Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Economics, Administrative and Social Sciences | ||||
| Course Code | POLS 421 | ||||
| Course Title in English | North-South Relations | ||||
| Course Title in Turkish | Kuzey-Guney Iliskileri | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Select | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 130 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 the relations between existing patterns of North-South economic relations and the degradation of natural resources | ||||
| Course Description | This course aims to provide the students with a comprehensive understanding of the North-South relations from the perspective of environment, development and security. Historical, theoretical and case-study analyses are utilized to acquaint students with broader understanding of the causes of global environmental degradation, resource constraints and dramatic demographic changes. | ||||
| Course Description in Turkish | Bu ders öğrencilere Kuzey-Güney ilişkilerini çevre, kalkınma ve güvenlik perspektifinden kapsamlı bir şekilde anlamalarını sağlamayı amaçlamaktadır. Öğrencilere küresel çevresel bozulmanın, kaynak kısıtlamalarının ve dramatik demografik değişikliklerin nedenleri hakkında daha geniş bir anlayış kazandırmak için tarihsel, teorik ve örnek olay analizleri kullanılır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Equipped with knowledge on the connections between economic development and environmental change; 2) 2. Understood the relations between the existing patterns of North-South economic relations and the degradation and depletion of natural resources; 3) 3. Learned sustainable development with its basic principles; 4) Examined the main premises and differences between of political ecology and environmental security approaches. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 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. |
Relation to Program Outcomes and Competences
| 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 | Fall |
| Name of Instructor |
Course Contents
| Week | Subject |
| 1) | Introduction |
| 2) | Colonialism, capitalism and development I |
| 3) | Colonialism, capitalism and development II |
| 3) | Colonialism, capitalism and development II |
| 4) | Global environmental change and global environmental politics I |
| 5) | Global environmental change and global environmental politics II |
| 5) | Global environmental change and global environmental politics III |
| 6) | Sustainable Development as a contested concept in the North-South debate I |
| 7) | Sustainable Development as a contested concept in the North-South debate II |
| 8) | Political ecology: unraveling the political forces at work in environmental access, management and transformation I |
| 9) | Political ecology: unraveling the political forces at work in environmental access, management and transformation II |
| 10) | Environmental Security: North defining the environmental agenda and monitoring the policies of South I |
| 11) | Environmental Security: North defining the environmental agenda and monitoring the policies of South II |
| 12) | Environmental Security: North defining the environmental agenda and monitoring the policies of South: Water Resources |
| 13) | Environmental Security: North defining the environmental agenda and monitoring the policies of South: Climate Change |
| 14) | Wrap-up |
| Required/Recommended Readings | Tim Allen and Alan Thomas (eds.) Poverty and Development into the 21st Century, The Open University, Oxford University Press, 2000. P. Chasek, D. Downie and J. W. Brown, Global Environmental Politics, Westview Press, 2006 | |||||||||||||||||||||
| 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 |
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| 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 YÖK Disciplinary Regulation. |
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ECTS Student Workload Estimation
| 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 | 1 | 3 | 1 | 70 | ||
| Presentations / Seminar | 3 | 5 | 1 | 18 | |||
| Homework Assignments | 3 | 8 | 1 | 27 | |||
| Quiz(zes) | 5 | 2 | 1 | 15 | |||
| Total Workload | 130 | ||||||
| Total Workload/25 | 5.2 | ||||||
| ECTS | 5 | ||||||