| 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 |
| GEP0504 | History of Food | Spring | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | GE-Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
| Course Objectives: | This course is designed to analyse the basic phases in the history of food, starting with the Ancient Greek times to present. The course covers a notably extended geography, from China to “the Indies”. It is enriched by invited speakers,-experts in specific topics,- field trip and movies. |
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The students who have succeeded in this course; At the end of the semester, the students 1-will have a general idea about the evolution of food and the changes in the table manners through ages, 2-will be able to follow the general path of the gastronomic changes in the Old and the New World. 3-will discover the similarities and differences between the food, eating habits, rituals, banquets, feastings of different ethnic groups, 4-will have debated on the significance of food as a part of social history, 5-will be able to reconstruct and formulate the cross-cultural gastronomic issues. 6-will be able to examine the culinary arts through ethimology. |
| The major emphasis will be on the Middle and Modern Ages, especially the cinquecento, which was a turning point in the culinary history of Europe. The mysterious and marvellous voyages that the fruits, vegetables and different types of dishes prepared between the Old and the New World will be analyzed with examples from the literature of the age. Ethimology, as a fantastic branch of linguistics to discover the background of the enchanting voyages that the food made in the Modern Ages will be our main guide. How the food and eating habits of Europe changed and a new profile was created in the European Cuisine will be studied following the outstanding examples of Nuovo Cucina. The Imperial Ottoman kitchen and the other royal cousins will also be explored through the original texts. |
| Week | Subject | Related Preparation | |
| 1) | Wine: Vice and virtue; Food in the Roman times and Ancient Greek | Historias curiosas del mundo, Has Bağçede ayş u tarab;History of Food, Mutfak sanatı. | |
| 2) | Food in the Ancient times in Asia and Egypt. | History of Food, Mutfak sanatı. | |
| 3) | Middles Ages: fasting and feasting. | Alimentazione e cultura nel Medioevo, proceedings of various symposiums. | |
| 4) | Mediterranean versus North Europe: major exchanges | Alimentazione e cultura nel Medioevo, La fame e l’abbondanza | |
| 5) | The travel of the fruits and vegetables: ethimological paths. | Various articles | |
| 6) | Discovery of America and new guests in the European tables | various articles | |
| 7) | Feasts and the banquets of the Modern Ages | Film: Vatel El Rey se divierte | |
| 9) | Food in the Ottoman Empire | Osmanlı Saray Mutfağı, IV. Mehmet’in Edirne Şenliği | |
| 10) | Food as a part of majestic Ottoman banquets | Türk edebiyatında manzum surnameler: Osmanlı saray düğünleri ve şenlikleri, | |
| 11) | Coffee: A social history | ||
| 12) | Wars, famine, epidemic diseases and | Powerty in Europe | |
| 13) | Tables of the empowerished: peasants, oars-men, pirates, etc. | various articles | |
| 14) | Gastronomic changes in the Contemporary Times and its social outcomes. | Film: tampopo | |
| 15) | Final Exam | ||
| 16) | Final exam | ||
| Course Notes: | Boudan, Christian: Mutfak Savaşı, İstanbul, 2006. Rebora, G,ovanni: Çatal Kültürü, İstanbul, 2003. |
| References: | Arslan, Mehmet: Türk edebiyatında manzum surnameler: Osmanlı saray düğünleri ve şenlikleri, 1999, Ankara. Bilgin, Arif: Osmanlı Saray Mutfağı, İstanbul, 2005. Bober, Phyllis Pray: Antik ve Ortaçağda yemek kültürü: sanat, kültür ve yemek, 2003, İstanbul. Dalby, Andrew: Bizansın Damak tadı, İstanbul, 2004. Díaz, Lorenzo: La cocina del Quijote, Madrid, 2002. Díaz, Lorenzo:La cocina del barroco, Madrid, 2003. Hattox, Faroqui, Suraiya & Neumann, Christoph K. (eds) Soframız Nur Hanemiz Mamur, ed., 2006, İstanbul Ralph S.: Kahve ve Kahvehaneler, İstanbul, 1985. Iovino, Roberto & Mattionn, Ileana: Sinfonía gastronómica (Música, eros y cocina), Madrid, 2009, Koz, M. Sabri (ed) Yemek Kitabı, I. İstanbul, 2008 Montanari, Massimo: Alimentazione e cultura nel Medioevo, 1988, Roma-Bari. Montanari, Massimo: La fame e l’abbondanza, 1993, Roma-Bari. Montanari, Massimo: Il formaggio con le pere, 2008, Roma-Bari. Nola, Ruperto de: Libro de Guisados, Valencia, 1985. Nutku, Özdemir: IV. Mehmet’in Edirne Şenliği (1675), Ankara, 1987. Piñuela, José Deleito y: El Rey se divierte, Madrid, 1988. Routh, Shelagh y Jonathan: Notas de Cocina de Leonardo da Vinci: la afición desconocida de un genio,1999, Madrid. Yaşar, Ahmet: Osmanlı Kahvehaneleri, İstanbul, 2009. Yerasimos, Stefanos: Sultan Sofraları, 15. ve 16. Yüzyılda Osmanlı Saray Mutfağı, İstanbul, 2002 Zaouali, Lilia: L’Islam a tavola: Dal Medioevo a oggi, Roma, 2004. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 3 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | 1 | % 3 |
| Special Course Internship (Work Placement) | 4 | % 10 |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 15 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 10 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 41 | |
| PERCENTAGE OF SEMESTER WORK | % 31 | |
| PERCENTAGE OF FINAL WORK | % 10 | |
| Total | % 41 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 1 | 3 | 3 |
| Study Hours Out of Class | 4 | 10 | 40 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 1 | 15 | 15 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 1 | 10 | 10 |
| Total Workload | 110 | ||
| 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 |
| 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. | 4 |
| 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. | 2 |
| 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. | 2 |
| 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. | 4 |
| 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. | 1 |
| 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. | 2 |
| 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. | 1 |
| 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. | 2 |
| 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. | 1 |
| 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. | 1 |
| 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 | 1 |
| 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. | 1 |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | 1 |
| 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. | 1 |