The study encompasses the etiology, diagnosis, prevention, and treatment of pulp and periapical diseases, as well as endodontic-periodontal problems, and tooth resorption. 

Objectives of this course:

1. Provide students with sufficient knowledge and clinical experiences to become proficient in diagnostic data collection, pulpal and periradicular diagnosis, treatment planning. 

2. Train students to provide quality patient care using state-of-the-art technology (e.g., rotary endodontics, dental operating microscope).

3. Prepare students to effectively treat the medically compromised and special needs patient.

The study encompasses the etiology, diagnosis, prevention, and treatment of pulp and periapical diseases, as well as endodontic-periodontal problems, and tooth resorption. 

Objectives of this course:

1. Provide students with sufficient knowledge and clinical experiences to become proficient in diagnostic data collection, pulpal and periradicular diagnosis, treatment planning. 

2. Train students to provide quality patient care using state-of-the-art technology (e.g., rotary endodontics, dental operating microscope).

3. Prepare students to effectively treat the medically compromised and special needs patient.

Course Objectives

Host Department​Oral medicine & Periodontology 

Course Code: ​OMD533z

Course Title​Oral Medicine 3

This course will provide general identification of structure & functions of the periodontium with classification of periodontal diseases also detailed information about initiating and predisposing factors of the disease. Finally, the goals, objectives & expected results of non-surgical treatment. It will enable students for clinically performing non-surgical periodontal therapy for mild periodontal cases in the clinic

This course is designed to help the students plan for the treatment of different periodontal conditions including how to outline the different techniques of periodontal surgeries and regeneration. Students will also learn how to perform supra and subgingival debridement  for moderate and severe cases of periodontitis. 

Students fulfill their clinical requirements under supervision in the department clinics where the patients have access to treatment completely free of charge

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

This unit aims to enhance the students’ knowledge and skills needed to conduct a research paper of substantial depth and length under the supervision of a faculty member, whether it is theoretical based on literature review and analysis, or empirical based on econometric, statistical or mathematical analysis.

Topics selected by students for their graduation projects are closely linked to sustainable development goals, especially SDG8 related to decent work and economic growth, as they create models where they try to determine the main catalysts for growth in certain countries or regions. Students also choose topics related to reducing poverty (SDG1) or inequality (SDG10), quality education (SDG4) gender equality (SDG5) and many other SDGs.

Macroeconomics is concerned with the understanding of aggregate phenomena such as economic growth, business cycles, unemployment, inflation, and international trade among others. ... These topics are of particular relevance for the development and evaluation of economic policy.

This module is designed to explore the existing and challenging subjects of economic development. The course focuses on the basic concepts of economic development, the development gap, measurement of income distribution and poverty, sources of finance and analyses some of the major development problems and policies.

Many of the United Nations 17 Sustainable Development Goals are discussed in this module especially with respect to the relative success of developing countries in achieving such goals.