Please select the curriculum by the start year of studies and orientation line.
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
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
5 cr
20IENVE
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
Hyväksytty:
Opiskelija
- osoittaa saavuttaneensa opintojakson tavoitteet jäsentäen asioita suhteessa toisiinsa
- osaa toimia suunnitelmallisesti ja ratkaisulähtöisesti perustellen soveltuvimman menettelyntavan valinnan
- osaa reflektoida omaa toimintaansa, osaamistaan ja kehittämisen kohteita myös saamansa palautteen pohjalta
- osaa toimia yhteistyössä vastuullisesti ja on valmis kehittämään vuorovaikutustaitojaan
- ottaa vastuuta ja sitoutuu oman toiminnan lisäksi myös asiakastyöhön sekä tiimin ja organisaation toimintaan alalle tärkeiden toimintapojen mukaisesti.
- hallitsee ammttitermejä ja osaa viestiä asiakaslähtöisesti ammatillisessa vuorovaikutuksessa.
Hylätty:
Opiskelija
- ei kykene osoittamaan opintojakson tavoitteiden saavuttamista
- ei kykene suunnitelmalliseen työskentelyyn
- ei pysty vastuulliseen yhteistyöhön omia vuorovaikutustaitojaan kehittäen
- ei pysty reflektoimaan omaa toimintaansa, osaamistaan tai kehittämisen kohteitaan
- ei ota ammatillista vastuuta toiminnastaan asiakastyössä, tiimissä tai organisaatiossa. (not translated)
Mari Rytisalo
Finnish
01.08.2022 - 31.07.2023
02.06.2022 - 11.09.2022
10 cr
22AVOPEDAPS
0 - 25
Toni Pippola, Mari Rytisalo, Minna Heikinheimo, Helena Ruohotie, Minna Nurminen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
The student is able to conduct basic face-to-face sales meetings in B2B settings. The student is familiar with different selling orientations and personal selling skills used in professional selling. The student is somewhat familiar with the role of value co-creation in BtoB sales. The student knows the basic phases of a sales meeting and of adaptive selling.
The student meets the minimum course objectives. The student participates in most contact lessons. The student completes the course assignments on a satisfactory level and the student's performance indicates that he/she is fulfilling the minimum requirements set in the curriculum of the course.
The student is familiar with conducting face-to-face sales meetings in B2B settings. The student can distinguish between different selling orientations and personal selling skills used in professional selling. The student is familiar with the role of value co-creation in BtoB sales.
The student is aware of the phases of a sales meeting and of adaptive selling.
The student meets the course objectives. The student successfully participates in contact lessons. The student completes the course assignments and the student's performance indicates that he/she is fulfilling most of the requirements set in the curriculum of the course
Excellent (5)
The student is highly competent in conducting face-to-face sales meetings in B2B settings. The student possesses comprehensive understanding of different selling orientations and personal selling skills used in professional selling. The student understands the role of value co-creation in BtoB sales. The student masters the phases of a sales meeting and is able to adapt one’s sales behavior during a sales meeting.
The student meets the course objectives sovereignly. The student successfully participates in contact lessons. The student completes the course assignments on a distinguished level. The student's performance indicates that he/she is outstandingly fulfilling all the requirements set in the curriculum of the course.
The student is not attending to the lectures and do not finish assignments.
Satu Kylmälä
Presentation slides (later available in Moodle, https://moodle.tuni.fi/course/view.php?id=30771)
Rackham, Neil. 1988 (or later editions). SPIN Selling. McGraw-Hill Book Company: New York.
Kouzes, Calvert and Posner. 2018. Stop Selling and Start Leading: How to Make Extraordinary Sales Happen. Hoboken, New Jersey: Wiley.
Six scheduled online learning sessions together (Zoom https://tuni.zoom.us/j/68245766268, everyone's online presence required) with facilitated discussions and practice with a simulated business case in smaller groups. Homework between the sessions including exchanging ideas with classmates. Oral and written exam at the end of the course.
Online sessions: Each missed session (sessions 2-6) will diminish the grade by 0.5 points
Homework: Each homework needs to be returned. If the homework clearly fails to meet the overall assignment criteria, it will diminish the grade by 0.25 points
Oral exam: To pass you need to cover all the main phases of a typical sales meeting.
Written exam: To pass you need to answer 50% of the questions correctly.
English
24.10.2022 - 16.12.2022
01.08.2022 - 07.10.2022
5 cr
22YAMK
21YMYY
22YMYY
15 - 40
Sini Jokiniemi
You can find the course in Moodle via this address:
https://moodle.tuni.fi/course/view.php?id=30771
Business and Media
Master's Degree Programme in International Sales and Sales Management, Open University of Applied Sciences
TAMK Main Campus
5 cr
0-5
The written exam is organized as an online exam (can be taken from any physical location with internet access). The exam will be open from Thu, Dec 8th (6 am) until Fri, Dec 19h (11.59 pm).
The oral exam is organized as an individual, online, one-to-one simulated sales discussion/role play (20 min) during week 50 (Dec 12th – 16th). The student plays the role of the salesperson and the teacher plays the role of the buyer.
Dates for possible retakes will be negotiated on an individual basis.
Online sessions (*6) = 20 hours
Homework (*5) = 60 hours
Oral exam = 24 hours (preparing for and taking the exam)
Written exam = 30 hours (preparing for and taking the exam)
Official feedback = 1 hour
Session 1: Orientation to B2B Sales interactions
Session 2: Introduction / selling orientations, attitude, skills
Session 3: Understanding customer's goals and challenges
Session 4: Presenting the solution in a value-based manner
Session 5: Offering viewpoints for customer's questions, worries and objections
Session 6: Ensuring the continuation of the selling process.
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
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
5 cr
22IENVE
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
Opiskelija on osallistunut opetukseen vain tyydyttävästi tai passiivisesti. Hän tuntee AV-alan työtehtäviä ja työvaiheita pääpiirteittäin ja tuntee koulutuksen kalustojärjestelmän ja turvalliset työtavat perustasolla. (not translated)
Opiskelija on osallistunut opetukseen aktiivisesti . Hän tuntee AV-alan työtehtäviä ja työvaiheita hyvin. Hän osaa käyttää koulutuksen kaluston hallinnan järjestelmää ja osaa työtavat, jotka mahdollistavat turvallisen ja järjestelmällisen työskentelyn. (not translated)
Opiskelija on osallistunut opetukseen aktiivisesti . Hän tuntee AV-alan työtehtäviä ja työvaiheita syvällisesti ja pystyy tarvittaessa ohjaamaan muita opiskelijoita näissä asioissa. Hän osaa käyttää koulutuksen kaluston hallinnan järjestelmää. Hän tuntee työtavat, jotka mahdollistavat turvallisen ja järjestelmällisen työskentelyn ja osaa soveltaa näitä henkisen työsuojelun ja aikataulujen hallinnan näkökulmiin. (not translated)
Leena Mäkelä
Materiaali Moodlessa. (not translated)
Luennot, pienryhmätehtävät, käytännön harjoitukset
Aloitus 14.9. klo 09.00 Mediapoliksen Kinossa (not translated)
- läsnäolo
- aktiivisuus
- tehtävien suorittaminen (not translated)
Finnish
14.09.2022 - 28.10.2022
01.09.2022 - 14.10.2022
5 cr
22MA
0 - 52
Petteri Rajanti, Tommi Moilanen, Tuomas Niemi, Teppo Nuutinen, Arto Koskinen, Helena Ruohotie, Ari Koivumäki
Aloitus 14.9. klo 09.00 Mediapoliksen Kinossa (not translated)
Culture and Arts, Film and Television
Cross-study in the Tampere Universities Community, Degree Programme in Culture and Arts, Film and Television, Open University of Applied Sciences
TAMK Mediapolis
2 cr
0-5
Keskustele Tommi Moilasen kanssa (not translated)
- (not translated)
Ei tenttiä, mutta työnkuvaluennoista kirjallinen tehtävä. (not translated)
- (not translated)
noin 18h/vko (not translated)
- Työnkuvaluennot ja perusteoria osaamisaloittain: käsikirjoitus-dramaturgia, tuotanto, kuvaus, leikkaus & ääni
- Käytännön työskentelyharjoitukset pienryhmittäin
- Kts. Moodlesta lisätietoja (not translated)
Tyydyttävä
Opiskelija on osallistunut opetukseen vain tyydyttävästi tai passiivisesti. Hän tuntee AV-alan työtehtäviä ja työvaiheita pääpiirteittäin ja tuntee koulutuksen kalustojärjestelmän ja turvalliset työtavat perustasolla. (not translated)
Hyvä
Opiskelija on osallistunut opetukseen aktiivisesti . Hän tuntee AV-alan työtehtäviä ja työvaiheita hyvin. Hän osaa käyttää koulutuksen kaluston hallinnan järjestelmää ja osaa työtavat, jotka mahdollistavat turvallisen ja järjestelmällisen työskentelyn. (not translated)
Kiitettävä
Opiskelija on osallistunut opetukseen aktiivisesti . Hän tuntee AV-alan työtehtäviä ja työvaiheita syvällisesti ja pystyy tarvittaessa ohjaamaan muita opiskelijoita näissä asioissa. Hän osaa käyttää koulutuksen kaluston hallinnan järjestelmää. Hän tuntee työtavat, jotka mahdollistavat turvallisen ja järjestelmällisen työskentelyn ja osaa soveltaa näitä henkisen työsuojelun ja aikataulujen hallinnan näkökulmiin. (not translated)
Tehtävät noudattavat tehtävänkuvausta tyydyttävästi ja ne on palautettu ilman merkittävää myöhästymistä. Osallistuminen lähiopetukseen tyydyttävää. Tiedonhaku ja prosessointi on tehty tyydyttävästi. (not translated)
Tehtävät noudattavat tehtävänkuvausta ja ne on palautettu ajallaan. Aktiivinen läsnäolo lähiopetuksessa. Tiedonhaku ja prosessointi on tehty huolellisesti. (not translated)
Tehtävät noudattavat tehtävänkuvausta, ne on palautettu ajallaan ja toteutettu erinomaisesti. Aktiivinen läsnäolo lähiopetuksessa. Tiedonhaku ja prosessointi on tehty erinomaisesti ja lähdekriittisesti. (not translated)
Leena Mäkelä
Luentoja ja ryhmätöitä. Raportin kirjoittaminen. (not translated)
Finnish
29.08.2022 - 14.10.2022
09.06.2022 - 29.08.2022
2 cr
22MA
0 - 40
Teppo Nuutinen, Helena Ruohotie
Kurssin tarkemmat tiedot julkaistaan elokuussa Moodle-alustalla. (not translated)
Culture and Arts, Film and Television
Cross-study in the Tampere Universities Community, Degree Programme in Culture and Arts, Film and Television, Open University of Applied Sciences
TAMK Mediapolis
1 cr
0-5
Hyväksiluku/AHOT-prosessi mahdollinen aiemmin hankitun osaamisen perusteella. Ota yhteyttä kurssin opettajaan. (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.
