professional activity practice 1

Transcription

University of Applied Sciences
FACULTY OF LANDSCAPING
DEPARTMENT OF GARDENING AND AGRICULTURAL TECHNOLOGIES
STUDY PROGRAMME: GARDENING TERRITORIES AND THEIR DESIGN (code)
653H93002
DALĖ EUGENIJA BULAVIENĖ, DONATAS KLIMAVIČIUS, LAIMA
MARKEVIČIENĖ, AUDRONĖ JURKŠTIENĖ
UPDATING MATERIAL OF STUDY SUBJECT
PROFESSIONAL ACTIVITY PRACTICE 1
TO SUPPORT THE PROJECT
“INTERNATIONALISM PROMOTION IN THE
ENGINEERING STUDY FIELD PROGRAMMES AND
THEIR UPDATING BY CUSTOMIZING TO MEET
COURSE DELIVERY NEEDS OF INTERNATIONAL
STUDENTS AT THE LANDSCAPING FACULTY OF
KAUNO KOLEGIJA/UNIVERSITY OF APPLIED
SCIENCES“
(VP1-2.2-ŠMM-07-K-02-045)
Mastaičiai
2012
Educational Institution:
Kauno Kolegija / University of Applied Sciences
Study Programme:
Gardening Territories and their Design
Study Subject Programme
1. The Annotation. The Programme deals with the systematics, morphological and decorative features,
reproduction pecilarities and usage possibilities of main outside and inside flowers. Design principals and
artistic expression means, structural elements of growing territories, mounting and supervision
technologies are analyzed.
2. The Aim of the Programme. To know and assess the morphological and decorative features of outside
and inside flowers as well as their application possibilities. To know how to choose the assortment of
grass decorative plants for concrete growing territory and interiors. To know how to make the projects of
growing territories of various types, to organize their mounting and supervision works.
3. The Length in Credits and Hours:
Structure
Study
subject
title
Length in
ECTS
credits
1. Professional
Activity Practice 1
6
Lectures,
hours
-
Practical
works,
hours
80
Consultations,
hours
Individual
work, hours
-
80
In total:
hours
Assessment
160
Report of
Professional
Activity
Practice
4. Prerequisites: Fundamentals of Agronomy, Information Technologies, a Foreign Language, Flower
Growing, design, mounting and supervision of gardeing territories, drawing, Engineer Graphics,
Dendrology and Fundamentals of Gardening.
5. Links between Learning Outcomes and Intended Study Subject Outcomes and Student
Achievement Assessment Methods
Learning outcomes
1. To evaluate and know
the decorative and garden
plants by analyzing their
anatomy, morphology,
systematics, bioecological
pecularities and the
newest growing
technologies.
Study subject (module)
outcomes
1.1. To identify outside and
inside flowers.
1.2. To evaluate the
morphological, decorative
and bioecological pecularities
of outside and inside flowers.
1.3. To be able to reproduce
the flowers.
Study methods
Identification, demonstration,
situation analysis, educationalcognitive trip
Student achievement
assessment methods
Verbal and written
presentation of
professional activity
practice report
2. To be able to identify
and analyze the occuring
problems related to
choosing of decorative
and garden plants for
gardening territories and
their growing activity by
determining solution
methods and means.
2.1. To analyze the
assortments of various
growing objects of grass and
woody decorative plants .
2.2. To analyze the
principals of growing
territories planning and the
pecularities of landscape
formation.
2.3. To analyze the
fundamentals of artistic
composition of growing
territories, their spacious –
volumetric structure and
elements of territories
arrangement.
To design the growing
territories of different types.
2.4. To know how to organize
and perform the supervision
works of growing territories.
Cases analysis, discussion,
educational-cognitive trip,
observation, individual project
Verbal and written
presentation of
practice report
6. Subject Study Plan:
Consultations
Individual work
hours
Total
number of
hours for
study per
topic
Contact hour number
Seq.
No.
Titles of key topics
Lectures
Practical
works
1.
Research of flowers
assortment
-
8
-
-
8
2.
Seasonal works in a parterre
-
4
-
-
4
3.
Reproduction of flowers
-
8
-
-
8
4.
Preparation of flowers for
winter
-
4
-
-
4
5.
Supervision of flowers
-
8
-
-
8
6.
Making a plan of N object
-
8
-
-
8
-
4
-
-
4
-
4
-
-
4
-
8
-
-
8
-
8
-
-
8
-
4
-
-
4
-
-
-
80
80
-
12
-
-
12
-
80
-
80
160
7.
8.
9.
10.
11.
12.
13.
Fixation of present state of
growing territorties of an
object
Types of parks and their
sheduled and spacious –
volumetric structure
sheduled and spacious –
volumetric structure of
squares and growing
territorties of streets
Arrangement of cemetaries
and graves
Organization of autumn
supervision works in growing
territories
Prepapration of report
(individual work)
Presentation and discussing of
professional activity practice.
