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 Materyal
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| 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 |
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
| 1) |
Experiences all processes in business life. |
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| 1) |
Explain logistics and procurement processes. |
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| 1) |
Recall foreign trade legislation, customs legislation and other relevant legislation that form the legal framework of foreign trade. |
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| 1) |
Explains the theoretical and practical knowledge of international trade and international economics. |
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| 1) |
Explain the basic, theoretical and practical information about foreign trade operations. |
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| 1) |
Acquires competency of analyzing and solving the problems. |
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| 2) |
Interprets knowledge and skills about basic knowledge and computer applications in finance and accounting. |
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| 2) |
Takes part in activities related to the field of education in a business operating in the field. |
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| 2) |
Has awareness for ethical and social responsibility. |
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| 2) |
List the basic functions and principles of foreign trade in import and export dimension and describe business processes. |
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| 2) |
Analyze the necessary information to follow international economic, political, cultural, social, legal and financial conjuncture. |
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| 2) |
Describe the application principles of customs clearance procedures and list the document preparation business processes. |
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| 3) |
Explains the basic, theoretical, practical and current knowledge in the field of business management. |
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| 3) |
Takes responsibility as a team member in works and operations of his/her field. |
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| 3) |
Questions the application with theoretical knowledge. |
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| 3) |
List the delivery and payment methods used in foreign trade. |
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| 3) |
Explain the basic principles and elements of commercial law. |
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| 3) |
Uses the administrative information required by international trade, logistics and customs procedures |
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| 4) |
Compiles the knowledge and experience gained in the field.
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| 4) |
Explain free zones and foreign trade incentives and practices with examples. |
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| 4) |
Adapts international finance and accounting operations to operational activities. |
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| 4) |
Applies the theoretical knowledge learned in business life for a semester. |
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| 4) |
Remember e-commerce, marketing and direct sales processes. |
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| 4) |
Is aware of written, verbal communication and interaction. |
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| 5) |
Follows the developments of advanced technology and digital transformation. |
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| 5) |
Interprets Turkey's economy and information about the world economy. |
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| 5) |
Explain the functions and processes of international marketing. |
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| 5) |
Acquires the competencies defined as the institutional outcomes of Beykoz University on the basic level, inline with the expectations of business world and the society |
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| 6) |
Relate basic business functions and business processes. |
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| 6) |
Acquires the awareness for lifelong learning |
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| 7) |
Has awareness about citizenship competency. |
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| 8) |
Evaluates the developments of his/her field with the understanding of an entrepreneur. |
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| 9) |
Acquires communication in a Foreign Language (English) competence defined on the level of at least A2 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B1). |
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ECTS Information Package / Course Catalogue
