Background, General Knowledge, Scientific Area, Skill Development

English for Erasmus students

·         At the end of the course students will be able to

identify macro and micro characters of higher plants

interpret the morphology of plant body in relation to the environmental parameters

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Independent work

Literature search, data analysis and synthesis

Development of inductive reasoning

Autonomous work

Teamwork

Working in an interdisciplinary environment

Respect for the natural environment

Critical thinking

Promoting free, creative and inductive reasoning

2.      Nucleus – cellular organelles

3.      Cell wall

4.      Plant tissues – meristems

5.      Dermal tissue

6.      Parenchyma

7.      Supportive tissue

8.      Vascular tissue

9.      Secretive tissue – Periderm

10.   Stem of monocotyledons

11.   Stem of dicotyledons

12.   Leaf

13.   Root

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

In order to pass this course, each student must succeed in final written examinations.

Notes:

Students with identified dyslexia problems are examined orally (instead of the written final examination).

In addition, a condition for obtaining the degree is the successful completion of an individual exercise, in the context of the summer practicum.

The students’ grades are announced publicly.

The student can see his / her writing at any time.

2.      Raven P., Evert R., Eichorn S. 2014. Plant Biology. Utopia Editions.

Simpson M. 2016. Plant Systematics. UTOPIA. Athens.

Background, General Knowledge, Scientific Area, Skill Development

v to adequately produce oral and written language in English so that they can effectively receive and use a wide range of information, knowledge and ideas (either oral or/and written),

v to structure, organize and document the language they produce in English so that they can express their own ideas, emotions and personal views according to appropriate communicative circumstances

v to develop communicative strategies so that they can select and use appropriate vocabulary contingent on the communicative situation they participate

v to get to know a wide range of different text types in academic and ESP English so that they can appreciate their grammatical structure and vocabulary specific to each academic text type

v to develop cognitive and social capabilities that allow students to select necessary information, classify them, process them, cross-check their validity and effectively transmit them in productive and receptive tasks

v to develop study skills and abilities that will ensure access to life-long learning and development that takes the form of ‘learning how to learn’, team collaboration, knowledge negotiation, decision-making, flexibility, prediction and self-presentation.

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

u Extension of students’ communicative strategies repertoire in English as a Foreign Language beyond how they can already communicative in their first language,

u  Skillful use of a foreign language on the students’ part to search for, discover and understand information related to their educational needs and interests as well as their communicative preferences,

u The development of the ability on the students’ part to recognize the value of different thinking modes, ways of expression of human experiences and the use of appropriate linguistic means for communication purposes among people of foreign socio-cultural formations,

u The development of a level of ‘language awareness’,

u The ability on the students’ part to function as a mediator between monolingual individuals and groups,

u The ability on the students’ part to assume a wide range of roles in relevant communicative situations

using English as a Foreign Language.

Use and knowledge on the students’ part of socio-cultural issues, institutions, values and codes of linguistic behaviour while using English as a Foreign Language.

Terminology: Unit 1 Let it Burn

Week 2: Passive Voice (Theory & Practice)

Terminology: Unit 2 Soiling Your Hands

Week 3: Conditionals (Theory & Practice)

Terminology: Unit 3 Shaking Like a Leaf

Week 4: Reported Speech (Theory & Practice)

Terminology: Unit 4 Comparing Apples & Oranges

Week 5: Unreal Past & Wishes (Theory & Practice)

Terminology: Unit 5 Culture & Agriculture

Week 6: Inversion – Terminology: Unit 6 The Cream of the Crop

Week 7: Use of Gerund and Infinitive – Terminology: Unit 7 Up a Tree

Week 8: Modal Verb Patterns – Terminology: Unit 8 To Cut a Long Story Short

Week 9: Nouns and Adjectives in English

Terminology: Unit 9 Woodworking

Week 10: Relative Sentences – Terminology: Unit 10 Seeing the Trees for the Forest

Week 11: Pronouns and Determiners – Terminology: Unit 11 A Wide Range of Ranges

Week 12: Articles – Terminology: Unit 12 Nice Weather, isn’t it?

Week 13: Επανάληψη – Terminology: Unit 13 Never Miss the Water

§  instructor’s website

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Mann, M. & Knowles-Taylor, S. (2007). Destination C1 & C2 Grammar and Vocabulary. Macmillan

Perdiki, F. & Malevitsi, Z. (2016). The Earth in a Nutshell.

Vince, M. & Sunderland, P. (2003). Advanced Language Practice. Macmillan.

Vince, M. (1994). Advanced Language Practice. Heinemann.

Background, General Knowledge, Scientific Area, Skill Development

–        Understanding of the soil function

–        They are will be able to recognize groups of rooks and minerals

–        Understanding the importance of soil and soil formation

–        They will be able to briefly describe the soil conditions, and soil profile.

