Week |
Subject |
Related Preparation |
1) |
Introduction to the course |
|
2) |
The Schuman Plan and the Emergence of the European Integration Project |
Dinan, Desmond, “Introduction”, 2014.
• Dinan, Desmond, “Finding a Way Forward”, 2014.
• EU Commission, Official Website-2022, "The Schuman Declaration – 9 May 1950", available at: https://europa.eu/european-union/about-eu/symbols/europe-day/schuman-declaration_en
|
3) |
European Communities |
Dinan, Desmond, Europe Recast: A History of European Union, pp.45-82.
• EU Commission, Official Website-2022, "The history of the European Union", available at: https://europa.eu/european-union/about-eu/history_en
|
4) |
Establishment of the Customs Union, Common Agricultural Policy, Empty Chair Crisis and Luxembourg Compromise |
Dinan, Desmond, Europe Recast: A History of European Union, pp.83-123. |
5) |
The European Community in the 1970s |
Dinan, Desmond, Europe Recast: A History of European Union, pp.125-166. |
6) |
The European Community in the 1980s. |
Dinan, Desmond, Europe Recast: A History of European Union, pp.167-204. |
7) |
The Single European Act (SEA) |
Dinan, Desmond, Europe Recast: A History of European Union, pp.205-231. |
8) |
The Treaty on European Union (Maastricht Treaty) |
Dinan, Desmond, Europe Recast: A History of European Union, pp.233-264. |
9) |
EU in the 1990s. |
Dinan, Desmond, Europe Recast: A History of European Union, pp.233-264. |
10) |
From Amsterdam to Nice: Preparing for Enlargement towards Central and Eastern Europe |
Dinan, Desmond, Europe Recast: A History of European Union, pp.265-320. |
11) |
Eastern Enlargement: EU of 27 |
Bache, Ian; Stephen George and Simon Bulmer, Politics in the EU, pp.192-210. |
12) |
From Constitutional Treaty to Lisbon Treaty. |
Bache, Ian; Stephen George and Simon Bulmer, Politics in the EU, pp.211-222. |
13) |
Presentations of the students. |
Each student will make a presentation which is related with the content of the course. |
14) |
General evaluation of the course. |
The students will be responsible for all of the readings of the course. |
Course Notes / Textbooks: |
Books:
• Roberts, John M., Europe 1880-1945, London & New York: Routledge, 3rd Edition, 2001.
• Dinan, Desmond, Europe Recast: A History of European Union, London: Lynne Rienner Publishers, 2nd Edition, 2014.
The textbooks and article listed on the syllabus are also accessible through the BAU Library.
The PPT files will be shared on ItsLearning following each class.
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Kitaplar:
• Roberts, John M., Europe 1880-1945, London & New York: Routledge, 3rd Edition, 2001.
• Dinan, Desmond, Europe Recast: A History of European Union, London: Lynne Rienner Publishers, 2nd Edition, 2014.
Ders izlencesinde yer alan kitaplara BAU Kütüphanesi’nden de erişilebilir.
PowerPoint dosyaları, hafta bazında ve işlenen ders sonrasında ItsLearning’e yüklenir.
|
References: |
İşlenen konularla ilgili Youtube videoları ve Internet linkleri |
|
Program Outcomes |
Level of Contribution |
1) |
They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). |
2 |
2) |
They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. |
2 |
3) |
They are aware of national and international values in performing arts. |
2 |
4) |
Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. |
1 |
5) |
They have the sensitivity to run a business successfully in their field. |
3 |
6) |
Develops the ability to perceive, think, design and implement multidimensional from local to universal. |
3 |
7) |
They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. |
2 |
8) |
They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. |
3 |
9) |
They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. |
1 |
10) |
They follow English language resources related to their field and can communicate with foreign colleagues in their field. |
1 |
11) |
By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. |
3 |
12) |
They can produce original works within the framework of an interdisciplinary understanding of art. |
2 |
13) |
Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. |
3 |
14) |
Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. |
2 |
15) |
They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. |
3 |