Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PSYCHOLOGICAL TRAUMA GENDERED VIOLENCE in FOCUS | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Neslihan SAYRAÇ |
| Name of Lecturer(s) | Assist.Prof. Berna EKAL ŞİMŞEK |
| Assistant(s) | |
| Aim | Acknowledging the socio-political factors behind trauma, this course focuses on gendered violence and the coping mechanisms that individuals and institutions have developed since 1970s. Besides working on the theoretical perspectives on trauma, by focusing on cases from Turkey and abroad, special attention will be paid to how gendered violence came to be defined as a social problem, how feminist theories explain gendered violence, and how counselling centers and women’s shelters were developed as a response. |
| Course Content | This course contains; Perspectives on Trauma – I,Perspectives on Trauma – II ,Naming of Gendered Violence as a Social Problem / Women’s Shelters,Gendered Violence in Turkey: An Overall Perspective,Intimate Partner Violence ,Femi(ni)cide ,Sexual Assault / Harassment ,Violence and Agency,Stages of Recovery – I ,Stages of Recovery - II ,No class. Public Holiday ,Learning to Listen to Trauma Stories ,How About Children? ,Overview of the Course . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1.Able to define the core concepts regarding trauma and differentiate between different concepts. | 10, 14, 9 | A, E |
| 2. Able to summarize the emergence and the historical development of gendered violence | 14, 9 | A, E |
| 3. Able to recognize different types of gendered violence. | 10, 13, 9 | A, E |
| 4. Able to recognize the recovery mechanisms in the aftermath of trauma. | 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Perspectives on Trauma – I | |
| 2 | Perspectives on Trauma – II | |
| 3 | Naming of Gendered Violence as a Social Problem / Women’s Shelters | |
| 4 | Gendered Violence in Turkey: An Overall Perspective | |
| 5 | Intimate Partner Violence | |
| 6 | Femi(ni)cide | |
| 7 | Sexual Assault / Harassment | |
| 8 | Violence and Agency | |
| 9 | Stages of Recovery – I | |
| 10 | Stages of Recovery - II | |
| 11 | No class. Public Holiday | |
| 12 | Learning to Listen to Trauma Stories | |
| 13 | How About Children? | |
| 14 | Overview of the Course |
| Resources |
| Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. |
| Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 1: The Forgotten History, pp.7-32; Chapter 2: Terror, pp. 33-50) Laura S. Brown “Not Outside the Range: One Feminist Perspective on Psychic Trauma”, American Imago, Vol. 48, No. 1, Psychoanalysis, Culture and Trauma, 1991, pp. 119-133. Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 3: Disconnection, pp. 51-73; Chapter 4: Captivity, pp. 74-95) Yasmine Ergas, “Feminisms of the 1970s”, in Geneviève Fraisse & Michelle Perrot (eds.) History of Women in the West, Volume V: Toward a Cultural Identity in the Twentieth Century, Cambridge, Mass.; London, Eng.: Belknap Press of Harvard University Press, 2002, pp. 527-547. R. Emerson Dobash and Russell P. Dobash, Women, Violence and Social Change, London & New York: Routledge, 1996. (“Chapter 3: Refuges and Housing”, pp. 60-98) Banu Akadli Ergöçmen, Ilknur Yüksel-Kaptanoglu and Henrica A. F. M. (Henriette) Jansen, “Intimate Violence and the Relationship Between Help-Seeking Behaviour and the Severity and the Frequency of Physical Violence Among Women in Turkey”, Violence Against Women, 19 (9), 2013, pp. 1151-1174. Ayşe Gül Altınay & Yeşim Arat, Violence Against Women in Turkey: A National Survey, Istanbul: Punto Publishing, 2009. (Chapter 2: Survey Findings & Chapter 3: Discussion and Suggestions, pp. 33-70) Optional: Berna Ekal, “Women’s Shelters as State Institutions”, in Marc Aymes, Benjamin Gourisse, Elise Massicard (eds.) Order and Compromise: Government Practices in Turkey from Late Ottoman Empire to Early 21st Century, Leiden; Boston: Brill, 2015, pp. 317-332. Lynne Harne & Jill Radford, Tackling Domestic Violence: Theories, Policies and Practice, Glasgow: Open University Press, 2008. (Chapter 1: The Nature and Extent of Domestic Violence”, pp. 1-36) Molly Warrington, “'I Must Get Out': The Geographies of Domestic Violence”, Transactions of the Institute of British Geographers, New Series, Vol. 26, No. 3, 2001, pp. 365-382. Optional: Eva Lundgren, Şiddetin Normalleştirilme Süreci, İstanbul: Mor Çatı Yayınları, 2012. (Open access: https://www.morcati.org.tr/attachments/article/173/siddetin-normallestirilme-sureci.pdf) Weil, Shalva, et al., editors. Femicide across Europe: Theory, Research and Prevention. Bristol University Press, 2018. (Chapter 2 - Femicide definitions, pp. 17-32; Chapter 5 - Prevention of femicide, pp. 71-92) Liz Kelly, “The Continuum of Sexual Violence”, in Jalna Hanmer & Mary Maynard (eds.) Women, Violence and Social Control, NJ: Humanities Press International, 1990, pp. 46-60. Susan J. Brison, “Surviving Sexual Violence: A Philosophical Perspective”, in Stanley G. French, Wanda Teays, and Laura M. Purdy (eds.) Violence against Women: Philosophical Perspectives, Ithaca; London: Cornell University Press, 1998, pp. 11-26. Debra A. DeBruin, “Identifying Sexual Harassment: The Reasonable Woman Standard”, in Stanley G. French, Wanda Teays, and Laura M. Purdy (eds.) Violence against Women: Philosophical Perspectives, Ithaca; London: Cornell University Press, 1998, pp. 107-122. Martha R. Mahoney, “Victimization or Oppression? Women’s Lives, Violence, and Agency”, in Martha Albertson Fineman & Roxanne Mykitiuk (eds.) The Public Nature of Private Violence, New York; London: Routledge, 2009, pp. 59-92. Nadya Burton, “Resistance to Prevention: Reconsidering Feminist Antiviolence Rhetoric”, in Stanley G. French, Wanda Teays, and Laura M. Purdy (eds.) Violence against Women: Philosophical Perspectives, Ithaca; London: Cornell University Press, 1998, pp. 182-200. Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 7: A Healing Relationship, pp.133-154; Chapter 8: Safety, pp. 155-174) Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 9: Remembrance and Mourning, pp.175-195; Chapter 10: Reconnection, pp.197-213) Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 11: Commonality, pp. 214-236) Leslie McMillan, Feminists Organizing Against Gendered Violence, New York: Palgrave Macmillan, 2007. (“Chapter 7: Learning to Listen to Trauma Stories: Doing Research on Violence Against Women”, pp.167-182) Maria Eriksson and Marianne Hester, “Violent Men as Good-enough Fathers?: A Look at England and Sweden”, Violence Against Women, Vol.7, No.7, 2001, pp. 779-798. Nathalie des Rosiers, “Civil Remedies for Childhood Sexual Abuse in Canada: Trying to Break the Silence”, The Public Nature of Private Violence, New York; London: Routledge, 2009, pp. 303-322. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| PSYCHOLOGICAL TRAUMA GENDERED VIOLENCE in FOCUS | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Neslihan SAYRAÇ |
| Name of Lecturer(s) | Assist.Prof. Berna EKAL ŞİMŞEK |
| Assistant(s) | |
| Aim | Acknowledging the socio-political factors behind trauma, this course focuses on gendered violence and the coping mechanisms that individuals and institutions have developed since 1970s. Besides working on the theoretical perspectives on trauma, by focusing on cases from Turkey and abroad, special attention will be paid to how gendered violence came to be defined as a social problem, how feminist theories explain gendered violence, and how counselling centers and women’s shelters were developed as a response. |
| Course Content | This course contains; Perspectives on Trauma – I,Perspectives on Trauma – II ,Naming of Gendered Violence as a Social Problem / Women’s Shelters,Gendered Violence in Turkey: An Overall Perspective,Intimate Partner Violence ,Femi(ni)cide ,Sexual Assault / Harassment ,Violence and Agency,Stages of Recovery – I ,Stages of Recovery - II ,No class. Public Holiday ,Learning to Listen to Trauma Stories ,How About Children? ,Overview of the Course . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1.Able to define the core concepts regarding trauma and differentiate between different concepts. | 10, 14, 9 | A, E |
| 2. Able to summarize the emergence and the historical development of gendered violence | 14, 9 | A, E |
| 3. Able to recognize different types of gendered violence. | 10, 13, 9 | A, E |
| 4. Able to recognize the recovery mechanisms in the aftermath of trauma. | 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Perspectives on Trauma – I | |
| 2 | Perspectives on Trauma – II | |
| 3 | Naming of Gendered Violence as a Social Problem / Women’s Shelters | |
| 4 | Gendered Violence in Turkey: An Overall Perspective | |
| 5 | Intimate Partner Violence | |
| 6 | Femi(ni)cide | |
| 7 | Sexual Assault / Harassment | |
| 8 | Violence and Agency | |
| 9 | Stages of Recovery – I | |
| 10 | Stages of Recovery - II | |
| 11 | No class. Public Holiday | |
| 12 | Learning to Listen to Trauma Stories | |
| 13 | How About Children? | |
| 14 | Overview of the Course |
| Resources |
| Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. |
| Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 1: The Forgotten History, pp.7-32; Chapter 2: Terror, pp. 33-50) Laura S. Brown “Not Outside the Range: One Feminist Perspective on Psychic Trauma”, American Imago, Vol. 48, No. 1, Psychoanalysis, Culture and Trauma, 1991, pp. 119-133. Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 3: Disconnection, pp. 51-73; Chapter 4: Captivity, pp. 74-95) Yasmine Ergas, “Feminisms of the 1970s”, in Geneviève Fraisse & Michelle Perrot (eds.) History of Women in the West, Volume V: Toward a Cultural Identity in the Twentieth Century, Cambridge, Mass.; London, Eng.: Belknap Press of Harvard University Press, 2002, pp. 527-547. R. Emerson Dobash and Russell P. Dobash, Women, Violence and Social Change, London & New York: Routledge, 1996. (“Chapter 3: Refuges and Housing”, pp. 60-98) Banu Akadli Ergöçmen, Ilknur Yüksel-Kaptanoglu and Henrica A. F. M. (Henriette) Jansen, “Intimate Violence and the Relationship Between Help-Seeking Behaviour and the Severity and the Frequency of Physical Violence Among Women in Turkey”, Violence Against Women, 19 (9), 2013, pp. 1151-1174. Ayşe Gül Altınay & Yeşim Arat, Violence Against Women in Turkey: A National Survey, Istanbul: Punto Publishing, 2009. (Chapter 2: Survey Findings & Chapter 3: Discussion and Suggestions, pp. 33-70) Optional: Berna Ekal, “Women’s Shelters as State Institutions”, in Marc Aymes, Benjamin Gourisse, Elise Massicard (eds.) Order and Compromise: Government Practices in Turkey from Late Ottoman Empire to Early 21st Century, Leiden; Boston: Brill, 2015, pp. 317-332. Lynne Harne & Jill Radford, Tackling Domestic Violence: Theories, Policies and Practice, Glasgow: Open University Press, 2008. (Chapter 1: The Nature and Extent of Domestic Violence”, pp. 1-36) Molly Warrington, “'I Must Get Out': The Geographies of Domestic Violence”, Transactions of the Institute of British Geographers, New Series, Vol. 26, No. 3, 2001, pp. 365-382. Optional: Eva Lundgren, Şiddetin Normalleştirilme Süreci, İstanbul: Mor Çatı Yayınları, 2012. (Open access: https://www.morcati.org.tr/attachments/article/173/siddetin-normallestirilme-sureci.pdf) Weil, Shalva, et al., editors. Femicide across Europe: Theory, Research and Prevention. Bristol University Press, 2018. (Chapter 2 - Femicide definitions, pp. 17-32; Chapter 5 - Prevention of femicide, pp. 71-92) Liz Kelly, “The Continuum of Sexual Violence”, in Jalna Hanmer & Mary Maynard (eds.) Women, Violence and Social Control, NJ: Humanities Press International, 1990, pp. 46-60. Susan J. Brison, “Surviving Sexual Violence: A Philosophical Perspective”, in Stanley G. French, Wanda Teays, and Laura M. Purdy (eds.) Violence against Women: Philosophical Perspectives, Ithaca; London: Cornell University Press, 1998, pp. 11-26. Debra A. DeBruin, “Identifying Sexual Harassment: The Reasonable Woman Standard”, in Stanley G. French, Wanda Teays, and Laura M. Purdy (eds.) Violence against Women: Philosophical Perspectives, Ithaca; London: Cornell University Press, 1998, pp. 107-122. Martha R. Mahoney, “Victimization or Oppression? Women’s Lives, Violence, and Agency”, in Martha Albertson Fineman & Roxanne Mykitiuk (eds.) The Public Nature of Private Violence, New York; London: Routledge, 2009, pp. 59-92. Nadya Burton, “Resistance to Prevention: Reconsidering Feminist Antiviolence Rhetoric”, in Stanley G. French, Wanda Teays, and Laura M. Purdy (eds.) Violence against Women: Philosophical Perspectives, Ithaca; London: Cornell University Press, 1998, pp. 182-200. Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 7: A Healing Relationship, pp.133-154; Chapter 8: Safety, pp. 155-174) Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 9: Remembrance and Mourning, pp.175-195; Chapter 10: Reconnection, pp.197-213) Judith Herman, Trauma and Recovery: The Aftermath of Violence: From Domestic Abuse to Political Terror, New York: Basic Books, 2015. (Chapter 11: Commonality, pp. 214-236) Leslie McMillan, Feminists Organizing Against Gendered Violence, New York: Palgrave Macmillan, 2007. (“Chapter 7: Learning to Listen to Trauma Stories: Doing Research on Violence Against Women”, pp.167-182) Maria Eriksson and Marianne Hester, “Violent Men as Good-enough Fathers?: A Look at England and Sweden”, Violence Against Women, Vol.7, No.7, 2001, pp. 779-798. Nathalie des Rosiers, “Civil Remedies for Childhood Sexual Abuse in Canada: Trying to Break the Silence”, The Public Nature of Private Violence, New York; London: Routledge, 2009, pp. 303-322. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |