ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Medicine | |||||
| Bachelor | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
Course Introduction and Application Information
| Course Code: | JOB104 | ||||
| Course Name: | Soscial İnclusion Practices | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | University Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Dr. Öğr. Üy. FATEME AYŞİN ANKA | ||||
| Course Lecturer(s): | Fateme Ayşin Anka | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | This course aims to experience the interrelationship of related subjects by touching on the concepts of identity, migration, sustainability and social cohesion in social sciences. |
| Course Content: | This course will focus on concepts such as sustainability, identity, migration and social cohesion with practical applications. Rather than the formation of identity as a political category, it will be shown how various identities can share in harmony and operate in a common society/area. Today, the issue of migration, which has become global, and in line with the sustainable development goals announced by the United Nations as SDG, the necessity of these and similar courses tends to increase. In line with this universal call to action, known as the SDG, the development of societies, minimizing the social conflict caused by migration, ensuring peace, the effects of religion, gender, climate change on this phenomenon by associating it with migration issues, the causes of international migrations, the definition of international migration and types of migrants, the definition of international migrations in the world. It examines the effects of globalization on international migrations and the effects of immigration and immigration regions across Turkey. In other words, it experiences these issues within the framework of practical applications and offers a new perspective with these experiences. |
Learning Outcomes
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The students who have succeeded in this course;
1) Outcome of this course satisfactorily, a student will have knowledge of the following items. • The concept of migration, • Issues of identity and belonging, • Causes of forced migrations, • With international migration policies • It will approach the concepts of Globalization, Multiculturalism and Sustainable Social Cohesion from a different perspective. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | What is Social Cohesion and why is it needed? | |
| 3) | What is Social Cohesion and why is it needed? Candy Game | |
| 4) | Movie-Documentary | |
| 5) | Right Known Mistakes | |
| 6) | Movie-Documentary | |
| 7) | Invisible Lives | |
| 8) | Movie-Documentary | |
| 9) | a | |
| 10) | Mozaik-2 | |
| 11) | Immigrant Cultures | |
| 12) | Mozaik-2 | |
| 13) | Project Development | |
| 14) | Good Practice Examples |
Sources
| Course Notes / Textbooks: | • Salih Barışık, ‘Göç Kavramı, Tanımı ve Türleri’, ResearchGate, 2020, Çevrimiçi https://www.researchgate.net/publication/347388175_BOLUM_1_GOC_KAVRAMI_TANIMI_VE_TURLERI • Yusuf Adıgüzel, Küreselleşme Çağında Göç, AÖF. İstanbul Universitesi, Çevrimiçi http://auzefkitap.istanbul.edu.tr/kitap/sosyoloji_lisans_ao/kuresellesme_caginda_goc.pdf • Uluslararası Göçler ve Türkiye Kurumsal ve Ampirik Bir Alan Araştırması Denizli/Tavas, Çantay Kitabevi, Istanbul • Barış Çağırkan, ‘Göç, Hibrit Kimlik ve Aidiyet: Yeni Toplumlar, Yeni Kimlikler’, İNSAN VE TOPLUM BİLİMLERİ ARAŞTIRMALARI DERGİSİ, Cilt: 5, Sayı: 8, 2016, Sayfa: 2613-2623. • H. Birsen Örs, Modern Siyasal İdeolojiler, İstanbul Bilgi Üniversitesi Yayınları, 4.Baskı, İstanbul, 2010. • Umut Özkırımlı, Milliyetçilik Kuramları, Eleştirel Bir Bakış, 4. Baskı, Doğu Batı Yayınları, Ankara, 2013. • Umut Özkırırmlı (Der.), 21.Yüzyılda Milliyetçilik, Çev. Yetkin Başkavak, İstanbul Bilgi Üniversitesi Yayınları, İstanbul, 2008.Ders Notları ve Hazırlanan Sunumlar • Denis- Constant Martin, “The Choices of Identity”, Social Identities, Vol. 1, 1, s. 5-16 • Bhikhu Parekh, A New Politics of Identity, Palgrave, 2008 • Nuri Bilgin, Kimlik İnşası, Ankara: Asina Kitaplar, 2007 • Yabancısız Kurgulanan Ülkenin Yabancıları, Türkiye’de Yabancı İşçiler, A. Arı (Editör), Derin Yayınları, Istanbul. • M. M. Erdoğan, Türkiye’deki Suriyeliler Toplumsal Kabul ve Uyum, İstanbul Bilgi Üniversitesi Yayınları, İstanbul, 2015. • E.Tümertekin, , N.Özgüç, Beşeri Coğrafya, İnsan, Kültür, Mekan, Çantay Kitabevi, İstanbul, 2006 • Stephen Cornell ve Douglas Hartmann, Ethnicity and Race: Making Identities in a Changing World, London: Sage, 1997, s. 39-72. • Karen A. Cerulo, “Identity Construction: New Issues New Directions”, Annual Review of Sociology, 23, 1997, s. 385-409. • R. Brubaker ve F. Cooper, “Beyond Identity”, Theory and Society, 29, 1-47. • Sinisa Malesevic, “Identity: Conceptual, Operational and Historical Critique”, (içinde) Making Sense of Collectivity: Ethnicity, Nationalism and Globalisation, der. Sinisa Malesevic ve Mark Haugaard, London: Pluto, 2002, s. 195-215. • Gülay Toksöz, Uluslararası Emek Göçü, İstanbul Bilgi Üniversitesi Yayınları, İstanbul, 2006. • Nermin Abadan-Unat, Bitmeyen Göç, Konuk İşçilikten Ulus Ötesi Yurttaşlığa, İstanbul: İstanbul Bilgi Üniversitesi, 2007. • Ahmet İçduygu Saime Özçürümez, Zorunlu Göç Deneyimi ve Toplumsal Bütünleşme: Kavramlar, Modeller ve Uygulamalar ile Türkiye, İstanbul Bilgi Üniversitesi, 2020. • Salman Akhtar, Göç ve Kimlik-Kargaşa Sağaltım ve Dönüşüm, Çev. Sedef Ayhan, Yayınevi: Sfenks Kitap |
