| Week |
Subject |
Related Preparation |
| 1) |
Introduction to Class |
none |
| 2) |
Alice in Wonderland by Lewis Carroll
Introduction (Socio-cultural and Historical Context) |
Come to class having read chapters 1-4 from Alice in Wonderland |
| 3) |
Maiden's Descent Underground, Symbolism and Metaphors, Curiosity and Exploration, Alienation and Estrangement, Absurdity and Nonsense |
Come to class having read chapters 5-9 from Alice in Wonderland |
| 4) |
Identity and Transformation, Power and Authority. |
Come to class having read chapters 10-12 from Alice in Wonderland |
| 5) |
Logic vs. Nonsense, Idenity and Growth, Dreamscape. |
none |
| 6) |
Sociocultural and historical context, mythological realism, Greek mythology, feminism. |
Come to class having read chapters 1-10 |
| 7) |
Hierarchy of power, portrayal of immortals, immortality vs. mortality, loneliness and isolation. |
Come to class having read chapters 10-20 |
| 8) |
Midterm |
Review weeks 1-8 |
| 9) |
Identity and self-discovery, magic, transformation and power, female agency and oppression, self-actualisation and growth. |
Come to class having read chapters 20-27 |
| 10) |
Socio-cultural and historical context, warfare, politics and power. |
Come to class having read the short story |
| 11) |
AI as an existential threat, forces of antagonism, human extinction. |
none |
| 12) |
Socio-cultural and historial context, progress reports 1-10, intelligence and the desire for self-improvement, mental disability, innocence. |
Come to class having read progress reports 1-10 |
| 13) |
progress reports 11-17, alienation and isolation, emotional struggles, ethical concerns in scientific research |
Come to class having read progress reports 11-17 |
| 14) |
the burden of intelligence, tragic awareness, search for meaning |
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 |