| Kodu | Dersin Adı | Yarıyıl | Süresi(T+U) | Kredisi | AKTS Kredisi |
|---|---|---|---|---|---|
| ATA101 | ATATÜRK İLKELERİ VE İNKILAP TARİHİ I | 1 | 2 | 2 | 2 |
DERS BİLGİLERİ |
|
|---|---|
| Dersin Öğretim Dili : | Türkçe |
| Dersin Düzeyi | ASSOCIATE DEGREE, TYY: + 5.Level, EQF-LLL: 5.Level, QF-EHEA: Short Cycle |
| Dersin Türü | Zorunlu |
| Dersin Veriliş Şekli | - |
| Dersin Koordinatörü | Assist.Prof. NEGİN AZARABADİ |
| Dersi Veren Öğretim Üyesi/Öğretim Görevlisi | |
| Ders Ön Koşulu | Yok |
AMAÇ VE İÇERİK |
|
|---|---|
| Amaç: | To provide the spirit and significance of Atatürk's Revolution which aimed contemporary civilization to be comprehended. |
| İçerik: | Introduction, Fall of the Ottoman Empire, Tanzimat and Islahat Eras, Tripoli and Balkan Wars, World War I, The Armistice of Moudros, the Occupation of Anatolia and the National Reactions, The Birth of the Turkish Revolution, Turkish War of Independence, The Armistice of Mudanya, The Treaty of Lausanne |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
|---|
| Gain an understanding of the final Era of the Ottoman Empire. |
| Appreciate the situation of the new Turkish state's establishment. |
| Develop ability to build a bridge between the past and the future |
| Express opinion about the problems of Turkey, by valuing the past. |
| Appreciate the significance of the Treaty of Lausanne. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
|||
|---|---|---|---|
| Hafta | Ön Hazırlık | Konular | Yöntem |
| 1 | Literature review | Introduction to the History of Turkish Revolution, The Aim of the Course, The characteristics of Turkish Revolution | Lecture |
| 2 | Literature review | The Sources of Turkish Revolution ( External Causes of the Collapse of the Ottoman Empire(XVII and XIX centurıes)) | Lecture |
| 3 | Literature review | The Sources of Turkish Revolution ( External Causes of the Collapse of the Ottoman Empire(XVII and XIX centurıes)) | Lecture |
| 4 | Literature review | Reform movements of Ottoman Empire in the XVIII and XIX Centuries (Selim III- Mahmut II- Tanzimat- Islahat Eras), I.Constitutionalism-Kanuni Esasi, SEMINAR | Lecture |
| 5 | Literature review | Ideologies of the late Ottoman era, The Ottoman Empire at the Beginning of 20th Century, II.Constitutionalism, the Tripoli War, the Balkan Wars | Lecture |
| 6 | Literature review | World War I | Lecture |
| 7 | Literature review | The Armistice of Moudros and İmportance, Internal Conditions after Armistice, Minority Movements, Separatist, Useful and harmful Committees, Occupation of Izmir | Lecture |
| 8 | - | MID-TERM EXAM | - |
| 9 | Literature review | The Armistice of Moudros and İmportance, Internal Conditions after Armistice, Minority Movements, Separatist, Useful and harmful Committees, Occupation of Izmir | Lecture |
| 10 | Literature review | Amasya Protocol, The last Ottoman Parliament, the National Pact, Occupation of Istanbul, Mid-Term | Lecture |
| 11 | Literature review | Amasya Protocol, The last Ottoman Parliament, the National Pact, Occupation of Istanbul, Mid-Term | Lecture |
| 12 | Literature review | War Of Independence Period, | Lecture |
| 13 | Literature review | War Of Independence Period, | Lecture |
| 14 | Literature review | War Of Independence Period, | Lecture |
| 15 | Literature review | War Of Independence Period, | Lecture |
| 16 | - | FINAL EXAM | - |
| 17 | - | FINAL EXAM | - |
KAYNAKLAR |
|---|
| Ataturk, K. (1999), Speech, Zeynep Korkmaz (Prof. Prepared for publication), Ankara, I İLESA |
| Young, A. and private, S. (2010), History of Turkish Revolution, Ankara, DER Publications |
| Eroglu, H. (1990), History of Turkish reforms, Ankara, War Publisher |
| Mumcu, a., (1987) Principles and History of Turkish Revolution, Ankara, Higher Education Publications |
| Turan, Sti., History of Turkish Revolution, (1991-2002), (5 volumes, book 7), Istanbul Bilgi Publishing House |
| Gunpowder, M., Turkey Ataturk's Principles and Revolution (2008), Istanbul, DER Publications |
ÖLÇME VE DEĞERLENDİRME |
|||
|---|---|---|---|
| Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi | Etkinlik Sayısı | Katkı Yüzdesi | Açıklama |
| (0) Etkisiz | (1) En Düşük | (2) Düşük | (3) Orta | (4) İyi | (5) Çok İyi |
|---|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 | 5 |
| KNOWLEDGE | |||||||
|---|---|---|---|---|---|---|---|
| Theoretical | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
It determines the risk by understanding the food regulations and legislation conditions.
