Wydział Ekonomiczny - Economics (S1)
Sylabus przedmiotu Economic and environmental consulting:
Informacje podstawowe
| Kierunek studiów | Economics | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | licencjat | ||
| Obszary studiów | charakterystyki PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Economic and environmental consulting | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Nieruchomości | ||
| Nauczyciel odpowiedzialny | Aneta Zaremba <Aneta.Zaremba@zut.edu.pl> | ||
| Inni nauczyciele | Teodor Skotarczak <Teodor.Skotarczak@zut.edu.pl> | ||
| ECTS (planowane) | 2,0 | ECTS (formy) | 2,0 |
| Forma zaliczenia | zaliczenie | Język | polski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Selected aspects of knowledge in the field of microeconomics and management. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Preparing students to self-write a plan of a consulting nature for farms, especially in the economic aspect. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| konwersatoria | ||
| T-K-1 | Consulting as a social and professional activity on the example of an agricultural enterprise | 3 |
| T-K-2 | Entrepreneurship and innovation in rural areas - environmental aspect | 3 |
| T-K-3 | Selected problems with the agricultural advisor profession. The adviser's profile and preparation of the candidate for the agricultural adviser profession, personality traits, the principles of the adviser's effective operation, professional adviser's ethics | 3 |
| T-K-4 | Interpersonal communication in environmental consulting. Model of the interpersonal communication process, communication as a social action | 3 |
| T-K-5 | Problems of the agricultural population as a subject of environmental consulting, proper identification of environmental and economic problems | 2 |
| T-K-6 | Final tests | 1 |
| 15 | ||
| wykłady | ||
| T-W-1 | Basics of environmental consulting in the economic aspect. | 2 |
| T-W-2 | Implementation of agri-environmental programs in the European Union | 3 |
| T-W-3 | Environmental consulting in the activity of agricultural enterprises. Case Study. | 2 |
| T-W-4 | Procedures for solving problems regarding environmental requirements in rural areas. | 2 |
| T-W-5 | Final tests | 1 |
| 10 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| konwersatoria | ||
| A-K-1 | Participation in classes | 15 |
| A-K-2 | Preparation for classes, including problem solving | 5 |
| A-K-3 | Preparation for final tests | 5 |
| 25 | ||
| wykłady | ||
| A-W-1 | Participation in lectures | 10 |
| A-W-2 | Preparation for lectures - studying the literature of the subject | 8 |
| A-W-3 | Preparation for final tests | 7 |
| 25 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Information lecture |
| M-2 | Problem lecture |
| M-3 | Conversational lecture |
| M-4 | Exercises |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Assessment of student's achievements by asking questions in writing and orally during the course |
| S-2 | Ocena formująca: Analysis and assessment of students' activity during classes |
| S-3 | Ocena podsumowująca: Final test in writing, covering issues and discussed in the course of seminars |
| S-4 | Ocena podsumowująca: Credits in writing including questions about lectures |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| Ec_1A_C19_W01 The student has knowledge about environmental consulting in the economic | Ec_1A_W01, Ec_1A_W15 | — | C-1 | T-W-1, T-W-2, T-W-3, T-W-4 | M-1, M-2, M-3, M-4 | S-1, S-3, S-2, S-4 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| Ec_1A_C19_U01 student has the ability to use the acquired economic knowledge to analyze economic issues related to the activities of agricultural enterprises. | Ec_1A_U02 | — | C-1 | T-K-1, T-K-2, T-K-3, T-K-4, T-K-5 | M-1, M-2, M-3, M-4 | S-1, S-3, S-2, S-4 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| Ec_1A_C19_K01 The student has the competence to think and act in an entrepreneurial way as part of the implementation and implementation of environmental consulting procedures. | Ec_1A_K04, Ec_1A_K05 | — | C-1 | T-W-1, T-W-2, T-W-3, T-W-4, T-K-1, T-K-2, T-K-3, T-K-4, T-K-5 | M-1, M-2, M-3, M-4 | S-1, S-3, S-2, S-4 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| Ec_1A_C19_W01 The student has knowledge about environmental consulting in the economic | 2,0 | The student has no basic knowledge of the subject, which prevents him from showing competence. He presents wrong views and opinions, even in the situation of hints, he can not present competences in correct inference and interpretation skills. It reveals the lack of commitment and the lack of willingness to do the job in a proper way. In the field of teamwork, the student: can not plan and execute work correctly and on time, does not report the need for assistance in consultations or, despite this help, does not achieve the minimum standards of performance. |
| 3,0 | The student, on the satisfactory grade, demonstrates skills, commitment and performance of duties at the basic level, with numerous errors not fully qualifying. In the field of team work, the student: plans and performs work in a clumsy way at each of its stages (preparatory, idea and project, executive, pre-presentation control and presentation itself). | |
| 3,5 | The student, on the assessment of a sufficient plus shows skills, commitment and performance of duties at the basic level, is able to plan the performance of the work and reveals the ability to complete the basic scope of the plan. He makes mistakes, but he usually carries out key areas correctly. In the field of teamwork, the student: can specify the goals of his own work and distribute or help in the distribution of tasks among team members, he can use contextual information to carry out team tasks. Generally, it has the correct effect. | |