Pekka Kaatiala
Most of material is in the explanatory 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 also workshop using the Zoom environment). Explanatory 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
01.08.2022 - 23.10.2022
02.07.2022 - 31.08.2022
3 cr
22IENVE
22TEMA
Pekka Kaatiala
Follow the course Moodle.
TAMK Mathematics and Physics
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 video material 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.
Student is able to recognize and define the basic concepts related to contaminated site remediation.
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, for example, when choosing a remediation method and sampling methods.
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 contaminated site remediation.
Student is able to apply, explain and compare the basic concepts related to contaminated site remediation. Student is also able to structure things in relation to one another.
Student can select the most appropriate course of action from different remediation 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 contaminated site remediation.
Student understands extensive entities and relations between them, and is able to generalize, analyze and relate contaminated site remediation to the professional context.
Student can search for diverse courses of action and solution alternatives for remediation and sampling, justify his/her choices and try new courses of action. Student is also able to assess diverse site remediation solution and sampling 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
Keijzer et al. 2006. In situ soil and groundwater remediation: theory and practice. Tauw, the Netherlands
Lecture materials and literature related to the subject.
Lectures, exercises, weekly assignments, group discussions, field work, field- and laboratory measurements, group exam.
Assessment of the course is based on weekly assignments (60 %) and final group exam (40 %). Self-evaluation and group evaluation are mandatory parts of the course and shall be returned to teachers as instructed by the end of the course. All fieldwork and laboratory exercises are a mandatory part of the course.
English
29.08.2022 - 16.12.2022
01.06.2022 - 11.09.2022
5 cr
19IENVE
10 - 35
Mika Nieminen, Seija Haapamäki, Hilda Szabo
Be prepared to work in field. Pay special attention to weather conditions and field work instructions. Check that you have suitable clothes for working outside, as your clothes may get dirty during the field work.
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
If you have work experience from contaminated soils and groundwater, you have a possibility to negotiate for alternative ways to complete the course. Also, if you have taken a course with a similar kind of content, please contact the teachers.
One lecture will be given by a company representative.
Group exam in the end of the course (week 50).
Students total use of time and effort is 135 hours, which is divided into lectures (42 hrs), field and laboratory work (12 hrs), self-study (78 hrs), and exam (3 hrs). Self-study includes assignments, reading and reports. Please, note that the time allocated for independent study is about 60 % of the total time allocated to the course. The course requires significant self-study input.
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
Course material is informed in TuniMoodle. Partly it will be literature or internet based material, partly teacher’s own material and partly material made by student’s work groups during the course.
Lectures
Basic training of the IR-photographing
Basic knowledge of elecricity and heat energy producing and delivery methods
Calculation program (Excel-version) of energy usage with different kind of buildings
Exercises and pair/group works
End of the course –exam
Evaluation of the exam, 0 to 5
Returned exercises
Activeness in lessons and group works gives you much better possibilityes to achieve good marks in the course!
End of the course –exam
English
28.08.2022 - 31.12.2022
02.07.2022 - 28.08.2022
4 cr
19IENVE
Sakari Lepola
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Participating the lessons is mandatory in the part of the course, when practising IR- photographing and when making and presenting the pair and/or group seminars. Participating the lessons is strongly recommended when practicing the Excel -calculating programme.
The exam of the course will be carried out in the end of the course. The exact day will be clear during the end section of the course.
This course is usually very good possibility to build up international connections with other participants from different countries and from multicultural backgrounds.
Contact lessons in this course some 30+ hours. Additional seminar work with own group 10-15 hours and one possible excursion*, which takes app. half working day.
*During the pandemic situation this has been impossible since year 2019 but the situation is little by little changing better since the beginning of year 2022.
Student’s motivation to participate to the lectures is normal, some absences are possible. The minimum requirement is to fully participate to the seminar work of the own group. Student passes the written or otherwise arranged exam.
Student’s motivation to participate to the lectures is good, some absences are possible. Student participates actively to the seminar work of the own group. Student passes the written or otherwise arranged exam with good marks.
Student’s motivation to participate to the lectures is good, some absences are possible. Student participates actively to the seminar work of the own group. Student passes the written or otherwise arranged exam with excellent marks.
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.
Emmanuel Abruquah
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
22.08.2022 - 15.12.2022
01.06.2022 - 22.08.2022
3 cr
21IENVE
Emmanuel Abruquah
TAMK Languages and Communication
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/ Podcast
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
English
01.08.2022 - 31.12.2022
02.07.2022 - 15.09.2022
5 cr
21IENVE
Juha Mettälä
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Evaluation criteria is available in Finnish only.
Evaluation criteria is available in Finnish only.
Evaluation criteria is available in Finnish only.
Marja Oksanen
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, puheeseen liittyvä raportti 1/3. (not translated)
Finnish
29.08.2022 - 31.12.2022
02.07.2022 - 06.09.2022
3 cr
22IENVE
22TEMA
Marja Oksanen
Ensimmäiset oppitunnit tiistaina 30.8. klo 14.15 - 15.45 luokassa B6-31b. (not translated)
TAMK Languages and Communication
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Vastaava korkeakoulutasoinen viestinnän kurssi. (not translated)
Ei. (not translated)
Kurssiin ei kuulu tenttiä. (not translated)
Oman kansainvälisen perusryhmän hyödyntäminen mahdollisuuksien mukaan. (not translated)
Kurssi sisältää kohtuullisen paljon kotona tehtävää työtä: niin puheiden valmistelua kuin kirjoittamistakin. (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
01.08.2022 - 31.12.2022
02.07.2022 - 15.09.2022
3 cr
21AI112
Johanna Granlund
TAMK Languages and Communication
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.
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
01.08.2022 - 31.12.2022
02.07.2022 - 15.09.2022
3 cr
19I132
19I131
19I228A
Johanna Granlund
TAMK Languages and Communication
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)
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
Study book Suomen mestari 1 uudistettu + Moodle material created and linked by the teacher.
Depending on the students' subject of interest also very pleasant extra content for them can be taken into consideration.
study conversation, collaborative learning, discussion exercises, activating written tasks, learning simulation and games, process writing, short videos made by students
Let's talk about the principles in the beginning of the course. Teacher's recommendation:
To pass the course a minimum attendance 80 % is required as well as completed assignments.
Course evaluation consists of two parts:
A The written test (listening comprehension + reading comprehension + writing + structure tasks) =
50 % of the course grade
B Oral skills (video task) = 50 % of the course grade
Strong class activity can raise course grade at least in borderline cases.
Finnish
English
29.08.2022 - 04.11.2022
01.07.2022 - 06.09.2022
4 cr
21IENVE
9 - 25
Marja Oksanen
The first lesson on Tuesday, the 30th of August at 10.15 in the class room B6-22.
TAMK Languages and Communication
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.
The times of both written and oral tests will be discussed wih students in the beginning of the course.
The whole group is international! :o)
Two double lessons per week plus quite much independent work at home in 9 weeks: 4 ects = work of 108 hours.
-
Students have attended contact lessons less than 80 % . They have not completed course assignments because of lack of activity or gained skills. Their ability to communicate in Finnish at the level A2.1 is insignificant and limited to make understanding possible.
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.
Roope Siikanen
English
24.10.2022 - 31.12.2022
24.09.2022 - 23.10.2022
3 cr
22IENVE
Roope Siikanen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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.
Jukka Suominen
English
24.10.2022 - 31.12.2022
24.08.2022 - 31.10.2022
3 cr
22IENVE
Jukka Suominen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
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.
Anja Kuronen
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), välikokeet, loppukoe (not translated)
Opintojakso arvioidaan asteikolla 0-5. Opintojakso suoritetaan välikokeilla (2 kpl), loppukokeella, viikoittain tarkastettavilla kotitehtävillä ja nettitehtävillä.
Arvosteluun vaikuttavat tehtävät ja välikokeet ovat 45 % ja loppukoe 55 %kokonaispistemäärästä. 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 välikokeisiin ja loppukokeeseen osallistumista. Säännöllinen läsnäolo tarkoittaa, että tunnilla ollaan aina, ellei ole perusteltua syytä (esim. sairaus) olla pois. Arvosanan 1 saa pistemäärällä, joka on 33 % 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 välikoepisteet.
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
29.08.2022 - 23.10.2022
02.07.2022 - 01.09.2022
3 cr
22AVOTT
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
TAMK Main Campus
0-5
Ei ole. (not translated)
Ei ole. (not translated)
Opintojakson välikokeet (2 kpl):
19.9. Tasogeometria
3.10. Tason vektorit
ja LOPPUKOE 12.10.2022 normaaliin tuntiaikaan (alustavat ajat, voi tulla muutoksia)
Uusintakokeet:
1. uusintakoe 9.11.2022 klo 17-20
2. uusintakoe/ korotus 7.12.2022 klo 17-20
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)
Ei ole. (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. 27 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
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.
Jukka Suominen
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.
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
01.08.2022 - 23.10.2022
02.07.2022 - 31.08.2022
3 cr
22IENVE
Jukka Suominen
A student is expected to have a calculator and a formula book.
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The exam will be held on Monday, 24th of October at 13.15-16.00.
