Please select the curriculum by the start year of studies and orientation line.
Hilda Szabo
All lecture materials and laboratory instructions are available in Tabula. In addition, there are several good sources available for learning more about the water and wastewater engineering. One very thorough one is a book by George Tchobanoglous, 1987. We recommend you to use e-books available in TAMK library, for example a book by Stephenson and Stuetz, 2009 is a good source and can be accessed as an e-book.
Stephenson, Tom Stuetz, Richard., 2009. Principles of Water and Wastewater Treatment Processes. IWA Publishing. Online version available at TAMK library e-books.
Tchobanoglous, G., 1987. Water quality: Characteristics, modeling, modification. repr. with corr. Reading (Mass.): Addison-Wesley.
Teach-in, field excursion, assignments,laboratory work, group work, exam
The course consists of lectures and discussions, exercises, field excursion of which students write report, compulsory laboratory exercise (follow up of a pilot wastewater treatment plant during a study-period: periodical sampling, sample analyses) and exam. The course grade is formed taking into consideration the achievements from assignment and the exam, quality of laboratory report and activity and interest shown throughout the course.
English
30.08.2021 - 15.12.2021
02.07.2021 - 28.08.2021
5 cr
18IDEE
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have completed a similar course elsewhere, please use the TAMK accreditation system.
If COVID situation allows, students will visit the water treatment plant and the wastewater treatment plant in Tampere.
Exam at the end of the course.
Contact lectures, exercises 24h
Laboratory exercises, module checking and sample analyses 18 h
Wastewater treatemnt plant visit 4 h
Self study (weakly assignments, pretasks, laboratory report) 85 h
Total 135 h.
Physical, chemical and biological water and wastewater treatment units, natural wastewater treatment, alternative wastewater management options, compulsory laboratory exercise running throughout the course.
a. Exam and/or laboratory exercises have not been completed.
b. Despite participating in the laboratory exercises and the exam, the achieved competence is insufficient.
This means that, in spite of doing some of the assignments and being able to perform laboratory measurements and experiments under supervision, the student has not shown that they know the basic concepts discussed during the course, or has not shown sufficient skills in reporting the results of the measurements and experiments.
Student participated in the laboratory exercises and the exam. Overall the achieved competence is sufficient but narrow.
This means that
-some of the assignments were done acceptably
-the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them
-can perform the laboratory measurements and experiments under supervision
-has basic skills in reporting the results of the measurements and experiments
Student participated in the laboratory exercises and the exam. He/she is able to structure relations between observed phenomena and theory behind it.
This means that:
-most of the assignments are completed acceptably
-the exam shows that the student is familiar with the concepts discussed during the course and can apply them in most situations
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly
-can perform laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student attempts to apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed
Student participated in the laboratory exercises and the exam. Overall the achieved competence is wide. This means that:
-the assignments were done excellently
-student is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly, shows creativity in solving tasks
- can perform simple laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed, eventually brings up new professional subjects
Overall the achieved competence is sufficient but narrow. This means the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them. Can perform the laboratory measurements and experiments independently and has basic skills in reporting the results of the measurements and experiments. Overall knows the courses of action but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance. Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognizes his/her interaction skills. Student takes responsibility for his/her own work.
Overall the achieved competence is structural. This means that the student is familiar with the concepts discussed during the course and can apply them in most of the situations. Is fluent in the basic concepts and phenomena related to the subjects discussed during the course and can solve model exercise and new exercises correctly. Can perform laboratory measurements and experiments independently and the reporting of the laboratory results shows that the student can to apply the theoretical knowledge in explaining the results. Overall student is able to select appropriate course of action from diverse options, can make plans and apply his/her knowledge when solving problems and can justify the choices. Student can give and receive constructive feedback and considers and assesses things both from his/her and the close community's viewpoint. Cooperates and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Overall the achieved competence is wide. This means that student is fluent in the basic concepts and phenomena related to the subjects discussed during the course. Can solve model exercise and new exercises correctly, shows creativity in solving tasks and can perform simple laboratory measurements and experiments independently. The reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results. Overall student is able to search for diverse courses of action and solution alternatives, justify his/her choices, try new courses of action and assess diverse solution alternatives. Student uses feedback systematically as a professional growth tool in his/her own work and the community. Can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student takes responsibility and commits to the group activities in addition to his/her own work.
Hilda Szabo
All lecture materials and laboratory instructions are available in Tabula. In addition, there are several good sources available for learning more about the water and wastewater engineering. One very thorough one is a book by George Tchobanoglous, 1987. We recommend you to use e-books available in TAMK library, for example a book by Stephenson and Stuetz, 2009 is a good source and can be accessed as an e-book.
Stephenson, Tom Stuetz, Richard., 2009. Principles of Water and Wastewater Treatment Processes. IWA Publishing. Online version available at TAMK library e-books.
Tchobanoglous, G., 1987. Water quality: Characteristics, modeling, modification. repr. with corr. Reading (Mass.): Addison-Wesley.
Teach-in, field excursion, assignments,laboratory work, group work, exam
The course consists of lectures and discussions, exercises, field excursion of which students write report, compulsory laboratory exercise (follow up of a pilot wastewater treatment plant during a study-period: periodical sampling, sample analyses) and exam. The course grade is formed taking into consideration the achievements from assignment and the exam, quality of laboratory report and activity and interest shown throughout the course.
English
30.08.2021 - 15.12.2021
02.07.2021 - 28.08.2021
5 cr
19IENVE
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have completed a similar course elsewhere, please use the TAMK accreditation system.
If COVID situation allows, students will visit the water treatment plant and the wastewater treatment plant in Tampere.
Exam at the end of the course.
Contact lectures, exercises 24h
Laboratory exercises, module checking and sample analyses 18 h
Wastewater treatemnt plant visit 4 h
Self study (weakly assignments, pretasks, laboratory report) 85 h
Total 135 h.
Physical, chemical and biological water and wastewater treatment units, natural wastewater treatment, alternative wastewater management options, compulsory laboratory exercise running throughout the course.
a. Exam and/or laboratory exercises have not been completed.
b. Despite participating in the laboratory exercises and the exam, the achieved competence is insufficient.
This means that, in spite of doing some of the assignments and being able to perform laboratory measurements and experiments under supervision, the student has not shown that they know the basic concepts discussed during the course, or has not shown sufficient skills in reporting the results of the measurements and experiments.
Student participated in the laboratory exercises and the exam. Overall the achieved competence is sufficient but narrow.
This means that
-some of the assignments were done acceptably
-the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them
-can perform the laboratory measurements and experiments under supervision
-has basic skills in reporting the results of the measurements and experiments
Student participated in the laboratory exercises and the exam. He/she is able to structure relations between observed phenomena and theory behind it.
This means that:
-most of the assignments are completed acceptably
-the exam shows that the student is familiar with the concepts discussed during the course and can apply them in most situations
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly
-can perform laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student attempts to apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed
Student participated in the laboratory exercises and the exam. Overall the achieved competence is wide. This means that:
-the assignments were done excellently
-student is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly, shows creativity in solving tasks
- can perform simple laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed, eventually brings up new professional subjects
Overall the achieved competence is sufficient but narrow. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that is familiar with the basic concepts and phenomena related to the subjects discussed during the course: atoms and elements, periodicity, chemical bonds, chemical quantities. Student can write and balance chemical equations and can solve model exercises correctly. In addition student can perform simple laboratory measurements and soil sample analysis under supervision and has basic skills in reporting the results of the analyses.
Student manages the assigned tasks under supervision. Student knows diverse courses of action, but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance.
Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognises his/her interaction skills. Student takes responsibility for his/her own work.
Overall the achieved competence is structural. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that he/she is fluent in explaining and applying the basic concepts and phenomena related to the subjects discussed during the course. Student shows that he/she can solve model exercise and new exercises correctly, can perform simple laboratory measurements and soil sample analysis independently. In addition, reporting of the laboratory results shows that the student attends to apply the theoretical knowledge in explaining the results.
Student can select the most appropriate course of action from diverse options and justify his/her choices when solving the problems. Student is able to make plans and apply his/her knowledge when solving the problems.
Student can give and receive feedback actively and constructively, and considers and assesses things both from his/her and the close community's viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student recognises and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Overall the achieved competence is wide. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that is fluent in the basic concepts and phenomena related to the subjects discussed during the course. Student can solve model exercises and new exercises correctly and shows creativity in solving the tasks. Student can perform simple laboratory measurements and soil sample analysis independently and understands the background of the used analytical method. Reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Student assesses diverse solution alternatives.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional community or task. Student can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student works responsibly and in a committed manner considering the community and field requirements and needs.
Hilda Szabo
Lecture materials posted in Moodle and discussed during the lectures.
Textbook: Karen Timberlake & William Timberlake: Basic Chemistry, Pearson international edition (available in TAMK library, highly recommended)
Contact teaching, exercises, self-study, assignments/weekly exams, laboratory exercises
The course grade will be formed according to the scores collected as follows:
- X short exams called weekly exam (taking in Moodle). Weekly exams gives the possibility to collect bonus points, which are added to the scores obtained from the exams. Bonus points can be obtained for a maximum of 5p when the total score of all weekly exams is 90% of the maximum
(10%:1p, 30%:2p., 50%:3p., 70%:4p., 90%:5p.)
- Two laboratory reports, grading either failed or approved
- Exam max. 48 - 60 points
- Safety exam need to be performed
Grading:
grade 0: < 30% of max points
grade 1: at least 30% of max points
grade 2: at least 45% of max points
grade 3: at least 60% of max points
grade 4: at least 75% of max points
grade 5: at least 90% of max points
English
23.08.2021 - 17.12.2021
01.08.2021 - 20.09.2021
5 cr
21IENVE
Johannes Jermakka, Seija Haapamäki, Kaisa Lahti
Make sure all compulsory parts of the course has been performed:
-Laboratory works (+ reports)
-Occupational Safety Card Training has to be passed before starting the laboratories
-Safety exam has to be passed before starting the laboratories
-Exam (in two parts)
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have completed a similar course elsewhere, please use the TAMK accreditation system.
Occupational Safety Card Training:
8 * 60 minutes, contact teaching 2 * 4 hours (an hour defined as 60 minutes, standard coming from Centre of Occupational Safety). To pass the subsection you need to be present on the contact sessions and to pass a test, which will be arranged in the end of the session. After fulfilling the requirements of mandatory presence and passing a specified exam, you will receive an Occupational Safety Card (registered trademark), which you are able to utilize in your CV and when applying work in Finland.
Exam in two parts:
part 1: October 12th
part 2: December 17th
Retake in electronic exam room, date will be agreed later
International group
- Contact lessons 18x 2h
- Laboratory exercises 3x 4h
- Occupational Safety Card Training (8 * 60 minutes)
- Self-study 76h
- Exam (2x 2h)
Laboratory safety and exercises: Mandatory participation to the entities of Occupational Safety Card Training (2 * 4 hours, altogether 8 hours) and Introduction to laboratory practices at TAMK, before entering TAMK Chemistry and ENVE laboratories.
Theory (mainly in period 1):
- Atomic structure
- Periodic table
- Chemical bonds
- Chemical quantities
- Chemical reactions
- Concentrations
Laboratory exercises in period 2
a. Safety exam has not been taken
b. Exam and/or laboratory exercises have not been completed.
c. Despite participating in the laboratory exercises and the exam, the achieved competence is insufficient.
This means that, in spite of doing some of the assignments and being able to perform laboratory measurements and experiments under supervision, the student has not shown that they know the basic concepts discussed during the course, or has not shown sufficient skills in reporting the results of the measurements and experiments.
Student participated in the laboratory exercises and the exam. Overall the achieved competence is sufficient but narrow.
This means that
-some of the assignments were done acceptably
-the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them
-can perform the laboratory measurements and experiments under supervision
-has basic skills in reporting the results of the measurements and experiments
Student participated in the laboratory exercises and the exam. He/she is able to structure relations between observed phenomena and theory behind it.
This means that:
-most of the assignments are completed acceptably
-the exam shows that the student is familiar with the concepts discussed during the course and can apply them in most situations
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly
-can perform laboratory measurements and experiments independently
Student participated in the laboratory exercises and the exam. Overall the achieved competence is wide. This means that:
-the assignments were done excellently
-student is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly, shows creativity in solving tasks
- can perform simple laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results
Student shows throughout the course and at the exam that is familiar with the basic concepts and phenomena related to the pollution, sustainability and environmental management systems; has basic theoretical knowledge in treatment and prevention methods. The group work is done, reported and presented within the deadline but background information minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing only narrow competence achieved. Overall knows the courses of action but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance.
Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognizes his/her interaction skills. Student takes responsibility for his/her own work.
Student participated actively in the group assignments and showed her/his competence in the subject in the exam. The achieved competence is good and student can understand how to apply theory in different situations. Student has good knowledge and understanding the basic concepts and phenomena related to the pollution, sustainability and environmental management systems introduced during the course. Student has good knowledge in treatment and prevention methods.
Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing herself/himself. The group work was completed successfully and the instructions were followed. All assignments were submitted within the deadlines. The assignments show that student is able to process information and collects it from different reliable sources.
Overall student is able to select appropriate course of action from diverse options, can make plans and apply his/her knowledge when solving problems and can justify the choices. Student can give and receive constructive feedback and considers and assesses things both from his/her and the close community's viewpoint. Cooperates and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Student participated actively in the group assignments and showed her/his competence in the subject in the exam. The achieved competence is wide and student can apply theory in different situations. Student has fluent knowledge and understanding the basic concepts and phenomena related to the pollution, sustainability and environmental management systems introduced during the course.
Student has fluent knowledge in treatment and prevention methods. Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing herself/himself.
The group work was completed successfully and the instructions were followed. All assignments were submitted within the deadlines. The assignments show that student is able to process information and collects it from different reliable sources. Discussion and conclusions in the reports are adequate and based on comparison to literature, conclusions are clear and clearly expressed. The work shows deep understanding of the concepts and that the student has sufficient skills to apply correctly the theoretical knowledge.
Overall student is able to search for diverse courses of action and solution alternatives, justify his/her choices, try new courses of action and assess diverse solution alternatives. Student uses feedback systematically as a professional growth tool in his/her own work and the community. Can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student takes responsibility and commits to the group activities in addition to his/her own work.
Hilda Szabo
Handouts, exercises and other study materials available in Moodle or Teams
Contact teaching, exercises, self study, assignments, group works, discussions, field visits, exam.
The course consists of contact lectures and exercises, short weekly assignments, one compulsory life cycle assessment group work (LCA) and the exam. The final grade will be calculated according to the achieved results on assignment, LCA work, exam and activity and interest shown throughout the course.
English
10.01.2022 - 01.05.2022
02.12.2021 - 31.12.2021
6 cr
21IENVE
Johannes Jermakka
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Weekly assignments, a project work and examination(s)
6 credits = 162 h of work.
Sustainability (SDGs), green science and technology, the five environmental compartments (hydrosphere, atmosphere, geosphere, biosphere, anthrosphere) – properties, pollution, treatment, remediation and prevention methods, sustainable use of resources, environmental impact assessment, environmental management systems in the industry, life cycle assessment (LCA).
Student did not participate in the group work and/or exam or the student participated in the group work and exam, but the achieved competence is insufficient. This means that the student is not familiar with the basic concepts related to pollution, sustainability and environmental management systems.
-Student participated in the group work and in the exam. The achieved competence is sufficient but narrow.
Student shows throughout the course (assignments, classroom discussions) and at the exam that is familiar with the basic concepts and phenomena related to the pollution, sustainability and environmental management systems; has basic theoretical knowledge in treatment and prevention methods.
The group work was done, reported and presented within the deadline but background information minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing only narrow competence achieved.
Student participated actively in the group assignments and showed her/his competence in the subject in the exam. The achieved competence is good and student can understand how to apply theory in different situations.
Student has good knowledge and understanding the basic concepts and phenomena related to the
pollution, sustainability and environmental management systems introduced during the course. Student has good knowledge in treatment and prevention methods. Student is motivated towards the subjects discussed.
The group work was completed successfully and the instructions were followed. All assignments were submitted within the deadlines. The assignments show that student is able to process information and collects it from different reliable sources. Discussions in the reports are adequate, conclusions are expressed. The work shows understanding of the concepts and that the sudent attempts to apply the theoretical knowledge and in most of the cases applies it correctly.
Student participated actively in the group assignments and showed her/his competence in the subject in the exam. The achieved competence is wide and student can apply theory in different situations.
Student has fluent knowledge and understanding the basic concepts and phenomena related to the
pollution, sustainability and environmental management systems introduced during the course. Student has fluent knowledge in treatment and prevention methods. Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing herself/himself and comes up with new ideas.
The group work was completed successfully and the instructions were followed. All assignments were submitted within the deadlines. The assignments show that student is able to process information and collects it from different reliable sources. Discussion and conclusions in the reports are adequate and based on comparison to literature, conclusions are clear and clearly expressed. The work shows deep understanding of the concepts and that the sudent has skills to apply correctly the theoretical knowledge.
Overall the achieved competence is sufficient but narrow.
Student shows throughout the course that is familiar with the basic concepts and phenomena related to the subjects discussed during the course. Student has basic skills in reporting the results of the analysis.
Student can solve model exercise correctly, has the basic skills in water sampling and is able to perform the analysis of water samples under supervision. Overall knows the courses of action but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance.
Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognizes his/her interaction skills. Student takes responsibility for his/her own work.
Overall the achieved competence is structural. Student shows throughout the course that is fluent in the basic concepts and phenomena related to the subjects discussed during the course, can solve model exercise and new exercises correctly.
Student has sufficient skills to be able to perform water sampling and analysis independently, the reporting of the results of the analysis shows that the student can apply the theoretical knowledge in explaining the results, understands the background of analytical method. Overall student is able to select appropriate course of action from diverse options, can make plans and apply his/her knowledge when solving problems and can justify the choices.
Student can give and receive constructive feedback and considers and assesses things both from his/her and the close community's viewpoint. Cooperates and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Overall the achieved competence is wide. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that is fluent in the basic concepts and phenomena related to the subjects discussed during the course.
Can solve model exercises and new exercises correctly, shows creativity in solving tasks, has sufficient skills to be able to perform water sampling and analysis independently, understands the background of the analytical method. The reporting of the results of the analysis shows that the student can apply the theoretical knowledge in explaining the results and can think about alternative solutions. Overall student is able to search for diverse courses of action and solution alternatives, justify his/her choices, try new courses of action and assess diverse solution alternatives.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student takes responsibility and commits to the group activities in addition to his/her own work.
Hilda Szabo
Grading scale is 0-5. Laboratory exercises and exam(s) are compulsory part of the course.The course grade will form according to achievments gained from the assignments and exam(s), quality of laboratory report and activity and interest shown throughout the course.
English
01.01.2022 - 31.07.2022
02.12.2021 - 31.12.2021
5 cr
21IENVE
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Two partial exams: one in the middle and the second at the end of the course. Retakes will be agreed later.
5 credits = 135 h of work
Structure of liquids and solids, gases, chemical equilibrium, acids and bases, buffers, oxidation and reduction, energy in redox reactions, radioactivity, titration, water quality indicators, spectrophotometry
Student did not participated the exam and/or the laboratory exercises, or student participateed the exam and laboratoey exercises but the achieved competence is insufficient. This means that the student is not familiar with the basic concepts related to the subjects dicussed during the course.
Student participated in the exam and laboratory exercises.
Overall the achieved competence is sufficient but narrow.
Student shows throughout the course (assignments, classroom discussions,laboratory exercises and exam) that:
-is familiar with the basic concepts and phenomena related to the subjects discussed during the course:structure of matter, gases, equilibrium, acids , bases and buffers, redox processes, radioactivity.
-can solve model exercise correcctly
-has the basic skills in water sampling and is able to perform the analysis of water samples under supervision
-has basic skills in reporting the results of the analysis
Student participated in the exam and laboratory exercises.
Overall the achieved competence is structural.
Student shows throughout the course (assignments, classroom discussions,laboratory exercises and exam) that:
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course:structure of matter, gases, equilibrium, acids , bases and buffers, redox processes, radioactivity.
-can solve model exercise and new exercises correctly
-has sufficient skills to be able to perform water sampling and analysis independently
-the reporting of the the results of the analysis shows that the student can apply the theoretical knowledge in explaining the results
-understands the background of analytical method
-student is clearly motivated and interested in the subjects discussed
Student participated in the exam and laboratory exercises.
Overall the achieved competence is wide.
Student shows throughout the course (assignments, classroom discussions,laboratory exercises and exam) that:
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course:structure of matter, gases, equilibrium, acids , bases and buffers, redox processes, radioactivity.
-can solve model exercise and new exercises correctly, shows creativity in solving tasks
-has sufficient skills to be able to perform water sampling and analysis independently
-understands the background of the analyrtical method
-the reporting of the the results of the analysis shows that the student can apply the theoretical knowledge in explaining the results and can think about alternative solutions
-student is clearly motivated and interested in the subjects discussed
-Can identify and define phenomena related to the field and basic concepts and theory.
- To structure relationships between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Is able to justify one's own views and is able to apply theoretical knowledge to practice. Relation to knowledge: self-contained, problematizing.
Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative and / or personal touch. Relation to knowledge: exploratory, argumentative and analytical.
Rejected Neither recognizes nor can define phenomena and basic concepts in the field, or the identification and definition of key phenomena remains very limited. Relationship to Knowledge: Borrowing.
Ryhmätentti:
- Laane T & Saukkola K, 2017, Näe sydämellä , Luo arvostava yhteys lapseen
- Sarvela K, Auvinen E, 2020, Yhteinen kieli, traumatietoisuutta ihmisten kohtaamiseen
Kehittämistehtävä:
- Kurkistuksia pienten lasten kanssa tehtävään lastensuojelun kehittämistyöhön: https://pesapuu.fi/wp-content/uploads/2020/05/Kirahvit-julkaisu-2020.pdf
- Lapsikeskeinen palvelumuotoilu: https://www.pelastakaalapset.fi/lapsikeskeinen-palvelumuotoilu/
- Tapio Häyhtiö 2017. Osallisuutta sote-palveluihin palvelumuotoilemalla? https://kaks.fi/julkaisut/osallisuutta-sote-palveluihin-palvelumuotoilemalla/
Muita materiaaleja:
- Hietanen-Peltola M, Rautava M, Laitinen K, Autio E (toim.), 2019, Kohtaaminen keskiössä – Lapsi- ja nuorilähtöisyys opiskeluhuollon palveluissa
- Eeva Timonen-Kallio, Laura Yliruka & Pekka Närhi. Lastensuojelun terapeuttisen laitoskasvatuksen mallinnus. Terveyden ja hyvinvoinnin laitos (THL). Työpaperi 23/2017. 47 sivua. Helsinki 2017. ISBN 978-952-302-867-8 (painettu);
https://www.julkari.fi/bitstream/handle/10024/132319/Tyo%cc%88paperi_2017_23_netti%20%282%29.pdf?sequence=1&isAllowed=y
-Asiakas on aina oikealla ovella - Käsikirja lasten ja perheiden palveluiden muutokseen Pirkanmaalla. Tampereen kaupunki. 2018. Luvut 5 ja 13. https://www.pirkanmaa.fi/wp-content/uploads/Asiakas-on-aina-oikealla-ovella-K%C3%A4sikirja-Lasten-ja-perheiden-palvelujen-muutokseen.pdf
- Marjo Alatalo, Kari Lappi & Päivi Petrelius. Lapsikeskeinen suojelu ja perheen toimijuuden tukeminen lastensuojelun perhetyössä ja perhekuntoutuksessa. Kohti monitoimijaista, yhteistä perhetyötä. Terveyden ja hyvinvoinnin laitos (THL). Työpaperi 21/2017. 71 sivua.
https://www.julkari.fi/handle/10024/134616 (not translated)
- ennakkotehtävät
- luennot ja keskustelut sekä etätyöskentely
- flipped learning
- työelämävierailijat
- kehittämistehtävä
- ryhmätyöskentely
- verkkotyöskentely
- kirjallisuus (not translated)
Koko opintojakson arvosana muodostuu arvioinnin perusteina olevien kaikkien osasuoritusten arvosanojen keskiarvosta. Kaikki osiot tulee olla hyväksytysti suoritettuna. Arvosanojen korotus tutkintosäännön mukaisesti, kaikki osasuoritukset korotettava.
