**6.4 Personal experience**

Usually, around the world, educators applied the top-down technique, enumerating and describing various methods or procedures in such a way that the only proof of their correctness was, in fact, that the professor mentioned them. The Leading Designer 6 and the Editors as well as the Co-Authors' were not interested in advertisement nor proliferation of their own methods since they could not know if the methods would work well in future pioneering/emerging/novel conditions. Therefore, the goal was to teach his students, as he called his younger Colleagues involved in the ICT application projects he led, how to devise such methods and procedures and upgrade them duly.

So the Leader rejected the educational rhetoric and always presented the premises and their impacts on the leading designer's decisions. In order that the students gained self-assurance, if they proposed a feasible solution competent to his one, the students' one was always launched. This was a very successful upgrading method.

This worked perfectly: all pioneering/emerging/novel ICT application systems the Leader designed and implemented were expanded and proliferated successfully by his younger Colleagues and enriched, justly, his personal achievements.

This Book 3 has been written in a similar style: a lot of detailed technical and other information has been given so that the Reader is capable of verifying if the Chapter Co-Authors' theses are true. All these method and, even, tricks, made it possible, for Ld 6, to apply the methods and practices enabling E-service work many years before this notion was introduced to ICT.
