| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | ||||
| Course Code | POLS 322 | ||||
| Course Title in English | Politics of Water Resources in the Middle East | ||||
| Course Title in Turkish | Orta Dogu | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Spring | ||||
| Contact Hours per Week |
|
||||
| Estimated Student Workload | 135 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To understand politics of water and analyze the evolution of global water management paradigms with specific references to the hydropolitical relations in the Middle East and North Africa | ||||
| Course Description | This course aims at addressing many dimensions of the transboundary water resources management and analyzes evolving water management paradigms. Introductory part will encompass the reasons for current water crisis in the world in general, and in the Middle East and North Africa (MENA) in particular. Secondly, the course is designed to highlight why water plays such an important role in the international relations of the MENA by looking into the past and potential inter-state disputes over water with specific references to the Nile, Jordan and Euphrates-Tigris river basins. The origins and the evolution of the water disputes in these regions; historical overview of water negotiation frameworks, and the initiatives for cooperation will be studied. The course will culminate with the analysis of the possible situations of conflict or cooperation over the use of limited water resources of the MENA. | ||||
| Course Description in Turkish | Bu ders sınıraşan su kaynakları yönetiminin birçok boyutunu ele almayı amaçlamaktadır ve gelişen su yönetimi paradigmalarını analiz etmektedir. Giriş bölümünde genel olarak dünyada, özel olarak ise Orta Doğu ve Kuzey Afrika'da (MENA) mevcut su krizinin nedenlerine yer verilecektir. İkinci olarak ders, Nil, Ürdün ve Fırat-Dicle nehir havzalarına özel atıflarla su konusundaki geçmişe ve potansiyel devletlerarası anlaşmazlıklara bakarak, suyun MENA'nın uluslararası ilişkilerinde neden bu kadar önemli bir rol oynadığını vurgulamak için tasarlanmıştır. Bu bölgelerdeki su anlaşmazlıklarının kökenleri ve gelişimi; Su müzakere çerçevelerine tarihsel bir bakış ve işbirliğine yönelik girişimler incelenecektir. Kurs, MENA'nın sınırlı su kaynaklarının kullanımıyla ilgili olası çatışma veya işbirliği durumlarının analiziyle sonuçlanacaktır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) • Understand of political nature of water and its role in the international relations of the MENA countries; 2) Learns the key concepts in the field of water politics; 3) Analyzes contending approaches to transboundary water politics. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 |
|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||
| 6) Internalization and dissemination of professional ethical standards. | |||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | AYŞEGÜL KİBAROĞLU , January 2024 |
| Course Coordinator | AYŞEGÜL KİBAROĞLU |
| Semester | Spring |
| Name of Instructor |
| Week | Subject |
| 1) | Introduction: Water Scarcity as a Global Issue |
| 2) | Discussing key concepts of water politics |
| 3) | Analyzing global water management paradigms: hydraulic mission |
| 4) | Analyzing global water management paradigms: integrated water resources management |
| 5) | Hydropolitical Setting & Riparian Disputes in the Middle East |
| 6) | Hydropolitical Setting & Riparian Disputes in the Middle East: Euphrates-Tigris River Basin |
| 7) | Hydropolitical Setting & Riparian Disputes in the Middle East: Jordan River Basin I |
| 8) | Hydropolitical Setting & Riparian Disputes in the Middle East: Jordan River Basin II |
| 9) | Hydropolitical Setting & Riparian Disputes in the Middle East: Nile River Basin |
| 10) | Comparing and contrasting hydropolitics in three transboundary river basins |
| 11) | Contending theories in transboundary river basins: Water Wars Literature |
| 12) | Contending theories in transboundary river basins: Institutionalists |
| 13) | Contending theories in transboundary river basins: Virtual Water |
| 14) | Wrap-up |
| Required/Recommended Readings | …J. A. (Tony) Allan, “Integrated Water Resources Management is a more Political than a Technical Challenge” in A.S. Alsharhan and W.W. Wood (eds.) Water Resources Perspectives: Evaluation, Management and Policy, Elsevier Science, 2003, pp. 9-23. ...… A. Kibaroglu & S. I. Gursoy, “Water–energy–food nexus in a transboundary context: the Euphrates–Tigris river basin as a case study,” Water International, Vol. 40 Issue 5-6, 2015, pp. 824-838. …A. Kibaroglu & O. Ünver, "An Institutional Framework for Facilitating Cooperation in the Euphrates-Tigris River Basin," International Negotiation: A Journal of Theory and Practice, Dordrecht, The Netherlands, Vol. 5, No. 2, 2000. …A. Kibaroglu, “The Role of Epistemic Communities in Offering New Cooperation Frameworks in the Euphrates-Tigris Rivers System,” Journal of International Affairs, Spring/Summer 2008, Vol. 61, No.2, pp. 183-198. …A. Kibaroglu and W. Scheumann, “Evolution of Transboundary Politics in the Euphrates-Tigris River System: New Perspectives and Political Challenges” Global Governance, Volume 19-2, 2013, pp. 279-307 …A. Dinar et al., Bridges over Water: Understanding Transboundary Water Conflict, Negotiation and Cooperation, London: World Scientific Publishing Limited 2007, Chapters 2-3-4-7 (pp.24-97; pp. 138-159). | |||||||||||||||||||||
| Teaching Methods | Flipped Classroom methods such as pre-class quizzes, pre-class videos, group discussions, group debates, presentations, and essay type exams. | |||||||||||||||||||||
| Homework and Projects | ||||||||||||||||||||||
| Laboratory Work | ||||||||||||||||||||||
| Computer Use | ||||||||||||||||||||||
| Other Activities | ||||||||||||||||||||||
| Assessment Methods |
|
|||||||||||||||||||||
| Course Administration |
aysegul.kibaroglu@mef.edu.tr Attendance and active participation are required. There would be no late presentations and make up exams unless medical report provided. MEF university values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the code of student conduct and disciplinary procedures. Any improper behavior, academic dishonesty or plagiarism is subject to the YOK Disciplinary Regulation. |
|||||||||||||||||||||
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 2 | 98 | ||
| Presentations / Seminar | 1 | 8 | 1 | 9 | |||
| Project | 1 | 16 | 2 | 18 | |||
| Homework Assignments | 1 | 8 | 2 | 10 | |||
| Total Workload | 135 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||