- Läsnäolo lähiopetuskerroilla
- Ennakkotehtävät (hyväksytty/hylätty)
- Luo luottamusta, suojele lasta verkkokurssi (hyväksytty/hylätty)
- Palvelumuotoilutehtävä (0-5: 33 % kokonaisarvosanasta)
- Ryhmätentti (0-5) TAMKin yhteiset arviointikriteerit löytyvät Moodlesta Osa 1 ja Osa 2 molemmat 33% kokonaisarvosanasta (not translated)
Finnish
01.01.2022 - 03.08.2022
25.11.2021 - 16.01.2022
10 cr
21AVOSOVAKA
Sosionomi Virtuaalihenkilö, Minna Nurminen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
3 cr
3 cr
0-5
Opintojakso suoritetaan toteutussuunnitelman mukaisesti (not translated)
Opiskelijat suunnittelevat ryhmissä ja toteuttavat työelämän kanssa yhteistyössä kehittämistehtävän palvelumuotoilulla. (not translated)
AIKATAULU TARKENTUU JOULUKUUN PUOLESSA VÄLISSÄ
- Luo luottamusta verkkokurssi
- Ryhmätentti auki moodlessa OSA 1 ja OSA 2
- Kehittämistehtävien suunnitelma ryhmänä
- Kehittämistehtävien palautus videoiden muodossa
- Muiden videon kommentointi (not translated)
Kokonaistyömäärä: 10 op x 27 h = 270 h
1. Ryhmätentti (3 op)
2. Opetuskerrat ja ennakkotehtävät sekä itsenäinen työskentely moodlealustalla (3 op)
3. Luo luottamusta - Suojele lasta verkkokurssi (1 op)
4. Palvelumutoilutehtävä (3op) (not translated)
AIKATAULU TARKENTUU JOULUKUUN PUOLESSA VÄLISSÄ
ENNAKKOTEHTÄVÄ
pe 29.1 klo 15.45-18.45 ETÄ
la 9.2 klo 9.00- 15.15 LÄHI
ENNAKKOLUENTO
la 12.3 klo 9.00- 15.15 LÄHI
pe 25.3 klo 14.00 - 18.45 ETÄ
la 14.5 klo 9.00 -15.15 LÄHI (not translated)
Anatomy and Physiology
The student
- recognises the basic structure and function of the human body in anatomy and physiology
Surgery and Anaesthesiology
The student
- regarding surgery, knows about the origin of illness, its frequency, symptoms, and examinations and their findings, as well as the methods of treatment and follow-up of illnesses in the major areas of surgery
- regarding anaesthesiology, knows the basics of pre-operative preparation, general anaesthesia and local anaesthesia, and emergency care
Anatomy and Physiology
The student
- recognises the structure and function of the human body in anatomy and physiology and is able to describe the relationship of the actions with each other
Surgery and Anaesthesiology
The student
regarding surgery, is able to explain the connection between the causes of illness, symptoms, and examinations and their findings, as well as the methods of treatment and follow-up of the major surgical diseases
- is already able to apply some of the knowledge of the causes of illness, symptoms, and examinations and their findings to the patient's holistic care
- regarding anaesthesiology, knows the basics of choice of anesthesia based on the pre-operative assessment and is able to explain the principles of general anesthesia and local anesthesia as well as the basics of monitoring the chosen anaesthesia
- knows the principles of emergency care and is able, if necessary, to put his/ her knowledge into practice in patient care
Anatomy and Physiology
- is able to describe the structure and function of the human body logically and in depth and has mastered the entirety
Surgery and Anaesthesiology
The student
- is able to apply his / her knowledge of the underlying causes of disease, its frequency, symptoms, studies and their findings, as well as the methods of treatment and follow-up of the illness in the most important surgical illnesses in the holistic care of the patient at the level required for their studies
- regarding anaesthesiology, is able to apply the knowledge of the choice of the patient's anesthetic form, both from general and local anaesthesia and emergency care in the patient's pre-, intra- and post-operative nursing
Radiation protection and imaging
Pass
The student is able to explain
- the basics of various imaging examinations, the related safe working practices and radiation protection from the point of view of nursing
- the basics of medical exposure and occupational exposure
- the reasons for the quality, quantity and magnitude of radiation exposure
- the basics of radiation protection and is able to apply them in practice
- the legislation related to the use of radiation
Fail
The student is unable to explain
- the basics of various imaging examination, related safety issues, or radiation protection from the point of view of nursing
- the grounds for medical exposure and occupational exposure
- issues related to the quality, quantity or magnitude of radiation exposure
- the principles of radiation protection or is unable to apply them in practice
- the main content of legislation related to the use of radiation from the point of view of nursing
Riika Riihelä
ANATOMIA JA FYSIOLOGIA:
Valitse näistä yksi tai useampi:
1. Bjålie, J.G. Haug, E. Sand, O. Sjaastad O.V. & Toverud, K.C. IHMINEN. FYSIOLOGIA JA ANATOMIA. Juva WSOY
2. Tortora & Derrickson. Principles of anatomy and physiology. Harper Collins Publishers
3. Leppäluoto Juhani – Kettunen Raimo – Rintamäki Hannu – Vakkuri Olli. ANATOMIA JA FYSIOLOGIA. RAKENTEESTA TOIMINTAAN. WSOY.
_____________________________________________________________________
SÄTEILYSUOJELU JA KUVANTAMINEN:
Säteilysuojelun ja kuvantamistutkimusten materiaaleina soveltuvin osin säteilylainsäädäntö, Säteilyturvakeskuksen määräykset (S-sarja), luennot, Oikeutus säteilylle altistavissa tutkimuksissa -opas lähettävälle lääkärille. Verkkomateriaali.
_____________________________________________________________________
KIRURGIA JA ANESTESIOLOGIA:
Verkkoluennot
Kirjallisuus soveltuvin osin:
- Hammar Anne-Marja: Kirurgian perusteet, WSOY, 2011
Terveysportti: Oppiportti - oppikirjat, Käypä hoito -suositukset
- Niemi-Murola, L: Anestesiologian ja tehohoidon perusteet, Duodecim (luettavissa Terveysportissa) (not translated)
Kontaktiopetus etänä/lähinä, verkkokurssi, itsenäinen työskentely.
Kirurgia ja anestesiologia
Verkkoluennot ja muu materiaali opiskellaan itsenäisesti Moodlessa. Verkkokurssi: 7K00EV72 Kirurgia ja anestesiologia, verkkototeutus. Kurssiavain K2021 (not translated)
ANATOMIA JA FYSIOLOGIA:
Arviointi tapahtuu kirjallisen kuulustelun perusteella. Tavoitteet: Opiskelija tuntee ihmisen elinjärjestelmien rakenteen ja toiminnan sekä osaa muodostaa kuvan ihmisestä fyysisenä toiminnallisena kokonaisuutena. Hän tuntee anatomian ja fysiologian keskeisimmät termit. Opiskelija osaa soveltaa edellä mainittua tietoa sekä opiskellessaan että toteuttaessaan hoitotyötä.
Opiskelija oppii käyttämään hyödyksi eri lähteitä tiedonhankinnassa sekä omatoimisesti että yhdessä opiskelijatovereidensa kanssa. Opiskelija oppii käyttämään tehokkaasti itsenäiseen opiskeluun tarkoitettua aikaa.
Numeerinen arviointi (0-5).
Arvosana 1 edellyttää 60% maksimipisteistä.
_____________________________________________________________________
SÄTEILYSUOJELU JA KUVANTAMINEN:
Säteilysuojelun ja kuvantamisen osuudesta on läpäistävä tentissä 70%.
_____________________________________________________________________
KIRURGIA JA ANESTESIOLOGIA:
Koe, jossa on monivalintakysymyksiä. Hyväksytyn suorituksen pistemäärä on noin 70% maksimipistemäärästä. Sekä kirurgian että anestesiologian osio tulee suorittaa hyväksytysti kokeessa. Molemmat osiot uusitaan, mikäli toisen osion pistemäärä jää alle hyväksytyn rajan. (not translated)
Finnish
16.08.2021 - 12.12.2021
13.05.2021 - 30.08.2021
5 cr
20AVOSHV
Pirita Markkula, Riika Riihelä, Anne-Marie Lehtonen
Opintojakson orientaatiotunnilla on pakollinen läsnäolo!
_______________________
ANATOMIA JA FYSIOLOGIA:
Anatomian ja fysiologian osuus sisältää opetusta etänä/lähinä ja opiskelijan itsenäistä työtä. Opetus on suunniteltu osittain siten, että tunneilla käydään läpi opiskelijan ennalta opiskelema aihealue. Oppimisen edellytyksenä on se, että opiskelija perehtyy tunnin aiheeseen etukäteen mm. opiskelemalla aihepiiriä kirjasta ja tekemällä mahdollisia tehtäviä. Lähiopetuksessa paneudutaan tärkeimpiin ja vaikeimpiin asioihin pohtien, kysellen ja keskustellen. Kurssin sisältyy luiden rakenteiden tunnistusta pienryhmässä.
-
Sisällöt ja sisältökohtaiset tavoitteet:
-tuki- ja liikuntaelimistön rakenne ja toiminta: Opiskelija tunnistaa elimistön suuret luut rakenteineen sekä ymmärtää kuinka luiden väliset nivelet muodostuvat. Opiskelija osaa selittää nivelen rakenteen ja ymmärtää sen toiminnan. Opiskelija ymmärtää kuinka lihas supistuu, tunnistaa pinnalliset lihakset ja tietää kuinka ne liikuttavat niveliä.
- lisääntymiselimistö: Opiskelija osaa miehen ja naisen lisääntymiselimistön rakenteen ja toiminnan, pystyy selvittämään kuukautiskierron, hedelmöitymisen, kiinnittymisen ja gastrulaation. Osaa istukan rakenteen ja toiminnan.
_____________________________________________________________________
SÄTEILYSUOJELU JA KUVANTAMINEN:
Säteilysuojelun osaamisvaatimukset ja säteilysuojelukoulutuksen sisältö perustuvat STM:n asetukseen ionisoivasta säteilystä, liite 4 (säteilysuojelun peruskoulutus).
Sisältö:
- perusteet erilaisista kuvantamistutkimuksista, turvallisuudesta ja säteilysuojelusta
- perusteet säteilyfysiikasta ja säteilybiologiasta
- yleiset säteilysuojeluperiaatteet lääketieteellisessä altistuksessa
- työntekijöiden säteilysuojelu
- säteilyn lääketieteelliseen käyttöön liittyvä lainsäädäntö
Tavoitteet:
- tietää ja osaa selittää erilaisten kuvantamistutkimusten perusteet, turvallisuuden ja säteilysuojelun sairaanhoitajan työn näkökulmasta
- tietää yleisellä tasolla lääketieteellisestä altistuksesta, työperäisestä altistuksesta sekä säteilyriskeistä
- tietää perusteet säteilyaltistuksen laadusta ja suuruudesta päivittäisessä työssä sekä säteilyriskeistä
- tietää yleiset säteilysuojeluperiaatteet ja osaa soveltaa niitä käytännössä
- tietää työntekijän säteilysuojelun optimointiin tarkoitettuja menettelyjä
- tietää säteilyn lääketieteelliseen käyttöön liittyvän lainsäädännön sisällön sairaanhoitajan näkökulmasta
_____________________________________________________________________
KIRURGIA JA ANESTESIOLOGIA:
Sisältöalueet:
- kirurginen gastroenterologia
- ortopedia ja traumatologia
- urologia
- thorax- ja versuonikiruriga
-onkologinen kirurgia
-perusanestesiat
-puudutukset
-leikkauspotilaan kivunhoito (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
ANATOMIA JA FYSIOLOGIA:
Kurssitentti järjestetään TuniMoodlessa 15.11.-21.11.2021
Uusinta 1: syksyllä 2021 vko 49 (ma-pe) TuniMoodlessa
Uusinta 2: keväällä 2022 vko 2 (ma-pe) TuniMoodlessa
Tarkista, että varaat tentin omalle opintojaksototeutukselle.
Sinulla on kaksi mahdollisuutta uusia tentti.
_____________________________________________________________________
SÄTEILYSUOJELU JA KUVANTAMINEN:
Säteilysuojelusta ja kuvantamisesta (1,5 op) tentti. Arviointi hyväksytty-hylätty (70% läpipääsyraja).
Tentti järjestetään TuniMoodlessa 11.10. -17.10.2021 (vk41)
Uusinta 1: TuniMoodlessa (3 vrk) 25.10. - 27.10.2021
Uusinta 2: TuniMoodlessa (3vrk) 1.11. - 3.11.2021
_____________________________________________________________________
KIRURGIA JA ANESTESIOLOGIA:
Tentit järjestetään TuniMoodlessa. Lukisetelitentit examissa.
Varsinainen tentti viikko 43
1 uusintatentti viikko 46
2. uusintatentti viikko 49
Koko operatiivisen alan kliinisten opintojen korotustentti
eli hyväksytyn kokonaisarvosanan korottamisen mahdollisuus toteutetaan viikolla 51 EXAMissa. Halukkuudesta osallistua korotustenttiin tulee sopia erikseen opettajan kanssa sähköpostitse. (not translated)
SÄTEILYSUOJELU JA KUVANTAMINEN:
Säteilysuojelu ja kuvantaminen 12 h kontaktiopetusta, LÄSNÄOLOVAATIMUS 100 %. (not translated)
Can identify and define phenomena related to the field and basic concepts and theory. The relationship to knowledge is largely telling and descriptive.
To structure relationships between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Has a reflection of his / her experiences and views in relation to theory and professional skills. Relationship to knowledge self-extract, problematization involved.
Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative approach. The relationship to knowledge is analytical, argumentative and analytical.
Abandoned Student's Learning Objectives are not or only partially achieved. Content management is inconsistent and incomplete or / and incorrect. Relationship to knowledge borrowing.
Kasvatus:
Paalasmaa, J. Maailman parhaat kasvatusajatukset => lukupiiri -kirja
Oppimispäiväkirjan tukena yksi seuraavista:
- Salmela-Aro, K. 2018. Oppiminen ja motivaatio.
- Halinen, I., Hotulainen, R., Kauppinen, E., Nilivaara, P., Raami, A. & Vainikainen, M-P. 2016. Ajattelutaidot ja oppiminen.
- Ahtola, A. 2016. Psyykkinen hyvinvointi ja oppiminen.
- Huotilainen, M. 2019. Näin aivot oppivat.
- Savolainen, H., Vilkko, R. & Vähäkylä, L. (toim.) 2017. Oppimisen tulevaisuus.
- Helenius, A. & Lummelahti, L. 2017. Varhaiskasvatus -perusteita
- Ahonen, L. & Roos, P. 2021. Untuvikot -alle 3-vuotiaiden pedagogiikka.
Erityispedagogiikka:
oppimistehtävän aihepiiriin linkittyvä kirjallisuus (not translated)
Lähi-/etäopetus: luennot, ryhmätyöt
KASVATUS
Itsenäinen työskentely: lukupiiri, elämänjana tehtävä, haastattelutehtävä, oppimispäiväkirja
ERITYISPEDAGOGIIKKA
ryhmätyö (not translated)
Kasvatus:
Lukupiiri, haastattelu ja elämänjana hyväksytty/hylätty - huom. hyväksytyn raja H3
Oppimispäiväkirja arvioidaan 1-5 (tehtävänannon noudattaminen, aiheen rajaaminen, lähdekirjallisuuden monipuolinen käyttö, teorian peilaaminen käytäntöön / omakohtaisiin kokemuksiin, pohdinta / reflektio)
Erityispedagogiikka: oppimistehtävä arvioidaan 1-5. Pääpaino arvioinnissa on kirjallisessa osuudessa (tehtävänannon noudattaminen, aiheen rajaaminen, lähdekirjallisuuden monipuolinen käyttö, teorian peilaaminen käytäntöön / omakohtaisiin kokemuksiin, pohdinta / reflektio). Ansiokas suullinen esitys nostaa arvosanaa ja huonosti valmisteltu suullinen esitys puolestaan laskee sitä. (not translated)
Finnish
01.08.2021 - 31.12.2021
02.07.2021 - 30.09.2021
5 cr
21AVOSOVAKA
Piia Roos
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
1 cr
3 cr
0-5
Ei ole (not translated)
Kokonaisuus 5op= opiskelijan työ 135h
Kasvatus 3 op = opiskelijan työtä 81h, josta 12h opetusta, tehtävät ja tentti 69h
Erityiskasvatus 2op=opiskelijan työtä 54h, josta lähiopetusta 10h (not translated)
Student can recognize, name and define field-related phenomena and basic concepts.
Student manages the assigned tasks assisted. Knows diverse courses of action but cannot justify his/her choices. Completion of tasks is based on routine or pre-learned performance.
Student can give and receive feedback. Student considers and assesses things from his/her viewpoint. Student can work in a group. Student recognises important courses of action in the field. Student takes reponsibility for his/her own work.
Hilda Szabo
Most of material is in the explainer videos mainly published in Youtube. Some of those videos are public and some are hidden. There is also some additional material in the course Moodle(Tabula). That is in the form of additional videos, internet links, example files and links to written material.
The course will be hold in online learning. Examples, demonstrations and workshops using the Zoom environment (also Microsoft Teams). Explainer and instructive videos in Moodle(Tabula) environment.
The final grade is based on personal projects which are checked against timetable, demands, documentation and the quality of the solution. Documentation details can be found from the assignment sections. Using the Onedrive cloud is also one part of the documentation. The details and the grading of the projects will be published in the first lectures. The details of the grading can be found also from course Moodle (Tabula).
English
01.08.2021 - 17.10.2021
02.07.2021 - 13.09.2021
3 cr
21IENVE
Pekka Kaatiala
Follow the course Moodle.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Contact the course lecture.
One possible way could be to produce a set of self made and self designed explainer videos concerning Office 365 environment. After that a suitable environmental engineering / energy engineering / water issues / mathematics (physics, chemistry) application problem could be solved and documented with enough examples and details.
No private (personal) guidance is given in this kind of way.
No final exam. The assessment is based on personal projects, the result of the projects and the documentation of the results and the implementation. Also keeping in the schedules is one part of the assessment.
More detailed instructions will be given in the practical work instructions.
Total 80 hours. Self-promoted working is about 50-56 hours. Demonstrations, workshops, coaching and contact online lessons alltogether is about 24-30 hours.
TAMK network and computer services
Office365 environment
Microsoft (MS) Excel
MS Word
MS PowerPoint
Functional programming
No practical work is returned within the given time limits. Or the returned practical work does not meet the given minimum requirements.
"Introductory knowledge". The student knows the basic of the MS Office tools and O365 cloud environment. The student can take responsibility of his own studying and needs some support from his team mates. The student follows the project schedulings with minor changes.
"Basic knowledge": The student knows the possibilities of the MS Office tools and O365 cloud environment. The student can do independently the projects and can also support his group and team mates. The student can follow the course timetables and project schedulings.
"Advanced knowledge": The student can broadly and independently apply the MS Office tools and O365 cloud environment. The student is very self motivated in solving problems in his application area and he can take responsibility of his group and team mates. The student follows exactly the course timetables and is faithful to agreed schedulings.
- (not translated)
- (not translated)
- (not translated)
Approved: The student has participated in the contact teaching of the course and completed the tasks required during the course. The student recognizes and applies various creative and functional methods. Has a reflection of his / her experiences and views in relation to theory and professional skills.
Rejected: The student has not participated in the contact teaching of the course and has not completed the tasks required during the course. Student's Learning Objectives are not or only partially achieved.
Ks. opintojakson Moodle. (not translated)
Lähiopetus koululla tai muussa oppimisympäristössä. Seuraamme koronaohjeistuksia. (not translated)
Finnish
30.08.2021 - 30.07.2022
03.07.2021 - 11.04.2022
3 cr
21AVOSOVAKA
Petteri Väkiparta, Seija Hurskainen, Hanna-Kaisa Korpikoski
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Ei ole. (not translated)
Opitun siirtäminen esim. omaan työhön. (not translated)
Ei ole. (not translated)
Seikkailukasvatus syyslukukausi 2021, tanssi- ja liikeilmaisu sekä draama kevätlukukausi 2022 (not translated)
Can describe goal related phenomena, theory and define basic concepts. The choices, solutions and limits of perspective are not theoretically justified or the theoretical reasoning is straightforward.
Can apply theory and concepts and structure things in relation to each other. Can define problems and tasks and justify solutions and choices. Can evaluate things and look at them from different angles.
Is able to analyze information and activities and to combine them with professional context. Is able to search for development opportunities and to justify different approaches and solutions. Can create new solutions or combine existing ones creatively.
Rejected: Goal-related phenomena, theory, and basic concepts are not sufficiently defined, described, or incorrect. Content management inconsistent and incomplete or incorrect. Knowledge objectives are not or only partially achieved.
-Saukola, K., Laine, T. 2017. Näe sydämellä. Luo arvostava yhteys lapseen
-Ahonen, L. 2017. Haastavat kasvatustilanteet. Lämpimän vuorovaikutuksen käsikirja (not translated)
-Luennot
-Kirjallisuus
-Aktivoivat tehtävät
-Reflektointi
-Ryhmätyöskentely
-Elokuva
-Aidot oppimisympäristöt
-Itsenäinen tehtävä
-Oman minuuden ja elämänkokemuksen soveltaminen (not translated)
-Kirjallisuustentti (0-5)
-Kasvun prosessitehtävä: Minun sukujuureni ja elämäni tarinani: Minä ihmisenä (Hyväksytty - Täydennettävä - Hylätty)
-Seksuaalisuustehtävä: Seksuaalisuuskasvatus ja seksuaalisuuden monimuotoisuus -tehtävä (Hyväksytty - Täydennettävä - Hylätty). Kiitettävällä voi korottaa kirjallisuustentin arvosanaa (not translated)
Finnish
28.08.2021 - 20.12.2021
02.07.2021 - 31.08.2021
5 cr
21AVOSOVAKA
Anniina Vauhkonen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Kirjallisuustentti:
-Saukola, K., Laine, T. 2017. Näe sydämellä. Luo arvostava yhteys lapseen
-Ahonen, L. 2017. Haastavat kasvatustilanteet. Lämpimän vuorovaikutuksen käsikirja
Ryhmätentti la 27.11. klo 12.30-15.15 (not translated)
5op=135 tuntia
Opetus ja ryhmätyöskentely
Tenttikirjallisuuden opiskelu
Itsenäiset tehtävät (not translated)
la 28.8. klo 12.30-15.15 Aloitus ja Johdanto lapsen kehitykseen kiintymyssuhdenäkökulmasta
la 9.10. klo 9-11.45 Lapsen kognitiivinen kehitys ja sosiaalinen ympäristö
la 9.10. klo 12.30-15.15 Traumatisoituneen lapsen kohtaaminen päivähoidossa
la 27.11. klo 9-11.45 Lapsuuden kehitys tunne-elämän jatkumona
la 27.11. klo 12.30-15.15 ryhmätentti
Itsenäiset ja ryhmätehtävät:
Seksuaalikasvatus -tehtävän palautus 30.9.21
Kasvun prosessitehtävän palautus 22.11.21 (not translated)
Tamkin yleinen arviointikehikko löytyy Moodlesta (not translated)
Student understands the basic concepts of differential calculus and is able to solve simple applications that are similar to the model problems solved during the course.
In addition, student is able to apply the methods of differential calculus in various problems and is able to explain the methods of her/his solutions.
In addition, student has an overall understanding of using differential calculus to solve applications and the ability to present and justify the chosen methods of solution.
Jukka Suominen
English
10.01.2022 - 06.03.2022
02.12.2021 - 09.01.2022
3 cr
21IENVE
Jukka Suominen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Student understands the basic concept of derivative and is able to solve simple applications that are similar to the model problems solved during the course. Student also knows how to interpret derivative in graphs and how to compute it numerically. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.
In addition, student is able to apply derivative to basic technical problems, for example to optimization. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.
In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.
Anja Kuronen
Finnish
10.01.2022 - 26.02.2022
02.12.2021 - 11.01.2022
3 cr
21AVOTT
Anja Kuronen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Can identify and define phenomena related to the field and basic concepts and theory.
