Wydział Ekonomiczny - Economics (S1)
Sylabus przedmiotu Theory of international relations:
Informacje podstawowe
| Kierunek studiów | Economics | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | licencjat | ||
| Obszary studiów | charakterystyki PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Theory of international relations | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Studiów Regionalnych i Europejskich | ||
| Nauczyciel odpowiedzialny | Piotr Nowaczyk <Piotr.Nowaczyk@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 2,0 | ECTS (formy) | 2,0 |
| Forma zaliczenia | zaliczenie | Język | polski |
| Blok obieralny | 3 | Grupa obieralna | 6 |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Mastering the knowledge of macro and microeconomics. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | knowledge and understanding by students of the basic economic categories related to international relations |
| C-2 | students' knowledge and understanding of the basic theories of international exchange |
| C-3 | students' understanding of economic mechanisms on an international scale |
| C-4 | acquire the ability to formulate general conclusions on the economic problems of the modern world |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | Pre-classical theories of international exchange | 4 |
| T-A-2 | Theory and absolute cost principle | 2 |
| T-A-3 | Comparative cost theory and principle | 2 |
| T-A-4 | Contribution of J.S. Milla and A. Marshall - Mutual Demand Law | 2 |
| T-A-5 | The theory and principle of real costs | 2 |
| T-A-6 | The theory and principle of opportunity costs | 2 |
| T-A-7 | The theory and principle of abundance of resources | 2 |
| T-A-8 | Assertions based on the theory of resource abundance | 4 |
| T-A-9 | Neo-factorial theories | 2 |
| T-A-10 | Neotechnology theories | 4 |
| T-A-11 | Demand-supply theories | 4 |
| 30 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | Participation in classes | 30 |
| A-A-2 | Preparation for classes | 12 |
| A-A-3 | Studying the literature | 10 |
| A-A-4 | Consultation | 6 |
| A-A-5 | Colloquium | 2 |
| 60 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | indication method: informative lecture |
| M-2 | Problem method: problem lecture |
| M-3 | activation methods: case method |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Evaluation of involvement and activity during classes |
| S-2 | Ocena podsumowująca: Summary evaluation: evaluation of projects prepared by students |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_O12_W01 Knows theories of international exchange | E_1A_W01, E_1A_W02, E_1A_W03, E_1A_W04, E_1A_W05 | — | C-2, C-3, C-4 | T-A-2, T-A-3, T-A-4, T-A-7, T-A-5, T-A-6, T-A-9, T-A-8, T-A-1, T-A-10 | M-1, M-2, M-3 | S-2 |
| E_1A_O12_W02 nowledge of basic economic problems | E_1A_W01, E_1A_W02, E_1A_W03, E_1A_W04, E_1A_W05 | — | C-2, C-3, C-4 | T-A-2, T-A-3, T-A-4, T-A-7, T-A-5, T-A-6, T-A-9, T-A-8, T-A-1, T-A-10 | M-1, M-2, M-3 | S-2 |
| E_1A_O12_W03 Knows the concept and methods of state interventionism | E_1A_W01, E_1A_W02, E_1A_W03, E_1A_W04 | — | C-1, C-2 | T-A-2, T-A-3, T-A-4, T-A-7, T-A-5, T-A-6, T-A-9, T-A-8, T-A-1, T-A-10 | M-1, M-2, M-3 | S-1, S-2 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_O12_U01 Is able to identify the main trends in contemporary international relations | E_1A_U21, E_1A_U01, E_1A_U02, E_1A_U03, E_1A_U04, E_1A_U05, E_1A_U08, E_1A_U09, E_1A_U11, E_1A_U12 | — | C-2, C-3, C-4 | T-A-2, T-A-3, T-A-4, T-A-7, T-A-5, T-A-6, T-A-9, T-A-8, T-A-1, T-A-10 | M-3 | S-2 |
| E_1A_O12_U02 is able to interpret economic phenomena correctly | E_1A_U01, E_1A_U02, E_1A_U03, E_1A_U04, E_1A_U05 | — | C-1, C-2, C-3, C-4 | T-A-2, T-A-3, T-A-4, T-A-7, T-A-5, T-A-6, T-A-9, T-A-8, T-A-1, T-A-10 | M-3 | S-1 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_O12_K01 The student is able to work in a group | E_1A_K02, E_1A_K05, E_1A_K08, E_1A_K09, E_1A_K01 | — | C-2, C-3, C-4 | T-A-2, T-A-3, T-A-4, T-A-7, T-A-5, T-A-6, T-A-9, T-A-8, T-A-1, T-A-10 | M-3 | S-2 |
| E_1A_O12_K02 Student shows a creative attitude in solving problems | E_1A_K02, E_1A_K03, E_1A_K05, E_1A_K08, E_1A_K09, E_1A_K01, E_1A_K07 | — | C-2, C-3, C-4 | T-A-2, T-A-3, T-A-4, T-A-7, T-A-5, T-A-6, T-A-9, T-A-8, T-A-1, T-A-10 | M-3 | S-1 |
| E_1A_O12_K03 Is aware of the importance of economic problems | E_1A_K02, E_1A_K03, E_1A_K04, E_1A_K05, E_1A_K06, E_1A_K08, E_1A_K09 | — | C-2, C-3, C-4 | T-A-2, T-A-3, T-A-4, T-A-7, T-A-5, T-A-6, T-A-9, T-A-8, T-A-1, T-A-10 | M-3 | S-2 |
| E_1A_O12_K04 Student develops sensitivity to social and economic problems. | E_1A_K09 | — | C-3, C-4 | T-A-2, T-A-3, T-A-4, T-A-7, T-A-5, T-A-6, T-A-9, T-A-8, T-A-1, T-A-10 | M-2 | S-1 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_O12_W01 Knows theories of international exchange | 2,0 | Does not know the theory of exchange |
| 3,0 | Knows the classic exchange theories | |
| 3,5 | Knows and can interpret classical theories of exchange | |
| 4,0 | He is familiar with contemporary theories of international exchange | |
| 4,5 | Knows and is able to interpret exchange theories independently | |
| 5,0 | He has a good command of international exchange theory and is able to formulate conclusions on contemporary trends on his own. | |
