INTERNATIONAL TRADE AND BUSINESS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
SOC3091 | Readings in Urban Studies | Fall | 3 | 0 | 3 | 5 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Instructor İLHAN ZEYNEP KARAKILIÇ |
Recommended Optional Program Components: | "." |
Course Objectives: | The course is designed to analyze the major changes in the Mediterranean cities and societies in the Modern Ages. The urban profile of the Mediterranean in the cinquecento, with the emergence of new social classes, (eg. picaroons), social and moral decadence in the urban side, paradoxical coexistence of the Spanish Inquisition and the deviations from the norm, economic boom which ended up in bankruptcy will be interpreted. Peasants who flooded into the growing towns, wages that lagged behind prices, immense expansion of the overseas trade, over-population and many other façades of this social metamorphosis will be analyzed hand in hand with the literary genres, archival data and various readings. The drastic change in the social profile which is perfectly portrayed in the shift from the chivalric romances to the newly-flourishing novel genre will be discussed. |
The students who have succeeded in this course; The students who succeeded in this course will be able to: (1)Learn the urban structures and societies in the late Middle and Modern Ages in the both sides of the Mediterranean. (2)Analyse the radical urban changes, -hand in hand with the rural metamorphosis, - in the Mediterranean basin, which simply constitutes a small model for the whole Europe. (3)Analyze the drastic social changes in the Mediterranean cities with the emerging of the Modern State. (4)Interpret the classical and new literary genres (e.g. Novel and picaresque novel) to analyze the urban societies of the age. (5)Develop new skills to interpret the archival data (Avisos, dispacci, etc) to reconstruct the urban profile in the Mediterranean. (6)Make use of visual data (engravings, miniatures, pictures etc.) to re-draw the social portrait in the Modern Ages. Investigate the norms and deviations from the norm in the Mediterranean. |
This course aims to describe the social living of people who live in Mediteranean area.Culture, perceptions, religious views, occupations, art perceptions and other additional componenta will be analysed. |
Week | Subject | Related Preparation |
1) | General Mediterranean geography: cities, routes, ethnic groups, etc. | |
2) | The Mediterranean city in the late Middle and Modern ages: transformation and transfiguration | |
3) | Major social groups in the Mediterranean basin. | |
4) | : Religion as the basis of outstanding political and economical clashes and its effects on the urban profiles. | |
5) | Criminal urban social groups and phenomena. | |
6) | Crime and punishment | |
7) | Norms and deviation from the norms in the urban societies. | |
8) | : The Spanish Inquisition and its reflections on social values. | |
9) | Midterm | Exam preparation and midterm |
10) | Corruption and degeneration: Picaresque society. | |
11) | Seville-Algiers-Constantinople: Babel towers of the Modern Ages. | |
12) | : A corrupted sea: Corsairs and pirates. Danger in the seas and on land. | |
13) | Pauperism in the urban side. Oral presentation in the classroom (20 min) | Research project submission |
14) | Urban catastrophes: wars, epidemic diseases and famine. Oral presentation in the classroom (10 min) | Research project submission |
Course Notes / Textbooks: | Ders notu yoktur. |
References: | Alexandre Cowan (ed.), Mediterranean Urban Culture, 1400-1700, University of Exeter Press, 2004. Lila Leontidou, The Mediterranean city in transition: social change and urban development, 2006, Athens. Italo Calvino, Invisible Cities, NY, 1974. Giovanni Boccacio, The Decameron. Miguel de Cervantes Saavedra, Don Quixote. And other partial readings will be provided. Diğer okumalar dersin hocası tarafından verilecektir. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Field Work | 2 | % 10 |
Presentation | 1 | % 10 |
Project | 1 | % 10 |
Midterms | 1 | % 20 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Field Work | 2 | 2 | 4 |
Study Hours Out of Class | 14 | 4 | 56 |
Presentations / Seminar | 1 | 10 | 10 |
Project | 1 | 30 | 30 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 146 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Has theoretical and practical knowledge on management, business, trade, economy, entrepreneurship, innovation, sustainable development related to International Trade and Business and can use this information | |
2) | Can collect data from different sources in the global business world and successfully apply research techniques, use information and communication technologies. | |
3) | Can analyze opportunities and threats with strategic thinking skills by using different resources and channels in the ever-changing global business world. | |
4) | Can communicate orally and in writing with a good knowledge of English grammar. | |
5) | He / she can transfer the knowledge and skills he / she has acquired in the field to the relevant people in written and oral form and evaluate them critically. | |
6) | Adopts the principles of business ethics with the awareness of professional responsibility and can apply these principles within the framework of legal rules in the field of global trade and business. | |
7) | He / she can collaborate in and out of the field, take responsibility, respect cultural differences and have ethical values. | |
8) | Has sufficient awareness of social rights, justice, cultural values, environmental awareness, occupational health and safety. | |
9) | With the lifelong learning skill acquired, she/he can identify learning needs and improve herself/himself |