This course covers counseling in families, business, mental health and community agency settings. Emphasis is on professional roles, current trends and legal/ethical issues.
The course introduces students to the scientific discovery of language. Students recognize the basic components of human language including phonetics, phonology, morphology, syntax, semantics, psycholinguistics, and neurolinguistics. Based on cross-linguistic data, students recognize common patterns and variation in languages and build the set of tools that are necessary for the construction of a theory of human language. The ultimate goal is to achieve a better analysis and understanding of language as an integral part of human cognition and the brain.
This course focuses on the essential connections between language, society and culture, and the way in which language is used in different social and cultural contexts. The effects of regional variation, social variation, ethnicity, gender, age, style, register, and the status of the speaker's language on language use will be discussed and extensively illustrated during the course. In addition, topics such as pidgins and creoles, diglossia, lingua francas, bilingualism and language planning will be introduced.
This course provides an in-depth analysis of selected topics which are central to the linguistic study of English grammar, and involves both structural description and functional analysis. The aims of the course are to provide.
This course introduces students to the scientific study of speech sounds (or signs). Students will first be introduced to the theoretical foundations of phonetic theory and the mechanisms of human speech production. They will also be introduced to the International Phonetic Alphabet (IPA) and will be trained to detect speech sounds and use the IPA to transcribe such sounds, from individual sounds through to supra-segmental properties of connected speech such as stress, rhythm and intonation. Students will also be introduced to the basics of acoustic analysis of human speech sounds using state of the art speech analysis hardware and software.
This course is concerned with the investigation of sound patterns. Students are exposed to the basic principles of phonological analysis, including phonological alternations, rules and derivations. The main theoretical framework adopted in the course is that of generative phonology, which applies a rule-based system to the investigation of phonological processes. Based on cross-linguistic data students learn to identify phonological patterns and formally express them using formal phonological rules.
This course introduces syntactic analysis within the generativist tradition. Students become familiar with the formal terminology used in syntactic work and apply this knowledge in the study of cross-linguistic data. The course covers topics on the position of syntax within cognitive science, categories and features, syntactic, binding theory and structural relations, X-Bar theory and how the lexicon constraints the application of syntactic rules. Assignments and discussions focus on several different languages in addition to English.
This course introduces students to the basic concepts in morphological theory and the necessary tools in conducting morphological analysis. While some emphasis will be on Arabic nonlinear morphology, morphological patterns from various languages from around the world will be studied. Concepts such as root, stem, morpheme, allomorph, derivation, inflection, word syntax, and morphological productivity are covered. The interface between morphology and other levels of analysis, such as phonology, syntax, and semantics is also discussed.
This course examines basic concepts in morphological theory and the necessary tools in conducting morphological analysis. While some emphasis will be on Arabic nonlinear morphology, morphological patterns from various languages from around the world will be studied. Concepts such as root, stem, morpheme, allomorph, derivation, inflection, word syntax, and morphological productivity are covered. The interface between morphology and other levels of analysis, such as phonology, syntax, and semantics is also discussed.
This course studies the linguistic properties of Emirati Arabic including (i) the sound inventory of the dialect from an articulatory point of view; (ii) phonological processes that sounds in the dialect undergo; (iii) the morphological structure of the language including non-linear morphological processes characteristic of Semitic languages; inflectional and derivational processes; borrowing; and so on; and finally (iv) the syntax of Emirati Arabic focusing on language specific properties, word order and key phrase structure rules.
In this course, we look at the use of computers for everyday language tasks (e.g. spelling, computer-assisted language learning, machine translation). While there is no programming in this course, students investigate these systems in hands-on sessions. We also cover current social and ethical issues, as well as more philosophical ones about consciousness and machine intelligence.
This course is intended o cover two major linguistic levels of analysis: phonology and Morphology. The first part of the course is concerned with phonology, where students are expected to basic principles of phonemic and phonological analysis. Topics such as phonological alterations, rules and derivations are covered. The second part deals with word structure and word-formation, with emphases on Arabic and English. Students are introduced to basic principles of morphemic analysis, and ways to recognize and write morphological rules and derivations.
This course covers advanced topics in generative phonology. The focus will be on phonological representations and their role in phonological analysis. Topics to be covered include complex phonological alternations, phonological rules and rule ordering, distinctive feature theory, auto-segmental phonology, syllable theory, feature geometry, and prosodic morphology. Students may be asked to write a short phonological sketch of a language of their choice.
This course builds on the material covered in Introduction to Syntax (LNG 241) and provides a more sophisticated treatment of modern approaches to the study of syntax in its narrow sense, as well as the interface between syntax and other linguistic components such as phonology, morphology, semantics and information structure. Additional advanced topics that are discussed include raising and control structures, and expanded verb phrases.
This course examines meaning from a variety of perspectives focusing on how it is encoded in words and sentences and how native speakers interpret language. It deals with the relation between language and thought; with the relations between morphemes in the word and words in a sentence (compositionality); and with the relations between words in the lexicon (synonymy, hyponymy, etc.). In addition, students are exposed to various aspects of pragmatics - the function of meaning in a communicative setting.
The course is an introduction to the contrastive study of languages with respect to their phonetic, phonological, morphological, syntactic, semantic, pragmatic, stylistic, and socio-linguistic systems. Special emphasis is given to a foreign accent and accent reduction strategies and techniques as well as transfer and interference from the mother tongue. The course also discusses the importance of error analysis in language teaching and translation. The student is encouraged to bring examples from everyday life to class.
Languages change over time. The English or the Arabic we speak today is very different from the English or Arabic spoken 1000 years ago. Some of the questions that will be addressed in this course include: Why do languages change? How do languages change? Which aspects of a language change? What do we know about older stages of languages? Are there regular patterns underlying change?
This course introduces students to the basic concepts used in the description of the syntactic structure of Arabic. The content of the course will cover such issues as constituent structure and how it can be formally represented, embedding and secondary sentences such as sentential complements and relative clauses, dependency relations, transformations, including movement operations, passivization and other grammatical function changing operations.
This course focuses on the connections between language, culture and society, the way language is used in social contexts and how it reflects the culture of the speech community. Topics covered include the effects of regional variation, social variation, ethnicity, culture, gender, occupation, age, style, register, and the status of the speaker's language on language use. In addition, topics such as national identity as symbolized by language, pidgins and creoles, diglossia, lingua franca, bilingualism, language planning will be discussed.
This course explores a range of topics in language variation and change. On a rotational basis, members of faculty suggest and teach topics related to their current work and/or research interests. Students are required to read literature that reports on research in which linguistic theories and models are being employed to accurately describe and explain patterns observed in various natural languages. Assessment includes assignments and tests, as well as a writing component based on the students’ individual research projects.
This course is an introduction to computational linguistics. It assumes some familiarity with linguistics concepts but no programming is required. It covers topics on automata and finite-state machines and transducers, context-free models of syntax, parsing, and semantic interpretation; corpus-based research including probabilistic methods; and some selection of application areas from among such topics as information retrieval or machine translation. Some of the concepts taught in class will be reinforced in practice by hands-on programming assignments using Prolog.
This course acquaints students with what is known about the representations, processes and architecture of language in the mind/brain. Topic areas include the history and methods of psycholinguistics, recognition and production processes, language in relation to other mental processes, and memory systems involved in language processing. It looks at how linguistic theory informs models of cognitive processing, and how processing phenomena inform linguistic theories. The first part of the course emphasizes how theories in linguistics inform processing models, and how processing phenomena inform linguistic theories in terms of the architecture of a speaker's internal grammar. The second part presents child language data from various languages and focuses on an examination of universals of language development and structure. Research methods in psycholinguistics are also addressed, that comprise at least one case-study including statistical analyses of the data. Psycholinguistic research in Arabic is rather scarce, and training students in this area will encourage them to pursue their graduate studies in it.
This practicum is held 4 days a week from 8:00 am to 1:50 pm. It is intended to provide students with basic hands-on clinical experience in speech/language disorders and an opportunity to consolidate their background in linguistics and language disorders and understand the relevance of theory to practice. Under the supervision of specialist speech-language pathologists, students are expected to develop skills in assessment and intervention in various clinical populations (children and adults). The practicum is also meant to allow the students to develop skills in teamwork and professional conduct.
This course examines the interaction between linguistics and the study (description, diagnosis and treatment) of aphasia. The study of aphasic phenomena (linguistic manifestations of language breakdown) allows linguists to refine their theoretical models of linguistic knowledge, and to choose between competing theories of such knowledge that would otherwise be regarded as mere notational variants. Techniques of testing aphasic patients and collecting and analyzing aphasic speech error types will also be covered.
This course is offered within the minor of ""Women Studies"". It provides students with insights into the role of language in defining people relative to each other. Students are encouraged to look critically at contexts they have been involved in on a regular basis and investigate how language reflects the changing roles of women and men in contemporary society. They further explore how language reveals and perpetuates attitudes and the kinds of roles language plays in empowerment and marginalization.
This course explores a range of current topics in Arabic Linguistics. On a rotational basis, members of faculty suggest and teach topics related to their current work and/or research interests. Students are required to read literature that reports on research in which linguistic theories and models are being employed to accurately describe and explain patterns observed in various Arabic dialects. Assessment includes assignments and tests, as well as a writing component based on the students’ individual research projects.
This course explores current topics in representation, meaning and mind. On a rotational basis, members of faculty suggest and teach topics related to their current work and/or research interests. Students are required to read literature that reports on research in which linguistic theories and models are being employed to accurately describe and explain patterns observed in various natural languages. Assessment includes assignments and tests, as well as a writing component based on the students’ individual research projects.
The course investigates the grammatical properties of a lesser-studied language through consultation with a native speaker, including descriptions of its sound system, phonology, morphology and syntax. Students are introduced to the basic tools for conducting linguistic fieldwork, including ethical issues, use of equipment and software, data elicitation techniques and database construction. They hold class, group, and individual sessions with a language consultant, working towards developing a description of a particular phenomenon within a chosen grammatical component of the target language..
This course examines the imaging and behavioural research methods used in the study of the neuroscience of language with emphasis on Arabic. It investigates language processing and representation by the brain, how to design a behavioural experiment and the techniques used, how to design imaging experiments, and when to use EEG/MEG or fMRI and TMS. The course introduces these techniques in the context of Arabic offering insights into neurocognitive issues that cannot be studied in Indo-European languages.
This is an undergraduate course offered as a requirement of the Faculty of Humanities and Social Sciences. This course is intended to provide students with the opportunity to integrate and synthesize the material covered during their studies in Linguistics. The students are expected to expand upon the covered material, provide constructive critique of different theoretical approaches in the field, apply their knowledge to solving problems, address specific issues raised in introductory courses, explore key arguments in the field, make connections with general education, apply specific comparisons with other fields and finally extend their critical thinking in general. This course results in the completion of a project related to the student’s academic or professional practice. An account of the proposed projects topic including limited reference to the principal sources informing it must be submitted to the course instructor. The project must reflect a synthesis of skills and knowledge from the student’s core course work in Linguistics. It must include a substantial written component but additional presentation formats will also be used (i.e., class presentations). Projects need to be relevant to the student’s academic or professional goals and must incorporate significant content from a number of courses in the student’s program.
This course cultivates student skills in writing and presenting orally original research in a chosen field of linguistics. The course is offered in the form of lectures and student presentation/round-table discussions. Lectures discuss linguistic abstracts, book and journal reviews, and the stages of completing an original research paper. Particular attention is paid to the methodology, analysis, and argumentation of selected publications. Discussions strengthen the presentation and debate skills of the students.
This course covers fundamental theories in the history of philosophy and examines what philosophers do, the role philosophy has played throughout the history of human thought and its ongoing importance in the contemporary world. It will introduce students to the core areas of logic, metaphysics, epistemology and value theory. It will examine specific topics such as the structure of valid arguments, the ultimate nature of reality, the relations between knowledge, truth and belief, and free will and determinism.
