PSYCHOLOGICAL COUNSELING AND GUIDANCE | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
GEP0508 | Wars That Change History | Spring | 3 | 0 | 3 | 4 |
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: | Face to face |
Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
Course Lecturer(s): |
Instructor İLKİN BAŞAR ÖZAL Dr. LEVENT KAYA OCAKAÇAN |
Recommended Optional Program Components: | None |
Course Objectives: | The objective of this course is to cover the important wars of world history primarily in Europe, America and the Middle East, from ancient Greece to our modern day in order to see the origins and the consequences of wars and the process how war changes the courses of history. |
The students who have succeeded in this course; The students who succeed in this course will be able to: 1)have a perspective to understand the human and the state experience and factors that are shaped during the time of war. 2)develop critical thinking through the study of diverse interpretations of historical events and gain the ability to evaluate the historical analogies when applied to contemporary affairs. 3)develop and demonstrate an understanding of qualities of the war and warrior ethos as they apply in both military and civilian life. 4) sharpen the knowledge on states, nations and warfare. (5)formulate the basic information on the development of state level relations, the processed that lead to war and later on peace. |
Majors wars of world history |
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Course Notes / Textbooks: | My own lecture notes to be photocopied |
References: | Neiberg, Michael. Warfare in World History. London ; New York: Routledge, 2001 Bernard Brodie, War and Politics (NY: Macmillan, 1973), pp. 276-340 Michael W. Doyle, Ways of War and Peace. New York: W.W. Norton, 1997. Chap. 1 Jack S. Levy, War in the Modern Great Power System, 1495-1975. Lexington: University Press of Kentucky, 1983. Chap. 3-4 (especially pp. 50-53). David Ziegler, War, Peace and International Politics, 2nd ed., (Boston: Little, Brown, 1981),chapter 15 ("Disarmament"), pp. 249-26 Michael Howard, War in European History. 2nd edit. Oxford University Press, 2001. Peter Paret, ed. Makers of Modern Strategy: from Machiavelli to the Nuclear Age. Princeton:Princeton University Press, 1986 Theodore Ropp, War in the Modern World. Revised ed. JHU Press, 2000. Ali M. Ansari, Confronting Iran. New York: Basic Books, 2006. Dilip Hiro, War without End. London: Routledge, 2005. Phebe Marr, The Modern history of Iraq. Boulder, Co.: Westview, 2004. Bing West, The Strongest Tribe: War,Politics and the Endgame in Iraq. New York: Random House, 2008. John C. Campbell, "The Soviet Union and the United States in the Middle East," Annals of the American Academy of Political and Social Science, Vol. 401, America and the Middle East (May, 1972), pp. 126-135 Douglas Little, "The Making of a Special Relationship: The United States and Israel, 1957-68." International Journal of Middle East Studies, Vol. 25, No. 4. (Nov., 1993), pp. 563-585. |
Semester Requirements | Number of Activities | Level of Contribution |
Quizzes | 5 | % 20 |
Midterms | 1 | % 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 | 3 | 42 |
Study Hours Out of Class | 14 | 2 | 28 |
Quizzes | 5 | 4 | 20 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 94 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure. | |
2) | School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people. | |
3) | School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. | |
4) | School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises. | |
5) | School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. | |
6) | School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations. | |
7) | School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics. | |
8) | School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services. | |
9) | School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession. | |
10) | School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services. | |
11) | School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources. | |
12) | School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program | |
13) | School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions. | |
14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | |
15) | School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development. |