ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| Business Administration (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | HEM207 | ||||||||
| Course Name: | Sexual Health / Reproductive Health | ||||||||
| Course Semester: | Spring | ||||||||
| Course Credits: |
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| Language of instruction: | TR | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | Common Pool | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Dr.Öğr.Üyesi ÖZLEM ÇİFTÇİ | ||||||||
| Course Lecturer(s): |
Dr.Öğr.Üyesi ÖZLEM ÇİFTÇİ |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | The purpose of this course is to examine reproductive health issues, programs, services, and policies in developed and developing countries. The course content will emphasize social, economic, environmental, behavioral, and political factors that affect family planning, reproductive health, fertility, and pregnancy outcome. The course will have three areas of focus: (1) interventions and programs to improve reproductive health; (2) the measurement and interpretation of reproductive indices (within nations and globally); and (3) policies that affect reproductive health (with an emphasis on global policies and funding). |
| Course Content: | • Overview of global reproductive health: assessment, assurance, and advocacy • Special populations (with a focus on stigma and its affect on reproductive health) and surveillance • Environmental concerns and global reproductive health • Sexually transmitted infections, HIV/AIDS, and cervical cancer: prevention, control, and treatment variations internationally • Abortion (medical and surgical) and unintended pregnancy • Safe motherhood and fetal origins of adult disease • Adolescent reproductive and sexual health: indices and trends related to health promotion and outcomes internationally • Presentation of seminars |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | • Overview of global reproductive health: assessment, assurance, and advocacy | |
| 1) | • MID-TERM | |
| 2) | • Special populations (with a focus on stigma and its affect on reproductive health) and surveillance | |
| 3) | • Environmental concerns and global reproductive health | |
| 4) | • International variations in approaches to family planning | |
| 5) | • Sexually transmitted infections, HIV/AIDS, and cervical cancer: prevention, control, and treatment variations internationally | |
| 6) | • Abortion (medical and surgical) and unintended pregnancy | |
| 7) | • Safe motherhood and fetal origins of adult disease | |
| 8) | • Adolescent reproductive and sexual health: indices and trends related to health promotion and outcomes internationally | |
| 9) | • In women and men sexual function and disorders | |
| 11) | • Presentation of seminars | |
| 12) | • Presentation of seminars | |
| 13) | • Presentation of seminars | |
| 14) | • Presentation of seminars | |
| 15) | FINAL EXAM |
Sources
| Course Notes / Textbooks: | • Anderson, B. (2005). Reproductive Health: Women and Men's Shared Responsibility. Jones and Bartlett Publishers. ISBN: 0-7637-2888-x. • Wingood, G.M., DiClemente, R.J (2002). Handbook of Women’s Sexual and Reproductive Health. ISBN: 978-1-4613-5196-2. |
| References: | • Ezeh AC, Bongaarts J, Mberu B. Global population trends and policy options. Lancet 2012;380(9837):142–148. • Hsu J, Berman P, Mills A. Reproductive health priorities: evidence from a resource tracking analysis of official development assistance in 2009 and 2010. Lancet 2013;381(9879):1772-1782. • McCoy D, Chand S, Sridhar D. Global health funding: how much, where it comes from and where it goes. Health Policy and Planning 2009;24(6):407–17. • McKee M, Stuckler D, Basu S. Where there is no health research: what can be done to fill the global gaps in health research? PLoS Medicine 2012;9(4):e1001209. • Smith-Oka V. Unintended consequences: exploring the tensions between development programs and indigenous women in Mexico in the context of reproductive health. Social Science & Medicine 2009;68(11):2069–77. • Stenson AL, Kapungu CT, Geller SE, Miller S. Navigating the challenges of global reproductive health research. Journal of Women’s Health 2010;19(11):2101–2107. • Castillo-Salgado C. Trends and directions of global public health surveillance. Epidemiologic Reviews 2010;32(1):93–109. • Connell R. Gender, health and theory: conceptualizing the issue, in local and world perspective. Social Science & Medicine 2012;74(11):1675–83. • Blanc AK. 2001. The effect of power in sexual relationships on sexual and reproductive health: • an examination of the evidence. Studies in Family Planning, Volume 32, Issue 3, pages 189-213, September 2001 • Dudgeon MR, Inhorn MC. Men's influences on women's reproductive health: medical anthropological perspectives. Social Science & Medicine, Volume 59, Issue 7, October 2004, Pages 1379-1395 |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
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|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | |||||||||
| 1) Explain the essential body of knowledge in the area of business administration, including evolution of the discipline, the state-of-the-art concepts, scientific methodology, theories and models | |||||||||
| 2) Employ the appropriate tools and analytical techniques to collect and analyze quantitative and qualitative data in the related areas, interpret results and propose solutions | |||||||||
| 3) Recognize the importance of technological development, especially in information technologies, and utilize them in business administration | |||||||||
| 4) Evaluate the body of knowledge in the dynamic business world and business functional areas to asses needs, manage and lead change by using critical and innovative thinking | |||||||||
| 5) Discover and create entrepreneurial opportunities and expertise to successfully establish and develop their own ventures | |||||||||
| 6) Fulfill their responsibility in teamwork and projects in businesses, and act as a leader | |||||||||
| 7) Communicate in written and oral English with people from diverse backgrounds, and have the English proficiency to follow and interpret the global dynamics in the areas of business administration | |||||||||
| 8) Recognize individual and multi-cultural diversity, and can emphatically interact with individuals from diverse cultural backgrounds in social and professional settings | |||||||||
| 9) Identify standards of personal, professional, social and business ethics, evaluate the ethical implications of various practices in the related areas, and be aware the importance of ethical behavior in adding value to the society | |||||||||
| 10) Recognize interrelationship among business and other disciplines, and relate knowledge from diverse areas to formulate novel solutions in the area of business administration | |||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Explain the essential body of knowledge in the area of business administration, including evolution of the discipline, the state-of-the-art concepts, scientific methodology, theories and models | |
| 2) | Employ the appropriate tools and analytical techniques to collect and analyze quantitative and qualitative data in the related areas, interpret results and propose solutions | |
| 3) | Recognize the importance of technological development, especially in information technologies, and utilize them in business administration | |
| 4) | Evaluate the body of knowledge in the dynamic business world and business functional areas to asses needs, manage and lead change by using critical and innovative thinking | |
| 5) | Discover and create entrepreneurial opportunities and expertise to successfully establish and develop their own ventures | |
| 6) | Fulfill their responsibility in teamwork and projects in businesses, and act as a leader | |
| 7) | Communicate in written and oral English with people from diverse backgrounds, and have the English proficiency to follow and interpret the global dynamics in the areas of business administration | |
| 8) | Recognize individual and multi-cultural diversity, and can emphatically interact with individuals from diverse cultural backgrounds in social and professional settings | |
| 9) | Identify standards of personal, professional, social and business ethics, evaluate the ethical implications of various practices in the related areas, and be aware the importance of ethical behavior in adding value to the society | |
| 10) | Recognize interrelationship among business and other disciplines, and relate knowledge from diverse areas to formulate novel solutions in the area of business administration |
Learning Activity and Teaching Methods
| Expression | |
| Brainstorming/ Six tihnking hats | |
| Individual study and homework | |
| Lesson | |
| Group study and homework |
Assessment & Grading Methods and Criteria
| Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
| Homework |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 50 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Presentations / Seminar | 1 | 24 | 24 |
| Midterms | 1 | 48 | 48 |
| Final | 1 | 48 | 48 |
| Total Workload | 120 | ||