This course covers the fundamental issues of Environmental Ethics and the most essential problems of environmental concern today. The course will focus on the ethical relationship between human beings and the natural environment, definitions of nature and wilderness, distributive justice and sustainability in the use of resources, global versus local responsibilities, the rights of future generations, and the relationship between environmental ethics and environmental politics.
This course critically examines how ethical theory is applied in international situations and how ethics is the basis of, and is connected, to international law. Topics include, but are not limited to, critical analysis of global, transnational environmental duties, just war theory, women's rights, children's rights, human rights, animal rights, globalization, international justice, distributive justice, cultural relativism, and the ethics of tolerance and multiculturalism.
Students will learn to recognize logical arguments in ordinary language contexts, to analyze those arguments into their constituent parts, and to test arguments for logical validity and soundness. Students will learn to recognize various sorts of fallacies and learn to distinguish different types of inference. Students will also learn how to draw argument diagrams, identify inference indicators and to construct logically valid arguments.
This course examines the logical structure of reasoned argument, focusing primarily on propositional symbolic analysis of arguments. Topics include how to differentiate between valid and invalid argument, inductive and deductive inference, and sound and unsound argument. Special emphasis will be given to applications of propositional logic by translating arguments in ordinary language into symbolic language in order to evaluate their soundness, together with the identification of fallacies.
This course examines the main problems of Ancient Greek and Classical philosophy and its most important figures. It covers the emergence of humanistic philosophical thought and its development throughout antiquity by investigating such thinkers as the Pre-Socratics, Sophists, Socrates, Plato, Aristotle, and the different Hellenistic Philosophical Schools and such topics as the ultimate nature of reality, philosophical method, theory of knowledge, political philosophy, ethics and aesthetics.
This course covers Western Philosophy from the 17th to the 19th centuries including Rationalism (including Descartes, Leibniz and Spinoza), Empiricism (including Locke, Berkeley and Hume), and German Idealism (including Kant, Fichte, Hegel and Schelling). It focuses on the metaphysics, epistemology, philosophy of science, philosophy of religion and ethics in each of these philosophical movements as well as the critical relations between them.
This course examines various ethical choices, actions and issues which arise in the practice of medicine as a profession. Issues to be discussed include: theories of morality and elements of professionalism, the nature of the doctor-patient relationship, reproductive technologies, euthanasia, resource issues (access to health care, resource allocation), cultural perspectives on medicine, health and professionalism (Islamic and Western perspectives), and research and testing issues.
This course examines the concepts of citizenship, rights, responsibilities and obligations. Students will learn how the concepts of citizenship and rights arose and developed and how they are understood in contemporary terms. Students will also learn how citizenship and rights affect the everyday lives of people in terms of immigration, security, patriotic duties, and the relationship of citizens to government.
This course examines the nature and origin of the concept of human rights and the applications of the concept in all levels of contemporary society and political structures. Various concepts and their implications for implementation for human rights will be reviewed. A philosophical framework will be used to examine, interpret, and explain the relevance of human rights to today's issues in a global framework.
This course examines the basic themes in aesthetic studies. The course will provide students with specific methods to analyze and evaluate works of art and literature. The course deals with various definitions of beauty, fine arts, criteria of aesthetic experience, creativity, criticism, and the relation between art and society. It also looks at the history of the development of aesthetic discourse, especially in antiquity, modernity and postmodernity.
This course critically examines philosophies of education and the conceptual relations between knowledge, truth, experience, culture and human values. It examines what can be taught, how it can be learned, and the philosophical psychology of education. Students will develop critical skills regarding education, teaching, learning and self-education, and will examine the development of education in contemporary society to achieve a greater understanding of the philosophical problems that underlie differing philosophical views of education.
This course deals with the most important methodological, metaphysical and epistemological problems connected to the rise of the natural sciences and their development. It also examines these issues with respect to the social sciences to see whether the natural sciences are their most appropriate methodological model. Topics include: the problems of contemporary scientific method, scientific realism, scientific antirealism, the development of scientific knowledge, confirmation, explanation, paradigms, scientific revolutions, laws and theories.
This course deals with the main problems of moral philosophy and its connection with practical life. It covers philosophical approaches to the nature of right and wrong, moral obligation, the source of moral rights and duties, teleological ethics, and moral values. It familiarizes students with metaethical perspectives on normative ethical theories and introduces students to the application of normative ethics to real life situations.
This course examines some of the major figures in medieval philosophy, from both the occidental and the oriental traditions of intellectual thought: Ibn Sina, Ibn Rushd, Al Farabi, Augustine, Boethius, Abelard, Albert the Great, Thomas Aquinas, and William of Ockham. In the process, it introduces students to the principle themes, concepts and theories of philosophy in the period, including metaphysical questions about universals, philosophy of language, philosophy of religion and logic.
This course examines some of the main theories and concepts in the history of political and social philosophy in the western tradition. Figures examined include Plato, Aristotle, Hobbes, Locke, Rousseau, Hegel, Marx, Mill, Rawls and Foucault. Concepts discussed include: goals, purposes, guiding principles and moral principles underlying social and political philosophy, the state of nature, the social contract, the nature of justice, pluralism, the separation of powers.
This course examines Islamic political thought in the modern period by examining the works of a range of contemporary Muslim political thinkers: liberals, fundamentalists, moderates, revolutionaries, advocates of theocracy, and internationalists. Themes include: the development of classical Islamic political thought, concepts of society, authority, law, justice, international relations, the relation between religious and political institutions, and Islamic politics in a global context.
This course explores basic concepts of technology and examines its specific approaches: from Aristotle in antiquity, Bacon and Descartes in early modern times, to 19th and 20th century approaches, including materialistic, idealistic, and phenomenological traditions, Critical Theory, Systems Theory and the recent visions of Techno-Science. It examines questions about the consitutive role of technology in the production of knowledge, the impact of technology on human identity and ethical questions about recent applications of technology in bioscience and nanotechnology.
This course examines issues in Business Ethics specifically designed for Management and related fields. Major topics covered include: Corporate Social Responsibility, Resource Management and Structural Efficiency, Organizational Diversity, Boards and Value Creation and Business Intelligence Practices. It places these topics in the context of contemporary global economics, international law, and theories of power, while also providing historical and humanistic perspectives on value theory.
