William Hagood

你好。请让我自我介绍一下。我叫William Hagood，是一名资深的专业英语教育工作者，有13年的连续教学经验。我曾在全球多个国家担任教育工作者和家庭教师，用英语口语和书面语教授年轻和年老的学生各种各样的科目。我曾在韩国、土耳其、中国和美国等国家担任过课堂教师和辅导员。我在中国做了5年的教育工作者、课堂促进者和课程专家。我曾教授过土耳其各行各业的托福和雅思备考课程，包括会计、商业、教学、化工、航空和旅游;教授和辅导成人第二语言学习者日常实用英语技能，为他们提供必要的英语知识。更有效地为英语社会做贡献。此外,我已经开发出非常非常强大的计算机技能在过去的36年里我用个人电脑和我经常呼吁帮助教别人如何使用它们,在美国和在国际上的国家,我也住在过去的13年。我目前还在Preply在线辅导公司担任雅思和托福备考辅导，以及商务英语、会话英语和少儿英语辅导。此外，每周六晚上我都会录制视频，在微信上为那些无法接触到书籍、文学或教育的中国孩子们读故事，并在Facebook上与西方观众分享。我是一个敬业的、有创造力的、有爱心的教育工作者，我给予学生的奉献、关怀、支持、理解和个人关注将帮助他们充分开发他们的潜能。我以保持和高水平的专业精神和奉献精神来提供最好的教学而闻名。尊重,William Hagood

Hello. Let me please introduce myself. My name is William Hagood, and I am a veteran, professional educator of English, with 13 years of continuous teaching experience. I have worked in several countries around the globe as an educator and tutor, teaching young and old students a wide variety of subjects in spoken English and written English. I have worked as a classroom educator and facilitator in the following countries: South Korea, Turkey, China, and The United States. I worked as an educator, classroom facilitator, and curriculum specialist in China for 5 years. I have taught TOEFL and IELTS test preparation for Turkish citizens in a wide variety of industries, including accounting, business, teaching, chemical engineering, aviation and tourism;taughted and tutored functional everyday everyday English skills to adult second language learners, to provide the vital English knowledge they need to learn, work and contribute to English-speaking society more effectively. In addition, I have developed very exceptionally strong computer skills during the past 36 years I have used personal computers and I am often called on to help teach other people how to use them, in the United States and also internationally in the countries where I have lived for the past 13 years. I am also employed currently by Preply online tutoring company as an IELTS and TOEFL test preparation tutor as well as a business English, conversation English, and English for young children tutor. Additionally, every Saturday night I record myself on video reading a story boom on WeChat for those children in China who don’t have access to books, literature or education as well as sharing them on Facebook with a Western audience. I am a committed, creative and caring educator, the dedication, care, support, understanding and personal attention that I give to students will help them develop their full potential. I am noted for maintaining and high level of professionalism and dedication to providing the best teaching available. Respectfully, William Hagood

TESOL EXPERIENCE

Kindergarten EFL/ESL/ELL IBPYP Educator and Facilitator                        July 2020  July 2021
Shiwai Education Affiliated Linsong Kindergarten, Shanghai, Songjiang District, 201600 
   
        Taught English as a Second Language to a classroom of 24 kindergarten students, using PowerPoints, Interactive worksheets, and Total Physical Response games to help improve reading, writing, speaking, and listening skills
        Prepared lesson plans and conducted activities that target student confidence speaking English as a second language, vocabulary perception skills, structured vocabulary building, letter-sound pronunciation practice, International Baccalaureate Primary Years Program keywords
        Attended weekly grade level meetings with fellow foreign teachers and Chinese teachers and contributed to the     
         discussion and planning sessions, as well as offered additional supplemental materials during meeting times
        Developed daily lesson plans and collaborated with native Chinese classroom teachers to support students acquisition 
         of International Baccalaureate Primary Years Program key vocabulary and sentences
        Illustrated students overall progress in the International Baccalaureate Primary Years Program and Phonics lessons 
         during end-of-semester parent-teachers conferences 
Addressed individual progress of students via students monthly academic reports 
        Introduced the International Baccalaureate methodology about International Mindedness to school Chinese faculty and 
         foreign teachers through a mock lesson and skills workshop
        Established positive relationships with students, fellow teachers and school administrators throughout the school
        Wrote, prepared, and submitted weekly lesson plans and created and designed homework and Monday morning 
         quizzes to test student's abilities
        Planned, developed, and delivered Phonics lessons and International Baccalaureate Primary Years Program lessons to 
         students to ensure successful development of their reading, writing, speaking and listening skills
        Motivated students daily to help them develop their basic reading and writing skills which helped them improve test 
taking and English book reading skills
        Evaluated students International Baccalaureate Primary Years Program knowledge each Monday morning via tests 
         about International Baccalaureate Primary Years Program topics 
        Managed and oversaw small group English corner activities emphasizing critical learning of International 
         Baccalaureate Primary Years Program keywords and sentences via PowerPoints, interactive worksheets, and total 
         physical response games
        Strengthened and improved students' classroom performance with one-on-one tutoring and small groups tutoring
         throughout each week

