In this issue - Nawroz University

No. 3
Issued by the English Language Department at NAWROZ University
01-06-2012
Mr.Rafea Hazim Jarullah (Editor)
Dr. Azad Ahmed Sa’doon NAWROZ University president gives the university shield to Prof. Dr. Fahrettin GÖĞÜṢ Gaziantep University Vice president.
Editorial
“I managed to get through the mining examsthey’re not very rigorous, they only ask one question.
they say “Who are you?” and I got seventy–five percent on that .” an intellect said. Yes we do ask our students when they sit for their final exams one question “
Who are you?” . Examination is not cramming ones
mind with information whether one likes it or not and
putting it down on the answer sheet . In this issue we
focused on examination and related subjects ; how to
study, how to improve your brain power, rapid reading
with available free software , where to go for testing
your language and taking exciting quizzes.
Mr. Paul S. Stevenson , a member of the Faculty of
English Language made , with thanks, his first contribution to this newsletter , a review of Bantam Classics:
Othello, the Moor of Venice, by William Shakespeare,
edited by David Bevington and David Scott Kastan .
Mr. Essam T. Muhammed wrote ,with thanks , about
“Polysemy as a Translation Problem .
Dear Students David Bly says “Striving for success
without hard work is like trying to harvest where you
haven’t planted.” Best of the luck to you all .
Ralph Ellison was right when he defined Education as
“a matter of building bridges”. We at Nawroz University strive to
“build bridges “ , offer quality education to our students and expose them to the external world ,beyond the walls of lecturing halls.
While the normal practice among universities here is to conduct
Educational tours and visits to other peer universities and other
places , we planned to give our students the opportunity to visit
Gaziantep University-Turkey. The visit was madeon March 29th.,
2012 .for 5 days. Our aim was to make direct contact with Turkish
students and have good understanding of the cultural ,scientific
and educational system .
We think that this visit was a road map of what happens "in the real
world", outside of the classroom. Some lessons can only be learned
beyond or outside of the classroom . Hopefully, the importance of
what was learnt through that visit is in enabling a student to put
his potentials to optimal use is self-evident . The experience was
an essential part of some areas of study such as science and Business Administration .Our students were much excited and It was
noticed that most of the university students took part eagerly .
Dr. Azad Ahmed Sa’doon
In this issue:
Editorial
1
Events and
Announcements
2
The English Poetry
Club : 1st. Workshop
4
Book Review
7
Articles
10
How to Study
12
Rapid Reading
18
Software
19
Quotations
21
Academic Cartoons
22
NAWROZ University president .
Disclaimer: Every effort is made to select relevant , academic and scholarly sites. Owing to the dynamic nature of the Internet sites, we take no responsibility for what
is being published after our visit..
Contact Us. e-mail : [email protected]
Nawroz University commits itself to providing for our student
an educational experience grounded in academic excellence
and to strengthen learning opportunities for them. NAWROZ
University planned and carried out a visit to Gaziantep University-Turkey. The normal practice here is to conduct visits to other Iraqi universities, and this one might be considered as the
first initiative to a neighboring country. 4th. Year students
The University delegation being guided by the Public Relations Official
For a tour to inspect Gaziantep University Facilities.
from the colleges of Computer Science, Business Administration and Law , headed by the University President visited
Gaziantep University on March, 29th.,2012 for five days to exchange experiences with the mentioned university . A visit was
made as well to the city of Mersin and its university for further
arrangements for next year visit.
The delegation holding a meeting with Gaziantep University counterpart.
To Discuss mutual cooperation concerning higher studies. Higher Studies
teaching language at Gaziantep University is English.
After a meeting with the Vice President of Gaziantep University
Students’ recreational activities
Prof. Dr. Fahrettin GÖĞÜṢ Gaziantep University Vice president
Receives the shield of Kurdistan Students Union from Mr.Sargar
A union member.