Two resit exams, the first one in November, the second one in December.
A student is expected to work 27 hours / credit unit.
Topics will be shown in TuniMoodle.
Materiaali Moodlessa (moodle.tuni.fi) 5N00FA11-3002 Polkuopintojen tietotekniikka ja orientaatio. Kirjautumisavain Polku-3004. Moodle-toteutus avautuu elokuun lopulla. (not translated)
Verkko-opetus, lähi/etäopetus. (not translated)
Moodlessa suoritettavien tehtävien arviointi. Ei erillistä tenttiä. (not translated)
Finnish
01.08.2022 - 31.12.2022
02.07.2022 - 30.09.2022
3 cr
22AVOTT
Harri Saarinen, Anja Salo
Open University of Applied Sciences
TAMK Main Campus
0-5
Ei ole (not translated)
Ei ole (not translated)
Ei tenttiä. Tehtäväpalautuksia (not translated)
Ei ole (not translated)
80 h opiskelijan työtä (not translated)
Tehtävien yhteispisteet < 50 % maksimista. (not translated)
Tehtävien yhteispisteet 50-69 % maksimista. (not translated)
Tehtävien yhteispisteet 70-89 % maksimista. (not translated)
Tehtävien yhteispisteet 90-100 % maksimista. (not translated)
Pass
The student
- masters the use of theoretical knowledge in his/her thesis
- masters the appropriate research approach in his/her thesis
Fail
The student
- does not master the use of theoretical knowledge in his/her thesis
- does not master the appropriate research approach in his/her thesis
Minna Tiainen
TAMK Intra: Opiskelijan käsikirja/Opinnäytetyö, Tiedonhaku Moodle -materiaali
Muu opintojakson eri osien opetuksen yhteydessä osoitettu materiaali
• 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.
• Heikkilä, A. Jokinen, P., Nurmela, T. 2008. Tutkiva kehittäminen: avaimia tutkimus- ja kehittämishankkeisiin terveysalalla. WSOY.
• Heikkinen, H., Rovio, E., Syrjälä, L. 2006. Toiminnasta tietoon: toimintatutkimuksen menetelmät ja lähestymistavat. Kansanvalistusseura.
• Kirjallisuuskatsaus hoitotieteessä. 2016. Toim. M. Stolt, A. Axelin, R. Suhonen. Turku: Turun yliopisto Hoitotieteen laitoksen julkaisuja. Tutkimuksia ja raportteja. Sarja A.
• Vilkka, H. & Airaksinen, T. 2003. Toiminnallinen opinnäytetyö . Helsinki: Tammi. (toiminnalliseen)
• Vilkka, H. 2020. Akateemisen lukemisen ja kirjoittamisen opas. Jyväskylä: PS-kustannus.
https://andor.tuni.fi/permalink/358FIN_TAMPO/1kfmqvo/alma9911131569305973
• Vilkka, H. 2015. Tutki ja kehitä. 4. uud. p. Jyväskylä: PS-kustannus.
• Jämsä, U. 2014. Kuntoutuksen muutosagentit. Tutkimus työelämälähtöisestä oppimisesta ylemmässä ammattikorkeakoulutuksessa. Acta Universitatis Ouluensis D Medica 1252. (toiminnalliseen)
• Toikko, T. & Rantanen, T. 2009. Tutkimuksellinen kehittämistoiminta. Tampere: Tampereen yliopistopaino oy. (toiminnalliseen)
• Tuomi, J., Sarajärvi, Anneli 2018. Laadullinen tutkimmus ja sisällönanalyysi. Tammi.
• Tietoarkiston tutkimusmenetelmien verkkokäsikirja: https://www.fsd.tuni.fi/fi/palvelut/menetelmaopetus/
Muu lähde:
• Vilkka, H. 2021. Näin onnistut opinnäytetyössä: Ratkaisut tutkimuksen umpikujiin. Jyväskylä: PS-kustannus.
• Isojärvi J. 2011. Tutkimuskysymyksestä hakustrategiaksi: PICO-asetelma informaatikon työkaluna. Osaamisen ytimessä – tietoaineistot tutuiksi. BMF ry:n kevätseminaari 13.4.2011 Kuopio. Viitattu 5.3.2021. Saatavana: https://bmfry.files.wordpress.com/2018/06/pico-asetelma-informaatikon-tyc3b6kaluna.pdf (not translated)
Opiskelija tekee opinnäytetyötä hyödyntäen ohjausta
Opiskelija osallistuu menetelmäopetukseen
Opiskelija osallistuu ja esittelee työnsä käsikirjoitusseminaarissa (not translated)
Finnish
08.08.2022 - 22.12.2022
01.08.2022 - 01.08.2022
7 cr
20SHHUPV
20AVOSHV
Katja Hautsalo, Minna Tiainen, Pia Keiski
Tälle opintojaksolle ei ilmoittauduta (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
•Suunnitelmaseminaari
Valmis suunnitelma ja lupa Wihiin
• Suorittaa menetelmäopinnot ja tekee menetelmäopintojen tehtävän
• Tekee opinnäytetyötä ja varaa 2. ohjausajan Wihin kautta (Opinnäytetyön tekemiselle
varatut viikot)
• Osallistuu käsikirjoitusseminaariin ja saa kommentit opponenteilta sekä ohjaajalta. (1
viikkoa ennen palautus opponenteille ja tallennus Wihiin (not translated)
•Suunnitelmaseminaari
Valmis suunnitelma ja lupa Wihiin
• Suorittaa menetelmäopinnot ja tekee menetelmäopintojen tehtävän
• Tekee opinnäytetyötä ja varaa 2. ohjausajan Wihin kautta (Opinnäytetyön tekemiselle
varatut viikot)
• Osallistuu käsikirjoitusseminaariin ja saa kommentit opponenteilta sekä ohjaajalta. (1
viikkoa ennen palautus opponenteille ja tallennus Wihiin (not translated)
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.
Contact learning, group work, individual assignments and excursion.
Assessment is based on individual assignments and group work. Participation on lectures can affect the grading.
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
4 cr
20IENVE
Noora Markkanen
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
No alternative implementation methods.
Excursion
No exam
International study group
36h of contact learning + 72h of individual learning = 108h
1) Theory and computer demos
2) Real life examples
3) Group work in workshops
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 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.
The student
- recognises the special features and processes of maternity- and gynaecological nursing
- identifies the most common gynaecological diseases, the physiological changes in pregnancy and the disorders of pregnancy and postpartum care
- recognises the family support methods, but is unable to explain his/her activities in detail
- identifies parenting growth and sexual and reproductive health issues in a woman's and family's life
- performs medication calculation correctly, knows the basics of medication in pregnancy, childbirth, postpartum care and gynaecological care
- recognises the ethical principles of maternity- and gynaecological nursing care
- identifies his/her own interpersonal skills in the context of maternity -and gynaecological nursing care, as well as in the learning environment
- takes responsibility for her/his own learning
- is able to receive feedback
The student
- understands the special features of maternity- and gynaecological nursing care and is able to apply evidence-based knowledge to such care
- is able to describe and define the most common gynaecological diseases, physiological changes in pregnancy and the disorders of pregnancy and postpartum care
- is able to describe and explain in detail the family support methods
- performs medication calculations correctly and knows the basics of medication in pregnancy, childbirth, postpartum care and gynaecological care
- knows how to support and guide families in healthy and sober lifestyles, partnership and growth as parents, utilising multiprofessional co-operation
- understands and is able to apply the ethical principles in maternity- and gynaecological nursing care.
- is able to work in a responsible and constructive manner and is ready to develop his /her interaction skills in the context of maternity- and gynaecological nursing care, as well as in the learning environment
- is able to provide reflective feedback
The student
- understands and utilises extensively the knowledge of maternity- and gynaecological nursing care
- analyses evidence-based knowledge in maternity- and gynaecological nursing care and is able to apply the nursing process both to individuals and in a family-centred way
- knows the family support models
- knows how to support and guide families in healthy and sober lifestyles, partnership and growth as parents, utilising multi-professional collaboration
- performs medication calculations correctly and knows the basics of medication in pregnancy, childbirth, postpartum care and gynaecological care, and knows the specific challenges associated with them
- understands and is able to creatively apply the ethical principles in maternity- and gynaecological nursing care
- is able to work in a responsible and constructive manner, developing both his/her own and group interaction skills in the context of maternity- and gynaecological nursing care and in the learning environment
- is able to provide reflective feedback.
Elina Hilvola
• Botha, E. & Ryttyläinen-Korhonen, K. 2016. Naisen hoitotyö. SanomaPro.
tai
• Ihme, A. & Rainto, S. 2014. Naisen terveys. Edita.
• Klemetti, R. & Hakulinen – Viitanen, T. (toim.) 2013. Äitiysneuvolaopas, Suosituksia äitiysneuvolatoimintaan. Kansallinen Äitiyshuollon Asiantuntijaryhmä. Terveyden ja hyvinvoinnin laitoksen julkaisu.
• Leino- Kilpi, H. & Välimäki; M. 2009. Etiikka hoitotyössä. Eettiset ongelmat hoitotyöntekijän ja naisen tai perheen välisessä suhteessa. WSOY.
• Nurminen, M-L. Lääkehoito. Naistentautien ja synnytysten yhteydessä sekä raskauden ehkäisyyn käytettävät lääkeaineet, Hormonihoidot, Raskauden ja imetyksen aikainen lääkehoito. WSOY.
• Susi, J. 2011. Gynekologisen syöpäpotilaan seksuaalineuvonta. Teoksessa Ritamo, M., Ryttyläinen–Korhonen, K., & Saarinen, S. (toim.) Seksuaalineuvonnan tueksi. Terveyden ja hyvinvoinnin laitoksen raportti 27/2011.
• Syödään yhdessä -ruokasuositukset lapsiperheille. Valtion ravitsemusneuvottelukunta. 2019. (s 42-61)
• Kansaneläkelaitos (Kela 2020) www.kela.fi Lapsiperheen tuet.