Total number of hours for
subject studies:
7. Subject study outcome assessment system: Individual Cumulative Index (ICI)
Subjects of professional activity practice:
1. Outside flower growing (0.25);
2. Flower growing in greenhouses (0.25);
3. Design, mounting and supervision of growing territories (0.5).
Assessment of professional activity practice of separate subjects:
ICI = 0.5 P + 0.5 S, where P - practical works, S – individual work (report)
ICI = 0.25 ICI (1) + 0.25 ICI (2) + 0.5 ICI (3)
Assessment of professional activity practice 1:
Grade and brief description of knowledge and
abilities
10 (excellent)
Excellent, exclusive knowledge and abilities
9 (very good)
Strong, good knowledge and abilities
8 (good)
Knowledge and abilities above average
7 (good enough)
Average knowledge and abilities, some minor errors
exist
6 (satisfactory)
Knowledge and abilities (skills) lower than good
enough, some mistakes exist.
5 (satisfactory enough)
Knowledge and abilities (skills) comply with minimum
requirements
4 , 3, 2, 1 (No compliance with minimum requirements)
Full description of knowledge, understanding and
abilities
Practice topics are analyzed comprehensively, the text is
very clear. The newest literature and other sources of
information used. Understand perfectly and uses the
concepts. Excellent topics analysis and data assessment
skills. Excellent presentation skills.
Practice topics are analyzed very well. Understands the
analyzed and used material very well. Very good data
assessment skills. Very good performing quality and
presentation skills.
Practice topics are analyzed well. Knowledge is better
than average; it is applied when solving practical
problems. Understands the analyzed concepts well..
Good performing quality and presentation skills.
Practice topics are analyzed averagely, there are
unessential mistakes. Key literature is used. There is
inconsequance in the topic delivery. Understands and
uses the concepts. Good performing quality and
satisfactory presentation skills.
Practice topics are analyzed satisfactorily. Knowledge is
lower than average. Understands the concepts
satisfactorily. Got acquainted with key material.
Satisfactory performing quality and satisfactory
Practice topics are analyzed in low level. Knowledge
meets minimal requirements. Satisfactory performing
quality and presentation skills.
Analysis of practical topics and knowledge does not
meet minimal requirements. Partially plagiarized paper.
8. Attendance. Attendance of practical work sessions is compulsory.
9. Facilities and Learning Resources Required and their Brief Description:
Collectional gardening site with collections of outside flowers, educational greenhouse, exhibitions,
Kaunas city growing territories. Multimedia
 References and other sources of information:
Seq.
No.
Publishing
year
Information source (publication)
author, title and identification
number
Publishin
g
location
and
house
Kaunas
College
library
Study
Rooms
Other
libraries
(a tick-mark shall mean availability of the
source)
Key Information Sources
1. 1
JAKOVLEVAS – MATECKIS,
.
Konstantinas.
2003
Miesto kraštovaizdžio architektūra.
Želdiniai ir jų komponavimas. II
dalis.
2. 4
MISIUS, Romualdas, et al.
.
1998
Kapų priežiūra.
ISBN 9986-442-47-8
3. 5 2008
NAVASAITIS, Mindaugas. Medžiai
.
ir krūmai parkams bei sodyboms.
ISBN 978-9955-751-14-4
4. 7 2003
RHS new Encyclopedia of Plants and
.
Flowers. ISBN 978-14055300575*
5. 8 2007
VAIDELYS, Jonas, et al.
.
Gėlininkystė. [CD-ROM]
ISBN 978-9955-27-051-5
VAIDELYS, Jonas; MAKŪNAS,
Vaclovas; PRAKAPAITĖ, Genė.
Daugiametės gėlės.
ISBN 9986-09-155-1.
Vienmetės ir dvimetės gėlės
ISBN 9986-09-094-6.
Ūkio kraštovaizdžio tvarkymas:
mokymo priemonė.
Sudarytojas J.Vaidelys. ISBN 9986524-24-5.
6.
9
.
1997
7.
1
0
.
1995
8.
1
1
.
1998
9.
1
2
.
2005
10. 1
3
.
11. 1
4
.
12. 1
5
.
2011
2009
ACQUAAH, George. Horticulture.
Principles and practices.ISBN 9780-13-159247-6.*
13. 1
6
.
2010
B.E.VAN WYK,
J.MAREE. Cut Flowers of the World
.ISBN 9781604691948.*
1992
VARKULEVIČIENĖ , J.; ir
SASNAUSKAS, V. Žydinčios
kambarinės gėlės. ISBN 9955-5278-4.*
P.V.NELSON.Greenhouse
Operation and Management (7th
Edition) ISBN 978-0132439367*
HUXLEY, A. Success with House
Plants. ISBN 0-89577-052-0.*
√
√
√
√
√
√
Vilnius,
,,Technika
‘‘
Vilnius,
Leidykla
Danielius
Kaunas,
Lututė
c.Brickell
Mastaičiai,
Želdinių ir
agrotechno
logijų
katedra
Vilnius,
„Margi
raštai“
√
√
√
√
√
√
Vilnius,
Valstybini
s leidybos
centras
Vilnius,
Žiburio
leidykla
√
√
√
Aktėja
√
√
√
√
√
√
√
√
New
York/
Montreal.
New
Jersey:
Pearson
Prentice
Hall.
√
√
√
Additional Reading
1.
1991
BALIŪNIENĖ, Angelė; ir
JUODKAITĖ, Regina. Tulpės.
2006
BULAVIENĖ, Dalė, et al.
Žalioji sodyba.
ISBN 9955-708-00-X
2.
Vilnius,
„Mūsų
sodų“
žurnalo
priedas
√
√
√
Vilnius
√
√
√
3.
2005
4.
1992
5.
