الدورة التأهلية الثانية للعام 1432هـ

[أبوظبي]

الواهبي
مرحبا مليار
اخوي المادة التي تسأل عنها والله مالقيتها عند
أحد من الشباب اللي أعرف انهم منتسبين
بس اش اسم المادة وراح اجيبلك خبرها
أبو وداد الناهسي
القـــــاعــــــة

[ميرال عسيري]

اتمنى ماتنسانا ايش حدد لك دولار 211 الملخص الي وعدتنا فيه موفق وبانتظاااااااااااااااااااااارك

[أبوظبي]

اخي ميرال مرحبا بك
ابشر بالخير
ابشرك فيه خبر جامد ع قولة المصريين
فيه ملخص جديد سمعت عنه بس ارسلت فيه اخوي يجيبه لي
وراح ادلك عليه اذا كان جيد
بس عطني الى السبت أو الاحد اوالاثنين بالكثير
وإن شاء الله ان الله يسر لنا ولك
المادة سهلة بس محتاجة شوي تركيز
افضل من الكتاب الاول
اما عن التحديد فاسف ما كملت الدورة بسبب ظرف طاري وقوي

[أبوظبي]

جزاك الله خير
ورحم الله والديك
ممكن تشاركنا وتقول لنا موادك واش عندك من معلومات

[أبوظبي]

اخي (تذكرهادم اللذات)
جزاك الله خير
ورحم الله والديك
ممكن تشاركنا وتقول لنا موادك واش عندك من معلومات

[أبوظبي]

اخي العزيز هذا جهد طالب ويعذرني وربي راح اسمه من بالي ولكن المشاركة الحقيقية موجودة في المنتدى اللغات الاوربية والحق له وله منا دعوة في ظهر الغيب
ويعذرني ع نقل الموضوع بدون اذنه وله علي العتب واللوم
وله مني الرضاء



Chapter 1

How Did Movies Get Started?
Activity 1: Reflecting on note-taking, page 2
1. Why do you think it’s necessary to take notes during lectures?
o Instructors lecture to give students information about the content of the course and to give information about assignments such as tests and reports.
o Students take notes to have information to use on tests and other assignments.
o Students also take notes to be sure they understand the details of course assignments such as when a test will be given and the kinds of questions that will be on the test.

Activity 3: Analyzing effective note-taking strategies & Activity 4: Filling in missing information, pages 3-4
Suggested note-taking strategies
Reasons why these strategies could be helpful
Include name, date, and lecture topic at top of page
To be able to go back after several weeks to find information; to borrow and lend notes to classmates more easily; to maintain chronological order in case you are absent; you will know the general idea of the topic; helps you to organize; helps you to find it later; represents lecture's content; helps you remember data
Sit near the instructor
To hear and see better and to focus more effectively; listen more; impresses the instructor
Read related textbook material before lecture
To prepare yourself for the topic; to see new words that you will probably hear; to be ready to ask questions that are unanswered in the lecture; learn more about


the topic
Record all important words
To make sure that you understand the words that will probably be used again and again; these words are most likely related to the content
Separate general ideas from specific ideas
-by indenting examples
-by indenting details
To see the “big picture” as well as the details; to memorize the information more easily; you can fit more information on a page
Leave white space
To add information later; to add personal examples or other information from reading
Use abbreviations and symbols
To write down as much information as possible--quickly
Do not sit near the door, window, or talkative students
To avoid being distracted by outside noise and events
Do not write every word
To save time
Revise your notes shortly after class to make them clearer
To help you remember the information better; to give you immediate opportunity to ask questions if necessary; you can start to learn immediately
Activity 5: Using context to learn word meanings, page 4
1. h 2. b 3. c 4. k 5. i 6. a 7. j 8. d 9. g 10. e
Activity 6: Learning the pronunciation of new words, page 6
1. patent [2-1] 2. accompany [4-2] 3. advance [2-2] 4. initial [3-2] 5. envision [3-2]
6. simultaneous [5-3] 7. makeshift [2-1] 8. acquire [2-2]
Activity 8: Recognizing signal time words, page 8
Additional words/expressions that signal time underlined in reading.
2nd paragraph=in 1891, available three years later
3rd paragraph=in 1895, within weeks of their Christmastime showing, On April 23, 1896


