|
Week
|
Topics
|
Study Metarials
|
|
1
|
Current status and future of the herbs as a source of food
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
2
|
Which parts of wild plants are to be benefited, the time and way of the utilization
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
3
|
Traditional dishes and drinks
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
4
|
Folkloric compilations and cookbooks
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
5
|
Some drawbacks of use patterns of wild plants
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
6
|
Some assembly work maden about the wild plants as nutrient
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
7
|
Food and drinks with the help of wild plants
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
8
|
Latin and local names and usage patterns of soups, salads, kebabs, meatballs, wrapping/dolma, pie, rice and roasting species used
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
9
|
Latin and local names and usage patterns of bread, muffins, pita bread, flatbread,cacık, pickles, yogurt, yeast, cheese, compote, stewed fruit, jam, marmalade and sherbet species used
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
10
|
Latin and local names and usage patterns tarhana, syrup, molasses, dried fruit pulp, ice cream, ashura and halva as species
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
11
|
Plants used in order to get smell and taste
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
12
|
Showing some wild plants with the help of color atlas of Turkey
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
13
|
The fruitand seeds of plants to be eaten.
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
14
|
Edible mushrooms of Turkey
|
Students should read the related chapters in course book, re-analyze previous chapters and search for internet resources related to the current chapter before coming to classroom.
|
|
Prerequisites
|
None
|
|
Language of Instruction
|
Turkish
|
|
Responsible
|
Assistant Professor Serhat URSAVAŞ
|
|
Instructors
|
-
|
|
Assistants
|
Research Assistant Gamze ERTUĞRUL
|
|
Resources
|
1. Tuzlacı, E., (2011). Türkiye’nin Yabani Besin Bitkileri ve ot yemekleri. Alfa Yayınları, Melisa Matbaacılık. İstanbul.
|
|
Supplementary Book
|
1. Konuyla ilgili yayınlanmış çeşitli derleme ve makaleler.
|
|
Goals
|
In Turkey, the wild plants as a food source utilized by the people, their Latin and local names,which partor parts, in what way, for what purposeitis used;to provide knowledge about.
|
|
Content
|
Discusses the how to use wild plants and for what purpose, parts of wild plants utilized, folkloric food and drinks made from wild plants, utilized as a wild plant species, latin and local names, discusses usage patterns
|
|
Program Learning Outcomes |
Level of Contribution |
|
1
|
Must learn the methods of both improving the basic sciences and engineering knowledge and obtaining new knowledges at a level of expertise
|
4
|
|
2
|
Must be able to design, develop, and apply methods and experiments at advanced level to solve forestry problems, and analyses and interpret their results
|
1
|
|
3
|
Must be able to provide solutions for the country?s forestry and environmental problems by considering global, public and ecosystem conditions
|
4
|
|
4
|
Must be able to setup interdisciplinary approach to reach an advanced solution for forestry problems
|
1
|
|
5
|
Must be able to act in an advanced level of professional ethics and responsibility during the identification and resolution of problems encountered in forestry
|
1
|
|
6
|
Must be able to do the task in a single or multi-disciplinary working groups, and be able to show effective communication
|
5
|
|
7
|
Must have the ability to effective use of both information technologies and a foreign language at an advanced level
|
4
|
|
8
|
Must be able to describe, foresee and solve the current problems in the fields of forestry and other related problems at advanced level brought by current global developments
|
1
|
|
9
|
Must be able to use the tools and techniques required for forestry applications at an advanced level
|
1
|
|
10
|
Must be able to think, interpret, analyse and synthesize forestry practices at an advanced level by using a three dimensional perspective
|
1
|
|
11
|
Must be able to research and survey any kinds of natural resources and event, and write advanced reliable reports by using the achieved findings
|
4
|
|
12
|
Must be able to understand the necessity of life-long learning at an advanced level, and to be able to use the methods that keeps obtained knowledge up date
|
4
|