Nükleer Tıp Teknikleri | |||||
Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 |
Course Code: | TBD102 | ||||||||
Course Name: | Etkili ve Güzel Konuşma Teknikleri | ||||||||
Course Semester: |
Fall |
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Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. HALİL SOYAL | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
Course Objectives: | With this course, the students; acquire the skills and habits of verbal expression of what they think, hear, see, experience, learn, know, clearly, understandably, accurately and effectively; Conscious, correct and careful use of Turkish in accordance with speaking and writing rules; to develop the ability to express their feelings and thoughts effectively and understandably in a prepared or unprepared manner against a person or community; improve their skills of verbal self-expression, speaking in front of the community, making presentations in business and professional life; talk about and solve problems they may encounter in business life; It is aimed to interpret, evaluate and verbally express. |
Course Content: | yok |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | An overview of the course | NONE |
2) | • Speaking, Improving Skills | NONE |
3) | • Considerations for Correct Pronunciation | NONE |
4) | • Knows the rules to be followed in using a successful diction. | NONE |
5) | • Knows what should be considered in correct writing. | NONE |
6) | Correct emphasis and importance | NONE |
7) | • The importance of correct intonation in speech | NONE |
8) | MİDTERM | NONE |
9) | • Speech Disorders Related to Personality and Behavior • Speaking Errors About Speaking • Speech Mistakes Resulting from Not Knowing | NONE |
10) | Using body language | NONE |
11) | • Speaker's Body Language Signals, • Some Body Language Signals and Their Meanings Formatting the Transcript • Introduction “Introducing the Subject”, Discussion and Development, Conclusion | NONE |
12) | Prepared and Unprepared Speaking Features and Types: Interview (Job Interview), Interview, Opening - Presentation Talks, Introductory Talks, Panel, open session etc. | NONE |
13) | • Factors Affecting Listening, • Gaining Listening and Understanding Listening, • Listening Types | NONE |
14) | • Expression • Meaning | NONE |
15) | EXAM | NONE |
16) | FİNAL EXAM | NONE |
Course Notes / Textbooks: | 1. Etkili ve Güzel Konuşma Sanatı, George Kops, Richard Worth, Gün Yayıncılık 2. Alıştırmalı Diksiyon Sanatı, Nüzhet Şenbay , MEB Yayınları, İstanbul, 1991. 3. Etkili Sunuş, Christine E. Bingaman, Rota Yayın, 1993 4. Bedenin Dili, Acar&Zuhal Batlaş, Remzi Kitabevi, 1995 5. Güzel ve Etkili Konuşma Sanatı, Emin Özdemir, Remzi Kitabevi, Mayıs 1996 6. Güzel Konuşmanın Sırları, Şadi Eren, Nesil Yayınları, Mart 1997 7. Dikkat Vücudunuz Konuşuyor, Ahmet Şerif İzgören, Academy, 1999 8. Güzel Konuşma Pratiği (El Kitabı), Cevdet Tellioğlu, Timaş Yayınları, Mayıs 2000 9. Etkili ve Güzel Konuşma Sanatı, Ali Kaya, Eğitim Kitabevi, 2004 10. Konuşma Sanatı, Ertuğrul Yaman, Gazi Kitabevi Yay. Ankara, 2004. 11. Etkili ve Güzel Konuşma Teknikleri, Murat Baykızı, Kar Yayınları, Ekim 2005 12. Türkçe-2: Sözlü Anlatım, Ali Yakıcı, Mustafa Yücel, Mehmet Doğan, V. Savaş Yelok, Gazi Kitabevi, Ankara, 2006. Diğer ders materyalleri: Ders sunum notları |
References: | Konuşma Sanatı, Ertuğrul Yaman, Gazi Kitabevi Yay. Ankara, 2004. Etkili ve Güzel Konuşma Teknikleri, Murat Baykızı, Kar Yayınları, Ekim 2005 Türkçe-2: Sözlü Anlatım, Ali Yakıcı, Mustafa Yücel, Mehmet Doğan, V. Savaş Yelok, Gazi Kitabevi, Ankara, 2006. Diğer ders materyalleri: Ders sunum notları |
Learning Outcomes | 1 |
3 |
1 |
2 |
4 |
5 |
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Program Outcomes | ||||||
1) To have basic theoretical and applied knowledge supported by textbooks containing up-to-date information in the field, application tools and other resources based on the qualifications gained at secondary education level. | ||||||
1) Qualifications gained at secondary education level based on updated information, practice textbooks, equipment and other resources which are supported with basic theoretical and practical knowledge. The basic level in the field of theoretical and practical knowledge to a higher education level in the same field, or the ability to use skills in an area that is on the same level. | ||||||
3) In the field of basic level independently. -Field encountered in applications related to solve complex and unpredictable problems take responsibility as a team member. -Within the framework of a project activities towards the development of the ability to conduct. | ||||||
4) The basic level knowledge and skills acquired in the field to be able to evaluate critically, determine and respond to learning needs. -A higher education level in the same field of Study or an occupation in the same level. -Lifelong learning gained consciousness. | ||||||
5) In the field with their thoughts and suggestions for solutions to the problems professionals and non-professionals. -A foreign language at least at the General level A2 of the European language portfolio monitor the developments in the field using and communicate with colleagues. -At least a minimum level of European computer driving license basic level software in conjunction with the information and communication technologies kullanabilm | ||||||
6) Collection of data related to the field, and announcement of the results of the stages of the social, scientific, cultural and ethical values. -Universality of social rights, social justice, quality and cultural values with environmental protection, occupational health and safety issues have sufficient consciousness. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To have basic theoretical and applied knowledge supported by textbooks containing up-to-date information in the field, application tools and other resources based on the qualifications gained at secondary education level. | |
1) | Qualifications gained at secondary education level based on updated information, practice textbooks, equipment and other resources which are supported with basic theoretical and practical knowledge. The basic level in the field of theoretical and practical knowledge to a higher education level in the same field, or the ability to use skills in an area that is on the same level. | |
3) | In the field of basic level independently. -Field encountered in applications related to solve complex and unpredictable problems take responsibility as a team member. -Within the framework of a project activities towards the development of the ability to conduct. | |
4) | The basic level knowledge and skills acquired in the field to be able to evaluate critically, determine and respond to learning needs. -A higher education level in the same field of Study or an occupation in the same level. -Lifelong learning gained consciousness. | |
5) | In the field with their thoughts and suggestions for solutions to the problems professionals and non-professionals. -A foreign language at least at the General level A2 of the European language portfolio monitor the developments in the field using and communicate with colleagues. -At least a minimum level of European computer driving license basic level software in conjunction with the information and communication technologies kullanabilm | |
6) | Collection of data related to the field, and announcement of the results of the stages of the social, scientific, cultural and ethical values. -Universality of social rights, social justice, quality and cultural values with environmental protection, occupational health and safety issues have sufficient consciousness. |
Field Study | |
Peer Review | |
Expression |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Oral Examination | |
Homework |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 16 | 64 |
Application | 6 | 64 |
Total Workload | 128 |