Study Guide

Objectives (course unit)

The student:
- knows how to guide and lead the work of the team in practice
- knows which professional skills are required of a forestry engineer by various organizations
- can analyze his/her own skills and develop into a forestry professional
- knows the general ethical principles of working life and specific ethical rules in forestry field.

Content (course unit)

Tutoring 1st year students in various exercises, getting acquainted with the job descriptions and tasks of a forestry engineer, evaluating one's own skills and learning, getting to know the ethical principles of working life

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to guide and lead the work of the team, albeit to a limited extent. He is only partly familiar with the types of tasks a forestry engineer can perform in different organizations, and the kind of skills needed in those tasks. The student has shortcomings in analyzing his / her own skills and development as a forest officer. He is only partly familiar with the general principles of working life and the specific ethical rules in his field.

Assessment criteria, good (3-4) (course unit)

The student is able to guide and lead the work of the team. He knows the professional skills required by a forestry engineer in the job positions of different organizations. The student is able to analyze his / her own skills and growth as a forest officer. They are familiar with the general ethical principles of working life and the specific ethical rules of their field.

Assessment criteria, excellent (5) (course unit)

The student is able to guide and lead the work of the team in a flexible and natural way. He is well aware of the professional skills required by a forestry engineer in the job responsibilities of various organizations. The student is able to analyze his / her own knowledge and growth as a forest officer and to plan and follow up his / her studies on this basis. The student is well aware of the general ethical rules of working life as well as the specific ethical rules of his / her field and understands the importance of the ethical rules as a supervisor.

Assessment scale

0-5

Objectives (course unit)

The student:
-knows the professional capacities needed in different forest engineer positions in working life organizations
-is capable of analyzing his own professional growth as a forest engineer and can plan a study path supporting his goals (practical training, final thesis, free choice studies, specialization studies)
-knows the essential collective work agreements in forestry sector
-makes progress in his/her working life skills, especially time management and problem solving skills

Content (course unit)

Competence and job description of a forest engineer, own competence of the student, applying for training places, training seminars, problem-solving skills, time management, work management planning and its utilization, eg in final thesis work , collective agreements and visit of a Meto representative, maintenance of personal studu plan and especially planning of free choice
studies

Assessment scale

0-5

Objectives (course unit)

The student knows how to
- work as a member of a forest work community and take care of his or her own well-being at work
- use information and communication technology
- act as an expert or responsible for the work of the team and utilize the skills learned in TUAS
- create personal working life connections and work in networks
- analyze and find the development targets in his/her own activities or those of the organization

Content (course unit)

Working in an organization, planning, monitoring and reporting of one's own work, practicing expert and supervisor work, utilizing information and communication technology at work, developing working life connections. Reporting practice and holding a presentation at a seminar.

Assessment criteria, pass/fail (course unit)

The student:
- provides a traineeship contract to the forestry degree program trainee supervisor before the traineeship begins
- works the required amount of training in the workplace corresponding to credits
- does the required practice learning tasks
- provides the required certificates upon completion of the training

Assessment scale

0-5

Objectives (course unit)

The student knows how to
- work as a member of a forest work community and take care of his or her own well-being at work
- use information and communication technology
- act as an expert or responsible for the work of the team and utilize the skills learned in TUAS
- create personal working life connections and work in networks
- analyze and find the development targets in his/her own activities or those of the organization

Content (course unit)

Working in an organization, planning, monitoring and reporting of one's own work, practicing expert and supervisor work, utilizing information and communication technology at work, developing working life connections. Reporting practice and holding a presentation at a seminar.

Assessment criteria, pass/fail (course unit)

The student:
- provides a traineeship contract to the forestry degree program trainee supervisor before the traineeship begins
- works the required amount of training in the workplace corresponding to credits
- does the required practice learning tasks
- provides the required certificates upon completion of the training

Assessment scale

0-5

Objectives (course unit)

The student knows how to
- work as a member of a forest work community and take care of his or her own well-being at work
- use information and communication technology
- act as an expert or responsible for the work of the team and utilize the skills learned in TUAS
- create personal working life connections and work in networks
- analyze and find the development targets in his/her own activities or those of the organization

Content (course unit)

Working in an organization, planning, monitoring and reporting of one's own work, practicing expert and supervisor work, utilizing information and communication technology at work, developing working life connections. Reporting practice and holding a presentation at a seminar.

Assessment criteria, pass/fail (course unit)

The student:
- provides a traineeship contract to the forestry degree program trainee supervisor before the traineeship begins
- works the required amount of training in the workplace corresponding to credits
- does the required practice learning tasks
- provides the required certificates upon completion of the training

Assessment scale

0-5

Objectives (course unit)

In the course, you will learn about laser scanning and the data produced with laser scanning, as well as the utilization of drones.

After completing the course, the student:
• knows the sources of open spatial data and the principles of producing airborne laser scanning data
• can integrate open spatial data with self-produced data
• has the basic skills of flying a drone and collecting drone image data
• can use photogrammetry software to produce data from close-range aerial images collected by a drone
• knows the operating principles of a terrestrial laser scanner and the possibilities of using point cloud data collected with it
• can utilize point clouds in open-source spatial data software
• can apply the above-mentioned skills in forestry applications

Content (course unit)

Key open datasets utilized in forestry, methods for collecting point clouds and three-dimensional spatial data, data processing, drones and close-range aerial imaging, airborne and terrestrial laser scanning, commercial and open-source software for data processing, data utilization, and application in forestry, Traficom's open category A1/A3 class drone remote pilot online theory exam.

Assessment criteria, satisfactory (1-2) (course unit)

The student:
-knows the sources of open spatial data
- can moderately combine open spatial data with self-produced data
- has the basic skills of flying a drone and passes the drone remote pilot online theory exam
- can guidedly collect image data with a drone and produce data using photogrammetry software
- knows the principles of a terrestrial laser scanner and the possibilities of using point cloud data
- can guidedly use point clouds in open-source spatial data software.

Assessment criteria, good (3-4) (course unit)

In addition to the above (satisfactory level), the student:
- knows the principles of producing airborne laser scanning data
- can independently combine open spatial data with self-produced data
- can fairly independently make a plan, fly a drone, and collect image data
- can produce data using photogrammetry software from close-range aerial images collected by a drone
- knows the operating principles and possibilities of using a terrestrial laser scanner
- can independently use point clouds in open-source spatial data software
- can identify forestry applications for the skills acquired during the course.

Assessment criteria, excellent (5) (course unit)

In addition to levels satisfactory and good, the student:
- can independently make a plan, fly a drone, and collect image data
- can extensively utilize point clouds in open-source spatial data software
- can apply the skills acquired during the course in a versatile manner in forestry tasks.

Location and time

Autumn semester 2023

Exam schedules

The exam will be arranged in the end of the course.

Assessment scale

0-5

Teaching methods

The teaching includes lectures, exercises and assignments. Exercises and assignments are done both in groups and individually.
Traficom's theory test for drone pilot certification is performed during the course. The certification is one of the course assignments.
The course exam is arranged on Moodle platform in the end of the course.

Learning materials

The study material will be available during the course on the moodle platform.
The self-study material for A1/A3 open category pilot test is provided by Traficom on droneinfo.fi -pages.
Additional recommended literature will be specified during the course.

Student workload

Lectures and exercises 50 hours.
Self-learning (incl. assignments and preparation for tests, etc.) 85 hours.

Content scheduling

Outdoor exercises are mainly during the first period, because of the more favourable weather conditions. During the second period the emphasis is on software exercises.

Objectives (course unit)

The student:
- knows how to act in working life communication situations (e.g. telephone and e-mail communication)
- knows the most important forestry vocabulary
- knows how to write job application documents and take part in a job interview in English
- is able to give a presentation in English and explain the principles of forestry in English

Content (course unit)

Working life communication situations, forestry vocabulary, applying for a job, presentations in English, relevant grammar

Assessment criteria, satisfactory (1-2) (course unit)

The student:
-can discuss familiar topics.
-can write comprehensible text when prepared long enough and with help.
-understands the basics of normal-paced speech in a familiar context when repeating the message as needed.
most often understandably.
-finds the information he/she is looking for in texts that deal with familiar topics.
-uses the standard vocabulary in forestry so that the relevant message is conveyed.
-uses simple grammar structures.
-uses the most easily available aids, such as free dictionaries.
- can handle a short oral presentation.

Assessment criteria, good (3-4) (course unit)

The student
-discusses various topics quite fluently.
- usually posts in the style required by the situation.
-writes text that is fairly fluent and easy to understand.
- pronounces quite naturally and clearly.
- understands the main points and most details of the text he/she reads.
- can express it in other words if necessary.
- understands and uses the basic vocabulary of forestry quite accurately.
- can use different sources and dictionaries.
- uses structures correctly and corrects errors in the language itself if they have led to misunderstandings.
- is able to give a short oral presentation in a comprehensible and clear manner.

Assessment criteria, excellent (5) (course unit)

The student:
- discusses different topics naturally
- communicates in the style required by the situation.
-writes clear and well-structured text with almost no linguistic errors.
- pronounces naturally and clearly.
- understands both the main points and the details of the texts and is able to apply what he/she has read.
- explains in other words, to explain imperfections in the vocabulary.
-understands and accurately uses the basic vocabulary of forestry.
-finds various sources and uses the appropriate terms.
- uses versatile grammar structures and manages them almost flawlessly.
- is able to give a short oral presentation in a structured and convincing manner with appropriate style

Location and time

Lessons at TAMK

Exam schedules

The course grade is based on several assignments.
Exam in EXAM facilities 11.11.-25.11.2023.

Assessment methods and criteria

Video CV
Exam
Presentation
Article task

Assessment scale

0-5

Teaching methods

Written and oral tasks. Independent study.

Learning materials

Moodle

Student workload

Lessons at TAMK
Job search
Exam
Article task
Home tasks

Content scheduling

Weekly lessons. Independent tasks.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student:
-can discuss familiar topics.
-can write comprehensible text when prepared long enough and with help.
-understands the basics of normal-paced speech in a familiar context when repeating the message as needed.
most often understandably.
-finds the information he/she is looking for in texts that deal with familiar topics.
-uses the standard vocabulary in forestry so that the relevant message is conveyed.
-uses simple grammar structures.
-uses the most easily available aids, such as free dictionaries.
- can handle a short oral presentation.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student
-discusses various topics quite fluently.
- usually posts in the style required by the situation.
-writes text that is fairly fluent and easy to understand.
- pronounces quite naturally and clearly.
- understands the main points and most details of the text he/she reads.
- can express it in other words if necessary.
- understands and uses the basic vocabulary of forestry quite accurately.
- can use different sources and dictionaries.
- uses structures correctly and corrects errors in the language itself if they have led to misunderstandings.
- is able to give a short oral presentation in a comprehensible and clear manner.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student:
- discusses different topics naturally
- communicates in the style required by the situation.
-writes clear and well-structured text with almost no linguistic errors.
- pronounces naturally and clearly.
- understands both the main points and the details of the texts and is able to apply what he/she has read.
- explains in other words, to explain imperfections in the vocabulary.
-understands and accurately uses the basic vocabulary of forestry.
-finds various sources and uses the appropriate terms.
- uses versatile grammar structures and manages them almost flawlessly.
- is able to give a short oral presentation in a structured and convincing manner with appropriate style

Objectives (course unit)

The student:
- knows how to act in working life communication situations (e.g. telephone and e-mail communication)
- knows the most important forestry vocabulary
- knows how to write job application documents and take part in a job interview in English
- is able to give a presentation in English and explain the principles of forestry in English

Content (course unit)

Working life communication situations, forestry vocabulary, applying for a job, presentations in English, relevant grammar

Assessment criteria, satisfactory (1-2) (course unit)

The student:
-can discuss familiar topics.
-can write comprehensible text when prepared long enough and with help.
-understands the basics of normal-paced speech in a familiar context when repeating the message as needed.
most often understandably.
-finds the information he/she is looking for in texts that deal with familiar topics.
-uses the standard vocabulary in forestry so that the relevant message is conveyed.
-uses simple grammar structures.
-uses the most easily available aids, such as free dictionaries.
- can handle a short oral presentation.

Assessment criteria, good (3-4) (course unit)

The student
-discusses various topics quite fluently.
- usually posts in the style required by the situation.
-writes text that is fairly fluent and easy to understand.
- pronounces quite naturally and clearly.
- understands the main points and most details of the text he/she reads.
- can express it in other words if necessary.
- understands and uses the basic vocabulary of forestry quite accurately.
- can use different sources and dictionaries.
- uses structures correctly and corrects errors in the language itself if they have led to misunderstandings.
- is able to give a short oral presentation in a comprehensible and clear manner.

Assessment criteria, excellent (5) (course unit)

The student:
- discusses different topics naturally
- communicates in the style required by the situation.
-writes clear and well-structured text with almost no linguistic errors.
- pronounces naturally and clearly.
- understands both the main points and the details of the texts and is able to apply what he/she has read.
- explains in other words, to explain imperfections in the vocabulary.
-understands and accurately uses the basic vocabulary of forestry.
-finds various sources and uses the appropriate terms.
- uses versatile grammar structures and manages them almost flawlessly.
- is able to give a short oral presentation in a structured and convincing manner with appropriate style

Location and time

Lessons at TAMK, please see the schedule in Moodle.

Exam schedules

Exam in the EXAM facilities 8.4.-22.4.2024 .

Assessment methods and criteria

The assessment is based on:
- Video CV 25 %
- Exam 50%
- Oral presentation 25 %

Further, an article project is a mandatory part of the course, and it is graded pass/fail.

Assessment scale

0-5

Teaching methods

Written and oral tasks. Independent study.

Learning materials

Moodle

Student workload

Lessons at TAMK (2h/week)
Weekly homework + independent study, preparing for the presentation

Content scheduling

Two weekly lessons. Independent tasks. Please see the course schedule in Moodle.

Objectives (course unit)

The student:
- knows how to act in working life communication situations (e.g. telephone and e-mail communication)
- knows the most important forestry vocabulary
- knows how to write job application documents and take part in a job interview in English
- is able to give a presentation in English and explain the principles of forestry in English

Content (course unit)

Working life communication situations, forestry vocabulary, applying for a job, presentations in English, relevant grammar

Assessment criteria, satisfactory (1-2) (course unit)

The student:
-can discuss familiar topics.
-can write comprehensible text when prepared long enough and with help.
-understands the basics of normal-paced speech in a familiar context when repeating the message as needed.
most often understandably.
-finds the information he/she is looking for in texts that deal with familiar topics.
-uses the standard vocabulary in forestry so that the relevant message is conveyed.
-uses simple grammar structures.
-uses the most easily available aids, such as free dictionaries.
- can handle a short oral presentation.

Assessment criteria, good (3-4) (course unit)

The student
-discusses various topics quite fluently.
- usually posts in the style required by the situation.
-writes text that is fairly fluent and easy to understand.
- pronounces quite naturally and clearly.
- understands the main points and most details of the text he/she reads.
- can express it in other words if necessary.
- understands and uses the basic vocabulary of forestry quite accurately.
- can use different sources and dictionaries.
- uses structures correctly and corrects errors in the language itself if they have led to misunderstandings.
- is able to give a short oral presentation in a comprehensible and clear manner.