To structure the relationship between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Is able to justify one's own views and is able to apply theoretical knowledge to practice. Relation to knowledge: self-contained, problematizing.
Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative and / or personal touch. Relation to knowledge: exploratory, argumentative and analytical.
Rejected Neither recognizes nor can define phenomena and basic concepts in the field, or the identification and definition of key phenomena remains very limited. Relationship to Knowledge: Borrowing.
Piia Roos
Moodlessa. (not translated)
Luennot, ryhmätyöt, itsenäiset tehtävät. (not translated)
Finnish
02.08.2021 - 31.12.2021
02.07.2021 - 30.09.2021
10 cr
21AVOSOVAKA
Piia Roos, Petteri Väkiparta
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Ei ole. (not translated)
Tiedon soveltaminen omaan työhön (varhaiskasvatuksessa), mahdolliset vierailijat. (not translated)
Ei ole. (not translated)
Ei ole. (not translated)
Yhteensä 10 op = 270h, josta 30 h kontaktiopetusta, itsenäinen osuus 240 h. (not translated)
The student
- identifies evidence-based knowledge related to education and teaching and digital communication.
The student
- knows the theoretical basis of education and teaching and digital communication and is able to apply them utilizing evidence-based knowledge.
The student
- knows and is able to utilize broadly education and teaching and digital communication
- analyzes and applies evidence-based knowledge and electronic communication individual and family-oriented way.
Taru Manner
Vänskä, K., Lahtinen-Väänänen, S, Kettunen, T. & Mäkelä, J. 2011. Onnistuuko ohjaus? Sosiaali- ja terveysalan ohjaustyössä kehittyminen. Edita: Helsinki.
Helminen, J. (toimi.) 2017. Asiakkaan moniammatillinen ohjaus sosiaali- ja terveydenhuollossa. Edita: Helsinki.
Erilaiset ajankohtaiset, sähköiset ohjausalustat. Terveyskylä, Mielenterveystalo, ODA-hankkeen sisällöt, Sairaanhoitajaliiton sähköisten palveluiden strategia.
Muut ajankohtaiset digitaaliset ohjausalustat, materiaalit ja artikkelit aiheesta. (not translated)
Aloitusluento, verkko-opetus, ryhmäkeskustelut, harjoitukset, toiminnalliset menetelmät.
Ohjaustuokioiden suunnittelu, toteutus ja arviointi.
Posterikävely tuotosten esittelytilaisuutena. (not translated)
Arvosana 0-5
Kirjoitusviestinnän itsearviointi: Hyväksytty/hylätty (not translated)
Finnish
25.10.2021 - 12.12.2021
07.06.2021 - 24.10.2021
3 cr
20AVOSHV
Ilona Jylhäsalo, Marita Mäki, Taru Manner
Tehtävät toteutetaan opinnollistaen omassa työssä. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Ohjaustilanteiden suunnittelu, toteutus ja arviointi asiakkaille/potilaille moodle-kurssin mukaisesti. (not translated)
Osa 1 orientaatio, verkko-opinnot ja aktiivinen tehtävien tekeminen, ohjaustuokiot ja niiden reflektointi. Posteri.
Osa 2 kirjoitusviestintä pienryhmittäin
Verkkokurssi n 20h, 61h opiskelijan itsenäistä työtä. (not translated)
pronunciation is not always correct but acceptable for communication
- comprehension of key points of limited professional material is fairly good and with tools for studies
- basic knowledge is acquired and shared
- basic and unclear expressions are used in communication but main message is shared and
- transmitted with some professional touch
- communication seems clumsy and limited but some attention is paid to interaction
- all separately defined course requirements contributing to the final grade are met.
pronunciation sounds clear and quite natural
- comprehension of key points as well as details of professional material is good and acquired
- knowledge can be implemented
- clear professional expressions are used and the number of mistakes is limited
- communication seems professional and interpersonal skills are quite good
- all separately defined course requirements contributing to the final grade are met.
pronunciation sounds clear and natural with different nuances in tone
- comprehension of key points as well as details of demanding professional material is good and
- acquired knowledge can be implemented with ease
- fluent and proficient language is used with a good sense of style and register
- communication seems professional, interactive and efficient with very few mistakes made
- all separately defined course requirements contributing to the final grade are met.
Hilda Szabo
Materials will be provided in Moodle plus student created materials.
Lectures, group discussions, self-study, concrete practical assignments.
Continuous assessment, peer-feedback/assessment, participation in lectures, meeting and negotiation sessions, submitting documents for a job application and participating in Job interviews.
English
01.09.2021 - 30.11.2021
02.07.2021 - 15.09.2021
3 cr
20IENVE
Taru Owston, Emmanuel Abruquah
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have achieved the learning goals of the course elsewhere write an email to the teachers explaining when and where and attach proof.
The in-class activities are directly linked to working life. Job application process and documents. Meetings and Negotiations etc.
No exams, Continuous assessment based on the tasks given.
International group. The online seminar is available internationally,
Two hours of contact teaching per week and two hours of work in own time. The blog writing and online seminar will take longer.
Job application process.
Business communication.
Blog writing
Online seminar
The student has not attended 80% of the lessons and has not submitted any of the assignments.
pronunciation is not always correct but acceptable for communication
- comprehension of key points of limited professional material is fairly good and with tools for studies
- basic knowledge is acquired and shared
- basic and unclear expressions are used in communication but the main message is shared and
- transmitted with some professional touch
- communication seems clumsy and limited but some attention is paid to the interaction
- all separately defined course requirements contributing to the final grade are met.
pronunciation sounds clear and quite natural
- comprehension of key points as well as details of professional material is good and acquired
- knowledge can be implemented
- clear professional expressions are used and the number of mistakes is limited
- communication seems professional and interpersonal skills are quite good
- all separately defined course requirements contributing to the final grade are met.
pronunciation sounds clear and natural with different nuances in tone
- comprehension of key points, as well as details of demanding professional material, is good and
- acquired knowledge can be implemented with ease
- fluent and proficient language is used with a good sense of style and register
- communication seems professional, interactive and efficient with very few mistakes made
- all separately defined course requirements contributing to the final grade are met.
The achieved competence is sufficient for passing the course but remains narrow. Student shows throughout the course (assignments, classroom discussions) and at the exam that is familiar with the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has basic theoretical knowledge in environmental management systems. The group work was done, reported and presented within the deadline but background information remained minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing that only narrow competence is achieved.
The achieved competence is structured and student can apply the theoretical knowledge in known situations. Student knows and understands the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has good knowledge in the structure of environmental management systems and the student understands the requirements of environmental management systems (for example ISO 14001, EMAS). Student is motivated towards the subjects discussed. The group work was done, reported and presented properly and within the deadline, background information collected, reporting has been structured according to the instructions, with references to the reliable sources, presentation of the results mostly correct eventually with small mistakes, discussion and conclusions are adequate showing deep understanding of the concepts and ability to apply them.
The achieved competence is wide and student can apply the theoretical knowledge in changing situations. Student has fluent knowledge and understanding the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has fluent knowledge in the structure of environmental management systems and the student understands the requirements of environmental management systems (for example ISO 14001, EMAS). Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing itself.
The group work was done, reported and presented very well and within the deadline, background information collected, reporting has been structured according to the instructions, with references to the reliable sources, presentation correct, discussion and conclusions are adequate and based on comparison to literature, conclusions are clear and clearly expressed. The work shows deep understanding of the concepts and that the student has sufficient skills to apply correctly the theoretical knowledge.
Hilda Szabo
All materials will be distributed via Tabula. Lecture materials include references to relevant literature.
Contact teaching, assignments, self-study, group works and a field visit. Language of instruction is English.
The evaluation of the course is based on continuous evaluation:
Learning outcomes that are based on the knowledge and skills achieved with the course assignments, reports and exam.
The final grade consists of the following elements:
- Exam, 30 %
- Group work (CSR), 40 %
- Individual assignment, 30 %
Late submissions will affect the grade.
English
16.08.2021 - 31.12.2021
17.07.2021 - 15.08.2021
5 cr
20IENVE
Juha Mettälä
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
No alternative ways to pass the course.
There will be an open book Tabula exam in the end of the course. The exam date will be published shortly after the course starts.
Contact teaching, group works done during the lecture time, and a site visit 50 hours, self-study (reports, exercises, exam) 96-108 hours. Approximately 85 hours in total. Given hours are approximates and are based on general guidelines (1 ECTS cr equals approx. 27 h of work).
See lecture schedules, topics and classrooms from Lukkarikone at lukkarit.tamk.fi
Student do not participate group work and fails to submit the assignment in time. Student does not participate on the exam or do not otherwise pass the exam.
Student participated in the group work, personal assignment and in the exam. The achieved competence is sufficient for passing the course but remains narrow.
Student shows throughout the course (assignments, classroom discussions) and at the exam that is familiar with the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has basic theoretical knowledge in environmental management systems.
The group work was done, reported and presented within the deadline but background information remained minimal, reporting structured according to the instructions but literature references are missing, presentation incomplete, discussion and conclusions are inadequate showing that only narrow competence is achieved.
Student participated in the group work and in the exam. The achieved competence is structured and student can apply the theoretical knowledge in known situations.
Student knows and understands the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has good knowledge in the structure of environmental management systems and the student understands the requirements of environmental management systems (for example ISO 14001, EMAS). Student is motivated towards the subjects discussed.
The group work was done, reported and presented properly and within the deadline, background information collected, reporting has been structured according to the instructions, with references to the reliable sources, presentation of the results mostly correct eventually with small mistakes, discussion and conclusions are adequate showing deep understanding of the concepts and ability to apply them.
Student participated in the group work and in the exam. The achieved competence is wide and student can apply the theoretical knowledge in changing situations.
Student has fluent knowledge and understanding the basic concepts and phenomena related to environmental management systems, auditing and other themes discussed during the course. Student has fluent knowledge in the structure of environmental management systems and the student understands the requirements of environmental management systems (for example ISO 14001, EMAS). Student is motivated towards the subjects discussed, shows creativity and has a positive attitude towards developing itself.
The group work was done, reported and presented very well and within the deadline, background information collected, reporting has been structured according to the instructions, with references to the reliable sources, presentation correct, discussion and conclusions are adequate and based on comparison to literature, conclusions are clear and clearly expressed. The work shows deep understanding of the concepts and that the student has sufficient skills to apply correctly the theoretical knowledge.
The student knows the most important concepts and calculations of financial planning and control. They are able to formulate some calculations or reports based on instructions and can draw the most obvious conclusions based on the reports or calculations.
The student knows the main concepts and calculations of financial planning and control. They can solve practical problems based on this knowledge. The student can draw some reasonable conclusions based on the reports or calculations and is also able to somewhat combine information from different sources into a complete entity.
The student has mastered the main concepts and calculations of financial planning and control. They are able to apply this knowledge also in different situations, looking also for new solutions or operations models. The student is able to do reasonable conclusions based on the reports or calculations and also to combine information from different sources into a complete entity.
Kati Kouhia-Kuusisto
Järvenpää, Länsiluoto, Partanen & Pellinen: Talousohjaus ja kustannuslaskenta (Sanomapro)
Åkerberg: Budjetointi 2020-luvulla (Alma Talent)
Muu opintojakson Moodle-ympäristössä kerrottu materiaali (not translated)
Luennot (etänä)
Soveltavat harjoitustehtävät
Excel-harjoitukset (not translated)
Arviointi perustuu case-tehtävään (40% arvosanasta) ja lopputenttiin (60% arvosanasta). (not translated)
Finnish
23.08.2021 - 24.10.2021
09.06.2021 - 18.08.2021
5 cr
21ALITA2
15 - 40
Kati Kouhia-Kuusisto, Taina Huhtinen
HUOM! Kyseessä on johdon laskentatoimen syventävä kurssi, johon edeltävänä opintona vaaditaan opintojakson Kannattavuus ja sen kehittäminen suorittamista (tai vastaavat sisäisen laskentatoimen perustiedot muuten hankittuna). Avoimen amkin kautta voidaan hyväksyä mukaan vain opiskelijoita, joilla nämä ennakkovaatimukset täyttyvät! (not translated)
Business Administration
Degree Programme in Business Administration, Open University of Applied Sciences
TAMK Main Campus
3 cr
0-5
Ei ole (not translated)
Tentti 28.10. (luennot ja kirjallisuus ilmoitetuin osin)
Lisäksi arvioitavia case-tehtäviä (not translated)
5 opintopistettä vastaa 5 x 27 tuntia opiskelijan työtä (not translated)
Evaluation criteria is available in Finnish only.
Evaluation criteria is available in Finnish only.
Evaluation criteria is available in Finnish only.
Hilda Szabo
Kurssi-Moodleen linkitetty sekä muu opettajan laatima materiaali. (not translated)
Opetuskeskustelu, ryhmä- ja parityöskentely, harjoitukset, tavoitteiden asettaminen ja niitä kohti pyrkiminen monipuolisten palautteiden avulla. (not translated)
Kaikki kurssitehtävät tehtyinä ja läsnäoloa verkko-opetuksessa vähintään 80 %. Kurssi painottuu harjoituksineen suulliseen viestintään. Arvosana määräytyy seuraavasti: esittelevä puhe 1/3, kielenhuoltotesti 1/3 ja standardimuotoinen raportti 1/3. (not translated)
Finnish
18.10.2021 - 02.12.2021
02.07.2021 - 05.09.2021
3 cr
21IENVE
10 - 25
Marja Oksanen
Ensimmäiset oppitunnit tiistaina 26.10. klo 9 - 11 luokassa B6-30. (not translated)
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
1 cr
0-5
Vastaava korkeakoulutasoinen viestinnän kurssi. (not translated)
Ei ole. (not translated)
Kurssiin ei kuulu tenttiä. (not translated)
Oman kansainvälisen perusryhmän, 21IENVEn hyödyntäminen mahdollisuuksien mukaan. (not translated)
Kurssi sisältää kohtuullisen paljon kotona tehtävää työtä: niin puheiden valmistelua kuin kirjoittamistakin. Yhden periodin aikana kurssista muodostuu intensiivinen kokonaisuus. (not translated)
Kurssi-Moodleen rakentuvan rungon mukaan. (not translated)
Opiskelija ei ole osannut tehdä kurssitehtäviä niille asetettujen tavoitteiden mukaan tai jättänyt muusta syystä niitä tekemättä tai palauttamatta ja/tai hänellä on poissaoloja enemmän kuin 20 %. (not translated)
Opiskelija kirjoittaa ymmärrettävästi ja asiatyylisesti asiakirjastandardia jäljitellen. Tekstin rakentaminen on hapuilevaa, ja kielen muoto- ja tyyliseikoissa on huomautettavaa. Väitteiden perusteleminen on vaatimatonta.
Opiskelija kykenee pitämään puhe-esityksensä visuaalisen havainnollistuksen kera asiallisesti, joskin sen kestossa, rakenteessa, vuorovaikutuksellisuudessa tai äänenkäytössä on paljonkin huomautettavaa. (not translated)
Opiskelija viestii kirjoittaen jäsentyneesti ja havainnollisesti. Olennainen tieto välittyy selkeästi, ja teksti on melko virheetön ja noudattelee asettelultaan täysin asiakirjastandardia. Opiskelija osaa esittää asiat erotellen omat näkemyksensä lähteistä hankkimistaan tiedoista niin, että referointi niveltyy luontevasti muuhun tekstiin.
Opiskelijan puhe-esitys on vastaanottajat ja tilanteen huomioiva ja rakenteeltaan toimiva. Puheensa aikana opiskelija pitää katsekontaktin yleisöön ja puhuu omin sanoin. (not translated)
Opiskelija viestii kirjoittaen vakuuttavasti, perustellen näkemyksensä monipuolisesti. Hänen tekstinsä olennainen tieto on erinomaisesti jäsennelty sekä tiivistetty. Kieli on virheetöntä ja tyyli hallittua.
Opiskelija osaa puhua vakuuttavasti, innostuneesti ja vuorovaikutteisesti. Hän esiintyy luontevasti ja asiallisesti onnistuen ylläpitämään yleisön mielenkiinnon koko esityksen ajan. Hän osaa hyödyntää äänen tehokeinoja. (not translated)
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Johanna Granlund
TAMKin kirjallisen raportoinnin ohje
opettajan materiaali Tabulassa
verkkotehtävät (not translated)
etätapaamiset lukujärjestyksen mukaan
kirjoitustehtävät ja muut harjoitukset
kirjoittamisen työpajat (not translated)
kurssitehtävien suorittaminen ajallaan
raportti
työpajoihin osallistuminen (not translated)
Finnish
01.08.2021 - 31.12.2021
02.07.2021 - 09.09.2021
3 cr
20AI112
Johanna Granlund
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
3 cr
0-5
ei ole (not translated)
Toteutuksella ei ole tenttiä. (not translated)
etäopetustunnit lukujärjestyksen mukaisesti
palautekerroille osallistuminen
Aikataulu esitellään kurssin alussa ja sitä muokataan tarvittaessa. (not translated)
Opiskelija ei ole palauttanut hyväksyttyä raporttia.
Opiskelija ei tunne tai osaa käyttää TAMKin Kirjallisen raportoinnin ohjetta ja/tai raporttipohjaa. Kielessä on merkittäviä puutteita, jotka haittaavat luettavuutta ja ymmärrettävyyttä. (not translated)
Opiskelija viestii ymmärrettävästi ja asiatyylisesti jäljitellen malleja ja ohjeita. Opiskelija löytää lähteitä, joskin niiden käyttö ja referointi on vähäistä ja ohjeiden vastaista. Väitteiden perusteleminen puuttuu kokonaan tai on vaatimatonta. Tekstin rakentaminen on hapuilevaa, ja kielen muoto- ja tyyliseikoissa on huomautettavaa. (not translated)
Opiskelija viestii esityksissään jäsentyneesti ja havainnollisesti. Esitetyt näkemykset on perusteltu, ja lähteet valittu tarkoituksenmukaisesti, lähteet on merkitty ohjeistuksen mukaisesti. Referointi niveltyy luontevasti muuhun tekstiin. Olennainen tieto välittyy selkeästi, ja tekstit ovat melko virheettömiä. (not translated)
Opiskelija viestii esityksissään vakuuttavasti perustellen näkemyksensä monipuolisesti. Hän käyttää lähteitä arvioivasti ja kommentoiden. Laadittujen tekstien olennainen tieto on erinomaisesti jäsennelty ja tiivistetty. Tekstin kieli ja tyyli on hallittua, ohjeistusta noudattelevaa ja liki virheetöntä. (not translated)
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Eija Lähteenmäki
Finnish
01.01.2022 - 31.07.2022
02.12.2021 - 11.01.2022
3 cr
19I111
19I180
Eija Lähteenmäki
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Eija Lähteenmäki
Finnish
01.01.2022 - 31.07.2022
02.12.2021 - 11.01.2022
3 cr
19I160
Eija Lähteenmäki
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Eija Lähteenmäki
Finnish
01.01.2022 - 31.07.2022
02.12.2021 - 11.01.2022
3 cr
19I228K
19I190
Eija Lähteenmäki
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Student has been able to complete all the assignments acceptably. She/he can exchange greetings/farewells, introduce oneself, name a few objects and copy some words that she/he has learned. It is hard for her/him to attend a simple conversation or create a short text. Her/his pronunciation causes difficulties to understand meanings of produced speech.
Student has an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. She/he is able to cope in most common everyday situations: shopping, travelling, and visiting people. A student is able to write brief messages (e.g. e-mail, text message, and post card) in Finnish and is able to pronounce Finnish clearly enough. Student’s mother tongue may have an effect in pronunciation and/or sentence structure, but it doesn’t cause big problems to understand the meaning of messages.
Student has a positive and active attitude towards learning language. She/he can pronounce Finnish distinctively and is able to use suitable and varied expressions in everyday situations using grammar mostly correct way. A student can participate in a conversation asking and responding to questions about topics studied in the course. She/he can write simple descriptions or stories and recombine words and phrases into new sentences.
Hilda Szabo
Textbook Suomen mestari 1 - Suomen kielen oppikirja aikuisille (by Sonja Gehring & Sanni Heinzmann). You may find the book in the TAMK library, but it is recommended to buy the book, because it will be used in all three Finnish courses. Materials made by the teacher and e-materials - both of them linked in Moodle.
Different methods: contact teaching, study conversation, cooperative learning, oral and written exercises and games. Also online material is utilized. All materials have been collected and structured in Moodle. The idea is to make learning basics of Finnish not only important but also interesting and fun.
A course grade will be formed on the basis of a result of the written exam.
Finnish
English
18.10.2021 - 02.12.2021
02.07.2021 - 12.09.2021
3 cr
21IENVE
10 - 25
Marja Oksanen
The first lesson on Monday 25 October at 11.00.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
1 cr
0-5
In case you have completed a similar course in another university, please fill in the application form in Pakki and add the necessary documents (transcript of records).
If you have informally accomplished the goals and want to discuss how to show your skill please contact the teacher via email and explain why you think you should be exempted from the course and how you would you like to develop your Finnish skills.
No.
On Thursday the 9th of December, retake on Friday the 10th of December.
The whole group is internatinal!
Finnish language is so different from the most students' mother tongues which means rather much work to get in communication in Finnish. This time the studying demands time and collaboration. A regular and active attendance in lessons is important and also compulsory to pass the course. But as said, in addition to it much private learning is needed. 3 ECT course means 3 x 27 hours' (81 hours') work! To build up one's motivation is very important: to find useful, fun and creative ways to learn, use and understand Finnish. So have Finnish as a hobby also in your free time!
The contents according to course Moodle structure and the textbook.
Uncompleted assignments, great difficulties to understand and produce the simplest basic phrases and expressions. More than 20 % absences from online lessons.
Students have been able to complete all the assignments acceptably. They can exchange greetings/farewells, introduce oneself, name a few objects and copy some words that she/he has learned. It is hard for them to attend a simple conversation or create a short text. Their pronunciation causes difficulties to understand meanings of produced speech.
Students have an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. They are able to cope in most common everyday situations: shopping and meeting people. Students are able to write brief texts (e.g. e-mail, text message, and post card) and are able to pronounce Finnish clearly enough. Students' mother tongue may have an effect in pronunciation and/or sentence structure, but it doesn’t cause big problems to understand the meaning of messages.
Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in everyday situations using grammar mostly correct way. Students can participate in a conversation asking and responding to questions about topics studied in the course. They can write simple texts and recombine words and phrases into new sentences.
Students have been able to complete all the assignments acceptably. They can tell about few of the achieved course contents, but their expression stays limited: both spoken and written language is partly hard to understand. It is difficult for them to take part to a simple discussion. Also their incomplete pronunciation may cause difficulties to understand their speech.
Students have an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. They are able to cope in most achieved oral course exercises. Students are able to write short texts about their home, travelling or clothes in Finnish and are able to pronounce Finnish clearly enough. Students’ mother tongue may have an effect in pronunciation and/or sentence structure, but it doesn’t cause problems to understand the meaning of messages.
Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in achieved course exercises using grammar mostly correct way. A student can participate in a conversation asking and responding to questions about topics studied in the course. She/he can write simple descriptions or stories and recombine words and phrases into new sentences. They understand the importance of good Finnish language skills to get a job in Finland.
Päivi Suominen-Tontti
Teachers material. It will be discussed about choosing or continuing with some study book in the first lesson.
The idea is to learn basics of Finnish, not only important but also interesting and fun.
o pronunciation exercises
o vocabulary exercises
o structural exercises
o conversational and drama exercises
o listening comprehension exercises
o reading comprehension exercises
o written exercises.
In this course you develop your Finnish skills starting from your level.
Discussion and using new vocabulary in lessons is very important.
Finnish
English
01.08.2021 - 31.12.2021
10.06.2021 - 10.09.2021
3 cr
21KVTBIOT
Päivi Suominen-Tontti
Bioproduct Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
A written exam will be conducted in the end of the course. The date will be informed during the course.
Lessons 8 x 2h, distance learning between lessons in groups and yourself.
Students have been able to complete all the assignments acceptably. They can tell something about achieved course contents, but their expression stays limited and/or insufficient and includes a lot of structural mistakes. Both spoken and written language is partly hard to understand. It is difficult for them to take part to a simple discussion. Also their incomplete pronunciation may cause difficulties to understand their speech.
