MEDICINE
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
SOC4051	Seminar I	Spring	3	0	3	6

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

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 :
Recommended Optional Program Components:	None
Course Objectives:	This course is an advanced-level seminar in sociology. It is a multi-disciplinary course designed to integrate theory, research and practice. This semester the course focuses on conflict prevention and resolution. Firstly, it aims to review classical and contemporary theories of conflict resolution in sociology and related disciplines. Secondly, it examines conflict escalation and conflict prevention as it operates in the context of various societies and in network and surveillance societies. Thirdly, it investigates relations between conflict, crime and legal issues in various types of societies. Finally, it aims to explore the intersections between the class, gender, religion, ethnicity and nationality in the context of conflict resolution and conflict prevention.

Learning Outcomes

The students who have succeeded in this course;
(1)Demonstrate the knowledge of various conceptual approaches to conflict and compare major theories related to conflict
(2)Describe the major theories about various aspects of human behaviour and social systems as they relate to the origins of conflict, sources of conflict and the role of conflict in social change
(3)Describe negotiation, mediation, and advocacy between groups
(4) Demonstrate the ability of gaining conceptual and analytical thinking related to conflict, state and society
(5) Employ theoretical ideas (related to conflict) to specific conflict situations
(6) Establish micro and macro link in analyzing conflict by using several theories
(7) Conduct literature review and make meta-analysis on a given topic
(8) Design a research project proposal related to conflict and present it to audience
(9) Write a project paper including detailed research methodology, theoretical framework and literature review. This is the first step to write full thesis in the second part of this course (seminar II)
(10) Develop awareness of conflict issues at the local and global level
(11) Perform oral presentation of research proposal

Course Content

The course focuses on the phenomenon of corruption and on anti-corruption policies in Europe. It analyses the worldwide corruption discourse of the early 1990s and reconstructs the since then successive establishment of a European and international anti-corruption regime. Sociological aspects of corruption in terms of perceptions of corruption across Europe represent, however, its core focus. “Why are perceptions of corruption important to anti-corruption policies?” is the core question to which the course tries to give a comprehensive answer. By doing so, it takes stock of knowledge of research carried out by the instructor in the frame of EU-funded projects. It especially concentrates on South East Europe and analyses perceptions of corruption and their relevance to combat the phenomenon in Bulgaria, Romania, Greece and Turkey. Furthermore, the seminar provides important insights on recent European as well as international anti-corruption developments relating to instruments enabling an active citizens’ engagement against corruption. It combines both sociological knowledge on corruption and policy oriented analysis. During the classes power point slides will be provided, thus, facilitating student’s understanding of course related subjects. Besides, course reading materials will be made available to all students via the internet seminar tool.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction	First week of classes, introduction to the course assignments and material.
2)	The Phenomenon of Corruption: Introduction
3)	The Establishment of the Worldwide Corruption and Anti-corruption Discourse	Readings: Ivan Krastev: When “Should” Does Not Imply “Can”: The Making of the Washington Consensus on Corruption
4)	European and International Anti-corruption Regimes-Part 1	Texts and articles on European and international anti-corruption legislation included in the internet seminar tool (www.soziologie.uni-konstanz.de/sac/seminar-tool)
5)	European and International Anti-corruption Regimes-Part 2	Texts and articles on European and international anti-corruption legislation included in the internet seminar tool (www.soziologie.uni-konstanz.de/sac/seminar-tool)
6)	The EU-Research Project “Crime and Culture”: the Sociological Understanding of Corruption	Readings: Giannakopoulos, A./Maras, K./Tänzler, D: Breaking New Ground in Corruption Research, Discussion Paper Series, Konstanz University, No 1, 2006 (accessible in the internet seminar tool)
7)	The Research Design of the Project: Methodology, Methods and Foci	Readings: Angelos Giannakopoulos/Konstandinos Maras/Dirk Tänzler Breaking New Ground in Corruption Research, Research Project “Crime and Culture”, Discussion Paper Series, University of Konstanz, Discussion Paper No 1, 2007 (accessible in the internet seminar tool)
8)	Project Results Analysis 1: Perceptions of Corruption in Bulgaria	Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten pp. 115-151
9)	Project Results Analysis 2: Perceptions of Corruption in Romania	Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151
10)	Project Results Analysis 3: Perceptions of Corruption in Greece	Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151
11)	Project Results Analysis 4: Perceptions of Corruption in Turkey	Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151
12)	Project Results Analysis 5: Perceptions of Corruption in Croatia	Readings: Article on Crime and Culture Project Results in: Giannakopoulos, A./Maras, K./Tänzler, D.: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151
13)	New Anti-corruption Strategies: Engaging Citizens in the Fight against Corruption - EU and International Trends	Readings: Ben Elers/Angelos Giannakopoulos/Dirk Tänzler: Citizens’ Participation and Anti-corruption: The Advocacy and Legal Advice Centres of Transparency International and the EU-funded Project “ALACs”, EU-Project ALACs, Discussion Paper Series, University of Konstanz, Discussion Paper No 3, 2010 (accessible in the internet seminar tool)
14)	Conclusions and Follow-up Information
15)	Final exam
16)	Final exam

