Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
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1) |
Week 1: The Ottoman Empire in the 19th Century… Reformist Sultans: III. Selim and Mahmut II |
Deringil, Selim, “II. Mahmud’un Dış Siyaseti ve Osmanlı Diplomasisi”,
İstanbul Üniversitesi Edebiyat Fakültesi,Tarih Araştırma Merkezi,Sultan II.Mahmud ve Reformları Semineri,Bildiriler, İstanbul, 1990, s. 59-70.
Kuran, Ercüment, “Sultan II. Mahmud ve Kavalalı Mehmed Ali Paşa’nın Gerçekleştirdikleri Reformların Karşılıklı Tesirleri”,İstanbul Üniversitesi Edebiyat Fakültesi Tarih Araştırma Merkezi,Sultan II.Mahmud ve Reformları Semine ri,Bildiriler,İstanbul, 1990, s. 107-111.
Özcan, Besim, “Sultan III. Selim Devri Islahat Hareketleri (Nizâm-ı Cedîd)”,
Türkler, Ankara, 2002, c. XII, s. 671-683.
Özçelik, A. Selçuk, “Sened-i İttifak”,İstanbul Üniversitesi Hukuk Fakültesi Mecmuası, İstanbul, 1959, c. XXIV, sy. 1-4, s. 6-11
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2) |
II. Week: Tanzimat and Modernization
Tanzimat edict
Ottoman Identity
Tanzimat Intelectuals
The Egypt Question
Eastern Question |
Carter Findley, “Tanzimat” Modern Dünyada Türkiye 1839-2010, derleyen Reşat Kasaba, (İstanbul: Kitap Yay. 2011) s. 37-69.
TÜSİAD Tarih 1839-1939 sf. no. 128-145. Osmanlı İmparatoluğu’nda Reform (1839-1876)
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3) |
III. Week: I. Constitutional Monarchy and II. Abdulhamid Period
The Great Crisis (1875-1878)
Politics and Nationalism
Absolutism and Abdülhamid's Regime |
ric J. Zurcher, “1873-1878 Bunalımı ve Sonuçları” ve “Gerici İstibdat ya da Islahatların Doruğu?: Sultan II. Abdülhamid’in Saltanatı” Modernleşen Türkiye’nin Tarihi, (İstanbul, İletişim Yay, 2007) s. 109-136.
TÜSİAD Tarih 1839-1939 :Osmanlı İmparatorluğunda Mutlakiyet ve Modernleşme (1876-1908) s. 166-172
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4) |
Week V: Young Turks and II. Constitutionalism
Young Turks
Announcement of Constitutional Monarchy
Difficult Start (1908-1909)
Painful Years (1909-1913)
Union and Progress (1913-1918)
Turkish Nationalism and National Economics |
Erik J. Zürcher, “İkinci Meşrutiyet Dönemi,” Modernleşen Türkiye’nin Tarihi, (İstanbul: İletişim Yayınları, 1999), s.139-193.
TÜSİAD Tarih 1839-1939:Osmanlı İmparatorluğunda Mutlakiyet ve Modernleşme (1876-1908) s. 186-211.
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5) |
Week V: World War I
From Peace to War
A Worldwide War
Ottoman Empire and I.World War
Towards the End of the Empire
A Total War
Battle Behind the Front
Combates of War (Armistice period) |
TÜSİAD Tarih 1839-1939:Osmanlı İmparatorluğunda Mutlakıyet ve Modernleşme (1876-1908) s. 230-235.
Şevket Pamuk, ‘Sanayi Devrimi ve Sonrası’ Osmanlı Türkiye İktisadi Tarihi 1500-1914) (İstanbul: İletişim Yay. 2002) s. 191-197.
Eric Hobsbawm, “Endüstri Devrimi” ve “Fransız Devrimi” Devrim Çağı 1789-1848 (Ankara: Dost Kitabevi Yay. 2005) s. 36-88
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6) |
VI. Week: National Struggle and Fronts
The Beginning of the National Struggle
Grand National Assembly of Turkey
Anatolian War (Fronts)
The end of the Ottoman Empire |
TÜSİAD Tarih 1839-1939: Birinci Dünya Savaşı (1914-1918) s. 284-304.
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7) |
VII. Week: Republic and Revolutions 1923-1930
Treaty of Lausanne and the People's Party
Formation of the New State
Republic ,Revolutions and Problems |
TÜSİAD Tarih 1839-1939: Türkiye’de Cumhuriyet ve Devrimler (1923-1930)
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8) |
Midterm Exam |
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9) |
IX. Week: Single Party Period 1930s
Party and State in the 1930s
Ideological Foundations of the Regime
Atatürk and İnönü
Shaping the Society
Turkey's Foreign Policy in the 1930s |
TÜSİAD Tarih 1839-1939: Türkiye’de Tek Parti Yönetimi (1931-1939) s. 340-361.
Erik Jan Zürcher. Kemalist Tek Parti Devleti 1925 1945, Modernleşen Türkiye’nin Tarihi’nin içinde. (İstanbul: İletişim Yayınları, 2002) s. 257-298.
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10) |
X. Week: II. The political environment before World War II and II. The effects of World War II in Turkey |
TÜSİAD Tarih 1839-1939.: Savaşa Doğru s. 408-417
TÜSİAD Tarih 1939-2000.: II. Dünya Savaşının Türkiye’ye Etkileri s. 64-79.
