ECTS - Security, Espionage and Intelligence History
Security, Espionage and Intelligence History (HUM105) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Security, Espionage and Intelligence History | HUM105 | General Elective | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer. |
| Course Lecturer(s) |
|
| Course Objectives | With globalization, the security needs of states, institutions and organizations and the areas of intelligence influence, interest and responsibility have diversified and expanded. The course aims to evaluate this diversification and expansion through historical sources and the changing security policies of countries within the framework of espionage and intelligence histories through exemplary historical figures. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | The historical development of the concept of security, security problems and threats that differ according to periods, according to a new (critical) understanding; the restructuring of the transformation of espionage and intelligence activities in the history of the world and especially Turkey with globalization. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Security Concept and Historical Development Stages | Barry Buzan, Ole Wæver, Jaap De Wilde, Security: A New Framework for Analysis, Lynne Rienner Publishers Inc, USA, 1997. |
| 2 | Security Threats I (Pre-Cold War) | Barry Buzan, The Evolution of International Security Studies, Cambridge Publications, England, 2009. |
| 3 | Security Threats II (Cold War Period 1947-1991) | Barry Buzan, The Evolution of International Security Studies, Cambridge Publications, England, 2009. |
| 4 | Security Threats III: The Post-Cold War New (Critical) Security Agenda | Barry Buzan, The Evolution of International Security Studies, Cambridge Publications, England, 2009. |
| 5 | New (Critical) Security Studies: Changing Concepts of Security from Traditional Constructivism to the Copenhagen School | Barry Buzan, Ole Wæver, Jaap De Wilde, Security: A New Framework for Analysis, Lynne Rienner Publishers Inc, USA, 1997. |
| 6 | Historical Development Stages of Espionage and Intelligence | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. |
| 7 | Midterm | |
| 8 | Turkish Intelligence History: From Pre-Islamic to the National Struggle Period | İsmail H. Demircioğlu, Ahmet ÖZCAN, Namık ÇENCEN, Yücel YİĞİT, History of Turkish Intelligence, Yeditepe Publishing House, Istanbul, 2021. Kenan Karataş, History of Turkish Intelligence and Espionage, En Kitap Publishing House, Istanbul, 2020. |
| 9 | Intelligence of Tsarist Russia: Ivan the Terrible (1565-1572) and the Oprichnina Organization | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. (Reading) |
| 10 | British Intelligence: Sir Francis Walsingham (1532-1590) and Oliver Cromwell (1599-1658) | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. (Reading) |
| 11 | Intelligence of the Kingdom of France: Napoleon Bonaparte (1769-1821) and Joseph Fouche (1759-1820) | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. Stephan Zweig, Joseph Fouché: Portrait of a Politician, Doğu Batı Publications, Ankara, 2020. |
| 12 | Imperial German Intelligence and Margaretta Zelle/Mata Hari (1876-1917) | Christopher Andrew, The Hidden World, World Intelligence History, Kronik Book, Istanbul, 2022. (Reading) |
| 13 | The World Today: Social Media and Open Source Intelligence | Mücahit Özdoğan, Intelligence, Security and Terrorism Dimensions of Globalization, Gazi Publishing House, Ankara, 2016. Erol Başaran Bural, Social Media Intelligence: A New Dimension in Open Source Intelligence, Yeditepe Academy, Istanbul, 2021. |
| 14 | Turkey's Basic Security Problems and Securitization Practices in Turkish Foreign Policy | Yves Lacoste, Understanding the Big Game, NTV Broadcasts, Istanbul, 2007. |
| 15 | General Revision | Sait Yılmaz, Security and Intelligence in the 21st Century, Milenyum Publications, Istanbul, 2007. |
| 16 | Final Exam | The questions prepared by the course instructor. |
Sources
| Course Book | 1. 1. Barry Buzan, Ole Wæver, Jaap De Wilde, Security: A New Framework for Analysis, Lynne Rienner Publishers Inc, ABD, 1997. |
|---|---|
| 2. 2. Barry Buzan, The Evolution of International Security Studies, Cambridge Yayınları, İngiltere, 2009. | |
| 3. 3. Christopher Andrew, Gizli Dünya, Dünya İstihbarat Tarihi, Kronik Kitap, İstanbul, 2022. | |
| 4. 4. Erol Başaran Bural, Sosyal Medya İstihbaratı: Açık Kaynak İstihbaratında Yeni Bir Boyut, Yeditepe Akademi, İstanbul, 2021. | |