Students have an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. They can cope in most achieved oral course exercises quite well. Students are able to write short texts about their environment and matters considering their becoming profession. Their pronunciation is quite good.
Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in achieved course exercises using grammar mostly correct way. Students can participate in a conversation asking and responding to questions about topics studied in the course. They can write simple descriptions or summaries and recombine words and phrases into new sentences.
Hilda Szabo
We continue with a familiar material: Kristiina Kuparinen - Terhi Tapaninen - Karoliina Kuisma SUN SUOMI Finnish for beginners, also a bit of authentic material, material made or linked in Moodle by the teacher.
Contact teaching, study conversation, cooperative learning, oral and written exercises and games.
Regular participation - to pass the course the minimum attendance 80 % is required - and performed assignments. The grade will be given as follows: short tests during the course 33 %, video made in a small group 33 % final test 33 %. Class activity may raise a grade.
Finnish
English
30.08.2021 - 29.11.2021
02.07.2021 - 31.07.2021
4 cr
20IENVE
10 - 25
Marja Oksanen
Level A1 - A2.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
1 cr
0-5
In case you have completed a similar course in another university, please fill in the application form in Pakki and add the necessary documents (transcript of records).
If you have informally accomplished the goals and want to discuss how to show your skill please contact the teacher via email and explain why you think you should be exempted from the course and how you would you like to develop your Finnish skills.
-
There are smaller tests during the course and the final test will take place in the end of the course. Let's arrange its date and time together.
The whole group is international!
Two weekly double lessons - as mentioned above - almost the whole autumn term. The scheduled lunch breaks may cut our lessons both on Tuesday and on Wednesday. The break after studying Finnish in the spring causes need to revise before learned. Because this is a 4 ECT course, the total amount of student work has been estimated at least 4 x 27 hours = 108 hours. So quite much independent work is needed to improve the skills of basic Finnish. Try your best to make Finnish language your hobby!
At first setting individual goals for the course and during the course actively striving for them to be able at last to reflect one's success. In the beginning a bit of revision of earlier learnt. Mainly following the order of the textbook SUN SUOMI.
A student has great difficulties to understand and produce the simplest basic phrases and expressions. Pronunciation causes misunderstanding. She/he has not attended regularly contact lessons having more than 20 % absences and she/he has not managed to complete all assignments.
Students have been able to complete all the assignments acceptably. They can tell something about achieved course contents, but their expression stays limited and/or insufficient and includes a lot of structural mistakes. Both spoken and written language is partly hard to understand. It is difficult for them to take part to a simple discussion. Also their incomplete pronunciation may cause difficulties to understand their speech.
Students have an active attitude towards studying Finnish language showing that by completing course tasks according to the schedule. They can cope in most achieved oral course exercises quite well. Students are able to write short texts about their environment and matters considering their becoming profession. Their pronunciation is quite good.
Students have a positive and active attitude towards learning language. They can pronounce Finnish distinctively and are able to use suitable and varied expressions in achieved course exercises using grammar mostly correct way. Students can participate in a conversation asking and responding to questions about topics studied in the course. They can write simple descriptions or summaries and recombine words and phrases into new sentences.
Knowledge of the most essential phenomena and related quantities and units in fluid mechanics and thermophysics. Capability to analyse qualitatively and quantitatively simple cases related phenomena similar to discussed examples
In addition capability to apply the principles to new situations. Fluent usage of the terminology and models in presentations of justified qualitative and quantitative analyses of phenomena
In addition versatile ability to analyse phenomena qualitatively and quantitaively realizing the limitations related to theories in use.
Hilda Szabo
Physics for Scientists and Engineers, Randall D. Knight, Pearson, 3. or 4. Edition
Technical Formulas, Tammertekniikka
Lecture material on the Moodle site
demonstrations
independent e-learning
classroom teaching/ online teaching
exercises
cooperative learning
weekly exams and final exam
The course is graded on a scale of 0-5.
There are two options for evaluating the course. You can also use the both options, in which case the better grade will remain in effect:
1. Option: The grade consists of the sum of points for the weekly tests, the measurement task, the assignment and the final exam and homework.
Week exams: 2 x 6 p = 12 p
Group assignments: 2 x 6 p = 12 p
Homework: 6 p (15% = 1p, 30% = 2p, ...., 90% = 6p)
Final exam: 30 p
2. Option: Only the final exam with double points: 2 x 30 p
The preliminary score limits are:
Grade 1: 20-28 p
Grade 2: 29-36 p
Grade 3: 37-44 p
Grade 4: 45-52 p
Grade 5: 53-60 p
English
18.10.2021 - 08.12.2021
18.09.2021 - 17.10.2021
3 cr
21IENVE
Sampo Saari
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Weekly tests are held approximately every four weeks. Weekly exams cannot be renewed. The exact updated schedule in the Moodle.
Resits can be found in Pakki.
More detailed schedule in Moodle.
Student understands the basic concepts of functions and matrices and recognizes typical graphs of elementary functions. Student is able to solve simple equations involving exponential, logarithmic or trigonometric functions. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.
In addition, student is able to solve equations involving basic functions and knows how to perform calculations with matrices. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.
In addition, student has an overall understanding of using course topics to solve various applications and the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and also committed to help the group to manage the course.
Opintojaksolla käytettävä materiaali löytyy Moodlesta.
Kaavasto: Tekniikan kaavasto, Tammertekniikka.
Suositellaan hankittavaksi laskin TI-Nspire CX CAS. (not translated)
Lähiopetus, itsenäinen opiskelu, tuntiharjoitukset ja kotitehtävät, videomateriaalit, STACK-tehtävät, tuntitestit, loppukoe (not translated)
- Opintojakso arvioidaan asteikolla 0-5.
- Opintojakso suoritetaan tuntitesteillä, loppukokeella, harjoitustehtävillä (tunti-, koti- ja verkkotehtävillä), aktiivisella tuntiosallistumisella ja yhteistoiminnallisella oppimisella, jotka kaikki vaikuttavat arvosanaan.
- Opintojakson ajankohtaiset tiedot ja linkki kotitehtävälistaan löytyvät Moodlesta. Opiskelija vastaa itse siitä, että on päivittänyt tekemänsä harjoitustehtävät kotitehtävälistaan ennen seuraavan oppitunnin alkua.Kotitehtäväpisteiden saamiseksi on osallistuttava kotitehtävien tarkistukseen ja oltava valmis esittämään oma ratkaisunsa. Omat tehtävät palautetaan sähköisessä muodossa Moodlessa olevaan palautuskansioon (esim. kuvaamalla omat tehtävät ja palauttamalla pdf-tiedosto Moodleen).
- Kokeen arvostelussa otetaan huomioon paitsi ratkaisun oikeellisuus myös ratkaisutapa ja esitystavan selkeys. Jo arvosanan 0 saaminen edellyttää säännöllistä läsnäoloa ja osallistumista opintojakson työmuotoihin koko opintojakson ajan sekä kurssikokeeseen osallistumista. Säännöllinen läsnäolo tarkoittaa, että tunnilla ollaan aina, ellei ole perusteltua syytä (esim. sairaus) olla pois.
Kotitehtävillä saa lisäpisteitä oheisen taulukon mukaan:
30 - 49 %.....1
50 - 69 %.....2
70 - 89 %.....3
90 - 100%.....4
Lopullinen arvosana määräytyy tuntitestien, loppukokeen, kotitehtäväpisteiden ja osallistumisaktiivisuuden perusteella.
Uusinta- ja korotus:
Kurssin uusinta- ja korotustentti on täysin erillinen koe, johon ei vaikuta enää kotitehtävä- eikä tuntitestipisteet.
Arviointikriteeri - hylätty (0)
Opiskelija osallistuu säännöllisesti opetukseen ja opintojakson työmuotoihin ja suorittaa opintojakson loppukokeen, mutta ei muuten saavuta tyydyttävään arvosanaan vaadittuja kriteerejä. Mikäli edellä mainitut kriteerit eivät täyty, niin opiskelija poistetaan toteutukselta. Nollan saaminen mahdollistaa osallistumisen kurssin uusintakokeeseen. (not translated)
Finnish
18.10.2021 - 17.12.2021
25.07.2021 - 24.10.2021
3 cr
21AVOTT
0 - 50
Anja Kuronen
Opetus alkaa lukujärjestyksen mukaisesti viikolla 43.
Opintojaksoon tulee Moodle-toteutus. Opettajalta saa tarvittaessa Moodle-avaimen. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Ei ole (not translated)
Ei ole (not translated)
Opintojakson tuntitestit (3 kpl):
12.11.2021 Funktiot ja erilaisia riippuvuuksia
26.11.2021 Eksponentti- ja logaritmifunktio
3.12.2021 Matriisilaskenta
Loppukoe on 10.12.2021 normaaliin tuntiaikaan (alustava aika, voi tulla muutoksia).
Uusintatentit:
1. uusintatentti: xx.1.2022 klo 17-20
2. uusintatentti/ korotus: xx.2.2022 klo 17-20
Hyväksyttyä arvosanaa voi korottaa VAIN TÄSSÄ 2.uusintatentissä (ei siis ensimmäisessä eikä myöhemmin).
Uusintatenttiin ja korotukseen ilmoittaudutaan TAMKin tenttijärjestelmän kautta (Pakki).
Uusintaan osallistuminen edellyttää arvosanaa 0.
Sairastapauksissa vaaditaan lääkärintodistus.
Poissaolo kokeesta vastaa hylättyä suoritusta.
Kokeissa saa olla mukana vain opettajan erikseen määrittelemät materiaalit ja välineet. (not translated)
Ei ole (not translated)
Opiskelijan keskimääräinen työmäärä on 80 h, joka koostuu:
- lähiopetuksesta, jossa opettaja mukana
- ryhmätöistä (opettaja ei ole mukana)
- itsenäisestä työskentelystä
- kokeista
Opettajan pitämiä lähitunteja sisältäen kokeet on n. 30 h. (not translated)
Funktioiden peruskäsitteet ja merkinnät.
Tekniikan sovellusten kannalta keskeisimpien funktioiden kuvaajia
Polynomifunktiot (erityisesti suora ja paraabeli)
Eksponentti- ja logaritmifunktiot sekä -yhtälöt
Matriisien perusoperaatiot ja matriisien sovelluksia (not translated)
Student understands the basic concepts of functions and matrices and is able to solve simple applications that are similar to the model problems solved during the course.
In addition, student is able to solve simple equations involving basic functions and knows how to apply matrices to technical problems. Student is also able to explain the methods of her/his solutions.
In addition, student has an overall understanding of using course topics to solve various applications and the ability to present and justify the chosen methods of solution.
Hilda Szabo
All material, theory and exercises, can be found in TuniMoodle. If necessary, a student can use math books he/she has used before and the Internet to search more information about the topics. A student can borrow books in TAMK library. The solutions for the some homework will be published in TuniMoodle after every deadline.
Lessons, exercises, self-study, videos, homework, exam.
A student solves exercises and saves them in TuniMoodle by given dead-lines. Before each dead-line a student has a chance to ask help in "helpdesk"-meetings.
The final grade is based on the exam and the homework. A homework package is given weekly (approximately 8 packages). One point is given for every submitted homework package in Moodle. Homework packages are not accepted by email. The maximum points for the test is 42 points. The homework and the test together give the maximum of 50 points. The grade is based on the following table
12,5 points -> grade 1
20 points -> grade 2
27,5 points -> grade 3
35 points -> grade 4
42,5 points -> grade 5
English
18.10.2021 - 31.12.2021
26.08.2021 - 17.10.2021
3 cr
21IENVE
Jukka Suominen
-
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
-
-
The exam will be held on Thursday, 16th of December at 08.00-11.00 in the classroom B2-35.
Two re-sit exams, the first one in January 2021 and the second one in February 2021 (more details later).
-
A student is expected to student 27 hours / credit unit (81 hours / 3 credit units).
Topics are shown in TuniMoodle.
-
-
-
-
Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the problems solved during the course. Student is familiar to different forms of complex numbers and is able to perform calculations with them. Justification of solutions and the usage of mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.
In addition, student is able to solve basic geometrical problems and knows how to apply vectors to technical problems. Student can also explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.
In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.
Opettajan Moodlessa jakama materiaali (pdf-materiaalit, videot, interaktiiviset tehtävät)
Kaavasto: Tekniikan kaavasto, Tammertekniikka
Suositellaan hankittavaksi TI-nspire CX CAS/ TI-nspire CX II CAS -laskin. (not translated)
Lähiopetus, itsenäinen opiskelu, tuntiharjoitukset ja kotitehtävät, videomateriaalit, nettitehtävät (STACK-tehtävät), tuntitestit, tentti (not translated)
Opintojakso arvioidaan asteikolla 0-5. Opintojakso suoritetaan tuntitesteillä (3 kpl), laajemmalla kurssikokeella ja viikoittain tarkastettavilla kotitehtävillä.
Arvosteluun vaikuttavat tuntitestit 40 % ja laajempi loppukoe 60 %. Kokeiden arvostelussa otetaan huomioon paitsi ratkaisun oikeellisuus myös ratkaisutapa ja esitystavan selkeys. Jo arvosanan 0 saaminen edellyttää säännöllistä läsnäoloa koko opintojakson ajan, kotitehtävien tekoa sekä tuntitesteihin ja loppukokeeseen osallistumista. Säännöllinen läsnäolo tarkoittaa, että tunnilla ollaan aina, ellei ole perusteltua syytä (esim. sairaus) olla pois. Arvosanan 1 saa pistemäärällä, joka on 40 % kurssin eri arviointimuotojen yhteenlasketusta maksimipistemäärästä.
Kotitehtävillä saa lisäpisteitä oheisen taulukon mukaan:
yli 30% : 1
yli 50% : 2
yli 70% : 3
yli 90% : 4
Kotitehtäväpisteiden saamiseksi on osallistuttava kotitehtävien tarkistukseen (tarkemmat ohjeet Moodlessa).
Uusinta- ja korotus:
Kurssin uusinta- ja korotustentti on täysin erillinen koe, johon ei vaikuta enää kotitehtävä- eikä tuntitestipisteet.
Arviointikriteeri - hylätty (0)
Opiskelija osallistuu säännöllisesti opetukseen ja sen työmuotoihin, mutta ei muuten saavuta tyydyttävään arvosanaan vaadittuja kriteerejä. Mikäli edellä mainitut kriteerit eivät täyty, niin opiskelija poistetaan toteutukselta. Nollan saaminen mahdollistaa osallistumisen kurssin uusintakokeeseen. (not translated)
Finnish
01.09.2021 - 17.10.2021
02.07.2021 - 31.08.2021
3 cr
21AVOTT
0 - 35
Anja Kuronen
Opetus alkaa lukujärjestyksen mukaisesti viikolla 35.
Opintojaksoon tulee Moodle-toteutus.
Huom!
Jo ensimmäisille tunneille saattaa tulla ennakko-opiskeltavaa, joten huolehdi, että ilmoittaudut kurssille hyvissä ajoin, jotta saat tiedon näistä mahdollisista tehtävistä. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Opintojakson tuntitestit (3 kpl):
24.09.2021 Tasogeometria
08.10.2021 Tason vektorit
15.10.2021 Avaruuden vektorit
Laajempi kurssikoe on 27.10.2021 normaaliin tuntiaikaan (alustava aika, voi tulla muutoksia)
Uusintakokeet:
1. uusintakoe 10.11.2021 klo 17-20
2. uusintakoe/ korotus 8.12.2021 klo 17-20
Uusinnat ja korotukset ovat vain ja ainoastaan tässä ilmoitettuna aikana, ei siis myöhemmin esim. seuraavana vuonna.
Uusintakokeeseen ja korotukseen ilmoittaudutaan TAMKin tenttijärjestelmän kautta (Pakki).
Uusintaan osallistuminen edellyttää arvosanaa 0.
Yleiseti kokeesta:
Sairastapauksissa vaaditaan lääkärintodistus.
Poissaolo kokeesta vastaa hylättyä suoritusta.
Kokeissa saa olla mukana vain opettajan erikseen määrittelemät materiaalit ja välineet. (not translated)
Opiskelijan keskimääräinen työmäärä on 80 h, joka koostuu:
- lähiopetuksesta, jossa opettaja mukana
- kotitehtävistä, nettitehtävistä ja mahdollisista ryhmätöistä (opettaja ei ole mukana),
- itsenäisestä työskentelystä
- kokeista
Opettajan pitämiä lähitunteja on n. 30 h. (not translated)
Sisällön jaksotus on suuntaa antava. Osa opsissa mainituista kokonaisuuksista on tarkoitus suorittaa itsenäisenä opiskeluna ja/tai ryhmätöinä.
Opintojakson keskeinen sisältö:
Vinokulmaisen kolmion ratkaiseminen sekä erilaisten tasokuvioiden pinta-aloja
Vektorilaskenta tasossa ja avaruudessa
Vektorien tulot
Painopiste
Opintojakson aihepiirejä sovelletaan erilaisissa tekniikan probleemoissa. (not translated)
Student understands the basic concepts of geometry and vector calculations and is able to solve simple applications that are similar to the model problems solved during the course.
In addition, student is able to solve basic geometrical problems and knows how to apply vectors to technical problems. Student is also able to explain the methods of her/his solutions.
In addition, student has an overall understanding of using course topics to solve various applications and the ability to present and justify the chosen methods of solution.
Hilda Szabo
All material, theory and exercises, can be found in TuniMoodle. If necessary, a student can use math books he/she has used before and the Internet to search more information about the topics. A student can borrow books in TAMK library. The solutions for the some homework will be published in TuniMoodle after every deadline.
Lessons, exercises, self-study, videos, exercises, group work, homework, exam.
The final grade is based on the exam and the homework. A homework package is given weekly (appr. 8-9 packages). One point is given for every submitted homework package in Moodle. Homework packages are not accepted by email. The maximum points for the test is 41-42 points. The homework and the test together give the maximum of 50 points. The grade is based on the following table
12,5 points -> grade 1
20 points -> grade 2
27,5 points -> grade 3
35 points -> grade 4
42,5 points -> grade 5
English
01.08.2021 - 17.10.2021
01.08.2021 - 20.09.2021
3 cr
21IENVE
Jukka Suominen
A student is expected to have a calculator and a formula book.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The exam will be held on Thursday, 11th of November at 14.15-17.00.
Two resit exams, the first one on Thursday 2nd of December, the second one in December 2021 or January 2022 (more details later).
A student is expected to work 27 hours / credit unit.
Topics will be shown in TuniMoodle.
Finnish
30.08.2021 - 17.12.2021
02.07.2021 - 31.08.2021
3 cr
21AVOTT
0 - 50
Anja Salo, Petteri Jekunen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Student is able to analyse simple noise and particle modelling cases both qualitatively and quantitatively. Student needs extra support to be able to complete given tasks. Exercises have been done, but results might be slightly erroneous.
Student is able to use correct terminology and presents justified qualitative and quantitative analysis. Exercises are done completely, and results and analysis are correct. Results are at least briefly commented.
Student shows the ability to do versatile qualitative and quantitative analysis. Student has a realistic knowledge of the limitations of the theoretical framework. Reports are comprehensive and well-structured. Student is able to show his or her own conclusions clearly.
Hilda Szabo
Lecture material in moodle.tuni.fi
Online resources
Contact teaching OR online teaching
Measurement work
Co-operative and independent studying
Computer simulation modelling work
Guidance with video material
Written reports
Assessment is based on measurement and modelling exercises and final exam.
Grade of the course is based on the aerosol measurements and modelling report (40%), aerosol final exam (40%).
Water analysis (20%) is evaluated pass/failed.
English
01.01.2022 - 29.04.2022
02.12.2021 - 09.01.2022
5 cr
19IENVE
21KVIENVE
Sampo Saari, Johannes Jermakka
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Classes: 45h
Independent modelling work 30 h
Independent self study, measurements and reporting 65h
Total 140 h
Missing reports.
Student is able to analyse simple aerosol measurement and modelling cases both qualitatively and quantitatively. Student needs extra support to be able to complete given tasks. Exercises have been done, but results might be slightly erroneous or conclusions are incomplete. Student might have trouble following given deadlines.
Student is able to use correct terminology and presents justified qualitative and quantitative analysis. Exercises are done completely, and results and analysis are correct. Results are at least briefly commented. Student doesn't fully understand the meaning or limitations of modelling and measurements.
Student shows the ability to do versatile qualitative and quantitative analysis. Student has a realistic knowledge of the limitations of the theoretical framework. Reports are comprehensive and well-structured. Student is able to clearly show his or her own conclusions related to the results, applications and legislation.
Student understands the basic concepts of integral calculus and is able to solve simple applications that are similar to the model problems solved during the course.
In addition, student is able to apply the methods of integral calculus in various problems and is able to explain the methods of her/his solutions.
In addition, student has an overall understanding of using integral calculus to solve various applications and the ability to present and justify the chosen methods of solution.
Jukka Suominen
English
07.03.2022 - 29.04.2022
05.02.2022 - 06.03.2022
3 cr
21IENVE
Jukka Suominen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Student understands the basic concepts of integration and is able to solve simple applications that are similar to the model problems solved during the course. Student is also familiar to solution methods of simple differential equations. Justification of solutions and using mathematical concepts may still be somewhat vague. Student takes care of his/her own studies and can cope with exercises with some help from the group.
In addition, student understands how to apply definite integrals to solve technical problems. Student is also able to explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.
In addition, student has an overall understanding of course topics. He/she can solve more demanding engineering problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.
Anja Kuronen
Finnish
07.03.2022 - 29.04.2022
05.02.2022 - 06.03.2022
3 cr
21AVOTT
Anja Kuronen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Student can recognize, name and define basic concepts in material circulation and resource efficiency.
Student manages the assigned tasks under supervision. Student knows diverse courses of action but cannot justify his/her choices. Completion of the assigned exercises is based on routine and pre-learned performance.
Student can give and receive feedback. He/she considers and assesses things from his/her viewpoint. Student takes responsibility for his/her own work. Student can describe the economic and wellbeing related effects of his/her own work in relation to material circulation and resource efficiency.
Student structures, applies, explains and compares things in relation to one another between field-related phenomena and concepts in material circulation and resource efficiency.
Student is able to select the most appropriate course of action from diverse options and justify his/her choices. Student is able to apply, make plans and solve problems related to material circulation and resource efficiency.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student also recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work. Student can describe and assess the economic and wellbeing related effects of his/her own work.
Student understands extensive entities and relations between them, and is able to generalize, analyse and relate the introduced concepts in material circulation and resource efficiency to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action in material circulation and resource efficiency. Student is able to combine solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional task. Student can cooperate responsibly, flexibly and constructively. Student works responsibly and in a committed manner considering the community and field requirements and needs. Student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work.
Hilda Szabo
Materials are provided during the course. Additionally any relevant books, articles and content.
Zoom lectures, workshops, company presentations, individual assignments, group work.
Assessment is based on individual assignments and group work. Active participation on Zoom lectures can positively affect the grading.
English
30.08.2021 - 07.12.2021
02.07.2021 - 23.08.2021
4 cr
19IENVE
21KVIENVE
20 - 40
Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
4 cr
0-5
No alternative implementation methods.
No exam
International study group
39h teaching, 69h individual work
Student is not able to recognize, name and/or define basic concepts in material circulation and resource efficiency.
Student is not able to perform the assigned tasks as asked and therefore is not able to demonstrate his / her learning outcome.
Student can recognize, name and define basic concepts in material circulation and resource efficiency.
Student manages the assigned tasks under supervision. Student knows diverse courses of action but cannot justify his/her choices. Completion of the assigned exercises is based on routine and pre-learned performance.
Student can give and receive feedback. He/she considers and assesses things from his/her viewpoint. Student takes responsibility for his/her own work.
Student structures, applies, explains and compares things in relation to one another between field-related phenomena and concepts in material circulation and resource efficiency.
Student is able to select the most appropriate course of action from diverse options and justify his/her choices. Student is able to apply, make plans and solve problems related to material circulation and resource efficiency.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student also recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Student understands extensive entities and relations between them, and is able to generalize, analyse and relate the introduced concepts in material circulation and resource efficiency to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action in material circulation and resource efficiency. Student is able to combine solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional task. Student can cooperate responsibly, flexibly and constructively. Student works responsibly and in a committed manner considering the community and field requirements and needs.