2004
6.
2007
7.
2008
8.
2010
9.
2011
10.
2008
CHRISTENSEN, Alan – Jay.
Dictionary of Landscape
Architecture and
Construction.
ISBN 0-7-144142-5.*
Plants. ISBN 0-89577-052-0.*
JANUŠKEVIČIUS, Laimutis.
Lietuvos parkai.
INSB 9955-575-63-8.
VAN PATTEN, G.F., Gardening
indoors with soil&hydrophonics.
ISBN 9781878823328.
VAIDELYS, Jonas; ir MISIŪNAS,
Donatas. Dekoratyviųjų žolinių
augalų sortimentas Lietuvos
želdynams:metodinė priemonė
ISBN 978-9955-27-5
RICE, L.W.; RICE, R.P. Practical
horticulture. ISBN 978-9955-27-5*
BARANAUSKAS, G.;
ZAKARAUSKAS, A.; VIZBULIS,
D.; SABALIAUSKAS, R.;
ANTANAVIČIUS, J. Kenkėjų
kontrolės vadovas. ISBN
9786099526805
BYCZYNSKI, L.; The Flower
Farmer: An Organic Grower's Guide
to Raising and Selling Cut Flowers,
Revised and Expanded. ISBN
9781933392653.
Periodical Publications
1.
Цветоводство ISSN 0041-4905
2.
Landscape Architecture
ISSN 0023-8031*
3.
Mano gėlynas ISSN 1648-4924
4.
Rasos ISSN 2029-1140
5.
Sodo spalvos ISSN 1392-5849
Online Information Sources
1.
Designing and Planting a Garden
http://www.gardening.about.com/
2.
Exterior and Interior Design
Architecture
http://www.exinteriordesign.com/
3.
Online Landscape Architecture
Degrees http://www.ehow.com/
4.
Žurnalas ,,Rojaus sodai”
http://www.rojaussodai.lt Žurnalas
,,Sodo spalvos”
http://www.sodospalvos.lt
5.
Enciklopedia of flowers
http://www.flowerdictionary.com/list.html
6.
Reference Library- Science-How
Plants and Flowers
http://www.kidport.com/.../Science/
MeGran –
Hill,
New York
√
√
New
York/
Montreal.
√
√
Kaunas,
Lututė
√
√
Van Patten
Publishing
√
√
Kaunas,
Kauno
kolegijos
leidybos
centras
Pearson
AG
Vilnius
√
√
√
√
√
√
√
√
Chelsea
Green
Publishing
√
√
Moskva
Rosija
Washingto
n,
USA
Vilnius,
Lietuva
Kaunas,
Lietuva
Vilnius,
Lietuva
√
√
√
√
√
√
√
√
√
√
√
√
√
* - references for international students
Subject Programme has been prepared by: lect. dr. Dalė Eugenija Bulavienė, assistant Audronė
Jurkštienė, lecturer Donatas Klimavičius, lecturer Laima Markevičienė
Teacher, coordinating the Subject: lect. dr.Dalė Eugenija Bulavienė
DALĖ BULAVIENĖ, NIJOLĖ JURKŠAITIENĖ
METHODOLOGICAL ADVICE FOR
PREPARATION OF INDIVIDUAL WORKS
Methodological mean
Mastaičiai
2010
Discussed in a session of Department of Ggardening and Agricultural Technologies of
Faculty of Landscaping of Kaunas College on the 3rd of November, 2010 protocol No K-24-2.
Prepared by:
lecturer, dr. Dalė Bulvienė
lecturer Nijolė Jurkšaitienė
2
CONTENT
Foreword ........................................................................................................................................ 4
1. Concept of students individual work .................................................................................... 6
2. Forms of individual works ...................................................................................................... 12
2.1 Preparation for intermediate tests, performing and defence of practical works ................... 12
2.2. Paper …....................................................................................................................... 12
2.3. Preparation for a seminar ........................................................................................... 14
2.4. Excursion ................................................................................................................... 15
2.5. Announcement ........................................................................................................... 16
2.6. Individual work of problematic (self) learning ......................................................... 18
2.7. Semester paper............................................................................................................ 18
2.8 Report of professional activity and specialization practice ........................................19
2.9. Report of final practice .............................................................................................. 20
2.10.Project work ...................................................................................................... …….20
2.11.Integrated individual work ....................................................................................... 22
2.12. Preparation of scientific articles ................................................................................. 23
2.13. Final work ................................................................................................................... 24
3. General requirements for study written paper text and formalization ....................................... 25
3.1. Formalization of structural parts of written paper ...................................................... 31
List of information sources ....................................................................................................... 34
Annexes
3
FOREWORD
Methodological mean Methodological advice f o r p r e p a r a t io n o f i n d i v i d u a l
works’ is intended for teachers and students of Gardening and Agricultural Technologies of
Landscaping Faculty of Kaunas College. The aim of methodological mean i s t o p r o v i d e
main methodological indications for preparation of individual works of students, to improve the
quality of prepared study written papers because in the study programs of higher educational
institutions, much attention is given to different papers prepared during the learning period. They
are an important part of studies process revealing the maturity of students’ knowledge, abilities
and competence.
There are no common standards of individual works preparation applied for all higher
educational institutions of Lithuania because the requirements for papers quality are always
changing. Every educational institution develops its own study papers writing and formalization
norms.