Activity 9: Understanding words that signal time, pages 8-9
1. True in 1894 (EXAMPLE)
2. True before
3. False prior to 1891
4. True Until
5. False latter
6. True by May 1896, finally
Activity 10: Predicting what your instructor will say, page 9
Sample names, words, and ideas to be included
Names
Words/Ideas
Edison
Lumiere brothers
Thomas Armat
Black Maria
patent
kinetoscope
kinetograph
device
motion picture
inventions
cinematographe
Vitascope
Activity 11: Listening for the organization in a lecture, page 10
Main Idea of Section
Words that Signal Time
Part 1
inventor / inventions
to start
end of 19th century
Part 2
Monopolization of the film industry
Beginning of 20th century
Part 3
Reasons why movie producers moved to California
Finally,…
first couple of decades of the 20th century.
Activity 12: Part 1: Taking notes from the lecture, page 10
Questions to Consider:
1. use of indenting for details, white space, important words, abbreviations and symbols
2. details are moved over to the right under the main ideas
3. answers will vary


Aactivity 13: Part 2: Taking notes to get information from the lecture, page 12
A lecture outline is provided in Chapter 1 but not in subsequent chapters. Student notes will vary.
• Monopolization of the film industry—beginning of 20th century
(like other monopolies—car and oil)
o Formation of MPPC
?? Dec. 1908 Edison & 9 other producers
o MPPC rules
?? Keep movies short
?? Don’t give actors credit
?? Distribute movies to those who use patented film & equipment
• George Eastman of Kodak film only sold his film to MPPC producers
?? Control the ticket price
• Studios who didn’t follow rules—interrupted and/or shut down by MPPC
?? Effects of monopoly on movie industry; many producers didn’t want to follow all the MPPCs rules
?? Reasons independents fled to CA
?? get away from the MPPC on east coast
?? go across border to Mexico to avoid lawsuits
?? Other reasons for move out west
?? good weather (natural light)
?? cheap land
?? different types of locations (ocean, desert, mountains)
?? large labor market (immigrants to the west)
?? Other important events in Hollywood in early 20th century
?? 1911—1st studio on Sunset Boulevard in Hollywood
?? 1912—15 studios in the area
?? 1915—Paramount, Fox, and Universal file antitrust suit against MPPC; it loses power
?? Invention of TV
Activity 14: Making a graphic organizer, page 13
Time
Important Events
Significant people
1891
Edison patents the Kinetoscope
Edison (after work with Dickson)
1894
Kinetoscope first used in New York City (London, Berlin, and Paris)
Edison
1895
First projector(to use with more than one person) invented
Lumiere brothers in France
Edison purchased another projector that was
Edison, Thomas


1896
invented to keep up with competition
Armat
1908
MPPC (Motion Picture Patents Company)was formed
Edison and 9 other producers
1911
First studio built in Hollywood
_____
1912
15 studios in Hollywood
_____
1915
Studios file antitrust suit against MPPC; the MPPC loses power
Paramount, Fox, Universal, MPPC
Activity 15: Part 1: Clarifying information in your notes, page 15
1. A patent is when a person owns the rights to make and sell an invention (that may or may not be hers/his).
2. New York City
3. There was a large labor market (a lot of willing workers).
4. Motion Picture Patents Company
5. London, Berlin, Paris
Activity 15: Part 2, Asking questions to clarify information in your notes, page 16
.
Activity 23: Identifying syllable number and stress, page 22
Variation: give them the answers and have students take turns pronouncing the words.
1. distribute [3-2] 2. aware [2-2] 3. regulate [3-1] 4. chronological [5-3]
5. guarantee [3-3] 6. depression [3-2] 7. criteria [4-2] 8. compete [2-2]
9. responsible [4-2] 10. audience [3-1]
Activity 24: Demonstrating how to take notes, page 23
Student notes will vary.
Activity 25: Responding to short answer questions, page 25
1. Women stopped wearing long dresses with high collars all the time. There were many movies made about drugs, prostitution, and murder.
2. Motion Picture Production Code
3. Words with sexual meanings; bedroom scenes with unmarried people, long kisses
4. 1966
5. $25,000
6. This organization determined their own rules; they regulated themselves.
7. Content of movies was good for a wider audience; cheap form of entertainment during the Depression