Student is able to use quantities and units and solve simple problems in mechanics.
Student is able to use quantities and units and solve such problems in mechanics, which resemble problems given as examples during the course. Student is able to use the basic laws in mechanics to new problems and explain the reasoning.
Student is able to use quantities and units. Student has a comprehensive understanding of the basic laws in mechanics and fluent skill to analyze and solve even complicated problems and justify the solution.
Fail:
Student doesn't demonstrate the skills and knowledge to use quantities and units.Student is incapable to analyze mechanical phenomena and can't solve simple problems which resemble problems given as examples during the course.
Inkinen & Tuohi: Momentti 1 Insinöörifysiikka TAI Suhonen: Fysiikkaa insinööreille: Mekaniikka (e-kirja)
Maol:n tai Tammertekniikan kaavasto
Kurssimateriaali löytyy Moodlesta (not translated)
lähiopetus
demonstraatiot
laskuharjoitukset
mittaustehtävät ryhmissä
itsenäinen verkko-opiskelu
viikkokokeet ja loppukoe (not translated)
Opintojaksolla kerätään pisteitä seuraavasti:
Mittaustehtävät 3 x 4p
Viikkokokeet 3 x 6p
Laskuharjoitukset 3p
Loppukoe 30p
Maksimipisteet 63p
Läpipääsyraja 21p (not translated)
Finnish
02.09.2021 - 17.10.2021
02.07.2021 - 12.09.2021
3 cr
21AVOTT
0 - 50
Roope Siikanen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Viikkokokeita pidetään noin joka neljäs viikko. Viikkokokeita ei voi uusia. Tarkka päivittyvä aikataulu Moodlessa. (not translated)
Lähiopetusta n. 35 h
Työskentelyä ryhmissä ja itsenäisesti n.45 h (not translated)
Opiskelija on osallistunut vähintään yhteen viikkokokeeseen ja mittaustehtävään. (not translated)
Opiskelija osaa käyttää ilmiöitä kuvaavia suureita ja yksiköitä sekä osaa analysoida ilmiöitä kvalitatiivisesti ja ratkaista yksinkertaisia sovelluksia, jotka ovat esitettyjen esimerkkien kaltaisia.
Vähimmäispistemäärä arvosanaan 1: 21 p/60 p (not translated)
Edellisen lisäksi opiskelija osaa soveltaa mekaniikan peruslakeja uusiin tilanteisiin ja osaa perustella ratkaisut. (not translated)
Edellisen lisäksi opiskelijalla on kokonaisvaltainen käsitys mekaniikan peruslaeista ja niiden käytöstä ongelmien ratkaisussa sekä sujuva taito analysoida ongelmia ja perustella valitut ratkaisut. (not translated)
Knowledge of the most essential phenomena and related quantities and units in mechanics. Capability to analyse, when guided qualitatively and quantitatively simple cases related phenomena similar to discussed examples.
In addition capability to apply the principles to new situations. Can use the terminology and models in presentations of justified qualitative and quantitative analyses of phenomena
In addition versatile, fluent ability to analyse phenomena qualitatively and quantitaively realizing the limitations related to theories in use.
Hilda Szabo
Physics for Scientists and Engineers, Randall D. Knight, Pearson, 3. or 4. Edition
Technical Formulas, Tammertekniikka
Lecture material on the Moodle site
demonstrations
independent e-learning
classroom teaching/ online teaching
exercises
cooperative learning
weekly exams and final exam
The course is graded on a scale of 0-5.
There are two options for evaluating the course. You can also use the both options, in which case the better grade will remain in effect:
1. Option: The grade consists of the sum of points for the weekly tests, the measurement task, the assignment and the final exam and homework.
Week exams: 2 x 6 p = 12 p
Group assignments: 2 x 6 p = 12 p
Homework: 6 p (15% = 1p, 30% = 2p, ...., 90% = 6p)
Final exam: 30 p
2. Option: Only the final exam with double points: 2 x 30 p
The preliminary score limits are:
Grade 1: 20-28 p
Grade 2: 29-36 p
Grade 3: 37-44 p
Grade 4: 45-52 p
Grade 5: 53-60 p
English
30.08.2021 - 17.10.2021
02.07.2021 - 31.08.2021
3 cr
21IENVE
Sampo Saari
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Weekly tests are held approximately every four weeks. Weekly exams cannot be renewed. The exact updated schedule in the Moodle.
Resits can be found in Pakki.
More detailed schedule in Moodle.
Student's knowledge of nursing science and evidence based practice are weak and without explanations.
Student's knowledge of nursing science and evidence based practice are structured.
The student is able to assess nursing using the concepts of nursing scientific.
His/her own reflection on nursing science and evidence based practice are consistent and applicable.
Sirkku Haaranen
Ajankohtaiset hoitotieteellliset artikkelit.
Oheislukemisena:
Eriksson, K. et al. 2012. Hoitotiede. 4. uud. p. Helsinki: Sanoma Pro.
Kankkunen, P. & Vehviläinen-Julkunen, K. 2013. Tutkimus hoitotieteessä. 3. uud. p. Helsinki: Sanoma Pro.
Kylmä, J. & Juvakka, T. 2007. Laadullinen terveystutkimus. Helsinki: Edita.
Lauri, S. & Kyngäs, H. 2005. Hoitotieteen teorian kehittäminen. Porvoo: WSOY.
Hirsjärvi, S., Remes, P., Sajavaara, P. & Sinivuori, E. 2009. Tutki ja kirjoita. 15. uud. p. Helsinki: Tammi.
Vilkka, H. 2015. Tutki ja kehitä. 4. uud. p. Jyväskylä: PS-kustannus.
Muu ajankohtainen ja toteutuksen sisältöihin liittyvä materiaali sekä tabulassa ohjeistettu materiaali. (not translated)
Opetus toteutuu pääosin verkkototeutuksena. Verkossa tapahtuvan opiskelun lisäksi kurssiin kuuluu teoriaopetusta. Ohjeet kurssin suorittamiseen Moodle-verkkoalustalla. Tuni-moodleen pääset toteutuksen 1. päivän aikana.
- Toteutussuunnitelma täydentyy ennen opintojakson alkua (not translated)
Arviointi asteikolla 0-5. Arvosanan muodostuu verkkotehtävien arvosanasta. Arviointi perustuu huolella tehtyyn itsearviointiin sekä opettajan arviointiin. Jos itsearviointi on tehty ilman perusteita sekä ilman kriittistä tarkastelua, se laskee asettamaasi arvosanaa (kurssin tehtävien keskiarvoa). (not translated)
Finnish
25.10.2021 - 10.01.2022
07.06.2021 - 17.10.2021
3 cr
20AVOSHV
Sirkku Haaranen
Suorita kaikki Moodletehtävät annettujen ohjeideiden mukaisesti:
• Hoitotiede tieteenä
• Tietotesti
• Hoitotieteen historia (mindmap)
• Näyttöön perustuva toiminta (Tamkin kirjallisen työn ohjeen mukaisesti, lähteisiin viitaten ja perustellen)
• Tieteen merkitys (pohdintatehtävä, valitsemaasi tieteelliseen artikkeliin viitaten).
Muutos 9.11: Tämä (tieteen merkitys) tehtävä korvautuu osittain teorialuennoilla ja osittain toisella tehtävällä (Moodlessa), joka tehdään opinnäytetyöskentelyä varten ja otetaan mukaan sekä käsitellään opinnäytetyön orientaatiotunneilla tammikuussa 2022. Tämä muutos tehty toteutussuunnitelmaan opiskelijoiden ja opettajan 9.11 tekemän yhteisen sopimuksen perusteella.
• Itsearviointi
Mikäli sinulla ei toteutusajan jälkeen n. 3 viikon jälkeen näy suoritusmerkintää, varmista ensin oletko suorittanut kaikki vaaditut tehtävät hyväksytysti? Kurssia ei voi uusia ja tehtävät tulee tehdä toteutuksen aikana 10.1.2022 mennessä (pvm muutettu 9.11.2021 sopimuksen perusteella). Kurssi sulkeutuu automaattisesti toteutusajan jälkeen. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Ei mahdollisuutta kirjatenttiin. Ei ole valinnaisia suoritustapoja. (not translated)
Ei uusintamahdollisuuksia, tehtävät tulee tehdä toteutusaikana 21.12.2021 mennessä. Tämän jälkeen tehtäviä ei voida palauttaa ja kurssi sulkeutuu automaattisesti.
9.11 sovittu yhdessä opiskelijoiden kanssa, että toteutusaikaa jatketaan 10.1.2022 saakka, syynä opiskelijoiden toive. (not translated)
Huom! Opintojakso on 3 op, mikä tarkoittaa = 81h itsenäisesti suoritettavia tehtäviä. Ei erillistä orientaatiota. (not translated)
- Hoitotieteen historiallinen kehitys
- tieteenfilosofiset lähtökohdat
- hoitotiede tieteenä
- perhehoitotiede
- tieteellinen tieto ja sen tuottaminen ja soveltaminen hoitotyöhön (not translated)
opiskelija ei tee annettuja tehtäviä määräaikaan mennessä
- opiskelijan tiedot hoitotieteestä ovat puutteelliset
- arviointikriteerit eivät täyty (not translated)
opiskelijan tiedot hoitotieteen perusteista ovat irralliset ja toteavalla tasolla
- oma pohdinta on puutteellista
- arviointikriteerit täyttyvät vain osittain (not translated)
opiskelijan tiedot hoitotieteestä ovat jäsentyneitä ja
oma pohdinta on johdonmukaista.
- arviointikriteerit täyttyvät (not translated)
opiskelija osaa arvioida hoitotyötä hoitotieteellisin käsittein
- oma pohdinta on johdonmukaista ja soveltavaa
- arviointikriteerit täyttyvät (not translated)
Overall the achieved competence is sufficient but narrow. Student shows throughout the course that is familiar with the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes.
Can solve model exercises correctly. Can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples under supervision and has basic skills in reporting the results of the analysis. Overall knows the courses of action but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance.
Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognizes his/her interaction skills. Student takes responsibility for his/her own work
Overall the achieved competence is structural. Student shows throughout the course that is fluent in the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes.
Can solve model excercises and new exercises correctly, based on given models is able to write chemical reactions of the organic compounds correctly. Can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples independently. The reporting of the laboratory results shows that the student attends to apply the theoretical knowledge in explaining the results. Overall student is able to select appropriate course of action from diverse options, can make plans and apply his/her knowledge when solving problems and can justify the choices.
Student can give and receive constructive feedback and considers and assesses things both from his/her and the close community's viewpoint. Cooperates and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Overall the achieved competence is wide. Student shows throughout the course that is fluent in the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes. Can solve model exercise and new exercises correctly, shows creativity in solving tasks, is able to write chemical reactions of the organic compounds correctly and independently. Can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples independently.
Understands the background of the analytical method and the reporting of the results of the analysis shows that the student can apply the theoretical knowledge in explaining the results and can think about alternative solutions. Overall student is able to search for diverse courses of action and solution alternatives, justify his/her choices, try new courses of action and assess diverse solution alternatives.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student takes responsibility and commits to the group activities in addition to his/her own work.
Hilda Szabo
Handouts ( and exercises) and additional material posted in Tabula.
Contact teaching, exercises,group work, self study, assignments, laboratory exercises, reporting, exam
Grading scale is 0-5. The laboratory exercises and exam are mandatory parts of the course.The final grade will form based on achievments on the exam and assignments, quality of laboratory reports, course activity, involvment and interest.
English
30.08.2021 - 15.12.2021
02.07.2021 - 31.08.2021
6 cr
20IENVE
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Learning goals
-to know the different groups of hydrocarbons, compounds with functional groups, large molecular compounds of biological importance – their properties, naming and roles
-to understand the mechanisms of environmental pollution and to know the main pollutants of air, water and soil
-to understand the fundamentals of qualitative, quantitative and instrumental analysis
-to be familiar with volumetric and some instrumental analytical methods and to apply them in practice
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have completed a similar course elsewhere, please use the TAMK accreditation system.
Exam at the end of the course. Retakes will be agreed later.
Contact lessons and discussions 30 h
Laboratory exercises 34 h
Exams and feedback 5h
Self-study 87 h
Total 156 h
Hydrocarbons, functional compounds (alcohols, aldehydes and ketones, carboxylic acids, esthers, amines, amides, halogenated compounds), biochemistry (carbohydrates, lipids, proteins, nucleic acids). Overview of the most important environmental pollutants. Overview of chemical processes in the environment. Volumetry, chromatography, atomic absorbtion spectroscopy, indicator microorganisms and related laboratory exercises.
a. Exam and/or laboratory exercises have not been completed.
b. Despite participating in the laboratory exercises and the exam, the achieved competence is insufficient.
This means that, in spite of doing some of the assignments and being able to perform laboratory measurements and experiments under supervision, the student has not shown that they know the basic concepts discussed during the course, or has not shown sufficient skills in reporting the results of the measurements and experiments.
The student participated in the laboratory work and did the laboratory reports. Student participated in the exam.
Overall the achieved competence is sufficient but narrow. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that:
-is familiar with the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes
- can solve model exercises correctly
-can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples under supervision
-has basic skills in reporting the results of the analysis
OThe student participated in the laboratory work and did the laboratory reports. Student participated in the exam.
Overall the achieved competence is structural. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that:
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes
-can solve model exercise and new exercises correctly, based on given models is able to write chemical reactions of the organic compounds correctly (oxidation, reduction, addition, esterification, peptide formation….)
-can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples independently
-the reporting of the laboratory results shows that the student attends to apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed
The student participated in the laboratory work and did the laboratory reports. Student participated in the exam.
Overall the achieved competence is wide. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that:
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course: main classes of hydrocarbons and functional compounds, main classes of (organic) pollutants and environmental processes
-can solve model exercise and new exercises correctly, shows creativity in solving tasks, is able to write chemical reactions of the organic compounds correctly (oxidation, reduction, addition, esterification, peptide formation….) independently
-can perform volumetric, instrumental and simple microbiological analyses of soil samples or various water samples independently
-understands the background of the analytical method
-the reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed, eventually brings up new subjects of interest
Student understands how to handle basic mathematical expressions and equations. He/She is able to solve simple applications that are similar to the problems solved during the course. Student takes care of his/her own studies and can cope with exercises with some help from the group.
In addition, student is able to apply the course topics to technical problems. Student can also explain the methods of her/his solutions. Mathematical notations and concepts are mainly used correctly. Student is able to solve the given exercises independently and also helps other students in the group.
In addition, student has an overall understanding of course topics. He/she can solve more demanding problems and has the ability to present and justify the chosen methods of solution. Mathematical notations and concepts are used precisely. Student is motivated and committed to help the group to manage the course.
Opintojakson oppimateriaalina on opetusmonisteita, jotka opiskelija hankkii opettajan ohjeiden mukaisesti.
Kaavasto: Tekniikan kaavasto, Tammertekniikka
Suositellaan hankittavaksi laskin TI-nspire CX CAS ( tai TI-nspire CX II-T CAS) (not translated)
Lähiopetus, etäopetus, itsenäinen opiskelu, tuntiharjoitukset ja kotitehtävät, ongelmalähtöinen opiskelu, yhteistoiminnallinen oppiminen, opetusvideot, tentti, STACK-tehtävät (not translated)
Opintojakso arvioidaan asteikolla 0-5. Opintojakso suoritetaan kokeella ja päivittäin tarkastettavilla harjoitustehtävillä, joiden tekeminen vaikuttaa arvosanaan. Kotitehtäväpisteiden saamiseksi on osallistuttava kotitehtävien tarkistukseen (tarkemmat ohjeet Tabulassa).Opintojaksoon saattaa sisätyä myös ryhmässä tehtäviä osioita. Kokeen arvostelussa otetaan huomioon paitsi ratkaisun oikeellisuus myös ratkaisutapa ja esitystavan selkeys. Jo arvosanan 0 saaminen edellyttää säännöllistä läsnäoloa ja aktiivista osallistumista opintojakson työmuotoihin koko opintojakson ajan sekä kurssikokeeseen osallistumista.Varma läpipääsyraja on 40% kurssikokeen maksimipistemäärästä.
Harjoitustehtävillä saa lisäpisteitä oheisen taulukon mukaan:
yli 30%: 1
yli 50%: 2
yli 70%: 3
yli 90%: 4
Harjoitustehtäväpisteet eivät vaikuta kurssin läpipääsyyn vaan niillä voi korottaa arvosanaa. Lopullinen arvosana määräytyy koepisteiden ja harjoitustehtäväpisteiden yhteismäärästä sekä osallistumisaktiivisuudesta. Harjoitustehtäväpisteitä ei huomioida enää uusinnoissa eikä korotuksessa. (not translated)
Finnish
01.08.2021 - 31.08.2021
02.07.2021 - 31.08.2021
3 cr
21AVOTT
0 - 35
Anja Kuronen
Kurssilla kerrataan matematiikan perusteita, kuten laskusääntöjä, yksikkömuunnoksia ja perusyhtälöiden ratkaisemista sekä suorakulmainen kolmio. Kurssilla pääpaino on hyvän laskurutiinin harjoittelu tekemällä luennolla ohjattuja laskuharjoituksia sekä kotitehtäviä. Tarvittaessa suositellaan myös kerrattavaksi aiempia matematiikan opintoja. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Opintojakson koe 30.8.2021 (alustava aika, voi vielä muuttua) klo 17.00-20.00. Paikka ilmoitetaan myöhemmin. Kokeeseen ei tarvitse ilmoittutua erikseen.
Opintojakson päätyttyä uusintatentit järjestetään seuraavasti
1. uusintakoe 15.9.2021 klo 17.00-20.00
2. uusintakoe/ korotus 13.10.2021 klo 17.00-20.00
Uusintatentteihin ilmoittaudutaan erikseen.
Hyväksyttyä arvosanaa voi korottaa 2. uusintatentissä. Kaikissa tenteissä saa olla mukana ainoastaan opettajan erikseen määrittelemät materiaalit ja välineet. (not translated)
Opiskelijan keskimääräinen työmäärä opintojaksolla on 80 h, joka koostuu lähiopetuksesta, ryhmätöistä, itsenäisestä työskentelystä ja tentistä.
Opettajan pitämiä lähitunteja sisältäen kokeet on noin 30 h. (not translated)
Sisällön jaksotus on suuntaa antava.
- matemaattiset merkinnät, lukujen esitysmuodot ja yksikönmuunnokset
- matemaattisten lausekkeiden muodostaminen ja käsittely
- ensimmäisen asteen yhtälön ja kaavojen ratkaiseminen
- toisen asteen yhtälön ratkaiseminen
- yhtälöparin ratkaiseminen
- suorakulmainen kolmio (itseopiskeluna) (not translated)
Opiskelija osallistuu säännöllisesti opetukseen ja suorittaa opintojakson loppukokeen, mutta ei muuten saavuta tyydyttävään arvosanaan vaadittuja kriteerejä. Mikäli edellä mainitut kriteerit eivät täyty, niin opiskelija poistetaan toteutukselta. Nollan saaminen mahdollistaa osallistumisen kurssin uusintakokeeseen. (not translated)
Pass
The student
- is able to plan and implement perioperative nursing safely
- works professionally and ethically
Fail
The student
- puts patient safety at risk
Minna Tiainen
Teoriaopetuksen yhteydessä ilmoitettu materiaali. (not translated)
Demonstraatiot, yhteistoiminnallinen oppiminen, itsenäinen opiskelu, Moodle.
Orientaatiossa pakollinen läsnäolo, orientaatio yhdessä toteutuksen 7K00EV71-3017 kanssa. Toteutus saattaa päivittyä toteutuksen alkuun asti koronatilanteen vuoksi. (not translated)
Perioperatiivisen hoitotyön teoriaopinnot oltava käyty tai niitä käydään orientoivan harjoittelun rinnalla.
100% osallistuminen jokaiseen teema-alueeseen ja teoriajakson orientaatiossa mainittujen ennakkotehtävien tekeminen ennen orhiin saapumista. (not translated)
Finnish
25.10.2021 - 23.12.2021
25.09.2021 - 24.10.2021
1 cr
20AVOSHV
Pienryhmä 1 (Size: 0. Open university: 0.)
Pienryhmä 2 (Size: 0. Open university: 0.)
Pienryhmä 1 (Size: 0. Open university: 0.)
Pienryhmä 2 (Size: 0. Open university: 0.)
Pienryhmä 3 (Size: 0. Open university: 0.)
Pienryhmä 4 (Size: 0. Open university: 0.)
Laura Moisio, Minna Tiainen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
Pass/Fail
Ei ole. (not translated)
Opiskelijalla 3h anestesiahoitotyön ja 3h leikkaushoitotyön orientoivaa harjoittelua. Perioperatiivisen laiteteknologian osuus 3h.
Itsenäinen opiskelu.
Orientaatio teoriaopetuksen yhteydessä, läsnäolovelvollisuus. (not translated)
Hyväksytty suoritus:
100% läsnäolo ja aktiivinen, ammatillinen osallistuminen harjoitustunneilla.
Ennakkotehtävien suorittaminen ja palauttaminen opettajalle ennen orientoivaa harjoittelua ja purkuistuntoa. (not translated)
Pass
The student
- is able to plan and implement surgical nursing safely
- works professionally and ethically
Fail
The student
- puts patient safety at risk
Piia Lavonius
Ennakkotehtävä ennen parenteraalisen ravitsemuksen orientoivan harjoittelun tuntia:
Keskuslaskimokatetrin (CVK) laitto ja käyttö. Duodecimin oppiportti.
Ennakkotehtävä ennen haavanhoidon tuntia:
Opiskele verkkokurssi Haavojen ABC. Duodecim oppiportti.
Sidonnan tunnille katso ennakkoon tabula-alustalta trakeostomian laittoa ja hoitoa käsittelevät videot. (not translated)
Opetuksen toteutus tarkentuu ennen lähiopetuskertoja pandemiatilanteen mukaan. Noudatamme TAMK:n ohjeita korona tilanteessa.
Pyritään ryhmissä tapahtuviin orhiin jotka tapahtuvat hoitoluokissa ja Taitokeskuksella.
Tarvittaessa TAMK:in ohjeen mukaisesti pienennämme ryhmäkokoja ja osa opetuksesta siirtyy etäyhteyksillä toteutettavaksi pakolliseksi orhaksi.
Kaikilla tunneilla on läsnäolovelvollisuus ja aktiivinen osallistuminen välttämätöntä.
Lähiopetustunneille on ennakkotehtäviä joiden suorittaminen kuuluu kokonaissuoritukseen. (not translated)
Finnish
27.09.2021 - 28.09.2021
17.05.2021 - 15.08.2021
1 cr
20AVOSHV
Piia Lavonius, Anne Partanen
Alkuvaiheen opinnoista on suoritettava 30 op ennen keskivaiheen opintoihin siirtymistä.
Osallistuminen opintojaksoihin kirurgisen potilaan hoitotyö ja laskimonsisäinen nestehoito ja verensiirto.
Tarkennettu sisältö:
- kirurgisen haavan hoito
- kirurgiset sidokset
- trakeostomoidun potilaan hoito
- kirurgisen potilaan parenteraalinen ravitsemus ja nestehoito
yhteensä kolme erillistä orhakertaa.
Jos koronatilanne sallii niin parenteraalisen ravitsemuksen ja nestehoidon orha toteutuu Taitokeskuksessa, muut orhat Kuntokadun hoitoluokissa.
Jos pandemiatilanne vaikeuttaa toteutuksen käytäntöjä, parentraaliseen nestehoitoon ja haavanhoitoon liittyvät tehtävät tehdään TEAMS-keskustelualustaa hyväksi käyttäen ja sidonnan harjoittelutunti sisältäen myös haavan ompeleidenpoistoharjoittelun.
Kurssilla on oma moodle alusta, josta löytyvät ennakkotehtävät. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
Pass/Fail
Ei ole. (not translated)
Hyväksytty suoritus edellyttää asiallista ja aktiivista osallistumista oppitunneilla, paikallaoloa kaikilla orhatunneilla ja ennakkotehtävien tekemistä.
