Study Guide

Objectives (course unit)

The student is aware of the availability of open forest and environmental data and knows where to find it. They can utilize open forest and environmental data in multi-objective forest management planning. They are proficient in using GIS software (e.g., QGIS) and tools, and can effectively apply spatial data and analysis in forest and environmental management.

Content (course unit)

Forest and environmental spatial datasets and tools and spatial data analysis. Utilizing the aforementioned in targeting, planning, and monitoring of different forest management and conservation actions.

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

The student is able to utilize open forest and biodiversity data in multi-objective forest management planning in common situations. They can use a geospatial software tool (e.g., QGIS) to leverage forest and biodiversity information effectively.

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

The student is proficient in utilizing diverse open forest and biodiversity data in multi-objective forest management planning. They are skilled in using geospatial software (e.g., QGIS) and tools proficiently for leveraging forest and biodiversity information.

Assessment criteria, excellent (5) (course unit)

The student is adept at utilizing diverse and creative ways of leveraging open forest and biodiversity data in multi-objective forest management planning. They can flexibly use various geospatial software and their tools, while also generating innovative applications for utilizing forest and biodiversity information.

Assessment scale

0-5

Objectives (course unit)

1. Thesis Planning (gates 1-3), 5 cr
Goals and contents
- being able to select and delimit a topic for a working life based thesis, which supports the student’s own learning, and to write a thesis plan according to TAMK’s thesis instructions
- being able to use national and international sources and adhere to copyrights in planning the thesis,
- being able to choose the proper data collection and analysis methods, to consider the matters regarding data protection as well as the ethical principles of the field in question.

Content (course unit)

Implementation parts
- idea paper, data search, preliminary literature review
- thesis plan
- thesis contract/permission
- peer review

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. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

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. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the goals and policy instruments related to biodiversity, greenhouse gas emissions, sinks, and water protection set by the United Nations, the European Union, and Finland. They understand their significance and the means of their implementation and practices, particularly concerning forest use in Finland. The student is knowledgeable about the Metso and Helmi programs. They are aware of various funding sources for nature conservation, restoration, nature management, water protection, as well as greenhouse gas emissions reduction and sink enhancement, including emerging practices, markets, and developmental challenges of ecological compensations and carbon offsets.

Content (course unit)

Goals set by the United Nations, the European Union, and national policies in Finland (including the UN Biodiversity Convention, EU Forest and Biodiversity Strategies, EU Restoration Regulation, national forest and biodiversity strategies). Frameworks established by legislation (such as the EU Water Framework Directive, Restoration Regulation, Finnish Nature Conservation Act). Action programs (such as Metso, Helmi). Metka and other state subsidies. Compensation mechanisms and their development. The role of various organizations in achieving the goals.

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

The student has a general understanding of the biodiversity, greenhouse gas emissions and sinks, and water conservation goals related to the United Nations, the European Union, and Finland, as well as their significance for forest use.
The student is familiar with the Metso and Helmi programs and other sources of funding, but their expertise in the specific details of implementing these programs is lacking.
The student has basic knowledge of the possibilities offered by various carbon emissions and biodiversity compensation mechanisms.

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

The student is familiar with the goals of the United Nations, the European Union, and Finland regarding biodiversity, greenhouse gas emissions and sinks, and water conservation, as well as their significance for forest use.
The student is knowledgeable about the Metso and Helmi programs, as well as other sources of funding, and can utilize them in their work and communicate their opportunities and impacts to landowners.
The student is aware of various carbon emissions and biodiversity compensation mechanisms and can explain the opportunities they offer to landowners.

Assessment criteria, excellent (5) (course unit)

The student is familiar with the goals and policy instruments related to biodiversity, greenhouse gas emissions and sinks, and water conservation set by the United Nations, the European Union, and Finland, as well as the challenges associated with these goals. They understand their significance in relation to forest use.
The student is knowledgeable about suitable targets for the Metso and Helmi programs and other sources of funding, and can effectively utilize them in their work. They can creatively communicate these opportunities, taking into account the landowner's values, objectives, and situation.

Assessment scale

0-5

Objectives (course unit)

The student understands the various perspectives associated with the concept of sustainability and the constraints it imposes on forest use. They are familiar with the main aspects of carbon and other climate-affecting substances cycling in forest ecosystems. They know the interactions between forests and the atmosphere, as well as the predicted impacts of climate change on ecosystems and the challenges of climate change adaptation. They understand how the carbon balance of forests, peatlands, and forest industry products is formed and how different actions targeting forests can affect it. The student is aware of the role of forests, wetlands, and trees as carbon reservoirs. They are knowledgeable about the current state of forest biodiversity and the challenges of ensuring its preservation. They are familiar with methods to enhance biodiversity conservation beyond the current practices. The student is knowledgeable about essential aspects of aquatic ecology, the background of forestry-related water impacts, and the potential of water protection methods for reducing water pollution.

Content (course unit)

Concepts of weak and strong sustainability. Indicators and constraints of sustainability. Challenges and methods for enhancing biodiversity conservation. Carbon economy of forests, peatlands, and forest industry products. Climate change and the challenges of adaptation. Aquatic ecology, water impacts of forestry, and their causes. Methods of water protection and their potential for reducing water pollution.

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

The student is familiar with the scientific basis of the environmental impacts of forestry processes. However, their ability to apply this knowledge to practical solutions is still lacking, as well as their readiness to communicate these effects to forest owners and other stakeholders.

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

The student is familiar with the scientific basis of the environmental impacts underlying forestry processes. They are able to combine this knowledge with practical solutions and communicate the effects to forest owners and other stakeholders.

Assessment criteria, excellent (5) (course unit)

The student has an extensive understanding of the scientific basis behind the environmental impacts of forestry processes. They can apply and integrate this knowledge into practical solutions, present alternative approaches, and provide comprehensive and analytical explanations of their effects to forest owners and other stakeholders.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student is aware of the availability of open forest and environmental data and knows where to find it. They can utilize open forest and environmental data in multi-objective forest management planning. They are proficient in using GIS software (e.g., QGIS) and tools, and can effectively apply spatial data and analysis in forest and environmental management.

Content (course unit)

Forest and environmental spatial datasets and tools and spatial data analysis. Utilizing the aforementioned in targeting, planning, and monitoring of different forest management and conservation actions.

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

The student is able to utilize open forest and biodiversity data in multi-objective forest management planning in common situations. They can use a geospatial software tool (e.g., QGIS) to leverage forest and biodiversity information effectively.

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

The student is proficient in utilizing diverse open forest and biodiversity data in multi-objective forest management planning. They are skilled in using geospatial software (e.g., QGIS) and tools proficiently for leveraging forest and biodiversity information.

Assessment criteria, excellent (5) (course unit)

The student is adept at utilizing diverse and creative ways of leveraging open forest and biodiversity data in multi-objective forest management planning. They can flexibly use various geospatial software and their tools, while also generating innovative applications for utilizing forest and biodiversity information.

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the goals and policy instruments related to biodiversity, greenhouse gas emissions, sinks, and water protection set by the United Nations, the European Union, and Finland. They understand their significance and the means of their implementation and practices, particularly concerning forest use in Finland. The student is knowledgeable about the Metso and Helmi programs. They are aware of various funding sources for nature conservation, restoration, nature management, water protection, as well as greenhouse gas emissions reduction and sink enhancement, including emerging practices, markets, and developmental challenges of ecological compensations and carbon offsets.

Content (course unit)

Goals set by the United Nations, the European Union, and national policies in Finland (including the UN Biodiversity Convention, EU Forest and Biodiversity Strategies, EU Restoration Regulation, national forest and biodiversity strategies). Frameworks established by legislation (such as the EU Water Framework Directive, Restoration Regulation, Finnish Nature Conservation Act). Action programs (such as Metso, Helmi). Metka and other state subsidies. Compensation mechanisms and their development. The role of various organizations in achieving the goals.

