Week |
Subject |
Related Preparation |
1) |
• Define the course outline.
• Describe the course.
• List the conflicts.
• Discuss projects and presentations.
• Compare selected conflicts.
• Recognize the syllabus.
• Discuss Course Outline.
• Compare the conflict in order to choose presentation theme.
• Discuss study method.
• Evaluate the general method of course.
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Homework: assigned readings, Nye&Welch, 2013, pp. 1-33, for next class session
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2) |
• Define the fundamental concepts of international conflict and conflict resolution.
• Explain the primary resources of conflict.
• Compare the resources by different ages and periods.
• Evaluate which resource of conflict is more effective for every period.
• List the components which could be effective to preventing conflicts.
• Explain the political inputs which create the dynamics of international conflict.
• Identify the role of culture and communication by conflict resolution processes.
• Discuss the importance of economy by conflicts.
• Classify the political systems of the modern states which became a part of conflict.
• Discuss the power of societies by stopping conflicts.
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Homework: assigned readings, Nye&Welch, 2013, pp. 33-65, for next class session |
3) |
• List the classical theories on conflict.
• Define classical theories on conflict.
• Explain the historical background which affects classical conflict theories.
• Compare the classical intellectuals in respect of historical events.
• Examine different perspectives to conflict in the light of classical thinkers.
• Recognize the Peloponessian Wars.
• Analyze the premises of Thucydides.
• State Sun Tzu’s approaches on War.
• Explain the importance of Napoleon Wars and its effect to Clausewitz.
• Discuss the approaches of Clausewitz.
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Homework: assigned readings, Nye&Welch, 2013, pp. 33-65, for next class session. |
4) |
• List and define modern theories on conflict.
• Explain the level of analysis problem in international relations and its importance for analyzing conflicts.
• Compare modern intellectuals in respect of historical events.
• Analyze the difference between modern and classical approaches.
• Introduce the World Wars and their effects on theoretical approaches on conflict.
• Analyze realist approach on conflict in the light of the premises of Kenneth Waltz, E.H.Carr and Robert Gilpin.
• State Marxist approach on conflict in the light of the premises of Lenin and Kautsky.
• Recognize the liberal approach on conflict in the light of the premises of Keohane&Nye, Doyle and Rosecrance.
• Compare realist, liberal and Marxist approaches.
• Explain level of analysis problem and how it can be used in conflict analysis.
• Discuss which one of the theories is more effective to understand the resources of conflicts and the mechanisms to solve them.
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Homework: assigned reading from Nye&Welch, 2013, pp. 71-173, for next class session.
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5) |
• Define the reasons of WWI.
• Evaluate the reasons which were failed to avoid WWII.
• State political dynamics of WWII.
• Analyze the transformation from massive wars to limited conflicts.
• Question the role of peace missions in context of stopping contemporary conflicts.
• Compare current conflicts with XX. Century conflicts.
• Illustrate the conditions and development of WWI.
• Determine the failure of interwar periods affords by avoiding new conflicts and WWII.
• Explain the conditions and developments of WWII.
• Compare the differences and similarities in terms of periods and regions.
• Demonstrate the transformation process from massive wars to contemporary conflicts in terms of field and time.
• State the peace missions and their functions to stopping contemporary conflicts.
• Discuss the success of UN on controling conflict processes.
• Discuss the transformation process of conflicts and reflections of international society to this transformation.
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Homework: assigned reading from Nye&Welch, 2013, pp. 181-268, for next class session. |
6) |
• Explain the importance of international stability.
• Evaluate the role UN in context of steps to conflict.
• State the importance of negotiations for conflict resolution.
• Describe how negotiation processes works.
• Compare different negotiation models.
• Discuss the effect and importance of moderation by conflict resolution process.
• Explain Hedley Bull’s debate ‘order and justice’ in respect of international stability.
• Evaluate UN’s role in conflicts considering peace missions, sanctions and UNSC resolutions.
• Compare bilateral and multilateral negotiations.
• Analyze negotiation processes.
• Discuss the role and function of moderators in conflict resolution processes.
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Homework: Students will be expected to examine the link http://www.cfr.org/global/global-conflict-tracker/p32137#!/ for the class next to mid-term exam. |
7) |
• Evaluate students via Midterm
• Explain the primary resources of conflict.
• Examine different perspectives to conflict in the light of classical thinkers.
• Explain the level of analysis problem in international relations and its importance for analyzing conflicts.