ELL Kindergarten K3-Level Teacher with pre-IBPYP Certification August 2018  June 2020         East China Normal University Affiliated Bilingual Kindergarten, Shanghai, Anting District, 201805

        Moderated the development of students’ ability to understand how to tell time, the days of the week, the months of the 
       year, the seasons, and their ability to answer the question, What is todays day?
Specified focus on facilitating knowledge to students by using the International Baccalaureate Primary Years Program 
methodologies for teaching kindergarten children
Helped design and implemented four different International Baccalaureate Primary Years Program modules for 
students over a period of eight months
        Coached and equipped students with the key International Baccalaureate Primary Years Program concepts of form, 
       change, perspective, responsibility, function, and connection
        Taught students how to understand their place in this world, how to understand their responsibility to share and 
       protect natural resources in their natural environment, how to understand that festivals and celebrations are a part of life
        Helped the K3-level committee of teachers design and implemented four different International Baccalaureate Primary 
       Years Program modules for students over a period of eight months
        Worked closely with fellow K3-level teaching staff members on the Managebac system for the International 
       Baccalaureate Primary Years Program program and assisted in creating our Program Of Inquiry (POI) for the year
Designed, implemented and taught students the short and long vowels sounds, the silent E words, CVC words, CVV 
words, CCVV words, CVVC words, and English rhyming words
Maintained and moderated weekly focus morning group lessons, which were effective at monitoring the students 
continually improving English language progress in listening, reading, speaking, and writing
• Evaluated the students ability to properly print English letters on prepared lines and supervised the ability of all 
students to use the tripod grip for pencils and markers when writing English letters and words in the classroom
Taught students about why people have the responsibility to share and protect natural resources in their natural 
environment, and explained how to save and protect the natural environment 
        Worked closely with K3-level Chinese and English teachers kindergarten grade staff in creating learning centers for 
students to expand their abilities through the use of hands-on activities
Prepared, with the Chinese homeroom teacher, stimulating interactive play-based and inquiry-based hands-on learning 
centers to help teach children about natural resources, man-made resources, inventors, and inventions
Guided and coached students in the ability to recognize 2D and 3D Shapes, number patterns, and skip counting by 2s, 
by 5s, and by 10s
Transmitted the notion of independent learning at home to students, during school closure caused by the Coronavirus 
       pandemic of 2020 and the subsequent stay-at-home rules for kindergarten, by regularly sending PDF books, MP4 films 
       of English books, and MP3 audio recordings of English language listening and speaking practice to students through a 
       school Internet-based program known as Love Online every week

Head Global Assessment Certification Teacher January 2016  July 2018         Happy Valley International Experimental School, Guiyang, Guizhou Province, 550018

Coached and equipped students with the competencies, knowledge, and skills required for them to succeed at a 
western university
        Informed and instilled in students the ability of how to collect and interpret information from written and oral sources
        Instructed students in how to use effective oral and written communication to present information
        Stimulated students opportunities in how to apply study skills and strategies to enhance learning in a self-directed 
manner
        Taught students how to investigate and report on issues related to self and society in both local and global context
        Set weekly goals in motivating students on the importance of working collectively and effectively with others in 
groups and teams to complete assignments and projects
        Advised students on how to collect and present information using various forms of technology
        Advised and prepared students for international benchmark tests, such as TOEFL and IELTS, on language proficiency
        Transmitted the knowledge to students about the various teaching methodologies used in western university settings
        Introduced and informed students to the notion of independent learning, an essential skill for successful university 
study
        Taught 240 hours of classroom study in three different modules, in three separate levels, over a period of nine months, 
for 720 hours overall
        Taught students how to use listening and speaking skills for academic purposes and for effective communication
        Presented and explained both general and academic spoken text types; how to use listening skills in response to aural      
texts; how to effectively use oral English in short formal academic situations and in informal, interactive situations
        Moderated the development of students aural English through the use of roleplays, listening tests, individual oral 
presentations
        Taught and facilitated students in reading and writing skills effectively for academic purposes in preparation for higher    
education