| 4,0 | The student, on the good mark, presents opinions and views that demonstrate the meaning of the subject matter and the basic skills for the future practical use of the acquired knowledge and skills. In the field of teamwork, the student: can specify the goals of his own work and distribute or help in the distribution of tasks among team members, he can use contextual information to carry out team tasks. | |
| 4,5 | The student, on the good grade plus, presents opinions and views that demonstrate the meaning of the key subject of the subject and the possibilities and abilities for the future practical use of the acquired knowledge and skills. In the field of teamwork, the student: can independently plan, specify goals and actively participate in the distribution of tasks and their implementation at each stage of work. | |
| 5,0 | The student, on the very good note, presents opinions and views that demonstrate the meaning of subject matter and the possibilities and the ability to use the acquired knowledge and skills in the future. In the field of teamwork, the student: can independently plan, specify goals and distribute tasks by skills and control the situation of the project through proper motivation to act. It demonstrates the timeliness and flawless presentation of results. |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| Ec_1A_C19_U01 student has the ability to use the acquired economic knowledge to analyze economic issues related to the activities of agricultural enterprises. | 2,0 | He can not identify and cope alone with the difficulties that may arise in the situation of applying the acquired knowledge. He can not apply practically acquired knowledge, he has basic problems with interpretation and inference. |
| 3,0 | Student is able to identify and deal with a sufficient grade (with the help of a teacher or with the support of third parties) with selected difficulties related to the application of the acquired knowledge. He has very limited ability to put knowledge into practice and makes mistakes in non-primary tasks. | |
| 3,5 | The student, on the assessment of a sufficient plus can identify and deal with, provided that additional support is obtained, with difficulties associated with the use of acquired knowledge. Has limited ability to apply knowledge in practice and makes mistakes in tasks in more difficult tasks. | |
| 4,0 | The student, on the good mark can identify and independently deal with basic difficulties in the situation of applying the acquired knowledge. Without errors, he applies the acquired knowledge to solve simple and medium-difficult tasks, makes mistakes in interpretation and inferring in more difficult contexts. | |
| 4,5 | The student, on the assessment of a good plus can independently identify and deal with basic difficulties in the situation of applying the acquired knowledge. He skilfully interprets and concludes in most contexts and tasks before him, understands the sense of mistakes and has the ability to improve. | |
| 5,0 | Student, on the very good assessment, independently identifies and solves the difficulties associated with the process of applying knowledge in practice. Flawlessly interprets and concludes, regardless of the level of difficulty of the issues in the subject matter. Expands your skills by combining the knowledge and skills you have previously acquired and searching for optimal solutions. |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| Ec_1A_C19_K01 The student has the competence to think and act in an entrepreneurial way as part of the implementation and implementation of environmental consulting procedures. | 2,0 | The student has no basic knowledge of the subject, which prevents him from showing competence. He presents wrong views and opinions, even in the situation of hints, he can not present competences in correct inference and interpretation skills. It reveals the lack of commitment and the lack of willingness to do the job in a proper way. |
| 3,0 | The student, on the satisfactory grade, demonstrates skills, commitment and performance of duties at the basic level, with numerous errors not fully qualifying. In the field of team work, the student: plans and performs work in a clumsy way at each of its stages (preparatory, idea and project, executive, pre-presentation control and presentation itself). | |
| 3,5 | The student, on the assessment of a sufficient plus shows skills, commitment and performance of duties at the basic level, is able to plan the performance of the work and reveals the ability to complete the basic scope of the plan. He makes mistakes, but he usually carries out key areas correctly. | |
| 4,0 | The student, on the good mark, presents opinions and views that demonstrate the meaning of the subject matter and the basic skills for the future practical use of the acquired knowledge and skills. | |
| 4,5 | The student, on the good grade plus, presents opinions and views that demonstrate the meaning of the key subject of the subject and the possibilities and abilities for the future practical use of the acquired knowledge and skills. | |
| 5,0 | The student, on the very good note, presents opinions and views that demonstrate the meaning of subject matter and the possibilities and the ability to use the acquired knowledge and skills in the future. |
Literatura podstawowa
- B.A. Babcock, R.W. Fraser, J.N. Lekakis, Risk Management and the Environment: Agriculture in Perspective Paperback – Import, Springer Science & Business Media, 2010
- Laura Vivian, Environment and Agriculture: Perspectives on Sustainability, Syrawood Publishing House, 2016
- Wortmann D., Von der Vision zur strategie: Grundelmente Und Entwicklungsmuster einer politik der Nachhaltichkeit, [w:] Sustainable Development – Utopie oder realistische Vision?, Hamburg, 2002
Literatura dodatkowa
- Jeroen C.J.M. van den Bergh, Ecological Economics and Sustainable Development, Edward Elgar Publishing Limited, Amsterdam, Amsterdam, 1996