This course examines various theories of knowledge, both from an historical perspective and an analytical perspective. Topics covered include: the meaning of knowledge, theories of justification, types of knowledge, skepticism, and sources of knowledge. The course also investigates the institutional production of knowledge and the link between knowledge and power, and the processes for the authorization, production, reproduction and preservation of what counts as knowledge in the sciences and social sciences.
This course explores various views on the problems of mind, such as the issues of consciousness, personal identity, mind/brain interaction, physicalism, functionalism, the relationship between computation and mind, and various architectures of the mind such as the modular, the multiple drafts and the theatre of the mind models. Of principle importance will be the relationship between abstract objects (such as mathematical and physical theories, logic and arguments) and the mind.
This course examines the philosophical dimensions of some topic of interest, or the work of a particular philosopher or philosophical movement. It will be tailored to the students' philosophical interests and the instructor's expertise to provide an opportunity to explore in depth some topic or topics that are not otherwise available. It enables students to refine and develop their research skills at the same time as acquiring specific knowledge about the chosen topics.
This course explores issues in metaphysics and philosophy of mind. Topics include causation, determinism, free will, the nature of consciousness, the nature of being and existence, space and time, identity, universals, the relation between mind and body and the relation of language to thought and the world. The course examines these topics both analytically and through the history of philosophy.
This course surveys traditional and contemporary problems related to language. Topics include: the nature of language, the relationship between semantic theory and philosophy of language, how language refers to the world, how thoughts receive mental content, the difference between what is said and what is communicated, truth, demonstratives, indexicals, and self-reference. The course examines these topics both analytically and by reference to the history of philosophy.
This course examines the concepts of nature in Western, Asian and Middle Eastern Philosophy, and tackles some special problems that arise in attempting to define both human nature and the natural world in scientific terms. Its focus is on how the concept of nature is used in environmental ethics, philosophy of science and in defining human beings, and especially on the hidden normative dimensions of the term.
This course analyzes the sources, problems and trends of Islamic Philosophy. It deals with the factors that led to the historical rise of Islamic Philosophy, and also with the doctrines, concepts and arguments of Muslim philosophers. It analyzes the main problems of Islamic Philosophy, the connection between religion and philosophy, and Islamic perceptions of the relations between human beings and the universe.
This course builds on the skills and knowledge base which students have acquired during the major and investigates how the core areas of philosophy all contribute to the overall development of the chosen subject. The capstone is designed to develop and refine independent philosophical research skills, analysis and reasoned argument, and culminates in the production of a senior research paper.
This course gives practical experience in philosophical research by students assisting in current research projects of faculty at UAEU or elsewhere, or by means of an individual research project that examines practical philosophical problems tailored to the needs and interests of the student. Where possible the latter research project will be undertaken in a workplace chosen by the student, which affords opportunities for applied philosophy or for gathering data or experience relevant to the research project.
The course covers current philosophical thinking in the area of Ethics. Many of the topics considered in PHI 310 will be considered in this course, but at a much more sophisticated level as appropriate to a senior year course. In particular the course will develop an understanding of the relationship between metaethics and normative ethics, as well as the relationship between normative ethics and applied ethics.
This course will provide students with analyses of the main trends and systems of contemporary western philosophical thought. Topics covered may include Analytic Philosophy, Pragmatism, and Continental Philosophy (including Existentialism, Structuralism, Phenomenology, Hermeneutics and Deconstruction). Themes include: philosophical method, epistemology, philosophy of language, philosophical psychology and ethics. Philosophers may include: Russell, Peirce, Sartre, Heidegger, Merleau-Ponty, Gadamer, Habermas, Foucault and Derrida.
This course covers current theories and debates in cognitive science, the interdisciplinary study of mind, drawing on philosophy, psychology, linguistics, computer science, logic and neuroscience on the premise that the concept of information and computation are the key explanatory tools. Topics cover such issues as perception, reasoning, emotion, language, imagination, embodied cognition and extended cognition. The course draws on research in all the component disciplines to raise philosophical issues and to apply philosophical critique.
The course examines Arab philosophical, social, and political thought from the 19th century till the present time. It traces the motives, sources and developments that influenced Arab thought during that period. It uses analytic and historical perspectives to examine the prevailing theories, concepts and applications of modern Arab thought in both regional and global contexts and examines the work of a selection of key Arab thinkers in detail.
This course examines and discusses a selection of the basic texts for perceiving a "fragile" and exhaustible nature and environment. It critically examines key concepts of sustainability like the proclaimed "limits to growth" in the early 1970s, "ecological footprints," "management rules," the question of how far technology can be a substitute for nature, as well as ethical issues of sustainability, responsibility to nature and rights of future generations.
Students will examine various ethical theories and how they are applied to specific issues within business and professional life. Students will learn to develop their own professional ethics and to reason ethically about professional life. Students will learn key terminology, theories and problematic cases for professional ethics. Students will also learn how to research about professional ethics and how to propose and present rational, ethical justifications for their professional decisions.
An overview of psychology: definitions, methods and fields. This course will cover history and development of psychology, research methods, the biological bases of behavior, sensation, perception, learning, memory, mental abilities, emotions, motivation, personality, adjustment, psychological disorders and treatment, and the individual in the group.
This course covers creative and innovative thinking skills, focusing on the theoretical conceptualizations of creative and innovative thinking as well as the practical applications involved in fostering creative and innovative thinking. It will include the use of idea-generating techniques like SCAMPER, brain storming and mind mapping and examine how change and risk-taking behavior can influence innovative thinking. Case studies will be used to understand the creative process as it fuels innovation.
This course covers research methods in psychology and introduces students to the basic principles of the scientific method, the research designs as well as the skills necessary for successfully conducting a psychological research.
This course will provide students with a general introduction to the underlying biological principles and mechanisms which give rise to complex human cognitive, perceptual and emotional behavior. The course focuses on the anatomy of the nervous system, how it works to control behavior and sense the world, and what happens when it malfunctions. The laboratory hours will cover: some experimental techniques in biopsychology such as handling and care of laboratory animals, Running behavioral tasks such as spontaneous alteration, delayed matching and non-matching to sample.
This course covers social influence, social cognition and social relations. This course will cover person perception, the self in the social world, attitudes; social influence processes; interpersonal attraction, personal relationships; positive social behavior (altruism and helping) and aggression; group behavior and processes
This course covers test selection, administration, interpretation, and construction applications in local populations and gives an overview on preparation and adaptation of foreign tests to suit local population, study of test validity and reliability individual and group administration and interpretation of tests in various fields, as well as the construction of simple tests.
This course covers factors affecting human development, principles of development, aspects of development, bodily, mental, cognitive, social and emotional development during childhood, adolescence, adulthood, and old age.
This course involves the scientific study of mental processes (or how the mind works). Topics include perception, attention, multiple memory systems, encoding and retrieval processes, knowledge, language, reasoning, problem solving, creativity and decision making. Students will learn the mental processes (when they study the neuropsychology of cognition) and the mental-like processes performed by computers (when they learn about artificial intelligence). Students will be connected to a CogLab to run experiments to test their own cognitive processes.
This is an undergraduate psychology course designed to expose students to the primary models for defining and evaluating normal and abnormal human behavior in UAE society. Students will be acquainted with the many ways in which biological, emotional, behavioral, and cognitive factors can contribute to distress or impairment, both to the individual and the people around him or her. Students will be exposed to models of how abnormal behavior can be defined, how it can be understood, and in a general sense, how it is usually treated.
This course analyzes research methods used in psychology and the acquisition of skills required to conduct simple research studies. Topics covered include scientific method, ethical issues, descriptive methods, correlation research, experimental methods, single-case, quasi-experimental, and program evaluation.
The aim of this course is to understand learning and show how the learning process is studied. The course shall place learning in its historical perspective, giving students an appreciation for the figures and theories that have shaped 100 years of learning theory research.
This course covers the principles and concepts of educational psychology. Topics include psychological principles of teaching and learning, planning and evaluation, student development, settings of class learning, intelligence and individual differences, and motivation in education and applications.
This course covers basic theory and research in sensation and perception. How we get information from the environment, and how do we make sense out of the information we receive. Topics include the five senses (touch, smell, taste, hearing, and vision). Color perception, depth perception, size perception, tactile perception, temperature perception, pain perception, olfactory perception, taste perception. Perceptual deficits and losses, perceptual development and aging.
The main focus of this course is on understanding psychological concepts and principles in the world of work and its emphasis on the scientist-practitioner model. From the use of research methods in I/O psychology to predictions of human behaviors via psychological assessments, personnel decisions, staff training and development, performance appraisal, teamwork, employee attitudes, occupational health and work motivation are covered.
The course covers the basic concepts of school psychology. It covers current perspectives in school psychology and its contributions to theory and practice, psychological and educational assessment of children (e.g., Roles of Diagnosis and Classification in School Psychology), and school psychological interventions (focus on children, staff, programs, and organizations).
This course covers the scientific study of normal personality development. Topics include the nature of personality theory, methods of assessment and research, and major theories.
This is an undergraduate level course designed to familiarize students with the wide area of clinical psychology. Definition and history of the field are covered together with the various approaches used in clinical psychology. A brief overview of assessment methods, interviews, and testing skills are also covered. Various clinical interventions are discussed and current issues in the field are evaluated. Professional issues including student training, practice regulations, ethics, etc. are also highlighted. This course will also examine and evaluate various clinical concepts and practices from local cultural perspective.
This course examines the nature and role of experimentation in psychology, designing and conducting experiments. Topics include the role of experimentation in psychology; basic concepts, the development of experimental methods in psychology, experimental versus non experimental methods; training in designing and running experiments, analyzing data and writing the experimental report. Laboratory and field experiments are undertaken in the fields of sensation, perception, learning, memory and social behavior
This course covers counseling psychology: theories and methods. This course covers definition, scope, and development of counseling psychology:; human development through the lifespan. Theories: trait-and-factor, behaviorism, client-centered, cognitive; assessment, counseling; fields of counseling especially for special groups, ethical standards.
The purpose of this course is to provide the students with an introduction to the field of health psychology which explores how psychological, social, and biological factors affect health and illness. This course covers health beliefs and behavior, illness cognitions, obesity and eating behavior, stress, illness and coping, cardiovascular disease, cancer, living with (or management of) chronic and terminal disease and living with pain, AIDS, and health outcome measures.
This course covers basic concepts and methods of individual differences, with emphasis on gender differences. It includes the nature, characteristics, distribution and determinants of individual normality and abnormality. Theories in clinical psychology; psychoanalysis, behaviorism and differences; group and individual differences in intelligence, achievement, aptitudes, attitudes, motives, and traits; and the role of the psychology of individual differences in educational and vocational fields as well as an overview and research on gender similarities and differences are also included.
Neuropsychology is a branch of neuroscience that traditionally has relied more on clinical case studies (brain damaged patients) as a source of information for identifying the functional significance of various regions of the brain. The course provides the basis for understanding/diagnosis/and treatment of most common neuropathological and neurobehavioral syndromes (e.g., traumatic brain injury, aphasia, dyslexia, cerebrovascular accidents [strokes], dementia, etc.). Prerequisite: PSY 202
This seminar-based course offers an in-depth study of selected topics in human behavior. Topics vary each semester according to the wide specialization variety of faculty members.
Developing the basic skills necessary for providing psychological services in psychological clinics or schools. In this course students will be introduced to training in interviewing, diagnosing, case study, writing case reports, rehabilitation programs, and working with a team of specialists. (Student should take this course over a complete semester. No courses are allowed to be registered during this course).
This is a practical course aiming at giving the student at the final semester a practical experience in work place, and in research design, collection and analysis of data and reporting findings. (Student should take this over a complete semester. A maximum of 6 Cr. Hrs. of courses can be registered in addition to this course).