–        Understanding and the ability to describe soil physical and chemical properties

·

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

4..Soil formation dynamics I

5. Soil formation dynamics II
6.Soil formation prosses I
7.Soil formation prosses II
8.Physical properties I

9.Physical properties II
10.Soil colloids , Cation exchange capacity I

11 Soil colloids, Cation exchange capacity II
12. Chemical properties I

13 Chemical properties II

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Εκδόσεις Αιβαζη ISBN:978-960-86090-6-8 (2008).

Background, General Knowledge, Scientific Area, Skill Development

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Teamwork

Search, analysis and synthesis of date and information

·        Family

·        Divorce

·        Socialization

·        Religion

·        Education

·        Political Sociology

·        Race Relations

·        Sociology of Deviance

·        Population

·        Natural Environment

·        Eco-villages

·        e-class

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

·        Student assignments.

·        Written examination.

·        Students suffering from dyslexia are examined orally.

·        Each question in the final examination is accompanied by the grade students will earn if they answer it correctly.

·        Students can see their answers in their examination sheet if they wish.

Hughes, M., Kroehler, C.J. (2014). Sociology. Athens: Kritiki Publications.

Manolas, E. (Ed) (2017). Environmental Sociology. Athens: Gutenberg.

Background, General Knowledge, Scientific Area, Skill Development

·        Moreover, students will be able to perceive and manage the complexity and challenges of the effective Environmental Communication and Environmental Awareness.

·        In addition, they will be able to explain and use significant theoretical concepts of Environmental and Sustainable Communication.

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

Adaptation to new situations

Decision making

Autonomous work

Working in an interdisciplinary environment

Respect for the natural environment

Production of new research ideas

2.      Models for the design and application of Environmental Communication and Education Programs

3.      Environmental Interpretation and Environmental Awareness

4.      The operation of the media. Media and Environmental Education

5.      Media as environmental educators. Media and Conferences on Environmental Education

6.      Media and Environmental Awareness. Media and environmental information

7.      The role of journalists in covering environmental topics

8.      Social media networks. Information campaigns – Awareness campaigns

9.      Citizen participation – Environmental Education

10.   Citizen participation – International and Greek legislation

11.   Delineation and description of the environmental danger

12.   Case study: Climate change – Sustainable development – Circular economy

13.   Case study: Energy issues – Utilization of renewable energy sources

Electronic communication with students via e-mail or e-class

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

•             Individual paper (grade x 0.2) and written exam (grade x 0.8).

•             Students with verified dyslexia problems are examined orally instead of sitting for the written exam; this requires that the Department administration is prior informed.

•             After exams, the exam topics are displayed on the instructor’s announcement board so that students can estimate their grade. The final grades are announced on the Departments’ electronic platform.

Students are able to see their examination sheet and assess the grading as well as the comments on the sheet.

2.      Jurin, R. R., Roush, D., & Danter, K. J. (2010). Environmental Communication.: Skills and Principles for Natural Resource Managers, Scientists, and Engineers. Springer Science & Business Media.

3.      Servaes, J., & Malikhao, P. (2007). Communication and sustainable development. Communication and sustainable development, 1.

4.      Tsaboukou – Skanavis, Κ., 2004. Environment and Communication. Right in Choice. Kaleidoskopio Publications.

Relevant scientific journals:

1. Environmental Communication: https://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=renc20
2. Journal Environmental Communication. https://www.tandfonline.com/loi/renc20

The topic of the paper must fall into one of the thematic areas analyzed in this course. Students are explicitly responsible for choosing the topic of the paper. The paper corresponds to 80% of the total grade.

Evaluation criteria:

1.             Language proficiency & aesthetic presence (15%) (Accuracy, comprehensible speech, aesthetics, spelling and punctuation).

2.             Structure and coherence of the final text (25%) (paragraphs, titles and subtitles, cohesion with the previous content, connection to the following content).

3.             Content (40%) (Development of arguments, information accuracy, use of literature sources).

4.             Literature (20%) (Citations in the text and references at the end of the paper).

2. Oral exam. The exam will be held in alphabetic order according to the exam program which will be announced by the Secretariat of the Department.

The exam will be conducted through Microsoft Teams. The link will be sent to students through e-class, exclusively to the institutional accounts of students who have taken the course and have knowledge of the terms concerning distance exams.

Students will have to connect to the exam room of the link through their institutional accounts, otherwise they will not be able to participate in the exam. During the exam, students must keep their cameras and microphones activated. Before the exam starts, students will demonstrate their identity card on camera in order to verify their identity.

Every student must answer 4 questions and each question is graded with 2.5 points.

The oral exam corresponds to 20% of the final grade.