Full-time Teacher August 2015  October 2015 The Learning Center, Fuxingmen District, Beijing, China

Prepared for and taught small group classes during a maximum of 25 class hours out of a 40-hour work week  
Informed the TLC Program Coordinator of individual student progress in the classroom during weekly meetings
Designed and planned weekly lesson plans for six different levels of classes using materials from both Pearson and Longman Cornerstone books
Wrote and processed eighteen individual student progress reports on a monthly basis in accordance with school requirements for every class completed
Prepared and taught stimulating interactive science and geography activities to students that ranged in age and ability     
Compiled and wrote weekly class progress reports that informed parents of the class lessons completed during the week

English Lecturer                                                              April 2014  December 2014
Hitit Üniversitesi, Çorum Merkez, Çorum, Turkey

     Counseled and coached individual adult Turkish students after classes on how to improve their level of spoken English 
     Collaborated with other teachers to create culture-based learning materials for Erasmus students studying in Europe
     Facilitated weekly discussion groups and encouraged conversation of various topics to stimulate students spoken English 
     Prepared and implemented activities and lessons to students hoping to attain work in the tourism and airline industries 
     Supervised instruction in writing, TOEFL preparation, and conversation classes with groups of adult Turkish students
     Developed and implemented PowerPoint slideshows that presented correct formal and informal forms of English writing
     Researched and created materials for and established a formal English writing curriculum for adult students that used an 
    eight-week course syllabus centered around SIOP activites
     Prepared written lectures, PowerPoint presentations, and Prezi presentations on the topics of both aviation and tourism 
    for occupational classes at the Hitit University Vocational High School
     Evaluated vocational high school students progress in both the aviation and tourism classes through the use of review 
    lectures each Friday, through the use of PowerPoint's and short quizzes 
     Advised and stimulated the use of native English pronunciation among Turkish ESL students in conversation classes and 
    illustrated that doing so establishes a better ability to communicate with native speakers 
     Assisted and explained to Turkish Eramus program college students that desired to attend a European university on how 
    to begin conversations in English through the use of numerous role play dialogues 
     Constructed and designed presentations online for Turkish Erasmus program college students that examined, in detailed lessons, the correct words and sentences in English that are spoken within airports, hotels, and when travelling around 
    cities 
     Proofread and edited mistakes found in English language usage in academic journal articles and manuscripts for 
    numerous professors within the chemical engineering department at Hitit University
     Initiated an intensive and comprehensive learning program for high school students that wished to work within the    
    tourism and aviation industries, where all important areas of both industries were identified and examined, such as 
    procedures taken by tourist agents to create vacation packages for clients, how the airline food industry operates, and how 
    airport security agents complete their jobs
     Monitored adult ESL students progress in writing class with weekly tests that examined their comprehension of both 
    informal and formal written English words used in American English
     Wrote both the midterms and the final exams for students in both aviation and tourism classes within Hitit High School, 
    established a fair grading system for both the midterms and the final exams, and calculated and compiled final grades for 
    exams that were then presented to high school officials 
     Maintained a weekly student attendance sheet for all classes and informed supervisors in both the Continuing Education 
    Center and the Hitit High School of student absentness 
     Specified focus on teaching adult Turkish students both the TOEFL and Pearson English exams
     Established a classroom catalogue of Cambridge University Press teaching materials for both aviation and tourism 
    classes at Hitit High School

English Immersion Teacher                                                              March 2012  September 2012
Haba Play English School, Leegokdong-gu, Daegu, South Korea