The delegation at the Students Center
Mersin Port
Farewell to Mersin
LAMOS Hotel the delegation accommodation
Typical Turkish natural view
The English Poetry Club : 1st. Workshop
Dr.Azad Ahmed ,the university President
at the workshop opening .
Mr. Rafea Hazim initiates the poetry
workshop and welcoming the guests
Dr. Azad Ahmed Sa'doon, President of Nawroz University, has recently approved a proposal to introduce “The English Poetry Club” , submitted by Mr. Ahmed Khalis Shalan, a Lecturer in the Faculty of Languages-Nawroz University. Arrangement were made after discussions with Dr. Haitham Taha, the Assist President
for Academic Affairs and Mr.Rafea Hazim ,English Language Department 5 Coordinator . Contacts with scholars and poet-to-be students were made as well or in
preparations for the Workshop and the English Poetry Club's 1st Workshop was
held on Sat. May, 19th 2012
Mr. Ahmed -Shalan stated “the Club's 1st Workshop activities would be
the first event of its kind, in Kurdistan Region “ .The Workshop activities included
reciting poetry composed in English and translated from Kurdish into English, as
well as selected verse-reciting followed by discussions . The workshop was attended by prominent literary figures, from the General Union of the Iraqi Writers in
Baghdad and the Kurd Writers in Duhok. . Guests from the Academic staff and
students from the English Departments at both, the University of Duhok and the
University of Zakho, and the English High Schools in Duhok attended as well.
The Steering Committee
A committee including Dr. Auday Jamal Fawzi , Mr. Ahmed Khalis Al-Shalan,
and Mr. Rafea Hazim Jarullah, headed by Dr. Haitham Taha Muhamed was formulated.
Mr.Ahmed Khalis Shalan
Program
Opening: 10.00 to 10.20 a.m.
Word of Dr. Azad Ahmed Sa'doon, President of Nawroz University
Word of Mr. Fadhil Thamir, President of the General Union of the Iraqi Writers.
Word of Mr. Hassan Slivani, Head of the Kurd Writers' Union in Duhok.
Session 1: 10.21 to 11.00 a.m.
Madam Ghayda Ali Al-Faisal and Mr. Ahmed
Khalis Shalan discussing the recited poems and
raising Important issues on composing and
translating poetry
Some Kurdish verses composed and recited by: Mrs. Daikaa Daliya, a guestpoetess from Duhok .
English verses.
Mr. Shamal 'Akiri, a guest-poet from Duhok, recited some
English verses.
Mr. Nashwan Younis Mustafa, an academic from University
of Zakho, recited two selected poems .
Sonnets and verses composed and recited by:
Dr. Majid Al-Hayder
Mr. Rafea Hazim Jarullah (a member of the Faculty of languages- Nawroz University).
Mr. Ali Hamada Mugalid (an academic - Faculty of Languages).
Session 2: 11.30 to 1.00 a.m.
MR. Fadhil Thamir, Chairman of
the General Union of Iraqi Writers
Student-poets contribution
Yousif Ablahad (2nd year- Morning Study)
Ahmed Abdullah (2ndyear-morning study)
Masarah Salah (2nd year morning study)
Azad Ameen (2nd year- morning study)
Rojhat Aiyad (2nd year- morning study)
Student-readers' participations:
Nancy Odisho (3rd year- evening studies) recited a poem of
Tennyson.
Mr. Hassan Slivani, chairman of the Kurd
Writers in Duhok
Reber Hussein (2nd year- morning studies) recited a poem
of James M. Kanen.
Student-translators' participations:
Asira Muhsin (3rd year- evening studies) The sessions jointly chaired by:
Mr. Ahmed Khalis Al-Shalan (a member of the Faculty of
Languages- Nawroz University); and
Mrs. Ghayda Ali Al-Faisal (a member of the Faculty of Humanities- University of Zakho) as a guest-speaker, commented on poetry composition , translation , and recitation .
Mr.Rafea Hazim reciting three of his poems composed in
English
To Watch the video click on the image
Mr. Nashwan Younis Mustafa, an academic guest from
the university of : Zakho reciting two of his poems
Ahmed Abdullah
Mrs. Daikaa Daliya reciting a Kurdish
Mrs. Ghayda Ali AL-Faisal
Yousif Ablahad
Masarah Salah
Poem
Reber Hussein reciting a poem of James M.
Kanen
The Audience
Azad Ameen
The students' contribution will all be published, in issue No. 0 of “ Nawroz Focus “, a magazine,
edited by our students, to be issued soon.
Bantam Classics: Othello, the Moor of Venice,
by William Shakespeare, edited by David
Bevington and David Scott Kastan
Bantam Dell, 1988, 2005), 230 pages,
ISBN 978-0- 553-21283-9
Reviewed by Mr. Paul S. Stevenson
My rating: 3 stars (out of 5)
My rating of this book is based on its appropriateness as a text for college students in the Kurdish Region rather than on its merits
as a text for its intended audience of well prepared native speakers of English. This edition is suitable the latter group, but quite
insufficient for use by the former group, who normally have only a beginning to intermediate knowledge of English. This edition
contains some material that is superfluous for non-native students, while it lacks much basic information needed by readers who
are not already well acquainted with Elizabethan English and a wide range of English literature.
The book opens with an introduction that assumes one already has a broad acquaintance with English literature, and drama in
particular. This advanced introduction is followed by a history of the performance of Othello on the stage, from the first known
performances in the early seventeenth century through performances in the 1990’s. This may be of interest to students of the theater, but it is hardly relevant for students of literature who are struggling to understand the vocabulary and syntax of Shakespearian English. The same can be said of the next section, which is a long, detailed history of film versions of the play. With this
wholly inadequate introductory material, the book then moves to the text of the play.
The text of Othello in this book has a few footnotes, but only a very few compared to what intermediate non-native speakers
need. The notes take up about 20% of the page on average, but in order to be adequate for the needs of students here, they would
have to take up something like 50-70% of the page. Thus, I far prefer the York Classics editions of Shakespeare and other early
writers. The Bantam Classics edition fails to define many words which even the most diligent intermediate student would be
hard-pressed to find in the resources available in print here and online.
The very first word of dialogue, “Tush,” is a case in point. If a student looks in the commonly used Oxford Wordpower dictionary, there is no
entry for this word. If a student consults the Al-Mawrid Al-Waseet Concise Dictionary, “tush” is translated as ,‫ناب‬a kind of animal tooth. If
students go to dictionary.com, they will find three definitions: 1. (used as an exclamation of impatience, disdain, contempt, etc.); 2. one of the
four canine teeth of the horse; 3. a cross-reference to tushie, which is defined as “the buttocks.” Now I immediately know that the first definition is the one that is needed here, but I have observed that most students have little or no ability to determine which sense is required in a
particular context. Furthermore, the most common use of the word “tush” in Present-Day English is number 3, so if students have actually
been watching American movies or reading American novels, this is the meaning they are most likely to be familiar with. And this is just the
first word of the play! There are hundreds, if not thousands, of other words that the student will have to look up. The predictable result is a lot
of work, confusion and frustration. The practical result is that few students even try; they are too overwhelmed.
By contrast, compare the York Classics edition of this play. The first words explained in the notes are “Tush! Never tell me.” The modern
version given is, “Nonsense! Don’t tell me that (i.e. don’t tell me that you didn’t know about Othello’s forthcoming marriage).” This is infinitely more helpful to the student than the total lack of information in the Bantam edition. Well prepared native speakers of English can figure
out the meaning of “Tush” easily enough, so the Bantam edition is suitable for them. But non-native speakers, unless they have an exceptionally advanced knowledge of literary English (a level which I have not yet encountered among students here) will be left in the dark.
Even many of the notes in the Bantam edition are above the level of the intermediate English learners found at universities here. Take for example the text on page 109 in Act III, Scene 1, line 24: “keep up thy quillets.” The note in the Bantam edition says, “refrain from quibbling.”
