| Week |
Subject |
Related Preparation |
| 1) |
An overview of the course’s content, objectives, learning methods, and tips for academic reading |
|
| 2) |
Basic Concepts: Youth, Culture, Youth Media Studies |
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| 3) |
Sociological Understanding of Youth Style, Subcultures and Youth |
|
| 4) |
Questioning Youth Culture - Generations & Transitions? |
|
| 5) |
Transnational Youth Cultures |
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| 6) |
Mediatization of Culture |
|
| 7) |
Midterm |
|
| 8) |
Youth Culture and the Mass Media |
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| 9) |
Subcultures in Detail: Gendered Subcultures, Criminalized Subcultures |
|
| 11) |
Subcultures in Detail: Virtual & Global Subcultures, Subculture as Performance & Style |
|
| 12) |
Youth and Violence |
|
| 13) |
Youth and Difference |
|
| 14) |
Youth and Media (in General) |
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| Course Notes / Textbooks: |
1) Williams, Patrick J. (2007) ‘Youth Subcultural Studies: Sociological Traditions and Core Concepts’, Sociology Compass, 1/2: 572-593.
2) Nazan Maksudyan. 2011. “Orphans, Cities, and the State: Vocational Orphanages (Islahhanes) and Reform in the Late Ottoman Urban Space.” International Journal of Middle East Studies 43: 493-511.
3) Christine Elizabeth Griffin. 2010. “The trouble with class: Researching youth, class and culture beyond the ‘Birmingham School’.” Journal of Youth Studies 14 (3): 245-259.
4) Erll, A. (2014). Generation in literary history: Three constellations of generationality, genealogy, and memory. New Literary History, 45(3), 385-409.
5) Siibak, A., Vittadini, N., & Nimrod, G. (2014). Generations as media audiences: An introduction. Participations: Journal of Audience & Reception Studies, 11(2), 100-107. |
| References: |
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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 |
|
| 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, |
|
| 3) |
To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials, |
|
| 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, |
|
| 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,
|
|
| 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, |
|
| 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, |
|
| 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, |
|
| 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, |
|
| 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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BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