The capstone course is a hybrid academic/practical training course in which students develop specifically conceived academic topics and integrate these with practical skills/experiences gained in a simulated clinical context role-play. The focus of the course is to introduce students to the notion of evidence based psychological therapies and how some of these are used to treat common mental health problems. As well as focusing on evidence-based therapies, the course draws on, and integrates, different areas within the discipline of psychology to illustrate and enrich the teaching.
This course aims to provide students with knowledge and information in order for them to appreciate the scientific nature of clinical psychology, issues in critical thinking, contemporary training models in the field, and current research that affects practice, for example, the development of the DSM-V and prescription privilege debate. This course is aimed to launch the training career of both practice and research oriented students in a manner consistent with the contemporary developments and status in the field of clinical psychology. The syllabus will be customized to the needs of the local population adding case studies where possible.
An examination of factors relevant to successful service provision to different populations within a culturally diverse society. Psychologist's characteristics and attitude are examined as well as strategies for developing cultural competence.
This course will focus on diagnosis and treatment of the major psychopathologies. Focus will be given to the DSM IV. Emphasis will be on the diagnosis, classification and etiology of major mental disorders most likely to be encountered in the mental health profession. The student will develop skills in identifying relevant information from interview and/or other sources in order to think like an effective clinician when considering diagnosis and treatment of mental/emotional disorders on the basis of DSM-IV criteria. Consideration will be given to how worldview issues impact the study of psychopathology.
This course presents the principles and practices of major objective (structure) personality instruments. Students administer, score, interpret and write reports communicating results of selected instruments. Issues related to diagnosis and treatment planning is addressed. Cultural and ethical issues relevant to assessment are topics to be explored. The course focuses on the MMPI , 16PF, and NEO-PI-R.
This course will teach an integrative and ecological approach to family therapy that includes the whole family system in family meetings in assessment and planning. The course will include specific approaches for engaging and working with families with common problems due to developmental issues, and mental and physical health issues. There will be a special focus on working with children’s emotional and behavioral problems. Students will be introduced to recent developments in family therapy practice, including narrative and solution-focused approaches.
This course covers knowledge and skills relevant to the intellectual assessment. It explores the theoretical frameworks utilized in the development of cognitive assessment instruments and procedures, explains the administration, scoring, and interpretation of the most widely used intellectual assessment instruments..Specific emphasis is placed on interpretation and report writing using the normalized and standardized test to UAE population (e.g. WISC and Raven.)
This course focuses on the main approaches to psychotherapy such as the psychodynamic, cognitive, behavioral and humanistic therapies and techniques. More emphasis will be given to the use of videotapes of seasoned clinicians utilizing psychotherapeutic techniques. Class meeting will also focus on practicing basic skills such as therapeutic rapport, therapeutic interviewing skills, and nondirective dialogue with patients. Models for interviewing children and families would will also be learned. Students will also undertake an experiential project outside of class that will help them personally explore the psychotherapeutic process.
This course provides instruction in advanced methods in multivariate statistics at both conceptual and applied levels .This course will require students to designate the output designs utilized in published research. Topics: multiple regression, factor analysis, discriminate analysis, Manova, Mancova. The computers are used for data management and analysis.
This course offers a review of research methods in clinical psychology; critical thinking uses as a main approach for the systematic process to answer questions or to test hypothesis. Write an integrative review of the selected topic in clinical psychology literature .Evaluate methods, designs, and results of published clinical research. To understand how issues of ethnicity, culture, and diversity are important when designing clinical researches. Topics to be covered include experimental and quasi-experimental designs, observational methods, single case, research ethics, diversity issues in clinical research, Both qualitative and quantitative research strategies are covered.
This course is meant to enable professors to select the mental health problems and issues to be addressed. Topics include, but not limited to, mental health problems that are not covered in this MSc curriculum, contemporary mental health problems and issues, current controversies in mental health, mental health services in the UAE, major culture-bound syndromes in the UAE, and other health related problems and issues.
The emphasis is on the neuroanatomy and brain-behavior relationship. The focus is on neuropsychological disorders such as disorders of perception, language, movement, and neuro-degenerative diseases. Neuropsychological assessments for different disorders will also be discussed.
A study of the administration, scoring, and interpretation of personality and projective assessment instruments, and the rationale underlying the construction of each.
This course focuses on the effect of drugs on behavior and the nervous system, with emphasis on the interaction between biological, psychological and sociological factors on drug use. Some of the topics examined are: basic principles of pharmacology, physiological effects of drugs and difference between psychoactive drugs. The course also discusses the use of folk and herbal medicine and the interaction between them and psycho-active drugs.
During the completion of the master thesis, the student will gain experience across all the stages of an empirical research study in a selected area of clinical psychology. The study will allow the student the opportunity to apply the varied knowledge and skills acquired across the course of the degree. The student will select a topic of interest and identify a faculty member to provide supervision throughout the process. Generally, the Master’s thesis is empirical, requiring the collection of data; however, in some circumstances, a thesis that employs a literature review-based methodology may be allowed. The thesis is examined via an oral defense.
The course includes a review of basic psychometrics and classification systems for child psychopathology. Focuses on different types of assessment procedures used with children as well as the assessment/diagnostic process. Attention given to specific psychological disorders of children and adolescents. The course includes supervised administration, scoring and interpretation of individual tests. Student administer, score and interpret several tests and are expected to achieve proficiency in writing comprehensive psychological reports.
A minimum of 300-clockhours of supervised experiences in a setting in which psychological services are provided. The essential purpose of the first practicum is to ensure that interns have appropriate opportunities to apply, under supervision, the knowledge and skills acquired in the program. During this practicum interns will gain experience in providing clinical psychology services for clients and will develop skills in the range of professional and administrative activities involved in professional clinical practice.
An introduction to health psychology that provides a general overview of the discipline of health psychology, including its origins, concepts and methods. A number of types of intervention efforts will be explored, including risk factor modification, secondary preventive/rehabilitative efforts for chronic illness and community/ public health interventions. Some of the major areas and topics in health psychology are explored. Students will acquire skills and knowledge that should enhance their critical thinking and their understanding of the relationship of cognition, emotion, motivation, and behavior on health.