This is fine for native speakers, but for students here it is likely to be incomprehensible. The only advantage they will have is that they can
find “refrain from” in Oxford Wordpower. They’ll still be stuck on “quibbling,” though. If they consult dictionary.com, they will have to sort
through a lot more English words they are unlikely to know, such as “instance, ambiguous, prevaricating, irrelevant, evade, petty, carping.”
More hours of frustration to understand the notes! Now compare the explanation of this phrase in the York Classics edition: “put away your
puns.” Even if a student does not know this last word, he or she can easily look it up and get an unambiguous, easy-to-understand definition.
The Bantam Classics edition of this play ends with a number of additional sections which, like the initial ones, will not be of much use to beginning students, but which can be helpful to those who are more advanced and serious about their studies. The first two sections are titled
“Date and Text” and “Textual Notes.” The information in both sections is quite abstruse and only of interest to specialized scholars. Next is a
section called “Shakespeare’s Sources.” This can be a bit more useful to students who are interested in knowing where Shakespeare got his
basic idea for the storyline of Othello. The final section is titled “Further Reading.” This is an annotated bibliography of works that will be of
interest to students who want to do serious research on Othello.
The very first word of dialogue, “Tush,” is a case in point. If a student looks in the commonly used Oxford Wordpower dictionary, there is no
entry for this word. If a student consults the Al-Mawrid Al-Waseet Concise Dictionary, “tush” is translated as ,‫ناب‬a kind of animal tooth. If
students go to dictionary.com, they will find three definitions: 1. (used as an exclamation of impatience, disdain, contempt, etc.); 2. one of the
four canine teeth of the horse; 3. a cross-reference to tushie, which is defined as “the buttocks.” Now I immediately know that the first definition is the one that is needed here, but I have observed that most students have little or no ability to determine which sense is required in a
particular context. Furthermore, the most common use of the word “tush” in Present-Day English is number 3, so if students have actually
been watching American movies or reading American novels, this is the meaning they are most likely to be familiar with. And this is just the
first word of the play! There are hundreds, if not thousands, of other words that the student will have to look up. The predictable result is a lot
of work, confusion and frustration. The practical result is that few students even try; they are too overwhelmed.
By contrast, compare the York Classics edition of this play. The first words explained in the notes are “Tush! Never tell me.” The modern
version given is, “Nonsense! Don’t tell me that (i.e. don’t tell me that you didn’t know about Othello’s forthcoming marriage).” This is infinitely more helpful to the student than the total lack of information in the Bantam edition. Well prepared native speakers of English can figure
out the meaning of “Tush” easily enough, so the Bantam edition is suitable for them. But non-native speakers, unless they have an exceptionally advanced knowledge of literary English (a level which I have not yet encountered among students here) will be left in the dark.
Even many of the notes in the Bantam edition are above the level of the intermediate English learners found at universities here. Take for example the text on page 109 in Act III, Scene 1, line 24: “keep up thy quillets.” The note in the Bantam edition says, “refrain from quibbling.”
This is fine for native speakers, but for students here it is likely to be incomprehensible. The only advantage they will have is that they can
find “refrain from” in Oxford Wordpower. They’ll still be stuck on “quibbling,” though. If they consult dictionary.com, they will have to sort
through a lot more English words they are unlikely to know, such as “instance, ambiguous, prevaricating, irrelevant, evade, petty, carping.”
More hours of frustration to understand the notes! Now compare the explanation of this phrase in the York Classics edition: “put away your
puns.” Even if a student does not know this last word, he or she can easily look it up and get an unambiguous, easy-to-understand definition.
The Bantam Classics edition of this play ends with a number of additional sections which, like the initial ones, will not be of much use to beginning students, but which can be helpful to those who are more advanced and serious about their studies. The first two sections are titled
“Date and Text” and “Textual Notes.” The information in both sections is quite abstruse and only of interest to specialized scholars. Next is a
section called “Shakespeare’s Sources.” This can be a bit more useful to students who are interested in knowing where Shakespeare got his
basic idea for the storyline of Othello. The final section is titled “Further Reading.” This is an annotated bibliography of works that will be of
interest to students who want to do serious research on Othello.
