ECTS - Security, Espionage and Intelligence History
Security, Espionage and Intelligence History (HUM105) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Security, Espionage and Intelligence History | HUM105 | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| none |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer. |
| Course Lecturer(s) |
|
| Course Objectives | With globalization, the security needs of states, institutions and organizations and the areas of intelligence influence, interest and responsibility have diversified and expanded. The course aims to evaluate this diversification and expansion through historical sources and the changing security policies of countries within the framework of espionage and intelligence histories through exemplary historical figures. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | The historical development of the concept of security, security problems and threats that differ according to periods, according to a new (critical) understanding; the restructuring of the transformation of espionage and intelligence activities in the history of the world and especially Turkey with globalization. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Security Concept and Historical Development Stages | Barry Buzan, Ole Wæver, Jaap De Wilde, Security: A New Framework for Analysis, Lynne Rienner Publishers Inc, USA, 1997. |
| 2 | Security Threats I (Pre-Cold War) | Barry Buzan, The Evolution of International Security Studies, Cambridge Publications, England, 2009. |
| 3 | Security Threats II (Cold War Period 1947-1991) | Barry Buzan, The Evolution of International Security Studies, Cambridge Publications, England, 2009. |
| 4 | Security Threats III: The Post-Cold War New (Critical) Security Agenda | Barry Buzan, The Evolution of International Security Studies, Cambridge Publications, England, 2009. |
| 5 | New (Critical) Security Studies: Changing Concepts of Security from Traditional Constructivism to the Copenhagen School | Barry Buzan, Ole Wæver, Jaap De Wilde, Security: A New Framework for Analysis, Lynne Rienner Publishers Inc, USA, 1997. |
| 6 | Historical Development Stages of Espionage and Intelligence | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. |
| 7 | Midterm | |
| 8 | Turkish Intelligence History: From Pre-Islamic to the National Struggle Period | İsmail H. Demircioğlu, Ahmet ÖZCAN, Namık ÇENCEN, Yücel YİĞİT, History of Turkish Intelligence, Yeditepe Publishing House, Istanbul, 2021. Kenan Karataş, History of Turkish Intelligence and Espionage, En Kitap Publishing House, Istanbul, 2020. |
| 9 | Intelligence of Tsarist Russia: Ivan the Terrible (1565-1572) and the Oprichnina Organization | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. (Reading) |
| 10 | British Intelligence: Sir Francis Walsingham (1532-1590) and Oliver Cromwell (1599-1658) | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. (Reading) |
| 11 | Intelligence of the Kingdom of France: Napoleon Bonaparte (1769-1821) and Joseph Fouche (1759-1820) | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. Stephan Zweig, Joseph Fouché: Portrait of a Politician, Doğu Batı Publications, Ankara, 2020. |
| 12 | Imperial German Intelligence and Margaretta Zelle/Mata Hari (1876-1917) | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. (Reading) |
| 13 | The World Today: Social Media and Open Source Intelligence | Mücahit Özdoğan, Intelligence, Security and Terrorism Dimensions of Globalization, Gazi Publishing House, Ankara, 2016. Erol Başaran Bural, Social Media Intelligence: A New Dimension in Open Source Intelligence, Yeditepe Academy, Istanbul, 2021. |
| 14 | Turkey's Basic Security Problems and Securitization Practices in Turkish Foreign Policy | Yves Lacoste, Understanding the Big Game, NTV Broadcasts, Istanbul, 2007. |
| 15 | General Revision | Sait Yılmaz, Security and Intelligence in the 21st Century, Milenyum Publications, Istanbul, 2007. |
| 16 | Final Exam | The questions prepared by the course instructor. |
Sources
| Course Book | 1. 1. Barry Buzan, Ole Wæver, Jaap De Wilde, Security: A New Framework for Analysis, Lynne Rienner Publishers Inc, ABD, 1997. |
|---|---|
| 2. 2. Barry Buzan, The Evolution of International Security Studies, Cambridge Yayınları, İngiltere, 2009. | |
| 3. 3. Christopher Andrew, Gizli Dünya, Dünya İstihbarat Tarihi, Kronik Kitap, İstanbul, 2022. | |
| 4. 4. Erol Başaran Bural, Sosyal Medya İstihbaratı: Açık Kaynak İstihbaratında Yeni Bir Boyut, Yeditepe Akademi, İstanbul, 2021. | |
| 5. 5. İsmail H. Demircioğlu, Ahmet ÖZCAN, Namık ÇENCEN, Yücel YİĞİT, Türk İstihbarat Tarihi, Yeditepe Yayınevi, İstanbul, 2021. | |
| 6. 6. Mücahit Özdoğan, Küreselleşmenin İstihbarat, Güvenlik ve Terör Boyutu, Gazi Kitabevi, Ankara, 2016. | |
| 7. 7. Kenan Karataş, Türk İstihbarat ve Espiyonaj Tarihi, En Kitap Yayınevi, İstanbul, 2020. | |
| 8. 8. Sait Yılmaz, 21. Yüzyılda Güvenlik ve İstihbarat, Milenyum Yayınları, İstanbul, 2007. | |
| 9. 9. Stephan Zweig, Joseph Fouché: Bir Politikacının Portresi, Doğu Batı Yayınları, Ankara, 2020. | |
| 10. 10. Yves Lacoste, Büyük Oyunu Anlamak, NTV Yayınları, İstanbul, 2007. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 50 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Develop the capability of using theoretical and practical knowledge acquired during nutrition and dietetic education for individuals and public for health promotion, prevention of the diseases and treatment of the diseases when necessary. | |||||
| 2 | Can reach evidence-based knowledge in nutrition and dietetics by searching available journals and books published then using all computer programs assess this knowledge, interpret and share. | |||||
| 3 | Develop strategical plans and programs for solving nutrition-based health problems at individual and community level, by considering professional and ethical values. | |||||
| 4 | Can analyze food consumptions of individuals and create diet plans by taking into consideration of their age, gender, socio-cultural, economical, biochemical and personal characteristics then can give necessary education to them. | |||||
| 5 | Can identify all the nutrients and chemical substances that foods contain and help individuals how and what kind of foods to be chosen for their health and/or disease conditions. | |||||
| 6 | Can conduct their work independently with the help of the information gained, take individual responsibility to solve problems in practice, and collaborate with other members of the health team. | |||||
| 7 | Can explain all reduction or loss of nutrients may happen during food preparation and cooking both home or institutional settings. | |||||
| 8 | Can make all necessary dietary adjustments where special nutrition is required. | |||||
| 9 | Can compare and discuss nutrition policies and food legislation both in the country and world experiences levels. | |||||
| 10 | Can develop and organize training programs to provide adequate, balanced and healthy nutrition for individuals and groups, and can effectively use the communication and education methods and materials required for the sessions. | |||||
| 11 | Can evaluate individual and cultural differences by having knowledge and practices of the traditions and cultures of the countries. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 6 | 6 |
| Total Workload | 100 | ||