| Pedagogical Ressources |
PERIWORK : TODAY A GREAT DEAL, STILL MORE TOMORROW...
Today Periwork, constructed with the students, by the students, for the students, is well on the way to becoming a first-class pedagogical resource. Even more, it is already an ever-expanding window onto the world and its most real, demanding issues ( i.e: often, its most adult and controversial ).
So this is no mere pedagogical gadget. Today, Periwork is a resource of many thousands of web pages with active links to many thousands more, online grammar revision pages, an issue-focused link bank, a specialized online glossary of several thousand words and expressions, access to hundreds of online dictionaries and its own yahoogroup network of past and present students, plus outside observers and sympathizers from all over the world, frequently updated with information about new features and developments and solicited for friendly exchange.
Here it is, your real interactivity. Don't forget that Periwork was originally constructed in order to answer students' demands for more of the latter, i.e: less imposed, passive language learning. Also as a dynamic response to an urgent institutional requirement for more autonomy in the learning process, a way of gaining more time for students' language-learning without adding more courses, and more repetitive class-room hours. With Periwork, you are pedagogically entering the twenty first century.
Here it is, that famous new pedagogical contract, the masterized "horizontalization" of the teacher/learner relationship ( which everyone has been talking about, but which we have actually implemented ! ), so necessary in the communicational disciplines.
Here it is, the final demise of the closed frontier between teacher-centred endoctrination and learner-centred autodidactic self-learning, face-to-face and remote teaching methods. With Periwork, the student/learner progressively learns to become responsible for his own learning, i.e: to become the centre of a dynamic process of development and outside control which can, should and may continue during the rest of his/her adult life.
Here it is, the long-announced displacement of the iron curtain between work and play, production ( creation ! ) and reproduction, information and action, serious learning and self-expression.
Here it is, that systemic, process-based way of teaching/learning. Because we believe that language teaching is not only a transfer of information and theoretical knowledge, but a practice which needs constantly stimulating and reconducting, a living process based on interactivity and feedback.
Here it is, the proof that only meaningful, current, issue-focused contents can give a real dynamism to the learning process. Because we believe that only real, relevant contents can provide enough energy for the learner to really learn.
Here it is, a live, online, permanently expanding interactive resource for all those wishing to experience the English language and the multiple heritages and currently urgent issues it transports in its riverrun ( Joyce !), not merely an instrument of domination and abusive standardization, but an extraordinarily prolific tool for multiplying and cross-referencing their own ideas and sources of information, accessing dialogue for or against an open-ended variety of points of view, on a multitude of current subjects and debates. In other words, an ideal medium for escaping monotony of doctrine or opinion, and meeting the other. Not only a means of aping the brash vernacular of the top dogs of the world's economic pecking order, but a way of getting into the swim of a language of languages, both continually new and permanently ancient, with all the wealth of its history, its planetary cultural and geographical outreach, its multiple internal levels, forms and idioms. Not some impoverished orwellian world-speak, i.e: a caricatural volapuk for the lost soldiers of global competition, but a trans-language, idiom of departures and navigators ( at the turbulent secular interface between Celtic, Germanic and romance languages from the very start ), a language among languages which is in itself a living metaphor of the plurality of languages, a second ( or third or fourth...) mental grid, a discoverer's sextant on the high seas of what the world is becoming (i.e : a planet ). The tool for global information and global struggle, a permanent guarantee against political, communicational, cultural and intellectual parochialism.
Here it is also, a growing cultural archive of committed in-house webreviews ( by now, more than 400 ) with their audits, civilization dossiers, book reviews and high-level translations concerning all the fields addressed by the different cursi of students in an institute such as ours. Here you will find constantly available an expanding specialized glossary on the lexicons of Political Science, Law, Economics and Finance, Journalism, International Relations, European Affairs, the Environment, Communication, Literature and Philosophy, plus in-house research engines, a links bank, a pedagogical tool-box, an online grammar, a newsletter, the means to communicate in English on real subjects of your own choice by joining our remote teaching yahoogroups.
Yes, Periwork is already something of all that, an open invitation to embark on such a permanently initiatory journey across the great planetary sea of change ( and this period's great cultural and linguistic sea-change ! ) which we are currently living. A continually expanding virtual language community which anyone concerned is free to join or to leave on term, at will.