• Compare current conflicts with XX. Century conflicts.
• Evaluate the role UN in context of steps to conflict.
• Midterm Exam
• Evaluate students’ comprehension of the material via midterm exam
• Explain the political inputs which create the dynamics of international conflict.
• Explain the importance of Napoleon Wars and its effect to Clausewitz.
• Explain level of analysis problem and how it can be used in conflict analysis.
• Compare the differences and similarities in terms of periods and regions.
• Discuss the role and function of moderators in conflict resolution processes.
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8) |
• Explain different conflicts in Europe
• Compare the conflicts in Europe
• Discuss the distinctive resources of Europe’s conflicts.
• Evaluate which level of analysis is more useful to display the dynamics of conflicts in Europe.
• Discuss which IR theory is more successful to explain the dynamics of the conflicts in Europe.
• Explain the conflict in Cyprus.
• Recognize the conflict in former Yugoslavia.
• Analyze the conflict resolution in Yugoslavia.
• State the role of UN peace mission in Cyprus.
• Evaluate the negotiation process on Cyprus.
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Students will be expected to examine the link http://www.cfr.org/global/global-conflict-tracker/p32137#!/ for next class. |
9) |
• Explain different conflicts in America.
• Compare the conflicts in America.
• Discuss the distinctive resources of America’s conflicts.
• Evaluate which level of analysis is more useful to display the dynamics of conflicts in America.
• Discuss which IR theory is more successful to explain the dynamics of the conflicts in America.
• Illustrate the conflict by Cubean Missle Crisis.
• Recognize the conflict in Nicaragua.
• Analyze the conflict resolution in Cuba Crisis.
• State the role of bilateral commuication in Cuba Crisis.
• Evaluate the conflict resolution process in Nicharagua.
• Discuss the importance of conflict resolution in Cubean Crisis.
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Students will be expected to examine the link http://www.cfr.org/global/global-conflict-tracker/p32137#!/ for next class. |
10) |
• Explain different conflicts in Asia.
• Compare the conflicts in Asia.
• Discuss the distinctive resources of Asia’s conflicts.
• Evaluate which level of analysis is more useful to display the dynamics of conflicts in Asia.
• Discuss which IR theory is more successful to explain the dynamics of the conflicts in Asia.
• Explain the Vietnam War.
• Recognize the conflict in Korea.
• Analyze the further conflicts affected by Vietnam War.
• State the effect of Korean conflict on international stability.
• Evaluate the negotiations on Korea.
• Discuss the reconciliation processes in Vietnam War and post-Vietnam conflicts.
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Students will be expected to examine the link http://www.cfr.org/global/global-conflict-tracker/p32137#!/ for next class. |
11) |
• Explain different conflicts in Africa.
• Compare the conflicts in Africa.
• Discuss the distinctive resources of Africa’s conflicts.
• Evaluate which level of analysis is more useful to display the dynamics of conflicts in Africa.
• Discuss which IR theory is more successful to explain the dynamics of the conflicts in Africa.
• Illustrate the conflict in Rwanda.
• Recognize the conflict in Sierra Lione
• Analyze the conflict resolution in Rwanda.
• Evaluate the conflict resolution process in Rwanda.
• Discuss the conflict resolution in Sierra Lione.
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Students will be expected to examine the link http://www.cfr.org/global/global-conflict-tracker/p32137#!/ for next class. |
12) |
• Explain different conflicts in Caucasus.
• Compare the conflicts in Caucasus.
• Discuss the distinctive resources of Causcasus’s conflicts.
• Evaluate which level of analysis is more useful to display the dynamics of conflicts in Caucasus.
• Discuss which IR theory is more successful to explain the dynamics of the conflicts in Caucasus.
• Describe the Nagorno-Karabagh conflict.
• Explain the conflict in Checnya.
• Discuss the effect of Nagorno-Karabagh conflict on regional and international stability
• Analyze the further conflicts affected by Checnya Conflict.
• Discuss the conflict resolution process of Checnya.
• Discuss the conflict resolution process of Nagorno Karabagh.
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Students will be expected to examine the link |
13) |
• Explain different conflicts in Middle East.
• Compare the conflicts in Middle East.
• Discuss the distinctive resources of Middle East’s conflicts.
• Evaluate which level of analysis is more useful to display the dynamics of conflicts in Middle East.
• Discuss which IR theory is more successful to explain the dynamics of the conflicts in Middle East.
