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 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.

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

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.

Further information

Guidelines for using AI in this implementation
If a student uses AI tools in an allowed manner to assist with their learning tasks, they must cite the AI tools used and provide the prompts they used alongside their task responses. If a student presents AI-generated results as their own without citations, sources, and/or prompts, the teacher may reject the work or require it to be redone. The teacher has the right to ask the student if they have used AI in their learning task.

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 aim of the study course is to develop the student's written communication skills and to prepare them for writing reports.

After completing the course, the student:
• masters the key text types for working life and studying.
• knows how to prepare a clearly structured report following TAMK's reporting instructions and knows how to apply the instructions in accordance with the practices of his field.

Content (course unit)

TAMK's reporting guidelines, referencing, referring to sources, illustration and correct language

Assessment criteria, pass/fail (course unit)

Passed: the student can prepare a report following TAMK's reporting instructions. The student knows how to apply instructions in accordance with the practices of his field

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to give the student the skills to classify different forest habitats, identify tree species and the most common forest plant species, identify soil types and understand the effect of different habitat factors on the vegetation structure and forest growth.

After completing the study unit the student:
• is able to identify forest and main mire types and soil types in the forest
• is able to identify typical indicator species (plants) when classifying forest types and mire types
• is able to identify native tree species in the forest and knows their site requirements and natural distribution area in Finland
• knows the main characteristics of Finnish climate, soil and bedrock and also factors affecting microclimate and growth period
• can visually interpret aerial images and also use a map for orienteering in the forest
• knows the principles of dividing a forest area into compartments

Content (course unit)

Identification of forest types and main mire types, forest plants, indicator species, tree species and their identification, factors affecting tree growth, the ecological requirement of different tree species, defining soil types in the field, physical properties of forest soils, soil layers in forest soils, soil formation, degradation process and soil microbes, macro and microclimate, growth period and temperature sum, interpretation of aerial images, orienteering in the forest, forming forest compartments.

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

The students recognize the most common tree species and basic forest types in the terrain and know the basics of the classification of ground species.
They know how to make observations of stands of an aerial photo and use a terrain map to move around in the forest.
The students know the essential site conditions affecting forest growth.

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

The students recognize the most common tree species and know their essential growth site requirements.
They know how to determine forest types in the terrain and use vegetation in a variety of ways to help determine forest types
The students know the basics of classifying soil types and know how to determine soil types in the field.
They know how to make observations of trees of an aerial photo and use a terrain map to move around in the forest.
The students know how site conditions affect the growth of trees.

Assessment criteria, excellent (5) (course unit)

The students recognize the most common tree species in all seasons and know their essential site requirements.
They know how to determine forest site types in the forest and use vegetation in a variety of ways to help determine forest types.
The students know the basics of classifying soil types and know how to determine soil types in the terrain. They know how to define forest types and mire types with the help of vegetation, trees and soil type.
They know how to make observations of trees from an aerial photo and how to use a terrain map to move around in the forest.
The students know how site conditions affect the growth of trees and they can use field observations and theoretical knowledge to analyze the growth conditions of trees and justify silvicultural operations.

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 aim of the course is to ensure the student's knowledge of forest plant species.

After completing the course, the student:
• can identify the most important plant species for defining forest and mire types in their natural habitats.

Content (course unit)

Compiling of student´s own plant herbarium (80 species of a given list) by photographing.

Assessment criteria, pass/fail (course unit)

Successful completion of the course requires photographing at least 80 forest and mire plants and making a photo compilation. Alternatively, the student can also collect the plants and make a traditional plant herbarium.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to give the student basic information about natural diversity and especially the diversity of forest nature and the factors affecting it. The goal of the course is also to provide basic information about the means of safeguarding the diversity of forest nature.

After completing the course, the student:
• understands the concept and significance of biodiversity
• is familiar with the basic functioning of forest ecosystems
• recognizes the benefits provided by ecosystems, i.e., ecosystem services
• comprehends the significance of different tree species, both living and dead, for forest biodiversity
• is acquainted with the principles of classifying Finnish habitat types and the importance of various habitat types for biodiversity
• has a basic understanding of population biology and the prerequisites for species conservation
• is aware of the impacts of forestry on forest structure and the endangerment of Finnish species and habitat types
• knows the impact of forestry on water ecosystems and their biological communities
• recognizes endangered forest species and species groups, their habitat requirements, and the reasons for their endangerment
• knows the current status, goals, challenges, and methods for safeguarding forest biodiversity.