Assessment criteria, excellent (5) (course unit)

The student:
- discusses different topics naturally
- communicates in the style required by the situation.
-writes clear and well-structured text with almost no linguistic errors.
- pronounces naturally and clearly.
- understands both the main points and the details of the texts and is able to apply what he/she has read.
- explains in other words, to explain imperfections in the vocabulary.
-understands and accurately uses the basic vocabulary of forestry.
-finds various sources and uses the appropriate terms.
- uses versatile grammar structures and manages them almost flawlessly.
- is able to give a short oral presentation in a structured and convincing manner with appropriate style

Location and time

Lessons at TAMK

Exam schedules

The course grade is based on several course assignments.
Exam in EXAM facilities.

Assessment methods and criteria

Video CV
Exam
Presentation
Article task

Assessment scale

0-5

Teaching methods

Written and oral tasks. Independent study.

Learning materials

Moodle

Student workload

Lessons at TAMK
Job search
Exam
Article task
Home tasks

Content scheduling

Weekly lessons. Independent tasks.

Completion alternatives

N-00CY46-3018 A Fast Track to Professional English 3 - 5 op

Objectives (course unit)

The student:
- understands how the forest owner´s different objectives and the objectives of ecological, economic and social sustainability influence the silvicutural decisions
- knows the wood production capacity of different tree species on different sites
- knows the alternative methods and arguments for stand management and forest regeneration and can apply different methods in practical situations
- is aware of how silvicultural decisions affect harvesting operations

Content (course unit)

Objectives of forest owners and their effect on silviculture, wood production capacity of native tree species on different sites, stand management and forest regeneration in special situations,

Assessment criteria, satisfactory (1-2) (course unit)

The student has informational deficiencies in forest management concepts and methods. He is familiar with forest management recommendations for mixed forests, dioecious forests and forests with different structures, but is not very familiar with the basis of the recommendations. The student is familiar with most of the major risks and pathogens affecting forest management and regeneration.

Assessment criteria, good (3-4) (course unit)

The student masters the methods of growing mixed forests, dual-sectional and mixed-structure forests and is able to evaluate the suitability and profitability of these methods in different stands and sites. He / she is able to make his / her choice of forest management solution independently using various written sources. The student is well aware of various forest pests and diseases as well as other forestry risks.

Assessment criteria, excellent (5) (course unit)

The student masters the methods of growing mixed forests, dual-sectional and mixed-structure forests and is able to evaluate the suitability and profitability of these methods in different stands and habitats. He/ she is able to describe a number of alternative forest management solutions available to the site and describe to the forest owner their pros and cons and the associated risks. The student is proficient in forest management recommendations and has a thorough understanding of the research background behind them. He is also well versed in the latest research on uneven aged forest management. The student is able to use the above information to select and justify the forest management method. The student knows the most important risks and pathogens affecting forest management and regeneration and is able to evaluate and describe their importance in the selection of silvicultural methods

Assessment scale

0-5

Objectives (course unit)

The student:
- understands how the forest owner´s different objectives and the objectives of ecological, economic and social sustainability influence the silvicutural decisions
- knows the wood production capacity of different tree species on different sites
- knows the alternative methods and arguments for stand management and forest regeneration and can apply different methods in practical situations
- is aware of how silvicultural decisions affect harvesting operations

Content (course unit)

Objectives of forest owners and their effect on silviculture, wood production capacity of native tree species on different sites, stand management and forest regeneration in special situations,

Assessment criteria, satisfactory (1-2) (course unit)

The student has informational deficiencies in forest management concepts and methods. He is familiar with forest management recommendations for mixed forests, dioecious forests and forests with different structures, but is not very familiar with the basis of the recommendations. The student is familiar with most of the major risks and pathogens affecting forest management and regeneration.

Assessment criteria, good (3-4) (course unit)

The student masters the methods of growing mixed forests, dual-sectional and mixed-structure forests and is able to evaluate the suitability and profitability of these methods in different stands and sites. He / she is able to make his / her choice of forest management solution independently using various written sources. The student is well aware of various forest pests and diseases as well as other forestry risks.

Assessment criteria, excellent (5) (course unit)

The student masters the methods of growing mixed forests, dual-sectional and mixed-structure forests and is able to evaluate the suitability and profitability of these methods in different stands and habitats. He/ she is able to describe a number of alternative forest management solutions available to the site and describe to the forest owner their pros and cons and the associated risks. The student is proficient in forest management recommendations and has a thorough understanding of the research background behind them. He is also well versed in the latest research on uneven aged forest management. The student is able to use the above information to select and justify the forest management method. The student knows the most important risks and pathogens affecting forest management and regeneration and is able to evaluate and describe their importance in the selection of silvicultural methods

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the limitations concerning special areas as well as related information sources and practises
- is able to plan the silvicultural measures taking place in such an area in a way suitable for the particular conditions and its special value
- is able to utilize different digital sources and surveys about special areas in the planning of forest management

Content (course unit)

Planning and carrying out silvicultural measures, nature management and harvesting in special areas, for example in planned and built areas, recreational forests, areas of special scenic value, historical sites, protected areas and in places with valuable natural features or protected species. Planning harvesting in areas demanding special harvesting techniques e.g on islands, and areas with storm devastation. Nature management and restoration in in different habitats. Game and landscape management in silviculture. Utilization of digital and other sources of information.

Assessment criteria, satisfactory (1-2) (course unit)

The student has fragmented basic knowledge of special habitats and related usage restrictions and operating practices. The student is familiar with forest management options suitable for special habitats, but his ability to evaluate and justify their advantages, disadvantages and limitations, and suitability to the site is superficial and deficient. The student is able to use the instructions to choose the recommended treatment method for the habitat, but his / her ability to apply the instructions and justify the choices is insufficient

Assessment criteria, good (3-4) (course unit)

The student is well aware of usage restrictions, recommendations, operating practices and sources of information related to special habitats. The student knows the forest management options applicable to special habitats and is able to evaluate and justify their ecological, forestry and logging benefits, drawbacks and limitations. The student is able to choose the treatment method that best achieves the objectives set for the object and justify his choice.

Assessment criteria, excellent (5) (course unit)

The student knows the usage restrictions, recommendations, operating practices and information sources related to special habitats very well. The student is well versed in forest management options suitable for special habitats and is able to evaluate their ecological, forestry and logging benefits, disadvantages and limitations very well and thoroughly. The student is able to present different treatment options for the habitat, choose the treatment method that best fulfills the set objectives and justify his / her choice in many ways

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the limitations concerning special areas as well as related information sources and practises
- is able to plan the silvicultural measures taking place in such an area in a way suitable for the particular conditions and its special value
- is able to utilize different digital sources and surveys about special areas in the planning of forest management

Content (course unit)

Planning and carrying out silvicultural measures, nature management and harvesting in special areas, for example in planned and built areas, recreational forests, areas of special scenic value, historical sites, protected areas and in places with valuable natural features or protected species. Planning harvesting in areas demanding special harvesting techniques e.g on islands, and areas with storm devastation. Nature management and restoration in in different habitats. Game and landscape management in silviculture. Utilization of digital and other sources of information.

Assessment criteria, satisfactory (1-2) (course unit)

The student has fragmented basic knowledge of special habitats and related usage restrictions and operating practices. The student is familiar with forest management options suitable for special habitats, but his ability to evaluate and justify their advantages, disadvantages and limitations, and suitability to the site is superficial and deficient. The student is able to use the instructions to choose the recommended treatment method for the habitat, but his / her ability to apply the instructions and justify the choices is insufficient

Assessment criteria, good (3-4) (course unit)

The student is well aware of usage restrictions, recommendations, operating practices and sources of information related to special habitats. The student knows the forest management options applicable to special habitats and is able to evaluate and justify their ecological, forestry and logging benefits, drawbacks and limitations. The student is able to choose the treatment method that best achieves the objectives set for the object and justify his choice.

Assessment criteria, excellent (5) (course unit)

The student knows the usage restrictions, recommendations, operating practices and information sources related to special habitats very well. The student is well versed in forest management options suitable for special habitats and is able to evaluate their ecological, forestry and logging benefits, disadvantages and limitations very well and thoroughly. The student is able to present different treatment options for the habitat, choose the treatment method that best fulfills the set objectives and justify his / her choice in many ways

Assessment scale

0-5

Objectives (course unit)

The student:
-knows the principles and practices of managing even-aged forests
- knows the regulations and recommendations concerning forest stand management and knows how to take them into account when managing the forest

Content (course unit)

Different alternatives of stand management and their implementation in even-aged stand. Young stand management planning and prcatical work. Planning of thinnings and use of thinning models. Management of nutrients and forest fertilization. Main regulations concerning forest stand management. Financial subsidy system of young stand management. Recommendations for silviculture and nature management.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to perform silivcultural work under guidance. He knows the forest management recommendations, but does not very well know the basis of the recommendations. The student is still uncertain in his silvicultural proposals

Assessment criteria, good (3-4) (course unit)

The student is able to make forest management suggestions independently using forest management recommendations and other source material. The student is able to use the clearing saw in young stand management quite effectively and ergonomically. He is familiar with the research and literature information on which the forestry recommendations are based on.

Assessment criteria, excellent (5) (course unit)

The student is able to independently make forest management suggestions and justify them based on forest management recommendations and research knowledge, which he / she is well acquainted with. He is able to apply the recommendations in different situations.

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the types of writing needed in study and work as well as the relevant recommendations
- knows how take into account the receiver, the situation and the requirements of the professional area in his/her texts
- knows how to write a well-structured, understandable and convincing text
- knows how to refer to different sources and how to write a bibliography


The students know how to refer to sources and create a reference list.

Content (course unit)

Grammar check, document standard, style, instructions for reporting

Prerequisites (course unit)

None

Further information (course unit)

No alternative form of completion.
Sufficient skills in Finnish,
Mandatory participation on 80% of the classes.
Integrated into the course ”Refining Processes in Forest Bioeconomy”.

Assessment criteria, satisfactory (1-2) (course unit)

The student communicates in Finnish in an understandable and professional way, imitating patterns and instructions. The student will find the sources, although their use and referencing is minor. The justification of the claims is modest. The construction of the messages is volatile, and the language's form and style are noteworthy.

Assessment criteria, good (3-4) (course unit)

The student communicates in a structured and illustrative way and focuses on the recipient and the situation. The student is familiar with the standard positioning of documents. The essay and report justify the views and appropriately select the sources; the referencing is naturally linked to the rest of the text. Essential information is clearly communicated. The messages are easy to receive and the texts are fairly accurate.

Assessment criteria, excellent (5) (course unit)

Thew student communicates convincingly, enthusiastically and interactively. The documents follow the rquirements of standard positioning. In the essay and in the report, the student substantiates his viewpoint in many ways. The students uses sources to evaluate and comment. The essential information is well structured and concise, and the language and style are well controlled.

Assessment scale

0-5

Objectives (course unit)

The student:
- is able to identify forest and main mire types and soil types in field
- can visually interpret aerial images and also use a map for orienteering in the forest
-knows how the the conditions of forest sites affect the growth of trees and silvicultural decisions
- knows the native tree species grown in Finland and is familiar with their essential ecological requirements.

Content (course unit)

Interpretation of aerial images, forming forest compartments, identification of forest types and undrained and drained mire types, using indicator species, using digital maps, determining soil types in the field, factors affecting tree growth, the ecological requirement of different tree species

Assessment criteria, satisfactory (1-2) (course unit)

Recognizes common forest and peatland forest types and knows the basics of soil classification.
Can make tree-based observations of aerial photography and use the terrain map to navigate in the forest.
Knows the essential site conditions of the forest.
Knows the main domestic tree species.

Assessment criteria, good (3-4) (course unit)

In addition to the above mentioned, the student is pble determine the types of soil in the terrain and use vegetation as an aid in determining forest types
Can visually interpret the aerial photographs and use the terrain map to navigate with it
Knows how the habitat conditions affect tree growth and identifies domestic tree species and knows their essential ecological requirements.

Assessment criteria, excellent (5) (course unit)

In addition to the above mentioned:
The students Is able to justify forest and peatland site type identification and patterning solutions with vegetation, stand characteristics and soil properties
Knows how to use field observations and theoretical knowledge to analyze tree growth conditions and justify forest management solutions.
Can identify domestic tree species also in winter time

Assessment scale

0-5

Objectives (course unit)

The student:
-understands the economic, social and ecological significance of forest sector in regional and national economy
-knows the history of the uses of forests and of forest sector and the factors affecting the functional environment and future of forest sector in Finland
-knows the historical background of institutions, steering measures and legislation and their effects on the ways of using forests
-knows how information on forest resources is produced and is able to use forest and forestry statistics
-knows the potential of Finnish forests for different uses
-knows on a general level about the social significance of forests in different geographical regions.

Content (course unit)

Getting to know history of forests and forestry institutions, cultural, regional and national economic significance of forest sector, production of forest resource information by using statistics, literature and lectures. Sketching the future visions of forest sector and the potentials of different uses. Using forest statistics and other sources of information about forest sector.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows on a general level the importance of forestry in the Finnish economy, society and regional development. He knows the most important Finnish forestry institutions and is familiar with their development. The student is able to express his views on the future of the forest industry. However, the student's perceptions of the above issues are limited or based on one-sided knowledge.

Assessment criteria, good (3-4) (course unit)

The student is able to present well-grounded interpretations of the social and cultural significance of forests in Finland and the regional economy, as well as the relationship between forest policy and forest use and its development. He knows the institutions that govern forestry, their roles and the relationships between them. The student is able to present reasoned estimates of the future of the forest industry.

Assessment criteria, excellent (5) (course unit)

The student understands the social and cultural significance of forests and the complexity of shaping forest policy. He / she is able to visualize the links between forest policy and major development processes - combines conceptual, experiential, general and local knowledge. The student demonstrates openness to different interpretations and is able to imagine the future of the forest sector creatively.

Assessment scale

0-5

Objectives (course unit)

The student
- Knows the different forms of wood-based fuels, their most common supply chains, and their cost structures
- is capable of planning and instructing energy wood cuttings
- knows the requirements for energy wood storage sites and the impact of storage on the quality of the end product
- knows the requirements of different users (combustion plants) for fuel quality
- is aware of the environmental impacts of forest energy procurement and knows the environmental recommendations
- knows methods for measuring energy wood

Content (course unit)

Objectives for using renewable energies. Types of wood energy, their acquisition and subsidies. Recommendations for energy wood harvesting. Measuring energy wood. Environmental effects of Forest Energy Harvesting on Woodland Nutrition, Wood Production and Biodiversity

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the basics of the forest energy procurement process and the recommendations guiding the forest energy procurement. He / she is able to design energy wood harvesting guided by the quality of the fuel

Assessment criteria, good (3-4) (course unit)

The student knows the goals for the use of renewable energies and knows the supply chains for wood-based fuels. The student knows how to plan energy wood harvesting taking into account the quality of the fuel. The student knows the requirements for fuel quality set by different applications.

Assessment criteria, excellent (5) (course unit)

The student understands the use of renewable energies as part of the fight against climate change.
The student is able to design energy wood procurement taking into account environmental impacts and profitability of operations. The student understands the fuel quality requirements of different applications and knows the factors affecting the quality of fuel fractions.

Assessment scale

0-5

Objectives (course unit)

The student:
-knows the main functions of forest ecosystems and the basics of disturbance and succession dynamics of natural forests
-knows the significance of living and dead trees for forest organisms
-knows the classification of biotopes in Finland on general level and understands the significance of different biotopes for natural biodiversity
-knows the effects of forestry on the endangerment of forest species and biotopes in Finland
- knows threatened forest species and groups of species, their habitat requirements and the reasons for their population decline
- knows the current state of forest biodiversity protection, challenges and methods of protection

Content (course unit)

The species composition, structure and function of forest ecosystems. The disturbances and successions in natural forests. Living and dead trees as habitats for forest species. Biotopes and their significance for biodiversity. The impacts of forestry on the decline of endangered forest species and biotopes. Habitat requirements of endangered forest species. Current state and challenges of forest biodiversity protection. The methods of forest biodiversity protection.

Assessment criteria, satisfactory (1-2) (course unit)

The student ´sf familiarity with the assigned materials is inadequate and mastery of the basic concepts is superficial

Assessment criteria, good (3-4) (course unit)

The student knows the basic concepts of forest biodiversity and the interrelationships between them well.

Assessment criteria, excellent (5) (course unit)

The student has a good command of the basic concepts of forest biodiversity and is able to explain the interactions between them diversely. The student is able to use various sources and materials creatively, analytically and critically and evaluate their validity.

Assessment scale

0-5

Objectives (course unit)

The study course covers a wide range of different forms of forest use and the combination of different use goals, as well as the multi-purpose planning of forest use

After completing the course, the student:
- knows the methods enabling the defining the objectives for the sustainable use of forest and their integration
-is able to use these methods to solve issues that arise when forests are used in multiple ways

Content (course unit)

Ecosystem services and ecosystems approach. The gain from forest and evaluating different tyoes of gain. Defining the objectives in the planning process. Public participation. Spatial data analysis in the planning of forest use.Adaptive planning. Multipurpose forest palnning. Landscaping and visualizing. Grants, recompensation and agreements as a means of integration. Voluntary forest conservation. Main international forest certification schemes and their significance in guiding forest management.

Assessment criteria, satisfactory (1-2) (course unit)

The student performs the given tasks mechanically or needs a lot of help to complete them

Assessment criteria, good (3-4) (course unit)

The student applies appropriately but to some extent schematically the tools for coordinating and engaging the forest uses he has learned

Assessment criteria, excellent (5) (course unit)

The student applies and combines the methods for engaging people and integrating uses of forest in a creative, critical and appropriate way.

Assessment scale

0-5

Objectives (course unit)

The study course covers a wide range of different forms of forest use and the combination of different use goals, as well as the multi-purpose planning of forest use

After completing the course, the student:
- knows the methods enabling the defining the objectives for the sustainable use of forest and their integration
-is able to use these methods to solve issues that arise when forests are used in multiple ways

Content (course unit)

Ecosystem services and ecosystems approach. The gain from forest and evaluating different tyoes of gain. Defining the objectives in the planning process. Public participation. Spatial data analysis in the planning of forest use.Adaptive planning. Multipurpose forest palnning. Landscaping and visualizing. Grants, recompensation and agreements as a means of integration. Voluntary forest conservation. Main international forest certification schemes and their significance in guiding forest management.

Assessment criteria, satisfactory (1-2) (course unit)

The student performs the given tasks mechanically or needs a lot of help to complete them

Assessment criteria, good (3-4) (course unit)

The student applies appropriately but to some extent schematically the tools for coordinating and engaging the forest uses he has learned

Assessment criteria, excellent (5) (course unit)

The student applies and combines the methods for engaging people and integrating uses of forest in a creative, critical and appropriate way.

Assessment scale

0-5

Objectives (course unit)

The student:
-knows how to measure trees and calculate the volume of single trees
-knows how to measure stand characters and how to estimate stand volumes
-knows how to estimate the area of a forest stand on the map and in the field
-knows statistical mean values and can define forest stand mean values
-knows how to estimate the future growth of a forest stand
-knows how to calculate the past growth of a forest stand
-is able to estimate the amount of removal of a thinning

Content (course unit)

Measuring of standing trees and stand evaluation. Mathematics of forest measurements.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows how to measure trees and evaluate stand data but needs guidance in doing the work

Assessment criteria, good (3-4) (course unit)

The student knows how to independently measure trees, evaluate stand data and estimate areas

Assessment criteria, excellent (5) (course unit)

The student knows how to independently measure trees and evaluate stand data as well as estmate areas and apply different tree evaluation methods in different situations.

Assessment scale

0-5

Objectives (course unit)

The student:
-knows the factors and processes influencing the regeneration ecology of forests
and is able to apply this information when choosing the regeneration method
-knows the factors affecting regeneration maturity and is able to define in the field when a forest is mature for regeneration
-knows different regeneration methods, is able to choose a suitable regeneration method for a forest stand and make a regeneration plan
-knows the regulations of Forest Act concerning forest regeneration
-knows how forest regeneration affects on soils and water ecosystems
- knows how to minimize negative impacts of forest regeneration on soils and water ecosystems
- knows the principles of forest tree breeding and methods of seed and tree seedling production
-knows how to plant and seed forest in practice
-knows how to evaluate the quality of forest regeneration in theory and in practice

Content (course unit)

Regeneration maturity and defining it in practice, forest regeneration methods, effects of forest regeneration in water and soil ecosystems and minimizing them in practical operations,forest tree breeding, seed and seedling production, tree planting and seeding, forest regeneration quality and its evaluation,

Assessment criteria, satisfactory (1-2) (course unit)

The student has fragmented knowledge of the factors influencing forest regeneration, but is not able to fully utilize this knowledge in practical situations.
The student is able to determine the forest regeneration maturity under guidance
The student knows how to choose a regeneration method for a forest stand, but cannot justify his / her choice
The student is able to make quality monitoring measurements in a regeneration area. However, he/ she does not know how to combine and interpret the information.
The student is able to carry out practical forestry work independently and advise a person who is engaged in forest planting

Assessment criteria, good (3-4) (course unit)

The student knows the factors influencing forest regeneration and is usually able to use this information in practical solutions
The student is able to determine the forest regeneration maturity and use this knowledge in the forest management decision.
The student is able to choose a regeneration methdos fora forest stand and justify his / her choice adequately
The student is able to make measurements of quality control in a regeneration area both for a single stand and for larger amount of data.
The student is able to do practical forest regeneration work independently, organize his / her work and advise a forest planter

Assessment criteria, excellent (5) (course unit)

The student knows the factors influencing forest regeneration very well and is able to use this knowledge in practical situations.
The student is able to determine the regeneration maturity of a forest, utilize this knowledge in a forest management decision and determine the order of regeneration of several stands
The student is able to choose alternative regeneration methods for the area, to choose the most suitable one and to justify his / her choice.
The student is able to make measurements of quality control in a regeneration area both for single stands and for larger data. The student is able to process the data statistically (averages, standard deviations, histograms, etc.)
The student is able to carry out practical forestry work independently, organize his / her work and advise a forest planter.

Assessment scale

0-5

Objectives (course unit)

The student:
- is able to find out the objectives of the forest owner and to reconcile them with the objectives of the legislation, recommendations and the organization he/she represents, and to advise the forest owner on issues related to forest management
- can guide the forest owner to make forest management decisions taking into account social, ecological and economic sustainability
- knows how to plan and implement forestry extension events for different target groups
- knows how to use digital communication channels and social media in forest counseling
- knows how to argue, justify and defend his/her own views

Content (course unit)

Applying legislation and recommendations related to forestry, planning and implementing an advisory situation and related pedagogical competence, finding out the values ​​and goals of a forest owner, personal counseling and related interaction skills

Assessment criteria, satisfactory (1-2) (course unit)

The student is familiar with the relevant legislation and recommendations. Their use as a basis for extension or presentation of their own views is schematic and does not indicate that the forest owner's needs are being taken into account. The student observes the interaction situation only slightly and does not change his / her activity according to the interaction situation. He or she needs guidance and support in arranging the extension session and carrying out the group extension situation.

Assessment criteria, good (3-4) (course unit)

The student is able to use related legislation, recommendations and calculation models to justify his / her views and standard management solutions. He demonstrates the ability to consider the forest owner's goals and needs. The student observes the interaction situation and is able to change his / her activities according to the situation. He/ she is able to organize an on-demand extension session and a group extension session so that the essential learning objectives are achieved.

Assessment criteria, excellent (5) (course unit)

The student is able to naturally and comprehensively integrate forest ownership legislation, recommendations, calculation models, marketing skills, understanding of interaction between different types of people and building a successful forest owner interaction. In organizing and conducting the extension session, he/ she demonstrates the autonomy and creativity that allow for deep learning in the context of the group.

Assessment scale

0-5

Objectives (course unit)

The student:
-is able to plan and implement a forestry extension event for different target groups
-can prepare and give an oral presentation to the target audience, which can be illustrated if necessary
-is able to communicate as an expert in a structured, understandable and convincing way
- knows how different communication and interaction situations (customer service and extension situations, meetings, negotiations, meetings) typically proceed, and is able to act responsibly and in accordance with established practices
- is able to find out the goals of the forest owner and coordinate them with the legislation, recommendations and the goals of the organization he / she represents, and advise the forest owner on issues related to forest property management
-is able to argue, justify and defend his/her own views
-is able to act in different situations of personal counseling with the forest owner

Content (course unit)

Application of legislation and recommendations related to forestry, planning and implementation of the advisory situation as well as related pedagogical competence, elucidation of the values ​​and goals of the forest owner, personal counseling and related interaction skills.
Levels of interaction. Communication styles. Non-verbal communication. Designing the content of a speech presentation. Illustration. Giving a presentation.

Assessment scale

0-5

Objectives (course unit)

The student knows how to compare the profitability of silvicultural decisions by using different calculations and is able to make and interpret these calculations. The student knows how to simulate different silvicultural decisions. He knows the risks, forests pests an diseases related to forest management and means to control them

Content (course unit)

Profitability calculations, present value calculations and discounting, internal rate, use of forest stand management simulator. Different management alternatives of even-aged forestry and the main risks of them. Forest pests and diseases and their control.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to make profitability comparisons between conventional silvicultural solutions when assisted.

Assessment criteria, good (3-4) (course unit)

The student is able to make profitability comparisons between different silvicultural options by using net present value calculations.

Assessment criteria, excellent (5) (course unit)

The student is able to make different profitability comparisons between silvicultural options, interpret the profitability calculations presented in the research and also explain the risks and uncertainties associated with the calculations.

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the forest owner structure in Finland, forest owner’s rights and duties and different forms of owning forest
- knows the procedure of real estate formation, the basics of property transactions and essential concepts of ownership change
- knows the services of different forest organisations and is aware of the role of the management of forest in managing forest property.

Content (course unit)

Forest ownership structure in Finland, forest owners’ values and objectives, different forest ownership forms, forest taxation, forest owners´rights and obligations, hunting rights and forest ownership, "every man’s rights" (the open access of forests -principle), real estates , e- services linked to real estates, real estate transactions, procedures of ownership change,

Assessment scale

0-5

Objectives (course unit)

The student:
- knows forest owner structure in Finland, forest owner's rights and obligations and different forms of forest ownership
- is familiar with the concepts of forming a real estate, the value of forest property and the key concepts of property transfer
- knows the services, which forestry organizations offer for forest owners and is aware of the importance of forest management in forest property management.

Content (course unit)

Forest Owners' Structure, Forest Owners' Values ​​and Objectives, Forest Ownership Form, Forest Taxation, Forest Owners' Rights and Obligations, Everyman´s Rights, Real Estate, Property-Related Digital Services, Property Value, Property Ownership Transactions

Assessment criteria, satisfactory (1-2) (course unit)

The student knows that services related to forest property management are available. He / she can determine the fair value of forest properties using the sum value method, but the calculations contain inaccuracies and the result is not substantiated in any way. The student knows that different forms of forest ownership have an impact on forest property management, but is unable to utilize the information. He / she is familiar with different forest ownership changes and is able to calculate the main tax consequences related to the former, but there may be errors in the calculations and the results are not substantiated in any way. There are errors in the preparation of the forest tax and the seasonal tax return, things are not justified. The student is able to describe the forest owner structure in general and knows the rights and obligations related to forest ownership. He
knows the research methods used in forest owner research. The student is unable to explain the background of the mo structure or rights and obligations.

Assessment criteria, good (3-4) (course unit)

The student knows what kind of forest property management services are available and which organizations offer them. He can correctly determine the fair value of a forest property using the sum value method, but the result is not justified. The student knows that different forms of forest ownership and deforestation have an impact on forest property management, but the application of knowledge is rather limited or incomplete. Student
is familiar with the possibilities of transferring ownership of a forest property and is able to calculate the key tax consequences associated with different methods of generational exchange, but there is little opportunity to comment on the results. The student is able to prepare forest tax and season tax declaration correctly or almost correctly, but the reasons for the measures are missing. The student is able to explain the causes of forest ownership structure and the behavior of different forest ownership groups. He / she can prepare a useful questionnaire and explain the legal background of forest owner's rights and obligations and apply the information to general cases

Assessment criteria, excellent (5) (course unit)

The student knows what forest asset management services are available, can search for them and knows which organizations offer them. He/ she is able to determine and justify the fair value of forest properties using the sum value method. The student knows the impact of different forms of forest ownership and deforestation on forest property management and is able to draw conclusions from this in situations related to forest property management. The student knows the possibilities of transferring a forest property and is able to calculate and analyze the key tax consequences related to different generational exchange methods. He / she is able to prepare forest tax and season tax returns and justify the things recorded in them. In addition to the above, the student can evaluate the future of the forest owner structure and attitudes of forest owners. The student is able to evaluate the reliability of forest owner surveys and has a deep understanding of the background of forest owner's rights and obligations and is able to apply knowledge of rights and obligations in difficult situations

Assessment scale

0-5

Objectives (course unit)

The student:
- is able to interpret open forest data and use it in forest management planning
- knows the inventory process of open forest data and regognizes the data
- knows present day moblie and web-based forest management planning applications
- is able to collect forest data from compartments, suggest treatment proposals and take in to account the ecological, economical and social sustainability
- is able to import and update the attributes and geometry of forest compartments in the management system
- is able to compile a forest management plan based on the updated data and prove the estate level results of the treatments.

Content (course unit)

Forest management plan, forest management plan on the Web, use of a forest management planning software, field data inventory in small groups (manually and using field computers and mobile tools), updating database and map objects, calculating the forest stand data and treatment alternatives, defining the cutting plan, compiling the forest management plan, forest resource based on remote sensing

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the stages of forest management planning, is able to utilise open forest data for planning. The student is able to compile the forest management plan using the appropriate software.

Assessment criteria, good (3-4) (course unit)

The student is able to utilise and refine open forest data in forest management planning.
The student is able to simulate treatment proposals, analyse their contents, suitability and consequences in the compartment but also on estate level.
The student can use mobile applications in field work and is able to transfer forest data between different forest systems and present the essential outputs.

Assessment criteria, excellent (5) (course unit)

The student is able to utilise the most reliable open forest data, refine it and rectify the incorrect data.
The student can simulate and analyse the treatment proposals, give reasons for their use, is able to analyse the consequences of the treatments in estate level and can prove the results with reports taken from the planning system.
The student gains readiness for using forest planning mobile applications and transferring data between different forest systems.

