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From time to time, my rather tedius and extensive work schedule is interrupted by contact from the "outside world" and I actually have visitors come to my studio. This is far more satisfying than the three one eyed computers that usually keep me company!Although I correspond with hundreds of people every month, my contact with most of them is totally electronic so I am thrilled when I get an opportunity to actually meet some of them "in the flesh". In recent months I was privileged to have this happen twice. In early August I was visited by Russ Breault, a noted Shroud lecturer and a Vice President of The Family Channel an American cable network. Russ and I had spoken on the telephone but had never met, when business brought him to Los Angeles and he paid me a visit. Joining us was my dear friend Isabel Piczek, the noted artist and Shroud researcher, who happens to live about five minutes from my studio. Russ and I discussed ways we might combine our respective mediums to broaden public awareness and knowledge of the Shroud. Needless to say, he didn't leave until very late that night!Several weeks later, I was very pleased to finally meet William Meacham, whose two excellent Shroud papers appear on the "Scientific Papers and Articles" page of this website. Meeting Bill, who lives and works in Hong Kong, is a perfect example of the power the Internet has to bring people together over long distances. After a year or more of e mail correspondence, we finally met in person when he visited his home here in the U. S.

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Another possibility is for the teacher to repeat what the student said, stopping just before the error. The student knows that the next word was wrong. The teacher is also the initiator. He finds various techniques to get the students to self correct whenever possible. The teacher uses map drawing as a technique to give listening comprehension. The teacher can use paragraph writing as a technique for writing activity. He asks the teacher to write paragraph with their own words about the lesson studied. The students can use their memory or use the passage in the lesson as the model. The teacher and the students are more like partners in the teaching/learning process. Teacher/student interaction became fuller, guessing of context or content, completing fill ins, and doing cloze exercises were the order of the day. The students role in direct method is the active learner.

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The start up life soon called to him. After attending the University of California, Los Angeles, to major in computer engineering, Mr. Kalanick dropped out in 1998 to form a start up with several classmates. The company, Scour, became a peer to peer file exchange similar to Napster, which let people digitally share music and media files through legally dubious means. Scour, which was eventually sued for $250 billion for alleged The failure did not stop Mr. Kalanick from helping to found another Los Angeles start up, Red Swoosh, four months later. Red Swoosh made a technology to efficiently transfer large files of digital data; one of its investors was Mr. Cuban. Sean Stanton, Red Swooshs former vice president for sales, said of Mr. Kalanick: Scour was about efficiency. Swoosh was about efficiency.