| 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 |
| GEP1006 | History of Civilization II | 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: | GE-Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Assoc. Prof. DERYA TARBUCK |
| Course Lecturer(s): |
Assoc. Prof. DERYA TARBUCK |
| Recommended Optional Program Components: | None |
| Course Objectives: | The purpose of this class is to look back on the past 350+ years of history of humanity and analyze how Western and Eastern civilizations developed in order to understand our present day. The course is basically a survey of world history from early modern times to the present. In this course, we will examine the effects of events, people, time, place, and technology on the development of societies starting from the 1500s to 1990s. Our topics will vary from Renaissance, Enlightenment, and Age of Nations to Ottoman Empire, World War I & II and foundations of modern intellectual thought. |
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The students who have succeeded in this course; By the end of this course, students will be able to explain the historical development of Eastern and Western civilizations from the 1500s to the 1990s, identify major social and political transformations, and evaluate the impacts of historical events on the modern world. 1. The student shall know the phases of the middle ages of Europe and be able to define them. 2. The student shall know the difference between American and African civilizations. 3. The student shall be able to know Abbasid Decline and the Spread of Islamic Civilization. 4. The student shall be familiar with The Spread of Chinese Civilization: Korea, Japan, and Vietnam. 5. The student shall be able to benchmark different cultural civilizations in the same view point. 6. Studens shall be able to explain the reasons as to how Instrial Revolution came into being. |
| This is an era which is governed largely by European ideas and institutions and we will examine the rise of the west in great depth and detail, but we will also analyze global responses and consequences. In this course, we will examine the effects of events, people, time, place, and technology on the development of societies starting from the 1500s to 1990s. Our topics will vary from Renaissance, Enlightenment, and Age of Nations to Ottoman Empire, World War I & II and foundations of modern intellectual thought. Teaching methods and techniques used in the course are: lecture, individual work, reading and use of digital resources. |
| Week | Subject | Related Preparation |
| 1) | The East and The West, 1400-1600 The East: Mongol Empire, Ottoman Empire, Safavid Dynasty The West: Renaissance and Reform, 1300-1600 | |
| 2) | Age of Discoveries: Scientific Revolution and Great Explorations | |
| 3) | Age of Reason: The Enlightenment, 1700s-1850s | |
| 4) | American Revolution, 1763-1775 | |
| 5) | French Revolution, 1789 | |
| 6) | Empires: East and West Napoleon’s Empire, 1804-1814 Ottoman Empire, 1600-1800 | |
| 7) | After Napoleon: Political Ideologies and the Age of Nation-States, 1820-1880 | |
| 8) | Midterm Week | |
| 9) | Industrial Revolution, 1750-1910s Tensions of the Empire: Ottoman Empire, 19th-20th century | |
| 10) | Modern Era: Science, Arts and Politics, 19th - 20th century | |
| 11) | World War I / The Great War, 1914-1918 | |
| 12) | Interwar Years, 1919-1938 | |
| 13) | Second World War, 1939-1945 | |
| 14) | Cold War and Its Aftermath, 1945-1991 |
| Course Notes / Textbooks: | Bentley, J. H., & Ziegler, H. F. (2010). Traditions & Encounters: A Global Perspective on the Past (5th ed.). McGraw-Hill. → Hafta 1: The East and The West, 1400–1600 Henry, J. (2008). The Scientific Revolution and the Origins of Modern Science (3rd ed.). Palgrave Macmillan. → Hafta 2: Scientific Revolution and Great Explorations Outram, D. (2013). The Enlightenment (3rd ed.). Cambridge University Press. → Hafta 3: Age of Reason – The Enlightenment Middlekauff, R. (2005). The Glorious Cause: The American Revolution, 1763–1789. Oxford University Press. → Hafta 4: American Revolution Doyle, W. (2018). The French Revolution: A Very Short Introduction (2nd ed.). Oxford University Press. → Hafta 5: French Revolution Anderson, M. S. (1998). The Ascendancy of Europe: 1815–1914. Routledge. → Hafta 6: Empires: East and West (Napoleon & Ottoman Empire) Breuilly, J. (1994). Nationalism and the State. University of Chicago Press. → Hafta 7: Age of Nation-States Stearns, P. N. (2013). The Industrial Revolution in World History (4th ed.). Westview Press. → Hafta 8: Industrial Revolution Zürcher, E. J. (2004). Turkey: A Modern History (3rd ed.). I.B. Tauris. → Hafta 9: Ottoman Empire in 19th–20th Century Hobsbawm, E. (1995). The Age of Extremes: The Short Twentieth Century, 1914–1991. Abacus. → Hafta 10: Modern Era – Science, Arts and Politics Strachan, H. (2005). The First World War: A New Illustrated History. Simon & Schuster. → Hafta 11: World War I Kitchen, M. (2014). Europe Between the Wars: A Political History (2nd ed.). Routledge. → Hafta 12: Interwar Years Overy, R. (2021). World War II: A Complete History (Updated ed.). Penguin. → Hafta 13: Second World War Gaddis, J. L. (2006). The Cold War: A New History. Penguin Press. → Hafta 14: Cold War and Its Aftermath |
| References: | Bentley, J. H., & Ziegler, H. F. (2010). Traditions & Encounters: A Global Perspective on the Past (5th ed.). McGraw-Hill. → Hafta 1: The East and The West, 1400–1600 Henry, J. (2008). The Scientific Revolution and the Origins of Modern Science (3rd ed.). Palgrave Macmillan. → Hafta 2: Scientific Revolution and Great Explorations Outram, D. (2013). The Enlightenment (3rd ed.). Cambridge University Press. → Hafta 3: Age of Reason – The Enlightenment Middlekauff, R. (2005). The Glorious Cause: The American Revolution, 1763–1789. Oxford University Press. → Hafta 4: American Revolution Doyle, W. (2018). The French Revolution: A Very Short Introduction (2nd ed.). Oxford University Press. → Hafta 5: French Revolution Anderson, M. S. (1998). The Ascendancy of Europe: 1815–1914. Routledge. → Hafta 6: Empires: East and West (Napoleon & Ottoman Empire) Breuilly, J. (1994). Nationalism and the State. University of Chicago Press. → Hafta 7: Age of Nation-States Stearns, P. N. (2013). The Industrial Revolution in World History (4th ed.). Westview Press. → Hafta 8: Industrial Revolution Zürcher, E. J. (2004). Turkey: A Modern History (3rd ed.). I.B. Tauris. → Hafta 9: Ottoman Empire in 19th–20th Century Hobsbawm, E. (1995). The Age of Extremes: The Short Twentieth Century, 1914–1991. Abacus. → Hafta 10: Modern Era – Science, Arts and Politics Strachan, H. (2005). The First World War: A New Illustrated History. Simon & Schuster. → Hafta 11: World War I Kitchen, M. (2014). Europe Between the Wars: A Political History (2nd ed.). Routledge. → Hafta 12: Interwar Years Overy, R. (2021). World War II: A Complete History (Updated ed.). Penguin. → Hafta 13: Second World War Gaddis, J. L. (2006). The Cold War: A New History. Penguin Press. → Hafta 14: Cold War and Its Aftermath |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Homework Assignments | 10 | % 35 |
| Final | 1 | % 60 |
| 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 | 13 | 3 | 39 |
| Homework Assignments | 10 | 4 | 40 |
| Final | 1 | 2 | 2 |
| Total Workload | 120 | ||
| 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 |