Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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BEY443E | SEMINAR | 7 | 2 | 1 | 2 |
GENERAL INFORMATION |
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Language of Instruction : | English |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Compulsory |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assist.Prof. HATİCE MERVE BAYRAM |
Instructor(s) of the Course Unit | Lecturer DİLARA SERARSLAN YILMAZ |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | It is aimed to gain the knowledge and skills to critically evaluate the literature in the field of nutrition, present scientific research and discuss. |
Contents of the Course Unit: | Presentation of reports on nutrition research. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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Arrange the conceptual design of the project. |
List the resources in accordance with the project writing rules. |
Produce alternative solutions to problems that can be encountered in the research. |
Conduct a literature review regarding the research problem. |
Make an effective scientific presentation. |
Interpret the research results. |
Explain how to conduct evidence-based health studies. |
Compose a written seminar in the light of recent scientific studies. |
Use resources related to the research field. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Individual Research, Literature Review, Web Based Research | Orientation, Effective Seminar Writing and Presentation | Lecture, Discussion, Presentation |
2 | Individual Research, Literature Review, Web Based Research | Literature Review and Identifying the Topic | Lecture, Discussion, Presentation |
3 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
4 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
5 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
6 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
7 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
8 | - | MID-TERM EXAM | - |
9 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
10 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
11 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
12 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
13 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
14 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
15 | Individual Research, Literature Review, Web Based Research | Student Presentations | Lecture, Discussion, Presentation |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Glasman-Deal, Hilary. Science Research Writing For Non-native Speakers Of English : A Guide for Non-Native Speakers of English, World Scientific Publishing Company, 2009. ProQuest Ebook Central, https://www.proquest.com/legacydocview/EBC/1681704?accountid=150320. |
Bailey, Stephen. Academic Writing : A Handbook for International Students, Taylor & Francis Group, 2017. ProQuest Ebook Central, https://www.proquest.com/legacydocview/EBC/5178437?accountid=150320. |
Daffner, R. H. (2003). On improvement of scientific presentations: using PowerPoint. American journal of roentgenology, 181(1), 47-49. |
East Carolina University (2010). APA Style Guide 6th ed. |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Define the theoretical and practical concepts which comprise the required basic professional knowledge related to medicine and science.
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5 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Requires the level of nutrition and dietetics, medical and related science and technology defines the concepts of theoretical and applied knowledge-based.
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4 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Describe the advanced level of knowledge and skills in the fields of nutrition and dietetics based on medical and natural sciences,
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5 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Recognize advanced level of theoretical and practical knowledge related to nutrients and nutrition, dietetics, community nutrition and institutional food service systems
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4 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Take responsibility both as a team member and individually in order to provide that unforeseen complex activities faced in the practices in his/her field are carried out.
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5 |
OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Evaluate the advanced knowledge and skills s/he has acquired in his/her field with a critical approach.
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4 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Share his/her ideas and solution proposals for problems related to the issues in his/her field with professionals and non-professionals with the support of qualitative and quantitative data.
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5 |
OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Discharge the responsibilities, duties and obligations in accordance with the rules and regulations of professional ethics related to nutrition and dietetics
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4 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 2 | 28 |
Preliminary & Further Study | 0 | 0 | 0 |
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 | 14 | 1 | 14 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 7 | 1 | 7 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 37 | 0 | 51 |
Total Workload of the Course Unit | 51 | ||
Workload (h) / 25.5 | 2 | ||
ECTS Credits allocated for the Course Unit | 2,0 |