The aim of preparation of student’s individual works is to gather the material and to
describe it from the chosen aspect or try to supplement already known matters as well as to raise
possible further aim and tasks of analysis. The first papers of this type prepared by a student can
not yet amount or even be considered scientific papers, however, they develop the skills of
scientific paper preparation as well as help to find a characteristic speaking manner, to learn to
formulate the thesis on the basis of the most important theoretical reasonings related to the chosen
topic of individual paper. Besides, correct quotation, formulating of own thoughts as well
as their provision skills are already applied in individual papers. When writing individual
papers, student moves step by step from easier matters to more complicated ones, gathers and
systemizes the information. In this way, students learn to perform a systematical and motivated
work.
Individual written papers involve papers, reports of different researches, notes,
documentary reports, thesis, seminars and other papers depending on study programme and the
content and volume of the delivered subject.
Individual Paper is appointed for students aiming to help the students to connect the
theoretical knowledge with practical skills, to deepen the theoretical knowledge of delivered
subject, to develop the ability to assess, analyze and summarize the theoretical material, to
stimulate to provide the conclusions, to develop individual work skills, ability to analyze,
creativity and self-expression.
Summarization of Individual Paper of a student can be considered the activity w h i c h :
•
helps to achieve the level of knowledge, skills and abilities necessary to perform a concrete
4
task;
•
educates the skills and abilities which enable to increase the self-efficiency of educational
process;
5
• helps to form an appropriate psychological attitude for cognitive activity;
• makes favourable conditions to develop the thinking processes;
• takes place without a direct participation of an educator but by only making a
consultation.
Material provided in methodological mean is of recommendatory kind, thus, every
teacher has an ability to choose the most suitable to him forms of individual work and to prepare
individual m e t ho d o lo g i c a l i n d i c a t io ns o f I n d i v i d u a l P a p e r p e r fo r m i n g o f his
subject
(module). It is important to understand the key aim of the paper. When preparing the
methodologies of individual papers of a subject it is the most important to achieve the aims of
study programme and subject, to tech the students to think, identify the fact and opinion, make
conclusions and summarizations, communicate and collaborate, to reveal potential possibilities of
every student by aiming to achieve a self-expression and self-realization in order to d e v e l o p
an individual work into creative activity, i.e. the highest expression of consciousness.
We don’t consider this methodological mean perfect, however, we expect that it will be
useful for teachers and students and experienced colleagues will be stimulated to share their
experience. With your help, this mean will be developed further.
6
1. C O N C E P T I O N O F STUDENTS INDIVIDUAL PAPER
Individual Paper of students is an important constituent part of nonuniversity study.
Study quality and education of students depend very highly on how students’ individual work
is organized, controlled, assessed and provided with reference as well as other education
means, what is students motyvation and preparation to perform individually study tasks.
Teacher prepares a model of individual work organizing in a subject. The aim of this
model is to emphasize the individual work organizing in a subject stages and forms of
individual paper.
The aim of individual work is to develop students’ self-sufficiency skills when solving
and performing concrete tasks as well as organizing their practical application.
Tasks of individual work organization:
1. To prepare the methodology of individual work organization and assessment i n
theoretical lectures.
2. To prepare the methodology of individual work tasks preparation and tasks of
individual work.
3. To prepare the system of individual work tasks assessment and to determine the
criteria. When solving the raised tasks in a subject, individual work can be
realized in separate stages (Pic. 1.1.).
Methodology of individual work
organizing and assessment (stage 1)
The aim of work and tasks
are formulated
Forms of individual work
are determined
Tasks of individual work
of a subject are prepared
Methodological
indications of tasks
performing are prepared
The methods and forms of
individual work organizing in
the lecture are predetermined
Crediting terms are
predetermined
Resources are determined
Assessment criteria are
predetermined and
assessment system is prepared
Tasks assessment system
is determined
Student‘s individual work
7
A shedule of
consultations is made
Savarankiško darbo
Savarankiško darbo
organizavimo ir vertinimo
metodika (2 etapas)
Savarankiško
organizavimo darbo
ir vertinimo
metodika (1etapas)
Suformuojamas
darbo tikslas ir
uždaviniai
Rengiamos dalyko
savarankiško darbo
užduotys
Numatomos
savarankiško darbo
formos
Rengiami užduočių
atlikimo metodiniai
nurodymai
Numatomi ištekliai
Numatomi vertinimo
kriterijai ir rengiama
vertinimo sistema
Savarankiško darbo
organizavimo ir vertinimo
metodika (3 etapas)
Numatomi
savarankiško darbo
organizavimo
paskaitoje metodai,
formos
Numatomi
atsiskaitymo
terminai
Sudaromas
konsultacijų
grafikas
Numatoma
užduočių vertinimo
sistema
Studento savarankiškas darbas
Pic. 1. 1. Stages of individual work organizing in a subject
When preparing the methodological advice for individual works or recommendations, the
sources nec e s sar y fo r t he ir pr ep ar at io n ar e intended. S o u r c e s ne c e s s a r y fo r
t he p e r fo r ma n c e o f i n d i v i d u a l w o r k s are provided i n t a b le 1.1.:
Table 1.1
Resources of individual work
Forms of individual work
1. Tasks of individual work in theoretical lectures
2. Preparation for intermediate crediting
Necessary resources
1. Topics of individual work tasks
2. Assessment of individual work tasks
1. Self-control questions for every topic of a subject including the
predetermined intermediate crediting
2. Shedule of intermediate crediting
3. Assessment criteria and system of intermediate crediting
3. Practical works
3.1. Preparation for performance
3.2. Performing of work
1. Self-control questions for the performing of work
2. Assessment system
3. List of topics
1. Task of practical work
2. Methodological indications of practical work performing
8
1. Self-control questions (preparation)
2. Work report (prepares a student)
1. Methodological indications of individual work
2. Crediting and assessment system
3.3. Preparation for defence
5. Individual work of a subject
All tasks of individual work have concrete and only for that subject particular aims in
every study subject which can not be achieved during the work in the auditorium. As a
result, the teacher, when providing the tasks of individual work, must formulate very clearly
the goals of the task (Table 1.2).
