Week |
Subject |
Related Preparation |
1) |
Introduction to the Course |
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2) |
Civil society, New Social Movements and New Civic Activism
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— Snow, D.A, Soule, S. A., and H. Kriesi (2004). Mapping the Terrain. In D. Snow, S. A. Soule and H. Kriesi (eds.), The Blackwell Companion to Social Movements. UK: Blackwell
— Youngs, R. (2017). Introduction. In R. Youngs (Ed.), Global civic activism in flux. Washington, DC: Carnegie Endowment for International Peace. Available at https://carnegieeurope.eu/2017/03/17/global-civic-activism-in-flux-pub-68301#intro
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3) |
Civic Cooperation: NGOs and New Activists
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— Glasius, M., and Ishkanian, A. (2015). Surreptitious symbiosis: Engagement between activists and NGOs. Voluntas, 26, 2620–2644.
— Zihnioğlu, Ö. (2018).” The Prospects of Civic Alliance: New Civic Activists Acting Together with Civil Society Organizations”, Voluntas. DOI: https://doi.org/10.1007/s11266-018-0032-9 |
4) |
Digital Activism
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— Diamond, L. (2010). ‘Liberation technology’, Journal of Democracy, 21 (3): 69-83.
— A. Breuer, T. Landman and D. Farquhar, (2015). ‘Social media and protest mobilization: evidence from the Tunisian revolution’, Democratization, 22(4): 764–792. |
5) |
New Civic Activism: Case Studies
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6) |
Activism and Protests
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— Leetaru, K. (30 May 2014). ‘Did the Arab spring really spark a wave of global protests?’, Foreign Policy.
— The Economist Intelligence Unit (2013). Rebels Without a Cause: What the Upsurge in Protest Movements Means for Global Politics, EIU Report.
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7) |
REVIEW BEFORE MIDTERM |
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8) |
Midterm Exam |
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9) |
Activism and Democracy
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— Maleki A.,and Hendriks, F. (2015). ‘The Relation Between Cultural Values and Models of Democracy: A Cross-National Study’, Democratization, 22(6): 981–1010.
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10) |
International Support for Civic Activism
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— Agg, C. (2006). Trends in Government Support for Non-Governmental Organizations: Is the “Golden Age” of the NGO Behind Us?, Civil Society and Social Movements Programme Paper Number 23, Geneva, United Nations Research Institute for Social Development.
— L. Whitehead, (2015). ‘International democracy promotion as political ideology: upsurge and retreat’, Journal of Political Ideologies, 20(1): 10–26.
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11) |
Right-wing Activism
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— Shapovalova , N. (2018). The Two Faces of Conservative Civil Society in Ukraine. In R. Youngs (Ed.), The Mobilization of Conservative Civil Society. Washington, DC: Carnegie Endowment for International Peace.
Youngs, R. (2017). Introduction. In R. Youngs (Ed.), The Mobilization of Conservative Civil Society. Washington, DC: Carnegie Endowment for International Peace. |
12) |
Presentations
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13) |
Presentations
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14) |
Overview |
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Program Outcomes |
Level of Contribution |
1) |
To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics |
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2) |
To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods, |
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3) |
To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials, |
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4) |
To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, |
4 |
5) |
To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way, |
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6) |
To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level,
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7) |
To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement, |
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8) |
To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense, |
4 |
9) |
By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere, |
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10) |
To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning, |
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11) |
To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school, |
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12) |
To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. |
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