المقررات المتاحة

ﺔﻴﺛﻼﺛ ﺕﺎﻴﺼﺨﺸﻟﺍ ﻦﻳﻮﻠﺗ ﻥﺎﻘﺗﺇ ﻦﻣ ﻦﻴﺑﺭﺪﺘﻤﻟﺍ ﻦﻴﻜﻤﺗ ﻰﻟﺇ ﻑﺪﻬﻳ ﻲﻤﻗﺮﻟﺍ ﻦﻳﻮﻠﺘﻟﺍ ﻕﺎﺴﻣ
Normal Map:ﻞﺜﻣ ﺔﻴﺳﺎﺳﻷﺍ ﻂﺋﺍﺮﺨﻟﺍ ﺪﻴﻟﻮﺗﻭ ﺩﺍﺪﻋﺇ ﻰﻠﻋ ﺰﻴﻛﺮﺘﻟﺍ ﻊﻣ ،ﻲﻓﺍﺮﺘﺣﺍ ﻞﻜﺸﺑ ﺩﺎﻌﺑﻷﺍ
ـﻟﺎﺑ ﻞﻤﻌﻟﺍ ﺐﻴﻟﺎﺳﺃ ﻰﻠﻋ ةبلطﻟﺍ ﻑﺮﻌﺘﻳ . Roughness Mapﻭ ،Occlusion Map 
ﺎﻘﻴﺒﻄﺗ ﻕﺎﺴﻤﻟﺍ ﻞﻤﺸﻳ .ﺮﻬﻈﻤﻟﺍ ﻲﻓ ﺔﻴﻌﻗﺍﻮﻟﺍ ﻖﻴﻘﺤﺗﻭ ﺓﺩﻮﺠﻟﺍ ﺪﻴﺣﻮﺘﻟ Smart Materials
ﺔﻗﺪﺑ ﺕﺎﻣﺎﺨﻟﺍ ﻊﻳﺯﻮﺗﻭ ﺕﺎﻘﺒﻄﻟﺍ ﻢﻴﻈﻨﺗ ﻰﻠﻋ ﺰﻛﺮﻳ .ﺎﻬﻠﻴﺻﺎﻔﺗ ﻞﻜﺑ ﺔﻠﻣﺎﻛ ﺔﻴﺼﺨﺷ ﻰﻠﻋ ﺎﻴﻠﻤﻋ
ﺍﺭﺩﺎﻗ ﻢﻠﻌﺘﻤﻟﺍ ﻥﻮﻜﻳ ،ﻕﺎﺴﻤﻟﺍ ﺔﻳﺎﻬﻧ ﻲﻓ .Substance Painter. ﻞﺜﻣ ﺔﻣﺪﻘﺘﻣ ﺞﻣﺍﺮﺑ ﻞﺧﺍﺩ
.ﻲﻌﻗﺍﻮﻟﺍ ﻲﻠﻋﺎﻔﺘﻟﺍ ﺽﺮﻌﻠﻟ ﺓﺰﻫﺎﺟ ﺕﺎﻔﻠﻣ ﺩﺍﺪﻋﺇ ﻰﻠﻋ

توصيف المقرر /

*مفهوم وتعريف الإدارة وأهمية الإدارة في المجتمع بشكل عام  والمؤسسات الإعلامية بشكل خاص ولكس تتم الإدارة في المؤسسات الإعلامية بشكل سليم وتستند إلى أسس سليمة يجب معرفة الوظائف الإدارية في المؤسسة الإعلامية ومهام كل وظيفة من هذه الوظائف كما يتضمن المقرر التحديات والمؤثرات التي تواجه العملية الإدارية في المؤسسات الإعلامية وكيفية حلها وتجاوزها بالإضافة إلى كيفية اتخاذ القرارات التي تساعد في تخطي الأزمات التي تواجه المؤسسة أو تلك التي تؤدي إلى نجاح هذه المؤسسة .


·       المحور الدراسي الأوّل: الصحافة الاستقصائية ( تعريفها ومميزاتها وتمايزها)

ü    الدَّرْسُ الأول: تعريف الصحافة الاستقصائية (الأسبوع الأوّل)  

ü    الدرس الثاني: في الفروق بين الصحافة الاستقصائية وغيرها من الأجناس الصحفية المجاورة (الأسبوع الثاني)

·       المحور الدراسي الثاني: التحقيق الصحفي الاستقصائي (منظومة العمل ونظام الاستقصاء)

ü    الدرس الأول: البحث الأوّليّ في الصحافة الاستقصائية (الأسبوع الثالث)  

ü    الدرس الثاني: البحث التحقيقيّ (الأسبوع الرابع)

ü    الدرس الثالث: الفرضية الاستقصائية (الأسبوع الخامس)

ü    الدرس الرابع: المصادر والملف الرئيسيّ (الأسبوع السادس)  

·      المحور الدراسي الثالث: سرد القصة الاستقصائية

ü    الدرس الأول: منظومات السرد ومكوناته (الأسبوع السابع)

ü    الدرس الثاني: أنواع السرد (الأسبوع الثامن)

·      المحور الدراسي الرابع: معايير ما قبل النشر

ü    الدرس الأول: المعايير الأخلاقية الصحفية في العمل الاستقصائي (الأسبوع التاسع)

ü    الدرس الثاني: المواجهة الصحفية الاستقصائية (الاسبوع العاشر)   

ü    الدرس الثالث: معايير الجودة والسلامة المهنية (الأسبوع الحادي عشر)



COURSE DESCRIPTION AND OBJECTIVES

This course provides an in-depth introduction to the field of simultaneous Interpretation, designed for third-year students at the English Language & Interpretation Department. Students will explore the essential skills, techniques, and technologies required to excel as simultaneous interpreters in various professional settings.