• Illustrate the Palestine-Israel conflict.
• Explain the conflict in Lebanon.
• Analyze the negotiation process by Palestine-Israel conflict.
• Evaluate the moderation mechanisms in Palestine-Israel conflict.
• Discuss the success of negotiations and moderation in Palestine-Israel conflict.
• Criticize the conflict resolution in Lebanon Crisis.
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14) |
• Discuss the distinctive resources of Europe’s conflicts.
• Explain different conflicts in America.
• Evaluate which level of analysis is more useful to display the dynamics of conflicts in Asia.
• Compare the conflicts in Africa.
• Discuss which IR theory is more successful to explain the dynamics of the conflicts in Caucasus.
• Discuss the distinctive resources of Middle East’s conflicts.
• State the role of UN peace mission in Cyprus.
• Explain the role of bilateral commuication in Cuba Crisis.
• State the effect of Korean conflict on international stability.
• Analyze the conflict resolution in Rwanda.
• Discuss the effect of Nagorno-Karabagh conflict on regional and international stability
• Examine the negotiation process by Palestine-Israel conflict.
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15) |
• Evaluate students via final exam
• Examine different perspectives to conflict in the light of classical thinkers.
• Question the role of peace missions in context of stopping contemporary conflicts.
• Discuss the effect and importance of moderation by conflict resolution process.
• Discuss which IR theory is more successful to explain the dynamics of the conflicts in Europe.
• Evaluate which level of analysis is more useful to display the dynamics of conflicts in Middle East.
• Evaluate students via final exam
• Classify the political systems of the modern states which became a part of conflict.
• Discuss which one of the theories is more effective to understand the resources of conflicts and the mechanisms to solve them
• Evaluate UN’s role in conflicts considering peace missions, sanctions and UNSC resolutions.
• State the role of UN peace mission in Cyprus.
• Discuss the success of negotiations and moderation in Palestine-Israel conflict.
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Program Outcomes |
Level of Contribution |
1) |
He/she has in-depth information required by the legal, social and environmental framework in which all transportation operations, especially aviation, are involved. |
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2) |
He/she has advanced theoretical and practical knowledge, supported by books, equipment and other sources containing up-to-date information on air transportation / logistics. |
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3) |
He/she has sufficient knowledge for the technical aspects of air transportation and logistics. |
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4) |
He/she has sufficient legal knowledge on basic issues related to international trade and business. |
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5) |
He/she uses theoretical and practical knowledge in aviation business management, logistics, transportation and business management solutions together. |
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6) |
He/she uses theoretical and applied knowledge in mathematics, science and transportation together to solve operational problems. |
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7) |
He/she identifies, defines, formulates and solves basic problems related to the field of air transportation / logistics. For this purpose, he/she selects and applies appropriate analytical methods and modeling techniques. |
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8) |
He/she analyzes a system, system component or process and designs it under realistic constraints to meet desired requirements; applies modern design methods accordingly. |
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9) |
He/she selects and uses modern and technical tools required for basic applications in air transportation / logistics. |
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10) |
He/she independently conducts a comprehensive advanced level study in air transportation / logistics. |
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11) |
He/she accesses information by doing research, uses databases and other information resources. |
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12) |
He/she works effectively in multidisciplinary teams and takes responsibility. |
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13) |
He/she plans project development studies in the field and manages related activities. |
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14) |
He/she organizes, plans and directs teamwork in air transportation / logistics related comprehensive projects. |
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15) |
With the awareness of the necessity of life-long learning, he/she follows science and technology developments in aviation management, logistics and transportation and renews himself/herself constantly. He/she also evaluates the knowledge / skills acquired in the field with a critical thinking. |
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16) |
He/she works individually and in multi-disciplinary teams in aviation management, national and international transportation and logistics environments both in theoretical and applied fields. |
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17) |
He/she selects and uses modern and technical tools necessary for air transport / logistics applications. |
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18) |
He/she communicates effectively with relevant people and institutions, being aware of the universal and social effects of applications and solutions in the aviation field. |
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19) |
He/she develops solutions to problems and shares his ideas in writing and verbally, supporting them with quantitative and qualitative data. |
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20) |
He/she has a comprehensive understanding about management of aviation companies, safety and security issues in aviation, air law, airport operations and technical aspects of aviation specific applications. |
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21) |
He/she is aware of the aviation principles and values. He/she has professional and ethical responsibility. |
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