Deep Magic. It is also above all those who did the heavy communal work from the beginning (1998): Greg, Seb, Ludovic, Matthieu, Jean-Luc, Catherine, François, Pascal, Antoine, the two Fredericks , Alice ...the list could so easily be longer. And of course, a place apart will have to be reserved for the very architects of the project, those who did the Deep Magic, dared, combined and imagined : Greg Delhaye (1998-) for le Périscope (first version), Sebastien Mourrot (1999-2000) and Matthieu Bellon (2000-) for Periwork, Michaël Gomel and Nathalie Six (2000-2001) for the nascent Newsletter. Then all the others who so generously took up the challenge.
So, here it is. Welcome to Periwork. Now it is also yours. Don't just surf. Have your say, get into the swim. Dear outside Visitor, past, present, future Student, Colleague near or far, Periwork is also your legacy. A living online tradition, constantly to be reinvented. And it is above all what you will make of it in your own turn. Internet does have a memory. Welcome to some real deep magic, anyway, and also to a lot of splendid, fascinating hard work. Passion and work ? Have you ever noticed the two in fact so often go together ? Remember for instance that we never really travel except through the categories of language. You've got a long, long journey ahead. Being that can be understood is language...now who on earth was it said that ? Well, well, you'd better get to work straight away and look it up on a research engine. Google it. Try Being + Language, that might do the trick.
P.H.
Le Système PeriworkHow it works
En pressentiment déjà de l’avènement des M1/M2, ces dernières années l’enseignement de l’anglais en 4ème Année Formation Initiale, en DEA et en DESS à l’IEP d’Aix-en-Provence a été conduit a adopter des approches résolument innovantes. Cette évolution a été dictée par le profil à la fois très individualisé et en même temps très spécialisé et spécifique dans ses demandes d’apprentissage de la population étudiante propre à un environnement de type IEP, par la forte évolution vers le pré-professionnel (Masters Professionalisés) et le secteur de la recherche (Masters de Recherche) de ces mêmes demandes, par le besoin d’accroître et de diversifier l’offre pédagogique correspondant sans forcément multiplier de façon exponentielle cours et personnel d’encadrement, et par l’arrivée institutionnelle de nouveaux moyens technologiques porteurs de très grandes possibilités en matière d’innovation pédagogique, notamment pour l’accès direct aux sources d’information et aux matériaux en temps réel directement exploitables pour l’apprentissage des langues.
Le développement dynamique du Système Periwork, mis en place graduellement depuis cinq ou six ans, en a été la résultante logique, reflet à la fois de la réflexion des enseignants sur le potentiel didactique et pédagogique des nouveaux supports et du dialogue avec les nouveaux besoins et les nouvelles finalités exprimés par les étudiants. L’approche qui a peu à peu émergé – et dont on peut raisonnablement affirmer qu’elle arrive désormais à maturité du point de vue de son fonctionnement institutionnel – est essentiellement basée sur deux grandes axes : le cursus pédagogique contractuel dans un cadre d’auto-apprentissage dirigé, et l’utilisation intensive de l’Internet et du portail Periwork comme supports pédagogiques.
Ainsi, d’une part elle fournit les moyens de mettre en œuvre une pédagogie très individualisée – c’est l’axe « contractuelle », qui comporte un engagement personnel signé par chaque étudiant envers un cursus annuel d’activités et d’exercices comportant un certain nombre d’éléments fixes et imposés non-négociables, et puis d’autres optionnels et à négocier avec l’enseignant. Ceci afin de répondre de façon optimale au type de demande d’enseignement de langue (ici ESP – English for Special Purposes) correspondant à la grande variété de l’offre pédagogique de l’environnement IEP (Masters) et de dynamiser ainsi le rapport pratique et théorique de chaque étudiant à cette matière toujours plus indispensable.
D’autre part, elle fait systématiquement appel à la très grande richesse en sources d’information et en possibilités de choix individuel ciblé offerte par les nouvelles moyens électroniques d’accès instantané à distance ( Internet ), afin de mettre en œuvre une pédagogie individualisée basée sur l’auto-apprentissage dirigé et une progressive « responsabilisation » de l’apprenant correspondant à un environnement adulte pré-professionnel ou de recherche. Cela, elle le fait notamment grâce à toute une gamme de nouveaux exercices créés pour la première fois à l’IEP d’Aix-en-Provence expressément dans ce but. On peut brièvement nommer ici ( sachant que seule l’expérience pratique guidée pourra permettre dans la plupart des cas au débutant d’en saisir pleinement les contenus et le sens) : l’apprentissage approfondi de la recherche en ligne en langue anglaise, les Web Audit ( évaluation de sites ), les Webreviews ( Revues de Presse ou Dossiers de recherche électroniques ), les Civilisation Dossiers ou Online Projects, les News Points, l’apprentissage de création de sites web et de pages en ligne, cogestion à but pédagogique de Periwork [www.periwork.com], site pédagogique, portail de news et de ressources pédagogiques pour l’apprentissage de l’anglais, fonctionnant à la fois comme lieu d’archivage et de mise à disposition de ressources téléchargées, créées ou exploitées par et pour les étudiants sous le contrôle du responsable pédagogique en tant que site interactif partout disponible sur la World Wide Web, fonctionnant également dans certains cursus (Masters de Communication et de Journalisme Politique à l’International, Master d’Ingéniérie Politique) en mode de simulation sur le modèle du Jeu d’Entreprise.
En effet, nous vivons à une époque de vif débat en matière de pédagogie entre ‘verticalistes’ et ‘horizontalistes’, partisans de l’instruction magistrale (‘top-down’) non-participative, et partisans de l’auto-apprentissage plus ou moins dynamisé ou accompagné. Le Système Periwork prétend dépasser cet sempiternel (et probablement très faux, parce que ne tenant pas compte des exigences différentes de différents matières et types d’apprentissage ) dilemme en basant sa méthode sur les notions de communauté virtuelle, de path dependency, de rétroaction et sur une interactivité rigoureusement structurée.
· Communauté virtuelle : dans sa forme actuelle, depuis le 16. 03. 2002, le site Periwork, créé avec les étudiants, pour les étudiants, par les étudiants, a été l’objet de plus de 80 000 connexions de la part de plus de 20 000 usagers intérieurs et extérieurs sur la World Wide Web. On y vient depuis le Pacifique Sud, l’Inde ou le Mexique à toute heure du jour ou de la nuit s’informer sur le service News, enrichir sa culture grâce à l’étude d’un Civilisation Dossier, d’une ou de plusieurs Webreviews avec leurs Web Audits, faire un point de grammaire, lire une traduction inédite, trouver un texte à traduire, ou encore des idées ou des matériaux de cours ( soit en tant qu’enseignant, soit en tant qu’étudiant, souvent dans des institutions autres que la nôtre, même en France ). En tout cas pour faire de l’anglais, de façon actuelle et vivante. Grâce à nos listes de diffusion par e-mail ‘pluri-promotionnelles’ ( y compris les anciens qui le souhaitent), durant l’année universitaire une Newsletter rédigé en anglais par un Postmaster étudiant et son équipe vient périodiquement réactiver et renforcer, grâce à ses informations sur les nouveaux développements, ce sentiment de communauté virtuelle. En effet, avec sa base de données chaque année enrichie, critiquée et remise à jour de plus de 500 Webreviews, de 268 Civilisation Dossiers, de ses nombreuses pages de révision de grammaire, de son glossaire Sciences Po, de plus de 150 traductions inédites, et j’en oublie, Periwork représente idéalement une ressource pédagogique unique de première catégorie, accessible gratuitement de partout, constamment renouvelée et intensément vivante grâce à la participation de ses membres passés, présents ou futurs.
· Path Dependency : grâce à tout ce qui précède et notamment à son extension unique dans le temps ( les productions et les prestations pédagogiques des étudiants ne disparaissent pas mais sont incorporées dans un processus commun (‘pluri-promotionnel’, trans-générationnel et même ‘trans-cursus’), lequel est réactivé d’année en année et de cours en cours, objet d’un enrichissement et d’une graduelle transformation à partir de ce qui existe déjà, formant ainsi une sorte de tradition pédagogique constamment réinventée, restant également toujours ouverte à la critique et au dépassement.