• Anttila, Hellsten, Rantala, Routamaa, Syrjälä, Vuento (toim.): Hoitoon liittyvien infektioiden torjunta. Gynekologisiin toimenpiteisiin ja keisarinleikkauksiin liittyvät infektiot, Synnytyksen aikaiset ja vastasyntyneen infektiot ja rintamaidon hygienia.
• Hoitotyön suositus (2010): Raskaana olevan, synnyttävän ja synnyttäneen äidin sekä perheen imetysohjaus
• Luennoitsijan erikseen nimeämä materiaali (not translated)
Luennot, pienryhmätyöskentely (CBCL) ja itsenäinen opiskelu. (not translated)
Osa 1 Äitiys- ja naisen hoitotyö
- Numeerisesti arvioitava (0-5) tentti, hyväksytysti suoritut tehtävät. Lähtökohtaisesti edellytetään läsnäoloa kaikessa opetuksessa, kuitenkin läsnäolopakollisia teoriatunteita vähintään 70 %.
Osa 2 Äitiys- ja naisen hoitotyö lääkelasku
-hyväksytty/hylätty
Osa 3 Pienryhmätyöskentely
-hyväksytty/hylätty. Hyväksytty suoritus edellyttää 100 % läsnäoloa ja hyväksytysti suoritettuja tehtäviä. Itsearviointi ja vertaisarviointi liittyen aihealueen osaamiseen ja pienryhmätyöskentelyyn.
Osa 4 Ravitsemus
-hyväksytty/hylätty (not translated)
Finnish
15.08.2022 - 16.10.2022
27.05.2022 - 14.08.2022
4 cr
20SHHUPV
20AVOSHV
Elina Hilvola
Kurssin tavoitteet ja sisällöt ohjaavat tenttiin valmistautumista, kurssilla ei anneta erikseen kurssikirjallisuudesta luettavia sivuja. Opettajan luentomateriaali ei yksin riitä tenttiin valmistautumiseen.
Toteutuksen tietoja voidaan päivittää tarvittaessa (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Ei valinnaisia suoritustapoja (not translated)
- (not translated)
Naisen- ja äitiyshoitotyöntentti, tenttiin sisältyy kaksi lääkelaskua. Tentti Examissa/Moodlessa, ajankohta ja suoritusalusta tarkentuu orientaatiossa. Lääkelaskutentti erillisenä Moodle-tenttinä.
Uusintatenttien ajankohta tarkentuu myöhemmin, sovitaan orientaatiossa.
Opintojakson arvosanan korotus toisen uusintaperiodin yhteydessä. (not translated)
- (not translated)
Äitiys- ja naisenhoitotyö 4 op: kokonaistuntimäärä 108 h sisältää osallistumisen opetukseen, pienryhmätyöskentelyn ja itsenäisen opiskelun.
Opiskelijalta edellytetään teorialuennoilla vähintään 70 % läsnäoloa. Jos poissaoloja on enemmän kuin 70 %, kurssisuoritus hylätään ja tenttiin ei voi osallistua. Pienryhmätyöskentelyssä on 100 % läsnäolovelvollisuus. Pienryhmätehtävän palautus viim. 7.10. Ravitsemus verkkomateriaaliin tutustuminen ja Moodle-tentti ovat pakollisia.
Äitiyshoitotyön orientoiva harjoittelu 1 op, sisältää 8 h kontaktia ja 19 h itsenäistä työtä. Tämä itsenäinen työ osoitetaan äitiyshoitotyön tenttimateriaalin lukuun ja Baby Bakery -synnytyspelin suorittamiseen. (not translated)
Opintokokonaisuuden suoritus koostuu seuraavista osista:
Osa 1 Äitiys- ja naisen hoitotyö teoria 3 op
Osa 2 Äitiys- ja naisen hoitotyö lääkelasku
Osa 3 Pienryhmätyöskentely 1 op
Osa 4 Ravitsemus (not translated)
Hyväksytty:
Opiskelija reflektoi osaamistaan ja kasvuaan oppimiskokonaisuuksien sisältöjen kautta perustellen ja teoreettisesti jäsentäen.
Hylätty:
Opiskelija tarkastelee omaa osaamistaan ja kasvuaan oppimiskokonaisuuksien sisältöjen osalta yleisellä ja kuvailevalla tasolla. (not translated)
Mari Rytisalo
Finnish
05.09.2022 - 31.07.2023
07.07.2022 - 04.09.2022
3 cr
22AVOPEDAPS
0 - 25
Toni Pippola, Mari Rytisalo, Minna Heikinheimo, Minna Nurminen, Helena Ruohotie
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
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.
Tuomo Nieminen
Inkinen & Tuohi: Momentti 1 Insinöörifysiikka
Maol:n tai Tammertekniikan kaavasto
Kurssimateriaali löytyy Moodle-pohjalta (not translated)
luennot
kotitehtävät
itsenäinen verkko-opiskelu
loppukoe (not translated)
Opintojaksolla kerätään pisteitä seuraavasti:
Loppukoe 30p
Kotitehtävät yhteensä 6p
Maksimipisteet 36p
Läpipääsyraja 14p (not translated)
Finnish
01.08.2022 - 23.10.2022
02.07.2022 - 21.08.2022
3 cr
22AVOTT
Tuomo Nieminen
Open University of Applied Sciences
TAMK Main Campus
0-5
Tarkempi aikataulu Moodlen puolella (not translated)
3 op vastaa 80 työtuntia (not translated)
Aikataulusuunnitelma löytyy Moodlesta (not translated)
Opiskelija ei ole osoittanut aihepiirin riittävää osaamista. (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: 14/36p
Arvosanan 1 voi saavuttaa myös hyväksytysti suoritetulla toistettavalla Moodle-tentillä. (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.
Roope Siikanen
English
29.08.2022 - 23.10.2022
02.07.2022 - 02.09.2022
3 cr
22IENVE
Roope Siikanen
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
Opiskelija osallistuu opetukseen ja keskusteluihin passiivisesti tai vaihtelevasti. Tehtävien tekeminen on enimmäkseen ohjeiden mukaista ja palautusten aikataulu tyydyttävällä tai välttävällä tasolla. Tiedonhaku on suppeaa eikä kaikin osin lähdekriittistä. (not translated)
Opiskelija osallistuu opetukseen ja keskusteluihin aktiivisesti. Tehtävien tekeminen on ohjeiden mukaista ja tapahtuu aikataulussa. Tiedonhaku on monipuolista. Opiskelija osaa arvioida ja testata audiovisuaalisen historian taiteellisten ja teknisten ilmaisukeinojen soveltumista nykypäivän mediatuotantoihin. Opiskelija osaa testata audiovisuaalisen historian taiteellisten ratkaisujen soveltumista nykypäivän mediatuotantoihin. Hän kehittää verkko-opintoihin ja verkkotehtäviin sekä IPR-kysymyksiin liittyvää osaamistaan. Hän osaa hyödyntää ja antaa muille rakentavaa palautetta. (not translated)
Opiskelija osallistuu opetukseen, keskusteluihin ja omien tavoitteiden määrittelyyn aktiivisesti. Tehtävät on tehty huolellisesti, näkemyksellisesti ja aikataulussa. Tiedonhaku on monipuolista ja lähdekriittistä. Opiskelija osaa arvioida ja testata audiovisuaalisen historian taiteellisten ja teknisten ilmaisukeinojen soveltumista nykypäivän mediatuotantoihin erinomaisesti. Opiskelija tunnistaa median yhteyksiä politiikan, talouden ja tekniikan kehitykseen. Opiskelija osaa arvioida ja testata audiovisuaalisen historian taiteellisten ratkaisujen soveltumista nykypäivän mediatuotantoihin. Hän kehittää verkko-opintoihin ja verkkotehtäviin sekä IPR-kysymyksiin liittyvää osaamistaan. Hän osaa hyödyntää ja antaa muille rakentavaa palautetta. (not translated)
Leena Mäkelä
Kurssin taustamateriaali (verkkoaineistot) löytyvät kurssin Moodle-alueelta. (not translated)
Kurssilla käydään läpi elokuvan, television ja sähköisen median kehityksen yleispiirteet ja keskeisimmät käännekohdat. Lisäksi analysoidaan median yhteyksiä politiikan, talouden ja tekniikan kehitykseen. Kurssi sisältää zoomin kautta välitettäviä verkkoluentoja, elokuvanäytteitä, keskusteluja ja kirjallisia tehtäviä. Kurssin hyödyntää moodle-alustaa, jossa on myös lisämateriaaleja.
Kurssi järjestetään pääosin etänä. Jaksoon kuuluu zoom-luentoja, elokuvanäytteitä sekä erilaisia tehtäviä. Tehtävistä osa tehdään zoomin yhteydessä ja osa ns. kotitehtävinä. TAMK-opiskelijoiden 5 op:n suoritukseen liittyy lisäksi lopputyö. Se voi olla joko yksin kirjoitettu essee, yksin tai kaksin tehtävä esitelmä (esitys livenä tai zoomissa) tai pienryhmässä toteutettava audiovisuaalinen demo. Demo voi olla esimerkiksi havainnollistus jostain historian tekniikasta, genreparodia tai tyylikokeilu... Lopputöiden esittely voi tapahtuu livenä Mediapoliksella tai tarpeen vaatiessa hybridimallilla. Lopputyöiden eri vaihtoehtoja esitellään tarkemmin kurssin alussa.
ZOOM-tapaamiset järjestetään maanantaisin klo 13–16 välillä 24.10. - 28.11. TAMK-opiskelijoiden lopputöiden esitykset ja esittelyt tapahtuvat ma 13.12. klo 13 alkaen Mediapoliksen ADAssa (koronatilanteen salliessa) tai ZOOMissa / hybridinä.