Table 1.2
Aims of individual work (recommendations)
Course
I
Aims of individual work
To deepen the knowledge of subject
To motivate to deepen into some questions of the studied subject
To educate the ability to use the information sources
To develop the comparison skills of gathered data
To develop the material summarization and conclusions provision skills
II
To compare the knowledge of subject
To develop the comparison skills of gathered data
To develop information systemization skills
To provide a detailed analysis of the chosen topic
To develop summarization, analysis, assessment and conclusions delivery skills
III
To deepen the knowledge of subject
To educate the ability to perform a research of the analyzed topic
To develop the ability to evaluate and distinguish positive, negative and other peculiarities of the
analyzed topic
To develop summarization, analysis, assessment and conclusions delivery skills
Specializacija To deepen the knowledge of subject
To develop the analysis skills of subject content of the described object by providing the
assessments and summarizing conclusions
To develop evaluation skills, to deepen into the peculiarities of the analyzed topic
To develop the skills of analysis, assessment and modelling
To develop the skills of conclusions and recommendations delivery on the analyzed question
Students must develop the following general skills:
•
learning to study;
•
calculation skills, i.e. gather, register and provide the data;
•
usage of information technologies;
•
communicational, linguistical and communication in foreign languages skills;
•
work with other persons skills, i.e. to work in a team, to solve problems, to accept and
perform the obligations;
•
interpersonal, intercultural, social and civil;
•
enterprise.
9
We suggest preparing the methodological advice of Individual Work of a subject (module)
according the provided in Table 1.3 structure.
Table 1.3
Structure of Individual Work
Institution
Study programme
Study form
Subject
Kind of Individual Work
Topic of Individual Work
Number of hours intended for
Individual Work
Aim of Individual Work
Tasks of Individual Work
Topics/ tasks
1. (should match with objective and interdisciplinary relations of a subject)
2.
3.
If it is a detailed list of topics, it can be transferred into annexes and provided
there in additional table where students could write down the chosen topic
(Annex 1)
Methodological advice
In this chapter, a discussion of structural parts of analyzed Individial Work is
provided.
Structure
Only in cases when they distinguish by something from the structure provided
in methodological advice
Recommended list of
information sources
Assessment
Teacher
Only in cases when distinguish by something from recommendations provided
in general methodological advice
Job position, name and surname
One the same student learns in different situations differently. His deep or shallow attitude
depends on academical task. Shallow attitude does not have anything common with
wisdom and for this reason it is related very much with aimless accumulation. It belongs to
artificial learning world in which understanding was changed into exact unused knowledge
fragments regeneration aiming to please the teacher and get a positive evalaution.
Deep attitude impersonate the learning type which teachers expect from the students.
Deep attitude provides the students with the possibility to manage and explain the world outside
of higher school using the academical knowledge. By learning namely in this way, the result
having certain general features are achieved: clear structure, strong base of scientific knowledge,
ability to apply own and other people ideas in new situations, knowledge integrity.
Thus, teachers, when preparing the tasks of individual works of a subject and the
methodological indications of their preparation, should consider the year (semester) of study of
the student, if he will have enough knowledge of other subjects for full performing of given
10
task.
11
Volumes of Individual Works should also depend on the complexity of solved problem and final
result delivery form. When determining number of hours necessary for the performing of
Individual Work, a teacher has to follow to the fact that student needs in two times more time
to perform an Individual Work than a teacher performing the same work. Leading
recommendations of time and volumes are provided in Table 1.4.
Table 1.4
Kind of Individual Work
Volumes of Individual Works (recommendations)
Complexity level
Volume in
pages of A-4
format
Preparation for control
works/intermediate tests
Preparation for the performing of
practical works
atlikimui ir gynimui
Paper
Situation analysis
Research
Project
Business plan
Preparation for a seminar
Semester work
A set of homeworks (of all semester)
A set of documents
Exhibition
Excursion/trip
Professional activity practice
report
Thesis
Notice
30 per cent from number
of hours of individual
work
0.30 hours
For 1 practical work
Level I: usage of at least five
authors
(recommended in the I year)
Level II (recommended in the II
year)
Level III (recommended in the III
Year and speciality subjects)
Level I
Level II
Level III
Level I
Level II
Level III
Level I
Level II
Level III
Homework 1
Document 1
organization
When takes place not during the
praktikos
metu
of
level I (recommended
for 1
credit)
of level II (recommended for 2
credits)
Usage of at least three
sources of information.
Usage of at least three
sources of information.
12
Intended number of
hours
Up to 10
20-30
Up to 20
30-40
Up to 30
40-60
Up to 10
Up to 20
Up to 30
Up to 10
Up to 20
Up to 30
Up to 10
Up to 20
Up to 30
Up to 30
1-5
20-30
30-40
40-60
20-30
30-40
40-60
20-30
30-40
40-60
30-60
5-10
40-60
2-10
2-10
10-20
4-5
Up to 15
20-30
Up to 20
30-40
Up to 5
Up to 10 hours
Up to 5
Up to 10 hours
Up to 30
1- 5
1-5
Students’ individual work quality improvement means:
• to actualize the students’ individual works tasks, to predetermine the tasks educating the
study professionalization or their component parts (group work, problematic teaching, project
work, etc.) as well as interactive study tasks;
• regular renewal of individual work tasks (every 2-3 years);
• to stimulate the students’ individual work self-assessment;
• to differentiate the tasks of individual work (papers, analytical works, researches,
projects, etc.). To differentiate the tasks of individual work in respect of the variety of
students education;
• to stimulate that individual works were discussed in seminars, classes, etc;
• to individualize more the tasks of Individual Work in higher study stages. The number
of study subjects of Individual Work tasks should usually be equal to n-1, where n is a
number of sudy subject credits.
13
2. FORMS OF INDIVIDUAL WORKS
2.1.
Preparation for intermediate credits, performing and defence of
practical works
The methods of students’ individual work organization make a common harmonous
system. Different frontal, group, individual and integrated work compositions are possible. Every
teacher chooses appropriate forms of Individual Work according the specifics of the delivered
subject.
The aim of this methodological advice is to provide main methodological, work content
and formalization requirements applied for making the prepared study works.
30 per cent of all hours intended for Individual Work in a subject are appointed for the
preparation of intermediate tests, performing and defence of Practical Works.
The aim of intermediate tests is to give the student a possibility to prove that he h a s
a c h i e v e d the aims stated in the programme of a subject. Their purpose is to determine the
level of subject aims achievement.
When starting to deliver a subject, a teacher, aiming to motivate for subject studies,
provides to students t he subject programme, indicates its goals,
gives the examples o f
int er mediat e tests and exams tasks, topics, questions, their organization order as well as resuls
assessment criteria.
Before every practical work, a student has to get acquainted with the topics which must
be repeated before performing a practical work, the aims and tasks of work, self-control
questions at every practical work. Before performing a Practical Work, a student is given a task
of Practical Work and work proceeding description (Annex 1) according which Practical Work is
performed individually by consulting with a teacher. Having performed the work, a student must
defend it.
2.2. Paper
Paper is an individual study work intended to analyze in more detail a concrete
theoretical problem or to summarize the empirical data.
The aims of the Paper is to stimulate the students to deepen more into some issues of the
studied subject, to develop the ability to use references, to form the skills of material
summarization and conclusions delivery.
Paper aims for the following:
14
• to reveal the creativity of students and their ability to choose the most suitable
authors, to envisage the essence of their work and to convey persuasively this essence
in writing;
15
•
by a written paper to show the students’ ability to analyze purposefully and
logically the gathered knowledge, analyzed problems and to perform scientific
summarization;
• by a verbal presentation of a paper to provide the students additional possibilities
to answer the questions of students and teachers, to demonstrate the knowledge
of the analyzed topic, to gain auditorium management skills.
Paper (of I level) it is a study paper briefly dealing with one topic of studied subject, a
summary of one or several quotations and their logical arrangement.
Paper (of II level) it is a study paper dealing with the essence of a question, brief
content of a book or article.
Paper (of III level) it is a study paper, the essence of which is made of logical
arrangement of exist ing in scient ific lit erature conceptions or attitudes on a certain
problem (topic).
Papers can be provided in two ways:
• In writing;
• In writing together with verbal presentation.
Paper can be individual and group (in the latter case by indicating t h e i n p u t o f
every student to work).
A concrete volume and complexity level of a Paper is determined by the teacher who
can indicate also key requirements when preparing the methodological indications of Paper
preparation, for example.:
•
volume of paper is at least ten pages of A-4 format;
•
usage of at least five authors.
When preparing the Papers and aiming for the quality of individual study works, the below
given structure (Table 2.2.1) and assessment criteria (Table 2.2.3) of Paper are recommended.
Table 2.2.1
Structure of Paper
Parts of paper
Title page
Concent
Introduction
Theoretical part
Conclusions
List of used reference and
data sources
Requirements
To provide according general written study works requirements
To write down the titles of chapters and subchapters as well as number of pages
To indicate the analyzed issues, aim of work, tasks and actuality
To summarize the material provided in the reference on the chosen topic. To base a
part by subsequent and systematic reference arrangement
To provide essential summarization. (the author must put a signature and date at the
end of Paper)
To provide the bibliographical descriptions of used data sources and common
reference according general requirements of written study papers
16
Topics of Papers are usually provided by a teacher of they are chosen from a given list
by the students themselves. The quality of Paper usually depends on how students are able to
prepare for Paper writing. In order the students could prepare better for Individual Paper,
leading stages of Paper preparation are recommended (Table 2.2.2).
17
Table 2.2.2
Preparation stages of Paper
14
Choosing a topic
Search of reference
Studying the reference
Making a plan (content)
Writing a text
Stages
Topic of Paper is formulated clearly and briefly (up to 7-8 words)
Textbooks, encyclopedias, manuals, scientific articles, online sources (according the
provided by the teacher methodological indications)
To make an abstract of relative for topic issues (form of abstract card is given in Annex
2)
To mark the bibliographical description of the source and pages of
relevant text, the most important statements
To retell the arguments in own words
To mark own thoughts next to the thoughts of the author
To consult with the teacher of a subject regarding the content of Paper
To avoid deviations to secondary topics
It is purposeful to divide the descriptive part into chapters and subchapters by
giving to them exact titles
A logical compatibility must be kept between chapters and subchapters
Concepts related to the analyzed topic are corrected
Attitudes to the analyzed topics of different authors are analyzed and summarized
The attitude of the author (student) is also inserted and assessed
Statements of other authors and their works results should be denied with arrogance
Every chapter must be completed: it must include the beginning, analysis and
summarization
Table 2.2.3
Assessment criteria of
Paper
Evaluation
10 – 9
(excellent – very
good)
8
(good)
7
(good
enough)
6
(satisfactorily)
5
(satisfact
orily
enough)
4
(unsatisfactory and less)
Description of criteria
The newest reference and other information sources are used. Topic is analyzed in
detail, the text is fluent. Student is able to analyze, summarize, make conclusions,
use the knowledge of relative subjects
The arrangement of topics is good, the language is fluent. Student is able to analyze
and summarize,
darytipaper
išvadas.
Darbas turigood.
įforminimo
trūkumų
The
is satisfactory
Not all recommended
reference is used. The
disclosure is illogical and inconsequent.
Topic is disclosed, however, text is lacking disclosure consequence, the topic is
based on only one topic
Topic is not fully analyzed, only one textbook is used, the volume is not satisfactory
Paper involves only some parts, structural parts are lacking, information sources are
not indicated. Paper is partially plagiarized
2.3. Preparation for a seminar
Depending on the form of the seminar (analyzing of issues, reading of papers, mixed),
a plan of seminar is provided the aims of which is to develop the ability to think critically,
solve problems, exercise the oratory abilities and to formulate own attitude.
It is very important to think well and provide for students in advance the preparation
15
for a seminar task as well as participation in a seminar assessment criteria . Because the
main feature of seminars is discussions. It is the most popular teaching method of small groups.
Key aims of discussions are the following: to develop the ability to think critically, t o form
democracy and other abilities as well as cognitive skills. This method is the most suitable to
deliver the opposite understood matters, to change the attitudes of students, teach to solve the
problems, develop the oratory skills, participate in discussions by listening the opponents,
evaluating the provided arguments, formulating own attitude and not giving up to emotions.
This method is recommended to be chosen for teachers not respecting the schedule of
activities. This method is is not very suitable for information transfer. Seminars must be planned
in advance. In this case, planning has specific features.
First of all, the topic, aim and general basis for discussion of seminar is intended (a book,
television programme, excursion and so on), i.e. what will be spoken about during the seminar. It
is very important that students had specific knowledge on the issues on which discussions will be
made.
During a discussion, the roles of the teacher and students must be clearly defined. A
seminar takes place successfully provided that the teacher knows when and how he can interrupt.
The teacher has to follow that the students don’t loose the topic, to emphasize the incorrectly
given facts and logical mistakes and in respect of this to manage the seminar. It is very important
to think well over and provide to students a preparation to seminar task and participation in the
seminar assessment criteria.
2.4. Excursion
EXCURSION (according the Tourism Law of the Republic of Lithuania) is visiting of
objects and places during a trip of up to one day according the settled route or a trip with a
guide.
EXCURSION (according a vocabulary of international words) [lot. excursio ’a hit’] is a
collective visiting of a museum, place of interest, exhibition and so on: trip, excursion, picnic to
some place on the purposes of education, science, sport or entertainment.
Types of excursions:
1. Excursions are made to make impression, experience, amusements and to experience the
difference of values:
•
excursions – tastings;
•
excursions – concerts;
•
excursions – fairs;
•
excursions – impression;
16
•
excursions – amusements.
2. Scientific – investigatory type, efficient emphasizing the meaning of demonstrated objects,
illustration of theory by real authentic views (teaching process is transferred from auditorium to
natural surrounding):
•
excursions – expeditions;
17
•
excursions - lessons.
Excursions are classified as follows: according the content excursions are divided into
survey (multitopical) and topical; according the participants, excursions can be individual, group,
for children, adults, etc. According the form, excursions can be: walking, expedition, lesson,
advertisement, concert, experimental and educational. The duration of excursions is from 45 min
to one day.
Table 2.4.1
Structure of excursion
Seq. No
1.
Structural parts
a. organizational
b. informational
2.
3.
a. summarization
b. the end
Content
Teacher’s activity
Introduction:
Topic, route proceeding and rules, etc. of excursion are presented
Introduction deals with information, the aim Explanation of task by emphasizing
and task, it must stimulate the interest and the main aspects (what will the
attention of excursionist, to reflect the
participants see during the
originality and expressiveness of the topic. excursion and what do they have
It should include about 20 per cent of
to pay attention to, what data and
information remaining in the memory of
which stage of excursion should
participants
they gather)
Disclosure
It is a disclosure of the chosen topic during
the excursion. It should include 60 per cent
of main information.