Sources

Course Notes / Textbooks:

Textbooks
1. The Social Construction of Corruption in Europe: An Introduction, in: D. Tänzler/K. Maras/A. Giannakopoulos (eds.): The Social Construction of Corruption in Europe, Surrey 2012: Ashgate Publishing Group, pp. 1-40
2. Ivan Krastev: When “Should” Does Not Imply “Can”: The Making of the Washington Consensus on Corruption
3. Jan Senior Corruption - The World's Big C. London 2006 4. J. Girling: Corruption, Capitalism, and Democracy. London/New York 1997
Web Sources
1. “Crime and Culture” EU-Project: www.uni-konstanz.de/crimeandculture
2. “ALACs” EU-Project: http://www.soziologie.uni-konstanz.de/alacs/
3. Transparency International: www.transparency.org
4. United Nations Convention against Corruption: http://www.unodc.org/unodc/en/treaties/CAC/
5. OECD Convention on Combating Bribery of Foreign Public Officials in International Business Transactions:
http://www.oecd.org/daf/briberyininternationalbusiness/anti-
briberyconvention/oecdconventiononcombatingbriberyofforeign
publicofficialsininternational businesstransactions.htm
6. Council of Europe - Group of States against corruption (GRECO):
http://www.coe.int/t/dghl/monitoring/greco/default_en.asp
7. European Commission – Home Affairs – Corruption:
http://ec.europa.eu/dgs/home-affairs/what-we-do/policies/organized-crime-and-human-trafficking/corruption/index_en.htm

References:

1. Angelos Giannakopoulos/Konstandinos Maras/Dirk Tänzler: Perceptions of Corruption and Their Relevance to Anti-corruption Measures: Research Findings of the EU-Project “Crime and Culture”, in: Stephanie Thiel/Thomas Kliche (eds.): Korruption – Forschungsstand, methodische Ansätze, Handlungsmöglichkeiten, pp. 115-151 (co-authors Konstadinos Maras and Dirk Tänzler)
2. Angelos Giannakopoulos/Konstandinos Maras/Dirk Tänzler Breaking New Ground in Corruption Research, Research Project “Crime and Culture”, Discussion Paper Series, University of Konstanz, Discussion Paper No 1, 2007
3. Ben Elers/Angelos Giannakopoulos/Dirk Tänzler: Citizens’ Participation and Anti-corruption: The Advocacy and Legal Advice Centres of Transparency International and the EU-funded Project “ALACs”, EU-Project ALACs, Discussion Paper Series, University of Konstanz, Discussion Paper No 3, 2010
4. Eric M. Uslaner: Corruption, Inequality and the Rule of Law. Cambridge 2008 5. Martin J. Bull/James L. Newell (eds.): Corruption in Contemporary Politics. New York 2003 6. Arvind K. Jain (ed.): The Political Economy of Corruption. London/New York 2001

