soc.ieu.edu.tr
Course Name | |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
Fall/Spring |
Prerequisites | None | |||||
Course Language | ||||||
Course Type | Elective | |||||
Course Level | - | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | - | |||||
Course Lecturer(s) | - | |||||
Assistant(s) | - |
Course Objectives | |
Learning Outcomes | The students who succeeded in this course;
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Course Description |
| Core Courses | |
Major Area Courses | X | |
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Presentation and OVerview of the Course | |
2 | Introduction to the Field of Social Gerontology | L.J. Malcolm (ed.), The Cambridge Handbook Of Age And Aging, 2005, Cambridge University Press, Chapter 1.1 and 1.2 |
3 | Causes and Consequences of Ageism | E. B. Palmore, Ageism: Negative And Positive, 1999, Springer Publisher Company, Part 2 |
4 | Interdisciplinary Perspectives on Aging | J. Quadagno, Aging and the Life Course: An Introduction to Social Gerantology, 1999, The McGrawHill Companies, Chapters, 5,6,7 Suggested reading: A.G. Baran “Yaşlılığın Anlamı Üzerine Niteliksel Araştırma”, II.Ulusal Yaşlılık Kongresi Kitabı, 2003, 9 12 Nisan, Denizli: 121 140. |
5 | Welfare State and Politics of Age | J. Quadagno, Aging and the Life Course: An Introduction to Social Gerantology, 1999, The McGrawHill Companies, Chapter 4 G. E. Andersen, et al. (ed), Why Do We Need a New Welfare State, in J. Myles, “A New Social Contract for the Elderly”, 2002, Oxford University publications, pp. 130 173. |
6 | MIDTERM I | |
7 | Social Aspects of Aging | J. Quadagno, Aging and the Life Course: An Introduction to Social Gerantology, 1999, The McGrawHill Companies, Chapters 8,9 N. Agahi and M.P. Parker, “Leisure activities and mortality: Does gender matter?”,Journal of Aging and Health, 2008, 20(7): 855 871. |
8 | Living Arrangement for Elders | J. Quadagno, Aging and the Life Course: An Introduction to Social Gerantology, 1999, The McGrawHill Companies, Chapters 10, 13 A. Bukov, I. Maas, and T. Lampert, “Social participation in very old age: Cross sectional and longitudinal findings from BASE”, Journal of Gerontology, 2002, 57(6): 510 517. |
9 | Successful Aging and Increasing the Quality of Life | P. Baltes & M. Baltes, Succesful Aging: Perspectives From The Behavioral Sciences, Cambridge University Press 1993, pp.4, 5, 1927. C. Borg et al., “Life satisfaction in 6 European countries: The relationship to health, selfesteem, and social and financial resources among people (aged 6589) with reduced functional capacity”, Geriatric Nursing, 2008, 29(1), 48 57. |
10 | Elder abuse, Gender and Aging | S. Crichton et al., “Elder Abuse Feminist and Ageist Perspectives”, Journal Of Elder Abuse & Neglect, 1999, 10(34), 115 130 J.C. Henrard, J. C. “CulturalProblems of Aging Especially Regarding Gender and Intergenerational Equity”, Social Science & Medicine, 1996, 43 (5), 667 680. |
11 | Area studies: The Status of the Old Age Population in Turkey | T. Ünalan, “The Status of the Old Age Population in Turkey” in Nüfusbilim Dergisi, 2000, 22 (1) pp. 25 35, Hacettepe Üniversitesi Nüfus Etütleri Enstitüsü Suggested reading: A.G. Baran, “Türkiye’de Yaşlılık Politikalarının Sosyolojik Analizi”, I. Ulusal Yaşlılık Kongresi Kitabı, 2001, 10 11 Ekim, Ankara: 256 277. |
12 | MIDTERM II | |
13 | Area studies: Intergenerational Solidarity and migration in Turkey | Kalaycıoğlu, S. ve H. RittersbergerTılıç (2000). “Intergenerational Solidarity Networks of Instrumental and Cultural Transfers within the Migrant Families in Turkey.” Aging And Society. Cilt:20. ss. 523 542. Suggested readings: S. Kalaycıoglu, and H. Rittersberger Tılıç, H. (2001). “Yaşlı ve genç kuşaklar arasında sosyal, kültürel, ekonomik bağların ailenin refah düzeyine etkisi”, Yaşlı Sorunları Araştırma Dergisi, 1(2):65 75. Ö. Arun, “Yaşlı bireyin Türkiye serüveni, kaliteli yaşlanma imkanı üzerine Senaryolar”, Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 2008, 7(2): 313 330. |
14 | Coping Strategies with Aging | L. Demers et al., “Coping strategies and social participation in older adults”, Journal of Gerontology, 2009, 55:233 239 A. Jonker et al., “The role of coping resources on change in wellbeing during persistent health decline”, Journal of Aging and Health, 2009, 21:10 63 World NGO Forum, Final Declaration and Recommendation of the World NGO Forum on Aging: “Development and the Rights of the Elderly”, 2002, Madrid. |
15 | Review of the Semester | |
16 | Final Exam |
Course Notes/Textbooks | Must readings mentioned in this information sheet. |
Suggested Readings/Materials |
Semester Activities | Number | Weigthing |
Participation | 15 | 10 |
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | 1 | 15 |
Project | ||
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 2 | 40 |
Final Exam | 1 | 35 |
Total |
Weighting of Semester Activities on the Final Grade | 65 | |
Weighting of End-of-Semester Activities on the Final Grade | 35 | |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 16 | 3 | |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | |||
Presentation / Jury | 1 | 12 | |
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 2 | 14 | |
Final Exams | 1 | 9 | |
Total | 145 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to scientifically examine concepts and ideas in the field of sociology; to be able to interpret and evaluate data. | X | ||||
2 | To be able to define classical and contemporary theories in sociology; to be able to identify the differences and similarities among those theories and to be able to evaluate them. | X | ||||
3 | To be able to critically use the knowledge acquired in the field of sociology | X | ||||
4 | To be able to plan and conduct, individually or as a member of a team, an entire sociological research process with the knowledge of methodological requirements of the field. | |||||
5 | To be able to identify and evaluate local, regional and global issues and problems. | X | ||||
6 | To be able to share their ideas and solutions supplemented by qualitative and quantitative data in written and oral forms. | X | ||||
7 | To be able to make use of other disciplines related to sociology and to have core knowledge related to those disciplines. | X | ||||
8 | To be able to follow developments in sociology and to be able to communicate with international colleagues in a foreign language. (“European Language Portfolio Global Scale,” Level B1) | X | ||||
9 | To be able to use computer software required by the discipline and to possess advancedlevel computing and IT skills. (“European Computer Driving Licence”, Advanced Level) | X | ||||
10 | To be able to use a second foreign language at the intermediate level. | |||||
11 | To have social and scholarly values and ethical principles during the collection and interpretation of data for implementation, publication, dissemination, and maintenance | X | ||||
12 | To acquire life long learning abilities that will enable the socially responsible application of knowledge based on their field of study to their professional and everyday lives. | X |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest