1-      Overall aims of course

• Increase the awareness of the students to the importance of both ethical and biosafety aspects as a rapidly growing field.

• Understand, identify and solve problems in critical, creative and ethical manner

• Recognize the value of self and others in order to be a productive member of a diverse global society.

 • Prepare students to embark on related post –graduate studies of interest which would provide better opportunities and advancement in the relevant areas of dental sciences …etc.

- 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

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

This course provides students with an understanding of western philosophic concepts that formed the foundations of modern civilization. It also addresses major issues that relate to the UN Sustainable Development Goals (SDGs) such as establishing justice & peace, reducing inequalities and building strong political institutions. As such, the course complements knowledge acquired by MSA students of English Studies in the fields of culture, enhances their skills in the analysis of socio-cultural phenomena in literature, develops their Problem-solving skills, communication skills, persuasive powers and writing skills. In addition, the course helps students develop sound methods of research and analysis as well as tools to evaluate and criticize different trends of thought.

This module aims to further enhance and complement the students’ knowledge and skills in basic econometrics and to tackle further problems encountered in estimating regression models. The module aims thus to prepare students with the necessary knowledge and skills needed to start their graduate econometrics module. All  econometric models built are directly or indirectly linked to several Sustainable Development Goals (SDG)  aiming to narrowing  the gap economic theory and empirical applications through testing real live data. It is related  to reducing poverty, improving health, climate action, sustainable and responsible production and consumption behavior , and enhancement of competitiveness , industries and innovation. 

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.

This module is the first part of two twin modules teaching the history of economic thought. The aim of this module is to explain and evaluate the evolution of economic thought starting from the Greek times till the mid-nineteenth century and the emergence of Marxist thought.

Although historical, this module contributes in the theoretical economic underpinning of the 2030 Agenda and the role of classical and neoclassical economic theory in this context. Most economic theories – as the 2030 Agenda – are related to every aspect of sustainability especially those linked to decent work and economic growth (SDG 8), reduced inequality (SDG 10) and peace, justice and strong institutions (SDG 16).

This module is the second part of two twin modules focusing on the history and development of economic thought. The aim of this module is to explain and evaluate the evolution of economic thought starting from the end of the first part module namely the emergence of Marxist thought till the contemporary developments in macroeconomics and microeconomics.

Although historical, this module contributes in the theoretical economic underpinning of the 2030 Agenda and the role of classical and neoclassical economic theory in this context. Most economic theories – as the 2030 Agenda – are related to every aspect of sustainability especially those linked to decent work and economic growth (SDG 8), reduced inequality (SDG 10) and peace, justice and strong institutions (SDG 16).