The course covers the ethical guidelines and standards related to the research and practice of psychology. Ethical, professional and legal conflicts are discussed. The goal of the course is to ensure familiarity with various laws, standards and guidelines that regulate the practice of psychology and to develop ethical problem solving skills. Special emphasis is given on developing laws and ethical practices to the needs of the local society.
A minimum of 300-clockhours of supervised experiences in a setting in which psychological services are provided.
This course covers topics such as the concept of mental health; normal and abnormal behavior; adjustment; the role of teacher, curriculum and school system in providing and maintaining mental health; teacher selection; psychological services for students; and behavior problems in schools and how to deal with them effectively.
This course provides an introduction to the fundamentals of neuroanatomy and physiology for communicative functions including speech, language, and hearing. The course will cover the neurological aspects of typical speech, language and swallowing functions across the lifespan and will introduce the role of the peripheral and central nervous system in communication and swallowing functions.
This course is a study of the anatomy and physiology of the articulatory, auditory and nervous systems as involved in speech production and perception. The course familiarises the students with the aspects of human anatomy relevant to speech and language (the respiratory system, laryngeal-phonatory system, oropharyngeal–articulatory system, auditory system, nervous system) and their physiology, focusing on how the function of individual anatomy corresponds to the production and perception of speech communication, as well as presenting common disorders.
This course will provide an understanding of typical child language development, including the acquisition of phonetics and phonology (the sound system of the language), morphology (the structure of words), and syntax (the structure of sentences). It will consider basic theories of child language development expanding the scope to the acquisition of more than one languages (bilingualism). Finally, it will discuss the conditions and symptoms associated with atypical language development and child language disorders. Foundation clinical practice skills will be introduced (e.g., simulations) to allow students to develop their clinical skills in child language development.
This course offers students a basic introduction to the assessment and treatment of articulation and phonological disorders in children and adults. Students will develop the skills to effectively enumerate the characteristics that define and differentiate articulation and phonological disorders and the individuals who demonstrate them and to assess, plan, and implement appropriate intervention strategies for persons presenting with articulation, voice, and/or phonological disorders with functional or organic etiology.
This course offers students a basic introduction to the assessment and treatment of articulation and phonological disorders in children and adults. Students will develop the skills to effectively enumerate the characteristics that define and differentiate articulation and phonological disorders and the individuals who demonstrate them and to assess, plan, and implement appropriate intervention strategies for persons presenting with articulation, voice, and/or phonological disorders with functional or organic etiology. Articulation and Phonological Disorders
This course presents the theory, diagnosis and treatment of fluency and motor speech disorders throughout the lifespan. It reviews the symptomatology of these disorders, surveys theories of stuttering, and examines normal versus abnormal fluency development and the anatomy and physiology of speech production as it relates to motor speech disorders and their treatment.
This course introduces students to speech and language disorders in aging adults, and highlighting the social impact and issues that they present. It provides students with knowledge and skills required to distinguish normal aging processes from disordered language, and assess and remediate language impairments of different etiologies in adults. Students are instructed in understanding language impairment, assessment, and intervention, collecting and analyzing language samples, and the skills required to address challenges specific to the aging population.
This is a core course for the newly proposed BA in Communication Sciences and Disorders and covers an important area within the spectrum of language disorders. It therefore constitutes an essential part of the professional preparation for graduates of the program to become certified professionals in the fields of speech pathology and communication disorders.
This course will provide students with components of a comprehensive, functional assessment of an individual’s speech, language, and related communication abilities. Students will learn the benefits and limitations of various assessment tools in terms of their appropriateness for the setting, individual, and the cultural context. Students will acquire decision-making processes associated with developing appropriate management programs for people with communication disorders.
This course constitutes a study of the medical and biophysical bases of communication disorders and the relevant medical management of such issues as part of the total treatment program within the medical setting. Students will explore the topics most commonly managed in medical settings and the clinical practices of speech language pathology that are specific to and used in medical settings and will develop expertise in clinical instrumentation.
This course provides students with a detailed overview of the most clinically relevant topics related to Augmentative and Alternative Communication strategies and supports. The course content covers demographic/background information, an in-depth understanding of assessment and treatment, and an overview of evidence-based paradigms associated with augmentative and alternative communication strategies across the lifespan. Students will develop their core knowledge and skills through understanding current research, selecting and applying appropriate assessment procedures, creating treatment plans, practicing creating example AAC devices, in-class participation and activities, and performance on objective assignments. These processes will serve to ensure adequate preparation of students for assessment and treatment in clinical practices relating to AAC.
This course provides supervised clinical experience in the assessment and treatment of speech, language, and/or swallowing disorders. Students must attend a minimum of 20 hours per week of supervised assessment and intervention experience (i.e., a minimum of 5 hours a day for 4 days in the week) for a minimum of 13 weeks in the semester to ensure a minimum of 260 hours of practical training for the course
This course provides supervised clinical experience in the assessment and treatment of speech, language, and/or swallowing disorders. Alternatively, students may focus on curriculum and methods of determining eligibility and providing clinical services to children and adolescents with communication impairments in school settings. Students must attend a minimum of 20 hours per week of supervised assessment and intervention experience (i.e., a minimum of 5 hours a day for 4 days in the week) for a minimum of 13 weeks in the semester to ensure a minimum of 260 hours of practical training for the course.
This course explores the relationship between literature and translation and examined some of the practical aspects of translation and the theoretical questions to which it gives rise. Quine's 'Theory of Indeterminacy of Translation' is discussed and the notion of 'lost in meaning' is analyzed. Translations of literary works and sample the diverse field of translation theory are also explored.
This course acquaints students with the terminology and tools for analyzing English grammar. The course aims to improve students' accuracy in their written English and to help them to be better teachers of grammar. Teaching involves lectures plus in-class exercises and workshops where students are presented with (textbook) exercises to complete in pairs and small groups with instructor assistance. Written assignments will also be used to help learners improve their grammar in authentic writing environments.
