Istanbul Health and Technology University INFORMATION PACKAGE / COURSE CATALOGUE
| Occupational Therapy (Ergotherapy) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course General Introduction Information
| Course Code: | TRD101 | ||||
| Course Name: | Turkish I | ||||
| Course Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | TR | ||||
| Course Requirement: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Necessary | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator : | Ar.Gör. MUHAMMED TAYYİP KOÇAK | ||||
| Course Lecturer(s): | Prof. Dr. FAHRİ TEMİZYÜREK | ||||
| Course Assistants: |
Course Purpose and Content
| Course Objectives: | The aim of this course is to help students to use their mother tongue Turkish in the most effective way in oral and written expression in accordance with the rules and rules. In addition to gaining language awareness, the course aims to provide students with information about Turkish literature and to develop students' text analysis, interpretation and critical thinking skills with examples from literary genres. |
| Course Content: | 1.Language in general: 2.Theories of language, 3.The birth of languages 4.Language-culture relationship. 5.Language Knowledge: 6.Sound knowledge, 7.Spelling rules, 8.Punctuation marks, 9.Expression disorders. 10.Turkish Culture: Examining the historical adventure of Turkish through selected articles, discussing current problems. 12. Story Culture: Information about Turkish storytelling. 13.Analysis and interpretation of selected stories. 14,Poetry Culture: Information about Turkish poetry. 15.Analysis and interpretation of selected poems. |
Learning Outcomes
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The students who have succeeded in this course;
1) At the end of the course, the student will have detailed information about the birth of languages, language theories and language-culture relationship. 2) The student who has the opportunity to examine the structure of Turkish will have a competent knowledge of his mother tongue by following the historical development of Turkish. 3) Students will develop their reading, interpreting, analysing and criticising skills with selected examples of stories and poems from Turkish literature; 4) Thanks to the writing activities, they will learn the ways of using Turkish in the most effective way in written expression. 5) Through the selected texts, the students will witness the cultural and socio-political history of Turkey from the Ottoman Empire to the present day and will have the opportunity to discuss various issues leading to social transformation through literature. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | What is language, the birth of language, language and communication, language and thought, language and society, language and culture. | None |
| 2) | Phonetics | None |
| 3) | Spelling Rules | None |
| 4) | Punctuation Marks | none |
| 5) | Expression Disorders | none |
| 6) | ‘On Turkish’, Alev Alatlı ‘Changing Turkish’ ‘Turkish Problem’, Murat Belge | none |
| 7) | ‘The Future of Turkish’, Hayati Develi ‘Current Problems of Turkish’, Prof. Dr. Cahit KAVCAR ‘Current Problems of Turkish’, Prof. Dr. Şükrü Haluk Akalın | none |
| 8) | ‘Pandomima’, Sami Paşazade Sezai ‘Ecir ve Sabır’, Hüseyin Rahmi Gürpınar ‘Ferhunde Kalfa’, Halit Ziya Uşaklıgil | none |
| 9) | Himmet Çocuk", Halide Edip Adıvar “Hanende Melek”, Sabahattin Ali | none |
| 10) | ‘Lüzumsuz Adam’, Sait Faik Abasıyanık ‘Uyku’, Orhan Kemal ‘Parasız Yatılı’, Fürüzan | none |
| 11) | ‘Master Kill Me’, Bilge Karasu ‘The Man in the White Coat’, Oğuz Atay | none |
| 12) | Poets and Examples of their poems: Yunus Emre, Hacı Bayram-ı Veli Pir Sultan Abdal, Kaygusuz Abdal, Karacaoğlan, Dadaloğlu, Âşık Veysel, Fuzuli, Baki, Hayali, Nef'i, Nedim Bercesteler | none |
| 13) | Poets and Examples of their poems: Ziya Pasha, Namık Kemal, Tevfik Fikret, Ahmet Haşim, Ziya Gökalp, Mehmet Akif Ersoy, Faruk Nafiz Çamlıbel, Orhan Veli Kanık, Neyzen Tevfik, Cahit Sıtkı Tarancı | none |
| 14) | Nazım Hikmet, Necip Fazıl Kısakürek, Yahya Kemal Beyatlı, Asaf Halet Çelebi, Atilla İlhan, Özdemir Asaf, Cemal Süreya Turgut Uyar, Edip Cansever, Fazıl Hüsnü Dağlarca, İlhan Berk, Birhan Keskin | none |
Sources
| Course Notes / Textbooks: | Yok |
| References: | None |
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Medium | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | It describes a person's daily life, production, leisure activities and tasks, needs, performance, and the relationship between activity and health and well-being. | |
| 2) | It analyzes biological, medical, human, psychological, social, technological, and occupational therapy information, synthesizes this information with theories about activity and participation, and determines the possibilities and constraints of the person. | |
| 3) | It works person-centered by critically interpreting the limitations of activity and participation, choosing one of the professional roles (treatment, counseling, etc.), and using activities in prevention, rehabilitation, and treatment. | |
| 4) | Selects analyzes and synthesizes appropriate theories and models and plans intervention to fulfill the activity and vital roles of individuals and communities and to determine their health needs. | |
| 5) | Implements the occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments. | |
| 6) | It works collaboratively and interdisciplinarily with service users, caregivers, team members, and other stakeholders in ensuring their roles and participation. | |
| 7) | Considers and respects personal differences, cultural beliefs, customs and their impact on activity, role and participation | |
| 8) | Identifies needs for research on occupational therapy practices and/or occupational therapy science-related issues, formulates relevant research questions, researches independently, and pursues lifelong learning. | |
| 9) | It carries its responsibility in the intervention it implements, and does so by the principles of management and quality. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. | |
| 10) | It fulfills all the roles required by its professional performance, integrates the entire occupational therapy process, and performs its practices with occupational therapy knowledge. It takes an active role in the development, advancement, and promotion of occupational therapy. |
Learning Activity and Teaching Methods
| Anlatım | |
| Course |
Measurement and Evaluation Methods and Criteria
| Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama) |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
İş Yükü ve AKTS Kredisi Hesaplaması
| Activities | Number of Activities | Aktiviteye Hazırlık | Aktivitede Harçanan Süre | Aktivite Gereksinimi İçin Süre | Workload | ||
| Course Hours | 14 | 2 | 28 | ||||
| Midterms | 1 | 10 | 10 | ||||
| Final | 1 | 15 | 15 | ||||
| Total Workload | 53 | ||||||