· Rétroaction : créé avec les étudiants, par les étudiants, pour les étudiants dans une perspective d’auto-apprentissage dirigé, tous les éléments de Periwork sont en effet l’objet de ré-emploi et de ré-évaluation rétroactive. En effet, la mise en ligne sur Periwork de travaux dirigés d’étudiants introduit une dimension de responsabilité intellectuelle et académique supplémentaire et nettement supérieure dans le processus d’apprentissage dans la mesure ou la présence sur Internet, outre la notation et l’évaluation obligatoires de l’enseignant en amont, expose les travaux en question à l’analyse et à l’évaluation de pairs étudiants présents ou futurs, sans compter que cette mise en ligne sur la World Wide Web équivaut à l’expérience d’un nouveau genre de publication et d’expression de soi à l’impact parfois inattendu ( certaines Webreviews ou points de grammaire ont été consultés de l’extérieur des centaines de fois ).
· Interactivité rigoureusement structurée : Tous les travaux écrits ou électroniques des étudiants, outre le fait qu’ils font obligatoirement l’objet de la correction, de la notation et l’évaluation de l’enseignant en amont, qu’ils sont de cours en cours et d’année en année soumis à l’analyse et à l’évaluation de pairs étudiants, sont également systématiquement ré-exploités au niveau de l’oral, au cours d’exercices obligatoires de débat et de conversation en groupe.
So, Welcome to Periwork. Join the Community. Become a Periuser. Have your Say. You are now entering the Pedagogical twenty-first Century.
Patrick Hutchinson, Professeur d’Anglais à l’IEP d’Aix-en-Provence.
PERIWORK COURSE EXERCISE TOOL-BOX
1. WEB AUDITING[ Multi-Level ] :
2. SITE AUDITING[ Multi-Level ] :
· Now you have learnt the auditing analytical procedure, or if you have already done a web audit, apply the same process to an external web site in close relation with issues close to your personal level-related centres of interest and/or training objectives (see : www.periwork.com/links ).
3. TRANSLATION [ Multi-Level ] :
· Choose a first document in the Web Review ( www.periwork.com/webreviews) that you are auditing, according to its relevance for the theme of cultural mediation, then translate with a maximum lexical, grammatical and stylistic accuracy. Use the online dictionaries available on www.foreignword.com to maximize your linguistic accuracy. Remember: good, source-respectful translation is the perhaps the fundamental form of cultural mediation.
· Later, choose a major English-language document resulting from your Online Research Dossier web search ( see : www.periwork.com/links ) or your Site Audit and with the agreement and under the guidance of your teacher undertake a serious translation in view of its publication on the Periwork translation database.
4. WEB REVIEW 1: ONLINE PRESS REVIEW [ M1 Level ] :
Choose a well-defined and clearly 'problematized', pedagogically useful and acceptable current political, economic, juridical, cultural, journalistic or religious issue, situated anywhere in the world and representing a definite challenge in terms of news-gathering, research and fundamental reflection. Under the guidance of the teacher and with the help of link banks and online dictionaries and translators (see: here ), undertake an in-depth web search on the English-speaking world wide web to document as exhaustively and as critically as possible the topic you have chosen to research ( Min : 5/6 Docs, Max :15/16 Docs ). Once the WR or OPR constituted, precede to word-process and earmark the dossier for online publication and institutional communication, including Source Identification and Analysis (SIA), Summarizing in English and French (SEF), extraction of key words (KWE), discussion of semantic issues and general lexicon. Choose a major English-language document resulting from your Online Research Dossier web search ( see : www.periwork.com/links ) or your Site Audit and with the agreement and under the guidance of your teacher undertake a serious translation in view of its publication on Periwork. Write an introduction and a conclusion for your WR or OPR, add a page of extra links for further research and include your translation project (Preferentially, use Word. or Dreamweaver and send a version to be corrected and discussed by e-mail and/or bring it into class manually on a floppy disk or USB key ).
5. WEB REVIEW 2: ONLINE RESEARCH DOSSIER [ M2 Level ] :
Choose a well-defined and clearly 'problematized' current political, juridical, sociological, theoretical or conflict-related issue anywhere in the world representing a definite challenge in terms of research and analysis, situated in or near a zone of cultural or religious seismic fault-lines. Under the guidance of the teacher and with the help of link banks and online dictionaries and translators (see: here ), undertake an in-depth web search on the English-speaking world wide web to document as exhaustively and as critically as possible the conflict you have chosen to research ( Min : 5/6 Docs, Max :15/16 Docs ). Once the ORD constituted, precede to word process and earmark the dossier for online publication and institutional communication, including Source Identification and Analysis (SIA), Summarizing in English and French (SEF), extraction of key words (KWE), discussion of semantic issues and general lexicon. Choose a major English-language document resulting from your Online Research Dossier web search ( see : www.periwork.com/links ) or your Site Audit and with the agreement and under the guidance of your teacher undertake a serious translation in view of its publication on Periwork. Write an introduction and a conclusion for your dossier, add a page of extra links for further research and include your translation project (Preferentially, use Word. or Dreamweaver and send a version to be corrected and discussed by e-mail and/or bring it into class manually on a floppy disk or USB key ).