Chapter 2
How’d They Do That?
Activity 1: Recognizing different word families, page 28
The following words should be circled in each sentence.
1. realistic 2. transform 3. technology, evolves 4. innovative
Activity 2: Predicting the pronunciation of words, page 29
1. effort (2-1) 2. graphic (2-1) 3. quantity (3-1) 4a. evolution (4-3) 4b. evolve (2-2)
5a. innovate (3-1) 5b. innovation (4-3) 6a. transformation (4-3) 6b. transform (2-2)
7a. technology (3-2) 7b. technological (5-3) 8a. reality (4-2) 8b. realistic (4-3)
9. instance(2-1) 10. engineer (3-3)
Activity 4: Understanding concepts from the reading, page 31
Many answers will vary since most are opinion questions. Be sure that students understand that there is a close relationship between the technological and creative aspects of computer animation.
Activity 5: Recognizing types of key words in sentences, page 32
2. Content words: organization, movie industry, MPA (Motion Picture Association), rating system
Classroom instruction words: ?
Signal words: So, in 1966
3. Content words: ? (Classroom instruction words may be included as content words)
Classroom instruction words: 6 short answer questions; Monday’s test; 90 minutes
Signal words: ?
4. Content words: wireframes, created, animator, add, shading, characters
Classroom instruction words: ?
Signal words: after, then
Activity 6: Writing down key words from lectures, page 34
The following words should be circled after listening to each sentence.
1. third step rendering
2. wireframe / wireframing
3. second=24 frames
Activity 7: Creating abbreviations for key content words, page 35
Answers may vary but encourage students to experiment and share ideas.
1. animat’r 2. wrfrme 3. technq 4. 3-D 5. spec. eff. or spec. FX
6. dgtl 7. trdtion’l 8. manipulat’g


Activity 8: Writing down key words using abbreviations, page35
Answers will vary due to different styles. A few examples follow.
1. CGI processes (computer-generated imagery) sim.trad’l anim. technqs.
2. Animt’r designs model w/lnes & pts.in 3-D space
3. Tech. knowldg + creat. + artistc for animt’rs
Activity 9: Listening for signal words of process, page 36
The following should be circled in each sentence.
1. End
2. Beginning
3. Middle
4. Middle
Activity 10: Taking complete notes, ppage 38-39
First part of sample notes provided here; student notes will vary.
Questions/Comments
Notes
What are some fields that use computer animation?
Why do movie directors use computer animation?
Examples of movies with computer animation
What is CGI?
Uses for compage anim.
• airlines, military, med.,—use compage anim. for training purposes
• Architec.—to speed up designs
Compage anim. and media
• Movie drct’rs rely on compage animat’rs
o Enhance bkgd. scenery
o Create chrct’rs
• Successful movies with 3-D chrct’rs/machines
o Toy Story I, II, Jurassic Park, Star Wars, Bug’s Life
CGI=computer-generated imagery
o ? pencils & paper/drawing board
o CGI saves time (days/hours ? weeks)
Activity 15: Pronouncing final –s, page 45
1. journalist’s (/s/) articles (/z/) news(/z/)
2. Journalists (/s/) stories (/z/) departments (/s/)
3. presses (/Iz/) pages (/Iz/)
4. Printing’s (/z/) changes (/Iz/)


Chapter 3
Can You Hear Me Now?
Activity 1: Preparing for the content of a lecture, page 54
The Thinker sculpture=intrapersonal communication
satellite dish=mass communication
two people talking=interpersonal communication
Activity 2: Preparing for the content of a lecture, page 55
1. interpersonal
2. interpersonal
3. interpersonal
4. interpersonal
5. mass communication
6. mass communication
7. interpersonal
8. intrapersonal
9. intrapersonal / interpersonal
10. mass communication
Activity 3: Using a dictionary for stress and meaning, page 56
1. Answers provided in textbook.
2.
a. verb
b. transmittable
c. #2 (The American Heritage Dictionary of the English Language, 4th edition, Houghton-Mifflin)
3.
a. adjective
b. elaborator
c. #2 (The American Heritage Dictionary of the English Language, 4th edition, Houghton-Mifflin)
Activity 4: Predicting the pronunciation of content words, page 57
1. initiate [4-2] 1b. initiation [5-4]
2. destination [4-3]
3. elaborate [4-2] 3b. elaboration [5-4]
4. message [2-1]
5. transmission [3-2] 5b. transmit [2-2]
6. assumption [3-2] 6b. assume [2-2]
7. geographic [4-3]
8. recur [2-2]
9. emphasize [3-1]
10. economic [4-3]
11. mediate [3-1] 11b. mediation [4-3]
12. creativity [5-3] 12b. create [2-2]


13. collaborate [4-2] 13b. collaboration [5-4]
Activity 5: Predicting the focus of reading, page 57
1. The purpose is to give a brief introduction to three models of communication and show similarities and differences.
2. Three.
3. Laswell, Schramm, Shannon-Weaver
4. 1947, 1949, 1965 (based on copyright date of model)
5. Cannel, source, destination, message
6. Shannon-Weaver
Activity 7: Showing understanding of the reading, page 61
(Answers will vary)
Possible sentences:
1. Both the Lasswell and the Shannon-weaver models show the linear aspect of communication.
2. Unlike the other two models, Schramm’s includes an encoder and decoder.
3. Lasswell’s and Shannon-Weaver’s models are similar; however, the Shannon-Weaver model is a bit more technical.
4. Shannon-Weaver’s model stresses how a message is sent whereas Schramm’s model emphasizes the people have in common.
Activity 8: Recognizing signal words of comparison, page 62
1. difference
2. difference
3. difference
4. similarity
5. difference
6. difference
7. similarity
8. difference
Activity 9: Listening for signal words to draw charts, page 64
Mass Communication
Interpersonal Communication
Channel
=how message is sent
Choices of paths (media)
Print film
Econ. Infl (more
Face-face ? channel=voice
voice + nonverb. factrs. (e.g. touch, smell)


$$, more channels)
Activity 11: Recognizing content and function word stress, page 66
Words that should be underlined are indicated; student notes will vary.
1. Mass communication, on the other hand, is the production and distribution of an identical message to a very large and diverse audience using some sort of technology.
2. Encoding also takes place in mass communication messages
3. There is much less individual control in mass communication than in interpersonal
Activity 12: Connecting ideas from reading to lecture, page 67
Both questions and answers are included here.
1. Which two models are the most similar? (1st two)
2. Which model was designed with the image of the telephone in mind? (Shannon-Weaver)
3. What is the term for the “listener” in each model? (To whom? Destination)
4. Which model emphasizes the importance of a common experience for speakers? (Schramm’s)
5. Which was the first model to deal with the concept of noise? (Shannon-Weaver)
6. What’s an example of semantic noise? (someone’s smile or perfume)
7. How can messages be encoded? (in writing, speaking, printing, or film)
8. What’s the opposite of encoding? (decoding)
Activity 16: Working in productive study groups, page 72
1. E
2. I
3. I
4. E
5. E
6. I
Activity 18: Understanding short essay exam words, page 73
1. c
2. d
3. e
4. a
5. b