Created classroom activities and lessons tailored to student needs based on the analysis of their learning styles 
Used materials from Houghlin Mifflin Harcourt, Oxford Reading Tree, and E-future EFL Phonics in classrooms
Helped instruct groups of kindergarten to elementary age students with diverse English language skills
Designed and implemented an original monthly syllabus for both six and seven year old classrooms
Guided and coached older elementary students on the proper formats to use in different types of essay writing
Constructed an English language program for five year old students using existing materials as well as supplemental materials, that focused on informal spoken English as well as written formal English
Demonstrated the proper methods needed to successfully complete simple science projects for seven year old students. 
Supervised five classrooms of students, with students that comprised an age range of four to twelve
Adapted lesson plans to help students learn across multiple curriculums in a single class
Monitored students during recess time after lunch and constructed SIOP activities that specified the use of physical movements in helping to solve simple problems, which motivated students to actively learn the material for class 
Implemented multiple SIOP strategies in all classrooms
Investigated different teaching strategies that were then implemented in each classroom
Helped plan multiple student talent shows

English Immersion/Writing Teacher  December 2011  March 2012
Dongdaemun-gu Korea POLY School, Janghanpyeong-gu, Seoul, South Korea

Taught an English curriculum according to school requirements to a class of 7-8 year old students
Implemented and used interactive POLY-designed web activities in two kindergarten classrooms 
Helped design an end-of-the-year musical for a kindergarten classroom to perform at a graduation ceremony
Evaluated the performance of each kindergarten child in class via narratives on a monthly basis
Revised the English essay writing of older elementary students using the E-POLY Spark Writing online program
Guided and coached older elementary students on the correct formats to use indifferent types of essay writing

First Grade English Immersion Teacher March 2010  February 2011
Uchon Private Elementary School, Seungbuk-gu, Seoul, South Korea

Class sizes averaged an amount of 29 students, with a 15 to 14 student ratio split between two classes of first graders
Developed educational Microsoft PowerPoint presentations using audio/video editing software
Guided and coached elementary Korean students in acquiring English language skills
Designed subject tests to help maximize greater learning potential among students
Participated in weekly Uchon Teacher Meetings to create uniform lesson for multiple first grade classrooms and in First Grade Events Planning Committees, where all first grade teachers collaborated together to create special events such as a sports day or special bulletin board days that celebrated significant holidays in South Korea
Facilitated one on one in-school tutoring for students and group meetings with parents after classes
Compiled and deliver assessment results for students to the English director on a monthly basis
Engaged students in an English only curriculum each working day
Conceived the idea and created a hands-on children's game using U.S. currency
Planned, designed and taught two open class presentations on "Rebus Poetry" and "Long Vowel Acquisition"
Worked closely with first grade staff and assisted in creating assignments that included teaching about the environment, wildlife, landforms, weather, electricity, and countries of the world
Designed an in-class talent show presentation for parents and teachers, using popular American songs from the 1960s and 1970s
Illustrated various scientific processes using PowerPoint slideshow presentations and hands-on classroom activities. 
Organized student homework folders according to the last name of each student

English Immersion Faculty/Teacher   
Butler English Academy, Songpa-Gu, Seoul, South Korea  March 2009  February 2010                                    
EWAS Childrens Academy, Daechi-Dong, Seoul, South Korea                              February 2008  February 2009

 Taught and administered in various classroom within the school during both the morning and afternoon hours, with class sizes that averaged 12 students per class, aged 2 through 12 
Built a program for young learners that focused on best-practices teaching techniques, the established use of SIOP strategies, and the frequent daily assessment of students learning that ensured the school met the goals of the students and also their parents
Coordinated and managed a schedule in which 35 to 40 hours of intensive English classes were taught weekly
Maintained a high standard of professionalism and academic excellence and taught students to be independent, critical thinkers that could interact freely with Co-operated with Korean co-teacher to give effective English education to each student
Helped the Korean co-teacher in the classroom provide consistent feedback and collaboration to parents, with regular student-led parent/teacher conferences, to inform them of their childs development in class 
• Examined new ideas and contemporary thinking about teaching English to speakers of the Korean language and adjusted each lesson plan to be responsive to the needs of every child in the classroom
• Compiled and provided a constant stream of assessment results for students on a monthly basis, which were shared between parents, teachers, students and school administrators 
Compiled and completed student reports which were sent to parents at least twice during each school year, and interim mid-semester reports to parents and school administrators for each student contained both narratives and letter grades 
Prepared lesson plans which provided each student with the care, support, understanding and personal attention which helped each student develop their full potential, and ensured that no student fell through the cracks in the classroom
Administered and taught an English only curriculum, and engaged and encouraged all students to participate in class and fielded their questions regarding reading, listening, speaking and writing
Devised and presented book unit tests to all students on a weekly basis to test both content knowledge and acquisition of language terms learned in the classroom.  
Conducted administrative and English dictation support functions for the School Director on a weekly basis
Presented classroom presentations clearly and in an organized manner and worked tirelessly to meet the goals of each lesson plan and also the goals of each student
Prepared lesson plans and presented them in impromptu classes about how non-native English speakers can effectively apply their English language skills in their own lesson taught in Korean language lessons
Designed and completed all daily, weekly and monthly lesson plans and all tests through the use of Microsoft computer programs 
Guided and governed all day-to-day classroom activities, learning experiences, and leadership responsibilities independently 
Gained a specified knowledge base about Microsoft Word, Microsoft Excel, Microsoft Power Point, and Microsoft Access and maintained high personal standards for each document that was created through the use of these computer 
programs
Taught and administered in various classroom within the school during both the morning and afternoon hours, where class sizes averaged 12 students per class, with a 7 to 2 students ratio for evening classes
Coordinated and managed a schedule in which 35 to 40 hours of intensive English classes were taught weekly 
Maintained a high standard of professionalism and academic excellence and taught students to be independent, critical thinkers that could interact freely with native speakers
Helped the Korean co-teacher in the classroom provide consistent feedback and collaboration to parents, with regular student-led parent/teacher conferences, to inform them of their childs development in class 
Examined new ideas and contemporary thinking about teaching English to speakers of the Korean language and adjusted each lesson plan to be responsive to the needs of every child in the classroom
Compiled and provided a constant stream of assessment results for students on a monthly basis, which were shared between parents, teachers, students and school administrators 
Compiled and completed student reports which were sent to parents at least twice during each school year, and interim mid-semester reports to parents and school administrators for each student contained both narratives and letter grades
• Constructed reports in a narrative form which discussed the classroom participation level, social development, effort and focus, as well as competencies and growth for each student in the classroom 
Prepared lesson plans which provided each student with the care, support, understanding and personal attention which helped each student develop their full potential, and ensured that no student fell through the cracks in the classroom
Administered and taught an English only curriculum, and engaged and encouraged all students to participate in class and fielded their questions regarding reading, listening, speaking and writing
Devised and presented book unit tests to all students on a weekly basis to test both content knowledge and acquisition of language terms learned in the classroom
Created and used series of creative writing worksheets that helped facilitate the acquisition of advanced English writing skills in older students. 
Presented educational books in class about popular American holidays and explained their importance to all students
Scheduled classes and maintained accurate, up-to-date confidential student files 
Governed efficiently and effectively four different classrooms on a day-to-day basis
Developed team leadership and well-rounded collaboration skills 
Reorganized the work schedule when necessary to accommodate unexpected events
Managed the development and continuous improvement of English teaching procedures 
Attended a planned teacher training improvement class set up by the school that focused on functional teaching and problem solving techniques
Synthesized the improvement of a challenging yet highly rewarding English language learner program that created greater student enthusiasm, helped them accomplish the goals they set for themselves, and developed stronger teaching practices in the classroom
• Gained a specified knowledge base about Microsoft Word, Microsoft Excel, Microsoft Power Point, and Microsoft  Access and maintained high personal standards for each document that was created through the use of these computer programs

TRAININGS/CERTIFICATIONS/CONFERENCES

TESOL/TESL/TEFL 100-hour Teacher Training Certification Course  March 2012
1st International Conference on Economic Sciences and Business Administration (Bucharest, Romania)              October 2014
Global International Conference on TESOL Developing and Measuring Real Language (Ankara, Turkey)           August 2014
New York State Teacher Certification Examination (English to Speakers of Other Languages) (passed)              June 17, 2015
Certificate of Participation, GAC Professional Development Conference, Chengdu, China                    November 11-12, 2017
PYP In-School Workshop (Making PYP Happen in the Classroom in the Early Years) (Shanghai, China)      Feb. 18-19, 2019
IBPYP in an English Years Setting IB E-Seminar (Shanghai, China)                                                                  May 20, 2020