Luentojen pääteemat:
24.10. Median varhaismuodot ja elokuvan alku
31.10. Ääni ja värielokuva, dokumentarismi
7.11. Elokuvapropaganda, TV:n pioneerit
14.11. Elokuvan uudet aallot ja uusi Hollywood
21.11. Suomen television vaiheita
28.11. Video, digimedia, some ja ”valemedia"
Kurssille osallistuu myös muutama avoimen AMK:n ja 2. asteen opiskelija, Heidän suorituksensa on 3 op eli ilman lopputyötä. (not translated)
Finnish
24.10.2022 - 12.12.2022
23.08.2022 - 25.10.2022
5 cr
22MA
45 - 60
Pertti Näränen, Media-ala Virtuaalihenkilö
Culture and Arts, Film and Television
Cross-study in the Tampere Universities Community, Degree Programme in Culture and Arts, Film and Television, Open University of Applied Sciences
TAMK Mediapolis
3 cr
0-5
Suoritus voi olla laajuudeltaan 3 op ilman oman lopputyön osuutta. Lopputyön kanssa 5 op. (not translated)
Zoom-luentojen pääteemat ma 13-16:
Median varhaismuodot ja elokuvan alku
Ääni ja värielokuva, dokumentarismi
Elokuvapropaganda, TV:n pioneerit
Elokuvan uudet aallot ja uusi Hollywood
Suomen television kehitysvaiheita
Video, digimedia, some ja ”valemedia"
TAMK-opiskelijoiden lopputehtävien (essee, demo, esitys, esitelmä) itsenäistä tekemistä yksin tai ryhmissä. Näiden esitykset ma 12.12. klo 13 alkaen ADAssa. (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
English
01.08.2022 - 31.12.2022
02.07.2022 - 11.09.2022
6 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
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.
Anja Kuronen
Opintojakson oppimateriaalina on sähköisiä opetusmonisteita, jotka opiskelija hankkii opettajan ohjeiden mukaisesti.
Kaavasto: Tekniikan kaavasto, Tammertekniikka
Suositellaan hankittavaksi laskin TI-nspire CX II-T CAS ( tai TI-nspire CX CAS) (not translated)
Lähiopetus, itsenäinen opiskelu, tuntiharjoitukset ja kotitehtävät, opetusvideot, tentti, STACK-tehtävät (not translated)
Opintojakso arvioidaan asteikolla 0-5. Opintojakso suoritetaan kokeella ja päivittäin tarkastettavilla harjoitustehtävillä, joiden tekeminen vaikuttaa arvosanaan. Harjoitustehtäväpisteiden saamiseksi on osallistuttava tehtävien tarkistukseen (tarkemmat ohjeet Moodlessa). 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:
30 % -> 1
50 % -> 2
60 % -> 3
70 % -> 4
80 % -> 5
90 % -> 6
Lopullinen arvosana määräytyy koepisteiden ja harjoitustehtäväpisteiden yhteismäärästä sekä osallistumisaktiivisuudesta. Harjoitustehtäväpisteitä ei huomioida enää uusinnoissa eikä korotuksessa. (not translated)
Finnish
01.08.2022 - 23.10.2022
02.07.2022 - 26.08.2022
3 cr
22KONEvayla
22AVOTT
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
TAMK Main Campus
0-5
Ei ole. (not translated)
Ei ole. (not translated)
Opintojakson koe ke 31.8.2022 klo 16.00-19.00 (alustava aika, voi vielä muuttua). Kokeeseen ei tarvitse ilmoittutua erikseen.
Opintojakson päätyttyä uusintatentit järjestetään seuraavasti
1. uusintakoe 14.9.2022 klo 17.00-20.00
2. uusintakoe/ korotus 28.9.2022 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)
Ei ole. (not translated)
Opiskelijan keskimääräinen työmäärä opintojaksolla on 80 h, joka koostuu lähiopetuksesta, ryhmätöistä, itsenäisestä työskentelystä ja tentistä.
Opettajan pitämiä lähitunteja sisältäen kokeet on noin 27 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)
The student
- is able to plan and implement maternity care and gynaecological nursing safely
- works professionally and ethically
Fail
The student
- puts patient safety at risk
Elina Hilvola
Baby bakery- synnytyksenhoitopeli
tenttikirjallisuus aiheeseen liittyen (not translated)
Demonstraatiot, harjoitukset, oppimispeli (not translated)
Finnish
15.08.2022 - 16.10.2022
27.05.2022 - 14.08.2022
1 cr
20SHHUPV
20AVOSHV
Elina Hilvola
Hyväksytty suoritus edellyttää aktiivista osallistuvaa läsnäoloa orientoivan harjoittelun tunneilla ja Baby Bakery synnytyksenhoito -oppimispelin pelaamista opettajan ohjaamalla tavalla ennen orientoivaa harjoittelua. Pelin pelaamiseen valmistaudutaan lukemalla kirjallisuutta säännöllisestä synnytyksestä.
Orientoivan harjoittelun tunnille voi tulla ilman suojavaatteita. Orientoivan harjoittelun tunneilla käsiteltävät sisällöt sisältyvät äitiys - ja naisenhoitotyön teoriaopintojen tenttimateriaaliin ja itsenäinen osuus osoitetaan tenttimateriaalin lukuun. Kontaktitunteja 8t ja itsenäisen opiskelun tunteja 18t.
Muutoksia toteutussuunnitelmaan voidaan tehdä ennen toteutuksen alkua. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
Pass/Fail
Ei valinnaisia suoritustapoja (not translated)
- (not translated)
- (not translated)
- (not translated)
Orientoivan harjoittelun kokonaistuntimäärä on 27 h, joka sisältää osallistumisen kontaktiopetukseen (8h) ja itsenäisen opiskelun (18h). Orientoivan harjoittelun tunneilla käsiteltävät sisällöt sisältyvät äitiys - ja naisenhoitotyön teoriaopintojen tenttimateriaaliin ja itsenäinen osuus osoitetaan tenttimateriaalin lukuun. (not translated)
Hyväksytty:
- aktiivinen osallistuminen harjoitustunneilla
- annettujen tehtävien tekeminen ajallaan
- opiskelija osaa avustaa gynekologisessa tutkimuksessa, osaa ohjata rintojen palpaatiossa
- opiskelija osaa soveltaa äitiyshoitotyön teoriatietoa raskausajan seurannassa
- opiskelija osaa toimia tarkoituksenmukaisesti sairaalan ulkopuolisessa synnytyksessä
- opiskelija osaa tarkkailla vastasyntynyttä ja tietää vastasyntyneen ensihoidon periaatteet
- opiskelija osaa ohjata ja tukea vanhempia imetyksessä ja vastasyntyneen päivittäisessä hoidossa (not translated)
Pass
The student
- is able to plan and implement paediatric nursing safely
- works professionally and ethically
Fail
The student
- puts patient safety at risk
Lasse Tervajärvi
Lasten ja nuorten taitopaja -materiaali moodlessa, linkki: https://moodle.tuni.fi/course/view.php?id=8301
- Opiskelija perehtyy itsenäisesti ennen orha-tunteja (=taitopajatunteja) kyseiseen materiaaliin
- Opiskelija suorittaa Lasten hätätilanteet ja elvytys-verkkokurssin ennen Taitopaja-tunteja. (not translated)
Taitopaja-harjoitukset, simulaatio, itsenäinen opiskelu.
Huom!
Simulaatioon voi tulla vasta suoritettuaan Taitopajan. (not translated)
Osa 1: Taitopaja 1
-100% osallistuminen tunneille, aktiivinen osallistuminen opetukseen ja valmistautuminen annettuihin tehtäviin
Osa 2: Taitopaja 2
-100% osallistuminen tunneille, aktiivinen osallistuminen opetukseen ja valmistautuminen annettuihin tehtäviin (not translated)
Finnish
15.08.2022 - 16.10.2022
15.05.2022 - 23.10.2022
1 cr
20SHHUPV
20AVOSHV
Lasse Tervajärvi
Toteutussuunnitelma päivittyy orientaatiotuntiin mennessä.
Läsnäoloedellytys orientaatiotunnilla
Läsnäolovelvollisuus 100% pienryhmän tunneilla Taitokeskuksessa . Pienryhmäjaot tehdään orientaatiotunnin jälkeen moodlealustalle.
Opiskelijan tulee osallistua Taitopaja-tunnille ennen osallistumistaan simulaatiotunnille.
Tavoitteet:
Opiskelija
-osaa tarkkailla ja arvioida lapsen peruselintoimintoja ja yleisvointia
-saa valmiuksia kohdata lapsen ja perheen ammatillisesti ja olla vuorovaikutuksessa heidän kanssaan
-osaa turvallisesti toteuttaa lasten lääke- ja nestehoitoa
-osaa soveltaa näyttöön perustuvaa tietoa lasten hoitotyössä
-osaa aloittaa lapsen peruselvytyksen
-osaa toimia toisen hoitotyöntekijän kanssa
Sisällöt:
- lapsen elintoimintojen tarkkailu
- sairaan vastasyntyneen hoitaminen
- sairaan lapsen tavallisimmat tutkimukset ja hoitotoimenpiteet
- lasten lääke- ja nestehoito
- lapsen ja perheen ohjaus
- eri-ikäisen lapsen elvytys
- lapsen ja perheen hoitoprosessi (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
Pass/Fail
ei ole (not translated)
Taitopaja + simulaatio 10 h
Itsenäinen opiskelu 17 h (not translated)
osa 1: Taitopaja 1
osa 2: Taitopaja 2 (not translated)
The student
- identifies evidence-based knowledge regarding children’s and adolescents’ nursing and paediatrics, as well as the special features of the field and the nursing process
- identifies the main features of the growth, development and care of a child at different ages, as well as the various aspects of support for the family
- correctly performs medication calculations and knows the basics of children's medicine and fluid therapy
- knows the changes in the child's condition in the most common children’s diseases and the impact of the child's illness on the everyday life of the family
- recognises guidance as an important aspect of children’s and adolecents’ nursing
- recognises play as an important aspect of children’s and adolecents’ nursing
- recognises the meaning of ethical principles in children’s nursing and family nursing
- recognises one's own interaction skills in children’s and adolecents’ nursing and in learning environments.
