KIUS
English


INTERNATIONAL RELATIONS (ENGLISH) PROGRAMME
COURSE DESCRIPTION
Name of the Course Unit Code Year Semester In-Class Hours (T+P) Credit ECTS Credit
INTERNATIONAL SECURITY ISSUES INR406 4 8 3+0 3.0 6.0


Objectives and Contents
Objectives of the Course Unit Definition of the Content of the Syllabus and Course Targets: The provision of security and international security has been of great importance not only for individual states but also for the international organizations. States and international institutions have been developing several policy initiatives in order to ensure local security and external security by the implementation of various hard means and soft means. In this course, this framework of international security issues will be thoroughly elaborated by taking into consideration several specific case studies such as Ukraine, Karabakh, migration, nuclear programs of Iran and North Korea and so on. By this course, it is targeted that at the end of the course, the students will be able to gain visibility and clear understanding of the world’s most noteworthy international security issues in the 21st century. Therefore, it is also expected from students to study the current and probable state of affairs of these subjects. Course Objectives: 1. To familiarize students the theoretical framework and fundamental paradigms in terms of international security matters in the 21st century through a timeline of the discussed issue. 2. To gain the research capability of the discussed subject through learning the accurate literature review. 3. To recognize what are the significant international security matters that the states as well as the international organizations have been dealing with. 4. To gain the right and in-depth knowledge on each discussed case study. 5. To evaluate current and probable outcomes of each discussed case study through various upto-date literature and by taking into consideration all the views of the related parties. 6. To comprehend the impacts of each case study over the relations between states and international organizations as well as their effects on the international security.
Contents of the Course Unit 1 Introduction of the Course 2Defining The Fundamental Parameters of International Security in the 21st Century 3 Case Study 1: The Ukraine Crisis 4 Case Study 2: The Syria Crisis 5 Case Study 3: The Nagorno-Karabakh Question 6 Case Study 4: The Nuclear Programme of Islamic Republic of Iran 7 Case Study 5: The Nuclear Programme of Democratic People’s of North Korea 8 Case Study 6: Myanmar Question 9 Mid-term Examination 10 Case Study 7: International Migration 11Case Study 8: Disarmament 12 Second Assessment: Submission and Presentation of An Academic Paper’s Analysis 13 Case Study 9: Climate Change 14 Case 10: International Integration and COVID-19 Pandemi 15 Course Revision
Contribution of the Course Intending to Provide the Professional Education Learning Objectives: 1. The conceptualization of international security: its theoretical framework, the fundamental components. How do the major international relations theories approach the ingredients of international security? 2. The international security issues for modern nation-states as well as the addressing of international security matters by international institutions 3. Scrutinize the significant parts and players of international security issues. 4. Study in detail the selected case studies with regard to international security questions. 5. The fundamental determinants of a country’s trade position are its saving and investment decisions. To define the approaches of parties to the international security issues as well as how the international organizations try to handle those security matters. 6. Identify in depth historical roots, causes, existing and probable selected each case studies via benefiting from comprehensive literature review. 7. Describe and comprehend at least one international security issue by preparing a research paper that is compatible with the academic ethics.

EBS : Kıbrıs İlim Üniversitesi Eğitim Öğretim Bilgi Sistemi Kıbrıs İlim Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Cyprus Science University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.