Ei tenttiä. (not translated)
Opiskelijalle kokonaistuntimäärä 27 tuntia. (not translated)
Osa 1 kirurgisen haavan hoito
Osa 2 kirurgiset sidokset ja trakeostomoidun potilaan hoito
Osa 3 kirurgisen potilaan parenteraalinen ravitsemus ja nestehoito (not translated)
Hyväksytyn suorituksen edellytykset:
- 100 % läsnäolo harjoitustunneilla
- aktiivinen osallistuminen harjoitustunneilla
- annettujen tehtävien tekeminen ajallaan
- ammatillinen käyttäytyminen harjoitustunneilla
- tunnille ei voi osallistua jos myöhästyy. (not translated)
The student
- perceives the patient's care path in the intraoperative phase
- perceives the perioperative nurse's job description in the intraoperative care of the patient
- is able to guide the patient in the intraoperative phase
- knows the importance of patient safety and continuity of care during intraoperative care
- knows the importance of aseptics in the work of the operating room and in minor surgery
- knows the main preparation methods for the patient's anaesthesia
- knows the infusions and medications used for the patient's anaesthesia
- knows the most important aspects of monitoring a patient under general or local anaesthesia during the operation and in the recovery room
- knows the most important surgical instruments
- knows the main surgical sutures
- knows the treatment tools used in the patient's intraoperative phase
- knows the most-used disinfectant and sterilisation methods in perioperative nursing
- knows the most used surgical positionings
- knows the importance of written documentation and oral reporting of the patient care
The student
- knows the patient's care path in the intraoperative phase
- knows the perioperative nurse's job description in the intraoperative care of the patient
- is able to guide the patient with detailed explanations during the intraoperative phase
- understands the importance of patient safety and continuity of care during intraoperative care
- knows the importance of aseptics in the work of the operating room and in minor surgery and is able to act according to the aseptic rules
- knows the main preparation methods for the patient's anaesthesia
- knows the infusions and medications used in the patient's anaesthesia
- know the most important surgical sutures and the purpose of their use
- knows the most important aspects of monitoring a patient under general or local anaesthesia during the operation and in the recovery room
- is able to identify the most common treatment tools in the intraoperative phase and knows the basics of using them
- knows the most-used disinfectant and sterilisation methods in perioperative nursing
- is trained in creating the most common surgical positionings for the patient’s operation
- is able to document the main areas of the patient’s anaesthesia
The student
- understands the patient's care path in the intraoperative phase
- understands the perioperative nurse's job description in intraoperative care and perceives the importance of teamwork
- is able to provide patient-centred guidance during the intraoperative care
- understands the importance of patient safety and continuity of care in the intraoperative care
- understands the importance of asepsis in the work of the operating room and minor operations and is able to work aseptically, having mastered the aseptics in different situations
- has mastered the preparation methods for the patient's anaesthesia
- knows the infusions and medications used in the patient's anaesthesia and knows their action mechanisms
- is able to monitor the essential aspects of a patient under general or local anaesthesia during the operation and in the recovery room
- is able to identify the most common surgical instruments and knows the purpose of their use
- knows the use of the most common sutures
- knows the most common treatment tools in the intraoperative phase and knows the basics of using them
- knows the most-used disinfectant and sterilisation methods in perioperative nursing
- knows how to create the most common surgical positioning and understands their importance for the patient’s condition
- is able to document the key areas of patient anesthesia and give oral reports about the patient’s condition during the operation, taking into consideration patient safety and continuity of care
Minna Tiainen
Kirjallisuus:
Karma, A.; Kinnunen, T,; Palovaara M.; Perttunen, J. 2016. Perioperatiivinen hoitotyö. Helsinki: SanomaPro. (koko teos)
Anttila, Veli-Jukka et al. Hoitoon liittyvien infektioiden torjunta. 7. uudistettu, tarkistettu painos. Helsinki: Terveyden ja hyvinvoinnin laitos, 2018
- s. 120-165 hyvät hoitokäytännöt ja varotoimet (sisältää käsihygienian ja vaatetuksen sekä eristykset)
- s. 168-197 leikkaustoiminnan infektiot ja niiden välttäminen
- s. 214-224 verisuonikatetreihin liittyvät infektiot
- s. 281-284 anestesiaan liittyvät infektiot
- s. 410-451 sairaala- ja välinehuolto
Karhumäki, Tuula, Hirvonen, Kaisa, and Ylitupa, Eija. Välinehuolto. Tästä kirjasta luku sterilointi. Helsinki: Kustannus Oy Duodecim, 2017
Lukkarinen H. & al. 2012. Käsikirja potilaan heräämövaiheen seurannasta ja turvallisesta siirrosta vuodeosastolle. Hoitotyön tutkimussäätiö, Hotus. file:///C:/Users/koreli/AppData/Local/Temp/kk-heraamohoito.pdf
Artikkelit:
Spirium 4/2019. Kouvolainen, T.;Pitkäjärvi, M. & Rauta, P. Perioperatiivisten sairaanhoitajien tieto leikkauspotilaan hypotermian ehkäisystä ja hoidosta.
Pinsetti 2012/4, Leikkaushoitajan aseptinen ja välitön toimenpiteen jälkeinen toiminta
Spirium 1/2016 (28-29). Alahuhta S, Olkkola K, Reinikainen M & Yli-Hankala A. ASA-luokitus on suomennettu uudelleen.
Spirium 2012/4, Hanna Illman, Lihasrelaksaation monitorointi käytännön työssä
Pinsetti 2/2016. 12-13. Keränen E. Infektioiden torjunta hoitotyössä.
Spirium 2/2019. Ahtiainen, M. Potilasturvallisuus ja vaaratapahtumien ehkäiseminen perioperatiivisessa hoitotyössä.
Spirium 4/2018. Honkanen, D. & Aromaa, P. Miten jälkirelaksaatio tunnistetaan heräämötyössä?
Spirium 4/2017. Annala, H. Säteilyn käyttö leikkaussalissa.
Pinsetti 3/2016. 23-25. Perttunen J. Näyttöön perustuvaa perioperatiivista hoitotyötä.
Finnanest 5/2015. Yli-Hankala A. Tahaton hereillä olo.
Spirium 4/2015. Saari, T. Tavoiteohjattu infuusio.
Pinsetti 4/2019. Jansson H. & Weiler J. Kirurgiset instrumentit - mitä instrumenteista on hyvä tietää.
Pinsetti 3/14. Särkijärvi, A. 2014. Hyvä leikkausasento perioperatiivisen hoidon tukena. (not translated)
Luennot, opetuskeskustelut, demonstraatio, ryhmätehtävät, yhteistoiminnallinen oppiminen, pienryhmätyöskentely, itsenäinen työskentely.
Luento-opetus ja pienryhmätyöskentely järjestetään etäopetuksena Zoomilla koronapandemian vuoksi. (not translated)
Toteutukselle voi osallistua kun ensimmäisen vuoden opinnoista 50 op suoritettuna, sisältäen opintojakson lääkehoito ja lääkelaskut.
Toteutukselle osallistumisen edellytyksenä on ilmoittautuminen toteutukselle ennakkoon ennen ilmoittautumisajan päättymistä ja 100% osallistuminen orientaatioon.
Ryhmätehtävien hyväksytty suorittaminen; aktiivinen osallistuminen sekä työn tekemiseen että sen esittämiseen.
Kirjallinen koe teoriasta ja lääkelaskuista. Nämä ovat erillisiä kokeita.
Kokeen numeerinen arviointi 0-5, lääkelaskutentti hyväksytty/hylätty.
Hoitotyön kokeessa tulee saada hyväksytty suoritus sekä anestesia- että leikkaushoitotyön osiosta. Hoitotyön kokeen hyväksyminen edellyttää, että vastaukset eivät sisällä sellaista toimintaa, joka aiheuttaa vaaran, haitan, vamman tai kuoleman potilaalle.
Itsenäiset tehtävät on ajoitettuna Moodlessa ja tarkoitus tehdä ennen ko. aihealueen lähiopetuskertaa. Palauta tehtävät Moodleen.
Saat 2,5 pistettä jokaisesta tehtäväalueesta. Aihealueita on viisi. Jos teet tehtävät määrättynä aikana, nämä pisteet lisätään kurssin loppukokeeseen (max 80p).
Pienryhmätyöskentelyssä 100% läsnäolo. Arviointi hyväksytty/hylätty (not translated)
Finnish
25.10.2021 - 23.12.2021
15.09.2021 - 14.10.2021
4 cr
20AVOSHV
Pienryhmä 1 (Size: 0. Open university: 0.)
Pienryhmä 2 (Size: 0. Open university: 0.)
Anna Karma, Minna Tiainen
Ilmoittautumisajan umpeuduttua ilmoittautumisia toteutukselle ei oteta vastaan.
Toteutukselle osallistumisen edellytyksenä on ilmoittautuminen toteutukselle ennakkoon ennen ilmoittautumisajan päättymistä ja 100% osallistuminen orientaatioon.
Pienryhmätyöskentelyssä 100% läsnäolo. Poissaolojen korvaaminen ei ole mahdollista. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Valinnaisia suoritustapoja ei ole. (not translated)
Harjoittelupaikat varataan Jobiilin kautta.
Leikkaus- ja anestesiaosastot harjoittelupaikkoina. (not translated)
Tentti: Moodlessa 14-19.12.2021
Uusinta 1: Tenttiterraariossa vk 3/22
Uusinta 2: Tenttiterraariossa vk 7/22
Näihin voi tulla opiskelijalähtöisiä muutoksia, tarkennetaan toteutuksen orientaatiossa.
Huomioithan tentti koostuu kahdesta osasta: 1. teoria 2. lääkelaskut.
Otathan etukäteen opettajaan yhteyttä sähköpostilla, jos sinulla tukiseteli käytössä. (not translated)
Opiskelijalle kokonaistuntimäärä 108 tuntia, josta osa pienryhmätyöskentelyä. (not translated)
Teoriaopetukseen osallistuminen samanaikaisesti tai ennen pienryhmätyöskentelyä.
Teoriaopetukseen osallistuminen samanaikaisesti tai ennen orientoivaa harjoittelua. (not translated)
Opiskelija ei yllä tyydyttävän tason arviointikriteereihin tai koevastaus sisältää sellaista toimintaa, joka aiheuttaa vaaran, haitan, vamman tai kuoleman potilaalle. (not translated)
Student can recognise, name and define phenomena and basic concepts in the laboratory experiments.
Student manages the assigned experiments under supervision. Student knows diverse courses of action, but cannot justify his/her choices.
Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognises important courses of action in the experiments. Student takes responsibility for his/her own work.
Student structures relations between pheno,ema and concepts related to the laboratory experiments. Student is able to apply his/her knowledge, and explain the phenomena and concepts.
Student can select the most appropriate course of action from different options and justify his/her choice. Student applies his/her knowledge, plans the experiments ahead and solves problems independently.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the close community's viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student recognises and follows the important courses of action in the field. Studen also takes responsibility and commits to the group activities in addition to his/her own work.
Student understands extensive entities and relations between them. Student is able to generalize, analyse and relate the laboratory experiments to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Student also assess diverse solution alternatives and combines solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional community or task. Student can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student works responsibly and in a committed manner considering the community and field requirements and needs.
Hilda Szabo
Any books on university level physics.
Laboratory instructions available at moodle.tuni.fi
Contact OR online teaching
Laboratory work
Written reports
Cooperative learning
English
30.08.2021 - 18.11.2021
02.07.2021 - 05.09.2021
3 cr
20IENVE
Sampo Saari, Jari Puranen
Participation in all laboratory exercises is mandatory. Laboratory exercise is completed when the student is present for the whole measurement and participates in the measurement activities.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
- Introductions, guidance 9 h
- Laboratory measurements 15 h
- Independent work 57 h
Total 81 h
Evaluation is based on the of the grades of the laboratory works. Each report is evaluated based on the work in the laboratory, results and the report.
Participation to measurement classes and presentations is compulsory.
Detailed evaluation, see in tabula: "Evaluation of Environmental Physics Labs"
Delivery times:
- 2 working weeks from the date of the measurements
- a delay will affect negatively on the grading
- the dead line is 4 working weeks from the date of measurements
If reports from several students are found to copies of each other (even partially), all those reports are disqualified, and students involved will need to perform new measurements for different laboratory assignments and write new reports from those measurements.
Participation to all measurement classes and presentations is compulsory.
Reports have been done,methods and results have been presented, structure and analyses may have some shortages and can be partly erroneous. Discussion contains very few, simple conclusions.
Participation to all measurement classes and presentations is compulsory.
Measurements and reports done in a normal way. Results and analyses are correct.
Reports have been done correctly according to the reporting standards of TAMK. Discussion contains some comments relevant comments relating to the results and applications.
Participation to all measurement classes and presentations is compulsory.
Measurements and reports done with comprehensive, active, collaborative working. Results and analyses are correct. Structured, fluent, especially transparent text, vision of limitations and improvements, broad mature discussion and own conclusions related to the topics. Report follows TAMK's written report guidelines perfectly.
The student
- can communicate in familiar, simple and routine situations in a manner that is mostly understandable
Guidance Skills:
The student
- can provide patients/clients with simple oral and written instructions
- can ask patients/clients basic questions regarding their lifestyle, as well as previous and current health status
- can employ basic nursing and health care terminology as required by the situation (e.g. obtaining a consent, giving treatment, giving instructions, referring to further care)
Professional Data Acquisition:
- can search for information in scientific publications and other professional sources but has problems in interpreting and utilizing it
- understands the main points in relatively easy nursing-related texts when consulting a dictionary
Linguistic Skills:
- can communicate in English but has problems with grammar and style
- manages simple conversations provided that the other person talks slowly and clearly, and sometimes repeats the information
- responds to questions in discussions, but pauses, mistakes and reformulations occur
Additional Information:
- understands the significance of knowing professional English, and works purposefully to gain linguistic competence in one’s special field
- is aware of some ways to further develop one’s professional language skills and language learning skills by utilizing different tools and strategies
- makes progress in the course, based on one’s individual level and linguistic needs
The student
- communicates clearly in multi-professional and multi-cultural interaction situations (verbal and written reports, documentation)
Guidance Skills:
The student
- can provide patients/clients with individual instructions in the most common patient guidance situations (e.g. home care instructions)
- can conduct a detailed health interview, asking further questions when needed
- can appropriately document the information obtained, as required by the situation (providing treatment, service, or further care)
- can successfully respond to the questions asked by patients/clients
- can employ and utilize relevant nursing and health care terminology
Professional Data Acquisition:
The student
- can search information in scientific publications and other professional sources to promote one’s professional growth
- can critically assess the references
- can apply and utilize most of the information obtained
Linguistic Skills:
The student
- almost invariably communicates fairly effortlessly, and in a way appropriate to the situation
- discusses field-specific topics fairly fluently
- responds to questions in discussions fairly successfully
- can pronounce fairly clearly and effortlessly
- employs grammatical structures fairly successfully, and self-corrects potential errors if causing misunderstandings
- can re-formulate one’s sentences if and when needed
- understands and employs field-specific terminology fairly accurately
- can utilize various resources and dictionaries
- expresses oneself and conveys the message to the reader/listener fairly idiomatically without misunderstandings (H4)
- conveys the information to the reader/listener understandably without misunderstandings, but somewhat non-idiomatically, at times with features from the mother tongue (H3)
Additional Information:
- works in an active and self-directed manner to improve one’s special field English, based on one’s level, linguistic needs and personal interests
The student
- communicates successfully even in demanding multi-professional and multi-cultural interaction situations (e.g. oral and written reports, documentation, potential extra-curricular activities, such as projects or international collaboration)
Guidance Skills:
The student
- interviews and instructs patients/clients successfully adapting to the interaction situation, challenging and unexpected situations included
- employs and utilizes specific terminology and field-specific concepts
- speaks fluently and idiomatically
Professional Data Acquisition:
The student
- can search for information in scientific publications and other professional sources, interprets it, and utilizes it with ease to promote one’s professional growth
- can critically assess the references
- can apply and utilize the information obtained
Linguistic Skills:
The student
- communicates effortlessly, almost flawlessly, and in a way appropriate to the situation
- discusses field-specific topics fluently
- responds to questions in discussions appropriately and without delay
- can pronounce clearly and effortlessly
- employs grammatical structures almost flawlessly, and self-corrects potential errors
- re-formulates one’s sentences if and when needed
- understands and employs field-specific terminology accurately
- can utilize a vast variety of resources and dictionaries
- expresses oneself fluently and conveys the message to the reader/listener idiomatically without misunderstandings
Additional Information:
- works in an active and self-directed manner to further improve and maintain one’s special field English, based on one’s level, linguistic needs and personal interests
Anne Kopperoinen
Activities in TuniMoodle (e.g., H5P -exercises, Quizlet)
Study book: Karhumäki, M., Metsäportti, M. & Tuohimäki. Dear Patient - English for Nursing. SanomaPro 2017.
Online teaching/studying (Moodle, Zoom)
Independent and collaborative studying (participating in activities together with student colleagues)
Zoom -sessions
Assignments:
- Moodle activitites: (discussion forum tasks, Flinga, H5P, GoogleDocs etc.)
- The written assignment submitted at the end of the course (evaluated on a scale of T1-K5)
- Oral (video) presentation at the end of the course (evaluated on a scale of T1-K5)
- written final exam
- self assessment, peer evaluation
Finnish
16.08.2021 - 17.10.2021
02.08.2021 - 31.08.2021
3 cr
20AVOSHV
Anne Kopperoinen
The main theme and subthemes of the course (communication in nursing) are presented in the orientation lesson, along with an introduction to the applied study methods, and the criteria and deadlines of the written assignments. Throughout the course, students are expected to work on the forthcoming themes as instructed.
A student's contribution:
- preparing for the lessons
- written assignments (searching, choosing and working on appropriate study material)
- oral skills (participating in small group activities, oral exam at the end of the course)
- final test (written)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
3 cr
0-5
Valinnaisesta suoritustavasta (itsenäinen opiskelu ja laajempi tutkimusartikkelitehtävä) kerrotaan orientaatiotunnilla. (not translated)
Tentin ajankohta ilmoitetaan orientaatiotunnilla opintojakson alussa. (not translated)
3 ECTS credits = 3 x 27h = 81h student work. (This is an estimation as the time spent on completing the course depends on the student's current level on English.)
Reasons for failing the course:
Written / Oral exam is failed if
- the student has considerable problems in linguistic structures and grammar
- one's nursing terminology is very limited, or almost non-existent
- one fails to convey the relevant message across to a listener or a reader.
Negligence or delays in submitting the assignments.
Non-compliance to attendance requirements.
The student
- can communicate in familiar, simple and routine situations in a manner that is mostly understandable
Guidance Skills:
The student
- can provide patients/clients with simple oral and written instructions
- can ask patients/clients basic questions regarding their lifestyle, as well as previous and current health status
- can employ basic nursing and health care terminology as required by the situation (e.g. obtaining a consent, giving treatment, giving instructions, referring to further care)
Professional Data Acquisition:
- can search for information in scientific publications and other professional sources but has problems in interpreting and utilizing it
- understands the main points in relatively easy nursing-related texts when consulting a dictionary
Linguistic Skills:
- can communicate in English but has problems with grammar and style
- manages simple conversations provided that the other person talks slowly and clearly, and sometimes repeats the information
- responds to questions in discussions, but pauses, mistakes and reformulations occur
Additional Information:
- understands the significance of knowing professional English, and works purposefully to gain linguistic competence in one’s special field
- is aware of some ways to further develop one’s professional language skills and language learning skills by utilizing different tools and strategies
- makes progress in the course, based on one’s individual level and linguistic needs
The student
- communicates clearly in multi-professional and multi-cultural interaction situations (verbal and written reports, documentation)
Guidance Skills:
The student
- can provide patients/clients with individual instructions in the most common patient guidance situations (e.g. home care instructions)
- can conduct a detailed health interview, asking further questions when needed
- can appropriately document the information obtained, as required by the situation (providing treatment, service, or further care)
- can successfully respond to the questions asked by patients/clients
- can employ and utilize relevant nursing and health care terminology
Professional Data Acquisition:
The student
- can search information in scientific publications and other professional sources to promote one’s professional growth
- can critically assess the references
- can apply and utilize most of the information obtained
Linguistic Skills:
The student
- almost invariably communicates fairly effortlessly, and in a way appropriate to the situation
- discusses field-specific topics fairly fluently
- responds to questions in discussions fairly successfully
- can pronounce fairly clearly and effortlessly
- employs grammatical structures fairly successfully, and self-corrects potential errors if causing misunderstandings
- can re-formulate one’s sentences if and when needed
- understands and employs field-specific terminology fairly accurately
- can utilize various resources and dictionaries
- expresses oneself and conveys the message to the reader/listener fairly idiomatically without misunderstandings (H4)
- conveys the information to the reader/listener understandably without misunderstandings, but somewhat non-idiomatically, at times with features from the mother tongue (H3)
Additional Information:
- works in an active and self-directed manner to improve one’s special field English, based on one’s level, linguistic needs and personal interests
The student
- communicates successfully even in demanding multi-professional and multi-cultural interaction situations (e.g. oral and written reports, documentation, potential extra-curricular activities, such as projects or international collaboration)
Guidance Skills:
The student
- interviews and instructs patients/clients successfully adapting to the interaction situation, challenging and unexpected situations included
- employs and utilizes specific terminology and field-specific concepts
- speaks fluently and idiomatically
Professional Data Acquisition:
The student
- can search for information in scientific publications and other professional sources, interprets it, and utilizes it with ease to promote one’s professional growth
- can critically assess the references
- can apply and utilize the information obtained
Linguistic Skills:
The student
- communicates effortlessly, almost flawlessly, and in a way appropriate to the situation
- discusses field-specific topics fluently
- responds to questions in discussions appropriately and without delay
- can pronounce clearly and effortlessly
- employs grammatical structures almost flawlessly, and self-corrects potential errors
- re-formulates one’s sentences if and when needed
- understands and employs field-specific terminology accurately
- can utilize a vast variety of resources and dictionaries
- expresses oneself fluently and conveys the message to the reader/listener idiomatically without misunderstandings
Additional Information:
- works in an active and self-directed manner to further improve and maintain one’s special field English, based on one’s level, linguistic needs and personal interests
Student can recognize, name and define basic concepts introduced during the course.
Student manages the assigned computer exercises under supervision. Student knows diverse courses of action but cannot justify his/her choices when using a computer programme. Completion of the assigned computer exercises is based on routine and pre-learned performance.
Student can give and receive feedback. He/she considers and assesses things from his/her viewpoint. Student takes responsibility for his/her own work.
Student structures, applies, explains and compares things in relation to one another between field-related phenomena and concepts introduced during the course.
Student is able to select the most appropriate course of action from diverse options and justify his/her choice. Student is able to apply, make plans and solve problems by using the software tools introduced during the course.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student also recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Student understands extensive entities and relations between them, and is able to generalize, analyse and relate the introduced concepts to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action when using the software tools. Student is able to combine solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional task. Student can cooperate responsibly, flexibly and constructively. Student works responsibly and in a committed manner considering the community and field requirements and needs.
Hilda Szabo
Course material in moodle
Demonstrations, online videos, assignments, workshops
Assignments are evaluated. No exams.
English
16.08.2021 - 17.12.2021
17.07.2021 - 15.08.2021
5 cr
20IENVE
Jaakko Aumala
See moodle
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
3 cr
0-5
No quiz-activities or exams because of remote implementation.
According credit units
See moodle
Student didn't submit assignments or their quality is below minimum level.
Student has accomplished all requirements of the course. Students assignments give imression he/she had particular challenges adopting course substance.
Student has been active during the classes and able to do course tasks. Student is able to produce moderate quality CAD-documents. Student has basic knowledge of CAD-software.
Student is able to work with CAD-software almost at professional level and produces high quality CAD-documents. Student solves many problems independently and is able to help other students with problem solving.
Student can define the core principles of risk and project management. Student knows the project implementation and risk assessment process and principles of project design.
Student knows the basic use of technical tools in risk and project management. Student can succesfully implement a project under supervision as a part of a group. Student can identify and control risks related to different themes.
Student recognizes the role and significance of project work and risk management in the working life. Student takes responsibility of these issues in his/her own work as a part of the group.