6. CD Report [ M1 Level ] :
Choose a already existing Civilisation Dossier on the Periwork database, read carefully, then write a short English analytical summary, commentary and personal assessment of the form and the contents developed ( About 300 words ).
7. CIVILISATION DOSSIER [ M1 Level ] :
Choose any topic relevant to English-speaking Civilisation anywhere in the world, research it seriously through the maximum of paper and online sources available to you ( if appropriate, you might choose a topic related to your Graduation Dissertation paper ), then write a well-organised and attractive essay to highlight your ideas on the issue [ 3-10 pages ] and bring it into class for correction, discussion and (ultimately) online publication.
8. BOOK REVIEW [ M1 Level ] :
Choose a book relevant to English-speaking Civilisation from any part of the world, research its author, style and contextual significance seriously through the maximum of paper and online sources available to you ( if appropriate, you might choose a topic related to your Graduation Dissertation paper ), then write a well-organised and attractive essay 1) analysing the most salient points of interest in its contents 2) highlighting your ideas about its style and artistic ethos in relation to English-speaking Civilisation [ 3-10 pages ]
9. COURSE POINT[ M2 Level ] :
· Choose a 'Course Point' or a theoretically transversal theme of reflection related to a topic addressed in one of your other courses, write a synthetic memo or summary for discussion in English, present the subject orally in the discussion group and animate the debate.
10.ONLINE CV [ Multi-Level ] :
· Following the advice of available online specialists for different linguistic and cultural zones ( www.resume.com etc), use a Word or Dreamweaver file to create an interactive bilingual online CV.
11. GROUP BLOG [ Multi-Level ] :
· Form an affinity exchange group around a common enterprise or interest centre, then using the Web design tools already available on a specialized Blog-hosting site, post regularly and equitably your views, comments, analyses and the results of your information searches around the chosen theme over a clearly defined period. Communicate your Blog address to the Perimaster for the link to be published, with the teacher's agreement and after his marking and corrections, on the Periwork Home page. ( ex : www. Blogger.com ),
12. FORUM DEBATES [ Multi-Level ] :
· Form an in-class team (2/3 members maximum) and launch and moderate an English-language discussion on the appropriate pages of the Periwork online chat forums. The success of your forum animation will be gauged by the number and the quality of the posts the theme you have launched gives rise to.
13. GRAMMAR POINTS [ M1 Level ] :
· Choose a grammar rule which you always find difficult, are consistently faulted on, or lose points on in marking and exams, or a point of stylistic interest which you wish to clarify, read two or three good existing grammars on this point, then write a condensed, well-focused revision file for your own use and edification, but also for those of your class-mates and others periusers in general. Submit your grammar point to the teacher for written correction and marking, then bring (or send) it into class for exposition and discussion. Find 15 or 20 appropriate exercises to drill the other members of your class and verify if your exposition has been effective. If successful, submit it for publication on Periwork's grammar pages, Grammarama.
14. NEWS POINTS [ Multi-Level ] :
· Choose a current issue which you deem to be of vital interest or high cultural, intellectual or entertainment value, document it by a short, but thorough search on the English-speaking World Wide Web, then, carefully after carefully identifying and analysing your main sources (Min:2/Max:5), quote and counter-quote the main information and viewpoints you have found, concluding with your own personal assessments, commentaries and questions (200/500 words).
15. CD-ROM GRAMMAR REVISION [ Multi-Level ] :
· Find the yellow GRAMSTER grammar revision Cdrom signet on your desk-top's office, open the menu and proceed to choose the points for revision which figure on your Audit Card ( after at least one oral correction by the teacher).16. NEWS ARTICLES[ Multi-Level ] :
· Choose a current issue which you deem to be of vital interest or high cultural, intellectual or entertainment value, document it by a short, but thorough search on the English-speaking World Wide Web, then write a 200/500 word article of coverage or of Op/Ed commentary. Submit your work to the teacher for correction and marking, then communicate to the Periwork Newseditors for publication online in the Home Page News Section.
