Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | ITRD301 | ||||||||
Course Name: | International Trade Models | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR-EN | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department/Faculty/University | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Assoc. Prof. BÜLENT HOCA | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi SEDA KEKLİK Prof. Dr. AYLİN SOYDAN |
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Course Assistants: |
Course Objectives: | The purpose of this course is to prepare students to be managers for the increasingly competitive international trade world. The emphasis of this course will be on concepts and models of international trade. Students can define and explain these models and related concepts of international finance such as balance of payments, current account, foreign-exchange market. |
Course Content: | At the end of this course the student will be able to: • Identify the characteristics of world trade • Recall, explain and compare main theories of trade • Recall, explain and compare implications of trade theories and their relation to ethics • Define and explain the concepts and theories of balance of payments • List and describe foreign exchange markets and monetary systems. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | • Syllabus. • Illustrate the questions that international economists study. • Describe the characteristics of national economies. • List the major exporting and importing countries. • Explain the direction of international trade | |
2) | • Understand the methodological preliminaries. • Explain the general equilibrium model. • List the assumptions of the autarky model. • Understand the solution of the model. | |
3) | • Explain the historical conditions of mercantilism. • Explain the critique of mercantilism. • Explain absolute advantage as a basis for trade. • Illustrate absolute advantage theory. • Discuss gains from trade. | |
4) | • Explain comparative advantage as a basis for trade. • Illustrate comparative advantage theory. • Illustrate the general equilibrium solution of the classical model. • Discuss gains from trade. | |
5) | • Understand the basic assumptions of Hecksher-Ohlin (HO) Model. • Define factor endowment and factor intensity. • Explain the HO Theorem. • Illustrate the equilibrium in the HO Model | |
6) | • List new HO theorems. • Understand Rybczynski theorem. • Explain factor price equalization theorem. • Describe the Stolper-Samuelson theorem. | |
7) | • List the tests of the HO model. • Define the input-output table • Summarize the Leontief paradox. • Discuss the implications of the Leontief paradox. | |
8) | • Explain product cycle theory • Define intra-industry trade. • Define internal and external economies of scale. • Explain the New Trade Theory. | |
9) | • Explain the direction of international trade • Explain absolute advantage as a basis for trade. • Explain comparative advantage as a basis for trade. • Understand Rybczynski theorem. • Explain factor price equalization theorem. • Describe the Stolper-Samuelson theorem. • Summarize the Leontief paradox. • Define intra-industry trade and market imperfections like economies of scale • Explain the New Trade Theory. | |
10) | • Define BOP Accounting. • List the current account entries. • Describe the measures of the current account. • Calculate the current account balances. | |
11) | • List the financial account entries. • Define different types of capital flows. • Compare different types of capital flows. • Define the relation between current account, financial account and international reserves. | |
12) | • List and explain the reasons for holding foreign exchange. • Describe the foreign-exchange market. • Define spot market. • Describe forward market. • Define futures market. | |
13) | • Explain the changes of foreign exchange in different foreign exchange regimes. • Discuss the effects of changes in foreign exchange rate on current account balance. • Define the Marshall-Lerner condition • Explain the exchange rate pass-through. | |
14) | • Explain the elasticities approach to the current account. • Define elasticities and J curves. • Describe the evidence from devaluations. • Explain the absorption approach. | |
15) | • Final Exam • Explain absolute advantage, comparative advantage and factor endowment. • Define intra-industry trade and market imperfections like economies of scale. • Explain the New Trade Theory. • List the current account and financial account entries. • Describe the measures of the BOP. • Define the types of foreign-exchange market. • Explain the theories of current account. |
Course Notes / Textbooks: | Uluslararası İktisat Yazar: Halil Seyidoğlu Yayıncı: Güzem Can Yayınları, 20.Baskı, 2015 ISBN: 975-7516-10-4 |
References: | yok |
Learning Outcomes | 1 |
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Program Outcomes | |||||||||||
1) Have knowledge of children's development, learning characteristics and difficulties. | |||||||||||
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |||||||||||
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |||||||||||
4) In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |||||||||||
5) In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |||||||||||
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |||||||||||
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |||||||||||
8) Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |||||||||||
9) It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |||||||||||
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |||||||||||
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |||||||||||
12) Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Have knowledge of children's development, learning characteristics and difficulties. | |
2) | It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |
3) | It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |
4) | In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |
5) | In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |
6) | Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |
7) | Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |
8) | Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |
9) | It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |
10) | Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |
11) | Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |
12) | Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
Field Study | |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Reading | |
Homework | |
Problem Solving | |
Q&A / Discussion | |
Case Study |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Observation |
Semester Requirements | Number of Activities | Level of Contribution |
Quizzes | 1 | % 30 |
Midterms | 1 | % 30 |
Final | 1 | % 40 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 15 | 45 |
Study Hours Out of Class | 15 | 90 |
Midterms | 1 | 12 |
Final | 1 | 21 |
Total Workload | 168 |