Applied linguistics is the theoretical and empirical investigation of real world problems in which language is a central issue, and it draws upon research in education, linguistics, psychology, sociology, and anthropology. The course demonstrates how, for example, applied linguists employ research findings from linguistics, education and psychology to develop second language teaching methodologies and to implement successful literacy programs; how they employ sociolinguistic and pragmatic knowledge in the elucidation of misunderstandings in cross-cultural communication; how they draw on findings from discourse analysis and pragmatics to clarify written and spoken communication in professional settings such as hospitals and law courts; how they use their knowledge of phonetics and phonology to solve problems in speech therapy; and how they draw on the many contributing fields to address major societal issues such as language planning. Through these and other examples, the course explains how applied linguists employ the theories and tools of formal linguistics, education, psychology, and sociolinguistics in a wide variety of socially useful ways.
This is a comprehensive course on English phonetics. Starting from the detailed description of the articulatory system of human beings, students will study the accurate description of different types of speech sounds. We will focus on the speech sounds as spoken by the native speakers of English (which primarily include British and American English, though other dialects of English may be taken into account when necessary). Students will also be taught to transcribe English words accurately using the International Phonetic Alphabet (IPA), and to translate their transcription into English words. By the end of this course, students should know both English-to-IPA and IPA-to-English translation.
This course is especially designed to meet the needs of future middle/high-school English teachers and places an emphasis on effective techniques for instruction of the English language. It will acquaint students with the main facts of the pedagogical structure of English pronunciation, vocabulary, and grammar. It will also cover how to teach and test grammar and how not to teach grammar, including usage problems associated with contemporary grammar issues. Students will be introduced to fundamental issues underlying errors of grammatical usage. As each topic is considered, insights from linguistics that have important implications for teaching (such as preferred teaching methods and theories) will be introduced.
In addition to providing students with a basic theoretical knowledge of the processes involved in reading, the course addresses two problems which affect second language learners of English throughout Asia. The first is that second language literacy has not developed sufficiently in many countries because vocabulary is not taught systematically in schools. The second obstacle to the development of second language literacy is that very few students have the habit of reading for pleasure. The course describes these problems and their consequences, and it proposes solutions which young teachers could begin to implement in schools.
This course is a thematic application, and it focuses on the unique attributes of adult language education contexts. The course will train students to develop practical materials and methods to enhance their ability to conduct useful and relevant lessons with adult learners. By the end of the course students will have gained knowledge of the main issues surrounding adult language education and the ability to plan and conduct an effective language class with adult language learners.
This course introduces students to the basic issues and concepts involved in the study of second language acquisition (SLA), the study of the way in which people learn a language other than their first language (L1) and the multiple internal and external factors that affect it. It is designed to make the essentials of this rapidly expanding area accessible to students. The course is demanding, partly because it sometimes challenges students' experience and established practice, and partly because it introduces a large number of new terms, concepts, and issues. However, the course provides a valuable background for much of what students study in the Applied Linguistics/TESOL Programme.
This course aims to expose students to the task of teaching English for specific purposes (ESP), i.e., English to students in various professional fields and areas of knowledge, and to its methods and techniques of teaching. Students are introduced to (1) ESP as a new branch of ELT, (2) course design and what it involves (determining learners' needs, knowledge of models of language learning, knowledge of ways of describing language structure, and knowledge of the different approaches to course design), (3) ways of using/applying the basic principles of course design (writing a syllabus, designing materials and teaching methods, evaluating teaching materials, and assessing students' learning). Finally, students will be encoraged to reflect on the role of the ESP teacher and the possible resources available to him/her.
This is an introductory course in language testing which aims at introducing students to the basics of language assessment. The first section of the course focuses on basic terminology in language testing, such as reliability, validity, washback, and stages of test development. The second section addresses the issues of testing different language skills and features including assessment of reading, writing, listening, speaking, grammar, and vocabulary. The final part of the course deals with issues related to assessing young children, alternative methods of assessment, using technology in language testing, and ethics in assessment. During the course, students will be given the opportunity to write and moderate test items
This course aims to expose students to the task of teaching English for specific purposes (ESP), i.e., English to students in various professional fields and areas of knowledge, and to its methods and techniques of teaching. Students are introduced to (1) ESP as a new branch of ELT, (2) to course design and what it involves (determining learners? needs, knowledge of models of language learning, knowledge of ways of describing language structure, and knowledge of the different approaches to course design), (3) to ways of using/applying the basic principles of course design (writing a syllabus, designing materials and teaching methods, evaluating teaching materials, and assessing students? learning), and finally (4), students will be brought to reflect on the role of the ESP teacher and the possible resources available to him/her.
This course will facilitate students' integration into the professional field of TESOL. Students will learn how they can continue to develop their teaching skills once they have graduated and entered the field. Students will be required to join TESOL Arabia, the professional association for English language teachers in the Arabian Gulf. They must also attend CTELT, TESOL Arabia, ARC or other conferences. They must also participate in various TESOL Arabia events as well as professional development opportunities for teachers that are offered by other organizations at various times outside the classroom.
This course helps students develop a repertoire of teaching competencies that could be used in a language classroom. More specifically, the class activities place emphasis on the development of skills, strategies, and techniques in an EFL context. The course follows a how-to-do-it approach since students will find tips and examples on how to carry out different skills. Examples include how to present new vocabulary, how to teach grammar, how to plan a language lesson, how to manage classes etc. The course is mainly divided into two main sections. The first section provides a theoretical background and addresses specific skills and strategies in a language classroom. As for the second part, it touches on global aspects of the teaching process including planning and management, materials and aids, and professional development. Students are encouraged to participate in class discussions, which is an important component of this course.
This course examines approaches and methods in second-language teaching, including current and historical methodologies. There is a focus on conceptual frameworks for skills-based teaching and learner-centered approaches. Students become familiar with the pedagogical techniques employed in different language teaching methodologies. They will also evaluate the principles and the techniques of methods they have studied. (The internship is conducted over a complete semester. No courses are allowed to be registered during the internship).
لايوجد محتوى عربي لهذه الصفحة
يوجد مشكلة في الصفحة التي تحاول الوصول إليها