| References: | • Çeşitli ders materyalleri ve amprik çalışmalar oluşturacaktır. • İnsan Kaynakları Geliştirme Vakfı (İKGV) tarafından konuya ilişkin sunulan -daha önce denenmiş- farklı ders materyali kullanılarak, uygulamalar yoluyla öğrencilerimiz üzerinde olumlu bir etki yaratılması planlanmıştır. Çeşitli oyun planlamaları mevcuttur |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | ||||||||||||||||||||||||
| 1) The graduate integrates the knowledge, skills, attitudes, and behaviours acquired from basic and clinical sciences, behavioural sciences, and social sciences in the form of competencies and uses them for the provision of rational, effective, safe health care services in accordance with quality standards in the prevention, diagnosis, treatment, follow-up, and rehabilitation processes, and during the process considers protection of both patient’s health and healthcare workers health including her/his own. | ||||||||||||||||||||||||
| 2) The graduate shows a biopsychosocial approach in patient management that considers the sociodemographic and sociocultural background of the individual without discrimination of language, religion, race, and gender. | ||||||||||||||||||||||||
| 3) The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | ||||||||||||||||||||||||
| 4) The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | ||||||||||||||||||||||||
| 5) In the provision of health care services, the graduate considers both the changes in the physical and socioeconomic environment on a regional and global scale that affect health, as well as the changes in the individual characteristics and behaviours of the people who apply to her/him. | ||||||||||||||||||||||||
| 6) The graduate recognizes the characteristics, needs and expectations of the target population and provides health education to healthy/sick individuals and their relatives and other health care workers. | ||||||||||||||||||||||||
| 7) While carrying out her/his profession, the graduate fulfils her/his duties and obligations with determined behaviours to provide high-quality health care within the framework of ethical principles, rights and legal responsibilities and good medical practices, considering the integrity, privacy, and dignity of the patient. | ||||||||||||||||||||||||
| 8) The graduate evaluates and improves her/his own performance in professional practices in terms of emotions, cognitive characteristics, and behaviours. | ||||||||||||||||||||||||
| 9) The graduate physician advocates improving the provision of health services by considering the concepts of social reliability and social commitment to protect and improve public health. | ||||||||||||||||||||||||
| 10) To protect and improve health, the graduate physician can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components. | ||||||||||||||||||||||||
| 11) The graduate physician evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services. | ||||||||||||||||||||||||
| 12) The graduate physician attaches importance to protecting and improving her/his own physical, mental, and social health, and does what is necessary for this. | ||||||||||||||||||||||||
| 13) During the provision of health care, the graduate shows exemplary behaviours and leads within the health team. | ||||||||||||||||||||||||
| 14) The graduate uses the resources cost-effectively, in the planning, implementation, execution, and evaluation processes of the health care services in the health institution she/he manages, for the benefit of the society and in accordance with the legislation. | ||||||||||||||||||||||||
| 15) The graduate communicates positively within the health team with whom she/he provides health care services, being aware of the duties and obligations of other health workers and shows appropriate behaviours to assume different team roles when necessary. | ||||||||||||||||||||||||
| 16) The graduate works harmoniously and effectively with her/his colleagues and other professional groups in her/his professional practice. | ||||||||||||||||||||||||
| 17) The graduate communicates effectively with patients, patient relatives, health care workers and other professional groups, institutions, and organizations, including individuals and groups that require a special approach and have different sociocultural characteristics. | ||||||||||||||||||||||||
| 18) The graduate shows a patient-centred approach in the protection, diagnosis, treatment, follow-up, and rehabilitation processes that involve the patient and patient’s caregivers as partners in the decision-making mechanisms. | ||||||||||||||||||||||||
| 19) When necessary, the graduate plans and implements scientific research for the population she/he serves, and uses the results ontained and/or the results of other research for the benefit of the society. | ||||||||||||||||||||||||
| 20) The graduate reaches the current literature information related to her/his profession, evaluates critically, and applies the principles of evidence-based medicine in the clinical decision-making process. | ||||||||||||||||||||||||
| 21) The graduate uses information technologies to improve the effectiveness of her/his work in health care, research, and education. | ||||||||||||||||||||||||
| 22) The graduate effectively manages individual study and learning processes and career development. | ||||||||||||||||||||||||
| 23) The graduate demonstrates the ability to acquire, evaluate, integrate new knowledge with existing knowledge, apply it to professional situations, and adapt to changing conditions throughout professional life. | ||||||||||||||||||||||||
| 24) The graduate chooses the right learning resources to improve the quality of the health care service she/he provides, organizes her/his own learning process. | ||||||||||||||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | The graduate integrates the knowledge, skills, attitudes, and behaviours acquired from basic and clinical sciences, behavioural sciences, and social sciences in the form of competencies and uses them for the provision of rational, effective, safe health care services in accordance with quality standards in the prevention, diagnosis, treatment, follow-up, and rehabilitation processes, and during the process considers protection of both patient’s health and healthcare workers health including her/his own. | |
| 2) | The graduate shows a biopsychosocial approach in patient management that considers the sociodemographic and sociocultural background of the individual without discrimination of language, religion, race, and gender. | |
| 3) | The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | |
| 4) | The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | |
| 5) | In the provision of health care services, the graduate considers both the changes in the physical and socioeconomic environment on a regional and global scale that affect health, as well as the changes in the individual characteristics and behaviours of the people who apply to her/him. | |
| 6) | The graduate recognizes the characteristics, needs and expectations of the target population and provides health education to healthy/sick individuals and their relatives and other health care workers. | |
| 7) | While carrying out her/his profession, the graduate fulfils her/his duties and obligations with determined behaviours to provide high-quality health care within the framework of ethical principles, rights and legal responsibilities and good medical practices, considering the integrity, privacy, and dignity of the patient. | |
| 8) | The graduate evaluates and improves her/his own performance in professional practices in terms of emotions, cognitive characteristics, and behaviours. | |
| 9) | The graduate physician advocates improving the provision of health services by considering the concepts of social reliability and social commitment to protect and improve public health. | |
| 10) | To protect and improve health, the graduate physician can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components. | |
| 11) | The graduate physician evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services. | |
| 12) | The graduate physician attaches importance to protecting and improving her/his own physical, mental, and social health, and does what is necessary for this. | |
| 13) | During the provision of health care, the graduate shows exemplary behaviours and leads within the health team. | |
| 14) | The graduate uses the resources cost-effectively, in the planning, implementation, execution, and evaluation processes of the health care services in the health institution she/he manages, for the benefit of the society and in accordance with the legislation. | |
| 15) | The graduate communicates positively within the health team with whom she/he provides health care services, being aware of the duties and obligations of other health workers and shows appropriate behaviours to assume different team roles when necessary. | |
| 16) | The graduate works harmoniously and effectively with her/his colleagues and other professional groups in her/his professional practice. | |
| 17) | The graduate communicates effectively with patients, patient relatives, health care workers and other professional groups, institutions, and organizations, including individuals and groups that require a special approach and have different sociocultural characteristics. | |
| 18) | The graduate shows a patient-centred approach in the protection, diagnosis, treatment, follow-up, and rehabilitation processes that involve the patient and patient’s caregivers as partners in the decision-making mechanisms. | |
| 19) | When necessary, the graduate plans and implements scientific research for the population she/he serves, and uses the results ontained and/or the results of other research for the benefit of the society. | |
| 20) | The graduate reaches the current literature information related to her/his profession, evaluates critically, and applies the principles of evidence-based medicine in the clinical decision-making process. | |
| 21) | The graduate uses information technologies to improve the effectiveness of her/his work in health care, research, and education. | |
| 22) | The graduate effectively manages individual study and learning processes and career development. | |
| 23) | The graduate demonstrates the ability to acquire, evaluate, integrate new knowledge with existing knowledge, apply it to professional situations, and adapt to changing conditions throughout professional life. | |
| 24) | The graduate chooses the right learning resources to improve the quality of the health care service she/he provides, organizes her/his own learning process. |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 5 | % 50 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Workload |
| Course Hours | 16 | 48 |
| Application | 9 | 11 |
| Study Hours Out of Class | 16 | 32 |
| Project | 3 | 5 |
| Homework Assignments | 7 | 14 |
| Final | 2 | 4 |
| Total Workload | 114 | |