MSA E-Learning

The Clinical Operative Dentistry 1 course aims to provide the dental students different protocols for proper infection control in addition to the health and occupational hazards of the dental procedure. It also helps them to identify the different types of bases and liners and their application.

Understand the biological influences of dental materials and restorative procedures on health status of dentino-pulpal organ.

The aims of the course are to provide the Pharmacologic and clinical knowledge about some commonly occurring clinical problems affecting different body systems and their implications in health promotion. To enable students to understand the safe use of drugs as regards adverse effects, contraindications and drug interactions.

Madness has been a powerful theme in literature, often used to explore the limits of human reason, emotion, and identity.  Writers employ it to question social norms, reveal hidden truths, or dramatize inner conflicts that ordinary speech cannot express. 

Animal studies is among the budding fields that is attracting a lot of attention over the past two decades. This is partially due to the cultural and conceptual shifts in the figuration of animals from mere objects, serving the humans, to subjects in their own rights.  Admittedly, such shifts are triggered by our growing awareness of environmental and animal rights questions in what may be deemed a post-human age.

LU Code : TR 301
Title : Consecutive Translation
Credit Hours/Points : 3
Level : 3
Prerequisites : TR 100, TR 101, TR 200, TR 201

Learning Outcomes:

Knowledge:

On completion of the course, for consecutive interpretation, students should:

- Indicate and account for the phenomena of oral language communication and transfer and outline the techniques of transferring language and terminology peculiar to different realms of human knowledge.

Skills:

On completion of the course, for consecutive interpretation, students should:

•  Develop  the intellectual abilities of working memory. 
•  Produce an oral account in the target language after listening to the source text consecutively.

• Develop the skill of analysing and resolving issues related to translatability problems, linguistic competence, and thus dexterously transfer source language segments from one language to another consecutively. 
• Comparing and contrasting structural peculiarities of both English and Arabic languages in various fields.
•  Carry out consecutive language transfer in a manageable limited time span under stressful working conditions and professional constrains.

Learning Materials:

Discussion, supervised practice and self-access laboratory interpretation assignments.  Passages on various topics will be used as a teaching material.

 Assessment:

20% Mid-term Exam

30% Final-term Exam

50% Coursework: 30% for practical, 10% assignments and Portfolio, and 10 % quizzes and  a            small project

References:                                                                                                                                      

• interpreting: A corpus-based analysis,” Interpreting 7-1, p. 51-76.
• Pöchhacker, F. (in press): “‘Going simul?’ Technology-assisted consecutive interpreting,” in Bao, C. et al. (eds.) Proceedings of the MIIS Anniversary Conference, 9-11 September 2005.
• Pradas Macías, M. (2006): “Probing Quality Criteria in Simultaneous Interpreting: The role of silent pauses in fluency,” Interpreting 8-1, p. 25-43.
• Napier, J. (2003). A sociolinguistic analysis of the occurrence and types of omissions produced by Australian Sign Language–English interpreters. In M. Metzger, V. Dively, S. Collins & R. Shaw (Eds.), From topic boundaries to omission: New research on interpretation (pp. 99–153). Washington, DC: Gallaudet University Press.
• Pöchhacker, F. (2004). Introducing interpreting studies. New York, NY: Routledge. Roy, C. (2000). Interpreting as a discourse process. New York, NY: Oxford University Press. Roy, C. (2005). A discourse-based approach to teaching interpreters. In R. Locke McKee (Ed.), Proceedings of the inaugural conference of the World Association of Sign Language Interpreter, (pp. 91–100). Southampton, UK: Douglas McLean Publishing.
•  Russell, D. (2002b). Reconstructing our views: Are we integrating consecutive interpreting into our teaching and practice? In L. Swabey (Ed.), New designs in interpreter education: Proceedings of the 14th National Convention of the Conference of Interpreter Trainers (pp. 5–16). St. Paul, MN: Conference of Interpreter Trainers.
• Russell, D., & Malcolm, K. (2009). Assessing ASL–English interpreters: The Canadian model of national certification. In C. Angelelli & H. Jacobson (Eds.), Testing and assessment in translation and interpreting (pp. 331–376). Amsterdam/Philadelphia: John Benjamins.
• Kalina, Sylvia. 2005. “Quality Assurance for Interpreting Processes“, Meta 50, 2

The unit provides the students with the essential concepts involved in the primary banking credit job, in order to allow the students to be prepared for the intense and competitive banking industry. The unit demonstrates the basic external financing needs of clients, and how to assess the creditworthiness. The unit discusses when and how credit can be provided, monitored and controlled. Also, the unit explains credit risk management and how the bank can hedge against such risks.

This module investigates and provides an overview of multimedia programming concepts. It aims to two parallel techniques visualization and multimedia techniques. Visualization techniques introduce different methods of programming under GUI (Graphical User Interface) environment. Multimedia techniques introduce skills of animation methods of photometric, and colour images.

The purpose of this module is to provide the students with the fundamental concepts and models of business applications, specifically online transaction processing system (OLTP). Students will apply the concepts and tools studied in the prerequisites. The student will further apply the concepts of program design, problem solving, and fundamental design techniques for event‐driven programs

- This module is designed to provide students with Design of Experiments 

- Techniques that are effective for studying the factors that may affect a product or process. 

- It also provides students with the capability to analyze experimental results in order to identify the significant factors and evaluate ways to improve and optimize the design