Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ADOLESCENCE and SEXUAL | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Didem GÜVEN |
| Name of Lecturer(s) | Lect. Bora AKDEMİR |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topis will be discussed: The nature of adolescence; physical changes in adolescence; psychological changes in adolescence; emotional changes in adolescence; mental changes in adolescence; adolescent health; health problems in adolescence; adolescent cognition; Piaget's theory; information processing; sexual development; sexual development characteristics of adolescents with intellectual disability. |
| Course Content | This course contains; Sexuality and Sexual Development,Puberty in typically developing individuals,Comprehensive sexuality education for individuals with special needs in early childhood,Comprehensive sexuality education for school age individuals with special needs,Comprehensive sexuality education for individuals with special needs during adolescence,Comprehensive sexuality education for individuals with special needs during adolescence,Comprehensive sexuality education for individuals with special needs in adulthood,Socio-sexual behaviors exhibited by individuals with special needs and appropriate interventions,Preventing sexual abuse and exploitation in individuals with special needs,Preventing sexual abuse and exploitation in individuals with special needs,Family cooperation in individuals with special needs,Sexual health in individuals with special needs,Things to Consider in Sex Education for Individuals with Special Needs,Frequently Asked Questions About Sexuality. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to adolescence and sexual education: Explains the nature of adolescence; | 16 | A, E |
| Explains the process of puberty in typical development. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs in early childhood. | 16 | A, E |
| Explains comprehensive sexuality education for school-aged individuals with special needs | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs during adolescence. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs during adolescence. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs in adulthood. | 16 | A, E |
| Explains socio-sexual behaviors exhibited by individuals with special needs and appropriate intervention | 16 | A, E |
| Explains the prevention of sexual abuse and exploitation in individuals with special needs | 16 | A, E |
| Explains the relationship between comprehensive sexuality education and ethics | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sexuality and Sexual Development | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 2 | Puberty in typically developing individuals | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 3 | Comprehensive sexuality education for individuals with special needs in early childhood | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 4 | Comprehensive sexuality education for school age individuals with special needs | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 5 | Comprehensive sexuality education for individuals with special needs during adolescence | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 6 | Comprehensive sexuality education for individuals with special needs during adolescence | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 7 | Comprehensive sexuality education for individuals with special needs in adulthood | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 8 | Socio-sexual behaviors exhibited by individuals with special needs and appropriate interventions | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. |
| 9 | Preventing sexual abuse and exploitation in individuals with special needs | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. |
| 10 | Preventing sexual abuse and exploitation in individuals with special needs | Prepare a scenario of abuse or kidnapping. Write down how you would teach your student to protect in this scenario. |
| 11 | Family cooperation in individuals with special needs | Prepare a family program for CSE |
| 12 | Sexual health in individuals with special needs | Research on sexual health |
| 13 | Things to Consider in Sex Education for Individuals with Special Needs | Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. |
| 14 | Frequently Asked Questions About Sexuality | embedded teachings with doctor game |
| Resources |
| Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. Guven, D. (2021c). Rural families’ thoughts about sexual development of their adolescents with neurodevelopmental disorders. Kıbrıslı Eğitim Bilimleri Dergisi, 16(4), 1549-1562. Mili Eğitim Bakanlığı (MEB). (2013). Çocuk Gelişimi ve Eğitimi. Cinsel Gelişim Modülü. Mili Eğitim Bakanlığı (MEB). (2007). Mesleki Eğitim ve Öğretim Sisteminin Güçlendirilmesi Projesi. Cinsel Gelişim Modülü. Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. McKee, L., & Blacklidge, V. (1981). An Easy Guide for Caring Parents: Sexuality and Socialization: a Book for Parents of People with Mental Handicaps. Planned Parenthood of Contra Costa. Cooper, E., Guillebaud, J., & Williams, M. (2017). Sexuality and disability: a guide for everyday practice. CRC Press. Carlson, K., & Plaine, K. (2009). Sexualtiy [Sexuality] Resource for Caregivers of Adolescents with Down Syndrome. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 14 | 14 | |||