Content (course unit)

Biological diversity of forest ecosystems and the factors maintaining it. The fauna, structure, and functioning of forest ecosystems. Living and dead trees as habitats for forest species. Various habitat types and their significance for biodiversity. Changes in forest structure and forest nature caused by forest use. The impacts of forestry on aquatic ecosystems. Endangerment of species and habitat types and the influencing factors. Habitat requirements and reasons for endangerment of endangered forest species. The current status, goals, challenges, and the array of methods for safeguarding forest biodiversity

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

The student ´s 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)

During the course, the students will learn the basic skills of measuring trees and evaluating forest stands.

After completing the course, 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 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
• knows how to estimate the area of a forest stand on the map and in the field

Content (course unit)

Forest mensuration equipment and their use. Measuring of standing trees and stand evaluation.

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 estimate areas and apply different tree evaluation methods in different situations.

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 aim of the course is to acquaint the student with various forest management methods and their application, as well as the advantages and challenges of the methods.

After completing the course, the student:
• is aware of the various goals of forest owners and the significance of ecological, economic, and social sustainability as guiding factors in forestry decisions
• knows the principles and methods of even-aged and uneven-aged stand management and can propose alternative silvicultural measures for a stand or forest area
• understands the principles, benefits, and challenges of mixed forests
• is familiar with the regulations of the Forest Act and forestry recommendations and can take them into account in the planning and implementation of actions
• can plan and implement forest management measures and evaluate the success of the implemented measures
• knows the factors and processes that affect the growth and development of forests and regeneration ecology and can apply this knowledge when making forest management solutions
• is aware of the effects of climate change on forest growth
• knows the factors affecting the regeneration maturity of the forests and knows how to determine the regeneration maturity of the forest in the field
• knows the principles of forest breeding and the methods of seed and seedling production
• knows the main causes of forest damage and the means to prevent or combat the damage agents

Content (course unit)

Objective-oriented forest management
Principles and methods of even-aged and uneven-aged stand management and their historical background
Concept of rotation period
Planning and quality assessment of common measures (young stand management, thinning, forest fertilization, selection and small-gap cuttings, natural regeneration cuttings, measures related to forest cultivation)
Forest tree breeding and seed and seedling production
Climate change and its effects on forest cultivation and tree species selection
Key pests and diseases of economic forests, their prevention and control
Forest Act and forestry recommendations

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

The student is generally familiar with the main forestry methods but can only choose a suitable management or regeneration method for a practical case in very clear situations or with assistance. The justifications for choices are insufficient. The student's knowledge of forest damages, prevention, and control is incomplete. The student has only a superficial understanding of the content of the Forest Act and forestry recommendations.

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

The student is acquainted with various forestry methods and can, in most cases, choose one or more alternative management or regeneration methods for a site. The student can clearly justify his/her choices based on the characteristics of the site. The student is aware of the most common forest pests and diseases, as well as the methods to prevent or control them. The student understands how the Forest Act limits the management of forests and is familiar with the key contents of forestry recommendations.

Assessment criteria, excellent (5) (course unit)

The student has comprehensive knowledge of various forestry methods and can choose a suitable management or regeneration method even in challenging cases. He/she can also apply different methods even inside one stand. The student has extensive knowledge of various forest pests, their prevention, and control. He/she can identify common forest pests in the field and consider pest or disease occurrence when preparing a forest management proposal. The student is very well-informed about the requirements of the Forest Act and the content of forestry recommendations.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to give the student the skills to do the most common silvicultural work safely

After completing the course, the student:
• knows the basics of tree seeding and planting and young stand management
• can safely and efficiently use a clearing saw and knows how to maintain the saw
• is capable of performing forest cultivation tasks and maintaining the used equipment
• can provide basic first aid at the workplace and is familiar with the fundamentals of working safely in forestry

Content (course unit)

Basics of forest tree seeding and planting and young stand management
Clearing saw operations, forest cultivation tasks.
First aid training.
Occupational safety card training.

Assessment criteria, pass/fail (course unit)

The course is considered completed when the student actively participates in chainsaw use training and practice, as well as in forest cultivation tasks. These achievements can also be recognized based on previous work experience or secondary level forestry education.
The successful completion of the course also requires participation in first aid training and occupational safety card training. Recognition for these training sessions is possible with a valid first aid (EA-1) card and occupational safety card

Assessment scale

Pass/Fail

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 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 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:
- 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 scale

0-5

Objectives (course unit)

The student
-knows the core concepts and principles of marketing
-knows the ways of customer relationship marketing and marketing of services
-knows the importance of customer service system and the quality of services as means of competition for the enterprise
-knows the forest ownership structure and understands the different marketing efforts needed by different customer groups as well as the possibilities of productisation of services
-understands the chain from forest owner to product´s end user and how this sets requirements to marketing
-understands the significance of longlasting customer relation for the success of the enterprise
- can apply his/her marketing skills in forestry tasks

Content (course unit)

The principles of marketing and sales work, customer relationship marketing and marketing of services, customer registers and their data protection, segmentation of customers, special features of services from the marketing point of view, productisation and marketing of forest owner services, maintaining and development of customer relationship, the role of quality in maintaining in customer satisfaction, the significance of customer loyalty for the enterprise, marketing know-how meeting the job description of the forestry professional, the challenges of the forest owners’ structure for the forestry organisations, the green marketing and customers of forest industry, forest sertification from marketing point of view.

Assessment scale

0-5

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

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)

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 apply an appropriate research approach in their thesis
- can implement their thesis as planned
- can use supervision during their thesis process
- can follow ethical principles during their thesis process

Content (course unit)

Course is accepted when at least empirical, theoretical and / or operational part has been implemented.

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)

Students
- can apply an appropriate research approach in their thesis
- can implement their thesis as planned
- can use supervision during their thesis process
- can follow ethical principles during their thesis process

Content (course unit)

Course is accepted when at least empirical, theoretical and / or operational part has been implemented.

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)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

Pass/Fail

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 general goal of the basic internship is to introduce the student to key tasks in forestry and customer service tasks and to provide opportunities to apply the learned knowledge and skills in practice.

After completing the basic training, the student:
• is able to function as a member of a work community.
• can plan and manage his/her own work and operate within an organization.
• is able to independently perform operational tasks such as forestry work, forest inventory, timber measurement, or logging planning, as well as tasks related to the production in the forest industry.
• is able to analyze his/her own work performance and make improvements.

Content (course unit)

Functioning within an organization, planning and organizing one's work, monitoring and reporting, independently carrying out tasks related to forestry operations.

Assessment criteria, pass/fail (course unit)

The prerequisite for an approved performance is that the student:
- delivers the internship contract to the forestry training program's internship manager before the internship begins
- completes the number of hours of training at the workplace corresponding to the credits
-does the required training learning tasks
-delivers the required certificates at the end of the internship

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.

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 aim of the course is to give the student an overall picture of the key element cycles of the forest ecosystem and the factors affecting them, the structure and vital functions of trees, and the processes of tree growth and development.

After completing the course the student:
• understands the principles of nutrient and carbon cycling in forest ecosystems.
• is familiar with the main features of disturbance and succession dynamics in natural forests.
• recognizes the main features of tree structure and physiological functions.
• is able to identify deciduous tree species even when they don´t have leaves
• understands the growth process of trees and forests, factors influencing them, and the life cycle of trees and forests.
• understands the concepts of growth, yield, and the growth potential of different tree species in different sites
• is familiar with crown classification and tree classification concepts, as well as different stand structures.
• knows the reproductive biology of tree species and different natural regeneration processes.
• understands how competition between trees and tree species affects growth and development.
• knows how trees respond to thinning and releasing from understory

Content (course unit)

Carbon and nutrient cycling in forest ecosystems, dynamics of natural forest disturbances, varied stand structures, tree structure and physiological functions, leaves, trunk, and canopy, root system, growth and yield of tree species, factors limiting growth, reproductive biology of tree species and different natural regeneration processes, common disturbances affecting growth and regeneration, competition between trees and tree species in stands, crown layers, tree classification, different stand structures, response of trees to thinning, and response of trees in lower canopy layers to release (recovery and rejuvenation), life cycle, aging, and death of tree species, identifying tree species outside the growing season

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

The student has scattered knowledge of forest and tree ecology, and understands the interrelationships between concepts somewhat inadequately

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

The student is familiar with the basic concepts affecting forest ecology, tree growth, and development and can integrate information to some extent. They understand the effects of various factors on forest growth, development, and regeneration.

Assessment criteria, excellent (5) (course unit)

The student has comprehensive knowledge of forest tree ecology, growth, and development, as well as the processes of forest ecosystem. They can analyze the effects of various factors on forest growth, development, and regeneration in a versatile and comprehensive manner.

Assessment scale

0-5

Objectives (course unit)

During the course students are introduced to the raw material properties of wood and the key industrial processes in which wood is used.

After completing the course, the student:
• knows the possibilities of using wood raw material in various products
• is aware of the key wood processing processes, the types of timber sortiments used in them, the efficiency of usage, and the requirements set by processes and their end products for wood raw material
• is familiar with legislation regarding timber measurement and can take its requirements into account in their own activities
• is acquainted with essential timber measurement methods
• can acquire necessary professional information and compile a report in his/her field of expertise

Content (course unit)

Wood utilization in the forest industry. Key industrial processing processes of wood (wood product industry, chemical forest industry, wood energy use) and the resulting products and by-products. Finnish wood as a renewable raw material and the requirements set by different processing processes for wood raw material. Wood utilization in energy production. Wood structure and properties. Physics related to wood properties (e.g., moisture, calorific value, elasticity, strength). Timber measurement and quality requirements. Cutting wood into timber species. Timber measurement legislation and methods, and practical roadside measurement. Teaching information retrieval. Report writing.

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

The student:
- knows the main manufacturing processes in the forest industry and the main product groups produced in these processes.
- knows the possibilities of using different timber species in various processing sectors.
- is aware of the main timber species used in Finland and the quality factors set by different processing processes for timber species.
- is familiar with the legal requirements for timber measurement.
- knows the key timber measurement methods
- can seek information in his/her professional field.

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

In addition to satisfactory competence, the student:
- is aware of the main industrial processing processes of wood and the products and by-products produced in them.
- knows the requirements for wood raw materials in the main wood processing processes.
- knows the use of different measurement methods in various stages of timber procurement.
- can utilize acquired professional information when preparing reports.

Assessment criteria, excellent (5) (course unit)

In addition to satisfactory and good levels, the student:
- can calculate the efficiency of wood raw material use in the main processing processes, for products and by-products.
- is familiar with the essential physical properties of wood raw material and understands how these affect industrial wood use, and comprehends how various factors impact timber use in different manufacturing processes.
- knows the effects of different wood raw material properties on end products in the main processes.
- is aware of the development needs in timber measurement.
- can utilize acquired professional information when preparing reports, considering source criticism, and can make source references and a bibliography.

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 aim of the course is to give the student basic information about the overall process of wood procurement and its various stages.

After completing the course, the student:
• understands the various stages of the timber procurement process and their basic cost factors
• is familiar with the assortment method, wood harvesting methods, and roadside storage
• can measure a timber batch by the roadside (pile measurement for pulpwood and piecewise measurement for logs)
• can interpret a harvesting plan and is aware of the criteria for selecting trees to be removed in thinning operations, understanding the factors influencing stand accumulation with different harvesting methods

Content (course unit)

The actors involved in timber procurement and the stages of timber procurement, harvesting methods, measurement and quality requirements for wood assortments, timber scaling, roadside storage, roadside timber prices, safe work practices in logging sites, stand accumulations with different harvesting methods, timber procurement terminology, pile measurement for pulpwood, and roadside measurement for logs.

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

The student knows the main stages of wood procurement. He knows the logging plan. Under guidance, the student can measure a pile of fiber wood and a log lot at a roadside storage.

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

The student knows the stages of the wood procurement process and understands how the costs of wood procurement are formed. The student knows how to use the logging plan as a tool for wood procurement. The student can independently measure a pile of fiber wood and a log lot at a roadside storage.

Assessment criteria, excellent (5) (course unit)

The student has good control over the entire process of wood procurement and its stages and knows how the costs are formed in the supply chain. The student can make a logging plan for a logging site. The student can independently measure a pile of fiber wood and a log lot at a roadside storage and evaluate the correctness of the results.

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:
- 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:
-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 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 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 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

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 aim of the course is to ensure the student's knowledge of forest plant species.

After completing the course, the student:
• can identify the most important plant species for defining forest and mire types in their natural habitats.

Content (course unit)

Compiling of student´s own plant herbarium (80 species of a given list) by photographing.

Assessment criteria, pass/fail (course unit)

Successful completion of the course requires photographing at least 80 forest and mire plants and making a photo compilation. Alternatively, the student can also collect the plants and make a traditional plant herbarium.

Assessment scale

0-5

Objectives (course unit)

The aim of the course is to acquaint the student with various forest management methods and their application, as well as the advantages and challenges of the methods.