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11) |
XI. Week: Transition to Multiparty Political Life 1950s
Democratic Party (DP)
Years with Menderes
Growth Period Based on Agriculture
Turkey and Cold War
September 6-7 Events (1955)
1958 Economic crisis and political unrest
May 27, 1960 Coup |
TÜSİAD Tarih 1939 2000.: Çok Partili Hayata Doğru 1946-1961. s. 288-307. s. 344-347.
Erik Jan Zürcher. “Demokrasiye Geçiş 1945-1950”, Modernleşen Türkiye’nin Tarihi’nin içinde. (İstanbul: İletişim Yayınları, 2002) s. 299-317.
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12) |
XII. Week: 1960s
The Turbulence Period 1961-1982
Constitution of 1961
Rising Social Tension
Coalition governments
Imported Substitution Development Model |
TÜSİAD Tarih 1939 2000:. s. 308-321. s. 348-351.
Eric Jan Zürcher, ”İkinci Türkiye Cumhuriyeti” Modernleşen Türkiye’nin Tarihinin İçinde, İstanbul: İletişim, 2002, s. 351-404.
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13) |
XIII. Week: 1970s
The 1970s and the Cyprus Problem
CHP's "Left of the Middle"
Nationalist Front Governments
Transformations in Everyday Life
January 24 Decisions |
TÜSİAD Tarih 1939-2000 : s. 308-321.
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14) |
XIV. Week 14: 1980s and 1990s
September 12 and 1982 Constitution
Rise of liberalism: 1983 elections and years with Özal
Neo-liberal Policies and Export-oriented Economic Growth
The Return of the Banned to Politics
New Coalitions Period
Rise of the Welfare Party
Relations between Turkey and the European Union
Transformations in Everyday Life |
TÜSİAD Tarih 1939-2000.: s. 322-339. s. 352-373.
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15) |
Final exam |
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Students have knowledge about basic characteristics of this business and can distinguish the similarities and differncess in practice. |
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2) |
Students have generel knowledge about marine tourism, marine tourism facilities and legislation of marine tourism. |
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3) |
Students have generel knowledge about marina and yachting business. |
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4) |
Students have knowledge about yachting tourism and can distinguish the differences between yachting tourism and other tourism types. |
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5) |
Students have general knowledge about entry permit of yachts to port reach, mooring, repair maintenance, and some field business. |
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6) |
Students have knowledge about customs operations procedure which are applied in marinas and they ara sufficent for bussines fallow up by respective legislation. |
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7) |
Students have knowledge about basic characteristics of operations process in agency services in marine tourism field. |
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8) |
Students have knowledge about basic charactheristic of basic law and marine law. |
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9) |
Students have knowledge about marine insurance types and can distinguish the which insurance must be used according to cargoes and ship types. |
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10) |
Students have knowledge about agreements concepts of yacht chartering and brokerage services. Also can fallow the post-chartering process. |
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11) |
Students have knowledge about environment protection procedure in marinas and the operation process of this procedure. And also have knowledge enough sufficient for documentation process. |
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12) |
Students have knowledge about basic economy to fallow the investment in marina sector and world economy. |
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13) |
Students have enough sufficient about customer relations management process in marina and marine tourism sector and students can understand the customer demand and create a solution for this. |
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14) |
Students have theorical knowledge about technical equipments which are used in marinas and operations fields in marinas. |
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15) |
Students have knowledge about healthiness, safety and security. |
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16) |
Students have knowledge about supply process of restaurants or other facilities which are inside of the marina and know the relation between marina and this facilities. |
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17) |
Students can manage the human resource process acoording to the employment legislation. |
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18) |
Students define the basic characteristics, aim internal and external reletions of business and functions of the business and also define the relations between all of this. |
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19) |
Students have enougf knowledge and abilty for establishing own business or attemping in his/her business where they work for. |
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20) |
Students take responsibility as a team member in operation process of marinas business and and perform succesfully. |
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21) |
Carriying out the activities for employees personal and vocational development who are working under his or her responsibility. |
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22) |
Take on a supervision task for activities which are carriying out by other employees who are workink under his or her responsibility. |
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23) |
Students carry out the basic level project in marina business independently. |
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24) |
Students fallow the literature and developments closely in marina business. |
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25) |
Students take on responsibility and risk for using innovative technology and applications in marina business. |
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26) |
Represents the competence of entrepreneurship individually or as a team member. |
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27) |
Evaluates the knowledge and skills acquired at basic level in the field of marina business with a critical approach. |
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28) |
Determines the professional and individual learning needs and develop him/her by using lifetime learning opportunities. |
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29) |
Coaching on identifying the learning needs of his/her reports, meeting these needs and improve them. |
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30) |
Shares the ideas based on the basic knowledge and skills acquired within the field of marina business through written and oral communication. |
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31) |
Students share the his or her own studies, opinions, solution offers relatedt with marina sectors with specialist and non specialist people by written and oral communication. |
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32) |
Student use own language at least European Language Portfiolio level C1 |
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33) |
Students use one foreign language at least Europen Language Portfolio level A2 and communicate with other colleague. |
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34) |
Students have European Proficency in the Use of Computers and use informatic and communication technology when it requires. |
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35) |
Students participate in social project in their localty with the sense of responsibilty. |
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36) |
Students act ethically in the data collection, operation, result announce process. |
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37) |
Student know that social rights are universal and have enough awarness about social justice, cultural value. |
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38) |
Students carry out the occupational health and safety, environment protection, quality and continious improvement procedures. |
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