EDUCATION
Nazareth College, Rochester, NY University of West Florida, Pensacola, FL
M.Ed. in TESOL for International Educators B.A. in History
January 2013 - December 2013 September 2002 - April 2005

Related Coursework
( Technology for Language and Cultural Instruction ( Linguistics and Second Language Acquisition
( Advanced Language Proficiency ( Culture Context of TESOL/Bilingual Curriculum Assessment
( Pedagogy of American English Grammar ( Foundations of Bilingual Multicultural Education

Related Experience at Nazareth College
Instructed and developed assignments for English language learners in a Masters-level internship with the American Language Institute
Tutored and coached adult English language learners on how to correctly use their second language in all of the four domains of communication during weekly group meetings
Assisted the Director of the TESOL for International Educators program as a Graduate Assistant by analyzing and collecting data for research purposes 
 

COMPUTER SKILLS
* Thirty-six years of continuous experience using various types of computers and computer equipment
* Planned, designed and promoted weekly podcasts during Master of Education degree program at Nazareth College that addressed the spoken and written grammar needs of primary, secondary and adult English as a second language learners 
* Wrote, prepared and submitted weekly blogs during Master of Education degree program at Nazareth College that addressed the use of handheld technology, like iPads, in developing primary and secondary students second language skills 
* Developed, presented and explained on Prezi presentation software at Hitit University High School in Corum, Turkey the fundamental emphasize and the importance of English language skills in the restaurant industry, and both the international and domestic travel industry to Turkish high school students
* Thirteen years of experience in developing hundreds of educational PowerPoint files to facilitate taught knowledge to both young and old English second language learners, which were both professionally written and prepared, and then taught in classrooms daily
* Transmitted the notion of independent learning at home to kindergarten students in Shanghai through online e-learning software, during school closure caused by the Coronavirus pandemic of 2020 and the subsequent stay-at-home rules for kindergarten, by regularly sending PDF books, MP4 films of English books, and MP3 audio recordings of English language listening and speaking practice to students through a school Internet-based program known as Love Online every week
* Developed and motivated Chinese kindergarten students and Chinese high school students international mindedness through the use of the teachers’ personal collection of digital photographs of various subjects: scenes of nature, cities, food, people, animal habitats, rock formations, famous landmark buildings, each of which helped foster their understanding of diversity, friendly and respectful curiosity, empathy, links and relationships between different perspectives, building understanding across cultural and social differences, and communication and dialogue with others who are different. 
* Thirteen years of video editing experience for various classrooms in the three countries of South Korea, Turkey, and China, with a focus on creating visual material that was relevant for a teaching pedagogy that was internationally minded in its focus  
* Four years of experience in website design, for a website which presented and informed visitors about pop music from the 1960s’ and 1980s’ decades, in which both music samples and visuals were used
* Evaluated and edited the written English in the published journal article Postmodernist Identity Construction and Consumption by Hitit University Prof. Dr. İrfan Çaglar, Hitit University PhD. Candidate Reyhan Karababa, and William J. Hagood’ which was presented at the 1st International Conference on Economic Sciences and Business Administration in Bucharest, Romania, in October 2014
 

 我是谁?
我是一个敬业、有创造力、有爱心、有决心的资深英语教育工作者，拥有13年的英语第二语言教育和辅导经验。我曾在韩国、土耳其和中国等国家进行过国际教学
我曾在土耳其教过托福和雅思备考。
我在纽约罗彻斯特拿撒勒学院获得了教育科学硕士学位，重点研究国际教育的TESOL。我最后的硕士课程平均绩点是3.93。我还获得了来自Oxford seminar的100小时TESOL/TESL/TEFL综合认证，
我有三年的IBPYP项目教学经验(国际学士学位小学项目)
Who am I?
I am committed, creative, caring and determined professional veteran educator with 13 years of  experience as an English as a second language educator and facilitator to second language learners. I have tought internationally in the countries of South Korea, Turkey and China
I have taught both TOEFL and IELTS test preparation in the country of Turkey. 
I have a Master of Science in Education with a focus on TESOL for International Education from Nazareth College in Rochester, New York. My final Master program grade point average was 3.93. I also have a comprehensive 100-hour TESOL/TESL/TEFL certification from Oxford Seminars, 
I have three years of experience teaching in an IBPYP program (International Baccalaureate Primary Years Programs)