| 5. 5. İsmail H. Demircioğlu, Ahmet ÖZCAN, Namık ÇENCEN, Yücel YİĞİT, Türk İstihbarat Tarihi, Yeditepe Yayınevi, İstanbul, 2021. | |
| 6. 6. Mücahit Özdoğan, Küreselleşmenin İstihbarat, Güvenlik ve Terör Boyutu, Gazi Kitabevi, Ankara, 2016. | |
| 7. 7. Kenan Karataş, Türk İstihbarat ve Espiyonaj Tarihi, En Kitap Yayınevi, İstanbul, 2020. | |
| 8. 8. Sait Yılmaz, 21. Yüzyılda Güvenlik ve İstihbarat, Milenyum Yayınları, İstanbul, 2007. | |
| 9. 9. Stephan Zweig, Joseph Fouché: Bir Politikacının Portresi, Doğu Batı Yayınları, Ankara, 2020. | |
| 10. 10. Yves Lacoste, Büyük Oyunu Anlamak, NTV Yayınları, İstanbul, 2007. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 50 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Integrates and utilizes the information, skills, and approaches obtained from basic, clinical, and medical sciences, behavioral sciences, and social sciences when offering healthcare services. | |||||
| 2 | Offers healthcare services to patients with a biopsychosocial approach where the sociodemographic and sociocultural backgrounds of these individuals are taken into consideration, focusing on the universal human values, ethical principles, and professional duties; without exercising discrimination on the basis of language, religion, race, or sex. | |||||
| 3 | Aims to protect, improve, and develop individual and public health when offering healthcare services. | |||||
| 4 | Performs the necessary studies in sustaining and improving health, taking into the individual, public, social, and environmental factors to affect it. | |||||
| 5 | Trains healthy individuals/ patients, their relatives, and other healthcare workers in healthcare upon determining the features, requirements, and expectations of their target audience. | |||||
| 6 | Exercises a safe, rational, and effective approach in the procedures of prevention, diagnosis, treatment, follow-up, and rehabilitation; while offering healthcare services. | |||||
| 7 | Implements interventional and/or non-interventional practices in a way that is safe and effective for patients during the procedures of diagnosis, treatment, follow-up, and rehabilitation. | |||||
| 8 | Offers healthcare services taking into account the health and safety of patients and employees. | |||||
| 9 | Takes the regional and global changes in physical and socioeconomic settings to affect health, as well as the changes in the individual features and behaviors of patients referring to them into account, while offering healthcare. | |||||
| 10 | Takes the good medical practices into account while performing their duties. | |||||
| 11 | Undertakes the tasks and duties within the framework of their professional ethical rules, as well as their legal rights and duties. | |||||
| 12 | Stands for the improvements in the manner in which healthcare services are offered, taking into account the concepts of social reliability and social duty, in an effort to protect and improve individual and public health. | |||||
| 13 | Evaluates the effects of health policies and healthcare practices on public health indicators, and, where required, amends their evaluation on the grounds of scientific and social needs; in an effort to help improve the quality of healthcare services. | |||||
| 14 | Leads their healthcare team while offering healthcare services, in a participative, and collaborative manner. | |||||
| 15 | Establishes positive relationships within their healthcare team; and where needed, easily adapts to various positions among their team. | |||||
| 16 | Exercises effective communication with patients, the relatives of patients, healthcare professionals, and groups from other professions, as well as institutions and organizations. | |||||
| 17 | Plans and conducts scientific studies on the society to which they serve, and use the results of these, or those from other studies, to benefit the society. | |||||
| 18 | Accesses the current literature on their profession, and evaluates them with a critical approach. | |||||
| 19 | Chooses the correct sources of learning to improve the healthcare services that they offer, and regulates their own learning process. | |||||
| 20 | Demonstrates the skills of obtaining and evaluating new information, integrating newer pieces of information with their current ones, as well as adapting to changing conditions throughout their professional life. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 3 | 42 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 6 | 6 |
| Total Workload | 100 | ||