Each student wishing to participate in the exams must connect to Microsoft Teams 15 minutes before the exam begins.

Background, General Knowledge, Scientific Area, Skill Development

Students will familiarize themselves with the drawing instruments (in the traditional way) in order to learn where and how to use them and will get acquainted with related design techniques. In addition, students will be able to use computers, the modern drawing mediums, in design and drafting applications.  Upon completion of the course, students will:

·        have a thorough grounding in the methods, means, and rules for creating and editing a topographic plan in a digital environment

·        be familiar with reading and interpreting a drawing as well as its corresponding uses

be able to make use of and work on computer-aided design and drafting software packages, such as AutoCAD, SketchUp etc.

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

Adapting to new situations

Decision-making

Working independently

Project planning and management

Respect for the natural environment

Production of free, creative and inductive thinking

1)      Design methods and procedures. Use of design tools and instruments.

2)      Basic principles of computer-aided design.

3)      General rules for designing topographic plans and diagrams – plan precision – symbols.

4)      Types, categories and importance of lines.

5)      Technical drawing scales, definition of design scales. Dimensioning – dimensions and rules of their placement, methods of indicating dimensions.

6)      Grid, frame, legends of forestry plans and topographic diagrams.

7)      Compilation of a topographic diagram with the use of polar and rectangular coordinates.

8)      Design views – sections.

9)      Presentation and printing of drawings.

10)   Forestry maps, digital mapping, map categories, projection systems.

11)   Geo-informatics applications in spatial design, natural landscape analysis with the use of Geo-informatics.

12)   Geo-referencing = adjusting files in mosaic format, geographic data structure; conversion of mosaic models to vector.

13)   Creation and editing of digital terrain models. Relief depiction with contour lines.

LABORATORY/EXERCISES

1.      Introduction to technical drawing, basic principles of design, means and possibilities of graphical data presentation, drawing instruments and materials. Definition and types of technical drawing; where, when and by whom it is used.

2.      Introduction to electronic design; presentation, basic principles, and use of AutoCAD software. Activating and moving toolkits. Model space and layout plan. Units of measurement.

3.      Determination of coordinates, design scale, starting position for angle measurement & definition of positive angles; point coordinates in AutoCAD, use of coordinates in technical drawing.

4.      Auxiliary commands, unit format, scale. Grid limits, design characteristics, presentation of toolsets.

5.      Design toolbox, polyline, rectangle, polygon, circle. Exercise: How to draw parallelograms on AutoCad.

6.      Formatting toolbox – Editing objects. Exercise: Nursery garden layout design.

7.      Organization of the project, hatching, layers, organization of information in layers, creation and correction of hatching. Exercise: How to draw squares on AutoCad..

8.      Adding text to the drawing, creating text style, multiline text. Exercise on a technical project.

9.      Editing polylines, modification of “BLOCKS”, object grouping. Exercise on a technical project with top view and cross-section.

10.   Adjustment of dimensions and style, aligned dimensions, dimensions in arcs, circles, angles. Exercise on an inclined technical project.

11.   Printing from model space and paper space, basic printing settings, plot styles, print scales at viewport windows. Information on geometric objects, two-point distance, area calculations. Storing methods. Creation of DXF files.

12.   Manipulation of raster files, entering raster images, inserting OLE objects and hyperlinks. Use of images and existing designs, digitization of drawings. New methodologies of 3D integrated systems of design and simulation provided by freeware software packages such as Sketchup.

1.      Examination: Students are tested on a computer-aided design task.

–         Use of ICT in lectures (PowerPoint presentations, videos, etc.)

–         Teaching is also supported by the e-class platform.

Use of specialized software: AutoCad & SketchUp.

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Language of evaluation: Greek.

Erasmus students are assessed in English.

Methods of evaluation include:

–         Written final examination with multiple choice questions, short answer questions or problem solving.

–         Laboratory work completed in the classroom.

Students’ final evaluation is based on both their performance in the final exam (50%) and their performance in the laboratory exercise (50%).

2)Τεχνική Σχεδίαση με το AutoCAD 2015, Εκδόσεις: Μ. Γκιούρδας, 2016.

3) Γεωτεχνικό σχέδιο, Δούκας Αριστοτέλης-Κοσμάς

4) Σχεδίαση με ηλεκτρονικό υπολογιστή, Παρασχάκης Ιωάννης, Παπαδοπούλου Μαρία,

Πατιάς Πέτρος

Entitled to the examination are all the students who have registered for the course at the beginning of the semester, in compliance with the University’s Rules of Studies, on condition that they have declared on the e-University Services platform that they are fully aware and agree with the terms of distance examination.

Each student will be tested on multiple-choice questions. Marks are deducted for incorrect answers.

Students will have to access the eclass.duth.gr platform via their university account.