Mr. Essam T. Muhammed
POLYSEMY AS A TRANSLATION PROBLEM
Polysemous words give rise to problems in translation when they appear in decontextualized sentences, since there is
no strongly biasing linguistic context that can remove their ambiguity and specify their meanings. The translator then
has to resort to the context of situation to eliminate the ambiguity. However, polysemous words might give rise to problems even in the presence of the strongly biasing linguistic context, if the translator does not take the context into his
consideration and stick to the core meaning of the word.
In order to resolve the ambiguity, the translator must take the context into his/her consideration. Besides, the translator
also has to realize that his/her translation is reasonable and that it makes sense.
The Concept of Polysemy in English:
Polysemy or multiplicity of meaning is considered as a common feature of English and Arabic, since it exists in both
languages. The existence of this linguistic phenomenon creates lexical problems in many cases, especially when they
are dealt with as monosemous words or even when the translator is indifferent to the linguistic context and the relations
that hold among the constituents of a linguistic stretch.
Many definitions have been given to the concept of polysemy by many scholars. Ullman (1967: 159) defines polysemy
as a “situation” in which the same word has two or more different meanings. He adds that polysemy is a fundamental
feature of human speech which can arise in a multiplicity of ways. Nida (1969: 63) on the other hand, does not consider
polysemy to be a crucial problem for the translator, since the different meanings of a single word are rarely in competition; for they not only have relatively well defined markers which help to differentiate the meanings, but so often they
are so diverse as not to compete with one another for the same semantic domain. According to Crystal (1980: 274) polysemy is a term used in semantic analysis to refer to a lexical item which has a range of different meanings. As for Palmer (1981: 100), polysemy is a case in which the same word may have a set of different meanings. Cruse (1986: 80) defines
polysemy as a lexeme which has a number of senses. Lyons (1987: 146) refers to polysemy as a property of a single lexeme. Yule (1987:97) states that polysemy is a case in which one form (written or spoken) has meanings which are all related by extension. Kharma & Hajjaj (1989: 64) believe that polysemy is closely connected to homonymy and it occurs
when a word has more than one meaning. Ghazala (1995: 98) regards polysemy as one of the major distinguishing characteristics of both English and Arabic, and it may be English more than Arabic. As for Finch (2000: 173), polysemy is a
sense relation in which a lexeme has acquired more than one meaning. He adds, a word which is capable of more than
one meaning is polysemic. Löbner (2002: 45) believes that polysemy plays a major role in the historical development of
a word's meaning because lexemes continually shift their meanings and develop meaning variants. According to him,
polysemy is abundant and it is rather the rule than the exception and a lexeme constitutes a case of polysemy if it has
two or more interrelated meaning variants (ibid: 44).
From this, one can define polysemy as a case in which a single word has multiple meanings; each of these meanings has
to be learnt separately in order to be understood. The following example illustrates our notion: the term flight, for example, can mean all of the following: (i) the power of flying; (ii) an air journey; (iii) a series of steps; (iv) a
digression; (v) a unit of air force, (Finch:2000: 173).
The very first word of dialogue, “Tush,” is a case in point. If a student looks in the commonly used Oxford Wordpower dictionary, there is no entry for this word. If a student consults the Al-Mawrid Al-Waseet Concise Dictionary,
“tush” is translated as ,‫ناب‬a kind of animal tooth. If students go to dictionary.com, they will find three definitions: 1.
(used as an exclamation of impatience, disdain, contempt, etc.); 2. one of the four canine teeth of the horse; 3. a crossreference to tushie, which is defined as “the buttocks.” Now I immediately know that the first definition is the one that
is needed here, but I have observed that most students have little or no ability to determine which sense is required in a
particular context. Furthermore, the most common use of the word “tush” in Present-Day English is number 3, so if
students have actually been watching American movies or reading American novels, this is the meaning they are most
likely to be familiar with. And this is just the first word of the play! There are hundreds, if not thousands, of other
words that the student will have to look up. The predictable result is a lot of work, confusion and frustration. The practical result is that few students even try; they are too overwhelmed.
By contrast, compare the York Classics edition of this play. The first words explained in the notes are “Tush! Never
tell me.” The modern version given is, “Nonsense! Don’t tell me that (i.e. don’t tell me that you didn’t know about
Othello’s forthcoming marriage).” This is infinitely more helpful to the student than the total lack of information in
the Bantam edition. Well prepared native speakers of English can figure out the meaning of “Tush” easily enough, so
the Bantam edition is suitable for them. But non-native speakers, unless they have an exceptionally advanced
knowledge of literary English (a level which I have not yet encountered among students here) will be left in the dark.
Even many of the notes in the Bantam edition are above the level of the intermediate English learners found at universities here. Take for example the text on page 109 in Act III, Scene 1, line 24: “keep up thy quillets.” The note in the
Bantam edition says, “refrain from quibbling.” This is fine for native speakers, but for students here it is likely to be
incomprehensible. The only advantage they will have is that they can find “refrain from” in Oxford Wordpower.
They’ll still be stuck on “quibbling,” though. If they consult dictionary.com, they will have to sort through a lot more
English words they are unlikely to know, such as “instance, ambiguous, prevaricating, irrelevant, evade, petty, carping.” More hours of frustration to understand the notes! Now compare the explanation of this phrase in the York Classics edition: “put away your puns.” Even if a student does not know this last word, he or she can easily look it up and
get an unambiguous, easy-to-understand definition.
The Bantam Classics edition of this play ends with a number of additional sections which, like the initial ones, will
not be of much use to beginning students, but which can be helpful to those who are more advanced and serious about
their studies. The first two sections are titled “Date and Text” and “Textual Notes.” The information in both sections
is quite abstruse and only of interest to specialized scholars. Next is a section called “Shakespeare’s Sources.” This
can be a bit more useful to students who are interested in knowing where Shakespeare got his basic idea for the storyline of Othello. The final section is titled “Further Reading.” This is an annotated bibliography of works that will be of
interest to students who want to do serious research on Othello.
On the whole, I find the Bantam Classics edition of Othello to be more of a hindrance than a help to the understanding
of the play by non-native speakers. I strongly recommend the York Classics edition, to which another review is devoted.
ADAB AL-RAFIDAYN, VOL.(55)
1430 A.H.
2009A.D.
P.P.147—166.
References
Cruse, D. A. (1986). Lexical Semantics. Cambridge: Cambridge University Press.
Crystal, David (1980). A First Dictionary of Linguistics and Phonetics. Oxford: Basil Blackwell Ltd.
Finch, G. (2000). Linguistic Terms and Concepts. London: Macmillan Press Ltd.
Ghazala, H. (1995). Translation as Problems and Solutions. Beirut: Dar wa Maktabat Al-Hïlal.
Kharma, N. Ali ,Hajjaj(1989).Error in English among Arabic Speakers: Analysis and Remedy. Longman Group UK Limited.
Löbner, S. (2002). Understanding Semantics. Oxford: Oxford University Press.
Lyons, J. (1987). Language and Linguistics. Cambridge: Cambridge University Press.
Nida, Eugene A., and Taber, Charles R. (1969). The Theory and Practice of Translation. Leiden: E. J. Brill.
Palmer, F.R.(1981). Semantics. CUP.
Ullman, S. (1962). Semantics: An Introduction to the Science of Meaning. Oxford: Basil Blackwell.
Yule, G. (1987). The Study of Language. Cambridge: Cambridge University Press.
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What is critical thinking? . Attributes of Critical Thinkers
Why teach critical thinking? How can we teach it effectively?