| E_1A_O12_W02 nowledge of basic economic problems | 2,0 | there is no knowledge of basic economic problems |
| 3,0 | has sufficient knowledge of basic economic problems | |
| 3,5 | has more than sufficient knowledge of basic economic problems | |
| 4,0 | has a good knowledge of basic economic problems | |
| 4,5 | has more than good knowledge of basic economic problems | |
| 5,0 | has a very good knowledge of basic economic problems | |
| E_1A_O12_W03 Knows the concept and methods of state interventionism | 2,0 | does not know the concept and methods of state interventionism |
| 3,0 | He knows the concept and methods of state interventionism sufficiently | |
| 3,5 | Knows the concept and methods of state interventionism more than adequately | |
| 4,0 | Knows the concept and methods of state interventionism to a good degree | |
| 4,5 | Knows the concept and methods of state interventionism to a degree more than good | |
| 5,0 | He knows the concept and methods of state interventionism to a very good degree. |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_O12_U01 Is able to identify the main trends in contemporary international relations | 2,0 | Does not know the basic trends in contemporary international relations |
| 3,0 | He has basic skills in identifying basic trends in international exchange. | |
| 3,5 | The student is able to analyze trends in the global economy, referring to the basic theories of international exchange. | |
| 4,0 | Can handle well the analysis of the current situation in international relations | |
| 4,5 | Draw conclusions from observations of current trends in relations | |
| 5,0 | Is able to analyse and draw conclusions from observations of current trends in international relations and at the same time refer to the theory of international exchange. | |
| E_1A_O12_U02 is able to interpret economic phenomena correctly | 2,0 | is unable to interpret economic phenomena correctly |
| 3,0 | is able to interpret economic phenomena correctly to a sufficient degree | |
| 3,5 | is able to interpret economic phenomena correctly to an extent that is more than sufficient | |
| 4,0 | is able to interpret economic phenomena correctly to a good degree | |
| 4,5 | is able to interpret economic phenomena correctly to an extent that is more than good | |
| 5,0 | is able to interpret economic phenomena correctly to a very good degree |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_O12_K01 The student is able to work in a group | 2,0 | Cannot work in a group |
| 3,0 | He cannot make decisions on his own. In a group, he deals with simple issues of a recreative nature. | |
| 3,5 | Involved in the work of the group despite the lack of competence to take more complex actions. | |
| 4,0 | He is an active member of the team. He participates in all stages of the team's work. | |
| 4,5 | Works independently on selected topics | |
| 5,0 | Is able to present and defend one's views | |
| E_1A_O12_K02 Student shows a creative attitude in solving problems | 2,0 | The student shows a lack of any creativity. |
| 3,0 | The student is creative to a sufficient degree. | |
| 3,5 | The student is creative in melting more than sufficient | |
| 4,0 | Student shows commitment and creativity to a good degree. | |
| 4,5 | Student shows above-average creativity in solving problems | |
| 5,0 | Student shows very good creativity in solving problems | |
| E_1A_O12_K03 Is aware of the importance of economic problems | 2,0 | Not aware of the importance of economic problems |
| 3,0 | is sufficiently aware of the importance of economic problems | |
| 3,5 | Is aware of the importance of economic problems to a degree that is more than sufficient | |
| 4,0 | Is aware of the importance of economic problems to a good degree | |
| 4,5 | Is aware of the importance of economic problems to a degree more than good | |
| 5,0 | Is aware of the importance of economic problems to a very good degree | |
| E_1A_O12_K04 Student develops sensitivity to social and economic problems. | 2,0 | Student does not develop sensitivity to social and economic problems. |
| 3,0 | The student develops a sufficient degree of sensitivity to social and economic problems. | |
| 3,5 | The student develops sensitivity to social and economic problems to a degree more than sufficient. | |
| 4,0 | Student develops sensitivity to social and economic problems to a good degree. | |
| 4,5 | The student develops sensitivity to social and economic problems to a degree more than good. | |
| 5,0 | Student develops sensitivity to social and economic problems to a very good degree. |
Literatura podstawowa
- Polan W., Intra-industry trade and competitiveness of the new EU member states, PWN, Warszawa, 2020
- Priyanka Parvathi, Ulrike Grote, and Hermann Waibel, Fair Trade and Organic Agriculture : A Winning Combination?, CAB International, Boston, 2017, Dostepność EBOOK Central
- Benoît Martimort-Asso and Sophie, Ms Thoyer, Participation for Sustainability in Trade, Taylor & Francis Group, 2007, Burlington, Dostepność EBOOK Central
Literatura dodatkowa
- Farzaneh Badiei and Milton Mueller, Digital Trade vs Cyber Nationalism, Emerald Publishing Limited, 2019, Atlanta, Dostępność EBOOK Central