Student can explain and apply the core principles of risk and project management in practical assignments. Student can design a project.
Student can select the most appropriate technical tools and apply them in the project and risk management processes. Student can implement and manage a project successfully. Student can identify and manage risks related to different themes and suggest for actions to tackle to risks.
Student can assess the role and significance of project work and risk management in the working life. Student commits to the project work and his/her role in the implementation.
Student understands and analyses the core principles of risk and project management. Student can design a project and analyse risks in a professional manner.
Student can apply and compare technical tools in project and risk management and critically evaluate these applications. Student can design, implement and evaluate a project successfully. Student can tackle issues and problems in project and risk management and suggest for improvements in a constructive manner.
Student understands the role and significance of project work and risk management in the working life. Student commits to the project work and is able to support or lead the group in project activities.
Hilda Szabo
Horine, Gregory: Absolute Beginner's Guide To Project Management. Materials provided by teachers.
Lectures, group work, individual and group assignments.
English
30.08.2021 - 31.12.2021
02.07.2021 - 03.09.2021
5 cr
19IENVE
21KVIENVE
20 - 40
Mika Nieminen, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
No alternative completion methods.
-
No exam.
International study group
45h contact teaching and 90h of individual work.
Assessment is based on presentation, project and risk management plan, peer review and other smaller assignments (both individual and group).
Student can define the core principles of risk and project management. Student knows the project implementation and risk assessment process and principles of project design.
Student knows the basic use of technical tools in risk and project management. Student can succesfully implement a project under supervision as a part of a group. Student can identify and control risks related to different themes.
Student recognizes the role and significance of project work and risk management in the working life. Student takes responsibility of these issues in his/her own work as a part of the group.
Student can explain and apply the core principles of risk and project management in practical assignments. Student can design a project.
Student can select the most appropriate technical tools and apply them in the project and risk management processes. Student can implement and manage a project successfully. Student can identify and manage risks related to different themes and suggest for actions to tackle to risks.
Student can assess the role and significance of project work and risk management in the working life. Student commits to the project work and his/her role in the implementation.
Student understands and analyses the core principles of risk and project management. Student can design a project and analyse risks in a professional manner.
Student can apply and compare technical tools in project and risk management and critically evaluate these applications. Student can design, implement and evaluate a project successfully. Student can tackle issues and problems in project and risk management and suggest for improvements in a constructive manner.
Student understands the role and significance of project work and risk management in the working life. Student commits to the project work and is able to support or lead the group in project activities.
- the scope and definition of the research problem are unclear
- minor, one-sided use of source material - the topic is left to a general, superficial level
- descriptive reflection and scant connection with professionalism
- TAMK's instructions have been insufficiently followed in reporting.
- There is a lack of understanding in the text language mistakes.
- the scope of the research problem and its definition are clear
- relatively diverse use of source material
- rich and structured content - Reflecting on the key concepts of work in a professional context
- the report is good and written according to TAMK's instructions
- clear and justified definition of the research problem and definition of the objective
- versatile use of source material, dialogue between sources, comprehensive source material
- the content is thorough and of a consistent style
Kaikissa töissä kannattaa huomioida lähteenä Varhaiskasavtuksen suunnitelman perusteet 2018.
Opinnoissa käytettyä materiaalia ja kirjallisuutta voi hyödyntää mahdollisuuksien mukaan.
Lähdeaineiston tekijät hankkivat aiheesen pohjalta. Työssä tulisi käyttää vähintään 5-6 lähdettä, tietysti enemmänkin voi käyttää. (not translated)
Työn ohjeistus 28.1 klo 14-15.30 Piia & Petteri
Kirjoittamisne työpaja 18.2. klo 15.45-18.45 Piia & Petteri
itsenäinen työskentely
ohjaus - mahdollisuus ohjauskertaan verkossa - varaa aika Moodlen Wikistä
esitys ja opponointi - 22.4. klo 15.45-18.45 Piia & Petteri ja 13.5. klo 15.45-18.45 Piia & Petteri (not translated)
Läsnäolo 28.1 ja 18.2.
Seminaarityön esittäminen
Osallistuminen esitysseminaareihin
Yhden seminaarityön opponointi (not translated)
Finnish
01.01.2022 - 02.08.2022
01.12.2021 - 16.01.2022
4 cr
21AVOSOVAKA
Piia Roos, Petteri Väkiparta
HUOM!
Opintopisteiden määrä 5 op ei 4 op muuttuu Pakin tiedoissa, kun merkintä laitetaan. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Ei ole. (not translated)
Esitysseminaarit
22.4. klo 15.45-18.45 Piia & Petteri
13.5. klo 15.45-18.45 Piia & Petteri (not translated)
kokonaisuus 5op opiskelijan ajankäyttö 5 x 27h= 135h
Ohjeistus 2h
Esitysseminaarit yhteensä 10-16h
opponointi 2h
Itsenäinen työskentely 116-122 h (not translated)
28.1. ohjeistus
18.2. kirjoittamisne työpaja
Esitysseminaarit: 22.4. klo 15.45-18.45 ja 13.5. klo 15.45-18.45 (not translated)
Opiskelija ei ole osallistunut esitysseminaareihin eikä tehnyt korvaavia tehtäviä, jos on ollut poissa.
Seminaarin kirjallinen raportti ei vastaa seminaarille asetettuja kriteereitä. mm. kokonaisuus epäselvä, lähteet erittäin puutteelliset, tekstiviitteet puuttuvat, työn tavoite puuttu ja kokonaisuus erittäin hajnainen.
Jos työ on hylätty, sitä on mahdollisuus täydentää ohjaajien antaman palautteen pohjalta. (not translated)
- tutkimusongelman rajaus ja tavoitteen määrittely on epäselvä
- lähdemateriaalin käyttö- vähäistä, yksipuolista
- aiheen käsittely jää yleiselle, pinnalliselle tasolla
- pohdinta kuvailevaa ja kytkentä ammatillisuuteen niukkaa
- raportoinnissa on noudatettu puutteellisesti TAMKin ohjeita. Tekstissä on ymmärrystä haittaavia
kielivirheitä. (not translated)
- tutkimusongelman rajaus ja tavoitteen määrittely ovat selkeitä
- lähdemateriaalin käyttö- suhteellisen monipuolista
- sisältö monipuolinen ja jäsentynyt
- pohdinnassa työn keskeiset käsitteet liitetään ammatilliseen kontekstiin
- raportti on hyvää asiatekstiä ja kirjoitettu TAMKin ohjeiden mukaan (not translated)
- tutkimusongelman rajaus ja tavoitteen määrittely selkeä ja perusteltu
- lähdemateriaalin käyttö- monipuolista, lähteet käyvät dialogia, lähdeaineisto kattava
- sisältö perusteellinen ja tyyliltään eheä (not translated)
Student clearly demands help in many phases of the research process. The submissions show narrow or incomplete understanding of the connection between research questions, background literature, choice of methodology, study design, reporting and concluding. Student shows some knowledge of of conceptual and theoretical thinking in doing research.
Student is able to write clear research documents. (S)He can justify the decisions on methods, context or study approach. The student is able to find useful resources and design a study which can be put into practice. The student is able to present results and draw reasonable conclusions based on the results. Student make choices about the research methods, but uses concepts and arguments is lightly. The student shows the ability to choose an appropriate register and is able to activate an audience.
Student is able to write clear research documents. (S)He can justify the decisions on methods, context or study approach. The student is able to find useful resources and design a study which can be put into practice. The student is able to present results and draw reasonable conclusions based on the results. Student make choices about the research methods, but uses concepts and arguments is lightly. The student shows the ability to choose an appropriate register and is able to activate an audience.
Hilda Szabo
Material and recommended reading found in Moodle.
Flipped class room approach is used: the students are expected to come prepared to the contact session by watching a lecture/studying material/completing a task.
The assessment is based on
- completing the tasks throughout the course
- mini thesis
- leading a workshop session.
English
30.08.2021 - 15.12.2021
02.07.2021 - 15.09.2021
5 cr
19IENVE
Taru Owston, Mika Nieminen, Marja-Liisa Timperi, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The student does not complete the tasks according the assessment criteria.
The student clearly demands help in many phases of the research process. The submissions show narrow or incomplete understanding of the connection between research questions, background literature, choice of methodology, study design, reporting and concluding. Student shows some knowledge of of conceptual and theoretical thinking in doing research.Difficulty in conveying the goals, methods and results. Difficulty in activating an audience.
The student is able to write clear research documents. (S)He can justify the decisions on methods, context or study approach. The student is able to find useful resources and design a study which can be put into practice. The student is able to present results and draw reasonable conclusions based on the results. Student make choices about the research methods, but the use of concepts and arguments still needs developing. The student shows the ability to choose an appropriate register and is able to activate an audience.
The student is able to write well-argued and easily understandable research documents. (S)he is able to justify the decisions and critically reflect upon choices. The student shows critical thinking and reflection of sources of information and creativity combined with critical self-reflection in the study design, interpretation of results and drawing conclusions. Students understands underlying differences of qualitative and quantitative research and is able to choose a research strategy which suits the research questions. The student shows the ability to choose an appropriate register and is able to activate an audience.
The student
- is able to name the concepts of the social, health and rehabilitation service system and is able to describe the main principles of its function..
The student
- is able to specify the service production of the social health and rehabilitation service system and the responsibilities from an organizational point of view.
The student
- is able to describe and specify the suitability and manner of organisation of the social, health and rehabilitation service system in accordance with the individual needs of the client.
Taru Manner
Lähdekirjallisuus moodlessa
Oheiskirjallisuus
Hoitotyön vuosikirja 2016. Teknologia sosiaali- ja terveydenhuollossa.
Niemelä, M. et al. 2015 Terveydenhuollon muutokset Politiikka, järjestelmä ja seuraukset. Tampere: Tampere University Press.
https://tampub.uta.fi/bitstream/handle/10024/98488/Terveydenhuollon%20muutokset_2015.pdf?sequence=1
Sosiaalihuollon tila ja tulevaisuus. 2014. Riitta Haverinen, Marjo Kuronen ja Tarja Pösö (toim.) Vastapaino.
Ikonen, E-R. 2015. Kehittyvä kotihoito
Ihalainen, J. 2016. Turvaverkko vai trampoliini: Sosiaaliturvan mahdollisuudet. (10. uudistettu painos.). Helsinki: Sanoma Pro Oy.
• Muu kurssilla esiin tullut materiaali ja itsenäisesti haettu ajankohtainen materiaali (not translated)
Verkkototeutus. Opintojakso suoritetaan kokonaisuudessaan itsenäisenä opiskeluna.
Itsenäinen työskentely, verkkoluennot, verkkotestit, mind map, vuorovaikutus verkossa, case-työskentely. (not translated)
Opintojakso arvioidaan 0-5 asteikolla. Arviointi koostuu itsearvioinnista ja tehtävistä (not translated)
Finnish
25.10.2021 - 22.12.2021
07.06.2021 - 24.10.2021
3 cr
20AVOSHV
Ilona Jylhäsalo, Taru Manner
Toteutuksen tiedot voivat tarkentua ennen kurssin alkamista. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
- (not translated)
Opintojakso arvioidaan itsearvioinnin ja tehtävien perusteella. (tehtävistä ei annetta erillistä arvosanaa). (not translated)
- (not translated)
Laajuus 3 op = 3x 27 h (not translated)
Student can identify and define core concepts and phenomena and different interactions in soils. Student has basic understanding in defined themes of the course.
Student has basic skills in soil sampling and analyses in practice when instructed and supervised.
Student can work in a group of course assignments, recognises the significance of the course theme in the professional field and can assess the significance of the theme from his/her viewpoint.
Student can explain the core concepts and phenomena and different interactions in soils and connect them into practice. Student has understanding in annually defined themes of the course and can apply these into practical applications.
Student can apply the skills in soil sampling and analyses, design tests for these studies and justify his/her choices.
Student can cooperate responsibly in the course theme assignments, commit to the group activities and assess the significance of the theme broadly.
Student can understand extensively the core concepts and phenomena and different interactions in soils and connect them into practice. Student has analytical understanding in annually defined themes of the course and can apply and develop these in practical applications.
Student has skills to compare and apply the most appropriate skills in soil sampling and analyses, design tests for these studies, justify his/her choices and suggest alternative ways of implementation.
Student can cooperate responsibly and constructively in the course theme assignments, commit to the group activities, assess the significance of the theme broadly and understands the effects of the work.
Hilda Szabo
Handouts and other materials distributed during the course.
Coleman D.C., Crossley D. A. & Hendrix Paul F. 2004. Fundamentals of soil ecology Elsevier Academic Press. Can be found from the Ebrary-e-book database.
Murphy B. W. & Hazelton P. A. 2007. Interpreting Soil Test Results: What Do All the Numbers Mean? Collingwood, VIC : CSIRO Publishing. 2007, Can be found from the Ebsco Host -e-book database.
Reddy, R.N. 2010. Soil Engineering. Design, testing and remediation. Global Media.
Can be found from Ebrary -e-book database.
Terzaghi K., Peck, R.B. & Mesri, G. 1996. Soil Mechanics in Engineering Practice (3rd Ed). John Wiley & Sons. Can be from the Knovel E-book database.
Contact teaching, field and laboratory experiments, demonstrations, exercises, calculations.
Grading is based on weighted average from the grades of different assignments. All the assignments need to be passed, as well as 100 % attendance to the lab exercises is required. The weighting of different assignment is as follows: soil organisms 30 %, soil properties 30 %, geotechnology 20 % and exam 20 %.
Geotechnology part includes two short tests in the Moodle (min. 40 % correct answers to pass the test). In order to pass the final exam, minimum of 50 % correct answers is needed.
English
16.08.2021 - 31.12.2021
17.07.2021 - 10.09.2021
4 cr
21IENVE
Mika Nieminen, Johannes Jermakka, Seija Haapamäki, Anne Kasari
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Not available.
Final exam in November 2021. Check the Moodle page for the updated course information.
Anne's part of the course is based on two short exams in the Moodle. Check when Anne's exams become available.
The use of time estimates are indicative.
Contact lessons and laboratory exercises 50 h.
Self-study (reports, exercises, exam) 58 h.
Total 108 h.
The course schedule will be available in the Moodle. Changes in the course schedule are possible and all changes will be informed.
Student can identify and define core concepts and phenomena and different interactions in soils. Student hasbasic understandingin defined themes of the course.
Student can explain the core concepts and phenomena and different interactions in soilsand connect them into practice. Student has understanding in themes of the course and can apply these into written report and laboratory exercises.
Student can understand extensively the core concepts and phenomena and different interactions in soils and reflect their applied knowledge on written report. Report shows that student has analytical understanding in themes of the course and can apply and develop these in laboratory experiments as well as in written report.
Student has skills to compare and apply the most appropriate skills in soil sampling and analyses, design tests for these studies, justify his/her choices and suggest alternative ways of implementation.
Student understands and is able to name and define the basic concepts.
Student manages the assigned tasks under supervision and knows different ways to conduct the statistical analyses, but cannot justify his/her choices. Student's way to use the statistical analyses is based on routine and pre-learned performance.
Student can give and receive feedback, and is able to consider and assess things from his/her viewpoint. Student takes responsibility for his/her own work.
Student is able to structure relations between the basic concepts and is able to apply, explain and compare different statistical methods.
Student can select the most appropriate course of action from diverse options and justify his/her choice. Student is able to apply the advanced concepts when solving technical problems.
Student can give and receive feedback actively and contructively, and considers and assesses things both from his/her and the close community's viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills.
Student is able to understand extensive entities and relation between them. Student is able to generalise, analyse and related the advanced problems to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action. Student assesses diverse solution alternatives creatively. Student has skills to present and justify the chosen methods when solving problems in a logical way.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student can cooperate responsibly, flexibly and constructively and works in a committed manner.
Hilda Szabo
All material, theory and exercises, can be found in TuniMoodle. If necessary, a student can use math books he/she has used before and the Internet to search more information about the topics. Some solutions for the exercises will be published in TuniMoodle after every deadline.
Contact / on-line studies in TuniMoodle, individual work, homework, videos.
The final grade is based on the exam and the homework. A homework package is given weekly (appr. 8-9 packages). One point is given for every submitted homework package in Moodle. Homework packages are not accepted by email. The maximum points for the test is 41-42 points. The homework and the test together give the maximum of 50 points. The grade is based on the following table
12,5 points -> grade 1
20 points -> grade 2
27,5 points -> grade 3
35 points -> grade 4
42,5 points -> grade 5
English
01.08.2021 - 17.10.2021
02.07.2021 - 31.08.2021
3 cr
20IENVE
Jukka Suominen
It is recommended that a student has a calculator and a formula book.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The exam will be held on Tuesday, 9th of November at 08.15-11.00.
Two re-sit exams, the first one on Wednesday 8th of December at 11.00-14.00 and the second in January 2022 (more details later).
Topics and dates are shown in TuniMoodle.
Knowledge and understanding of the core concepts, processes and phenomena of terrestrial and aquatic ecosystems. Student has basic skills in water sampling and study of basic physico-chemical and biological parameters of freshwater and ability to do the analyses in practise when instructed and supervised. Basic theoretical knowledge and understanding in limnology, forestry and bioindicator studies.
Student manages the assigned tasks under supervision and is able to do routine operations. Student knows courses of action but cannot necessarily justify his/her choices.
Student can give and receive feedback and can work in a group. Student is able to consider and assess the topics from his/her viewpoint. Student takes responsibility for his/her own work. Student can describe sustainability related effects of his/her own work related to structure and function of ecosystems.
Student is able to apply, explain and compare the basic concepts, processes and phenomena of terrestrial and aquatic ecosystems. Student has sufficient skills and ability in independent water sampling and study of basic physico-chemical and biological parameters of freshwater and ability to do the analyses in practise independently. Student has fluent theoretical knowledge and understanding in limnology, forestry and bioindicator studies. Student is also able to structure things in relation to one another.
Motivation and interest towards the subject expressed clearly. Student can select the most appropriate course of action from different sampling or indicator options and justify his/her choices. In practice, this means that the student is able apply his/her skills and make plans accordingly. Student is able to limit tasks and solve problems during the course.
Student can give and receive feedback actively and constructively. Student is able to consider and assess the topics both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work. Can describe and assess the sustainability related effects of his/her own work in relation to structure and function of ecosystems.
Student understands extensive entities and relations between them, and is able to generalize, analyze and relate ecological information to the professional context. Student has fluent knowledge and understanding of the basic concepts, processes and phenomena of terrestrial and aquatic ecosystems. In addition, the student is able to apply the knowledge in new situations. Sufficient skills and ability in independent water sampling and study of basic physico-chemical and biological parameters of freshwater and ability to do the analyses in practise independently. Ability to make suggestions for developing and/or improving these methods. Student has fluent theoretical knowledge and understanding in limnology, forestry and bioindicator studies.
Motivation and high interest towards the subject and developing oneself in these fields. Student can search for diverse courses of action and solution alternatives for ecological issues and sampling, justify his/her choices and try new courses of action. Student is also able to assess diverse alternatives, combine solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional community or task. Student can cooperate responsibly, flexibly and constructively, and develops his/her own and the group’s interaction. Student works responsibly and in a committed manner considering the community and field requirements and needs. Student understands the sustainability related effects of his/her work and can anticipate them in his/her work in relation to contaminated site remediation.
Hilda Szabo
All teaching materials will be made available in the Moodle. In addition, the materials available in the Tampere University Library will be used during the course.
Contact teaching, field and laboratory experiments, demonstrations, exercises and calculations.
The evaluation of the course is based on continuous evaluation:
Learning outcomes that are based on the knowledge and skills achieved with the course assignments, exercises, reports based on them and exam.
The final grade consists of the following parts:
- Exam, 20 %
- Essay, 40 %
- Field work and report, 20 %
- Bioindicator study and report, 20 %
English
10.01.2022 - 06.05.2022
02.12.2021 - 14.01.2022
4 cr
21IENVE
10 - 40
Mika Nieminen, Seija Haapamäki
All lecture materials are distributed via the Moodle.
Environmental Engineering
Degree Programme in Energy and Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
1 cr
0-5
Exam will be organized during the weeks 18-19, the exact dates and times will be announced later. Possible re-exams will be announced later.
One or two lectures will be given by a guest lecturer. Names and topics will be announced during the course.
Lectures, fieldwork and laboratory exercises approximately 36-44 hrs, self-study (reports, exercises, exam) 64-72 hrs. Approximately 108 hrs in total. Students use of time and effort are estimates.
Pass
The student
- knows the general principles of a project, development and innovation
- acts cost-effectively and economically in accordance with the principles of sustainable development
- is able to plan, implement and evaluate the project in cooperation with working life
- understands and follows the idea of internal entrepreneurship
Fail
The student
- does not know the general principles of project, development or innovation
- does not operate economically in a cost-aware way and in accordance with the principles of sustainable development
- is unable to plan, implement and evaluate the project in cooperation with working life
- does not understand and does not follow the idea of internal entrepreneurship
Taru Manner
Hankeopinnot 1 ja 2 ( https://moodle.tuni.fi/course/view.php?id=14824 salasana: hanke)
**************************
Muu hanke- ja projektitoimintaa koskeva kirjallisuus (not translated)
Hanketyöskentely (not translated)
Moodlekurssin sisällön mukaisesti (not translated)
Finnish
16.08.2021 - 12.12.2021
01.06.2021 - 15.08.2021
4 cr
20AVOSHV
Taru Manner
Hankeopintoja voi suorittaa hankeopinnot 1 ja 2 Moodle-kurssin mukaisesti (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
4 cr
1 cr
Pass/Fail
Tuntimäärä yhteensä 108 tuntia (4op x 27 tuntia) (not translated)
The student
- is aware of the steps of the surgical patient's care path and the nursing process
-knows the most important illnesses requiring surgical treatment and their impact on the patient's health
- is able to guide a surgical patient and his / her significant others at different phases of the care process
- knows the essential nursing interventions for a patient's pre- and postoperative care
- knows the importance of documentation and oral reporting in patient care
The student
- knows the steps of the surgical patient's care path
- knows the nursing process of a surgical patient
- knows the most important illnesses requiring surgical treatment and their impact on the patient's health and coping with daily life, as well as their effect on the patient’s significant others
- know how to guide a surgical patient and his / her significant others at different phases of the care process
- masters the essential nursing interventions of a patient’s pre- and postoperative care
- knows the importance of documentation and oral reporting in patient care
The student
- knows the phases of the surgical patient's care path at different levels of health care
- knows the nursing process of a surgical patient
- knows the most important illnesses requiring surgical treatment and understands their impact on the patient's health and coping with daily life, as well as their effect on the patient’s significant others
- is able to guide in a patient-centered manner the surgical patient and his / her significant other at different phases of the care process using evidence-based knowledge
- masters the key nursing interventions of a patient's pre- and postoperative care and understands the cause and effect relationships involved
- understands the importance of documentation and oral reporting in patient care
Piia Lavonius
Ahonen O, Blek-Vehkaluoto M, Buure T., Ekola S., Partamies S., Sulosaari V.. 8. uudistettu painos 2019. Kliininen hoitotyö.
Luvut: 2.2. 4, 5, 6.14; 10.1- 10.4; 10.9- 10.11; 10.13; 10.14.3; 11.6; 12.1- 12.3; 12.9; 12.11; 13.1- 13.3; 13.5; 14.2; 15.1.
(tämä nyt myös E-kirjana mahdollista käyttää)
Alahuhta S., Ala-Kokko T., Kiviluoma K., Ruokonen E.& Silfast T. (toim.) 2016. Peruselintoimintojen häiriöt ja niiden hoito. Duodecim oppiportti. E-kirja.
Seuraavat luvut: Perioperatiivinen nestehoito, Nestehoidossa käytettävät valmisteet, Verisuoniyhteydet (keskuslaskimon kanylointi, tunneloitavat- ja keskuslaskimokatetrit) nestehoidossa käytettävät valmisteet, tehostettu ravitsemushoito (parenteraalinen ravitsemushoito ja sen seuranta)
Aikuispotilaan kirurgisen toimenpiteen jälkeisen lyhytkestoisen kivun hoitotyö. Hoitotyön suositus. http://www.hotus.fi/hoitotyon-tutkimussaatio/aikuispotilaan-kirurgisen-toimenpiteen-jalkeisen-lyhytkestoisen-kivun-hoito.