Assessment scale

0-5

Objectives (course unit)

The student:
- is able to interpret the content of forest resource data
- knows the present internet and mobile applications for forest management planning
- can collect the data of growing stock and suggest silvicultural measures which take into account ecological, economic and social sustainability
- knows how to update growing stock data and map objects in the forest management planning system
- knows how to utilize mobile and cloud services in collecting and updating forest data
- knows how to make a forest management plan based on the updated data which is consistent with the objectives of the forest owner
- knows the process of collecting forest data and recognizes the numerical forest data produced
- knows how to utilize forest data (according to forest data standard) with tools available

Content (course unit)

Forest management plan, forest management plan on the Web, use of a forest management planning software, field data inventory in small groups (manually and using field computers and mobile tools), updating database and map objects, calculating the forest stand data and treatment alternatives, defining the cutting plan, compiling the forest management plan, forest resource based on remote sensing, drawing up project documents.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to interpret the contents of a forest management plan, collect forest stand information and use a field recorder to collect information. He / she knows, when instructed, how to define borders of stands on a terrain and how to update it in forest planning software
The student is able to transfer forest stand data to forest planning software, check management proposals, calculate growth and print a forest management plan. He/she knows the essential steps of updating a forest management plan

Assessment criteria, good (3-4) (course unit)

The student is able to interpret the contents of a forest management plan and understands what it consists of. He / she is able to independently collect tree information by compartments in forest stands, ponder the correctness of data and independently use a field recorder to collect information. The student is able to independently define the outline of the forest stand in the terrain and update it in the forest planning software, transfer the stand data to the forest planning software, modify the processing suggestions and select the necessary measures for the forest stand. He / she can calculate growth and print a forest management plan. The student understands the importance of the measures for the development of forest stands and knows the essential steps of updating the forest plan. He / she is able to plan and carry out the updating.

Assessment criteria, excellent (5) (course unit)

The student is able to interpret the contents of a forest management plan and understand what it consists of. He/ she will be able to explain how the proposed measures will affect the outcome of the plan. The student is able to independently collect tree information by stand patterns in forest stands, justify their decisions and independently use the field recorder to gather information and understand the role of stand information in forest growth calculations and forest stand development prediction. He / she is able to determine the stand borders in the field independently and reasonably and update the procedures in the forest planning software. The student is able to transfer stamd data to forest planning software, choose the best treatment option and other measures for forest stand from the point of view of forest entity and forest owner's objectives, calculate growth and print forest plan
- understand the importance of measures for the development of forest stands
knows the essential steps of updating a forest plan, is able to plan and execute data updates, understands the importance of the various stages of plan development in the final result of a forest plan

Assessment scale

0-5

Objectives (course unit)

The student:
- knows what kind of enterprises are typical in forestry business and their main tasks
- knows how to interpret accounting figures and is able to make cost calculations of machines
- knows the basics of entrepreneurship and requirements for entrepeneurs
-knows the significance of a business plan for an enterprise
-knows the key regulations concerning setting up an enterprise, employment, and other functions of enterprises
- knows the most important forms of subsidies and financing for small and medium size enterprises

Content (course unit)

Forestry enterprises and their special features, economical planning of an enterprise, key figures of businesses and their interpretation,
the influence of activities on enterprise´s economy, machine cost accounting, planning of the activities of an enterprise, strategic planning, business plan and its contents and role in doing business, legislation concerning entrepreneurship, labour law, setting up an enterprise, entrepreneurship policy and its role in guiding activities

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the goals of the business plan process superficially. He / she identifies, defines and applies concepts and models within the scope of the business plan.

Assessment criteria, good (3-4) (course unit)

The student is able to define concepts and models related to a business plan and is able to make a well-grounded analysis of business activities. The students has the skills to apply what he/she has learned.

Assessment criteria, excellent (5) (course unit)

The student is proficient in the concepts and models of the topic of the business plan. The student is able to analyze business operations fluently and reasonably and can summarize the essentials of business operations with the help of Busines Model Canvas. The student is well prepared to apply what he/she has learned

Assessment scale

0-5

Objectives (course unit)

The student:
- understands the connection between the operations and the information systems and the requirements of the organization's operations to the information systems
- Is aware of the general information system development in the forest sector (eg Forest Big Data)
- understands the structure of relational databases and the role of spatial data in the information system
- has the basic capabilities to be able to participate in information systems design and development projects

Content (course unit)

Structure of information system, databases and development of information systems, role of spatial data in forest information systems, examples of organizations' information systems. An information system application containing spatial data is created as an exercise.

Assessment criteria, satisfactory (1-2) (course unit)

The student understands the connection between operations and information systems and understands how the operation of an organization influences the requirements for information systems
He / she is able to create a geographic information system application

Assessment criteria, good (3-4) (course unit)

The student understands the structure of relational databases and demonstrates it in the information system application.
He/ she is aware of the general development of information systems in the forest sector.

Assessment criteria, excellent (5) (course unit)

The student is able to demonstrate that he / she is able to utilize the general development of information systems in the forest sector. He / she has acquired the skills to efficiently utilize forest information systems and is able to participate in information system design and development projects.

Assessment scale

0-5

Objectives (course unit)

The student:
- understands the connection between the operations and the information systems and the requirements of the organization's operations to the information systems
- Is aware of the general information system development in the forest sector (eg Forest Big Data)
- understands the structure of relational databases and the role of spatial data in the information system
- has the basic capabilities to be able to participate in information systems design and development projects

Content (course unit)

Structure of information system, databases and development of information systems, role of spatial data in forest information systems, examples of organizations' information systems. An information system application containing spatial data is created as an exercise.

Assessment criteria, satisfactory (1-2) (course unit)

The student understands the connection between operations and information systems and understands how the operation of an organization influences the requirements for information systems
He / she is able to create a geographic information system application

Assessment criteria, good (3-4) (course unit)

The student understands the structure of relational databases and demonstrates it in the information system application.
He/ she is aware of the general development of information systems in the forest sector.

Assessment criteria, excellent (5) (course unit)

The student is able to demonstrate that he / she is able to utilize the general development of information systems in the forest sector. He / she has acquired the skills to efficiently utilize forest information systems and is able to participate in information system design and development projects.

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the basics of information and process management.
- knows the standards of operating and environmental systems, the general structure of systems, and understands their significance in the management of an organization
- knows the ways in which forest organizations manage their activities

Content (course unit)

Basics of Information and Process Management, SFS Standards, Basics of Quality Systems and Quality Management, Quality and Environmental Systems in the Forest Sector, Forest Organization Operational Control Practices

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the general structure of operating and environmental systems and the related standards

Assessment criteria, good (3-4) (course unit)

The student knows the general structure of operational and environmental systems and understands their importance in the operation of forest organizations
The student knows the basics of information and process management theories.

Assessment criteria, excellent (5) (course unit)

The student shows that he / she knows the methods of managing forest organizations and understands the reasons for differences in the activities of different organizations.

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the basics of information and process management.
- knows the standards of operating and environmental systems, the general structure of systems, and understands their significance in the management of an organization
- knows the ways in which forest organizations manage their activities

Content (course unit)

Basics of Information and Process Management, SFS Standards, Basics of Quality Systems and Quality Management, Quality and Environmental Systems in the Forest Sector, Forest Organization Operational Control Practices

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the general structure of operating and environmental systems and the related standards

Assessment criteria, good (3-4) (course unit)

The student knows the general structure of operational and environmental systems and understands their importance in the operation of forest organizations
The student knows the basics of information and process management theories.

Assessment criteria, excellent (5) (course unit)

The student shows that he / she knows the methods of managing forest organizations and understands the reasons for differences in the activities of different organizations.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Students
- can use national and international information sources in planning their bachelor’s thesis
- can use applicable information critically
- know copyrights and respect them
- can consider research-related and field-specific ethical principles
- can select and define a working life oriented thesis topic which supports their learning
- can make a thesis plan in accordance with TAMK’s thesis guidelines and justify their choices
- know applicable research methods of the field of education
- can choose suitable data collection and analysis methods for the thesis
- know the meaning of evidence-based operation in the field of education

Content (course unit)

Course is accepted when at least thesis plan and thesis contract or permit are accepted.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment scale

Pass/Fail

Objectives (course unit)

Students
- can use national and international information sources in planning their bachelor’s thesis
- can use applicable information critically
- know copyrights and respect them
- can consider research-related and field-specific ethical principles
- can select and define a working life oriented thesis topic which supports their learning
- can make a thesis plan in accordance with TAMK’s thesis guidelines and justify their choices
- know applicable research methods of the field of education
- can choose suitable data collection and analysis methods for the thesis
- know the meaning of evidence-based operation in the field of education

Content (course unit)

Course is accepted when at least thesis plan and thesis contract or permit are accepted.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment scale

0-5

Objectives (course unit)

The student:
- knows what is meant by the term GIS
- is able to collect numerical data with a gps receiver and transfer it to a geographical information system
- knows how to search and download numerical spatial data
- knows how to edit GIS data, present it and seach objects from the data
- knows how to produce new spatial data and knows some of the the basic analyses
-is able to plan the data structure of the collected GIS data
-knows how to collect and transfer the collected data to the GIS system
- knows how to use spatial data in different forestry activities
- knows how to use GIS software and how to utilize data saved in other geographical information systems and has the basic skills to utilize the possibilities offererd by the development of GIS technology

Content (course unit)

Coordinate systems, numerical spatial data, management and utilization of spatial data, basic analyses of spatial data, satellite positioning, collecting and transfer of spatial data to GIS.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows how to download and add GIS data to the GIS program. He / she can make coordinate data determinations and manage the data, and distinguish between vector and raster data. The student knows how to modify the appearance of objects and make themed maps, - search for objects in map materials and save search results to their own map layers. He / she can store the location data on the gps device and transfer the data to the GIS system.

Assessment criteria, good (3-4) (course unit)

In addition to the criteria above, the student will knows how to edit and draw feature objects, update feature data, produce vector spatial data, correct raster data for coordinates, create point objects based on coordinate values, and create a map outline of key elements

Assessment criteria, excellent (5) (course unit)

In addition to the criteria above, the student knows how to manage data in different coordinate systems, combine vector data and move objects from one level to another, and utilize shear and zone analysis for easy analysis.

Assessment scale

0-5

Objectives (course unit)

The student knows how to:
-define the forms and models of service business in the forest sector
-design forest services and use service design
-knows the stages of sales from preparation to closing and after sales
- strengthen his/her interaction skills in customer encounter situations, particularly in terms of confidence building, persuasive presentation and argumentation skills
-prepare for and implement sales meetings in a real customer situation

Content (course unit)

Service Business Models, Service Design, Service Process Operation, Service Design, Productisation, Customer Meeting Stages and Seller Action at Different Stages, Seller Development, Customer Value Creation through Sales.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes the areas of service business and sales and is able to name the different stages of sales. He / she is familiar with methods of service design and value sales

Assessment criteria, good (3-4) (course unit)

The student understands the basics of service business and sales work. He / she is able to act as a supervisor in sales work related situations and can plan services in a supervised manner. He/she understands the importance of building trust, convincing performance and argumentation skills in sales.

Assessment criteria, excellent (5) (course unit)

The student understands the areas related to service business and sales work and is able to apply them in practical work. They are able to structure and apply the various stages of sales from preparation to customer relationship aftercare. The student will be able to develop value for the customer and strengthen trust between the seller and the customer through service business and sales skills.

Assessment scale

0-5

Objectives (course unit)

The student knows how to:
- act as a member of the work community
- plan and manage his/her own work and activities within the organization
- independently perform practical forestry tasks such as planting trees, young stand management, forest mensuration, timber measurement or harvesting planning
- analyze and improve his/her own performance

Content (course unit)

Working in an organization, planning, monitoring and reporting your own work, performing forestry work.

Assessment criteria, pass/fail (course unit)

The student:
- provides a traineeship contract to the forestry degree program trainee supervisor before the traineeship begins
- works the required amount of training in the workplace corresponding to credits
- does the required practice learning tasks
- provides the required certificates upon completion of the training

Exam schedules

No exam on course.

Assessment methods and criteria

The course is assessed on completed assignments and returned work certificates.

Assessment scale

Pass/Fail

Teaching methods

Pre-assigments, tasks, report

Student workload

The scope of the Basic practical training course is determined by the duration of the work.
3.3 working days corresponds to one (1) credit.
One credit equals approximately 27 hours of work for the student.

International connections

Basic practical training can be completed abroad.

Objectives (course unit)

The student
- Knows the terminology and usual work methods relating to project management
- Can analyze results and work methods of projects
- Can make a project plan, related to working life
- Can utilize co-operation and communication skills and is able to utilize these skills in developing and deciding processes

Content (course unit)

-Operating environment of project management and terminology
- Project planning and organize
- Phasing, planning and budgeting of a project
- Management of resources, costs, risks and time table of a project
- Project's execute and management
- Project reporting, project communication and project finishing

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the basic principles, basic concepts and tools of project work.

Assessment criteria, good (3-4) (course unit)

The student is well aware of the basic principles, basic concepts and tools of project work and is able to justify and apply what he / she has learned.

Assessment criteria, excellent (5) (course unit)

The student knows and understands the most important principles, basic concepts and tools of project work. The student can not only justify and apply what he / she has learned, but also critically evaluate his / her own solutions

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the suitability of different types of timber for the most common wood manufacturing processes, the efficiency of the use of wood raw material and the requirements of the end products for the wood raw material
- knows the potential of wood raw material as a substitute for non-renewable raw materials in various products
-can acquire professional information from a variety of sources and produce a small report on his / her professional field.

Content (course unit)

The most important industrial processing processes for wood raw material (wood products industry, chemical forest industry, wood energy use) and their products. Finnish wood as a renewable raw material and its suitability for different production processes. Physics related to wood properties (humidity, calorific value, elasticity, strength). Requirements set by different processes for wood quality. Information retrieval teaching. Making a report.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the wood processing industries and the main product groups manufactured in them.
He knows the possibilities of using different types of timber in different processing industries.
He / she knows the most important timber assortments used in Finland and is able to allocate different parts of trees to different wood assortments, taking into account the quality criteria set by different processing plants.
The student knows how to retrieve information about his professional field

Assessment criteria, good (3-4) (course unit)

The student knows the most important industrial wood processing processes as well as the products and by-products resulting from them.
He knows the requirements of the most important wood processing processes for wood raw material.
The student can use professional information when preparing reports.

Assessment criteria, excellent (5) (course unit)

The student is able to calculate the efficiency of the use of wood raw material for the most important processing processes, products and by-products.
The student knows the most important physical properties of wood raw material and recognizes how it affects the industrial use of wood and understands how different factors influence the use of wood in different processing processes.
The student knows the effects of different wood raw material properties on end products in the most important refining processes.
The student is able to use the information he / she is looking for in the preparation of reports taking into account source critics and be able to make source references and a list of sources.

Assessment scale

0-5

Objectives (course unit)

The student:
-knows the forms of timber trade including e-timber trade and the roundwood market conditions in Finland and their significance in wood supply
-knows the marketing methods in timber trade and the basics of customer relationship management
-knows how to utilize forest resource information, how to purchase wood and how to make the documentation of purchasing
-is aware of different laws, regulations, forest certification and recommendations concerning forestry and knows how to take them into account during the different phases of wood supply

Content (course unit)

Timber Trade Design and Pricing Exercise, Wood Flow Exercises, Getting to Know Timber Purchaser's Job Tasks, Marketing Methods for Forest Owners, Wood Trade Laws and Wood Trade Agreements.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the general principles of round wood trade, understands the conditions of wood market in Finland and their importance in round wood supply. He knows how to make purchase offers for the round wood trade, how to set the prices for the cutting area, and how to prepare the round wood trade documents, and knows how to compile those documents with some help. He / she knows the marketing methods targeted to forest owners by the round wood buyer and knows the importance of forest certification in the round wood trade.

Assessment criteria, good (3-4) (course unit)

The student is familiar with round wood tradie practices, the conditions of the round wood market in Finland and their importance in wood procurement. He / she is able to utilize stand data and open source data for bidding, price defining and documentation related to round wood trade. He / she knows the marketing methods targeted to forest owners of the round wood buyer as well as the basics of customer relationship management and the importance of forest certification in the round wood purchasing process.

