Search results: 1973
Identification of various kitchen staples, food products, equipment used within the commercial food operation.This course provides students with the opportunity to manufacture processed food on a large scale under simulated industry conditions in compliance with legal requirements. Students will be involved in production runs of at least four different food products. Students will be expected to implement Good Manufacturing Practices as learned in Introduction to Food Technology and to apply quality management,food safety principles. They will also demonstrate understanding of food science and processing technology relevant to the food they make,hands-on activities require the preparation of a wide variety of recipes.
Bu ders, ekmek ve hamur işi üretiminin temellerini, kullanılan malzemeleri, teknikleri ve yöntemleri tanıtır. Öğrenciler, hamur fermantasyonu, gluten gelişimi, pişirme bilimi ve ürün değerlendirme konularında bilgi edinirler. Ders, teorik bilgiyi uygulamalı çalışmalarla birleştirerek profesyonel fırıncılık becerilerini geliştirmeyi amaçlar.
Identification of various kitchen staples, food products, equipment used within the commercial food operation.This course provides students with the opportunity to manufacture processed food on a large scale under simulated industry conditions in compliance with legal requirements. Students will be involved in production runs of at least four different food products. Students will be expected to implement Good Manufacturing Practices as learned in Introduction to Food Technology and to apply quality management,food safety principles. They will also demonstrate understanding of food science and processing technology relevant to the food they make,hands-on activities require the preparation of a wide variety of recipes.
In this course, the general structure and history of Vegetarian Cuisine are mentioned, and the materials used in Vegetarian Cuisine and applications to develop food preparation skills with these materials are made. It includes historical and cultural elements unique to Vegetarian Cuisine and food presentation and organization in harmony with these elements. vegetable protein sources, adequate and balanced diet with plant foods, vegetarian nutrition for special occasions (pregnant, elderly, children), soups in vegetarian cuisine, appetizers and snacks in vegetarian cuisine, vegetable dishes in vegetarian cuisine, adaptation of traditional recipes to vegetarian nutrition system, vegetarian in accordance with nutritional principles menu preparation, sample vegetarian menu application is taught.
- Teacher: Esat Kastambollu
Food technology is a branch of food science that addresses the production, preservation, quality control and research and development of food products.
In this course, the student will develop their butchery skills. A basic knowledge of terminology and skills is essential to get the most out of the meat you process. Butchery requires excellent technique and skill. This isn’t something you can solve intuitively, but with instruction and repetition before you begin to understand that the meat is separated from the bone, that the cuts we recognize on the plate are hidden in a piece of raw product. Students will learn how to cut the meat, how to remove it from the bones, how to clean the bones without breaking the bones, with the training they will receive on all poultry, many shelled, flat, round sea products, large and small red meat.
- Teacher: Tarkan Nevzat
This course is of introductory nature and aims to provide students with an insight into the methods and techniques used both within animation and game design. The course examines core concepts and principles of design, focusing on subjects such as harmony, contrast, balance, unity, dilemma, dominance, repetition, rhythm, analogy, and metaphor. Other design-related subjects that will be covered in the course include the composition of shapes, forms, and spaces with an emphasis on their visual expression such as light, color, texture, shade, gestalt principles of perception, figure-ground relations, orientation and formal transformations. By the end of the course, the students will gain a basic understanding of the history, types, principles, and processes involved both in animation and game design.
- Teacher: Engin AluC
The course "Drawing and Clay Modeling" offers a dynamic exploration of artistic expression using two diverse mediums: drawing and clay modeling. Students commence their artistic journey by engaging in a range of sketching tasks, refining their abilities to accurately depict shapes, textures, and viewpoints. By utilizing these sketches as a creative basis, pupils subsequently develop their ultimate ideas for clay sculpting.
Through the translation of their drawings into conceptual concepts, students initiate the process of converting their thoughts into physical clay artworks. Utilizing their recently acquired expertise in clay sculpting, they painstakingly transform their concepts into tangible creations, integrating intricate elements, textures, and three-dimensional shapes.
The lesson focuses on the interdependent connection between drawing and clay modeling. Drawing serves as the trigger for the process of ideation, while clay serves as the medium through which these ideas materialize into exceptional sculptures. The process of moving from first ideas to the final clay sculptures facilitates a thorough comprehension of form, composition, and the profound ability of artistic expression to bring about change.
- Teacher: Vahid Shakeryengejeh
Sketching and Storyboard for Game Designers course aims to introduce students to the specific demands of story development and writing for video games. Whereas narrative in film and television is linear, game narratives are generally interactive and nonlinear. As such, different techniques must be used in the conception, writing, and presentation of narrative scripts for various game platforms. Students will study narrative and writing in existing games across a variety of genres and will be asked to develop their scripts. To present their story ideas visually, students will also study the industry practice of storyboarding before going into the production stage.
- Teacher: Eser Malyali
The purpose of this course is to introduce the students to the distinct features of the narrative form. Students will receive a basic critical vocabulary to aid in the appropriate interpretation of narrative texts and learn how storytelling serves as an essential technique for advancing digital games. To identify themes and techniques for their game concepts, students will be challenged to assess and understand various story approaches while considering several historical and modern games. In this course, students will understand how established narrative techniques, like the three-act structure, work in games and how to incorporate them into gaming strategy. In the end, students will discover how to specify character, environment, and structure to produce an engaging game concept.
