, such as encouraging technology use, giving students more control over their learning, and allowing instructors to introduce themes and interpretations earlier.
Wicked Good Online Resources and Activities for ABE/ESOL Classroom
Written final report by do thi binh giang (peaceful river) unv4b.
1. Southern New Hampshire University
Vietnam National University
********************
EFL 537- call
By Jeffery Alan Lebow
-----------------------------------------------
Final Report
APPLYING COMPUTER AND INTERNET
IN TEACHING ENGLISH AT HIGH SCHOOL
By Do Thi Binh Giang (Peaceful River)
2. TABLE OF CONTENT
I- INTRODUCTION:
II- DEVELOPMENT:
1. What have I been doing to approach computer in
teaching English at my High School?
1.1. With Preasentation (Powerpoint)
1.2. With Activities ( Hotpotatoes),
1.3. Audio Recording and Editing (Audacity), With Image Editing
(Irfanview)
1.4. Connection the skills/tools above in a lesson
1.5. With Slideshare and Youtube.
2. What have I achieved when applying computer in
teaching English?
3. My future plan of CALL
III- CONCLUSION:
3. I- INTRODUCTION:
Two weeks of EFL537- Computer Assisted Language Learning
(CALL) course in Cohorh 4 classroom seem to go faster than usual. It is
hard to believe that I have finished 10 days with the course. The courses
really provides me a hands-on, collaborative environment in which I can
learn about and explore the use of computer and the varous technologies to
develop learning materials that are relevant to my teaching context. I am
very happy with the course by Jeffery Alan Lebow. I have real chance to
learn by doing practically because of my NEEDS and my own INTERESTS,
not GRADES. After the first day of the course, I really overcame the
anxieties of learning CALL course with Jeff’s timely help although he is far
from me. The most important thing I achieve from the course is that I am
now more confident to learn and practise how to explore and approach
computer in teaching English at my High School. I am sure I can do my
teaching better with the help of computer.
There are many CALL tools and resources available evolving rapidly
day by day, so I want to know how to use them as much as possible, then I
choose some suitable tools to apply in practically teaching English at my
High School in Hoa Binh province, Vietnam. There is a computer room for
the students in my school, but there is no internet connection there, so I can
only teach English by one computer and projector. As a result, I choose to
master Presentations ( with powerpoint ), and Activity ( With Hotpotatoes),
and some other relevant academic fields, as: Audio Recording and Editing
( Audacity), Image Editing ( with Irfanview) to degine my lessons. And I
sometimes use Slideshare and Youtube to share my lesson and my teaching
experiences with my colleagues or some my students ( who have their own
computer and internet connection at home).
4. II- DEVELOPMENT:
1. What have I been doing to approach computer in
teaching English at my High School?
1.1. With Preasentation (Powerpoint):
There are many options to create Presentation, but I choose
Powerpoint because of effectiveness. I usually teach my students with only
one computer in the classroom, so I use Powerpoint software to design my
lesson and then use projector to show in the classroom. Here are some
examples of my lesson presentations:
http://www.slideshare.net/dothibinhgiang/englh-11-unit-6reading-a-
nice-lesson-see-it
http://ww.slideshare.net/dothibinhgiang/englh-11-unit-16reading
When I create a lesson presentation, I always try to find more
informations, and pictures to make my lesson more interesting, not only the
content and the picures in the textbook. I search on internet to find suitable
things to add my presentation. And I can see my students are are more
interested in my lessons created by powerpoint than the lessons presented by
only blackboard and chalks.
1.2. With Activities ( Hotpotatoes),
Hot Potatoes is one of the best known programs (for Windows and
Mac) for creating activities. I usually use Hot Potatoes to create activities
presented at the “Warm-up” or “Production” of the lesson in the classroom (
The class using only one computer. Students can stand up to do the
activities, or to work in groups, pairs, or dividually to look at the screen and
do activities at the same time. Hot Potatoes is specially useful for the
5. grammar exercises, which makes students more active and interested in
doing. Here are some my own created Hot potatpes Activities:
http://www.efl537.com/blog/hot-potatoes-3-vnu4b
http://www.efl537.com/blog/hot-potatoes-2-vnu4b
If there is a lab for my students at Lac Thuy B School in the near
future, I will use these activities to let my stucents to do in their own
computer. I think it will be more effective and useful.
1.3. Audio Recording and Editing (Audacity), With Image Editing
(Irfanview)
To make my presentation more interesting, living, and attractive, I use
“Adacity” to record and edit Audios, and “Irfanview” to edit images. I can
record any Audios which are suitable for my teaching presentation. It is very
interesting to make my Audios myself. It seems to be more professional
when my students can see my name on the top of Audio when it is playing.
Here are is an example:
http://www.efl537.com/audio/peaceful-river-vnu4b-introduction-do-thi-
binh-giang
But I think I want to focus on another role of this sotfware is editing
Audios. When I want to teach listening, I want to help my students to focus
on each part of listening ( or sentence by sentence depending on the
understanding questions of the listening), I can export every selection. I can
give an example here:
http://www.efl537.com/audio/audio-editing-orignal-listening
And I cut it into 8 tracks for my students to check their understanding
after they answer the comprehension questions:
6. http://www.efl537.com/audio/audio-editing
I sometimes see the images are not suitable with my lesson
presentation, so I want to edit to meet the needs of my lesson.. In this case, I
use “Irfanview” to edit the images which are suitable with the practical
context of the lesson. Here are some example:
This is the Orignal Image ( Unit 12- English 10), as here:
http://www.efl537.com/blog/orginal-image
And I cut the image into 3 single pictures to meet the needs of my
presentation, as here:
http://www.efl537.com/blog/imageedit
I always feel satisfied with the audios and images editted by the
Audacity and Irfanview which make our presentations more living,
effective, and attractive.
1.4. Connection the skills/tools above in a lesson
To make my lessons more meaningful and professional by adding
audio, videos in powerpoint presentations while creating Presentations, as
the following (I use irfan to have this pictures to illustrate this):
7. I also Reload Hot potatoes and powerpoint in the same package by
using reload editor sotfware : http://www.reload.ac.uk/editor.html . I have
used it to reload:
10. 1.5. With Slideshare and Youtube.
When I want to share my presentation with my colleagues, I use
Slideshare to upupload my presentation. My colleagues can download and
share their ideas with me. I am happy with any comment from them. I feel
sorry that most of my students do not have computer and internet at home,
but some of them have, so they can see my presentation on Slideshare, and
Youtube. I think in near future, there will be enough labs with modern
equipments for my students to learn English via computer. Especially in
case they may be ill and miss some lessons, they can learn by internet and
computer by “Slideshare” and “Youtube”.
http://www.slideshare.net/dothibinhgiang/englh-11-unit-6reading-a-
nice-lesson-see-it
http://ww.slideshare.net/dothibinhgiang/englh-11-unit-16reading
http://www.youtube.com/user/dothibinhgiang
I will sometimes records my presentation in the classroom, and
upload the video on Youtube so that my colleagues can download to see.
11. And I also download theirs, and we can share personal experiences of
teaching English.
2. What have I achieved when applying computer in
teaching English?
When I apply computer in teaching English, my students are more
interested in my lessons. They are more active to involve in my lesson, and
enjoy taking parts in doing activities. As a result, I often achieve the
objectives of the lessons with the help of computer. I also am happy when I
can motivate my students to learn English by create interesting and useful
presentation. Here are some photos taken in my classroom:
12. 3. My future plan of CALL
I know that I am not really good at enternet exploring, so I have to try
my best to practise some skills usful to my teaching as much as possible. So,
I will go on improving my skills of using Powerpoint and Hot potatoes to
create more interesting and useful lessons with the relevant fields, as: audios
and image edit. I have a dream that in the near future, I can have a chance to
use Slideshare and Youtube to teach English. At that time, I do not also
teach English with one computer but also can teach with one computer for
each student. So, I have to try my best to focus on the skills of CALL above
and some othe skill to explore internet, as: Social Boomarking, Blogging
and RSS, Social Network.
III- CONCLUSION:
As my teacher, Jeffery Alan Lebow says, CALL is an unusual course. The
course is the beginning of my CALL learning, and never ends. I learn much
from the course, not only the knowledge of CALL, but also: how to work
with the others, how to do something myself, how to be creative in learning.
And I also learn much from my teacher (I call him Jeff): how to motivate
students in learning, how to encourage students in doing creative things,
how to help students, how to treat students.ect. He has just opened a now
world for me. And I have been trying to do well in the new world of
teaching. I am sure that I will continue his course until I stop breathing
because of its benefits to my work and my life. Thanks Jeff so much and
give him the best regards. And I also thank to Tuan who helps me much
during the course. CALL COURSE NEVER ENDS!