Infektiosairaudet. 2011.(Toim.) Luvut: Infektiosairauksien kliiniset oireyhtymät ja erityiskysymykset, kirurgiset infektiot, vierasesineinfektiot, hoitoon liittyvät infektiot. Duodecim Oppiportti. www.oppiportti.fi
Iivanainen, A, Syväoja, P. 2016. Hoida ja kirjaa. sanoma Pro Oy. Trakeostomia-avanteen hoito s. 240-243.Kevään 2020 poikkeustilanteen vuoksi kirjastojen ollessa suljettuina kirja ei ole saatavilla. Korvaava materiaali keväällä 2020 :
Trakeostomoidun potilaan hoito. Sairaanhoitajan käsikirja.
Haavojen ABC. 2018 Verkkokurssi. Duodecim Oppiportti
Keskuslaskimokatetrin (CVK) laitto ja käyttö.2015. Verkkokurssi. Duodecim Oppiportti.
Kaikki tunneilla, pienryhmätyöskentelyssä ja orientoivassa harjoittelussa käsitellyt ja annetut materiaalit. (not translated)
Toteutuksen tiedot päivitetään ennen orientaatiotuntia tai kurssin aikana jos koronaohjeistus muuttuu merkittävästi.
Opetus toteutetaan verkko-opintoina. Opiskeluympäristöinä mm. Moodle, sekä Teams. Lisätietoja orientaatioluennolla.
Pienryhmätyöskentelyssä (läsnäolovelvollinen) käytetään apuna sekä Teams- verkkokokoontumisia sekä Moodle keskustelualustaa.
Tentti yksilötenttinä koululla. Samassa yhteydessä lääkelaskukoe.
Uusinnat tenttiterraariossa. (not translated)
Osa 1: Kirurginen hoitotyö: Kirjallinen koe, joka arvioidaan numeerisesti. Hoitotyön kokeen hyväksyminen edellyttää, että vastaukset eivät sisällä sellaista toimintaa, joka aiheuttaa vaaran, haitan, vamman tai kuoleman potilaalle. Lisäksi Moodlessa verkkokurssitehtävät, jotka arvioidaan hyväksytty/hylätty.
Kurssin hyväksytty suorittaminen edellyttää kaikkien kokeiden ja tehtävien hyväksyttyä suorittamista ja tehtävien palauttamista ajallaan.
Sekä edellyttää aktiivista osallistumista läsnäolovelvollisiin tunteihin.
Osa 2: Lääkelasku. Hyväksytty suoritus. Edellyttää laskujen laskemista 100 % oikein.
Osa 3: Pienryhmätyöskentely. 100% läsnäolo, aktiivinen osallistuminen ja tehtävien tekeminen. Hyväksytty suoritus.
Osa 4: Ravitsemus. Edellyttää ravitsemustentin tekemistä hyväksytysti moodlessa. Hyväksytty suoritus. (not translated)
Finnish
31.08.2021 - 17.10.2021
17.05.2021 - 15.08.2021
4 cr
20AVOSHV
Piia Lavonius, Anne Partanen
Tarkista kurssin ennakkovaatimukset toteutussuunnitelmasta. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
e ole. (not translated)
Hoitotyön tentti 12.10.2021.
Lääkelasku sisältyy hoitotyön kokeeseen, arviointi hyväksytty/hylätty.
Uusintatenttimahdollisuus kahdesti syksyllä 2021.
1. uusinta vko 45 (tenttiterraariossa)
2. uusinta vko 49 (tenttiterraariossa) (not translated)
Opintojakson kokonaistuntimäärä on yhteensä 108, josta osa toteutuu kokoontumisina verkossa, itsenäisenä/ohjattuna verkkotyöskentelynä, osin pari- ja pienryhmätyöskentelynä ja osin itsenäisenä työskentelynä. (not translated)
Osa 1: Kirurginen hoitotyö
Osa 2: Lääkelasku
Osa 3: Pienryhmätyöskentely
Osa 4: Ravitsemus
Tarkennetut tavoitteet
Opiskelija:
- tietää kirurgisen potilaan hoitopolun vaiheet
- ymmärtää kirurgisen potilaan hoitotyön prosessin
- tietää keskeisimmät kirurgista hoitoa vaativat sairaudet ja niiden vaikutuksen potilaan terveyteen, arjesta selviytymiseen ja potilaan läheiseen
- osaa ohjata kirurgista potilasta ja hänen läheistään hoitoprosessin eri vaiheissa näyttöön perustuvaa tietoa käyttäen
- hallitsee potilaan pre- ja postoperatiivisen hoitotyön keskeiset auttamismenetelmät.
- osaa kirjata ja tiedottaa suullisesti turvaten potilaan hoidon jatkuvuuden.
Tarkennetut sisällöt:
- kirurgisen hoitotyön luonne
- kirurgisen potilaan ohjaaminen ja opettaminen
- kirurgisen potilaan infektioiden ehkäisy
- leikkaukseen valmistautuminen
- potilaan tarkkailu ja hoito leikkauksen jälkeen
- kipsatun potilaan tarkkailu ja hoito
- leikatun potilaan kivun hoito
- leikkaushaavan hoito
- parenteraalinen ravitsemus
- syöpää sairastavan potilaan ja läheisen hoidon ja tuen erityispiirteitä
- trakestomoidun potilaan hoitotyö
- avannepotilaan hoitotyö
- iäkkään leikkauspotilaan hoitotyön erityispiirteitä (not translated)
Overall the achieved competence is sufficient but narrow. Student shows throughout the course that is familiar with the concepts and phenomena related to the subjects discussed during the course.
Can solve with help model exercises involving heat transfer and heat exchangers, mechanical separation and mass balances correctly. Overall knows the courses of action but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance.
Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognizes his/her interaction skills. Student takes responsibility for his/her own work.
Overall the achieved competence is structural. Student shows throughout the course that is fluent in the concepts and phenomena related to the subjects discussed during the course. Can solve individually model exercise involving heat transfer and heat exchangers, mechanical separation and mass balances correctly and and new exercises/tasks with guidance. Overall student is able to select appropriate course of action from diverse options, can make plans and apply his/her knowledge when solving problems and can justify the choices. Student can give and receive constructive feedback and considers and assesses things both from his/her and the close community's viewpoint. Cooperates and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Overall the achieved competence is wide. Student shows throughout the course that is fluent in the basic concepts and phenomena related to the subjects discussed during the course. Can solve individually model exercise and new exercises/tasks involving heat transfer and heat exchangers, mechanical separation and mass balances correctly, shows creativity in solving tasks. Overall student is able to search for diverse courses of action and solution alternatives, justify his/her choices, try new courses of action and assess diverse solution alternatives. Student uses feedback systematically as a professional growth tool in his/her own work and the community. Can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student takes responsibility and commits to the group activities in addition to his/her own work.
Hilda Szabo
Handouts ( and exercises) and additional material posted in Tabula
Contact teaching, exercises, self study, assignments, group work,laboratory exercises, discussions, exam
Short assignments,group work ,participation in the lectures and exercise/discussion sessions, laboratory exercises, exam
English
01.01.2022 - 31.07.2022
02.12.2021 - 31.12.2021
6 cr
20IENVE
Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
One exam at the end of the course. Retakes will be agreed separately.
Contact lessons, discussions, exercises:52 hours
Self-studies: 112 hours
Total 164 hours
Industrial processes and sustainabilty, unit operations, heat transfer, heat exchangers, pumps, sedimentation, filtration, mass balances for processes without and with chemical reactions (mixing, extraction, membrane processes, distillation, synthesis, combustion).
Student participated in the exam .
Overall the achieved competence is insufficient . Student shows throughout the course (group-assignments, classroom discussions, and exam) that:
-is familiar with the concepts and phenomena related to the subjects discussed during the course
- cannot solve model exercises involving heat transfer and heat exchangers, mechanical separation and mass balances correctly
Student participated in the exam .
Overall the achieved competence is sufficient but narrow. Student shows throughout the course (group-assignments, classroom discussions, and exam) that:
-is familiar with the concepts and phenomena related to the subjects discussed during the course
- can solve model exercises involving heat transfer and heat exchangers, mechanical separation and mass balances correctly
Student participated in the exam.
Overall the achieved competence is structural. Student shows throughout the course (group-assignments, classroom discussions, and exam) that:
-is fluent in the concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises/tasks involving heat transfer and heat exchangers, mechanical separation and mass balances correctly
-student is clearly motivated and interested in the subjects discussed
Student participated in the exam.
Overall the achieved competence is wide. Student shows throughout the course (assignments, classroom discussions, laboratory exercises and exam) that:
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course:
-can solve model exercise and new exercises/tasks involving heat transfer and heat exchangers, mechanical separation and mass balances correctly, shows creativity in solving tasks
-student is clearly motivated and interested in the subjects discussed, eventually brings up new subjects of interest
Student is able to use quantities, units and equations in thermophysics, thermodynamics and fluid mechanics. Student is able to solve problems which resemble those given as examples during the course or student needs guidance in problem solving. Student is able to evaluate the correctness of his/her solution.
In addition to previous, student is able to solve new problems, which doesn't resemble examples given during the course
In addition to previous, student is able to justify the solution exactly. Student is able to utilize the learned knowledge and skills to more challenging problems and analyze the correctness of the solution.
Opettajan materiaali.
Tekniikan Kaavasto, Tammertekniikka.
Momentti 1 insinöörifysiikka, Otava. (not translated)
Luento-opetus
Verkkomateriaali
Kotitehtävät
Viikkokokeet ja loppukoe (not translated)
Viikkokokeet 3 x 8p
Kotitehtävät 6p
Loppukoe 30p
Maksimipisteet 60p
Läpipääsyn raja 20/60p (not translated)
Finnish
18.10.2021 - 31.12.2021
25.07.2021 - 17.10.2021
4 cr
21AVOTT
0 - 50
Roope Siikanen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Viikkokokeet kurssin aikana, loppukoe kurssin lopuksi.
Uusintamahdollisuudet (2 kpl) noin kuukauden välein kurssin loputtua.
Viikkokokeita ei lähtökohtaisesti mahdollista uusia. (not translated)
4 opintopistettä vastaa noin 108 tunnin työpanosta. (not translated)
Opiskelija ei ole osoittanut kurssiaiheen riittävää osaamista. (not translated)
Opiskelijan osaaminen rajoittuu esimerkkien kaltaisten, yksinkertaisten tehtävien laskemiseen. Opiskelijalla on vaikeuksia ymmärtää saamiensa tulosten suuruusluokan oikeellisuutta. (not translated)
Opiskelija pystyy soveltamaan opintojakson sisältöä haastavampiin ongelmiin. Opiskelija pystyy esittämään ja perustelemaan ratkaisunsa sanallisen kerronnan avulla. (not translated)
Opiskelijalla on kattava osaaminen koko opintojakson sisällöstä. Opiskelija kykenee ratkaisemaan haastavia ongelmia esittämään ratkaisun selvästi perustellen. (not translated)
Student can recognize, name and define basic concepts introduced during the course.
Student manages the assigned tasks under supervision. Student knows diverse courses of action but cannot justify his/her choices. Completion of the assigned exercises is based on routine and pre-learned performance.
Student can give and receive feedback. He/she considers and assesses things from his/her viewpoint. Student takes responsibility for his/her own work. Student can describe the economic and wellbeing related effects of his/her own work.
Student structures, applies, explains and compares things in relation to one another between field-related phenomena and concepts introduced during the course.
Student is able to select the most appropriate course of action from diverse options and justify his/her choice. Student is able to apply, make plans and solve problems related to waste management.
Student can give and receive feedback actively and constructively. Student considers and assesses things both from his/her and the close community’s viewpoint. Student can cooperate responsibly and is ready to develop his/her interaction skills. Student also recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work. Student can describe and assess the economic and wellbeing related effects of his/her own work.
Student understands extensive entities and relations between them, and is able to generalize, analyse and relate the introduced concepts in waste management and engineering to the professional context.
Student can search for diverse courses of action and solution alternatives, justify his/her choices and try new courses of action in waste management and engineering. Student is able to combine solution alternatives creatively or creates new ones.
Student uses feedback systematically as a professional growth tool in his/her own work and the community. Student considers and assesses himself/herself and his/her professional task. Student can cooperate responsibly, flexibly and constructively. Student works responsibly and in a committed manner considering the community and field requirements and needs. Student understands the economic and wellbeing related effects of his/her work and can anticipate them in his/her work.
Hilda Szabo
Course material found in Moodle, Teams and through links provided there.
Lectures, discussions, assignments, presentations, excursions, learning diary, laboratory
60 % minimum attendance for lectures is 100 % for laboratory work required.
Grade is based on the presentation, laboratory work and report, quizzes and final exam.
English
10.01.2022 - 25.04.2022
22.11.2021 - 31.12.2021
5 cr
20IENVE
21KVIENVE
21KVTBIOT
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Moodle and Teams are used for communication, assignment submissions and course materials.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
no alternative ways to conduct the course
Excursions depending on the COVID-19 restrictions
International study group
5cr = 135 hours of work
15 x 2h lectures
Laboratory exercises: 2 x 4h, 1 x 3h, 3 x 1h
Weekly assignments and project work
Examination(s)
Excursion(s)
Minimum attendance not to reached.
Assignments, laboratory reports or examinations not returned or they are failed.
Minimum attendance requirements fulfilled and other assignments reach a satisfactory level. Basic level knowledge attained.
The student shows understanding of the waste management systems and is able to apply some of the knowledge gained during the course when doing the assignments. The student is able to utilize the possibility for co-operation and collective learning by participating the lectures, excursions and group works. The students is able to work according to instructions given and by meeting the deadlines.
The student shows understanding of the waste management systems and is able to apply the knowledge gained during the course when doing the assignments. The student is able to analytically express thoughts and reflections. The student possesses excellent group work skills in the subject area. The student is able to utilize the possibility for co-operation and collective learning by participating the lectures, excursions and group works in an active manner. The student is able to work according to instructions given and by meeting the deadlines.
Overall the achieved competence is sufficient but narrow. This means that some of the assignments were done acceptably, the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them. Student can perform the laboratory measurements and experiments under supervision and has basic skills in reporting the results of the measurements and experiments. Overall knows the courses of action but cannot justify his/her choices. Completion of the tasks is based on routine and pre-learned performance. Student can give and receive feedback, and considers and assesses things from his/her viewpoint. Student can work in a group and recognizes his/her interaction skills. Student takes responsibility for his/her own work.
Overall the achieved competence is structural. This means that most of the assignments were done and accepted and student is familiar with the concepts discussed during the course and can apply them in most of the situations. He/she is fluent in the basic concepts and phenomena related to the subjects discussed during the course and can solve model exercise and new exercises correctly.
Student can perform laboratory measurements and experiments independently. The reporting of the laboratory results shows that the student can to apply the theoretical knowledge in explaining the results. Overall student is able to select appropriate course of action from diverse options, can make plans and apply his/her knowledge when solving problems and can justify the choices. Student can give and receive constructive feedback and considers and assesses things both from his/her and the close community's viewpoint. Cooperates and is ready to develop his/her interaction skills. Student recognizes and follows the important courses of action in the field. Student takes responsibility and commits to the group activities in addition to his/her own work.
Overall the achieved competence is wide. This means that the assignments were done with great care and detail. Student is fluent in the basic concepts and phenomena related to the subjects discussed during the course. He/she can solve model exercise and new exercises correctly, shows creativity in solving tasks and can perform simple laboratory measurements and experiments independently. The reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results. Overall student is able to search for diverse courses of action and solution alternatives, justify his/her choices, try new courses of action and assess diverse solution alternatives. Student uses feedback systematically as a professional growth tool in his/her own work and the community. Can cooperate responsibly, flexibly and constructively, and develops his/her own and the group's interaction. Student takes responsibility and commits to the group activities in addition to his/her own work.
Hilda Szabo
Handouts posted in Tabula
Textbook: George Tchobanoglous and Edward D. Schroeder: Water Quality
Contact teaching, field excursion, assignments, laboratory exercises, exam
The course consists of lectures and discussions, exercises, field excursion of which students write report, compulsory laboratory exercises (3) and exam.The final grade is calculated based on the achievments gained from assignments and the exam, quatlity of laboratory reports and activity and interest shown thrughout the course.
English
01.01.2022 - 31.07.2022
02.12.2021 - 31.12.2021
5 cr
20IENVE
21KVIENVE
Johannes Jermakka, Seija Haapamäki, Hilda Szabo
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Exam at the end of the course.
5 credits = 135 h of work
Concept of water and wastewater management, sources of water, use of water, characteristics of water and their significance from environmental health point of view, unit operations used in water and wastewater treatment, drinking water production, wastewater treatment, alternative wastewater management options and future perspectives.
Student participated in the laboratory exercises and the exam. Overall the achieved competence is insufficient.
This means that
-some of the assignments were done acceptably
-the student is not familiar with the basic concepts discussed during the course
-can perform the laboratory measurements and experiments under supervision
-has no basic skills in reporting the results of the measurements and experiments
-seldom and inactive participation in the lectures
Student participated in the laboratory exercises and the exam. Overall the achieved competence is sufficient but narrow.
This means that
-some of the assignments were done acceptably
-the student is familiar with the basic concepts discussed during the course but often makes mistakes when applying them
-can perform the laboratory measurements and experiments under supervision
-has basic skills in reporting the results of the measurements and experiments
-seldom and inactive participation in the lectures
Student participated in the laboratory exercises and the exam. Overall the achieved competence is structural.
This means that:
-most of the assignments were done and accepted
-exam shows that the student is familiar with the concepts discussed during the course and can apply them in most of the situations
-is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly
-can perform laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student attends to apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed
Student participated in the laboratory exercises and the exam. Overall the achieved competence is wide.
This means that:
-the assignments were done excellently
-student is fluent in the basic concepts and phenomena related to the subjects discussed during the course
-can solve model exercise and new exercises correctly, shows creativity in solving tasks
- can perform simple laboratory measurements and experiments independently
-the reporting of the laboratory results shows that the student can apply the theoretical knowledge in explaining the results
-student is clearly motivated and interested in the subjects discussed, eventually brings up new subject of interest
Student recognizes the significance of regulations and laws of the course theme. Student identifies the juridical status of the individual in working life and as a citizen and can define the related concepts.
Student knows the responsibilities of employers and employees, can implement the knowledge in his/her own work in a routine manner.
Student can consider and assess his/her role in the legal context of working life.
Student can explain the significance of regulations and laws of the course theme. Student knows the juridical status of the individual in working life and as a citizen and can explain and compare the related concepts.
Student can apply the knowledge of the course theme in the working life, can make plans and solve problems related to the topic.
Student can sensitively consider and assess the activities and processes in the legal context of working life.
Student understands and analyses the significance of regulations and laws of the course theme. Student understands the juridical status of the individual in working life and as a citizen and can extensively and analytically use the concepts of the topic.
Student can apply the knowledge of the course in an analytical way in the working life. Student can find creative solutions to problems related to the topic and assess the outcome in question.
Student can critically assess the activities and processes in the legal context of working life and change his/her actions and thinking accordingly.
Hilda Szabo
English
10.01.2022 - 08.05.2022
02.12.2021 - 31.12.2021
5 cr
20IENVE
21KVIENVE
Mika Nieminen, Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The student writes in comprehensible English on the whole and shows some awareness of the norms for scientific writing; references to source materials are included.
Student's English is mainly formal and clear; reports meet norms for scientific writing, references to source materials are incorporated consistently, source materials are adequately paraphrased.
Student's English is mainly formal and accurate; reports meet norms for scientific writing, references to source materials are incorporated consistently and in a variety of ways, source materials are adequately paraphrased.
Hilda Szabo
TAMK reporting guide.
The students start writing reports immediately and are guided in how to write reports in accordane with TAMK reporting guide.
The assessement is based on
active participation (monitored by Emmanuel Abruquah) 20 points
report on circular economy (asssessed by Emmanuel Abruquh) 30 points
soil science report (assessed by Taru Owston) 50 points. Final decision made in the first class.
English
24.08.2021 - 30.11.2021
09.08.2021 - 31.08.2021
3 cr
21IENVE
Taru Owston, Emmanuel Abruquah
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If a student has been writing scientific reports before they can show samples of their work and answer questions to demonstrate their understanding of referencing, chapters, the use of tables and figures, introductions and conclusions.
The students can use the reports to demonstrate the skill in report writing when they apply for internships.
No exams. The assessment based on the work done in Moodle and reports produced. Students receive their grade at the end of the semester. They can upgrade this grade by showing the teachers a better report they have written during the following semester (specific deadline will be given).
International class. The principles of scientific reporting apply everywhere in the scientifc world.
Two hours of contact teaching each week and roughly three hours of individual work (information search, writing, watching videos). Note that the Soil Science report takes more time, it is part of the Soil Science course, too.
1) Period 1 Circular economy report completed. Layout of a report, in-text references, list of references, tables and graphs
2) Period 2 Soil Science report completed: Structure of a lab report, describing methods, research questions (integrated with the Soil Science course)
Work not completed according to the assessment criteria
The student writes in comprehensible English on the whole and shows some awareness of the norms for scientific writing; references to source materials are included.
Tasks are completed in time and participation is active. Student's English is mainly formal and clear; reports meet norms for scientific writing, references to source materials are incorporated consistently, source materials are adequately paraphrased.
Tasks are completed in time and participation is active. Student's English is mainly formal and clear; reports meet norms for scientific writing, references to source materials are incorporated consistently, source materials are adequately paraphrased.
Student can define the core principles of energy efficiency. Student knows the energy efficiency assessment process and principles of energy efficiency.
Student knows the basic use of technical tools in energy efficiency. Student can succesfully implement a energy efficiency assessment project under supervision as a part of a group. Student can identify and control issues related to energy efficiency.
Student recognizes the role and significance of energy efficiency in the working life. Student takes responsibility of these issues in his/her own work as a part of the group.
Student can explain and apply the core principles of energy efficiency in practical assignments.
Student can select the most appropriate technical tools and apply them in energy efficiency assessments. Student can implement and manage an energy efficiency assessment successfully. Student can identify and manage issues related to energy efficiency and suggest for actions to tackle the issues.
Student can assess the role and significance of energy efficiency in the working life. Student commits to the project work and his/her role in the implementation.
Student understands and analyses the core principles of energy efficiency. Student can design an energy efficiency assessment project and analyse energy efficiency in a professional manner.
Student can apply and compare technical tools in energy efficiency and critically evaluate these applications. Student can design, implement and evaluate an energy efficiency assessment project successfully. Student can tackle issues and problems in energy efficiency and suggest for improvements in a constructive manner.
Student understands the role and significance of energy efficiency in the working life. Student commits to the project work and is able to support or lead the group in project activities.
Hilda Szabo
English
01.08.2022 - 31.12.2022
02.07.2022 - 31.07.2022
4 cr
19IENVE
Sakari Lepola
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Johanna Granlund
Finnish
01.08.2022 - 31.12.2022
02.07.2022 - 11.08.2022
3 cr
21AI112
Johanna Granlund
Mechanical Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
A student can write comprehensible and formal documents and reports having a rough idea of standards. Structures of the texts are unclear and forms, styles and correctness of the language earn much comments. A level of argumentation is low. She/he has been able to complete all course assignments.
Student’s written communication is structural and demonstrational. It is easy to catch the essential information of texts, which language is quite correct and faithful to the report standard. Student is able to present gained information from sources so that the summarizing separates clearly from her/his own ideas but combining these two parts natural way. Student completes all tasks in timetable, is active and gives strong arguments for her/his opinions. Her/his assignments have functional structures and fit a situation and a receiver.
Student’s written communication is convincing, and she/he is able to present versatile arguments to her/his opinions. The essential information of her/his text has been structured and summarized properly. She/he uses correct language and controlled style obeying the guidelines of reporting perfectly. She/he attends contact lessons active and constructive way.
Johanna Granlund
Finnish
01.08.2022 - 31.12.2022
02.07.2022 - 31.07.2022
3 cr
19I132
19I131
19I228A
Johanna Granlund
Vehicle Engineering
Degree Programme in Vehicle Engineering, students who began in 2014-2018, Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
