| NUTRITION AND DIETETIC (ENGLISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP1501 | Anatolian Civilizations | Spring | 3 | 0 | 3 | 4 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Assist. Prof. BURCU ALARSLAN ULUDAŞ |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course aims to provide an introduction to the history of civilizations in Anatolia starting from the archaeology of ancient prehistoric ages to the late Ottoman era. Anatolia’s unique geographical positioning will be highlighted while studying archaeological, art historical, and textual data to explore the extraordinarily rich cultural history of this region. Our main focus will be on the social, cultural, artistic, and architectural developments of these civilizations, their interactions, and how they linked to their predecessors in history. |
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The students who have succeeded in this course; At the end of the course, you will have: 1. Some general knowledge about the past civilizations of Anatolia. 2. Starting with the earliest settlements, you will be able to see the basic phases of developments in arts, architecture, social, and cultural domain in Anatolia. 3. To identify structures from certain periods in Anatolia according to their periods and typologies, 4. To develop awareness of protecting cultural heritage 5. To acquire the habit of visiting museums 6. To know the geography of Anatolia and to define the place of civilizations in these geographies according to periods. |
| Special emphasis will be placed on monumental artwork and artifacts of the Ancient Anatolia as the product of cultural and historical factors. We will examine how and why the sites and monuments in Anatolia decisively shaped Western European, Greek Orthodox, and Islamic civilizations. In our course, teaching methods and techniques will be used; lecture, reading, trips and other methods. |
| Week | Subject | Related Preparation |
| 1) | Introduction to the course, Syllabus, evaluation and course materials. | |
| 2) | Anatolia, Land, Peoples, and Civilizations. Göbeklitepe, Hacılar, and Çatalhöyük. | |
| 3) | Bronze Age Civilizations, Hitites, Assyrians, and Urartians. | |
| 4) | The city of Troy, Iliad and Odyssey, the myth and reality behind the treasures of Troy. Phrygians, Lydians, Lycians, and Carians. | |
| 5) | Greco-Anatolian Civilization, Hellenistic Legacy, their art and architecture, Pergamon. | |
| 6) | Roman Civilization in Anatolia, their art and architecture. Ephesus, Side, Perge and Aphrodisias. | |
| 7) | Christian Age and Byzantines, Constantinople. The Hagia Sophia, Byzantine Art and Architecture. | |
| 8) | Midterm Week | |
| 9) | Filed Trip and Assignment. Details will be announced. (Ayasofya, İstanbul Archeology Museum etc) | |
| 10) | Seldjuki art and architecture | |
| 11) | Anatolian Principalities, art and architecture. Early Ottoman art and architecture. | |
| 12) | From Edirne to Istanbul, Mehmed II, conquest and the aftermath. | |
| 13) | Climax of the Classical Period, Age of Sinan, his works and portrait as the Ottoman Renaissance artist. | |
| 14) | Westernization in Ottoman art and architecture. Climate of change after the 18th century. |
| Course Notes / Textbooks: | Ekrem Akurgal, Ancient Civilizations and Ruins of Turkey Aptullah Kuran, Architecture in Turkey from the Seljuks to the Republic Godfrey Goodwin, Ottoman Architecture Recommended readings are listed under each related week |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Quizzes | 1 | % 15 |
| Homework Assignments | 1 | % 15 |
| Final | 1 | % 60 |
| Paper Submission | 1 | % 10 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 3 | 39 |
| Study Hours Out of Class | 12 | 2 | 24 |
| Homework Assignments | 1 | 10 | 10 |
| Quizzes | 1 | 15 | 15 |
| Paper Submission | 1 | 10 | 10 |
| Final | 1 | 2 | 2 |
| Total Workload | 100 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To use theoretic and methodological approach, evidence-based principles and scientific literature in Nutrition and Dietetics field systematically for practice. | 4 |
| 2) | To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. | 3 |
| 3) | To assess nutritional status of risky groups in nutrition related problems (pregnant, babies, adolescences, elders, etc.) | 5 |
| 4) | To use healthcare, information technologies for Nutrition and Dietetic practice and research. | 4 |
| 5) | To communicate effectively with advisee, colleagues for effective professional relationships. | 4 |
| 6) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 7) | To use life-long learning, problem-solving and critical thinking skills. | 4 |
| 8) | To act in accordance with ethical principles and values in professional practice. | 3 |
| 9) | To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. | 3 |
| 10) | To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. | 4 |
| 11) | To take responsibility and participate in the processes actively for training of other dieticians, education of health professionals and individuals about nutrition. | 5 |
| 12) | To carry out dietetic practices considering cultural differences and different health needs of different groups in the community. | 4 |