Assessment criteria, excellent (5) (course unit)

The student is familiar with wood trading methods, the conditions of round wood market in Finland and their importance in wood procurement and knows how to utilize opportunities in round wood trade in many ways. He / she is able to utilize tree information and versatile open source data for bidding, price different logging areas and make wood trade related documents independently. He / she knows the marketing methods targeted to forest owners of the round wood buyer and the basics of customer relationship management.

Assessment scale

0-5

Objectives (course unit)

The student
-knows the phases and the cost structure of the wood supply process
-knows the cut-to-length method, harvesting methods and wood storage at the roadside
-knows how to interpret a harvesting plan and how to choose the trees to be removed in a thinning and understands how harvesting method affects the yield

Content (course unit)

Wood supply organizations and other actors, phases of wood supply chain, harvesting methods, dimensional and quality requirements of different timber grades, bucking recommendations, wood storage at the roadside, timber price at the roadside, occupational safety in forestry, terminology of wood supply

Assessment criteria, satisfactory (1-2) (course unit)

The student is familiar with the main phases of wood procurement process. The student knows the logging plan. He / she can select trees to be removed in thinning.

Assessment criteria, good (3-4) (course unit)

The student knows the wood procurement process and its phases and understands how the wood procurement costs are formed. The student knows how to use a logging plan as a wood procurement tool.

Assessment criteria, excellent (5) (course unit)

The student has a good command of the whole wood procurement process and its phases and knows how the costs are formed in the supply chain. The student is able to make a logging plan for the felling site. The student is able to choose the trees to be removed by thinning, taking into account different characteristics of the tree stand.

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the raw material sources of forest industry and the different levels of wood supply delivery planning
- understands how plans made on different levels affect the process of wood supply/wood procurement
- understands the possibilities of digitalization in wood supply
- knows how to make operational plans and resource calculations for wood supply
- understands the importance of monitoring and measurement operations, and knows how to apply indicators in operational management and in managing changes (e.g. international forest certification)
- knows how to make a cut-to-length file and test its effectiveness
- knows how different methods of timber storage affect the quality of wood
- knows the types of services linked with timber trade provided to forest owners by different organisations

Content (course unit)

The forest industry's raw material sources and their characteristics, the different levels of wood supply logistics planning, mathematics (simulation, optimisation), wood supply objectives calculation, resource calculation, operational plans for the purchase, harvesting and transport, e-business in wood purchase, entrepreneurs it-systems, operations measuring instruments and their principles, the role of reserves and stocks in the wood supply chain, making and testing optimised cut-to-length files, different storage methods and their impact on quality, timber trade support services, forest certification as a supportive tool for wood supply

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the stages of Finnish wood procurement and their essential characteristics.
He / she can make plans for different stages of wood procurement.
He/ she knows how wood procurement objectives are formed

Assessment criteria, good (3-4) (course unit)

The student knows the phases of Finnish wood procurement and their characteristics, as well as the challenges that cause the need for guidance.
He/ she is able to make plans for the various stages of wood procurement and use the gauges to assess their usefulness.
He/ sheknows how wood procurement objectives are formed and from which sources wood is obtained.

Assessment criteria, excellent (5) (course unit)

The student knows the phases of Finnish wood procurement and their characteristics, the challenges that need to be controlled and the areas for development, as well as recent development solutions.
He/ she is able to make plans for the various phases of wood procurement, measure the usability of the plans with the help of indicators and modify the plans in the event of changes.
He / she knows the role of different sources of supply as part of wood procurement as a whole and how different sources of supply are taken into account in setting objectives.
The student is aware of the potential of digitalisation and knows its importance in the development of operations.

Assessment scale

0-5

Objectives (course unit)

The student:

Assessment scale

0-5

Objectives (course unit)

The student:
-knows how to carry out harvesting work plans
-knows how to use GIS in harvesting and in timber transport
-knows the main timber storage methods and their impact on raw material quality and the environment
-knows the equipment used in timber harvesting and timber transport and its applicability to different situations
-knows the principles of bucking control and knows how to interpret control files
-knows the forms and means of timber transport, as well as their feasibility to forest sector transport
-is familiar with the principles of transport control systems, and is able to make transport orders
-knows how to make resource calculations.

Content (course unit)

Making work program for harvesting, harvesting and transportation equipment, information systems of forest machines, creating bucking files, using GIS, timber storage methods, information systems in controlling harvesting and transport, means of transport, the importance of forest roads and their maintenance, resource planning. Forest machine simulator exercises.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the basics of timber transport modes and transport routes and wood storage methods. He knows the equipment used in harvesting and timber transport. The student is aware of the principles of harvester measurement and bucking optimization.

Assessment criteria, good (3-4) (course unit)

The student knows the principles and information systems of logging and transportation control. He / she knows the modes of transport and transport routes as well as the ways of storing wood and their effects on the quality of the raw material and the environment. The student knows the equipment used in timber harvesting and transportation and their suitability in different situations. He / she knows the principles of harvester measurement and bucking control and he/ she can interpret control files. The student is able to make resource calculations and use geographic information in logging and long distance transport.

Assessment criteria, excellent (5) (course unit)

The student knows comprehensively the principles and information systems of logging and transportation control, modes of transport and transportation routes and methods of storing wood. He / she understands the impact of storage time on different types of timber and knows how to take this information into account in planning. The student is able to choose the most suitable harvesting and long distance transport equipment in different situations. The student is able to independently make resource calculations and use geographic information for logging and long distance transportation planning

Assessment scale

0-5

Objectives (course unit)

The student:
-knows how to estimate the total volume of a cutting area and the volume and structure of the removal
-knows how to make plans for purchasing and harvesting, prepare instructions for harvesting and understands how harvesting operations are managed
- ...
-knows how to evaluate operations.

Content (course unit)

Planning exercise on a harvesting area level, utilizing GIS information and GPS tools, chaining harvesting sites and making a resource plan, special features of harvesting in peatland forests, exercises with harvesting planning simulation program, evaluation of harvesting quality in the forest.

Assessment scale

0-5

Objectives (course unit)

The student:
-knows how to estimate the total volume of a cutting area and the volume and structure of the removal
-knows how to make plans for purchasing and harvesting and is able to manage operations by utilizing GIS information
-knows how to evaluate operations.

Content (course unit)

Planning exercise on a harvesting area level, utilizing GIS information and GPS tools, chaining harvesting sites and making a resource plan, special features of harvesting in peatland forests, exercises with harvesting planning simulation program, evaluation of harvesting quality in the forest

Assessment criteria, satisfactory (1-2) (course unit)

The student knows, when assisted, how to evaluate the tree volume of a logging site and how to calculate the logging volume by timber assortments. He knows the main laws governing the use of commercial forests, the requirements for forest certification and different recommendations for harvesting. The student knows how to plan harvesting for different logging sites and how to prepare harvesting instructions, when assisted. He/ she knows how to evaluate the quality of the logging operations.

Assessment criteria, good (3-4) (course unit)

The student knows how to evaluate the tree volume of a logging site and how to calculate the logging volume by timber assortments. He knows how to take into account the laws governing the use of commercial forests, forest certification requirements and various recommendations for planning and implementing harvesting. He / she knows how to plan logging for different types of logging sites, prepare logging instructions and understands how logging operations are managed. They are familiar with harvesting planning and control information systems and are able to evaluate the success of the measures taken.

Assessment criteria, excellent (5) (course unit)

The student knows how to evaluate the tree volume of a logging site and how to calculate the logging volume by timber assortments. He knows how to take into account the laws governing the use of commercial forests, forest certification requirements and various recommendations for planning and implementing harvesting. He / she knows how to explain the before mentioned to forest owners and those responsible of the logging. He / she knows how to plan logging for different types of logging sites, prepare logging instructions and understands how logging operations are managed. The student knows how to use harvesting planning and control information systems and can evaluate the success of the measures taken.

Assessment scale

0-5

Objectives (course unit)

The student
- Understands the demands of different production processes on the dimensions and quality requirements of timber grades
- is familiar with the general measurement and quality requirements for different types of timber
- is familiar with the measurement legislation and is able to take its requirements into account in its own operations
- knows the main methods of measuring timber and can measure timber at the roadside

Content (course unit)

Timber Measurement Legislation, Timber Measurement Methods ,Measurement and Quality Requirements for Timber and Their Impact on Timber Measurement, Roadside Measurement in Practice

Assessment criteria, pass/fail (course unit)

The student knows the regulations of the Timber Measurement Act
He is familiar with the general dimensions and quality requirements for different wood assortments
He / she knows the basic methods of measuring timber and is able to perform timber measurement for the most common wood assortments

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the special ecological features of peatland forests and their impact on the management on peatland forests
- knows the site classification system of undrained and drained peatlands and is able to classify peatland sites in field conditions
- knows how to plan silvicultural operations on peatland forests and knows the special features of peatland forests from the point of view of water conditions and timber harvesting
-knows the importance of peatland forests for carbon balance and biodiversity, effects of the use of pealtland forests on aquatic ecosystems and means to minimize harmful effects on aquatic ecosystems

Content (course unit)

Classification of peatlands, ecology of peatlands, silviculture on peatland forests, forest harvesting on peatlands, effects of ditching and peatland management on aquatic ecosystems

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to outline the habitat classification of mires and peatlands and can use plant species as help in their identification. The student is able to draw some conclusions about forest management measures and the environmental impact on the environment in connection with forest management and harvesting. The drainage plan is not feasible without significant changes / additions

Assessment criteria, good (3-4) (course unit)

The student knows the habitat classification of mires and peatlands and is able to use plant species in a variety of ways to help them identify them. The drainage plan is feasible with minor modifications.

Assessment criteria, excellent (5) (course unit)

The student is able to classify both natural mire types and drained peatlands. He knows ver well different plant species of peatlands. The student is able to make well-informed decisions in forestry and logging, taking into account their environmental impact. The drainage plan is viable

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the special ecological features of peatland forests and their impact on the management on peatland forests
- knows the site classification system of undrained and drained peatlands and is able to classify peatland sites in field conditions
- knows how to plan silvicultural operations on peatland forests and knows the special features of peatland forests from the point of view of water conditions and timber harvesting
-knows the importance of peatland forests for carbon balance and biodiversity, effects of the use of pealtland forests on aquatic ecosystems and means to minimize harmful effects on aquatic ecosystems

Content (course unit)

Classification of peatlands, ecology of peatlands, silviculture on peatland forests, forest harvesting on peatlands, effects of ditching and peatland management on aquatic ecosystems

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to outline the habitat classification of mires and peatlands and can use plant species as help in their identification. The student is able to draw some conclusions about forest management measures and the environmental impact on the environment in connection with forest management and harvesting. The drainage plan is not feasible without significant changes / additions

Assessment criteria, good (3-4) (course unit)

The student knows the habitat classification of mires and peatlands and is able to use plant species in a variety of ways to help them identify them. The drainage plan is feasible with minor modifications.

Assessment criteria, excellent (5) (course unit)

The student is able to classify both natural mire types and drained peatlands. He knows ver well different plant species of peatlands. The student is able to make well-informed decisions in forestry and logging, taking into account their environmental impact. The drainage plan is viable

Assessment scale

0-5

Objectives (course unit)

The student is able to tell about his education, work experience and tasks, e.g. in a job search situation in Swedish
The student is able to present orally the activities, products, processes and services of companies and organizations and discuss these topics.
The student is able to cope with the work life contacts of his / her own field of technology, such as telephone situations and presentations.
The student is able to give orally technical instructions in his own field.

Content (course unit)

Oral communication situations in working life
Swedish in business
The terminology of own study field
Key grammar

Prerequisites (course unit)

Swedish upper secondary school curriculum: medium Swedish, magna grade, B1 level or course: 'Grundkurs i svenska för tehnikbranschen'

Further information (course unit)

Sufficient knowledge of Finnish; alternative method: screen test.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to explain his / her education, work experience and duties mainly in an understandable but brief manner, eg in a job search situation. The student is able to acquire and understand information in his / her field from easily readable sources.
The student is able to simply present the most important things about the operations, products, processes and services of companies and organizations, and is able to cope with most of the most common discussions.
The student is able to work in the foreseeable professional contacts required by his / her job description, eg in electronic communications, telephone communication, counseling situations, meetings and reporting.
The student is able to interpret simple guidelines in his / her field and to compose them in a largely understandable way.

Assessment criteria, good (3-4) (course unit)

The student is able to describe the essentials of his / her education, work experience and duties as a whole, eg when looking for a job.
The student is able to acquire, process and apply information in his / her field from the most important sources and to follow the development of his / her field in general.
The student is able to present and discuss the most important things about companies, organizations, products, processes and services.
The student is able to handle the most important working life contacts required by his / her job description, eg electronic communication, telephone communication, counseling situations, meetings and reporting.
The student is able to formulate and understand the guidelines of his / her field quite well.

Assessment criteria, excellent (5) (course unit)

The student is able to describe his / her education, work experience and duties in a versatile and appropriate way, eg in a job search situation.
The student is able to independently, versatile acquire, process and apply knowledge in his / her field and follow the professional development of his / her field on a wide scale.
The student is able to fluently present the activities, products, processes and services of companies and organizations and to discuss these topics proactively. The student is able to easily and properly handle the professional contacts required by his / her job description, eg electronic communication, telephone communication, counseling situations, meetings and reporting.
The student is able to understand easily and draw up clear instructions in his / her field.

Assessment scale

0-5

Objectives (course unit)

The student is able to tell about his education, work experience and tasks, e.g. in a job search situation in Swedish
The student is able to present orally the activities, products, processes and services of companies and organizations and discuss these topics.
The student is able to cope with the work life contacts of his / her own field of technology, such as telephone situations and presentations.
The student is able to give orally technical instructions in his own field.

Content (course unit)

Oral communication situations in working life
Swedish in business
The terminology of own study field
Key grammar

Prerequisites (course unit)

Swedish upper secondary school curriculum: medium Swedish, magna grade, B1 level or course: 'Grundkurs i svenska för tehnikbranschen'

Further information (course unit)

Sufficient knowledge of Finnish; alternative method: screen test.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to explain his / her education, work experience and duties mainly in an understandable but brief manner, eg in a job search situation. The student is able to acquire and understand information in his / her field from easily readable sources.
The student is able to simply present the most important things about the operations, products, processes and services of companies and organizations, and is able to cope with most of the most common discussions.
The student is able to work in the foreseeable professional contacts required by his / her job description, eg in electronic communications, telephone communication, counseling situations, meetings and reporting.
The student is able to interpret simple guidelines in his / her field and to compose them in a largely understandable way.

Assessment criteria, good (3-4) (course unit)

The student is able to describe the essentials of his / her education, work experience and duties as a whole, eg when looking for a job.
The student is able to acquire, process and apply information in his / her field from the most important sources and to follow the development of his / her field in general.
The student is able to present and discuss the most important things about companies, organizations, products, processes and services.
The student is able to handle the most important working life contacts required by his / her job description, eg electronic communication, telephone communication, counseling situations, meetings and reporting.
The student is able to formulate and understand the guidelines of his / her field quite well.