After completing the course, the student:
• is aware of the various goals of forest owners and the significance of ecological, economic, and social sustainability as guiding factors in forestry decisions
• knows the principles and methods of even-aged and uneven-aged stand management and can propose alternative silvicultural measures for a stand or forest area
• understands the principles, benefits, and challenges of mixed forests
• is familiar with the regulations of the Forest Act and forestry recommendations and can take them into account in the planning and implementation of actions
• can plan and implement forest management measures and evaluate the success of the implemented measures
• knows the factors and processes that affect the growth and development of forests and regeneration ecology and can apply this knowledge when making forest management solutions
• is aware of the effects of climate change on forest growth
• knows the factors affecting the regeneration maturity of the forests and knows how to determine the regeneration maturity of the forest in the field
• knows the principles of forest breeding and the methods of seed and seedling production
• knows the main causes of forest damage and the means to prevent or combat the damage agents

Content (course unit)

Objective-oriented forest management
Principles and methods of even-aged and uneven-aged stand management and their historical background
Concept of rotation period
Planning and quality assessment of common measures (young stand management, thinning, forest fertilization, selection and small-gap cuttings, natural regeneration cuttings, measures related to forest cultivation)
Forest tree breeding and seed and seedling production
Climate change and its effects on forest cultivation and tree species selection
Key pests and diseases of economic forests, their prevention and control
Forest Act and forestry recommendations

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

The student is generally familiar with the main forestry methods but can only choose a suitable management or regeneration method for a practical case in very clear situations or with assistance. The justifications for choices are insufficient. The student's knowledge of forest damages, prevention, and control is incomplete. The student has only a superficial understanding of the content of the Forest Act and forestry recommendations.

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

The student is acquainted with various forestry methods and can, in most cases, choose one or more alternative management or regeneration methods for a site. The student can clearly justify his/her choices based on the characteristics of the site. The student is aware of the most common forest pests and diseases, as well as the methods to prevent or control them. The student understands how the Forest Act limits the management of forests and is familiar with the key contents of forestry recommendations.

Assessment criteria, excellent (5) (course unit)

The student has comprehensive knowledge of various forestry methods and can choose a suitable management or regeneration method even in challenging cases. He/she can also apply different methods even inside one stand. The student has extensive knowledge of various forest pests, their prevention, and control. He/she can identify common forest pests in the field and consider pest or disease occurrence when preparing a forest management proposal. The student is very well-informed about the requirements of the Forest Act and the content of forestry recommendations.

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.

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)

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 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:
- 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 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 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

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.

Further information

Guidelines for using AI in this implementation
If a student uses AI tools in an allowed manner to assist with their learning tasks, they must cite the AI tools used and provide the prompts they used alongside their task responses. If a student presents AI-generated results as their own without citations, sources, and/or prompts, the teacher may reject the work or require it to be redone. The teacher has the right to ask the student if they have used AI in their learning task.

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 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 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 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 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 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 aim of the course is to give the student basic information about natural diversity and especially the diversity of forest nature and the factors affecting it. The goal of the course is also to provide basic information about the means of safeguarding the diversity of forest nature.

After completing the course, the student:
• understands the concept and significance of biodiversity
• is familiar with the basic functioning of forest ecosystems
• recognizes the benefits provided by ecosystems, i.e., ecosystem services
• comprehends the significance of different tree species, both living and dead, for forest biodiversity
• is acquainted with the principles of classifying Finnish habitat types and the importance of various habitat types for biodiversity
• has a basic understanding of population biology and the prerequisites for species conservation
• is aware of the impacts of forestry on forest structure and the endangerment of Finnish species and habitat types
• knows the impact of forestry on water ecosystems and their biological communities
• recognizes endangered forest species and species groups, their habitat requirements, and the reasons for their endangerment
• knows the current status, goals, challenges, and methods for safeguarding forest biodiversity.

Content (course unit)

Biological diversity of forest ecosystems and the factors maintaining it. The fauna, structure, and functioning of forest ecosystems. Living and dead trees as habitats for forest species. Various habitat types and their significance for biodiversity. Changes in forest structure and forest nature caused by forest use. The impacts of forestry on aquatic ecosystems. Endangerment of species and habitat types and the influencing factors. Habitat requirements and reasons for endangerment of endangered forest species. The current status, goals, challenges, and the array of methods for safeguarding forest biodiversity

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

The student ´s 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)

During the course students are introduced to the raw material properties of wood and the key industrial processes in which wood is used.