|
0 | |||||
| 2 |
Analyze the characteristic properties of food components.
|
0 | |||||
| 3 |
They can take samples effectively, collect data through experimentation and analysis.
|
0 | |||||
| 4 |
Performs microbiological analysis of foods.
|
0 | |||||
| 5 |
Gains the ability to interpret and evaluate the data obtained.
|
0 | |||||
| 6 |
They determine the quality control and quality criteria of the products produced in accordance with the technology and preservation techniques in the food field.
|
0 | |||||
| KNOWLEDGE | |||||||
|---|---|---|---|---|---|---|---|
| Factual | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Uses basic technical knowledge in basic mathematics and science subjects.
|
0 | |||||
| 2 |
Has knowledge about food products and ingredients and uses this information in food processing.
|
0 | |||||
| 3 |
Uses knowledge by doing research with different and up-to-date techniques in the field of food.
|
0 | |||||
| 4 |
In the field of food, it adopts professional ethics and general moral values.
|
0 | |||||
| 5 |
Uses food-related microbiological terms.
|
0 | |||||
| 6 |
Gain knowledge of technology and preservation techniques in the field of food.
|
0 | |||||
| SKILLS | |||||||
|---|---|---|---|---|---|---|---|
| Cognitive | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
They produce original ideas that can respond to the demands and developments of the food industry and take part in R&D studies.
|
0 | |||||
| 2 |
They take responsibility in the fields of production and/or R&D in the food industry.
|
0 | |||||
| 3 |
They use information resources related to food safety and production technologies.
|
0 | |||||
| SKILLS | |||||||
|---|---|---|---|---|---|---|---|
| Practical | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
They take the responsibility of determining their compliance with the relevant legislation by carrying out the prescribed controls and analyzes on foodstuffs and substances and materials in contact with food.
|
0 | |||||
| 2 |
Evaluates the results within the scope of their responsibilities by conducting experiments in Food Laboratories.
|
0 | |||||
| 3 |
Uses basic devices and related technologies related to the field in food laboratories.
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Autonomy & Responsibility | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Applies physical, chemical, sensory and microbiology analyzes in the food laboratory.
|
0 | |||||
| 2 |
They take part in food hygiene practices.
|
0 | |||||
| 3 |
She/He takes part in teamwork or works individually within her responsibilities.
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Learning to Learn | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
It is aware of the necessity of lifelong learning.
|
4 | |||||
| 2 |
Maintains, develops and uses professional and academic developments in the field by renewing herself/himself
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Communication & Social | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Can prepare presentations by using information technologies effectively.
|
0 | |||||
| 2 |
Uses visual, written and verbal communication effectively.
|
0 | |||||
| 3 |
Have foreign language knowledge to follow current studies related to the field.
|
0 | |||||
| 4 |
Uses information and communication technologies at the basic level required by the field.
|
0 | |||||
| 5 |
She/He can take part in team work related to her field.
|
0 | |||||
| OCCUPATIONAL | |||||||
|---|---|---|---|---|---|---|---|
| Occupational and/or Vocational | |||||||
| Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
May take responsibility for observing professional ethics in the field.
|
0 | |||||
| 2 |
They can take part in the production and quality determination of various food products.
|
0 | |||||
| 3 |
May have competency in the evaluation of food hygiene and sanitation.
|
0 | |||||
| 4 |
They can take part in the follow-up and implementation of food legislation.
|
0 | |||||
DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |
|||
|---|---|---|---|
| Öğrenme-Öğretme Etkinlikleri İş Yükü | |||
| Öğrenme-Öğretme Etkinlikleri | Etkinlik(hafta sayısı) | Süresi(saat sayısı) | Toplam İş Yükü |
| Lecture & In-Class Activities | 14 | 2 | 28 |
| Preliminary & Further Study | 14 | 1 | 14 |
| Land Surveying | 0 | 0 | 0 |
| Group Work | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Reading | 0 | 0 | 0 |
| Assignment (Homework) | 0 | 0 | 0 |
| Project Work | 0 | 0 | 0 |
| Seminar | 0 | 0 | 0 |
| Internship | 0 | 0 | 0 |
| Technical Visit | 0 | 0 | 0 |
| Web Based Learning | 0 | 0 | 0 |
| Implementation/Application/Practice | 0 | 0 | 0 |
| Practice at a workplace | 0 | 0 | 0 |
| Occupational Activity | 0 | 0 | 0 |
| Social Activity | 0 | 0 | 0 |
| Thesis Work | 0 | 0 | 0 |
| Field Study | 0 | 0 | 0 |
| Report Writing | 0 | 0 | 0 |
| Final Exam | 1 | 1 | 1 |
| Preparation for the Final Exam | 1 | 5 | 5 |
| Mid-Term Exam | 1 | 1 | 1 |
| Preparation for the Mid-Term Exam | 1 | 5 | 5 |
| Short Exam | 0 | 0 | 0 |
| Preparation for the Short Exam | 0 | 0 | 0 |
| TOTAL | 32 | 0 | 54 |
| Genel Toplam | 54 | ||
| Toplam İş Yükü / 25.5 | 2,1 | ||
| Dersin AKTS(ECTS) Kredisi | 2,0 |