| Week |
Subject |
Related Preparation |
| 1) |
Introduction to Class |
none |
| 2) |
Science fiction and fantasy, Frank Herbert, Dune universe, Power and colonialism, destiny, prophecy and dreams. |
Come to class having watched Dune 1 |
| 3) |
Fate vs. Free Will, Religion and Messiah Complex, character development of the protagonist, forces of antagonism. |
Come to class having watched Dune 2 |
| 4) |
Hero's journey, power and politics, cycle of violence and war |
watch short videos about Dune 1 and 2 shared on teams page |
| 5) |
Speculative Science Fiction, sentient AI, futuristic LA as a deceptively utopian setting |
Come to class having watched Her |
| 6) |
love and connection, isolation and loneliness, character development of the protagonist |
Come to class having watched short videos about Her shared on teams page |
| 7) |
Nature of Reality, dreams, nature of storytelling |
Come to class having watched Inception |
| 8) |
Midterm |
Review weeks 1-8 for the exam |
| 9) |
the power of the subconscious mind, guilt and subconscious projections, dream as metaphor for filmmaking |
come to class having watched short videos about Inception shared on teams page |
| 10) |
the myth of Prometheus, the search for origins, creation and creators |
come to class having watched Prometheus |
| 11) |
AI as an existential threat, Playing God, cycle of destruction and rebirth |
come to class having watched short videos about Prometheus shared on teams page |
| 12) |
Npcs and AI sentience, critique of corporate capitalism, heroism and self-actualisation |
come to class having watched Free Guy |
| 13) |
Cliches, fetishes, the kitsch, the cult, tales & myths and story-telling. |
-Film for class discussion: Big Fish
-Comparative discussion with The Lord of the Rings, Harry Potter or The Fisher King
|
| 14) |
Review of the semester |
none |
| |
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 |