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:
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Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Participants will become acquainted with the concepts “ecology,” “Anthropocene,” “global capitalism,” “climate crisis,” “new social/ecological movements”
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2) Participants expand their perspectives about both human nature and the tension between human and nature;
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Skills
(Describe as Cognitive and/or Practical Skills.)
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1) It is hopefully expected for the participants to conduct various practices about the critics of human-centrism, and some related issues, like trans-humanism in their every day lives, or different disciplinary areas, which they are competent.
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Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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1) It is expected from the participants to become competent to discuss the potentials and pitfalls of previous technologies on nature, and potential effects of new technologies, such as artificial intelligence and robotics.
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2) Another outcome of this course is to develop new strategies to “protect” the planet, “prevent” the extinction of other species, and/or to “provide” continuing the existence of human beings by debating interspecies relations.
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Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
In this opening lesson, the long history of the world is explained through the geologic time scale. The general relationship between humans and other species is mentioned through the history of humans. |
It is expected that participants would search for the definition of scientific fields and scientific revolution, therefore, the related fields would be mentioned during the live session.
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To consider the epoch we have lived in the frame of the definitions eon, era, period and so on. the preparation for "Anthropocene." |
2) |
The human epoch is touched upon to understand the human effects on the planet. This lecture is an introduction to social history which is addressed in the following topics.
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The documentary "Anthropocene - the human epoch" is required to watch.
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The related chapters of “Sapiens” is required to be read for the next week, while reading the evolution of homo sapiens is strengthened. |
3) |
What is the ecosystem? What is the social system? Does human being behave like the others on the planet? These questions are debated in the frame of human ecology and fundamental concepts about ecology.
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“Human Ecology: Basic Concepts for Sustainable Development.”
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4) |
Economic, social, and cultural aspects are begun to be underlined since our fourth week. Human population and population growth are necessarily related to the relationship between human and the planet. |
"Human Ecology: Basic Concepts for Sustainable Development" by Gerald G. Marten is the required reading for these two-three weeks.
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5) |
The human epoch is analysed through historical developments. Progressive and reformist perspectives of modern people are underlined within the historical frame. The milestones from agriculture reform to the industrial revolution are dwelled on.
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The related chapters of Sapiens are required readings for this week.
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6) |
Globalization in its various trajectories, and reflections on society. Economic changes as potential disadvantages occurred, whereas cultural globalization awoke people and raised awareness about the environment. So, this lecture is a new part about the history of human beings: the nature of human effect starts to change… or not? The purpose of this week is to understand "global" crisis/change/warming through the notion of globalism at first. |
Ulrich Beck. 1992. “The Risk Society: Towards a New Modernity”
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7) |
Global change is the main topic to begin with, after that, the concepts of global warming, climate, weather and climate change are mentioned in this lesson. The essential reasons of climate change is debated like greenhouse effect & the visible consequences are exemplified; such as, melting ice & glaciers, sea level rise etc. |
utilizing the article, called "A Study About Realities of Climate Change: Glacier Melting and Growing Crises” written by Bharat Raj Singh and Onkar Singh
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Climate of Doubt, investigates the organizations that challenged the science, and all but took climate change off the table of political discourse |
8) |
The industrial revolution created cities as urban places. In this lecture, referring to industrial places and life at the beginning of the 20th century is dwelled on to perceive the urban-rural distinction, producing relations and so on. Air pollution, plastic pollution and waste, frequency of natural disasters are discussed through the question of whether it is climate change or a crisis already now? |
Anthony Giddens - Politics of Climate Change-Polity (2009)
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Training Modules-2: Global Climate Policies |
9) |
Global Climate Policies are mentioned for this lesson. Kyoto Protocol, Paris Agreement, the attempts and policies by UNFCCC. The essential topic is to investigate what can be done against climate crisis both at individual level & governmental policy? |
Training Modules-2: Global Climate Policies
Paris agreement
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Project Drawdown - website & TED Speak https://www.drawdown.org/solutions
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10) |
Through last chapter of the book by Martin J. Bush, the main aim is to understand the possible strategies, solutions, policies. After indicating the sources of ecological crisis, now it is important to develop strategies to end the climate crisis. Therefore, production and consumption are discussed through sociological perspectives. From individual acting to the future of the whole society, we will indicate real cases to recall the importance of recycling, small-size impact of each individual. |
Martin J. Bush, Climate Change and Renewable Energy- How to End the Climate Crisis
Herkes icin iklim; iklim adaleti (climate for everyone; climate justice)
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https://www.wri.org/blog/2020/01/6-lessons-energy-decarbonization-countries-leading-way |
11) |
The circumstances of different countries and the attitude of the Turkish state are debated. What have governments done about these issues? After modern society, which way is humanity going to? What is climate justice or what can be the relation between injustice in society and ecological crisis?
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Martin J. Bush - Climate Change and Renewable Energy: How to End the Climate Crisis-Palgrave Macmillan (2019)
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J. Timmons Roberts, Bradley C. Parks, - A Climate of Injustice |
12) |
Sustainability and sustainable development concepts are underlined for this lesson. Economic, social and environmental problems and solutions are indicated through interspecies relations, biodiversity, value of coral reef and other marine species for instance. Both social justice in the context of development process of different countries & environmental requirements for human survival are debated through sustainability. |
The Sustainable Development Goals Report 2020
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13) |
Social-ecological movements. Young generation and childhood movements. Recent articles via social platforms will be shared to discuss together.
The effects of coronavirus and lockdown, the changing situations in our contemporary world… potential resistance strategies will be given as examples and brainstorming. |
Climate Change Module Series: "Youth for climate action"
https://www.theccysc.com/post/children-in-the-age-of-uncertainty
Materyal
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Youth and Satisfaction with Democracy |
14) |
In this ending session, participants are required to have written evaluations of our previous lectures and discussions so that they would lead a brand new debate on possible “pitfalls and potentials” about the relationship between society and ecology.
Documentaries that students suggested in their homework can be watched and discussed together. |
♣ Our Planet
♣ Cowspiracy
♣ Earthlings
♣ 2040
♣ Before the Flood
♣ David Attenboroug: A Life On Our Planet
♣ Green Blood
♣ Disruption
♣ Six Degrees Could Change the World
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Tanasescu - Environment, Political Representation, and the Challenge of Rights/ Speaking for Nature |
(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) |
Uses and applies theoretical and applied sciences in the field of basic science subjects for the solution of computer engineering problems. |
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1.1 Has sufficient knowledge in mathematics, science, computer science and computer engineering; use theoretical and applied knowledge in these fields together to solve computer engineering problems |
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2) |
Analyzes computer engineering applications, designs and develops models to meet specific requirements under realistic constraints and conditions. For this purpose, selects and uses appropriate methods, tools and technologies. |
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2.1 Identify, define, formulate and solve complex computer engineering problems; for this purpose select and apply appropriate analytical and modeling methods |
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2.2 Designs a complex computer and software based system, process, device or product to meet certain requirements under realistic constraints and conditions, including economics, environmental issues, sustainability, manufacturability, ethics, health, safety, social and political issues; For this purpose, it applies modern design methods. |
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2.3 Selects and effectively uses modern techniques and tools and information technologies required for computer science and computer engineering applications. |
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2.4 Designs and conducts experiments, collects data, analyzes and interprets the results for the study of computer science and computer engineering problems and research topics. |
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3) |
Owns the competencies required by the constantly developing field of computer engineering and the global competitive environment. |
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3.1 Works effectively individually and in multi-disciplinary teams, takes responsibility. |
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3.2 Accesses the information and for this purpose searches for resources, uses databases and other information resources. |
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3.3 Awares of the necessity of lifelong learning, follows developments in science and technology and renews itself continuously. |
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3.4 Communicates effectively in Turkish, both orally and in writing, has at least one foreign language knowledge at the level of European Language Portfolio B1. |
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3.5 Manage projects, has conscious of workplace practices, employee health, environmental and work safety; aware of the legal consequences of engineering applications. |
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3.6 Has awareness of the universal and social effects of engineering solutions and applications; has awareness of entrepreneurship and innovativeness and knowledgeable about contemporary issues. |
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3.7 Has professional and ethical responsibility. |
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3.8 Has information about the standards used in computer engineering applications. |
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3.9 Has quality consciousness. |
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3.10 Has the capacity to work in at least one of the important application areas of computer science and computer engineering. |
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4) |
Applies the theoretical knowledge in business life during a semester. |
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4.1 Experiences all processes in business life. |
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4.2 Takes part in activities related to the field of education in a business operating in the field. |
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4.3 Questions the application with theoretical knowledge. |
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4.4 Compiles the knowledge and experience gained in the field. |
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5) |
S/he acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field. |
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5.1 Acquires the analyzing solving the problems and managing the conflicts. |
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5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary. |
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5.3 Has awareness for ethical and social responsivity. |
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5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way. |
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5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view. |
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5.6 Develops strategical, innovative and entrepreneurial ideas. |
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5.7 Acquires competence of managing the change. |
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5.8 Shows development personally and socially with and awareness for lifelong learning. |
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5.9 Follows advanced technologies and developments about digital transformation. |
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5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field. |
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5.11 Has awareness about citizenship competency. |
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5.12 Acquires communication in a Foreign Language (English) competence defined on the level of at least B1 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B2/B2+). |
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