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

The student has a general understanding of the biodiversity, greenhouse gas emissions and sinks, and water conservation goals related to the United Nations, the European Union, and Finland, as well as their significance for forest use.
The student is familiar with the Metso and Helmi programs and other sources of funding, but their expertise in the specific details of implementing these programs is lacking.
The student has basic knowledge of the possibilities offered by various carbon emissions and biodiversity compensation mechanisms.

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

The student is familiar with the goals of the United Nations, the European Union, and Finland regarding biodiversity, greenhouse gas emissions and sinks, and water conservation, as well as their significance for forest use.
The student is knowledgeable about the Metso and Helmi programs, as well as other sources of funding, and can utilize them in their work and communicate their opportunities and impacts to landowners.
The student is aware of various carbon emissions and biodiversity compensation mechanisms and can explain the opportunities they offer to landowners.

Assessment criteria, excellent (5) (course unit)

The student is familiar with the goals and policy instruments related to biodiversity, greenhouse gas emissions and sinks, and water conservation set by the United Nations, the European Union, and Finland, as well as the challenges associated with these goals. They understand their significance in relation to forest use.
The student is knowledgeable about suitable targets for the Metso and Helmi programs and other sources of funding, and can effectively utilize them in their work. They can creatively communicate these opportunities, taking into account the landowner's values, objectives, and situation.

Assessment scale

0-5

Objectives (course unit)

1. Thesis Planning (gates 1-3), 5 cr
Goals and contents
- being able to select and delimit a topic for a working life based thesis, which supports the student’s own learning, and to write a thesis plan according to TAMK’s thesis instructions
- being able to use national and international sources and adhere to copyrights in planning the thesis,
- being able to choose the proper data collection and analysis methods, to consider the matters regarding data protection as well as the ethical principles of the field in question.

Content (course unit)

Implementation parts
- idea paper, data search, preliminary literature review
- thesis plan
- thesis contract/permission
- peer review

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. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

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. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

Assessment criteria, excellent (5) (course unit)

Assessment criteria can be found from TAMK's web pages: https://intra.tuni.fi/en/handbook?page=3104. In the thesis guide there is seperate master's thesis assessment criteria. During the process 'Thesis plan' is assessed as failed/passed. In the end of the thesis process failed/passed is turned to a general rating.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

The student understands the various perspectives associated with the concept of sustainability and the constraints it imposes on forest use. They are familiar with the main aspects of carbon and other climate-affecting substances cycling in forest ecosystems. They know the interactions between forests and the atmosphere, as well as the predicted impacts of climate change on ecosystems and the challenges of climate change adaptation. They understand how the carbon balance of forests, peatlands, and forest industry products is formed and how different actions targeting forests can affect it. The student is aware of the role of forests, wetlands, and trees as carbon reservoirs. They are knowledgeable about the current state of forest biodiversity and the challenges of ensuring its preservation. They are familiar with methods to enhance biodiversity conservation beyond the current practices. The student is knowledgeable about essential aspects of aquatic ecology, the background of forestry-related water impacts, and the potential of water protection methods for reducing water pollution.

Content (course unit)

Concepts of weak and strong sustainability. Indicators and constraints of sustainability. Challenges and methods for enhancing biodiversity conservation. Carbon economy of forests, peatlands, and forest industry products. Climate change and the challenges of adaptation. Aquatic ecology, water impacts of forestry, and their causes. Methods of water protection and their potential for reducing water pollution.

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

The student is familiar with the scientific basis of the environmental impacts of forestry processes. However, their ability to apply this knowledge to practical solutions is still lacking, as well as their readiness to communicate these effects to forest owners and other stakeholders.

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

The student is familiar with the scientific basis of the environmental impacts underlying forestry processes. They are able to combine this knowledge with practical solutions and communicate the effects to forest owners and other stakeholders.

Assessment criteria, excellent (5) (course unit)

The student has an extensive understanding of the scientific basis behind the environmental impacts of forestry processes. They can apply and integrate this knowledge into practical solutions, present alternative approaches, and provide comprehensive and analytical explanations of their effects to forest owners and other stakeholders.

Assessment scale

0-5