- Teacher: Goral Erinç Fundalar
This course of study in art and culture begins with the Stone Age (30,000 BCE to 2500 BCE) and continues from the early civilizations such as Mesopotamia (3500 BCE to 539 BCE) and Ancient Egypt (3100 BCE to 30 BCE) to Greek and Hellenistic art (850 BCE to 31 BCE). It then proceeds to the Persian Empire (550 BCE to 330 BCE) and ancient Iranian art. After that, it covers Roman art (500 BCE to 476 CE), art from India, China, and Japan (653 BCE to 1900 CE), Byzantine and Islamic art (476 CE to 1453 CE), and the Middle Ages (500 to 1400 CE). Following these, it explores the Early and High Renaissance periods (1400 to 1550 CE), Venetian and Northern Renaissance (1430 to 1550 CE), and Mannerism (1527 to 1580 CE). Moreover, it delves into the Baroque period (1600 to 1750 CE), Neoclassical art (1750 to 1850 CE), Romanticism (1780 to 1850 CE), Realism (1848 to 1900 CE), Impressionism (1865 to 1885 CE), Post-Impressionism (1885 to 1910 CE), Fauvism and Expressionism (1900 to 1935 CE). It further covers Cubism, Futurism, Suprematism, Constructivism, and De Stijl (1905 to 1920 CE), Dada and Surrealism (1917 to 1950 CE), Abstract Expressionism (1940s to 1950s CE) and Pop Art (1960s CE), and finally Postmodernism and Deconstructivism (1970 CE to present). These periods in art history represent significant milestones in human artistic and cultural development, shaping the trajectory of art and culture through the ages.
- Teacher: Vahid Shakeryengejeh
- Teacher: Vahid Shakeryengejeh
This course prepares students to understand UX design which includes interfaces as well as products and services, unlike UI, IxD, and visual design, which only deal with an interface. Interaction design deals with interactions at a specific moment, while UX design focuses on all user interactions with the product or system. Using elements of visual design students will create computer user interfaces. They will learn how to use industry-standard languages related to prototyping interfaces. They will practice how to represent information valuable to a user or player, how to create an enjoyable experience through the interface, and how to expand the theme of a game or a system to the experience created by the interface.
- Teacher: Vahid Shakeryengejeh
In this course, students will learn about the mechanism of storytelling and study its elements in different video game genres. Students will also learn and explore various storytelling methods such as traditional narrative storytelling (the 3 act story structure) and fundamentals of narrative scriptwriting, including the establishment of dramatic structure, how to create characters, and how to write dialogues and they will implement these in their original game ideas. The course aims to help the students build up awareness about the specifics of storytelling and gain a sense of what makes a story good. The students will be expected to apply their knowledge of scriptwriting into their original digital game stories and scripts.
- Teacher: Goral Erinç Fundalar
This course aims to familiarize students with the essentials of 3D modeling methods. Within the scope of the course, the basic components of 3D design such as 3D geometric shapes, texture, surface channels and surface mapping, procedural textures, image mapping, light types and settings, camera settings and use, lighting as well as a variety of rendering options, including ray-tracing will be examined. Students will be expected to develop original projects using related software. Students will prepare portfolios using 3D techniques, and through this practice, they will have experienced the modeling process from design to the end product.
- Teacher: Osman Alicik
The 3D Modelling, Texturing, and Lighting II course is designed to familiarize students with advanced 3D modeling methods. The main aim of the course is that students prepare an advanced 3D scenes for games and with this study experience the process from design to the end product through a more advanced practice. Within the context of this course, 3D geometric shapes, retopology, texture, surface channels and surface mapping, procedural textures, color theory, light types and settings, camera settings and use, lighting as well as a variety of rendering options will be revisited through advanced practice, using related software.
- Teacher: Osman Alicik
The Business and Industry in Game Development course will critically examine gaming as a global media business and as a multi-billion dollar industry. Drawing on theories and concepts from the political economy of media, students will consider the concentration of ownership in the gaming industry and the globalization of game production and consumption. Students will also be encouraged to assess the place of games concerning other elements of the media industry, particularly film, and television. Case studies of major game production companies and independent game creators will also be presented, providing practical insights into the workplace and business environment in which games are produced.
- Teacher: Galip Erdil
Bu dersin amacı, öğrencilere turizm ve gastronomi alanında çalışacakları işletmelerde etik ve ahlak kavramlarının aktarılmasıdır. Bu etik ve ahlaki kavramların içerisinde toplumsal kurallar, toplumsal normlar, değerler, çevre ve doğaya karşı sorumluluk, etik ilkeler, meslek etiği anlatılır. İş ahlakı anlayışı dolayısıyla örgütsel ortamda kritik bölüm haline gelmiştir. Bu noktada öğrencilerin iş süreçlerinde karar verme, etik konuları tanımlama, analiz etme ve sorunlara etik açıdan çözüm üretme noktasında bilgi aktarılmaktadır. Ayrıca bireysel karar verme iş ahlakı ve sosyal sorumluluk, bir firmanın iş stratejisinin önemli parçalarıdır. Bu kavramları tanıtıldıktan sonra, gerçek yaşam olayları ve konuları etik yönüyle düşünmeye teşvik ederken öğrencilerin sürdürülebilir çevre, üretim, rekabet değerlerini irdelemeleri ve analiz etmeleri beklenir.
The aim of this course is to introduce students to the concepts of ethics and morality in the businesses they will work in the field of tourism and gastronomy. Within these ethical and moral concepts, social rules, social norms, values, responsibility towards the environment, ethical principles, professional ethics are explained. At this point, students are informed about making decisions in business processes, defining and analyzing ethical issues and producing ethical solutions to problems. Also, individual decision making, business ethics and social responsibility are important parts of a firm's business strategy. In conclusion, students are expected to examine and analyze the values of sustainable environment, production and competition while encouraging them to think ethically about real life events and issues.
- Teacher: Gokce GOCmen
- Teacher: Kardelen Untac
- Teacher: Pinar Yagmur