| Term Project | 1 | 4 | 4 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| Quiz | 1 | 15 | 15 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 111 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(111/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ADOLESCENCE and SEXUAL | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Didem GÜVEN |
| Name of Lecturer(s) | Lect. Bora AKDEMİR |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topis will be discussed: The nature of adolescence; physical changes in adolescence; psychological changes in adolescence; emotional changes in adolescence; mental changes in adolescence; adolescent health; health problems in adolescence; adolescent cognition; Piaget's theory; information processing; sexual development; sexual development characteristics of adolescents with intellectual disability. |
| Course Content | This course contains; Sexuality and Sexual Development,Puberty in typically developing individuals,Comprehensive sexuality education for individuals with special needs in early childhood,Comprehensive sexuality education for school age individuals with special needs,Comprehensive sexuality education for individuals with special needs during adolescence,Comprehensive sexuality education for individuals with special needs during adolescence,Comprehensive sexuality education for individuals with special needs in adulthood,Socio-sexual behaviors exhibited by individuals with special needs and appropriate interventions,Preventing sexual abuse and exploitation in individuals with special needs,Preventing sexual abuse and exploitation in individuals with special needs,Family cooperation in individuals with special needs,Sexual health in individuals with special needs,Things to Consider in Sex Education for Individuals with Special Needs,Frequently Asked Questions About Sexuality. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to adolescence and sexual education: Explains the nature of adolescence; | 16 | A, E |
| Explains the process of puberty in typical development. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs in early childhood. | 16 | A, E |
| Explains comprehensive sexuality education for school-aged individuals with special needs | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs during adolescence. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs during adolescence. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs in adulthood. | 16 | A, E |
| Explains socio-sexual behaviors exhibited by individuals with special needs and appropriate intervention | 16 | A, E |
| Explains the prevention of sexual abuse and exploitation in individuals with special needs | 16 | A, E |
| Explains the relationship between comprehensive sexuality education and ethics | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sexuality and Sexual Development | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 2 | Puberty in typically developing individuals | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 3 | Comprehensive sexuality education for individuals with special needs in early childhood | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 4 | Comprehensive sexuality education for school age individuals with special needs | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 5 | Comprehensive sexuality education for individuals with special needs during adolescence | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 6 | Comprehensive sexuality education for individuals with special needs during adolescence | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 7 | Comprehensive sexuality education for individuals with special needs in adulthood | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 8 | Socio-sexual behaviors exhibited by individuals with special needs and appropriate interventions | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. |
| 9 | Preventing sexual abuse and exploitation in individuals with special needs | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. |
| 10 | Preventing sexual abuse and exploitation in individuals with special needs | Prepare a scenario of abuse or kidnapping. Write down how you would teach your student to protect in this scenario. |
| 11 | Family cooperation in individuals with special needs | Prepare a family program for CSE |
| 12 | Sexual health in individuals with special needs | Research on sexual health |
| 13 | Things to Consider in Sex Education for Individuals with Special Needs | Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. |
| 14 | Frequently Asked Questions About Sexuality | embedded teachings with doctor game |
| Resources |
| Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. Guven, D. (2021c). Rural families’ thoughts about sexual development of their adolescents with neurodevelopmental disorders. Kıbrıslı Eğitim Bilimleri Dergisi, 16(4), 1549-1562. Mili Eğitim Bakanlığı (MEB). (2013). Çocuk Gelişimi ve Eğitimi. Cinsel Gelişim Modülü. Mili Eğitim Bakanlığı (MEB). (2007). Mesleki Eğitim ve Öğretim Sisteminin Güçlendirilmesi Projesi. Cinsel Gelişim Modülü. Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. McKee, L., & Blacklidge, V. (1981). An Easy Guide for Caring Parents: Sexuality and Socialization: a Book for Parents of People with Mental Handicaps. Planned Parenthood of Contra Costa. Cooper, E., Guillebaud, J., & Williams, M. (2017). Sexuality and disability: a guide for everyday practice. CRC Press. Carlson, K., & Plaine, K. (2009). Sexualtiy [Sexuality] Resource for Caregivers of Adolescents with Down Syndrome. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |