ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Psychology (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code: | SOC105 | ||||
| Course Name: | Introduction to Sociology | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | |||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Compulsory Courses | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. SELEN YANMAZ | ||||
| Course Lecturer(s): | Dr. Öğr. Üyesi Selen Yanmaz | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | Course Objectives Primarily, this course aims to teach students about basic topics and discussions in sociology based on the current research and literature as well as fundemental social theories. This course aims to bring out and nurture the students’ sociological imagination in understanding social issues. The sociological imagination intends to show them the relationship of their personal biography with the social structure, in the socio-historical context that they are living in. It suggests that the personal problems they deal on a daily basis have strong ties to the larger social issues and thus have causes and origins that also lie outside the individual. While recognizing individuals’ agency and emotions, sociology argues that the social structure and institutions influence their experiences, in terms of which problems they face and their resources for solutions. One of the central aims of this course is to challenge the students to think more critically about their position in society—how their background, class, gender, race, ethnicity, sexual orientation, and so on influence their goals, beliefs, experiences, and interactions with both other individuals and social institutions. This questioning will include, but is not limited to, critical examinations of: how they benefit from and/or are oppressed by their social location; their ideas of freedom and social justice; their vision for themselves and society in the future; and the best ways to realize that vision considering the very real social constraints that bind us all. Therefore, students are expected to understand how they can use sociological tools to analyze their own approach to the world and the social issues and determine how they can act most effectively to create personal and social change. |
| Course Content: | Course Content This course primarily includes learning about sociological imagination and sociological way of thinking along with fundemental theories in the field at the basic level. One of the major questions for sociology is about the existence of universal truths and rules, especially in relation to human beliefs, values and behavior and the societies they live in. In this course, we will be focusing on understanding where the “social facts” are coming from, creating today’s issues in line with their evolution. We will be looking at similarities and distinctions within and across groups, understanding how the society, social institutions and social issues are constructed in this society and others. In addition to reviewing major topics of inquiry in sociology such as gender, race, class, socialization and social interaction, we will be studying how social institutions such as the economy work. While discussing various inequalities in the Turkish society, we will also study global issues. Through our understanding of the social structure, the construction of power and organization of inequality, we will focus on how societies change over time and where they might be headed in the future. By discussing major theoretical perspectives and paradigms in sociology, and social scientific studies on various social issues, we will review potential solutions to the inequalities and injustices they produce. Moreover, we will focus on how the Internet and other recent technologies change our experiences, especially in relation to civic engagement, activism and social movements. Methodologies are the procedures that are used to guide research and answer sociological problems. Through this course, the students will learn about a variety of tools that sociologists employ for study of the social world. In the beginning of the semester they will learn about some of the most common methodologies used in sociology. We will cover qualitative and quantitative approaches to sociological research. We will also discuss the strengths and weaknesses of particular methodologies in understanding and explaining social issues. In particular, this course will consider how researchers approach their topics—how they are influenced by their beliefs and own particular social contexts. We will ask what ethical considerations responsible researchers should use to shape how they do their research. |
Learning Outcomes
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The students who have succeeded in this course;
1) Behave in an unprejudiced and equal way towards various identity groups such as age, gender, language, race, religion and social class in scientific and professional acitivities. 2) Define and explain the cognitive, emotional and behavioral processes of human beings. 3) Have respect for universal values and human and animal rights. 4) Have the theoretical knowledge related to major sub areas of psychology. 5) Use a foreign language at least B1 level of European Language Portfolio. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Introduction, Sociological Imagination | • Giddens et al. Chapter 1 – What is Sociology? • Mills, C.W. “The Promise” (available online at https://sites.middlebury.edu/utopias/files/2013/02/The-Promise.pdf) • Thio, Alex and Jim D. Taylor. Social Problems. Sudbury, MA: Jones and Bartlett Learning 2012, “Introduction to Social Problems” Pages: 1-13 (available online at http://samples.jbpub.com/9780763793098/93098_CH01_Thio.pdf) |
| 2) | Introduction, Sociological Imagination | • Giddens et al. Chapter 1 – What is Sociology? • Mills, C.W. “The Promise” (available online at https://sites.middlebury.edu/utopias/files/2013/02/The-Promise.pdf) • Thio, Alex and Jim D. Taylor. Social Problems. Sudbury, MA: Jones and Bartlett Learning 2012, “Introduction to Social Problems” Pages: 1-13 (available online at http://samples.jbpub.com/9780763793098/93098_CH01_Thio.pdf) |
| 3) | Methodology | • Giddens et al. Chapter 2 – Asking and Answering Sociological Questions • McLeod, S. A. (2018, Sept 16). Zimbardo - Stanford prison experiment. (available online at https://www.simplypsychology.org/zimbardo.html) • Meyer, Philip. “If Hitler Asked You to Electrocute A Stranger, Would You?” (available online at http://www.unc.edu/~pmeyer/General_Publications/Hitler.pdf ) • Lubet, Steven. “Did This Acclaimed Sociologist Drive the Getaway Car in a Murder Plot?”(available online at https://newrepublic.com/article/121909/did-sociologist-alice-goffman-drive-getaway-car-murder-plot) |
| 4) | Methodology | • Giddens et al. Chapter 2 – Asking and Answering Sociological Questions • McLeod, S. A. (2018, Sept 16). Zimbardo - Stanford prison experiment. (available online at https://www.simplypsychology.org/zimbardo.html) • Meyer, Philip. “If Hitler Asked You to Electrocute A Stranger, Would You?” (available online at http://www.unc.edu/~pmeyer/General_Publications/Hitler.pdf ) • Lubet, Steven. “Did This Acclaimed Sociologist Drive the Getaway Car in a Murder Plot?”(available online at https://newrepublic.com/article/121909/did-sociologist-alice-goffman-drive-getaway-car-murder-plot) |
| 5) | Socialization and Social Interaction | • Giddens et al. Chapter 4 – Socialization and the Life Course (pg 91 – 107 and pg 110 to end of chapter) • Giddens et al. Chapter 5 – Social Interaction and Everyday life in the Age of the Internet (pg 121-133 and 136 to end of chapter) • Rosenbloom, Stephanie. “Putting Your Best Cyberface Forward” (available online at http://www.nytimes.com/2008/01/03/fashion/03impression.html?pagewanted=print&_r=0 |
| 6) | Culture, Class, and Consumption | • Giddens et al. Chapter 3 – Culture and Society • Bourdieu, Pierre. “The forms of capital” pp. 241-258 in Handbook of Theory and Research for the Sociology of Education edited by J. Richardson. 1986. New York: Greenwood. (available online at http://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm) • Wright, Bradley. “Conspicuous consumption and your iPhone” (available online at http://www.everydaysociologyblog.com/2008/09/conspicuous-con.html) • Sternheimer, Karen. “Consuming Home” (available online at https://www.everydaysociologyblog.com/2015/07/consuming-home.html#more) • Giddens et al. Chapter 8 – Stratification, Class and Inequality (From beginning of chapter to pg 236) • Standing, Guy. “Defining the precariat”. 2013. (available online at https://www.eurozine.com/defining-the-precariat/) • Hurriyet Daily News. “Istanbul has highest income inequality in Turkey” (available online at http://www.hurriyetdailynews.com/istanbul-has-highest-income-inequality-in-turkey-137167) |
| 7) | Culture, Class, and Consumption | • Giddens et al. Chapter 3 – Culture and Society • Bourdieu, Pierre. “The forms of capital” pp. 241-258 in Handbook of Theory and Research for the Sociology of Education edited by J. Richardson. 1986. New York: Greenwood. (available online at http://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm) • Wright, Bradley. “Conspicuous consumption and your iPhone” (available online at http://www.everydaysociologyblog.com/2008/09/conspicuous-con.html) • Sternheimer, Karen. “Consuming Home” (available online at https://www.everydaysociologyblog.com/2015/07/consuming-home.html#more) • Giddens et al. Chapter 8 – Stratification, Class and Inequality (From beginning of chapter to pg 236) • Standing, Guy. “Defining the precariat”. 2013. (available online at https://www.eurozine.com/defining-the-precariat/) • Hurriyet Daily News. “Istanbul has highest income inequality in Turkey” (available online at http://www.hurriyetdailynews.com/istanbul-has-highest-income-inequality-in-turkey-137167) |
| 8) | Gender | • Giddens et al. Chapter 10 – Gender Inequality • West, Candance and Don H. Zimmerman. “Doing Gender” Gender&Society 1987 1:2. • Barber, Kristen. “The Well-Coiffed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon” Gender&Society. 2008 22: 455 • Steinem, Gloria. “If Men Could Menstruate” in Ms. Magazine. 1978. (available online at http://www.haverford.edu/psych/ddavis/p109g/steinem.menstruate.html) • Nawa, Fariba. “Turkish soap operas' portrayal of women stirs controversy.” 2017. (available online at https://www.pri.org/stories/2017-04-26/turkish-soap-operas-portrayal-women-stirs-controversy) • Gözdasoglu Küçükalioglu, Elif. Framing Gender-Based Violence in Turkey (available online at https://journals.openedition.org/cedref/1138?lang=en) |
| 9) | Gender | • Giddens et al. Chapter 10 – Gender Inequality • West, Candance and Don H. Zimmerman. “Doing Gender” Gender&Society 1987 1:2. • Barber, Kristen. “The Well-Coiffed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon” Gender&Society. 2008 22: 455 • Steinem, Gloria. “If Men Could Menstruate” in Ms. Magazine. 1978. (available online at http://www.haverford.edu/psych/ddavis/p109g/steinem.menstruate.html) • Nawa, Fariba. “Turkish soap operas' portrayal of women stirs controversy.” 2017. (available online at https://www.pri.org/stories/2017-04-26/turkish-soap-operas-portrayal-women-stirs-controversy) • Gözdasoglu Küçükalioglu, Elif. Framing Gender-Based Violence in Turkey (available online at https://journals.openedition.org/cedref/1138?lang=en) |
| 10) | Race and Ethnicity | • Giddens et al. Chapter 11 – Race, Ethnicity, and Racism • Omi, Michael and Howard Winant. “Chapter 4: The Theory of Racial Formation,” Racial Formation in the United States • Cole, Nicki Lisa. “What Is Racial Formation Theory?”. 2019. (available online at https://www.thoughtco.com/racial-formation-3026509) • Cunningham, Erin. “Turkey, once a haven for Syrian refugees, grows weary of their presence.” 2018. (available online at https://www.washingtonpost.com/world/turkey-to-syrian-refugees-you-dont-have-to-go-home-but-dont-stay-here/2018/04/04/d1b17d8c-222a-11e8-946c-9420060cb7bd_story.html?noredirect=on) |