 

Throughout the 11-week course, students will engage in theoretical discussions and practical exercises, focusing on critical aspects such as listening comprehension, note-taking, and real-time Interpretation strategies. The curriculum will cover the history and evolution of simultaneous interpretation, the ethical standards expected of professionals, and the challenges faced in specialized areas such as legal, medical, and technical Interpretation.

Participants will have the opportunity to practice their skills through mock conferences and peer-led sessions, receiving constructive feedback to enhance their performance. By the end of the course, students will have a solid foundation in simultaneous interpretation, preparing them for further study or careers in this dynamic and demanding field.

Whether aspiring to work in international organizations, conferences, or media, students will leave with the knowledge and experience necessary to navigate the complexities of simultaneous interpretation confidently.

Objective: The primary objective of the "Simultaneous Interpretation (2)" course is to equip students with the foundational skills and knowledge necessary to perform effectively as simultaneous interpreters. By the end of the course, students will be able to demonstrate proficiency in active listening, quick comprehension, and accurate real-time interpretation across various subjects. They will gain a thorough understanding of the technical equipment and tools used in the field, as well as the ethical standards and professional practices required for successful interpretation. Additionally, students will develop strategies for managing pressure and enhancing memory, alongside practical experience through simulations and peer practice. Ultimately, this course aims to prepare students for future roles in interpretation, enabling them to navigate the challenges of simultaneous interpretation in diverse contexts.


Dear Students

Hope you are safe and sound!

This course is a practical one that requires your follow up and participation.

Kindly join this WhatsApp group for easier communication:

https://chat.whatsapp.com/E6yLNe9ypFNGW7V9eDjnuN


Course Description:
This course is a practical, student-centered English for Specific Purposes (ESP) module designed for Master’s students in Public Relations (PR) and Media at Gaza University. It addresses urgent linguistic, professional, and narrative needs arising from Gaza’s humanitarian context. The course transforms English learning from a formal language exercise into a strategic, ethical, and identity-affirming tool for self-representation, institutional communication, and crisis engagement.

Course Objectives:

  • - Equip students with essential English PR vocabulary, expressions, and formats used in humanitarian and media contexts.
  • - Develop functional skills in writing, translation, and storytelling for real-world PR tasks, including crisis communication, press releases, and media reports.
  • - Empower students to use English as a tool for dignity, narrative visibility, and professional resilience under siege.
  • - Connect language acquisition with identity-building, civic agency, and ethical storytelling rooted in the Gazan reality.

Course Structure:
  • - 14 pre-recorded sessions (15 minutes each), accompanied by printable visual PDFs.
  • - Combines vocabulary development, real-life tasks, professional formats, and interactive activities.
  • - Themes include: PR terminology, humanitarian storytelling, institutional descriptions, media campaign design, donor communication, and social media narratives.
Pedagogical Approach:
  • Motivational and empathetic, recognizing the lived trauma and displacement of learners.
  • Narrative-based and contextual, integrating English skills with local storytelling and simulation of PR roles.
  • Flexible and inclusive, using bilingual scaffolding (Arabic-English) and culturally appropriate examples.
  • Outcome-oriented, with each session ending in a practical task or creative reflection.
Key Weekly Highlights (Weeks 1–14):
  1. Why English Matters in PR – Framing language as a professional and human bridge.
  2. Core PR Vocabulary – Building a foundation of key terms with real-life relevance.
  3. PR Tasks in Daily Life – Linking English to local PR functions in crisis.
  4. Contextual Translation – Bridging Arabic and English for effective messaging.
  5. Humanitarian Descriptions – Telling the story of a place or crisis through structured English.
  6. Writing Press Releases – Producing clear, strategic updates.
  7. Expressing Human Needs – Conveying urgency with clarity and empathy.
  8. Rebuilding Institutions in Language – Imagining and describing functional public services.
  9. 9. Donor Communication – Practicing respectful, strategic English appeals.
  10. Simulated Interviews – Applying oral skills for survivor narratives.
  11. Messaging Hope – Framing positive public messages under pressure.
  12. Social Media Language – Professional writing for digital platforms.
  13. Human Storytelling – Crafting a brief, impactful human-interest piece.
  14. Final Project – Integrative PR task including a press release, human story, and social post.
Final Evaluation:
TBD

Ethical Note:
This course is not simply about grammar or passing exams. It is a pedagogical act of resistance and reconstruction; where language becomes a symbol of survival, professionalism, and hope. As stated in the course philosophy:
We do not teach English as a luxury, but as a tool of dignity. Every word learned is a brick in rebuilding Gaza—narratively, institutionally, and emotionally."

In this course students will understand the Neural networks that provide a model of computation drastically different from traditional computers. Typically, neural networks are not explicitly programmed to perform a given task; rather, they learn to do the task from examples of desired input/output behavior. The networks automatically generalize their processing knowledge into previously unseen situations, and they perform well even when the input is noisy, incomplete or inaccurate. These properties are well-suited for modeling tasks in ill-structured domains such as face recognition, speech recognition and motor control.