After completing the course, the student:
• knows the possibilities of using wood raw material in various products
• is aware of the key wood processing processes, the types of timber sortiments used in them, the efficiency of usage, and the requirements set by processes and their end products for wood raw material
• is familiar with legislation regarding timber measurement and can take its requirements into account in their own activities
• is acquainted with essential timber measurement methods
• can acquire necessary professional information and compile a report in his/her field of expertise

Content (course unit)

Wood utilization in the forest industry. Key industrial processing processes of wood (wood product industry, chemical forest industry, wood energy use) and the resulting products and by-products. Finnish wood as a renewable raw material and the requirements set by different processing processes for wood raw material. Wood utilization in energy production. Wood structure and properties. Physics related to wood properties (e.g., moisture, calorific value, elasticity, strength). Timber measurement and quality requirements. Cutting wood into timber species. Timber measurement legislation and methods, and practical roadside measurement. Teaching information retrieval. Report writing.

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

The student:
- knows the main manufacturing processes in the forest industry and the main product groups produced in these processes.
- knows the possibilities of using different timber species in various processing sectors.
- is aware of the main timber species used in Finland and the quality factors set by different processing processes for timber species.
- is familiar with the legal requirements for timber measurement.
- knows the key timber measurement methods
- can seek information in his/her professional field.

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

In addition to satisfactory competence, the student:
- is aware of the main industrial processing processes of wood and the products and by-products produced in them.
- knows the requirements for wood raw materials in the main wood processing processes.
- knows the use of different measurement methods in various stages of timber procurement.
- can utilize acquired professional information when preparing reports.

Assessment criteria, excellent (5) (course unit)

In addition to satisfactory and good levels, the student:
- can calculate the efficiency of wood raw material use in the main processing processes, for products and by-products.
- is familiar with the essential physical properties of wood raw material and understands how these affect industrial wood use, and comprehends how various factors impact timber use in different manufacturing processes.
- knows the effects of different wood raw material properties on end products in the main processes.
- is aware of the development needs in timber measurement.
- can utilize acquired professional information when preparing reports, considering source criticism, and can make source references and a bibliography.

Assessment scale

0-5

Objectives (course unit)

The aim of the study course is to develop the student's written communication skills and to prepare them for writing reports.

After completing the course, the student:
• masters the key text types for working life and studying.
• knows how to prepare a clearly structured report following TAMK's reporting instructions and knows how to apply the instructions in accordance with the practices of his field.

Content (course unit)

TAMK's reporting guidelines, referencing, referring to sources, illustration and correct language

Assessment criteria, pass/fail (course unit)

Passed: the student can prepare a report following TAMK's reporting instructions. The student knows how to apply instructions in accordance with the practices of his field

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 general goal of the basic internship is to introduce the student to key tasks in forestry and customer service tasks and to provide opportunities to apply the learned knowledge and skills in practice.

After completing the basic training, the student:
• is able to function as a member of a work community.
• can plan and manage his/her own work and operate within an organization.
• is able to independently perform operational tasks such as forestry work, forest inventory, timber measurement, or logging planning, as well as tasks related to the production in the forest industry.
• is able to analyze his/her own work performance and make improvements.

Content (course unit)

Functioning within an organization, planning and organizing one's work, monitoring and reporting, independently carrying out tasks related to forestry operations.

Assessment criteria, pass/fail (course unit)

The prerequisite for an approved performance is that the student:
- delivers the internship contract to the forestry training program's internship manager before the internship begins
- completes the number of hours of training at the workplace corresponding to the credits
-does the required training learning tasks
-delivers the required certificates at the end of the internship

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.

Objectives (course unit)

The aim of the course is to give the student an overall picture of the key element cycles of the forest ecosystem and the factors affecting them, the structure and vital functions of trees, and the processes of tree growth and development.

