| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0505 | History of Mediterranean World | Fall | 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 aims to cover the general history of the Mediterranean, focusing majorly on the social, economic, religious, linguistic, cultural and literary interactions in the Modern Ages. |
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The students who have succeeded in this course; At the end of this semester, the students 1-will have a general notion of the Mediterranean geography, 2-will be able to compare/contrast the social groups of the Modern Ages with the comtemporary ones, 3-will have developed a complex understanding of the Mediterranean in all its façades: social, political, historical, economical, anthropological, etc., 4-will have created a developed vision of the cross-roads in the Mediterranean and their social/historical outcomes, 5-will have interpreted the state of war and peace in this geography and its major consequences on different levels. 6-will have analysed the clash between the state and the common people. |
| The Mediterranean as a world of meeting point with its wide range of settled and “floating” population in the 16th and 17th centuries like couriers, agents, spies, double spies, triple spies, informants, merchants, renegades, double renegades, travellers, captains, religious figures belonging to different sects and men in exile will be analysed through outstanding works that offer a vivid profile of the Mediterranean in literature, cinema, theatre, etc. |
| Week | Subject | Related Preparation | |
| 1) | The general historical geography of the Mediterranean. | ||
| 2) | The major political powers in the Mediterrean in the Modern Ages. | ||
| 3) | The Mediterranean island and their role in the political clashes. | ||
| 4) | Maghreb as the periphery of the Ottoman Empire | ||
| 5) | Corsairs as a social group uniting the North and the South. | ||
| 6) | Pilgrims and the route to the Holy Land. | ||
| 7) | Informants, spies and merchants | ||
| 8) | The Spanish Inquisition and religious conflicts. | ||
| 9) | Castles, watch-towers and “atalayas”. | ||
| 10) | Mediterranean as a meeting point: cross-cultural issues. | ||
| 11) | Outstanding sea-battles and their modern interpretations. | ||
| 12) | Literary sources and their interpretations | ||
| 13) | Genres to reconstruct the Modern Mediterranean History: Avisos, relaciones de sucesos, dispacci, etc. | ||
| 14) | How to interpret the archival sources of the Modern Ages? | ||
| 15) | Final Exam | ||
| 16) | Final Exam | ||
| Course Notes: | Roger Crowly, Empires of the Sea, İstanbul, 2008. |
| References: | Athanasiadis-Novas,Giorgio: “Discorso Introduttivo”, Il Mediterraneo nella seconda metà del ‘500 alla luce di Lepanto, ed. Gino Benzoni, Olschki, Firenze, 1974, Haedo, Diego de:Topografía e historia de Argel, Madrid, 1927 Ibarra, Miguel Ángel de Bunes: La imagen de los musulmanes y del norte de Africa en la España de los siglos XVI y XVII, los caracteres de una historia, Madrid, 1989 Lafaye, Jacques:La era de Carlos V, Francisco y Solimán (1500-1557), Brevarios del Fondo de cultura económica, México, 1999. Malvezzi, Aldobrandino: L’islamismo e la cultura europea, Firenze, 1956. Preto, Paolo: Venezia e i turchi, Firenze, 1975, Pursuit of Power: Venetian Ambassadors’ reports on Spain, Turkey & France in the age of Philip II, 1560-1600. ed. & trans. James C. Davis, NY, Evanston, London, 1970 Sherley, Anthony : Le “Peso Político de todo el Mundo”´, ed. Xavier Flores, (D’Anthony Sherley ou un aventurier anglais de l’Espagne. Paris, Bibliothèque Générale de L’école Pratique des Hautes études, 1963. Vacalopoulos, Apostolos E. : The Greek Nation 1453-1669. The Cultural & Economic background of Modern Greek Society. 1976, Wheatcroft, Andrew: Infidels: A History of the conflict between Christendom and Islam. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 20 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 30 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| 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 | 5 | 5 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 1 | 10 | 10 |
| Total Workload | 100 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills. | |
| 2) | To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior. | |
| 3) | To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques). | |
| 4) | To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies). | |
| 5) | To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas. | |
| 6) | To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization. | |
| 7) | To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies. | |
| 8) | To gain the basic knowledge and skills necessary for psychological assessment and evaluation. | |
| 9) | To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes. | |
| 10) | To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society. | |
| 11) | To have problem solving skills and to be able to develop the necessary analytical approaches for this. | 3 |
| 12) | To be able to criticize any subject in business and academic life and to be able to express their thoughts. | 3 |