|
Week |
Subject |
Related Preparation |
1) |
Hoca Ahmet Yesevî |
http://www.rumimevlevi.com/tr/yazarlar-cemiyeti/64-mahmut-erol-kilic/2463-sufi-siirinin-poetikasi |
2) |
Yunus Emre |
http://www.yunusemre.net/ |
3) |
Hacı Bayram-ı Veli / Eşrefoğlu Rumî |
http://www.hacibayramveli.org
http://www.edebiyatfakultesi.com/esrefoglu-rumi.htm
|
4) |
Kaygusuz Abdal / Pir Sultan Abdal |
http://www.edebiyatfakultesi.com/kaygusuz-abdal.htm
http://www.edebiyatfakultesi.com/?s=pir+sultan
|
5) |
Şemseddin-i Sivasî / Ruhsatî |
http://www.turkceciler.com/ruhsati.html |
6) |
Karacaoğlan / Bayburtlu Zihni |
http://www.turkceciler.com/sairler/karacaoglan.html
http://www.turkceciler.com/bayburtlu-zihni.html
|
7) |
Dadaloğlu / Erzurumlu Emrah |
http://www.turkceciler.com/sairler/dadaloglu.html
http://www.turkceciler.com/sairler/ErzurumluEmrah.html
|
8) |
Fuzuli / Baki |
http://www.turkceciler.com/fuzuli.html
http://www.turkceciler.com/baki.html
|
9) |
Hayali / Nef’i |
http://www.turkceciler.com/hayali-bey.html
http://www.turkceciler.com/nefi.html
|
10) |
Nabi / Nedim |
http://www.turkceciler.com/forum/turk-dili-ve-edebiyati-genel-icerik/651-caginin-insani-olarak-nabi.html
http://www.turkceciler.com/nedim.html
|
11) |
Ziya Paşa – Namık Kemal |
http://www.turkceciler.com/ziya_pasa.html
http://www.turkceciler.com/namik_kemal.html
|
12) |
Tevfik Fikret – Cenap Şahabettin |
http://www.turkceciler.com/tevfik_fikret.html
http://www.turkceciler.com/cenap_sehabettin.html
|
13) |
Ahmet Haşim- Ziya Gökalp |
http://www.turkceciler.com/ahmet_hasim.html
http://www.turkceciler.com/yazarlar/ziya_gokalp.html
|
14) |
Mehmet Akif – Yahya Kemal |
http://www.turkceciler.com/mehmet_akif_ersoy.html
http://www.turkceciler.com/yahya_kemal_beyatli.html
|
|
Program Outcomes |
Level of Contribution |
1) |
To be able to apply theoretical concepts related to mass communication, consumer behavior, psychology, persuasion,sociology, marketing, and other related fields to understand how advertising and brand communication works in a free-market economy.
|
1 |
2) |
To be able to critically discuss and interpret theories, concepts, methods, tools and ideas in the field of advertising.
|
2 |
3) |
To be able to research, create, design, write, and present an advertising campaign and brand strategies of their own creation and compete for an account as they would at an advertising agency.
|
2 |
4) |
To be able to analyze primary and secondary research data for a variety of products and services.
|
3 |
5) |
To be able to develop an understanding of the history of advertising as it relates to the emergence of mass media outlets and the importance of advertising in the marketplace.
|
2 |
6) |
To be able to follow developments, techniques, methods, as well as research in advertising field; and to be able to communicate with international colleagues in a foreign language. (“European Language Portfolio Global Scale”, Level B1)
|
3 |
7) |
To be able to take responsibility in an individual capacity or as a team in generating solutions to unexpected problems that arise during implementation process in the Advertising field.
|
2 |
8) |
To be able to understand how advertising works in a global economy, taking into account cultural, societal, political, and economic differences that exist across countries and cultures.
|
3 |
9) |
To be able to approach the dynamics of the field with an integrated perspective, with creative and critical thinking, develop original and creative strategies.
|
3 |
10) |
To be able to to create strategic advertisements for print, broadcast, online and other media, as well as how to integrate a campaign idea across several media categories in a culturally diverse marketplace.
|
2 |
11) |
To be able to use computer software required by the discipline and to possess advanced-level computing and IT skills. (“European Computer Driving Licence”, Advanced Level)
|
1 |
12) |
To be able to identify and meet the demands of learning requirements.
|
2 |
13) |
To be able to develop an understanding and appreciation of the core ethical principles of the advertising profession.
|
3 |