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the exchange of new teaching ideas.
The TOEFL® Test
“The TOEFL test is the most widely respected English-language
test in the world, recognized by more than 8,500 colleges, universities and agencies in more than 130 countries. Wherever you want
to study, the TOEFL test can help you get there “.
“IELTS ( /ˈaɪ.ɛlts/), or 'International English Language
Testing System', is an international standardised test of English language proficiency. It is jointly managed by University of Cambridge ESOL Examinations, the British Council
and IDP Education “.
“As the only dedicated liberal arts institution in the University
of North Carolina system, UNC Asheville kindles learning by
offering students an intellectually rigorous education that
builds critical thinking and workforce skills to last a lifetime.
Small class size, award-winning faculty and a nationally acclaimed undergraduate research program foster innovation as
well as recognition”.
“Accelerating reading speed by creating an easy "movie like" experience. RapidReader's not designed to replace the way you read, but
to give you a new kind of computer assisted option that's available
whenever you want to save time “.
“AceReader is referred to as reading improvement software,
reading assessment software, online reader software, reading fluency software, vision training software, and speed reading software “.
Improve Reading Speed and Comprehension
“Spreeder.com is free online speed reading software designed to improve your
reading speed and comprehension. “
“Create printable tests and worksheets from Literature questions.
Select questions to add to a test using the checkbox above each
question. Remember to click the ADD SELECTED QUESTIONS
TO A TEST button before moving to another page”.
“The emphasis in poetry questions is on ‘how’ the poet communicates. Obviously ‘what ‘is being communicated is important, but candidates should not think that merely summarizing and paraphrasing the poem(s) will be sufficient for a
satisfactory answer. Nor will merely giving a list of poetic
devices, such as:’ this is an example of paraphrasing ‘,’this is
a metaphor’. Candidates are being assessed on the extent to
which they understand and can evaluate the effect of the use
of a particular word or image or sound on the meaning and
impact of the poem “.
Designing Test Questions
“Descriptions follow with uses, advantages, disadvantages,
and tips for writing test questions in the following formats.
True/False , Matching , Multiple Choice , Short Answer , Essay , Oral Exams , Student Portfolios and Performance”.
Free download Exam Software 2.7
“Software Create test, exam in any language. eLearning, onlinetest solution. Exam talks “.
"Practical Language Testing equips you with the skills,
knowledge, and principles necessary to understand and construct
language tests “.
Byki Express – Language-Learning Software
“Hear language spoken by real native speakers, complete
with the ability to learn every nuance with Byki's SlowSound functionality. Read and see your chosen language in
its native form. Write words and phrases for stronger recall.
Track and maintain your learned items with Byki's Intelligent Refresh System. Unlimited access with no time or session limits.
And best yet, it's absolutely FREE” .
“Agriculture and
Cultivation , Art and Photography , Astrology ,Audio Books ,Biographies ,Call Center ,Comics
Books ,,Electronics Engineering ,Engineering
Books ,Entertainment , Finance and Business , Hardware , Health and
Fitness ,History Books , Language Books ,Law , Literature and Fic-

Recipe for success: “Study while others are sleeping; work while others are loafing; prepare while
others are playing; and dream while others are wishing.”
~ William A. Ward

“Procrastination is the thief of time”.
~ Edward Young

“If I had an hour to solve a problem and my life depended on the solution, I would spend the first
55 minutes determining the proper question to ask, for once I know the proper question, I could
solve the problem in less than five minutes”.
Albert Einstein

“Strength of mind is exercise, not rest.”
~ Alexander Pope

“Striving for success without hard work is like trying to harvest where you haven’t planted.”
~ David Bly

“A lot of us would like to move mountains, but few of us are willing to practice on small hills.”
~ Anonymous

“Many of life’s failures are people who did not realize how close they were to success when they
gave up.”
~ Thomas Edison

“We can't solve problems by using the same kind of thinking we used when we created them.”
— Albert Einstein