The student
- knows the special features of nursing care for children and adolescents and is able to apply evidence-based knowledge to the nursing care process for children and adolescents
- is able to evaluate the main characteristics of the growth, development and care of a child at different ages and the needs of the family
- correctly performs medication calculations and masters the basics of children's medication and fluid therapy
- regocnises the changes in the child's condition in the most common children’s diseases and is able to describe different assistive interventions and observation methods and is able to justify his/her choices
- understands the significance of the child's illness in the everyday life of the family
- knows how to apply ethical principles in the nursing of a child and a family
- understands the importance of guidance and is able to provide guidance in children’s and adolescent's nursing
- understands the importance of using play for paediatric nursing at different ages
- is able to cooperate responsibly and constructively and is ready to develop his/her interaction skills in the nursing and learning environments of children and adolescents.
The student
- is able to utilise extensively his/her knowledge of children’s and adolescent nursing and paediatrics
- analyses the evidence-based knowledge in children’s and adolescents’ nursing and is able to apply the nursing process in both an individual and family-centred manner
- understands the changes in the child's condition in the most common children’s diseases and is able to find and justify different nursing interventions
- correctly performs medication calculations and masters the basics of children's medication and fluid therapy
- is able to apply creatively the ethical principles of nursing in caring for a child and a family
- is able to guide the children’s and adolescent nursing in a client-centred manner
- understands the importance of using play for paediatric nursing at different ages and is able to apply this knowledge
-is able to work in collaboration responsibly and constructively and to develop both his/her own and the group’s interaction skills in paediatric nursing and learning environments.
Lasse Tervajärvi
Tenttimateriaali
Osa 1 Lasten ja nuorten hoitotyö ja lastentaudit
1.Storvik-Sydänmaa, Tervajärvi & Hammar: Lapsen ja perheen hoitotyö, SanomaPro Oy, Helsinki, 2019.
4.Kela:n internetsivut Lapsiperheen tuet (Jos lapsi sairastuu ja Lapsen vamma)
5. Syödään yhdessä – ruokasuositukset lapsiperheille https://www.julkari.fi/bitstream/handle/10024/129744/KIDE26_FINAL_WEB.pdf, sivut 62-85 ja 90-93 (luvut 5, 6, luvusta 7 pääkohdat ja 7.1 sekä liitetaulukot 1 ja 2)
6.Hoitosuositukset: Lasten kaltoinkohtelun tunnistaminen ja siihen puuttuminen - ja Leikki-ikäisen lapsen emotionaalinen tuki päiväkirurgisessa hoitotyössä -hoitosuositus
7. Käypähoito -suositukset: Atooppinen ekseema, Alahengitystieinfektiot (lapset), Virtsatieinfektiot, Elvytys (lasten elvytys)
8.Luennoitsijan erikseen nimeämä materiaali (not translated)
Verkko-oppiminen, tehtävät, kontaktiopetus (=live-etäopetus), pienryhmätyöskentely, yhteistoiminnallinen oppiminen
Live-etäopetus tapahtuu zoomin kautta. Lataa se itsellesi ennen orientaatiotuntia. Ohje tuni intrassa: https://intra.tuni.fi/handbook?page=12538 (not translated)
Osa 1 Lasten ja nuorten hoitotyö ja lastentaudit
-Numeerisesti arvioitava (0-5) tentti, hyväksytysti suoritut tehtävät.
Osa 2 Lasten ja nuorten hoitotyö lääkelasku
-Hyväksytty/hylätty. Hyväksytyn suorituksen edellytyksenä lääkelaskun suorittaminen hyväksytysti.
Osa 3 Pienryhmätyöskentely verkossa
-Hyväksytty/hylätty. Hyväksytty suoritus edellyttää 100% läsnäoloa pienryhmätyöskentelyn live-etätunneilla
- Hyväksytty suoritus edellyttää osallistumista pienryhmätehtäviin ja tehtävien palautusta palautuspäiviin mennessä. (not translated)
Finnish
15.08.2022 - 16.10.2022
15.05.2022 - 23.10.2022
4 cr
20SHHUPV
20AVOSHV
Lasse Tervajärvi
Toteutussuunnitelma päivittyy opintojakson alkuun mennessä. Muutokset mahdollisia.
Orientaatiotunnilla on läsnäolovelvollisuus. Läsnäolo varmistaa pääsyn opintojaksolle ja pienryhmiin sekä lasten ja nuorten hoitotyön orientoivaan harjoitteluun. Orientaatiotunti zoomilla.
Pienryhmätyöskentelyn live-etätunteja 8h, joissa 100% läsnäolo. Pienryhmätyöskentelyn kaikki tehtävät tulee tehdä ja palauttaa sovitussa aikataulussa ennen tenttiä.
Live-etäopetustunneille valmistaudutaan perehtymällä annettuihin materiaaleihin niin pyydettäessä. Lasten hätätilanteet ja elvytys -itseopiskelumateriaali tulee olla suoritettuna ennen orientoivaa harjoittelua. (not translated)
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
ei ole (not translated)
Lastentaudit-opetus integroitu hoitotyön opetukseen. Lasten ravitsemuksen erityskysymyksiä sisältyy hoitotyön kokonaisuuteen.
Pienryhmätyöskentelyn tarkempi ohjeistus orientaatiotunnilla. Alustavasti suunniteltu pienryhmätyöskentelyyn 8h live-etänä, lisäksi pienryhmäopetukseen sisältyy itsenäistä työskentelyä pienryhmätapaamisten välillä. (not translated)
Lastenhoitotyön, lastentautien ja lääkelaskun tentti Moodlessa 14.9-20.9.2020. Uusinta
14.10-15.10.2020 Moodlessa. (not translated)
Lasten ja nuorten hoitotyö ja lastentaudit 4op: kokonaistuntimäärä 108 h sisältää osallistumisen opetukseen ja itsenäisen opiskelun. Live-etäopetusta 34 h, josta pienryhmätyöskentelyä 8 h ja orientaatio 2h. Itsenäistä työskentelyä 74 h, joka sisältää oppimateriaaliin sekä live-etänä että verkossa tapahtuviin pienryhmätyöskentelyihin perehtymisen ja valmistautumisen. (not translated)
Osa 1 Lasten ja nuorten hoitotyö ja lastentaudit
Osa 2 Lasten ja nuorten hoitotyö lääkelasku
Osa 3 Pienryhmätyöskentely verkossa (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.
Tuomo Nieminen
Any books on university level physics.
Laboratory instructions available at moodle.tuni.fi
Contact teaching
Laboratory work
Written reports
Cooperative learning
English
01.09.2022 - 12.12.2022
01.07.2022 - 12.09.2022
3 cr
21IENVE
Tuomo Nieminen
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.
TAMK Mathematics and Physics
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.
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 available in Moodle
Online videos, assignments, workshops.
Assignments are evaluated. No exams.
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
5 cr
21IENVE
Pienryhmä 1 (Size: 16. Open university: 0.)
Pienryhmä 2 (Size: 16. Open university: 0.)
Johannes Jermakka
Environmental Engineering
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The course includes five assignments.
According to credit units
See moodle
Student didn't submit assignments or their quality is below minimum level.
Student has accomplished all requirements of the course. Student has challenges and problems implementing the course substance.
Student is able to produce moderate quality CAD-documents. Student has basic knowledge of CAD-software and can independently create, report and interpret CAD-models.
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.
Assessment is based on presentation, project and risk management plan, peer review and other smaller assignments (both individual and group).
English
11.10.2022 - 15.12.2022
02.07.2022 - 16.10.2022
5 cr
20IENVE
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.
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.
The assessment is based on
- completing the tasks throughout the course
- mini thesis
- workshop session.
English
01.08.2022 - 31.12.2022
01.08.2022 - 15.09.2022
5 cr
20IENVE
Taru Owston, Johannes Jermakka
TAMK Languages and Communication
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.
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
29.08.2022 - 16.12.2022
01.08.2022 - 08.09.2022
4 cr
22IENVE
12 - 32
Mika Nieminen, Johannes Jermakka, 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 is in the end of course. Check the Moodle page for the updated course information. The soil engineering exam (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.
Jukka Suominen
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 studies, 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
01.09.2022 - 31.12.2022
01.07.2022 - 31.08.2022
3 cr
21IENVE
Jukka Suominen
It is recommended that a student has a calculator and a formula book.
TAMK Mathematics and Physics
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
The exam will be held on Thursday, 1st of December at 14.15-17.00.
Two re-sit exams, the first one in January and the second in February 2023.
Topics and dates are shown in TuniMoodle.
Pass
The student
- has the basic knowledge of nursing and deepens the specific knowledge of the specialised area; recognizes his/her deficiencies in knowledge and actively seeks information
- perceives the patient's care path in the specialised area.
- knows the essential clinical skills of nursing
- has mastered the principles of infection control and can operate aseptically
- is able to safely carry out the patient's drug and fluid therapy
- is able to observe the basic vital signs of the patient and to learn the related decision-making
- can meet the patient, his / her significant others and members of the work community in a meaningful and respectful way and is able to create and maintain a professional interaction with them
- is able to plan, implement and assess the client-centred care of his/her own patient
- considers the health promotion aspect of patient care
- performs guidance of different age patients and is able to use different guidance methods
- improves patient safety at all stages of the care process
- works responsibly and recognises the limits of his/her competence
- complies with the confidentiality and data protection guidelines
- adheres to the agreed rules of the supervised practice in his/her activities
- realistically examines and evaluates his/her own activities, and is able to give and receive feedback
Fail:
- there are obvious shortcomings in the basic knowledge and skills of the substance area, and finding and utilizing the data is incomplete - there are misunderstandings in the theoretical knowledge even after counseling discussions
The student
- does not perceive the patient's care path
- does not know the essential clinical skills even when being supervised
- does not know the principles of infection control and fails to work aseptically
- makes mistakes in the patient's medication and fluid therapy despite being guided, has not completed a medical treatment passport
- is not able to monitor the patient's vital signs and condition and does not control the decision-making related to them
- is unable to adequately plan, implement and assess the care
- lacks an understanding of the professional encounter: treats patients, their significant others and members of the work community inappropriately or disrespectively and is unable to interact with them
- does not show interest in guiding the patient or his / her significant others
- violates professional confidentiality or
data protection regulations
- does not recognize the limits of his/her knowledge, endangers patient safety
- fails to comply with agreed rules for supervised practice (e.g., does not take responsibility for his/her own learning; goals are missing, does not follow working hours, does not report absences, working hours of the practice are not met).
