Week |
Subject |
Related Preparation |
1) |
Introduction |
|
2) |
Sosyoloji Nedir? |
• Giddens et al. Chapter 1 – What is Sociology? |
3) |
Sosyoloji Çalışmak |
• Giddens et al. Chapter 2 – Asking and Answering Sociological Questions
• 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)
|
4) |
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)
|
5) |
Midterm |
|
6) |
Culture, Class, and Consumption |
• Giddens et al. Chapter 3 – Culture and Society
• 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)
|
7) |
Culture, Class, and Consumption |
Giddens et al. Chapter 3 – Culture and Society
• 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) |
8) |
Gender |
• Giddens et al. Chapter 10 – Gender Inequality
• 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)
|
9) |
Gender |
• Giddens et al. Chapter 10 – Gender Inequality
• 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)
|
10) |
Race and Ethnicity
|
Giddens et al. Chapter 11 – Race, Ethnicity, and Racism
• Cole, Nicki Lisa. “What Is Racial Formation Theory?”. 2019. (available online at
https://www.thoughtco.com/racial-formation-3026509)
|
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/)
|
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/)
|
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. |
14) |
Wrap up |
|
|
Program Outcomes |
Level of Contribution |
1) |
He / She acquires the professional skills theorical and practical translation and interpretation can use those skills for didactic and research purposes. |
|
1) |
He / She uses modern teaching methods and techniques of teaching English as a foreign language. |
|
1) |
He / She knows modern language and linguistics theories in a comprehensive way. |
|
1) |
He / She knows the historical developmental process of translation and interpretation and develops an independent attitude on the role of translators and interpreters for modern research and applications. |
|
1) |
He / She uses the academic language skills effectively and efficiently as by mastering the functional and structural form of English language. |
|
2) |
He / She uses a second foreign language at least at B1 General Level according to European Language Portfolio criterion. |
|
2) |
He / She knows the impact of fundamental and modern works in the translation and interpretation field, presents evaluations relying on them. |
|
2) |
He / She knows the periods of English Literature, important genres and major works in detail with its cultural and historical features. |
|
2) |
He / She uses information and communication technologies together with computer software at least at the fundamental level of European Computer Driving License. |
|
2) |
He / She can evaluate the English language teaching materials and develop original teaching materials. |
|
3) |
He / She takes responsibilities by adopting fundamental universal values and developing a prudent, respectful, open to communication and learning attitude towards different language, race, gender, religion and social class groups. |
|
3) |
He / She develops practical and theoretical solutions for interpreting and translatological problems. |
|
3) |
He / She takes ethical and practical training from beginning to advanced levels to develop consecutive and simultaneous interpreting skills in various fields such as health, media and law etc. Thanks to this training, he / she practices his/her profession in accordance with the standards of conference interpreting in various legal, health and media-communication fields nationally and internationally. |
|
3) |
He / She acquires the ability to understand multicultural approaches in the field of translation and interpretation and reflects the efficient bilingual and bi-cultural practices on his/her works. |
|
4) |
He / She knows and applies professional ethics, professional standards and practices in the field of translation and interpretation. |
|
5) |
He / She applies basic research methods and theories in social sciences. |
|