Activity 23: Recognizing appropriate language, page 77
1. Strengths: said name/time of course
Weaknesses: bad excuse, used nickname only, no closing (good-bye)
2. Strengths: takes responsibility; somewhat polite
Weaknesses: first name only; no class name/time; poor excuse for limited time; asks for call back without number; too much information; asks for appointment with limited options (that evening and next day)
3. Strengths: polite, leaves first and last name
Weaknesses: too much information, flattery
Activity 25: Responding to short essay questions, page 78
Answers will vary based on questions chosen from Activity 19.
Activity 26: Identifying syllables and stress patterns, page 78
1. distribution [3-4] 2. identical [4-2] 3. accurate [3-1] 4. individual [5-3] 5. minimize [3-1] 6. incompatibility [7-5]


Chapter 4
Do We Watch TV for Free?
Activity 2: Understanding tables and charts, page 88
1. Table A; more higher populated cities on the east coast than on the west coast
2. Table D
3. Table C
4. WB
5. Radio
6. Daily circulation…newspapers depend on it more than any other revenue source…
7. Answers may vary
Activity 3: Recognizing and pronouncing numbers, page 89
1. $302,631
2. 31.2 years old
3. 2,391,830
4. $624,528
5. $1.5 billion
6. Almost 15%.
Activity 4: Guessing meaning from context, page 90
1. impact=influence on people (EXAMPLE)
2. options=choices
3. segments=parts of the whole
4. a. Assessed=figured out b. Expenses=costs
5. Negotiated=agreed on; settled
6. Cooperative=sharing
7. disposable=extra money to spend
8. Comprise=make up; consist of
Activity 5: Identifying stress patterns in academic words, page 91
1. dispose [2-2] 2. advertise [3-1] 3. strategic [3-1] 4. popularity [5-3] 5. cooperate [4-2]
6. cooperation [5-4] 7. conserve [2-2] 8. conservation [4-2] 9. negotiate [4-2] 10. option [2-1] 11. comprise [2-2] 12. estimate [3-1]
Activity 6: Recognizing secondary stress patterns, page 92
1. profitability [6-4-1] 2. negotiation [5-4-2] 3. geographic [4-3-1] 4. similarity [5-3-1]
5. recognition [4-3-1] 6. estimation [4-3-1] 7. disposability [6-4-2] 8. popularity [5-3-1]


Activity 7: Organizing information with signal words of classification, pages 94-95
Answers will vary; sample answers follow.
1.
Commer. leng.
a. 30-sec.
b. 60-sec.
c. 90-sec.
2.
non-prog. mat.
a) commercials
b) public serv. anncemnts
c) promotional “ “
d) station ids
3.
Viewer behav. (due to ? channels)
a. Zapping (during comm. or slow moment)
b. Zipping (fast forward w/ a tape
c. Surfing (finding smthg interesting)
4.
Major Netwrks
a. ABC
b. CBS
c. NBC
d. Fox
e. UPN
f. WB
Activity 8: Recognizing reference strategies in lectures, page 97
2. They=advertisers
3. It=magazine format
4. These=DMAs
5. This=helping local dealers pay for commercial time
6. The first, the second, the last=nonprogram material


Activity 9: Connecting ideas to the lecture, page 97
Answers may vary prior to the lecture; students will be interested in the accurate statistics/answers following the lecture.
1. False (30 seconds)
2. False (25% of programming is commercials)
3. True
4. False (fringe time)
5. True
6. False (this group spends more money than other demographic groups)
Activity 13: Confirming information about homework, page 101
1. What do you need to do first to start the assignment? (choose a TV program to watch; be ready to take notes)
2. What is the length of the program you need to watch? (30 minute)
3. What other information about the program do you need? (program/channel/time/day and whether it’s a rerun or new episode)
4. What are the four categories of non-program material you need to watch for? (national/local/spot commercials; promotional announcement; station ID; PSA)
5. What are the three target audiences the instructor mentioned? Different ages (18 and under; 18-34; 35 and older)
6. How long does the report need to be? 1 page
7. Does it have to be typed? yes
8. What other questions do you have about the assignment? Answers may vary but should include: When is it due?
Activity 17: Getting complete assignments, page 106
1.
a. F
b. F
c. T
d. F
2.
a. F
b. F
c. T
d. T


Chapter 5
Does Violence in the Media Make Us Violent?
Activity 2: Using context to learn the meanings of new words, page 112
1. e 2. a 3. f 4. d 5. b 6. h 7. g 8. c
Activity 3: Learning stress patterns, page 113
1. [2-2] 2. [4-2] 3. [2-1] 4. [2-1] 5. [2-1] 6. [4-2] 7. [2-1] 8. [3-1]
9. [3-2] 10. [3-1] 11. [3-2] 12. [3-2] 13. [4-3] 14. [4-2] 15. [4-2] 16. [2-2]
Activity 4: Finding word forms in the dictionary, page 114
Syllable-Stress
a. Distortion is a noun.
What’s the verb? _________distort______________
b. Constant is an adjective.
What’s the adverb? constantly
c. Exposure is a noun.
What’s the verb? expose
d. Conclusion is a noun.
What’s the verb? conclude
e. Interactive is an adjective.
What’s the verb? interact
What’s the noun? interaction
f. Virtual is an adjective.
What’s the adverb? virtually
g. Investigate is a verb.
What’s the noun (thing)? investigation
What’s the noun (person)? investigator
h. Create is a verb.
What’s the noun (person)? creator
What’s the noun (thing)? creation
What’s the adjective? creative
What’s the adverb? creatively
[2 -2]
[3-1]
[2-2]
[2-2]
[3-1]
[4-3]
[5-4]
[5-2]
[3-2]
[3-2]
[3-2]
[4-2]
Activity 5: Predicting the mean idea of a reading, page 115
The author is probably against the video game industry based on the title.
Activity 7: Scanning a text for specific information, page 117
1. d 2. a 3. f 4. b 5. e 6. c


Activity 8: Identifying different points of view in a reading, page 117
Supporting the Video Game Industry
Opposing the Video Game Industry
Hal Halpin
Doug Lowenstein
Dawn Berrie
David Walsh
Betty McCollum
Joseph Liebermann
Activity 9: Recognizing contrastive stress in responses, page 119
1. president
2. have
3. 70%
4. every
Activity 10: Recognizing signal words of cause and effect, page 121
2. Boys may learn to be disrespectful and abusive toward women (effect) / because of what they see in the media (cause)
3. Children’s programming is a lot better than it used to be (effect) /as a result of the pressure put on by media and family organizations (cause)
4. Households that use the V-chip (cause) / are more likely to have better parental control over what children watch on TV (effect)
5. Watching violence in action movies (cause) / may lead to a release of aggression (effect)
6. Technology such as the V-chip and software to block websites has developed quickly over the past decade. (cause) Consequently, parents can better control what comes into their own houses. (effect)
Activity 11: Listening to signal words and taking notes, page 122
1. copying media/view viol. > unhealthy outcomes amg. youth
2. Ppl watch much TV vs. ppl watch less>see world as violnt.
>overestimate chnc. of being involved in violence
3. Violnt vid.game expage > aggressive personality > an aggres. person more aggres.
4. poor educat. > poor parenting > child. aggress. & violnt. beh.
5. tv viol. a child. watch > ? acceptable aggress. beh. becomes
Activity 14: Identifying the main ideas of a lecture, page 126
1. O
2. D
3. D
4. O
5. O
6. D
7. O
8. D


Activity 15: Connecting other information to the lecture, pages 127-128
1. 5
2. 6, 8
3. 3
4. 5
5. 2
6. 1,4
Activity 16: Listening for tone and point of view, page 130
Student notes will vary.
1. opposing/fact
2. opposing/opinion
3. opposing/fact
4. opposing/fact
Activity 18: Recognizing “open” questions, page 133
1. Open (in what ways)
2. Closed
3. Open (do you think…why or why not?)
4. Open (what)
5. Open (what)


Chapter 6
Are They Telling the Truth?
Activity 1: Identifying word forms and meanings, pages143-144
1. diverse / variety, different people
2. perceive / see, understand, pick up on
3. orientation / beginning session; welcome
4. response / answer
5. justify / give good reason for
6. motivation / drive; goal
7. pursue / follow; try to obtain
8. ethically / morally
9. deny / not admit
10. valid / good; available
11. detect / find
12. feasible / possible; practical
Activity 2: Learning the pronunciation of new words, page 145
1. diverse [ 2-1 ] or [2-2] 2. perceive [ 2-2 ] 3. ethical [ 3-1 ] 4. respond [2-2]
5. orientation [ 5-4 ] 6. bias [ 2-1 ] 7. validity [4-2 ] 8. ethnic [ 2-1 ]
9. denial [ 3-2 ] 10. pursuit [ 2-2 ] 11. detect [ 2-2 ] 12. justify [ 3-1 ]
13. motive [ 2-1 ] 14. feasible [ 3-2 ]
Activity 3: Preparing for a reading’s content, page 146
1. a 2. b 3. c 4. b 5. a 6. d
Activity 7: Applying information from the reading, page 150
1. a & d
2. b
3. a
4. c
Activity 9: Identifying types of bias, page 152
1. Publisher should be fair in reporting the information about the two candidates and not give one candidate more coverage than the other.
2. The title “widow” is sexist if the similar term is not being used for men. It shows stereotyping.
3. The headline misrepresents the information. It makes it seem like 5% is not very much, but 5% for seven years is 35%.
4. The radio host is “imposing” his/her term on the listeners. Labels like this can show bias.
5. There may be some oversimplification (or undersimplification) of this event.


Activity 12: Identifying types of bias, page 154
1. Bias through placement
2. Bias through names and titles
3. Bias through statistics
4. Bias thought word choice and tone
5. Bias through selection/omission
Activity 14: Adding notes to the syllabus deion of a project, page 163
1. Yes
2. Exams
3. April 23
4. Two
5. No
6. “F” on the assignment with no make-ups (i.e. position papers OR presentation)
7. No
8.........

[roohalnay]

اخي القدير ابوظبي
السلام عليكم ورحمة الله
الله يوفقك في الدنيا والاخره
اخي
الرايتنق عند الدكتور محمد قرامي
ولليسننق عند الدكتور دولار خان
والريدينق مدري وش اسم دكتوره
ياليت اذا تعرف ملخصات للمنهج
او تعرف وش ركزوا عليه الدكاتره في الدورات
وعسى ربي يجزاك عنا خير الجزاء
فزعة الله ثم فزعتك يالنشمي
مابقى شي وصدقني كل صعيره وكبيره ماتضيع عند الله
مودتي وبالتوفيق للجميع

[أبوظبي]

فيه أخبار عن مادة lane211
lane 331
سوف اكتبها بكرة
واعذروني ع التاخير
بس الظروف
مقادير وليست اختيار

[أبوظبي]

أبو شادن
حياك الله
ممكن اتواصل معك
مادام انت وصلت المستوى الخامس
فمعظم موادنا مشتركة
كيف اتواصل معك
ومن اين ياأبوشادن
انا من القاعة

[أبوظبي]

أبو عبادي
من عيوني
شفني نسخت لكم
حلول التمارين لمادة lane 211