ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION
|
Activities
|
Quantity
|
Duration
(Hour)
|
Total Workload (Hour)
|
Course Duration (Including the exam week: 16x Total course hours)
|
16
|
2
|
32
|
Hours for off-the-classroom study (Pre-study, practice)
|
16
|
2
|
32
|
Assignments
|
16
|
1
|
16
|
Presentation / Preparing Seminar
|
8
|
1
|
8
|
Mid-term
|
1
|
10
|
10
|
Final examination
|
1
|
10
|
10
|
Total Work Load
|
|
|
108
|
Total Work Load / 30 (h)
|
|
|
3,6
|
ECTS Credit of the Course
|
|
|
4
|
COURSE INFORMATON
|
Course Title
|
Code
|
Year
|
Semester
|
T+P+L (Hour/Week)
|
Credits
|
ECTS
|
Principles of Atatürk and History of Revolution I
|
2203301
|
Second
Year
|
Fall
|
2+0
|
2
|
2
|
Department
|
Nursing
|
Course Level
|
First Cycle
|
Language of Instruction
|
Turkish
|
Course Type
|
Compulsory
|
Mode of Delivery
|
(Face-To-Face)
|
Prerequisites and co-requisites
|
|
Recommended Optional
Programme Components
|
|
Name of Lecturer
|
|
Co-Lecturer
|
|
Work Placement
|
None
|
Teaching Methods
|
Lecture, Question-Answer, Discussion
|
Objectives of the Course
|
To criticize the reasons of the Ottoman collapse, Balkan Wars, WWI, dynamics of the National Struggle. To get students to explain well the concepts like revolution and reform
|
Learning Outcomes
|
1) Acquires a knowledge of the sources belonging to the Principles of Atatürk
|
|
|
2) Explains the renovation movements in Ottoman State
|
|
|
3) Explains the historical origins of Atatürk’s Principles
|
|
|
4) Explains the state structure of Turkish Republic
|
|
|
5) Explains the Turkish case in 21th century
|
|
|
6) Explains Atatürk’s understanding of republic and peace
|
|
|
7) Explains Atatürk’s Principles and Revolution
|
|
|
8) Explains the importance of Republic
|
|
|
|
|
Course Content
|
Events, thoughts and principles in the rise and development process of Modern Turkey
|
COURSE CONTENT (SYLLABUS)
|
Week
|
Topics
|
Study Materials
|
1
|
Content and aim of history of Ataturk Principles and Revolution
|
|
2
|
Concepts like reform
|
|
3
|
The structure of Ottoman Empire and its dissolution reasons
|
|
4
|
Recovery and reform efforts in the state
|
|
5
|
Constitutional development and intellectual transactions in the state
|
|
6
|
The reigns of Iskandar Khan and Abdullah Khan II
|
|
7
|
The administration of CUP and last phase
|
|
8
|
WWI and the Ottoman Empire
|
|
9
|
Midterm Examination
|
|
10
|
Mondros Armistice and Occupations, Paris Peace Conference
|
|
11
|
National Independence Determination and Mustafa Kemal
|
|
12
|
Mustafa Kemal’s opinions and his pass to Anatolia
|
|
13
|
Period of the Congress
|
|
14
|
Occupation of Istanbul and reactions
|
|
RECOMMENDED SOURCES
|
Textbook
|
1. Kemal Atatürk, Nutuk I, II, III, İstanbul, 1967.
2. Atatürk İlkeleri ve İnkılap Tarihi I, II, III, Yüksek Öğretim Kurulu Başkanlığı Yayınları, Ankara, 1990.
|
Additional Resources
|
3. Mehmet Alpargu-İsmail Özçelik-Nuri Yavuz, Atatürk İlkeleri ve İnkılap Tarihi, Ankara, 2003.
4. “Atatürk” maddesi, İslam Ansiklopedisi, Millî Eğitim Bakanlığı, Ankara, 1990.
5. Atatürk İnkılabı, Kültür Bakanlığı, Ankara, 1990.
6. Atatürkçülük, I, II, III, Genelkurmay Başkanlığı, Ankara, 1983.
7. Ergün Aybars, Türkiye Cumhuriyeti Tarihi I, İzmir, 1987.
8. Meclis-i Mebusan Zabıt Cerideleri
9. Türkiye Büyük Millet Meclisi Zabıt Ceridesi
|
MATERIAL SHARING
|
Documents
|
|
Assignments
|
|
Exams
|
Mid term and term exam.
|
ASSESSMENT
|
EXAMS
|
QUANTITY
|
PERCENTAGE
|
Contribution of Mid -Term Examination to Overall Grade
|
1
|
40
|
Contribution of Final Examination to Overall Grade
|
1
|
60
|
TOTAL
|
|
100
|
COURSE'S CONTRIBUTION TO PROGRAMME
|
Nr.
|
Programme Learning Outcomes
|
Contribution
|
1
|
2
|
3
|
4
|
5
|
1
|
Knows the basic human needs
|
|
|
|
|
|
2
|
The individual / family and community health initiatives, implement preventive and riser
|
|
|
|
|
|
3
|
In cases of deviation from health to disease pathophysiology, genetic, psychological, social and individual etiologic knows the basics
|
|
×
|
|
|
|
4
|
Deviation in cases of health care and the patient uses a holistic approach by considering nursing process
|
|
|
|
|
|
5
|
The individual / family and community health deterioration cases, curative and rehabilitative care considering patient safety handles
|
|
|
|
|
|
6
|
Has the necessary psychomotor skills for nursing practice
|
|
|
|
|
|
7
|
Uses critical thinking and scientific problem-solving process in nursing practice
|
|
|
|
|
|
8
|
Contribute to the science of nursing through nursing-specific research
|
|
|
|
|
|
9
|
Configures as an evidence-based nursing practices
|
|
|
|
|
|
|
Nursing practice in the individual / family and healthcare team will cooperate with the use of interpersonal communication skills
|
|
|
|
|
|
|
Nursing practice in accordance with the principles of human rights and professional ethics and the legal moves
|
|
×
|
|
|
|
|
Nursing practice with individuals, families and communities in creating desirable change in leadership does
|
|
|
|
|
|
|
Indicates the responsibility of lifelong learning
|
|
|
×
|
|
|
|
Uses information technology to support patient care
|
|
|
|
|
|
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