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In 2016, she was the director of Too many coincidences film shot at the Azerbaijanfilm studio. She worked as a director of a number of cultural events, commercials, concerts and show programs. Since October, 2019, she has been working as the main director of Azerbaijan Television and Radio Broadcasting CJSC. In 1931 on the initiative of Uzeir Hajibeyli, the founder of Azerbaijani professional music, here the first Musical Instrument Orchestra and the current Symphony Orchestra named after Niyazi were created. According to history, outstanding artists of our country worked and collaborated in the Recording Studio. It should be noted that, at that time, Muslim Magomayev helped Uzeir Hajibeyli. This temple of art, which became the homeland for musical groups, has always served the national and moral values of Azerbaijan. The main objective of the Recording Studio of Azerbaijan Television and Radio is preparation of projects related to national and cultural musical events, taking place in the country, preserving national moral values, reflecting each country's success through music to listeners and promoting professional music to the younger generation. The head of the workshop of the recording studio is Sakina Akhundzadeh, the chief sound engineer Faik Babayev, the sound engineer Mamedaga Dadashev. Honored collective, the Orchestra of Folk Musical Instruments of Azerbaijan Television and Radio named after Said Rustamov;The Folk Musical Instruments Orchestra of Azerbaijan Television and Radio named after Said Rustamov was created in 1931 by Uzeyir Hajibeyli on the proposal of Muslim Magomayev and became the first professional musical orchestra not only in Azerbaijan, but also all over the East. Initially, the conductor and director of the orchestra was Uzeyir Hajibeyli, concertmaster Said Rustamov.

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blogging. com and franchises. blogging. Use a business Forget No Money Down Get PAID to Buy Houses!card as a note pad for recording important information. I am sometimes asked why I make such use of business cards. My reply is that they are easy to transport and I do not need an extra envelope. I particularly make use of others' business cards for taking notes on our conversation. I am one of the worst when I get home and cannot remember who Gary from XYZ is and what he does that will make a good connection. Write it down right after the conversation, make the notes very brief but make sure that you write down why you are interested in furthering the relationship. You do not need to take up a lot of lines of information, but you do need to note when you agreed to contact that person and why. The other person is not likely to remember who you are either and if you have a few notes, they will appreciate it as well.

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Self management has been suggested as an ideal intervention for students with developmental disabilities to enable them to participate in full inclusion classroom settings Reid, 1996. Cooperative learning: A number of studies have demonstrated that teaching social skills to students with severe disabilities and their non disabled peers in cooperative groups in integratedsettings results in increased frequency, duration, and quality of social interactions Kamps, et al. , 1992; Kohler, et al. , 1995. Peer tutoring: Peer tutoring consists of any instructional strategy where two students work together on an academic activity, with one student providing assistance, instruction, and feedback to the other DuPaul and Eckert, 1998. Peer tutoring strategies and their variants have been demonstrated to be effective in producing improvements in on task behavior and math performance DuPaul and Henningson, 1993 and in on task behavior and social interactions Locke and Fuchs, 1995. Friendships: Inclusive classrooms are an excellent setting in which to evaluate and design interventions to promote friendships for students with developmental disabilities; at the least, they provide these students with the opportunity to interact socially Hurley Geffner, 1995. Educational Strategies: Special education is in a critical period for assessing educational strategies used with students with developmental disabilities. How to educate students with developmental disabilities in the general education classroom without overburdening the general educator, or disrupting the education of students without disabilities, remains the question of the day. To achieve that goal a new strategies are needed for general educators and b the strategies for educating students with severe disabilities must be expanded and integrated with those available to regular educators. Teachers of students with SENs come to this task with a strong foundation in instructional systems and curriculum options grounded in direct instruction, systematic instructional delivery and data based outcome measures.