HOW CAN I MAKE A GOOD WEBREVIEW ?
A Webreview methodology
HOW CAN I MAKE A GOOD WEB AUDIT ?A Web audit methodology
This is a skeleton outlay: you can of course always try to adapt, modify or improve it in constructive way...
I. Introduction
1. The Topic
2. Topicality - context
3. Why you choose this webreview
II. Complete inventory
1. Form
- Design
- Fonctionality
2. Contents
-Quantity
- Diversity
1. Form
- Positive points
-Negative points
2. Contents
- Positive points
- Negative points
3. Form / Contents
IV. Verdict1. Should it be repaired
2. Should it be improved
3. Should it be dumped
4. Should it be retained
How can I make a NewspointThis is a skeleton outlay: you can of course always try to adapt, modify or improve it in constructive way...
I. Introduction
1. The Topic
2. Topicality - contextII. The sources (min. 3 - max. 5)
1. Identification
2. Analysis
3. Quotation / Counter-quotation
III. Personal comments
1. Analysis
2. Questions
Brief summary of technical advice for buildingyour own web review or civilisation dossier
Here are a few pieces of advice to facilitate the interaction between yourself and the whole of the vast periwork community. Each document sent to periwok by IEP students is placed on line (after a brief correction) by our special team of webmasters. In order to safeguard their nervous system during the course of this short re-entry operation it would be very kind if you would attentively follow the following brief indications.
- First of all: Your work will be composed of different web pages (you will soon find on periwork a short document to help you to create and compose your own pages. For the moment you can visit the following very interesting site: How to create your web page or another, more elaborate one, which is a bit more difficult for the non-initiate : Guide to HTML). Your first page MUST be named index.html (and neither Index2.html, index2.htm, nor index2.www......)
- Secondly: Specify your name, firstname and your current cursus ( IEP 4th year, DEA, DESSIP, MAPLAP, Formation Continue ) on this first page of your work (where you want : that is not a problem, but the webmasters must be able to identify you as quickly as possible)
- Thirdly: Please do not overload the pages of your work. Even if you're very creative, it will be preferable for all our users for you to remain concentrated on the most useful information in your documents (your text, your maps, your links and all the other important resources that your work may contain).
- Fourthly: All the titles of your pages have to be written in small caracters (don't use capital letters while you're registering your work on a floppy or on a CD)
- Fifthly: Please be sure that all the links of your pages are correctly functionning.
NEWSLETTER
Consult the last updated files on Periwork
Dear Periusers,
We're back with many of your web reviews and research projects that have been put online. We hope you enjoy them since they are your fellow students' and your own work at its best.
Since there are quite a few, I'm going to go at this in alphabetical order so that nobody feels they have been cheated.
Pierre-Dominique Antonini and Erwan le Berrigaud's review on South African Wine
Nancy Aquilina and Audrey Graffault's review on Lady Diana
Aurore Bouguerra and Audrey Speich's review on Phoolan Devi, an Indian lady who joined a gang of robbers and became a leading figure in the fight against the caste system.
Nathalie Boutruche and Aurélie Lasselin's review on Londonistan or how Great Britain has become a base for islamic terrorism.
Michael Candaele and Typhaine Milin's web review on Information Warfare, a new means of waging war nowadays.
Clémence Cortes and Christelle Franceschi's web review about the Controversy on the Laïcité Law.
Carla Grafino and Ingrid Pinchot's web review on the death of Marilyn Monroe, a part of cinema history that will remain a mystery.
Charlotte Idrac, Josselin Moiso and Olivia Rajabaly's research project on New York through the Silver screen.
Laure Machefer, Laure Nguyen, Laëtitia Pibis and Céline Seyer's research project on Cinema, Politics and Society in the USA.
Two anonymous students from last year who want to be called Ben Tagon and Holly Wood made a very good web review on the media at the service of the Pentagon
And last but not least Sophie Sampieri's web review on Weapons in the United States.
These are the latest updates. We hope you will enjoy them as we have. There probably won't be much going on for the next few weeks since we are starting the exam period.
We wish you all the best.
Keep up the good work!
Thanks to all and enjoy your work.
The periwork team