Assessment criteria, excellent (5) (course unit)

The student is able to describe his / her education, work experience and duties in a versatile and appropriate way, eg in a job search situation.
The student is able to independently, versatile acquire, process and apply knowledge in his / her field and follow the professional development of his / her field on a wide scale.
The student is able to fluently present the activities, products, processes and services of companies and organizations and to discuss these topics proactively. The student is able to easily and properly handle the professional contacts required by his / her job description, eg electronic communication, telephone communication, counseling situations, meetings and reporting.
The student is able to understand easily and draw up clear instructions in his / her field.

Assessment scale

0-5

Objectives (course unit)

The student is able to tell in writing about their education, work experience and tasks, e.g. in a job search situation.
The student is able to present the activities, products, processes and services of companies and organizations in writing.
The student is able to cope with the work-life contacts, eg e-mails, complaints and reporting, requiring written skills.
The student is able to search and analyze information from different sources and monitor the development of forestry sector of professional sources. The student understands and knows how to draw up technical guidelines in his own field.

Content (course unit)

Written communication situations in working life
Swedish in business
The terminology of own study field
Key grammar

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to explain his / her education, work experience and duties mainly in an understandable but brief manner, eg in a job search situation. The student is able to acquire and understand information in his / her field from easily readable sources.
The student is able to simply present the most important things about the operations, products, processes and services of companies and organizations, and is able to cope with most of the most common discussions.
The student is able to work in the foreseeable professional contacts required by his / her job description, eg in electronic communications, telephone communication, counseling situations, meetings and reporting.
The student is able to interpret simple guidelines in his / her field and to compose them in a largely understandable way.

Assessment criteria, good (3-4) (course unit)

The student is able to describe the essentials of his / her education, work experience and duties as a whole, eg when looking for a job.
The student is able to acquire, process and apply information in his / her field from the most important sources and to follow the development of his / her field in general.
The student is able to present and discuss the most important things about companies, organizations, products, processes and services.
The student is able to handle the most important working life contacts required by his / her job description, eg electronic communication, telephone communication, counseling situations, meetings and reporting.
The student is able to formulate and understand the guidelines of his / her field quite well.

Assessment criteria, excellent (5) (course unit)

The student is able to describe his / her education, work experience and duties in a versatile and appropriate way, eg in a job search situation.
The student is able to independently, versatile acquire, process and apply knowledge in his / her field and follow the professional development of his / her field on a wide scale.
The student is able to fluently present the activities, products, processes and services of companies and organizations and to discuss these topics proactively. The student is able to easily and properly handle the professional contacts required by his / her job description, eg electronic communication, telephone communication, counseling situations, meetings and reporting.
The student is able to understand easily and draw up clear instructions in his / her field.

Assessment scale

0-5

Objectives (course unit)

The student is able to tell in writing about their education, work experience and tasks, e.g. in a job search situation.
The student is able to present the activities, products, processes and services of companies and organizations in writing.
The student is able to cope with the work-life contacts, eg e-mails, complaints and reporting, requiring written skills.
The student is able to search and analyze information from different sources and monitor the development of forestry sector of professional sources. The student understands and knows how to draw up technical guidelines in his own field.

Content (course unit)

Written communication situations in working life
Swedish in business
The terminology of own study field
Key grammar

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to explain his / her education, work experience and duties mainly in an understandable but brief manner, eg in a job search situation. The student is able to acquire and understand information in his / her field from easily readable sources.
The student is able to simply present the most important things about the operations, products, processes and services of companies and organizations, and is able to cope with most of the most common discussions.
The student is able to work in the foreseeable professional contacts required by his / her job description, eg in electronic communications, telephone communication, counseling situations, meetings and reporting.
The student is able to interpret simple guidelines in his / her field and to compose them in a largely understandable way.

Assessment criteria, good (3-4) (course unit)

The student is able to describe the essentials of his / her education, work experience and duties as a whole, eg when looking for a job.
The student is able to acquire, process and apply information in his / her field from the most important sources and to follow the development of his / her field in general.
The student is able to present and discuss the most important things about companies, organizations, products, processes and services.
The student is able to handle the most important working life contacts required by his / her job description, eg electronic communication, telephone communication, counseling situations, meetings and reporting.
The student is able to formulate and understand the guidelines of his / her field quite well.

Assessment criteria, excellent (5) (course unit)

The student is able to describe his / her education, work experience and duties in a versatile and appropriate way, eg in a job search situation.
The student is able to independently, versatile acquire, process and apply knowledge in his / her field and follow the professional development of his / her field on a wide scale.
The student is able to fluently present the activities, products, processes and services of companies and organizations and to discuss these topics proactively. The student is able to easily and properly handle the professional contacts required by his / her job description, eg electronic communication, telephone communication, counseling situations, meetings and reporting.
The student is able to understand easily and draw up clear instructions in his / her field.

Assessment scale

0-5

Objectives (course unit)

The student:
- Identifies different valuable habitats of forest nature in practice and can define them on the map and in the forest
- knows the nature management and water protection recommendations of commercial forests and knows how to to apply them in practice.

Content (course unit)

Identification and marking of valuable habitats listed in the Forest Act, identification and marking of valuable habitats listed in forest certification criteria, protection zones for waterways and small waters. Retention trees.

Assessment criteria, satisfactory (1-2) (course unit)

The student recognizes most valuable habitats in the forest and knows how to delimit them in forest management activities. He is generally familiar with forestry management recommendations and water protection recommendations, but he still has shortcomings in the design and implementation of practical measures

Assessment criteria, good (3-4) (course unit)

The student recognizes valuable habitats of forest nature in the terrain and knows how to define them in connection with forestry operations. He/she is familiar with forestry management recommendations and water protection recommendations and are able to apply them in the design and implementation of practical measures. He / she is able to justify forest owner's valuable habitat conservation and management measures.

Assessment criteria, excellent (5) (course unit)

The student is fully aware of the valuable valuable habitats of forest nature and their characteristics. He also understands why these sites are special biotopes and is able to provide a comprehensive explanation to the forest owner of the reasons for protecting them. The student is able to independently map habitats both on the map and in the terrain. He / she is able to apply other nature management recommendations in a variety of practical situations and comprehensively justify their importance to the forest owner.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student
- is able to use a computer to calculate basic statistical values
- is able to illustrate statistical data with suitable graphs.
- is able to interpret material using graphs and key values
- knows the basics of regression and correlation.
- is able to calculate the confidence interval of the sample and is able to use it for example hypothesis testing
- can calculate probabilities both theoretically and by computer simulating.

Content (course unit)

The concept of probability, the most common distributions, eg. normal, binomial, t and poisson distribution. Principles of statistical testing, processing of measurement data on a computer and graphical representation of it.
Use and importance of key statistical indicators. Use of regression techniques in modeling and predicting measurements.

Assessment criteria, satisfactory (1-2) (course unit)

The student understands the difference between the population and the sample. The student is able to calculate the mean, dispersion and position numbers from the sample. The student is able to design simple experimental designs for statistical research and illustrates the results both graphically and numerically. The student understands the basics of distributions.

Assessment criteria, good (3-4) (course unit)

In addition to the before mentioned, the student is able to apply statistical thinking in handling different research settings and measurement sets. The student masters the basics of statistical reasoning when processing different sized samples. The student understands the importance of the results of regression analysis.

Assessment criteria, excellent (5) (course unit)

In addition to the before mentioned, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present and justify logically selected solutions.

Assessment scale

0-5

Objectives (course unit)

The student knows the principles of good customer service and areas for development and is able to implement these in practice. She reinforces her interaction skills, especially in terms of confidence building, persuasive presentation, and argumentation skills. He knows how to find out the customer's needs.

The student is familiar with effective sales tools and techniques. He/she manages the stages of sales from first contact to sales closing and aftercare.

The student is able to identify and group customers and develop customer relationships. He/she understands the importance of customer service in sales work and is able to act to exceed customer expectations, to handle complaints successfully and to take advantage of the customer's purchasing process (additional sales, centralization, etc.). He/she knows how to get a referrer and a partner from a customer and knows how to handle new customer acquisition.

Content (course unit)

Good customer service and its development. Personal interaction skills in sales work and customer service. Customer service as a whole. Sales tools and steps in practice

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

The student:
- understands the importance of interpersonal and presentation skills as part of his/her profession
- is able to analyse his/her own interpersonal and presentation skills
- can observe and evaluate other people´s communication and is able to adapt his/her own communication in different situations
- knows how to communicate as a professional in a structured manner and convincingly
- knows how to prepare and give an oral presentation to a large audience with appropriate illustrations
- knows the normal progress of common interpersonal situations (customer service, infos, meetings) and is able to act in these situations responsibly and according to established practices
- knows how to make use of feed back.

Content (course unit)

Customer service and info situations in forestry business, levels of interaction, communication styles, non-verbal communication, preparation of oral presentations, visualisation, giving a presentation, theory of meeting and negotiation skills, cultural manners, group dynamics.

Assessment criteria, satisfactory (1-2) (course unit)

The student communicates in a constructive and understandable way.

Assessment criteria, good (3-4) (course unit)

In addition to the above mentioned:
Interaction and occurrence situations are receptive and situational in nature and function well. When performing, the student maintains eye contact with the audience and speaks in their own words.

Assessment criteria, excellent (5) (course unit)

In addition to the above mentioned: The student communicates convincingly, enthusiastically and interactively. He /she performs naturally and effectively, while maintaining audience interest throughout the performance

Assessment scale

0-5

Objectives (course unit)

The student knows how to:
- act as a member of the work community
- plan and manage his/her own work and activities within the organization
- independently perform practical forestry tasks such as planting trees, young stand management, forest mensuration, timber measurement or harvesting planning
- analyze and improve his/her own performance

Content (course unit)

Working in an organization, planning, monitoring and reporting your own work, performing forestry work.

Assessment criteria, pass/fail (course unit)

The student:
- provides a traineeship contract to the forestry degree program trainee supervisor before the traineeship begins
- works the required amount of training in the workplace corresponding to credits
- does the required practice learning tasks
- provides the required certificates upon completion of the training

Exam schedules

No exam on course.

Assessment methods and criteria

The course is assessed on completed assignments and returned work certificates.

Assessment scale

Pass/Fail

Teaching methods

Pre-assigments, tasks, report

Student workload

The scope of the Basic practical training course is determined by the duration of the work.
3.3 working days corresponds to one (1) credit.
One credit equals approximately 27 hours of work for the student.

International connections

Basic practical training can be completed abroad.

Objectives (course unit)

The student knows how to
- work as a member of a forest work community and take care of his or her own well-being at work
- use information and communication technology
- act as an expert or responsible for the work of the team and utilize the skills learned in TUAS
- create personal working life connections and work in networks
- analyze and find the development targets in his/her own activities or those of the organization

Content (course unit)

Working in an organization, planning, monitoring and reporting of one's own work, practicing expert and supervisor work, utilizing information and communication technology at work, developing working life connections. Reporting practice and holding a presentation at a seminar.

Assessment criteria, pass/fail (course unit)

The student:
- provides a traineeship contract to the forestry degree program trainee supervisor before the traineeship begins
- works the required amount of training in the workplace corresponding to credits
- does the required practice learning tasks
- provides the required certificates upon completion of the training

Assessment scale

0-5

Objectives (course unit)

The student knows how to
- work as a member of a forest work community and take care of his or her own well-being at work
- use information and communication technology
- act as an expert or responsible for the work of the team and utilize the skills learned in TUAS
- create personal working life connections and work in networks
- analyze and find the development targets in his/her own activities or those of the organization

Content (course unit)

Working in an organization, planning, monitoring and reporting of one's own work, practicing expert and supervisor work, utilizing information and communication technology at work, developing working life connections. Reporting practice and holding a presentation at a seminar.

Assessment criteria, pass/fail (course unit)

The student:
- provides a traineeship contract to the forestry degree program trainee supervisor before the traineeship begins
- works the required amount of training in the workplace corresponding to credits
- does the required practice learning tasks
- provides the required certificates upon completion of the training

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the limitations concerning special areas as well as related information sources and practises
- is able to plan the silvicultural measures taking place in such an area in a way suitable for the particular conditions and its special value
- is able to utilize different digital sources and surveys about special areas in the planning of forest management

Content (course unit)

Planning and carrying out silvicultural measures, nature management and harvesting in special areas, for example in planned and built areas, recreational forests, areas of special scenic value, historical sites, protected areas and in places with valuable natural features or protected species. Planning harvesting in areas demanding special harvesting techniques e.g on islands, and areas with storm devastation. Nature management and restoration in in different habitats. Game and landscape management in silviculture. Utilization of digital and other sources of information.

Assessment criteria, satisfactory (1-2) (course unit)

The student has fragmented basic knowledge of special habitats and related usage restrictions and operating practices. The student is familiar with forest management options suitable for special habitats, but his ability to evaluate and justify their advantages, disadvantages and limitations, and suitability to the site is superficial and deficient. The student is able to use the instructions to choose the recommended treatment method for the habitat, but his / her ability to apply the instructions and justify the choices is insufficient

Assessment criteria, good (3-4) (course unit)

The student is well aware of usage restrictions, recommendations, operating practices and sources of information related to special habitats. The student knows the forest management options applicable to special habitats and is able to evaluate and justify their ecological, forestry and logging benefits, drawbacks and limitations. The student is able to choose the treatment method that best achieves the objectives set for the object and justify his choice.

Assessment criteria, excellent (5) (course unit)

The student knows the usage restrictions, recommendations, operating practices and information sources related to special habitats very well. The student is well versed in forest management options suitable for special habitats and is able to evaluate their ecological, forestry and logging benefits, disadvantages and limitations very well and thoroughly. The student is able to present different treatment options for the habitat, choose the treatment method that best fulfills the set objectives and justify his / her choice in many ways

Assessment scale

0-5

Objectives (course unit)

The student:
-knows how to estimate the total volume of a cutting area and the volume and structure of the removal
-knows how to make plans for purchasing and harvesting and is able to manage operations by utilizing GIS information
-knows how to evaluate operations.

Content (course unit)

Planning exercise on a harvesting area level, utilizing GIS information and GPS tools, chaining harvesting sites and making a resource plan, special features of harvesting in peatland forests, exercises with harvesting planning simulation program, evaluation of harvesting quality in the forest

Assessment criteria, satisfactory (1-2) (course unit)

The student knows, when assisted, how to evaluate the tree volume of a logging site and how to calculate the logging volume by timber assortments. He knows the main laws governing the use of commercial forests, the requirements for forest certification and different recommendations for harvesting. The student knows how to plan harvesting for different logging sites and how to prepare harvesting instructions, when assisted. He/ she knows how to evaluate the quality of the logging operations.

Assessment criteria, good (3-4) (course unit)

The student knows how to evaluate the tree volume of a logging site and how to calculate the logging volume by timber assortments. He knows how to take into account the laws governing the use of commercial forests, forest certification requirements and various recommendations for planning and implementing harvesting. He / she knows how to plan logging for different types of logging sites, prepare logging instructions and understands how logging operations are managed. They are familiar with harvesting planning and control information systems and are able to evaluate the success of the measures taken.

Assessment criteria, excellent (5) (course unit)

The student knows how to evaluate the tree volume of a logging site and how to calculate the logging volume by timber assortments. He knows how to take into account the laws governing the use of commercial forests, forest certification requirements and various recommendations for planning and implementing harvesting. He / she knows how to explain the before mentioned to forest owners and those responsible of the logging. He / she knows how to plan logging for different types of logging sites, prepare logging instructions and understands how logging operations are managed. The student knows how to use harvesting planning and control information systems and can evaluate the success of the measures taken.