| 11) | Work, Economy, and Global Inequality | • Giddens et al., Ch. 14 “Work and Economic Life” • Giddens et al., Ch. 9 “Global Inequality” • Giddens et al., Ch. 19 “Population, Urbanization and the Environment” (From “Population growth, Urbanization, and environmental Challenges” pg 674 to 681) • Giddens et al., Ch. 20 “Globalization in a Changing World” (From the beginning of the chapter, pg 689 to 705, From “Globalization and Inequality “ pg 711 to end of chapter) • Ghosh, Jayati. “150 years of 'Das Kapital': How relevant is Marx today?”. 2017. (available online at https://www.aljazeera.com/indepth/opinion/2017/08/150-years-das-kapital-relevant-marx-today-170817115417283.html) • Kaufman, Scott Eric “‘No one is making them stop’: Why corporations outsource catastrophe -and workers pay the price” (available online at http://www.salon.com/2015/07/06/no_one_is_making_them_stop_why_corporations_ outsource_catastrophe_and_workers_pay_the_price/) • Hickel, Jason. “The truth about extreme global inequality” (available online at http://www.aljazeera.com/indepth/opinion/2013/04/201349124135226392.html) • Golash-Boza, Tanya. “The Immigration Industrial Complex: Why We Enforce Immigration Policies Destined to Fail”.2009. (available online at https://dornsife.usc.edu/assets/sites/902/docs/GolashBoza_2009_SocCompass.pdf) |
| 12) | Work, Economy, and Global Inequality | • Giddens et al., Ch. 14 “Work and Economic Life” • Giddens et al., Ch. 9 “Global Inequality” • Giddens et al., Ch. 19 “Population, Urbanization and the Environment” (From “Population growth, Urbanization, and environmental Challenges” pg 674 to 681) • Giddens et al., Ch. 20 “Globalization in a Changing World” (From the beginning of the chapter, pg 689 to 705, From “Globalization and Inequality “ pg 711 to end of chapter) • Ghosh, Jayati. “150 years of 'Das Kapital': How relevant is Marx today?”. 2017. (available online at https://www.aljazeera.com/indepth/opinion/2017/08/150-years-das-kapital-relevant-marx-today-170817115417283.html) • Kaufman, Scott Eric “‘No one is making them stop’: Why corporations outsource catastrophe -and workers pay the price” (available online at http://www.salon.com/2015/07/06/no_one_is_making_them_stop_why_corporations_ outsource_catastrophe_and_workers_pay_the_price/) • Hickel, Jason. “The truth about extreme global inequality” (available online at http://www.aljazeera.com/indepth/opinion/2013/04/201349124135226392.html) • Golash-Boza, Tanya. “The Immigration Industrial Complex: Why We Enforce Immigration Policies Destined to Fail”.2009. (available online at https://dornsife.usc.edu/assets/sites/902/docs/GolashBoza_2009_SocCompass.pdf) |
| 13) | Deviance, Social Control and Social Change | • Giddens et al., Ch. 7 “Conformity, Deviance and Crime” • Jeffrey Reiman and Paul Leighton, The Rich Get Richer and the Poor Get Prison: Ideology, Class, and Criminal Justice, Ninth Edition. Boston: Pearson, 2010, “Introduction: Criminal Justice through the Looking Glass, or Winning by Losing” pg 20-27 • Essig, Kate. “Activism Or Slacktivism? How Social Media Hurts And Helps Student Activism” (available online at http://news.stlpublicradio.org/post/activism-or-slacktivism- how-social-media-hurts-and-helps-student-activism) • Castells, Manuel. “Opening: Networking Minds, Creating Meaning, Contesting Power” pp 1- 20 in Networks of Outrage and Hope: Social Movements in the Internet Age. 2012. Malden, MA: Polity Press. • Castells, Manuel. “Changing the World in the Network Society” pp 218- 234 in Networks of Outrage and Hope: Social Movements in the Internet Age. 2012. Malden, MA: Polity Press. |
| 14) | Deviance, Social Control and Social Change | • Giddens et al., Ch. 7 “Conformity, Deviance and Crime” • Jeffrey Reiman and Paul Leighton, The Rich Get Richer and the Poor Get Prison: Ideology, Class, and Criminal Justice, Ninth Edition. Boston: Pearson, 2010, “Introduction: Criminal Justice through the Looking Glass, or Winning by Losing” pg 20-27 • Essig, Kate. “Activism Or Slacktivism? How Social Media Hurts And Helps Student Activism” (available online at http://news.stlpublicradio.org/post/activism-or-slacktivism- how-social-media-hurts-and-helps-student-activism) • Castells, Manuel. “Opening: Networking Minds, Creating Meaning, Contesting Power” pp 1- 20 in Networks of Outrage and Hope: Social Movements in the Internet Age. 2012. Malden, MA: Polity Press. • Castells, Manuel. “Changing the World in the Network Society” pp 218- 234 in Networks of Outrage and Hope: Social Movements in the Internet Age. 2012. Malden, MA: Polity Press. |
Sources
| Course Notes / Textbooks: | Giddens, Anthony, Mitchell Duneier, Richard P. Appelbaum, Deborah Carr. 2018. Introduction to Sociology (Seagull Eleventh Edition). |
| References: | Giddens, Anthony, Mitchell Duneier, Richard P. Appelbaum, Deborah Carr. 2018. Introduction to Sociology (Seagull Eleventh Edition). Mills, C.W. “The Promise” (available online at https://sites.middlebury.edu/utopias/files/2013/02/The-Promise.pdf) •Thio, Alex and Jim D. Taylor. Social Problems. Sudbury, MA: Jones and Bartlett Learning 2012, “Introduction to Social Problems” Pages: 1-13 (available online at http://samples.jbpub.com/9780763793098/93098_CH01_Thio.pdf) McLeod, S. A. (2018, Sept 16). Zimbardo - Stanford prison experiment. (available online at https://www.simplypsychology.org/zimbardo.html) Meyer, Philip. “If Hitler Asked You to Electrocute A Stranger, Would You?” (available online at http://www.unc.edu/~pmeyer/General_Publications/Hitler.pdf ) Lubet, Steven. “Did This Acclaimed Sociologist Drive the Getaway Car in a Murder Plot?”(available online at https://newrepublic.com/article/121909/did-sociologist-alice-goffman-drive-getaway-car-murder-plot) Rosenbloom, Stephanie. “Putting Your Best Cyberface Forward” (available online at http://www.nytimes.com/2008/01/03/fashion/03impression.html?pagewanted=print&_r=0 Bourdieu, Pierre. “The forms of capital” pp. 241-258 in Handbook of Theory and Research for the Sociology of Education edited by J. Richardson. 1986. New York: Greenwood. (available online at http://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm) Wright, Bradley. “Conspicuous consumption and your iPhone” (available online at http://www.everydaysociologyblog.com/2008/09/conspicuous-con.html) Sternheimer, Karen. “Consuming Home” (available online at https://www.everydaysociologyblog.com/2015/07/consuming-home.html#more) Standing, Guy. “Defining the precariat”. 2013. (available online at https://www.eurozine.com/defining-the-precariat/) Hurriyet Daily News. “Istanbul has highest income inequality in Turkey” (available online at http://www.hurriyetdailynews.com/istanbul-has-highest-income-inequality-in-turkey-137167) West, Candance and Don H. Zimmerman. “Doing Gender” Gender&Society 1987 1:2. Barber, Kristen. “The Well-Coiffed Man: Class, Race, and Heterosexual Masculinity in the Hair Salon” Gender&Society. 2008 22: 455 Steinem, Gloria. “If Men Could Menstruate” in Ms. Magazine. 1978. (available online at http://www.haverford.edu/psych/ddavis/p109g/steinem.menstruate.html) Nawa, Fariba. “Turkish soap operas' portrayal of women stirs controversy.” 2017. (available online at https://www.pri.org/stories/2017-04-26/turkish-soap-operas-portrayal-women-stirs-controversy) Gözdasoglu Küçükalioglu, Elif. Framing Gender-Based Violence in Turkey (available online at https://journals.openedition.org/cedref/1138?lang=en) Omi, Michael and Howard Winant. “Chapter 4: The Theory of Racial Formation,” Racial Formation in the United States Cole, Nicki Lisa. “What Is Racial Formation Theory?”. 2019. (available online at https://www.thoughtco.com/racial-formation-3026509) Cunningham, Erin. “Turkey, once a haven for Syrian refugees, grows weary of their presence.” 2018. (available online at https://www.washingtonpost.com/world/turkey-to-syrian-refugees-you-dont-have-to-go-home-but-dont-stay-here/2018/04/04/d1b17d8c-222a-11e8-946c-9420060cb7bd_story.html?noredirect=on) Ghosh, Jayati. “150 years of 'Das Kapital': How relevant is Marx today?”. 2017. (available online at https://www.aljazeera.com/indepth/opinion/2017/08/150-years-das-kapital-relevant-marx-today-170817115417283.html) Kaufman, Scott Eric “‘No one is making them stop’: Why corporations outsource catastrophe -and workers pay the price” (available online at http://www.salon.com/2015/07/06/no_one_is_making_them_stop_why_corporations_ outsource_catastrophe_and_workers_pay_the_price/) Hickel, Jason. “The truth about extreme global inequality” (available online at http://www.aljazeera.com/indepth/opinion/2013/04/201349124135226392.html) Golash-Boza, Tanya. “The Immigration Industrial Complex: Why We Enforce Immigration Policies Destined to Fail”.2009. (available online at https://dornsife.usc.edu/assets/sites/902/docs/GolashBoza_2009_SocCompass.pdf) Jeffrey Reiman and Paul Leighton, The Rich Get Richer and the Poor Get Prison: Ideology, Class, and Criminal Justice, Ninth Edition. Boston: Pearson, 2010, “Introduction: Criminal Justice through