After completing the course the student:
• understands the principles of nutrient and carbon cycling in forest ecosystems.
• is familiar with the main features of disturbance and succession dynamics in natural forests.
• recognizes the main features of tree structure and physiological functions.
• is able to identify deciduous tree species even when they don´t have leaves
• understands the growth process of trees and forests, factors influencing them, and the life cycle of trees and forests.
• understands the concepts of growth, yield, and the growth potential of different tree species in different sites
• is familiar with crown classification and tree classification concepts, as well as different stand structures.
• knows the reproductive biology of tree species and different natural regeneration processes.
• understands how competition between trees and tree species affects growth and development.
• knows how trees respond to thinning and releasing from understory

Content (course unit)

Carbon and nutrient cycling in forest ecosystems, dynamics of natural forest disturbances, varied stand structures, tree structure and physiological functions, leaves, trunk, and canopy, root system, growth and yield of tree species, factors limiting growth, reproductive biology of tree species and different natural regeneration processes, common disturbances affecting growth and regeneration, competition between trees and tree species in stands, crown layers, tree classification, different stand structures, response of trees to thinning, and response of trees in lower canopy layers to release (recovery and rejuvenation), life cycle, aging, and death of tree species, identifying tree species outside the growing season

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

The student has scattered knowledge of forest and tree ecology, and understands the interrelationships between concepts somewhat inadequately

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

The student is familiar with the basic concepts affecting forest ecology, tree growth, and development and can integrate information to some extent. They understand the effects of various factors on forest growth, development, and regeneration.

Assessment criteria, excellent (5) (course unit)

The student has comprehensive knowledge of forest tree ecology, growth, and development, as well as the processes of forest ecosystem. They can analyze the effects of various factors on forest growth, development, and regeneration in a versatile and comprehensive manner.

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)

Students
- can apply an appropriate research approach in their thesis
- can implement their thesis as planned
- can use supervision during their thesis process
- can follow ethical principles during their thesis process

Content (course unit)

Course is accepted when at least empirical, theoretical and / or operational part has been implemented.

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 aim of the course is to give the student basic information about the overall process of wood procurement and its various stages.

After completing the course, the student:
• understands the various stages of the timber procurement process and their basic cost factors
• is familiar with the assortment method, wood harvesting methods, and roadside storage
• can measure a timber batch by the roadside (pile measurement for pulpwood and piecewise measurement for logs)
• can interpret a harvesting plan and is aware of the criteria for selecting trees to be removed in thinning operations, understanding the factors influencing stand accumulation with different harvesting methods

Content (course unit)

The actors involved in timber procurement and the stages of timber procurement, harvesting methods, measurement and quality requirements for wood assortments, timber scaling, roadside storage, roadside timber prices, safe work practices in logging sites, stand accumulations with different harvesting methods, timber procurement terminology, pile measurement for pulpwood, and roadside measurement for logs.

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

The student knows the main stages of wood procurement. He knows the logging plan. Under guidance, the student can measure a pile of fiber wood and a log lot at a roadside storage.

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

The student knows the stages of the wood procurement process and understands how the costs of wood procurement are formed. The student knows how to use the logging plan as a tool for wood procurement. The student can independently measure a pile of fiber wood and a log lot at a roadside storage.

Assessment criteria, excellent (5) (course unit)

The student has good control over the entire process of wood procurement and its stages and knows how the costs are formed in the supply chain. The student can make a logging plan for a logging site. The student can independently measure a pile of fiber wood and a log lot at a roadside storage and evaluate the correctness of the results.

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 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 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

Assessment scale

Pass/Fail

Objectives (course unit)

During the course, the students will learn the basic skills of measuring trees and evaluating forest stands.

After completing the course, 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 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
• knows how to estimate the area of a forest stand on the map and in the field

Content (course unit)

Forest mensuration equipment and their use. Measuring of standing trees and stand evaluation.

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 estimate areas and apply different tree evaluation methods in different situations.

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 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 core concepts and principles of marketing
-knows the ways of customer relationship marketing and marketing of services
-knows the importance of customer service system and the quality of services as means of competition for the enterprise
-knows the forest ownership structure and understands the different marketing efforts needed by different customer groups as well as the possibilities of productisation of services
-understands the chain from forest owner to product´s end user and how this sets requirements to marketing
-understands the significance of longlasting customer relation for the success of the enterprise
- can apply his/her marketing skills in forestry tasks

Content (course unit)

The principles of marketing and sales work, customer relationship marketing and marketing of services, customer registers and their data protection, segmentation of customers, special features of services from the marketing point of view, productisation and marketing of forest owner services, maintaining and development of customer relationship, the role of quality in maintaining in customer satisfaction, the significance of customer loyalty for the enterprise, marketing know-how meeting the job description of the forestry professional, the challenges of the forest owners’ structure for the forestry organisations, the green marketing and customers of forest industry, forest sertification from marketing point of view.

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 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 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