Assessment scale

0-5

Objectives (course unit)

The student:
-knows the factors and processes influencing the regeneration ecology of forests
and is able to apply this information when choosing the regeneration method
-knows the factors affecting regeneration maturity and is able to define in the field when a forest is mature for regeneration
-knows different regeneration methods, is able to choose a suitable regeneration method for a forest stand and make a regeneration plan
-knows the regulations of Forest Act concerning forest regeneration
-knows how forest regeneration affects on soils and water ecosystems
- knows how to minimize negative impacts of forest regeneration on soils and water ecosystems
- knows the principles of forest tree breeding and methods of seed and tree seedling production
-knows how to plant and seed forest in practice
-knows how to evaluate the quality of forest regeneration in theory and in practice

Content (course unit)

Regeneration maturity and defining it in practice, forest regeneration methods, effects of forest regeneration in water and soil ecosystems and minimizing them in practical operations,forest tree breeding, seed and seedling production, tree planting and seeding, forest regeneration quality and its evaluation,

Assessment criteria, satisfactory (1-2) (course unit)

The student has fragmented knowledge of the factors influencing forest regeneration, but is not able to fully utilize this knowledge in practical situations.
The student is able to determine the forest regeneration maturity under guidance
The student knows how to choose a regeneration method for a forest stand, but cannot justify his / her choice
The student is able to make quality monitoring measurements in a regeneration area. However, he/ she does not know how to combine and interpret the information.
The student is able to carry out practical forestry work independently and advise a person who is engaged in forest planting

Assessment criteria, good (3-4) (course unit)

The student knows the factors influencing forest regeneration and is usually able to use this information in practical solutions
The student is able to determine the forest regeneration maturity and use this knowledge in the forest management decision.
The student is able to choose a regeneration methdos fora forest stand and justify his / her choice adequately
The student is able to make measurements of quality control in a regeneration area both for a single stand and for larger amount of data.
The student is able to do practical forest regeneration work independently, organize his / her work and advise a forest planter

Assessment criteria, excellent (5) (course unit)

The student knows the factors influencing forest regeneration very well and is able to use this knowledge in practical situations.
The student is able to determine the regeneration maturity of a forest, utilize this knowledge in a forest management decision and determine the order of regeneration of several stands
The student is able to choose alternative regeneration methods for the area, to choose the most suitable one and to justify his / her choice.
The student is able to make measurements of quality control in a regeneration area both for single stands and for larger data. The student is able to process the data statistically (averages, standard deviations, histograms, etc.)
The student is able to carry out practical forestry work independently, organize his / her work and advise a forest planter.

Assessment scale

0-5

Objectives (course unit)

The student
- is able to use a computer to calculate basic statistical values
- is able to illustrate statistical data with suitable graphs.
- is able to interpret material using graphs and key values
- knows the basics of regression and correlation.
- is able to calculate the confidence interval of the sample and is able to use it for example hypothesis testing
- can calculate probabilities both theoretically and by computer simulating.

Content (course unit)

The concept of probability, the most common distributions, eg. normal, binomial, t and poisson distribution. Principles of statistical testing, processing of measurement data on a computer and graphical representation of it.
Use and importance of key statistical indicators. Use of regression techniques in modeling and predicting measurements.

Assessment criteria, satisfactory (1-2) (course unit)

The student understands the difference between the population and the sample. The student is able to calculate the mean, dispersion and position numbers from the sample. The student is able to design simple experimental designs for statistical research and illustrates the results both graphically and numerically. The student understands the basics of distributions.

Assessment criteria, good (3-4) (course unit)

In addition to the before mentioned, the student is able to apply statistical thinking in handling different research settings and measurement sets. The student masters the basics of statistical reasoning when processing different sized samples. The student understands the importance of the results of regression analysis.

Assessment criteria, excellent (5) (course unit)

In addition to the before mentioned, the student has a comprehensive understanding of the course topics and their use in problem solving as well as the ability to present and justify logically selected solutions.

Assessment scale

0-5

Objectives (course unit)

The student:
- understands how the forest owner´s different objectives and the objectives of ecological, economic and social sustainability influence the silvicutural decisions
- knows the wood production capacity of different tree species on different sites
- knows the alternative methods and arguments for stand management and forest regeneration and can apply different methods in practical situations
- is aware of how silvicultural decisions affect harvesting operations

Content (course unit)

Objectives of forest owners and their effect on silviculture, wood production capacity of native tree species on different sites, stand management and forest regeneration in special situations,

Assessment criteria, satisfactory (1-2) (course unit)

The student has informational deficiencies in forest management concepts and methods. He is familiar with forest management recommendations for mixed forests, dioecious forests and forests with different structures, but is not very familiar with the basis of the recommendations. The student is familiar with most of the major risks and pathogens affecting forest management and regeneration.

Assessment criteria, good (3-4) (course unit)

The student masters the methods of growing mixed forests, dual-sectional and mixed-structure forests and is able to evaluate the suitability and profitability of these methods in different stands and sites. He / she is able to make his / her choice of forest management solution independently using various written sources. The student is well aware of various forest pests and diseases as well as other forestry risks.

Assessment criteria, excellent (5) (course unit)

The student masters the methods of growing mixed forests, dual-sectional and mixed-structure forests and is able to evaluate the suitability and profitability of these methods in different stands and habitats. He/ she is able to describe a number of alternative forest management solutions available to the site and describe to the forest owner their pros and cons and the associated risks. The student is proficient in forest management recommendations and has a thorough understanding of the research background behind them. He is also well versed in the latest research on uneven aged forest management. The student is able to use the above information to select and justify the forest management method. The student knows the most important risks and pathogens affecting forest management and regeneration and is able to evaluate and describe their importance in the selection of silvicultural methods

Assessment scale

0-5

Objectives (course unit)

The student:
-knows the forms of timber trade including e-timber trade and the roundwood market conditions in Finland and their significance in wood supply
-knows the marketing methods in timber trade and the basics of customer relationship management
-knows how to utilize forest resource information, how to purchase wood and how to make the documentation of purchasing
-is aware of different laws, regulations, forest certification and recommendations concerning forestry and knows how to take them into account during the different phases of wood supply

Content (course unit)

Timber Trade Design and Pricing Exercise, Wood Flow Exercises, Getting to Know Timber Purchaser's Job Tasks, Marketing Methods for Forest Owners, Wood Trade Laws and Wood Trade Agreements.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the general principles of round wood trade, understands the conditions of wood market in Finland and their importance in round wood supply. He knows how to make purchase offers for the round wood trade, how to set the prices for the cutting area, and how to prepare the round wood trade documents, and knows how to compile those documents with some help. He / she knows the marketing methods targeted to forest owners by the round wood buyer and knows the importance of forest certification in the round wood trade.

Assessment criteria, good (3-4) (course unit)

The student is familiar with round wood tradie practices, the conditions of the round wood market in Finland and their importance in wood procurement. He / she is able to utilize stand data and open source data for bidding, price defining and documentation related to round wood trade. He / she knows the marketing methods targeted to forest owners of the round wood buyer as well as the basics of customer relationship management and the importance of forest certification in the round wood purchasing process.

Assessment criteria, excellent (5) (course unit)

The student is familiar with wood trading methods, the conditions of round wood market in Finland and their importance in wood procurement and knows how to utilize opportunities in round wood trade in many ways. He / she is able to utilize tree information and versatile open source data for bidding, price different logging areas and make wood trade related documents independently. He / she knows the marketing methods targeted to forest owners of the round wood buyer and the basics of customer relationship management.

Assessment scale

0-5

Objectives (course unit)

The student
- Knows the terminology and usual work methods relating to project management
- Can analyze results and work methods of projects
- Can make a project plan, related to working life
- Can utilize co-operation and communication skills and is able to utilize these skills in developing and deciding processes

Content (course unit)

-Operating environment of project management and terminology
- Project planning and organize
- Phasing, planning and budgeting of a project
- Management of resources, costs, risks and time table of a project
- Project's execute and management
- Project reporting, project communication and project finishing

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the basic principles, basic concepts and tools of project work.

Assessment criteria, good (3-4) (course unit)

The student is well aware of the basic principles, basic concepts and tools of project work and is able to justify and apply what he / she has learned.

Assessment criteria, excellent (5) (course unit)

The student knows and understands the most important principles, basic concepts and tools of project work. The student can not only justify and apply what he / she has learned, but also critically evaluate his / her own solutions

Assessment scale

0-5

Objectives (course unit)

The student:
-knows the professional capacities needed in different forest engineer positions in working life organizations
-is capable of analyzing his own professional growth as a forest engineer and can plan a study path supporting his goals (practical training, final thesis, free choice studies, specialization studies)
-knows the essential collective work agreements in forestry sector
-makes progress in his/her working life skills, especially time management and problem solving skills

Content (course unit)

Competence and job description of a forest engineer, own competence of the student, applying for training places, training seminars, problem-solving skills, time management, work management planning and its utilization, eg in final thesis work , collective agreements and visit of a Meto representative, maintenance of personal studu plan and especially planning of free choice
studies

Assessment scale

0-5

Objectives (course unit)

The student:
-knows how to carry out harvesting work plans
-knows how to use GIS in harvesting and in timber transport
-knows the main timber storage methods and their impact on raw material quality and the environment
-knows the equipment used in timber harvesting and timber transport and its applicability to different situations
-knows the principles of bucking control and knows how to interpret control files
-knows the forms and means of timber transport, as well as their feasibility to forest sector transport
-is familiar with the principles of transport control systems, and is able to make transport orders
-knows how to make resource calculations.

Content (course unit)

Making work program for harvesting, harvesting and transportation equipment, information systems of forest machines, creating bucking files, using GIS, timber storage methods, information systems in controlling harvesting and transport, means of transport, the importance of forest roads and their maintenance, resource planning. Forest machine simulator exercises.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the basics of timber transport modes and transport routes and wood storage methods. He knows the equipment used in harvesting and timber transport. The student is aware of the principles of harvester measurement and bucking optimization.

Assessment criteria, good (3-4) (course unit)

The student knows the principles and information systems of logging and transportation control. He / she knows the modes of transport and transport routes as well as the ways of storing wood and their effects on the quality of the raw material and the environment. The student knows the equipment used in timber harvesting and transportation and their suitability in different situations. He / she knows the principles of harvester measurement and bucking control and he/ she can interpret control files. The student is able to make resource calculations and use geographic information in logging and long distance transport.

Assessment criteria, excellent (5) (course unit)

The student knows comprehensively the principles and information systems of logging and transportation control, modes of transport and transportation routes and methods of storing wood. He / she understands the impact of storage time on different types of timber and knows how to take this information into account in planning. The student is able to choose the most suitable harvesting and long distance transport equipment in different situations. The student is able to independently make resource calculations and use geographic information for logging and long distance transportation planning

Assessment scale

0-5

Objectives (course unit)

The student:
- is able to find out the objectives of the forest owner and to reconcile them with the objectives of the legislation, recommendations and the organization he/she represents, and to advise the forest owner on issues related to forest management
- can guide the forest owner to make forest management decisions taking into account social, ecological and economic sustainability
- knows how to plan and implement forestry extension events for different target groups
- knows how to use digital communication channels and social media in forest counseling
- knows how to argue, justify and defend his/her own views

Content (course unit)

Applying legislation and recommendations related to forestry, planning and implementing an advisory situation and related pedagogical competence, finding out the values ​​and goals of a forest owner, personal counseling and related interaction skills

Assessment criteria, satisfactory (1-2) (course unit)

The student is familiar with the relevant legislation and recommendations. Their use as a basis for extension or presentation of their own views is schematic and does not indicate that the forest owner's needs are being taken into account. The student observes the interaction situation only slightly and does not change his / her activity according to the interaction situation. He or she needs guidance and support in arranging the extension session and carrying out the group extension situation.

Assessment criteria, good (3-4) (course unit)

The student is able to use related legislation, recommendations and calculation models to justify his / her views and standard management solutions. He demonstrates the ability to consider the forest owner's goals and needs. The student observes the interaction situation and is able to change his / her activities according to the situation. He/ she is able to organize an on-demand extension session and a group extension session so that the essential learning objectives are achieved.

Assessment criteria, excellent (5) (course unit)

The student is able to naturally and comprehensively integrate forest ownership legislation, recommendations, calculation models, marketing skills, understanding of interaction between different types of people and building a successful forest owner interaction. In organizing and conducting the extension session, he/ she demonstrates the autonomy and creativity that allow for deep learning in the context of the group.

Assessment scale

0-5

Objectives (course unit)

The student:
- understands the importance of interpersonal and presentation skills as part of his/her profession
- is able to analyse his/her own interpersonal and presentation skills
- can observe and evaluate other people´s communication and is able to adapt his/her own communication in different situations
- knows how to communicate as a professional in a structured manner and convincingly
- knows how to prepare and give an oral presentation to a large audience with appropriate illustrations
- knows the normal progress of common interpersonal situations (customer service, infos, meetings) and is able to act in these situations responsibly and according to established practices
- knows how to make use of feed back.

Content (course unit)

Customer service and info situations in forestry business, levels of interaction, communication styles, non-verbal communication, preparation of oral presentations, visualisation, giving a presentation, theory of meeting and negotiation skills, cultural manners, group dynamics.

Assessment criteria, satisfactory (1-2) (course unit)

The student communicates in a constructive and understandable way.

Assessment criteria, good (3-4) (course unit)

In addition to the above mentioned:
Interaction and occurrence situations are receptive and situational in nature and function well. When performing, the student maintains eye contact with the audience and speaks in their own words.

Assessment criteria, excellent (5) (course unit)

In addition to the above mentioned: The student communicates convincingly, enthusiastically and interactively. He /she performs naturally and effectively, while maintaining audience interest throughout the performance

Assessment scale

0-5

Objectives (course unit)

The student:
- knows how to act in working life communication situations (e.g. telephone and e-mail communication)
- knows the most important forestry vocabulary
- knows how to write job application documents and take part in a job interview in English
- is able to give a presentation in English and explain the principles of forestry in English

Content (course unit)

Working life communication situations, forestry vocabulary, applying for a job, presentations in English, relevant grammar

Assessment criteria, satisfactory (1-2) (course unit)

The student:
-can discuss familiar topics.
-can write comprehensible text when prepared long enough and with help.
-understands the basics of normal-paced speech in a familiar context when repeating the message as needed.
most often understandably.
-finds the information he/she is looking for in texts that deal with familiar topics.
-uses the standard vocabulary in forestry so that the relevant message is conveyed.
-uses simple grammar structures.
-uses the most easily available aids, such as free dictionaries.
- can handle a short oral presentation.

Assessment criteria, good (3-4) (course unit)

The student
-discusses various topics quite fluently.
- usually posts in the style required by the situation.
-writes text that is fairly fluent and easy to understand.
- pronounces quite naturally and clearly.
- understands the main points and most details of the text he/she reads.
- can express it in other words if necessary.
- understands and uses the basic vocabulary of forestry quite accurately.
- can use different sources and dictionaries.
- uses structures correctly and corrects errors in the language itself if they have led to misunderstandings.
- is able to give a short oral presentation in a comprehensible and clear manner.

Assessment criteria, excellent (5) (course unit)

The student:
- discusses different topics naturally
- communicates in the style required by the situation.
-writes clear and well-structured text with almost no linguistic errors.
- pronounces naturally and clearly.
- understands both the main points and the details of the texts and is able to apply what he/she has read.
- explains in other words, to explain imperfections in the vocabulary.
-understands and accurately uses the basic vocabulary of forestry.
-finds various sources and uses the appropriate terms.
- uses versatile grammar structures and manages them almost flawlessly.
- is able to give a short oral presentation in a structured and convincing manner with appropriate style

Location and time

Lessons at TAMK, please see the schedule in Moodle.