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 10
Homework Assignments	1	% 30
Presentation	1	% 30
Final	1	% 30
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 70
PERCENTAGE OF FINAL WORK		% 30
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Study Hours Out of Class	14	1	14
Presentations / Seminar	1	24	24
Homework Assignments	1	24	24
Final	1	48	48
Total Workload			152

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Integrates the knowledge, skills and attitudes acquired from basic and clinical medical sciences, behavioral sciences and social sciences, and uses them in health service delivery.
2)	In patient management, shows a biopsychosocial approach that takes into account the socio-demographic and sociocultural background of the individual, regardless of language, religion, race and gender.
3)	In the provision of health services, prioritizes the protection and development of the health of individuals and society.
4)	Taking into account the individual, societal, social and environmental factors affecting health; does the necessary work to maintain and improve the state of health.
5)	By recognizing the characteristics, needs and expectations of the target audience, provides health education to healthy/sick individuals and their relatives and other healthcare professionals.
6)	Shows a safe, rational and effective approach in health service delivery, prevention, diagnosis, treatment, follow-up and rehabilitation processes.
7)	Performs invasive and/or non-invasive procedures in diagnosis, treatment, follow-up and rehabilitation processes in a safe and effective way for the patient.
8)	Provides health services by considering patient and employee health and safety.
9)	In the provision of health services, takes into account the changes in the physical and socioeconomic environment on a regional and global scale, as well as the changes in the individual characteristics and behaviors of the people who apply to it.
10)	Takes good medical practice into account while carrying out his/her profession.
11)	Fulfills its duties and obligations within the framework of ethical principles, rights and legal responsibilities required by its profession.
12)	Demonstrates decisive behavior in providing high-quality health care, taking into account the integrity of the patient.
13)	Evaluates his/her performance in his/her professional practice by considering his/her emotions and cognitive characteristics.
14)	Advocates improving the provision of health services by considering the concepts of social reliability and social responsibility for the protection and development of public health.
15)	Can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components for the protection and development of health.
16)	Evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services.
17)	The physician attaches importance to the protection of his/her own physical, mental and social health, and does what is necessary for this
18)	Shows exemplary behavior and leads the healthcare team during service delivery.
19)	Uses resources cost-effectively, for the benefit of society and in accordance with the legislation, in the planning, implementation and evaluation processes of health services in the health institution he/she is the manager of.
20)	Establishes positive communication within the health team it serves and assumes different team roles when necessary.
21)	Is aware of the duties and responsibilities of the health workers in the health team and acts accordingly.
22)	In the professional practices, works in harmony and effectively with the colleagues and other professional groups.
23)	Communicates effectively with patients, their relatives, healthcare professionals, other professional groups, institutions and organizations.
24)	Communicates effectively with individuals and groups that require a special approach and have different socio-cultural characteristics.
25)	In the diagnosis, treatment, follow-up and rehabilitation processes, shows a patient-centered approach that associates the patient with the decision-making mechanisms.
26)	Plans and implements scientific research, when necessary, for the population it serves, and uses the results and/or the results of other research for the benefit of the society.
27)	Reaches and critically evaluates current literature knowledge about his/her profession.
28)	Applies the principles of evidence-based medicine in clinical decision making.
29)	Uses information technologies to increase the effectiveness of its work on health care, research and education.
30)	Effectively manages individual work processes and career development.
31)	Demonstrates skills in acquiring and evaluating new knowledge, integrating it with existing knowledge, applying it to professional situations and adapting to changing conditions throughout professional life.
32)	Selects the right learning resources to improve the quality of the health service it offers, organizes its own learning process