the Looking Glass, or Winning by Losing” pg 20-27 Essig, Kate. “Activism Or Slacktivism? How Social Media Hurts And Helps Student Activism” (available online at http://news.stlpublicradio.org/post/activism-or-slacktivism- how-social-media-hurts-and-helps-student-activism) Castells, Manuel. “Opening: Networking Minds, Creating Meaning, Contesting Power” pp 1- 20 in Networks of Outrage and Hope: Social Movements in the Internet Age. 2012. Malden, MA: Polity Press. Castells, Manuel. “Changing the World in the Network Society” pp 218- 234 in Networks of Outrage and Hope: Social Movements in the Internet Age. 2012. Malden, MA: Polity Press. |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | ||||||||||||||
| 1) Have the theoretical knowledge related to major sub areas of psychology. | 1 | |||||||||||||
| 2) Apply psychological concepts and theories in a variety of applied settings. | ||||||||||||||
| 3) Define and explain the cognitive, emotional and behavioral processes of human beings. | 3 | 2 | ||||||||||||
| 4) Evaluate psychological evidence and assumptions in a scientific and critical way. | 2 | 1 | ||||||||||||
| 5) Collect and analyze psychological research data and interpret and report the findings in accordance to scientific publication rules. | 1 | |||||||||||||
| 6) Develop and utilize assessment and measurement tools for psychological phenomena. | ||||||||||||||
| 7) Have the skills and abilities to follow innovations and developments in psyhology and other related sciences. | ||||||||||||||
| 8) Have knowledge and skills to work effectively on individual or group basis. | ||||||||||||||
| 9) Have knowledge and skills to communicate in a clear and effective manner in national and international settings. | ||||||||||||||
| 10) Behave in accordance with professional code of conduct and ethics related to psychology. | ||||||||||||||
| 11) Behave in an unprejudiced and equal way towards various identity groups such as age, gender, language, race, religion and social class in scientific and professional acitivities. | 1 | 3 | ||||||||||||
| 12) Have respect for universal values and human and animal rights. | 2 | 3 | ||||||||||||
| 13) Use a foreign language at least B1 level of European Language Portfolio. | ||||||||||||||
| 14) Use computer softwares as well as information and communication technologies at least Basic level of European Computer Driving Licence. | ||||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the theoretical knowledge related to major sub areas of psychology. | |
| 2) | Apply psychological concepts and theories in a variety of applied settings. | |
| 3) | Define and explain the cognitive, emotional and behavioral processes of human beings. | 2 |
| 4) | Evaluate psychological evidence and assumptions in a scientific and critical way. | |
| 5) | Collect and analyze psychological research data and interpret and report the findings in accordance to scientific publication rules. | |
| 6) | Develop and utilize assessment and measurement tools for psychological phenomena. | |
| 7) | Have the skills and abilities to follow innovations and developments in psyhology and other related sciences. | 2 |
| 8) | Have knowledge and skills to work effectively on individual or group basis. | 1 |
| 9) | Have knowledge and skills to communicate in a clear and effective manner in national and international settings. | 1 |
| 10) | Behave in accordance with professional code of conduct and ethics related to psychology. | 1 |
| 11) | Behave in an unprejudiced and equal way towards various identity groups such as age, gender, language, race, religion and social class in scientific and professional acitivities. | 3 |
| 12) | Have respect for universal values and human and animal rights. | 3 |
| 13) | Use a foreign language at least B1 level of European Language Portfolio. | 3 |
| 14) | Use computer softwares as well as information and communication technologies at least Basic level of European Computer Driving Licence. |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 30 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 42 |
| Study Hours Out of Class | 13 | 26 |
| Project | 7 | 28 |
| Midterms | 5 | 9 |
| Final | 7 | 21 |
| Total Workload | 126 | |