Exam schedules

Exam in the EXAM facilities 8.4.-22.4.2024 .

Assessment methods and criteria

The assessment is based on:
- Video CV 25 %
- Exam 50%
- Oral presentation 25 %

Further, an article project is a mandatory part of the course, and it is graded pass/fail.

Assessment scale

0-5

Teaching methods

Written and oral tasks. Independent study.

Learning materials

Moodle

Student workload

Lessons at TAMK (2h/week)
Weekly homework + independent study, preparing for the presentation

Content scheduling

Two weekly lessons. Independent tasks. Please see the course schedule in Moodle.

Objectives (course unit)

The student:
- knows forest owner structure in Finland, forest owner's rights and obligations and different forms of forest ownership
- is familiar with the concepts of forming a real estate, the value of forest property and the key concepts of property transfer
- knows the services, which forestry organizations offer for forest owners and is aware of the importance of forest management in forest property management.

Content (course unit)

Forest Owners' Structure, Forest Owners' Values ​​and Objectives, Forest Ownership Form, Forest Taxation, Forest Owners' Rights and Obligations, Everyman´s Rights, Real Estate, Property-Related Digital Services, Property Value, Property Ownership Transactions

Assessment criteria, satisfactory (1-2) (course unit)

The student knows that services related to forest property management are available. He / she can determine the fair value of forest properties using the sum value method, but the calculations contain inaccuracies and the result is not substantiated in any way. The student knows that different forms of forest ownership have an impact on forest property management, but is unable to utilize the information. He / she is familiar with different forest ownership changes and is able to calculate the main tax consequences related to the former, but there may be errors in the calculations and the results are not substantiated in any way. There are errors in the preparation of the forest tax and the seasonal tax return, things are not justified. The student is able to describe the forest owner structure in general and knows the rights and obligations related to forest ownership. He
knows the research methods used in forest owner research. The student is unable to explain the background of the mo structure or rights and obligations.

Assessment criteria, good (3-4) (course unit)

The student knows what kind of forest property management services are available and which organizations offer them. He can correctly determine the fair value of a forest property using the sum value method, but the result is not justified. The student knows that different forms of forest ownership and deforestation have an impact on forest property management, but the application of knowledge is rather limited or incomplete. Student
is familiar with the possibilities of transferring ownership of a forest property and is able to calculate the key tax consequences associated with different methods of generational exchange, but there is little opportunity to comment on the results. The student is able to prepare forest tax and season tax declaration correctly or almost correctly, but the reasons for the measures are missing. The student is able to explain the causes of forest ownership structure and the behavior of different forest ownership groups. He / she can prepare a useful questionnaire and explain the legal background of forest owner's rights and obligations and apply the information to general cases

Assessment criteria, excellent (5) (course unit)

The student knows what forest asset management services are available, can search for them and knows which organizations offer them. He/ she is able to determine and justify the fair value of forest properties using the sum value method. The student knows the impact of different forms of forest ownership and deforestation on forest property management and is able to draw conclusions from this in situations related to forest property management. The student knows the possibilities of transferring a forest property and is able to calculate and analyze the key tax consequences related to different generational exchange methods. He / she is able to prepare forest tax and season tax returns and justify the things recorded in them. In addition to the above, the student can evaluate the future of the forest owner structure and attitudes of forest owners. The student is able to evaluate the reliability of forest owner surveys and has a deep understanding of the background of forest owner's rights and obligations and is able to apply knowledge of rights and obligations in difficult situations

Assessment scale

0-5

Objectives (course unit)

Students
- can use national and international information sources in planning their bachelor’s thesis
- can use applicable information critically
- know copyrights and respect them
- can consider research-related and field-specific ethical principles
- can select and define a working life oriented thesis topic which supports their learning
- can make a thesis plan in accordance with TAMK’s thesis guidelines and justify their choices
- know applicable research methods of the field of education
- can choose suitable data collection and analysis methods for the thesis
- know the meaning of evidence-based operation in the field of education

Content (course unit)

Course is accepted when at least thesis plan and thesis contract or permit are accepted.

Assessment criteria, satisfactory (1-2) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, good (3-4) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104
General rating of thesis will be given in the end of the process.

Assessment scale

0-5

Objectives (course unit)

The student:
- understands the connection between the operations and the information systems and the requirements of the organization's operations to the information systems
- Is aware of the general information system development in the forest sector (eg Forest Big Data)
- understands the structure of relational databases and the role of spatial data in the information system
- has the basic capabilities to be able to participate in information systems design and development projects

Content (course unit)

Structure of information system, databases and development of information systems, role of spatial data in forest information systems, examples of organizations' information systems. An information system application containing spatial data is created as an exercise.

Assessment criteria, satisfactory (1-2) (course unit)

The student understands the connection between operations and information systems and understands how the operation of an organization influences the requirements for information systems
He / she is able to create a geographic information system application

Assessment criteria, good (3-4) (course unit)

The student understands the structure of relational databases and demonstrates it in the information system application.
He/ she is aware of the general development of information systems in the forest sector.

Assessment criteria, excellent (5) (course unit)

The student is able to demonstrate that he / she is able to utilize the general development of information systems in the forest sector. He / she has acquired the skills to efficiently utilize forest information systems and is able to participate in information system design and development projects.

Assessment scale

0-5

Objectives (course unit)

The student:
- knows how to act in working life communication situations (e.g. telephone and e-mail communication)
- knows the most important forestry vocabulary
- knows how to write job application documents and take part in a job interview in English
- is able to give a presentation in English and explain the principles of forestry in English

Content (course unit)

Working life communication situations, forestry vocabulary, applying for a job, presentations in English, relevant grammar

Assessment criteria, satisfactory (1-2) (course unit)

The student:
-can discuss familiar topics.
-can write comprehensible text when prepared long enough and with help.
-understands the basics of normal-paced speech in a familiar context when repeating the message as needed.
most often understandably.
-finds the information he/she is looking for in texts that deal with familiar topics.
-uses the standard vocabulary in forestry so that the relevant message is conveyed.
-uses simple grammar structures.
-uses the most easily available aids, such as free dictionaries.
- can handle a short oral presentation.

Assessment criteria, good (3-4) (course unit)

The student
-discusses various topics quite fluently.
- usually posts in the style required by the situation.
-writes text that is fairly fluent and easy to understand.
- pronounces quite naturally and clearly.
- understands the main points and most details of the text he/she reads.
- can express it in other words if necessary.
- understands and uses the basic vocabulary of forestry quite accurately.
- can use different sources and dictionaries.
- uses structures correctly and corrects errors in the language itself if they have led to misunderstandings.
- is able to give a short oral presentation in a comprehensible and clear manner.

Assessment criteria, excellent (5) (course unit)

The student:
- discusses different topics naturally
- communicates in the style required by the situation.
-writes clear and well-structured text with almost no linguistic errors.
- pronounces naturally and clearly.
- understands both the main points and the details of the texts and is able to apply what he/she has read.
- explains in other words, to explain imperfections in the vocabulary.
-understands and accurately uses the basic vocabulary of forestry.
-finds various sources and uses the appropriate terms.
- uses versatile grammar structures and manages them almost flawlessly.
- is able to give a short oral presentation in a structured and convincing manner with appropriate style

Location and time

Lessons at TAMK

Exam schedules

The course grade is based on several course assignments.
Exam in EXAM facilities.

Assessment methods and criteria

Video CV
Exam
Presentation
Article task

Assessment scale

0-5

Teaching methods

Written and oral tasks. Independent study.

Learning materials

Moodle

Student workload

Lessons at TAMK
Job search
Exam
Article task
Home tasks

Content scheduling

Weekly lessons. Independent tasks.

Completion alternatives

N-00CY46-3018 A Fast Track to Professional English 3 - 5 op

Objectives (course unit)

The student:
- knows the forest owner structure in Finland, forest owner’s rights and duties and different forms of owning forest
- knows the procedure of real estate formation, the basics of property transactions and essential concepts of ownership change
- knows the services of different forest organisations and is aware of the role of the management of forest in managing forest property.

Content (course unit)

Forest ownership structure in Finland, forest owners’ values and objectives, different forest ownership forms, forest taxation, forest owners´rights and obligations, hunting rights and forest ownership, "every man’s rights" (the open access of forests -principle), real estates , e- services linked to real estates, real estate transactions, procedures of ownership change,

Assessment scale

0-5

Objectives (course unit)

The student:
-is able to plan and implement a forestry extension event for different target groups
-can prepare and give an oral presentation to the target audience, which can be illustrated if necessary
-is able to communicate as an expert in a structured, understandable and convincing way
- knows how different communication and interaction situations (customer service and extension situations, meetings, negotiations, meetings) typically proceed, and is able to act responsibly and in accordance with established practices
- is able to find out the goals of the forest owner and coordinate them with the legislation, recommendations and the goals of the organization he / she represents, and advise the forest owner on issues related to forest property management
-is able to argue, justify and defend his/her own views
-is able to act in different situations of personal counseling with the forest owner

Content (course unit)

Application of legislation and recommendations related to forestry, planning and implementation of the advisory situation as well as related pedagogical competence, elucidation of the values ​​and goals of the forest owner, personal counseling and related interaction skills.
Levels of interaction. Communication styles. Non-verbal communication. Designing the content of a speech presentation. Illustration. Giving a presentation.

Assessment scale

0-5

Objectives (course unit)

The student knows the principles of good customer service and areas for development and is able to implement these in practice. She reinforces her interaction skills, especially in terms of confidence building, persuasive presentation, and argumentation skills. He knows how to find out the customer's needs.

The student is familiar with effective sales tools and techniques. He/she manages the stages of sales from first contact to sales closing and aftercare.

The student is able to identify and group customers and develop customer relationships. He/she understands the importance of customer service in sales work and is able to act to exceed customer expectations, to handle complaints successfully and to take advantage of the customer's purchasing process (additional sales, centralization, etc.). He/she knows how to get a referrer and a partner from a customer and knows how to handle new customer acquisition.

Content (course unit)

Good customer service and its development. Personal interaction skills in sales work and customer service. Customer service as a whole. Sales tools and steps in practice

Assessment scale

0-5

Objectives (course unit)

The student knows how to
- work as a member of a forest work community and take care of his or her own well-being at work
- use information and communication technology
- act as an expert or responsible for the work of the team and utilize the skills learned in TUAS
- create personal working life connections and work in networks
- analyze and find the development targets in his/her own activities or those of the organization

Content (course unit)

Working in an organization, planning, monitoring and reporting of one's own work, practicing expert and supervisor work, utilizing information and communication technology at work, developing working life connections. Reporting practice and holding a presentation at a seminar.

Assessment criteria, pass/fail (course unit)

The student:
- provides a traineeship contract to the forestry degree program trainee supervisor before the traineeship begins
- works the required amount of training in the workplace corresponding to credits
- does the required practice learning tasks
- provides the required certificates upon completion of the training

Assessment scale

0-5

Objectives (course unit)

The study course covers a wide range of different forms of forest use and the combination of different use goals, as well as the multi-purpose planning of forest use

After completing the course, the student:
- knows the methods enabling the defining the objectives for the sustainable use of forest and their integration
-is able to use these methods to solve issues that arise when forests are used in multiple ways

Content (course unit)

Ecosystem services and ecosystems approach. The gain from forest and evaluating different tyoes of gain. Defining the objectives in the planning process. Public participation. Spatial data analysis in the planning of forest use.Adaptive planning. Multipurpose forest palnning. Landscaping and visualizing. Grants, recompensation and agreements as a means of integration. Voluntary forest conservation. Main international forest certification schemes and their significance in guiding forest management.

Assessment criteria, satisfactory (1-2) (course unit)

The student performs the given tasks mechanically or needs a lot of help to complete them

Assessment criteria, good (3-4) (course unit)

The student applies appropriately but to some extent schematically the tools for coordinating and engaging the forest uses he has learned

Assessment criteria, excellent (5) (course unit)

The student applies and combines the methods for engaging people and integrating uses of forest in a creative, critical and appropriate way.

Assessment scale

0-5

Objectives (course unit)

The student knows how to compare the profitability of silvicultural decisions by using different calculations and is able to make and interpret these calculations. The student knows how to simulate different silvicultural decisions. He knows the risks, forests pests an diseases related to forest management and means to control them

Content (course unit)

Profitability calculations, present value calculations and discounting, internal rate, use of forest stand management simulator. Different management alternatives of even-aged forestry and the main risks of them. Forest pests and diseases and their control.

Assessment criteria, satisfactory (1-2) (course unit)

The student is able to make profitability comparisons between conventional silvicultural solutions when assisted.

Assessment criteria, good (3-4) (course unit)

The student is able to make profitability comparisons between different silvicultural options by using net present value calculations.

Assessment criteria, excellent (5) (course unit)

The student is able to make different profitability comparisons between silvicultural options, interpret the profitability calculations presented in the research and also explain the risks and uncertainties associated with the calculations.

Assessment scale

0-5

Objectives (course unit)

The student
- Understands the demands of different production processes on the dimensions and quality requirements of timber grades
- is familiar with the general measurement and quality requirements for different types of timber
- is familiar with the measurement legislation and is able to take its requirements into account in its own operations
- knows the main methods of measuring timber and can measure timber at the roadside

Content (course unit)

Timber Measurement Legislation, Timber Measurement Methods ,Measurement and Quality Requirements for Timber and Their Impact on Timber Measurement, Roadside Measurement in Practice

Assessment criteria, pass/fail (course unit)

The student knows the regulations of the Timber Measurement Act
He is familiar with the general dimensions and quality requirements for different wood assortments
He / she knows the basic methods of measuring timber and is able to perform timber measurement for the most common wood assortments

Assessment scale

0-5

Objectives (course unit)

The student:
- knows the suitability of different types of timber for the most common wood manufacturing processes, the efficiency of the use of wood raw material and the requirements of the end products for the wood raw material
- knows the potential of wood raw material as a substitute for non-renewable raw materials in various products
-can acquire professional information from a variety of sources and produce a small report on his / her professional field.

Content (course unit)

The most important industrial processing processes for wood raw material (wood products industry, chemical forest industry, wood energy use) and their products. Finnish wood as a renewable raw material and its suitability for different production processes. Physics related to wood properties (humidity, calorific value, elasticity, strength). Requirements set by different processes for wood quality. Information retrieval teaching. Making a report.

Assessment criteria, satisfactory (1-2) (course unit)

The student knows the wood processing industries and the main product groups manufactured in them.
He knows the possibilities of using different types of timber in different processing industries.
He / she knows the most important timber assortments used in Finland and is able to allocate different parts of trees to different wood assortments, taking into account the quality criteria set by different processing plants.
The student knows how to retrieve information about his professional field

Assessment criteria, good (3-4) (course unit)

The student knows the most important industrial wood processing processes as well as the products and by-products resulting from them.
He knows the requirements of the most important wood processing processes for wood raw material.
The student can use professional information when preparing reports.

Assessment criteria, excellent (5) (course unit)

The student is able to calculate the efficiency of the use of wood raw material for the most important processing processes, products and by-products.
The student knows the most important physical properties of wood raw material and recognizes how it affects the industrial use of wood and understands how different factors influence the use of wood in different processing processes.
The student knows the effects of different wood raw material properties on end products in the most important refining processes.
The student is able to use the information he / she is looking for in the preparation of reports taking into account source critics and be able to make source references and a list of sources.

Assessment scale

0-5