XI. Read the text and look for the answers to the following

questions.

1. Is enrollment as an Auditor permitted in all courses subjects?

2. What is the policy of tuition charges for audit enrollment?

3. How are Auditor's academic achievements estimated?

4. When is a change of enrollment from "audit" to "credit" possible?

5. Whose approval is of prime importance in case of change enroll­ment from "audit" to "credit"?

AUDITING COURSES

Enrollment as an Auditor in some universities is permitted in all courses subject to the approval of the instructors) and the dean of the college in which the course(s) is offered. Enrollment as an Auditor must be completed by the last day of enrollment in any term.

Enrollment as an Auditor is indicated with "AU" or "W" grade on the stu­dent's permanent academic record and no credit/clock hour values designated.

Tuition/fee charges and refund policies for audit enrollments are the same as for credit enrollments. A student enrolled exclusively as an audi­tor may withdraw only during the tuition/fee refund period, and the enrollment will be cancelled. No entry will be made on a permanent aca­demic record.

In accepting a student as an Auditor, it becomes the responsibility of the instructor to make clear to the student the instructor's requirements for the audit enrollment. For example, if the student is to attend regu­larly, to participate in specific class exercises, perform experiments, take tests, etc., this must be relayed to the student at the time permission is given to enroll as an auditor. Satisfactory completion of the audit enroll­ment is identified as an "AU" grade. An instructor, at his/her discretion, may assign a "W" grade to an auditor who, in the instructor's opinion, did not perform according to the specific requirements as identified at the time of enrollment.

A change of enrollment from "audit" to "credit" may be made pro­viding the change is made no later than the end of the second week of classes of a summer session with the approval of the instructors) and the appropriate college dean

.Students enrolled exclusively as an Auditor may change their enroll­ment to "credit" providing the student gains admission to the University during the first two weeks of classes of a semester or the first week of classes of a semester session with the approval of the instructors) and appropriate college dean.

Part II

I. Read the following text and find the answers to the following questions.

1. How has dental education changed of late?

2. What methods of treatment have been used in ancient time?

3. What should be the aims and objectives of the dental course for present dental students?

4. How were usually the majority of practitioners in the UK taught?

5. What abilities will the graduate require to be prepared for practice in the next century?

AIMS AND OBJECTIVES

Dental education is constantly evolving to match the changing world of dentistry, as a visit to any dental school will demonstrate. Student life is very different from even a decade ago.

Naturally the student still requires a foundation of basic knowledge, so some form of initial input will still be required from teachers. The tra­ditional lecture is one of the most efficient ways of providing information to people, although the rapid development of computer-assisted learning promises some exciting possibilities in the near future. For most of us though, it seems inconceivable that the lecture may eventually disappear. The experience of sitting in a darkened room while mysterious and eso­teric symbols flash before our eyes on the screen seems a part of the edu­cation tradition.

Both the practice of dentistry and dental education have seen consid­erable change in recent years and further changes are already being con­sidered for the future. New subjects and modules have been introduced and new educational goals addressed - the need for which having not always been either understood or well received by the profession at large. It is perhaps an appropriate time to ask whether these new recruits to our profession will receive an education that will equip them for practice in the 21st century?Six thousand years ago the ancient Egyptians were drilling holes in jaws to relieve abscesses. Four thousand years ago the Chinese were using herbs and acupuncture to treat all dental diseases. Two thousand years ago there were clear details of anatomy and how dental disease could be treated by extractions, gingival surgery, restorations, prosthetics, and even transplants of teeth of animals or slaves. History shows that our noble profession has continued to confine itself to the treatment of the ravages of dental disease almost to the present day. Only in the last part of the last century of the present тШеїдит have the actual causes of the dental diseases been addressed. It is now known that these diseases are almost completely preventable, and it is certainly accepted that restora­tions do not cure decay. What then should be the aims and objectives of the dental course for these new students?

This question receives a wide variety of answers when asked of dif­ferent groups of people. The majority of practitioners in the UK were taught a very mechanistic and quantitative approach to practice at den­tal school, and the current materialistic attitude in the dental profession is perhaps not a surprising result. The view that dentists are really just "oral technicians" is widely held, and modern trends in dental education - seen as a threat to this traditional way of practice are widely criticised by those holding this opinion.

Academic teachers generally believe that dentistry has ceased to be just a technical profession and is now, as it was originally, a true branch of the profession of medicine. Students must be prepared for a very dif­ferent role in society. Medical, scientific and technological advances require practitioners to be educated in such a way that these can be thor­oughly evaluated and integrated into practice. The dentist who graduates because he or she has learned a large body of facts has been educated for the past. If the graduate has not achieved an enquiring mind, problem- solving skills, and the ability to consider and assimilate new information, they will not be prepared for practice in the next century.