- evaluates hi/her own skills unrealistically and is unable to receive feedback
Taru Manner
Finnish
24.10.2022 - 22.12.2022
24.10.2022 - 31.12.2022
6 cr
20SHHUPV
20AVOSHV
Katri Maijanen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Pass
The student
- is able to plan and implement nursing care safely, independently and as a team member
- works professionally and ethically
Fail
The student
- puts patient safety at risk
Lasse Tervajärvi
Opintojaksolla käytettävä materiaali on Moodlessa. (not translated)
Simulaatio, itsenäinen työskentely (not translated)
Hyväksytty suoritus edellyttää valmistautumista,100% läsnäoloa sekä aktiivista osallistumista simulaatiotilanteisiin. (not translated)
Finnish
24.10.2022 - 20.11.2022
15.05.2022 - 31.12.2022
2 cr
20SHHUPV
20AVOSHV
Anna-Mari Rautiola, Gitte Taulo, Johanna Vilppola, Anna Karma, Lasse Tervajärvi, Piia Lavonius-Ylönen
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
Pass/Fail
Valinnaisia/vaihtoehtoisia suoritustapoja ei ole. (not translated)
Simulaatio 24 tuntia
Itsenäinen työskentely 30 tuntia.
Yhteensä 54 tuntia.
100% läsnäolo simulaatioissa. (not translated)
Sisältö:
- vitaalielintoiminnat eri-ikäisillä potilailla
- toiminta akuuteissa tilanteissa
- hoitoelvytys
- tiimityöskentelyosaaminen
- päätöksenteko-osaaminen
- lääke- ja nestehoito eri-ikäisillä potilailla
- toiminta potilaan henkeä uhkaavassa tilanteessa
- potilasturvallisuusosaaminen
Osat:
1. Sisätautipotilaanhoitotyö
2. Kirurgisen potilaan hoitotyö
3. Perioperatiivisen potilaan hoitotyö
4. Lasten ja nuorten hoitotyö
5. Mielenterveys- ja päihdehoitotyö
6. Hätätilapotilaan hoitotyö (not translated)
Hyväksytty suoritus
Opiskelija
- toimii aktiivisesti simulaatiossa eri rooleissa
- osaa toimia hätätilanteissa
- tunnistaa potilaan tilaa uhkaavat tilanteet
- osaa selvittää potilaan nykytilanteesta keskeiset asiat
- osaa informoida potilaan tilaa ja tilan muutoksia koskevat asiat
Hylätty suoritus
- ei osallistu simulaatioihin aktiivisesti
- hätätilanteissa toimiminen vaarantaa potilaan hengen
- ei tunnista potilaan tilassa tapahtuvia henkeä uhkaavia tilanteita
- toimii tilanteessa epäasiallisesti
- ei osaa informoida potilaan tilaan liittyviä asioita. (not translated)
PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training and work experience briefly and mostly understandably
- understands the main points in easy professional texts regarding their work
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate, briefly but mostly understandably, about various operations regarding the customer/patient with different parties (laboratory, operation room)
- is able to report and write down the condition of the customer/patient by using notes and support words
- can communicate in a simple manner in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can offer simple instructions to guide the customer/patient
- In an interview situation, the student is able to ask simple questions, but may have trouble understanding the replies (interviews, forms)
- is able to explain the customer’s/patient’s condition in a simple manner to the next of kin
PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training and work experience clearly
- is able to find and use the most important professional publications of their field
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate fairly well the various operations regarding the customer/patient with different parties (laboratory, operation room)
- can report and write down the condition of the customer/patient clearly and legibly
- can communicate clearly enough in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can offer the most important instructions to the customer/patient
- In an interview situation, the student is able to ask clarifying questions, and reply to unexpected questions (interviews, forms)
- is able to explain the customer’s/patient’s condition quite well to the next of kin
PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training, work experience and competences fluently and diversely
- is able to find, use and apply even fairly challenging professional publications of their field
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate independently and diversely the various operations regarding the customer/patient with different parties (laboratory, operation room)
- can report and write down the condition of the customer/patient fluently
- can communicate fluently in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can communicate with customer/patient fluently
- In an interview situation, the student is able to ask demanding clarifying questions, and reply to most questions without much trouble (interviews, forms)
- is able to discuss the customer’s/patient’s condition quite well to the next of kin
Katja Kärki
Materiaali Moodlessa sekä kirja Akuuttihoitoa kahdella kotimaisella kielellä: Akutvård på två inhemska språk (Myllymäki, Sari; Tervajärvi, Lasse; Kvist, Anita; Vestö, Nina /2021) (not translated)
Lähiopetus Virroilla
Etäopetuskerrat Teamsissa
Itsenäiset harjoitukset
Yhteistoiminnalliset harjoitukset
Suullinen tentti (not translated)
Harjoituksiin osallistuminen on edellytys kurssin läpäisylle.
Poissaoloja sallitaan korkeintaan kaksi.
Suullinen tentti täytyy läpäistä kurssin lopuksi. (not translated)
Finnish
15.08.2022 - 16.10.2022
01.08.2022 - 15.08.2022
2 cr
20SHHUPV
20AVOSHV
Katja Kärki
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Ei valinnaisia suoritustapoja. (not translated)
Suullinen tentti viimeisellä kurssikerralla.
Jos et pääse paikalle suulliseen tenttiin, sovi toinen ajankohta opettajan kanssa. (not translated)
Arvioitu työmäärä 54 tuntia (2 op). Läsnäolo etä- ja lähitapaamisissa sekä itsenäiset Moodle-tehtävät. (not translated)
Teams- tai lähitapaamisia 7 kertaa 1. periodissa. (not translated)
Opiskelija ei palauta pyydettyjä tehtäviä, ei läpäise suullista tenttiä eikä saavuta 1-2 arvosanan kriteerejä. (not translated)
AMMATILLISEN OSAAMISEN ESITTELY JA TIEDONHANKINTA:
Opiskelija
- osaa kertoa pääosin ymmärrettävästi ja lyhyesti harjoittelustaan ja työkokemuksestaan
- osaa selvittää pääsisällön työhönsä liittyvistä helppolukuisista ammattijulkaisuista
TYÖYHTEISÖN VIESTINTÄ:
Opiskelija
- osaa viestiä pääosin ymmärrettävästi, mutta lyhyesti asiakkaaseen/potilaaseen liittyvistä toimenpiteistä eri tahojen (laboratorio, leikkaussali) kanssa
- osaa raportoida ja kirjata lyhyesti asiakkaan/potilaan tilasta muistiinpanojen ja tukisanojen avulla
- osaa viestiä yksinkertaisesti työyhteisölle tyypillisissä tilanteissa (potilasohjeet)
OHJAUS:
Opiskelija
- osaa antaa yksinkertaisia ohjeita asiakkaan/potilaan ohjaustilanteissa
- osaa kysyä haastattelutilanteissa yksinkertaisia kysymyksiä, mutta vastauksen ymmärtäminen saattaa tuottaa vaikeuksia (haastattelut, lomakkeet)
- osaa kertoa yksinkertaisesti omaisille asiakkaan/potilaan tilaan liittyvistä asioista (not translated)
AMMATILLISEN OSAAMISEN ESITTELY JA TIEDONHANKINTA:
Opiskelija
- osaa kertoa selkeästi harjoittelustaan, työkokemuksestaan ja osaamisestaan
- osaa etsiä ja hyödyntää keskeisimpiä työhönsä liittyviä ammattijulkaisuja.
TYÖYHTEISÖN VIESTINTÄ:
Opiskelija
- osaa viestiä melko hyvin asiakkaaseen/potilaaseen liittyvistä toimenpiteistä eri tahojen (laboratorio, leikkaussali) kanssa.
- osaa raportoida ja kirjata selkeästi ja ymmärrettävästi asiakkaan/potilaan tilasta.
- osaa viestiä riittävän selkeästi työyhteisölle tyypillisissä tilanteissa (potilasohjeet).
OHJAUS:
Opiskelija
- osaa kertoa keskeisimmät ohjeet asiakkaan/potilaan ohjaustilanteissa.
- osaa esittää haastattelutilanteissa tarkentavia kysymyksiä ja vastata ennakoimattomiin kysymyksiin (haastattelut, lomakkeet).
- osaa keskustella melko hyvin omaisten kanssa asiakkaan/potilaan tilasta. (not translated)
HYVÄ 5 (taitotaso B2.2-C1)
AMMATILLISEN OSAAMISEN ESITTELY JA TIEDONHANKINTA:
- Opiskelija osaa kertoa sujuvasti ja monipuolisesti harjoittelustaan, työkokemuksestaan ja osaamisestaan.
- Opiskelija osaa etsiä, hyödyntää ja soveltaa työhönsä liittyviä suhteellisen vaativiakin ammattijulkaisuja.
TYÖYHTEISÖN VIESTINTÄ:
Opiskelija
- osaa viestiä itsenäisesti ja monipuolisesti asiakkaaseen/potilaaseen liittyvistä toimenpiteistä eri tahojen (laboratorio, leikkaussali) kanssa.
- osaa raportoida ja kirjata sujuvasti ja monipuolisesti asiakkaan/potilaan tilasta.
- osaa viestiä sujuvasti työyhteisölle tyypillisissä tilanteissa (hoitoneuvottelut, potilasohjeet).
OHJAUS:
Opiskelija
- osaa viestiä sujuvasti asiakkaan/potilaan ohjaustilanteissa.
- osaa esittää haastattelutilanteissa laajempia vastauksia vaativia lisäkysymyksiä ja vastata tavallisiin kysymyksiin ilman suurempia vaikeuksia (haastattelut, lomakkeet).
