ECTS - Body Language and the Art of Persuasion
Body Language and the Art of Persuasion (ART291) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Body Language and the Art of Persuasion | ART291 | Fall and Spring | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Drill and Practice. |
| Course Lecturer(s) |
|
| Course Objectives | - Correct speech and tonation, the knowledge of using body language properly -to learn how to be understood and convince other -finger, hand, arm gestures, eyes and mimics, legs and feet gestures in communication - |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Posture, mimic, gesture, a correct and accurate way of using the intonation of speech; leadership skills and abilities to convince or persuade someone to accept a desired way of thinking in the business and social environment; convincing others to adopt new ideas using body language. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | What is Body Language? The importance of body language. Using the body language professionally | |
| 2 | The body language in social life and in professional life. | |
| 3 | What is Limbic System? Realization of Limbic System. The knowledge of using the facts in Limbic System. | |
| 4 | The effective way of using Body Language | |
| 5 | Behaviours in body language. The proper and the right way of using body language. | |
| 6 | The proper and the right way of using mimics. Compatible use of mimic sand body signs. | |
| 7 | Mid term | |
| 8 | The proper and the right way of using mimics. Compatible use of mimic sand body signs. | |
| 9 | The art of how to read an expression– What is physiognomy? To learn physiognomy-how to read an expression. | |
| 10 | Body language in male sand females. | |
| 11 | Body languages in different cultures. | |
| 12 | The use of body language in different professions. | |
| 13 | The entrance to “ The art of persuasion”. Trigger Factors –Motivation -Talent | |
| 14 | Obstacles that reveal desired behaviours and to eliminate these obstacles. | |
| 15 | Impact and Power. Power types used in different impact types. | |
| 16 | Final Evaluation |
Sources
| Other Sources | 1. Baltaş, Z. ve Baltaş, A. (2010). Bedenin Dili. İstanbul: Remzi Kitabevi. |
|---|---|
| 2. Özkan, Z. (2016). Kazandıran Beden Dili. İstanbul: Hayat Yayınları. | |
| 3. Pantolon, M. V. (2011). Anında Etki: İkna Psikolojisi. Yusuf Ziya Kavak (Çev.). İstanbul: Yakamoz Yayınları | |
| 4. Pease, A. ve Pease, B. (1999). Beden Dili. İstanbul: Epsilon Yayınevi. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 15 | 10 |
| Laboratory | - | - |
| Application | 5 | 20 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 20 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| Final Exam/Final Jury | 1 | 30 |
| Toplam | 23 | 120 |
| Percentage of Semester Work | 70 |
|---|---|
| Percentage of Final Work | 30 |
| 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 | To have basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | |||||
| 2 | To be able to understand the basic concepts, approaches and theories in the field of child development, to associate them with current life, national and international developments. | |||||
| 3 | To be able to use sciences such as health, education, and psychology along with the basic knowledge and skills of the discipline of child development. | |||||
| 4 | To be able to identify the problems encountered and develop solutions based on the knowledge and skills required by the discipline of child development. | |||||
| 5 | To be able to independently carry out the necessary work as an individual and as a team member, and take responsibility in the practices related to child development education in preschool education institutions, private education institutions and health institutions | |||||
| 6 | To be able to have the necessary basic knowledge for applications in preschool education institution, private education institution and health institutions related to child development education. | |||||
| 7 | To be able to determine the learning needs associated to lifelong learning related to child development and education and to make the necessary guidance. | |||||
| 8 | To be able to act in accordance with professional ethics and social-responsibility-understanding in all field practices and social relations of the profession | |||||
| 9 | To be able to carry out studies on child development to raise awareness of society and other professional groups . | |||||
| 10 | To be able to follow the information in the field and communicate with colleagues by using a universal foreign language. | |||||
| 11 | To be able to do resource research for the purpose of accessing information, to use databases, numerical values and other information sources. | |||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | |||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | |||||
| 14 | To be able to show sensitivity to the universality of social rights in the field of child development, protection of quality cultural values, occupational health and safety. | |||||
| 15 | To be able to evaluate and prepare the materials required by the field of child development (educational toys, educational books and brochures, game material) and to use them for educational purposes. | |||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | 5 | 3 | 15 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 3 | 3 | 9 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 1 | 6 | 6 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 8 | 8 |
| Prepration of Final Exams/Final Jury | 1 | 14 | 14 |
| Total Workload | 100 | ||