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While technology has undoubtedly improved and has become an essential component of modern life, technological advances' consequences have both beneficial and detrimental impacts on students' writing skills in the classroom. Technology has accelerated and simplified work for students, but it has also instilled the belief that there is no need to put significant effort into the texts they write. This study examines the effects of technology and auto-correction on students' writing skills at three different universities in Sulaimaneyah city, Iraq. Case studies and research into the impact of electronic and communication devices on English writing skills among university students has been analyzed to determine the effect of autocorrection on grammar, vocabulary, spelling, and punctuation. Furthermore, the study also aims to show that auto-correction affects students' writing and to compare auto-correction and handwriting to prove that students make mistakes while writing due to technology. In addition, the study examines writing tasks undertaken by students in the English language to assess students' lack of writing skills, particularly in spelling. Finally, the study identifies why students have poor writing skills and corroborate previous research into an auto-corrections negative impact on students' writing abilities.

This research aims to give a clear image of coursebook evaluation in the English department of Komar University of Science and Technology (KUST) in Iraqi Kurdistan. The focus of this paper is to show the advantages and disadvantages of six coursebooks that are used in the English department of KUST. For this purpose, the researchers conducted interviews with the instructors and a survey with the students of these courses. These interviews and the survey show the good sides and the shortcomings of the studied coursebooks by asking different types of questions related to the contents of the books. The research took place in Fall-Winter 2019. The study results show that two-thirds of the teachers were satisfied with the coursebooks chosen to teach in the department of English to a large degree, and most of the students were satisfied with their coursebooks.

A study calculated the costs versus the benefits of an institutional self-study done to satisfy requirements of the Liaison Committee on Medical Education accreditation process, by analyzing hours spent on the study over 18 months by 131 committee members and 64 database compilers, the probability that concerns identified by subcommittees would be addressed, and tracked administrative and personnel costs. (Author/MSE)

Of senior faculty members (n=40) surveyed about mentor relationships, most thought mentor activity feasible in their departments but felt few residents had mentors. Most had been a mentor, and more had had mentors. All those who were mentors felt it helped their career advancement, personal development, and stress management. (Author/MSE)