- osaa keskustella melko hyvin omaisten kanssa asiakkaan/potilaan tilasta. (not translated)
PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training and work experience briefly and mostly understandably
- understands the main points in easy professional texts regarding their work
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate, briefly but mostly understandably, about various operations regarding the customer/patient with different parties (laboratory, operation room)
- is able to report and write down the condition of the customer/patient by using notes and support words
- can communicate in a simple manner in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can offer simple instructions to guide the customer/patient
- In an interview situation, the student is able to ask simple questions, but may have trouble understanding the replies (interviews, forms)
- is able to explain the customer’s/patient’s condition in a simple manner to the next of kin
PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training and work experience clearly
- is able to find and use the most important professional publications of their field
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate fairly well the various operations regarding the customer/patient with different parties (laboratory, operation room)
- can report and write down the condition of the customer/patient clearly and legibly
- can communicate clearly enough in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can offer the most important instructions to the customer/patient
- In an interview situation, the student is able to ask clarifying questions, and reply to unexpected questions (interviews, forms)
- is able to explain the customer’s/patient’s condition quite well to the next of kin
PROFESSIONAL COMPETENCE AND INFORMATION AQUISITION
The student
- is able to explain their practical training, work experience and competences fluently and diversely
- is able to find, use and apply even fairly challenging professional publications of their field
WORKING COMMUNITY COMMUNICATION
The student
- is able to communicate independently and diversely the various operations regarding the customer/patient with different parties (laboratory, operation room)
- can report and write down the condition of the customer/patient fluently
- can communicate fluently in situations typical to the work community (patient instructions)
GUIDANCE
The student
- can communicate with customer/patient fluently
- In an interview situation, the student is able to ask demanding clarifying questions, and reply to most questions without much trouble (interviews, forms)
- is able to discuss the customer’s/patient’s condition quite well to the next of kin
Katja Kärki
Materiaali Moodlessa sekä kirja Akuuttihoitoa kahdella kotimaisella kielellä: Akutvård på två inhemska språk (Myllymäki, Sari; Tervajärvi, Lasse; Kvist, Anita; Vestö, Nina /2021) (not translated)
Lähiopetus Virroilla
Etäopetus Teamsissa
Itsenäiset harjoitukset
Yhteistoiminnalliset harjoitukset
Kirjallinen tentti (not translated)
Läsnäolo kurssikerroilla ja harjoitusten tekeminen. Poissaoloja sallitaan korkeintaan kaksi. Kirjallinen tentti täytyy läpäistä. (not translated)
Finnish
15.08.2022 - 16.10.2022
01.08.2021 - 15.08.2022
1 cr
20SHHUPV
20AVOSHV
Katja Kärki
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Ei valinnaisia suoritustapoja. (not translated)
Kirjallinen tentti viimeisellä kurssikerralla.Jos et pääse paikalle, sovi opettajan kanssa muu ajankohta. (not translated)
Arvioitu ajankäyttö 27 tuntia (1 op). (not translated)
Opetuskertoja seitsemän 1. periodissa. (not translated)
AMMATILLISEN OSAAMISEN ESITTELY JA TIEDONHANKINTA:
- Opiskelija osaa kertoa pääosin ymmärrettävästi ja lyhyesti harjoittelustaan ja työkokemuksestaan.
- Opiskelija osaa selvittää pääsisällön työhönsä liittyvistä helppolukuisista ammattijulkaisuista.
TYÖYHTEISÖN VIESTINTÄ:
- Opiskelija osaa viestiä pääosin ymmärrettävästi, mutta lyhyesti asiakkaaseen/potilaaseen liittyvistä toimenpiteistä eri tahojen (laboratorio, leikkaussali) kanssa.
- Opiskelija osaa raportoida ja kirjata lyhyesti asiakkaan/potilaan tilasta muistiinpanojen ja tukisanojen avulla.
- Opiskelija osaa viestiä yksinkertaisesti työyhteisölle tyypillisissä tilanteissa (potilasohjeet).
OHJAUS:
- Opiskelija osaa antaa yksinkertaisia ohjeita asiakkaan/potilaan ohjaustilanteissa.
- Opiskelija osaa kysyä haastattelutilanteissa yksinkertaisia kysymyksiä, mutta vastauksen ymmärtäminen saattaa tuottaa vaikeuksia (haastattelut, lomakkeet).
- Opiskelija osaa kertoa yksinkertaisesti omaisille asiakkaan/potilaan tilaan liittyvistä asioista. (not translated)
TYYDYTTÄVÄ 3 (taitotaso B1.2)
AMMATILLISEN OSAAMISEN ESITTELY JA TIEDONHANKINTA:
- Opiskelija osaa kertoa selkeästi harjoittelustaan, työkokemuksestaan ja osaamisestaan.
- Opiskelija osaa etsiä ja hyödyntää keskeisimpiä työhönsä liittyviä ammattijulkaisuja.
TYÖYHTEISÖN VIESTINTÄ:
- Opiskelija osaa viestiä melko hyvin asiakkaaseen/potilaaseen liittyvistä toimenpiteistä eri tahojen (laboratorio, leikkaussali) kanssa.
- Opiskelija osaa raportoida ja kirjata selkeästi ja ymmärrettävästi asiakkaan/potilaan tilasta.
- Opiskelija osaa viestiä riittävän selkeästi työyhteisölle tyypillisissä tilanteissa (potilasohjeet).
OHJAUS:
- Opiskelija osaa kertoa keskeisimmät ohjeet asiakkaan/potilaan ohjaustilanteissa.
- Opiskelija osaa esittää haastattelutilanteissa tarkentavia kysymyksiä ja vastata ennakoimattomiin kysymyksiin (haastattelut, lomakkeet).
- Opiskelija osaa keskustella melko hyvin omaisten kanssa asiakkaan/potilaan tilasta. (not translated)
HYVÄ 5 (taitotaso B2.2-C1)
AMMATILLISEN OSAAMISEN ESITTELY JA TIEDONHANKINTA:
- Opiskelija osaa kertoa sujuvasti ja monipuolisesti harjoittelustaan, työkokemuksestaan ja osaamisestaan.
- Opiskelija osaa etsiä, hyödyntää ja soveltaa työhönsä liittyviä suhteellisen vaativiakin ammattijulkaisuja.
TYÖYHTEISÖN VIESTINTÄ:
- Opiskelija osaa viestiä itsenäisesti ja monipuolisesti asiakkaaseen/potilaaseen liittyvistä toimenpiteistä eri tahojen (laboratorio, leikkaussali) kanssa.
- Opiskelija osaa raportoida ja kirjata sujuvasti ja monipuolisesti asiakkaan/potilaan tilasta.
- Opiskelija osaa viestiä sujuvasti työyhteisölle tyypillisissä tilanteissa (hoitoneuvottelut, potilasohjeet).
OHJAUS:
- Opiskelija osaa viestiä sujuvasti asiakkaan/potilaan ohjaustilanteissa.
- Opiskelija osaa esittää haastattelutilanteissa laajempia vastauksia vaativia lisäkysymyksiä ja vastata tavallisiin kysymyksiin ilman suurempia vaikeuksia (haastattelut, lomakkeet).
- Opiskelija osaa keskustella melko hyvin omaisten kanssa asiakkaan/potilaan tilasta. (not translated)
Hyväksytty
Opiskelija osallistuu aktiivisesti tiimin yhteisiin oppimistilanteisiin. Opiskelija hyödyntää teoriatietoa ja jakaa osaamistaan myös muille. Opiskelija osaa reflektoida osaamistavoitteiden toteutumista.
Hylätty
Opiskelija ei tuo lisäarvoa oppivaan organisaatioon. Opiskelija ei tuo teoriaosaamistaan tiimin oppimistilanteisiin. (not translated)
Mari Rytisalo
Finnish
01.08.2022 - 31.07.2023
02.06.2022 - 11.09.2022
5 cr
22AVOPEDAPS
0 - 25
Mari Rytisalo
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
Hyväksytty
Opiskelija osallistuu aktiivisesti tiimin yhteisiin oppimistilanteisiin. Opiskelija hyödyntää teoriatietoa ja jakaa osaamistaan myös muille. Opiskelija osaa reflektoida osaamistavoitteiden toteutumista.
Hylätty
Opiskelija ei tuo lisäarvoa oppivaan organisaatioon. Opiskelija ei tuo teoriaosaamistaan tiimin oppimistilanteisiin. (not translated)
Mari Rytisalo
Finnish
01.08.2022 - 31.07.2023
02.06.2022 - 30.09.2022
5 cr
22AVOPEDAPS
0 - 25
Mari Rytisalo
Open University of Applied Sciences
Open University of Applied Sciences
TAMK Main Campus
0-5
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.
Juho Tiili
Finnish
24.10.2022 - 31.12.2022
24.07.2022 - 23.10.2022
4 cr
21KONEvayla
22AVOTT
Juho Tiili
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.
Emmanuel Abruquah
• Materials in Moodle
• Online resources
Contact teaching (Zoom if needed), coaching, presentations, discussions, group work, individual and collaborative online activities, self-study.
The assessment is based on successful completion of the following tasks and activities:
• Technical report related to the field of study – 70%
• Active participation (participation in class activities, contribution to discussions, independent work assignments) – 30%
English
01.08.2022 - 10.12.2022
02.08.2022 - 15.09.2022
3 cr
22IENVE
Taru Owston, Emmanuel Abruquah
TAMK Languages and Communication
Bachelor's Degree Programme in Environmental Engineering, Open University of Applied Sciences
TAMK Main Campus
0-5
None.
There is no exam in this course. A final report is required for an academic essay.
Contact lessons (Zoom if needed) – 15 x 2 h = 30 h
Independent study – 50 h
• Writing skills (reports, essays, work-related documents)
• Oral skills (general communication)
• Grammar as needed
Edit the report template accurately.
The student has not attended 80% of the classes and has not participated in the lessons.
- cannot use TAMK's report template correctly
- has not incorporated in-text references any their reports
- used the report template correctly.
- use the report guide correctly but with a few errors.
- submitted the required assignments
- used the report template correctly.
- use the report guide correctly but with limited errors.
- submitted the required assignments
- participated fully in both online and in-person sessions.
- language is readable and comprehensible
- used the report template correctly.
- use the report guide correctly but with no errors.
- in-text references are accurately written
- the list of references is accurately written
- submitted the required assignments
- participated fully in both online and in-person sessions.
- language is readable and comprehensible
There is no realizations attached to this degree programme.
