PHYSIOTHERAPY AND REHABILITATION (TURKISH) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
GEP1511 | European History | Spring 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: | Turkish |
Type of course: | GE-Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | E-Learning |
Course Coordinator : | Assist. Prof. DERYA TARBUCK |
Recommended Optional Program Components: | None |
Course Objectives: | The aim of this course is to thematically analyze important events of the Early Modern European History. Political, Social, Religious and Intellectual events will be discussed following the chronological order. |
The students who have succeeded in this course; Developing Historical Perspective: Understanding and analyzing the major political, social, religious, and intellectual events of Early Modern European History. Chronological Awareness: Being able to evaluate the events of the transition from the Middle Ages to the Modern Age in historical order. Thematic Analysis Skills: Being able to examine themes such as geographical discoveries, the Renaissance, and the Reformation in depth. Critical Thinking: Being able to establish cause-and-effect relationships among historical events through class discussions and readings. Academic Skills: Being able to interpret historical events using course materials and class discussions, and developing academic expressions through written examinations. |
The transition from the Middle Ages to the Early Modern Era. Early Modern identities and social structures. Absolutist regimes and systems of government. Political and economic effects of geographical discoveries. The Renaissance and Humanism. Reformation and Counter-Reformation movements. Political changes in the Early Modern Era (Peasant Wars, Thirty Years' War, etc.). The Scientific Revolution and the Age of Enlightenment. The effects of the French Revolution and the Industrial Revolution. |
Week | Subject | Related Preparation |
1) | Introduction to the Course | |
2) | An assessment of Europe's transition from the Middle Ages to the Early Modern Age. | |
3) | Early Modern Identities | |
4) | Absolutist Regimes | |
5) | Geographical Discoveries | |
6) | Renaissance and Humanism | |
7) | MIDTERM 1 | |
8) | Reformation and Counter-Reformation | |
9) | Political changes in the Early Modern Period (Peasant Wars, 30 Years War ... etc.) | |
10) | Scientific Revolution | |
11) | Enlightenment | |
12) | MIDTERM II | |
13) | French Revolution | |
14) | Industrial Revolution |
Course Notes / Textbooks: | Stephen J. Lee, Aspects of European History (Routledge, 1982): Avrupa tarihinin temel olaylarına dair detaylı tematik bir analiz sunar. Norman Davies, Europe, A History (Oxford, 1996): Avrupa tarihinin genel bir anlatısını içerir ve kronolojik bir perspektif sağlar. Mary Wiesner Hanks, Europe: Avrupa'nın sosyal, dini ve kültürel yönlerine dair ayrıntılı bilgiler sunar. Ders materyalleri, Üniversitenin Kopya Merkezi'nden temin edilebilir olan bir Coursepack içermektedir. |
References: | Stephen J. Lee, Aspects of European History (Routledge, 1982) Norman Davies, Europe, A History (Oxford, 1996) Mary Wiesner Hanks, Europe |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 20 |
Midterms | 2 | % 40 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Midterms | 2 | 2 | 4 |
Final | 1 | 2 | 2 |
Total Workload | 34 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To have theoretical and practical knowledge required to fulfill professional roles and functions of Physiotherapy and Rehabilitation field. | 2 |
2) | To act in accordance with ethical principles and values in professional practice. | 1 |
3) | To use life-long learning, problem-solving and critical thinking skills. | 4 |
4) | To define evidence-based practices and determine problem solving methods in Physiotherapy and Rehabilitation practices, using theories in health promotion, protection and care. | 1 |
5) | To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. | 1 |
6) | To have skills for training and consulting according to health education needs of individual, family and the community. | 1 |
7) | To be sensitive to health problems of the community and to be able to offer solutions. | 1 |
8) | To be able to use skills for effective communication. | 5 |
9) | To be able to select and use modern tools, techniques and modalities in Physiotherapy and Rehabilitation practices; to be able to use health information technologies effectively. | 1 |
10) | To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. | 1 |
11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 1 |
12) | To be a role model with contemporary and professional identity. | 5 |