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: | TIP002 | ||||
| Course Name: | General Antropology | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | |||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | Yes | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Doç. Dr. SİNAN ÇAYA | ||||
| Course Lecturer(s): | Sinan Çaya, Ph.D. | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | Being informed about the subject of Anthropology, its methods and sub-disciplines. Being able to explain the concept of culture and cultural processes. It is further aimed aimed to understand the importance of economic anthropology, political anthropology and applied anthropology. |
| Course Content: | The subject of Anthropology, sub-disciplines of anthropology, historical development of the theory of evolution, processes leading to biodiversity, human bio-cultural evolution, human biodiversity, growth and development in man, concept of culture and cultural processes, theories of social / cultural anthropology, kinship systems and gender, economic anthropology, political anthropology, applied anthropology. |
Learning Outcomes
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The students who have succeeded in this course;
1) The student is able to ask questions like “How come human beings and human societies resemble one another or do not resemble and why do they undergo changes?” and then come up with efforts of replying in his / her own wording. 2) He / she can manage the definition of the word “Anthropology” based on the etymology. 3) He/she can enumerate the sub-divisions of General Anthropology and explain the interests of each field. 4) He / she can list rough pre-knowledge about the natural history. 5) He / she can talk about the foragers in our own time. 6) He / she can provide examples about various adaptations of human beings. 7) He / she can provide examples about initiation rituals of a lot of communities and recognise their residues reaching out to modern times. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Definition of the discipline of Anthropology. The internal sub-divisions of Anthropology: Physical Anthropology , Cultural Anthropology Antropoloji bilminin tanımı. Antropolojinin kendi içinde çeşitleri: Fizikî Antropoloji, Kültürel Antropoloji {especially comparison of societies (archaic and new ones).Etnography {investigates communities unaware of scripture}. Ethnology {compares primitive communities with one another}. Pre-Knowledge: (Roughly) pre-requisite natural history: Paleolithic, mesolithic, neolithic eras and the following Mining Era (cupper bronze, iron). Glacial eras and the interim periods which facilitated immigratory movements. Civilization eras as foragers, horticulture, agriculture, herding societies, mercantalism, industry, post-industry. Today’s foragers in kalahari | |
| 2) | Portraits of prominent anthropologists: Herodot, Marco Polo, Evliya Çelebi, Marcel Mauss, Henri Hubert, Franz Uri Boas, A.R. Radcliffe-Brown, Claude Lévi-Strauss, Bronisław Kasper Malinowski, Margaret Mead, Paul Stirling (Turkish village studies), Julian Haynes Stewart, Eric Robert Wolf, Roy Rappaport, Carol Lowery Delaney (also Turkish village studies). Turkish Anthropology: Âfet İnan, Şevket Aziz Kansu, Seniha Tunakan, Nermin Erdentuğ, Enver Y. Bostancı, Bozkurt Güvenç, Yaşar İşcan. | |
| 3) | Growth and the Related Stages {Scammon curves, affecting factors (genetical and hormonal control, food, season-climate, motion, socio-economical situation, diseases, emotional states)}. Bebekte Fontanel / Bıngıldak Yapısı, Bebekte Babinski Refleksi. | |
| 4) | Human Adaptation (phenotypical and genetic; Gloger Rule, Bergman Rule, Allen Rule; skin color and eye-color). | |
| 5) | Primitive fishing societies and their traits. | |
| 6) | Historical views in chronological order regarding evolution • Ancient Greek mythology and philosophy • Views of celestial religions (up to 14. century) • Renaissance (15-16. centuries) • Doctrine of Development and Progress (17. century) • Turning to the nature (18. century) • Evolution and variations (19. century) • Physical Anthropology (20. century) | |
| 7) | A short and critical glance at the issue of human racess. Facial reconstruction in forensic sense. | |
| 8) | Primates: Old World Monkeys, New World Monkeys, their traits. A look at the heterodentical teeth. Jane Goodall’s chimpanzee and Dian Fossey’s gorilla studies, with the urging of Louis Leakey (1903-1972). | |
| 9) | Anthropological Anotomy: Bregma, lambda points (on the skull); Frankfurt standard plane; femur and humerus bones; genuses and species. | |
| 10) | Kültür Diffusion of Culture: The cultural structure in a given society is far from being static; on the contrary; societies do interact with one another. | |
| 11) | Some Paleoanthropology ―Knowledge on the skeleton ―Dating methods -Dendrochronology: There are rings in the cross-section of a tree trunk. Each ring represents a year. 14C -Method (Half-life time helps compute the dates). 40K/ 40Ar (Potasyum/Argon) Method: This method Works well with volcanic rocks. -Varve (glacial sediments): Yearly melt-down of ice lumps cause their flow onto lakes along with some soil and plants. Study of such layers is illuminating about the related dates. | |
| 12) | The issue of the evolution of mankind & related claims, opinions, pertaining claims, views, outlooks, theories and attributions. | |
| 13) | —Meeting / converging with Archeology ―Types of graves -İnhumation of the corpse -Intramural placement of the corpse -Extramural placement of the corpse -Cremation (burning down) of the corpse ―Material remnants ―Remnants of bones | |
| 14) | Passage rites (Übergangrituals) and their echoes hitting today’s modern society Overlapping of Art and Anthropology: The famous Little Dancer statue. |
Sources
| Course Notes / Textbooks: | Eğitmence hazırlanmış yansılar esastır. |
| References: | – CHUNG, Emily (Nov. 28, 2017). «Birds can evolve so fast that scientists can watch it happen», CBC News. – ÇAYA, Sinan (2015). «Tarih Eğitiminde Değişen Anlayışlar», TİDSAD (İslâm Dünyası Sosyal Araştırmalar Dergisi),yıl 2, sayı 4, Eylül nüshası, ss. 114-117 – ÇAYA, Sinan (2015). “OB-2041: Behavioral Sciences for Engineers” Seçmeli Lisans Dersi Basılmamış Notları, Göztepe-Istanbul: Marmara Üniversitesi, Mühendislik Fakültesi. – DOPP, Katharine Elizabeth (1912).The Early Sea People, Chicago & San Francisco: Rand McNally Company. – DOUGLAS, Quenqua (Nov 28, 2017). «Things Looked Bleak Until These Birds Rapidly Evolved Bigger Beaks», The New York Times. – GREEN, Carl R. & SANFORD, William R.(1988). The Walrus, New York: MacMillan. – HOCART, A.M.(1935). Les progrès de l’homme, Paris: Payot. – İŞCAN, M. Yaşar (2008). Basılmamış Fizikî Antropoloji Lisans Dersi Notları, Laleli-İstanbul: İstanbul Üniversitesi Edebiyat Fakültesi. – İŞCAN, M. Yaşar (2014). Basılmamış Adlî Antropoloji Lisansüstü Notlarında “Büyüme” Alt Konusu, Cerrahpaşa, İstanbul: Adlî Tıp Enstitüsü. – JURMAIN R, KILGORE L, TREVATHAN, W. (2013). Essentials of Physical Anthropology, 4th edition. Belmont (CA): Wadsworth, Cengage Learning. – KOTTAK, Conrad Phillip (1997). Anthropology: The Exploration of Human Diversity, New York: McGraw-Hill Companies, Inc. – MEAD, Margaret (1962). Mann und Weib: Das Verhältnis der Geschlechter in einer sich wandelnden Welt [Male and Female] (İngilizce’den Almanca’ya çeviren Arnim Holler), Rowohlt, Hamburg. – MERGEN, A. Bahar (t.y. [c. 2007]). Mezar Tipleri ve Kazı Tekniği (ppt video), Cerrahpaşa, İstanbul: Adlî . Bilimler Enstitüsü. – MÜNÜSOĞLU, Hasan (2010). Türkiye’de Antropolojinin Kurulma ve Kurumsallaşma Sorunlarına Tarihsel Bir Yaklaşım: DTCF Örneği (Basılmamış Yüksek Lisans Tezi), Ankara Üniversitesi Türk İnkılâp Tarihi Enstitüsü. |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
7 |
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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. | 1 | 2 | 2 | 2 | 1 | 1 | 1 | |||||||||||||||||
| 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. | 1 | 1 | 1 | 1 | 1 | 2 | 2 | |||||||||||||||||
| 3) The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | 1 | |||||||||||||||||||||||
| 4) The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | 1 | |||||||||||||||||||||||
| 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. | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||
| 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. | 2 | 2 | 2 | 2 | 1 | 2 | 2 | |||||||||||||||||
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. | 1 |
| 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. | 1 |
| 3) | The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | 1 |
| 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. | 1 |
| 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. | 1 |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 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 | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 2 | 0 | 2 | 15 | 34 | ||
| Study Hours Out of Class | 14 | 0 | 1 | 14 | |||
| Midterms | 1 | 2 | 2 | 1 | 5 | ||
| Final | 1 | 2 | 2 | 1 | 5 | ||
| Total Workload | 58 | ||||||