5 per cent of information is intended for
individual reception of information or by
questioning the guide during the excursion
End of excursion
Takes place by not showing anything,
however, it is a logical finishing of
excursion by just summarizing what have
been heard, seen and experienced. This part
can involve about 15 per cent of
information
At the end the participants are informed
about further their actions
If the teacher leads the excursion,
the principals of didactics should be
applied: scholarliness, connection
with life, availability, systematism,
persuation, visuality, positiveness
Can take place in auditorium when
the participants of excursion
present the performed tasks.
Teacher summarizes the results of
excursion feedback
Teacher plans the form, time, duration and tasks of excursion. Before the excursion, the
teacher introduces to the students the form, time, duration and aims as well as goals of the tasks.
Besides, methodological indications for the excursion and their assessment criteria must be
prepared for students.
2.5. Announcement
Announcements can be made in different topics. Besides, it is intended for solving of
delicate, actual problems of a particular field as well as practical
suggestions and
recommendations are often conveyed. Sometimes, the announcement discloses the activity
18
programme for a concrete period.
Announcement should be logical and comprehensive but brief, convincing, clear and
fluent. It should not be long: 10-45 minutes with introduction, delivery, all logical evidence
and conclusions.
19
There are very different types of announcements, however, in individual study works,
informational, discussion and scientific announcements are most oftenly used
(Table 2.5.1).
Table 2.5.1
Types and goals of announcements
Seq. No
1.
2.
3.
Type of announcement
Informational
Discussion
Scientific
Goals of announcements
To give knoweldge
To discuss a project, plan, problem and critics overview
Exact providing of statements and hypothesis and their reasoning,
argumentation, subsequent, systematic and objective delivery
of one or another problem
Scientific style distinguishes by the following characteristic features: academical
accuracy, explicitness of words meaning, rich and various
scientific
terminology
and
terminological phraseology, expression of terms i n international words, plentiful neologisms,
tendency to use verb and adjective nouns, frequent
impersonal sentences,
fact s and
s t a t e m e n t s are intended t o b e p r o v i d e d i n p o i n t s , emotional elements are strong
only in scientific polemics as well as rhetorical questions are often used. Scientific style is
determined by scientific branch itself; the nature of object, method and concepts argumentation
depending on which field is scientific announcement made.
Table 2.5.2
Plans of announcement of projects and business plans
Variant I
1. To indicate the goals of projects
2. Possible ways to perform them:
good characteristics and their
shortages
3. The best recourse: to solve tasks
(problems) from economical
(saving respect)
Variant II
1. Naming of performed projects
(previous and present)
2. Their critics: good
characteristics and shortages
3. Suggested project
4. Why is it better?
Variant III
1. Occurred state
2. Necessity to find a recourse
3. Possible recourse
4. Suggested recourse
5. Why is it better?
When criticizing, it is necessary to emphasize also good features of a phenomenon or
project; mistakes and perfection, inaccuracies and other bad points must be indicated.
Presentation of programme or a project without providing the critics of the others is also
possible, when having analyzed one project or programme (it can be also of opponents), all
possible positive points are mentioned and after the advantages of the second project or
programme are explained followed by the provision of novelties of own project or programme in
order to prove why it is better than the presented previous good and very good projects and
programmes.
When preparing the methodological indications of the announcement, the following
evaluation criteria of the announcement are recommended:
1. Self-sufficiency of a student.
20
2. Presentation of announcement (it is recommended also to assess the oratory abilities).
3. Correct delivery of visual means.
4. Retaining the structure of announcement.
5. Disclosure of additional knowledge (eg. literature survey).
21
6. Results analysis(statistical analysis).
7. Reasoning of conclusions.
2.6. Individual work of problematic learning
Creative learning processes are not possible without problematical methods. When
solving a problem, it is important to understand the task and to look for the answer. During the
paper preparation process, large self-expression possibilities occur, especially contributing to the
formation of scientific world-view.
In the individual work of problematic learning, the largest emphasis is made to the
problems which students will face in professional activity. Problematic individual works
stimulate students to apply a deep attitude to the solution of a problem, to be responsible for
made decisions and help to educate the need of constant improvement.
Problematic individual works can be of several levels:
Level I is applied when the educator provides, forms and solves an educational
problem and students solve analogical tasks individually.
Level II is applied when the educator provides and forms a problem but does not
indicate exact solving methods. Students look for them individually, solve problems and make
decisions.
Level III is applied when the educator only ind icat es t he scientific problem but does
not formulate it. Students discuss the problem individually, look for solution methods and solve it
as well as make motivated decisions.
Problematic individual study works can be of various forms chosen by the lecturer
considering the aims and goals of study programme or subject (module).
2.7. Semester paper
In semester paper, theoretical, application or practical problems of smaller scope are
solved. They can be descriptive, analytical, application type and scientific investigative.
The aims of semester paper are to develop the ability of students to use the reference and
other information sources, analyze and systemize the data, assess and summarize the information,
formulate the conclusions and suggestions as well as work individually.
A student receives the methodological indications of paper with indicated topic, paper
plan, content, reference and other issues related to the chosen paper topic.
22
A lecturer consults the student and makes remarks and suggestions. For crediting, a
student must provide a fully arranged and corrected paper and to present it to all group.
Presentation should take up to 10 min.
Table 2.7.1
Structure of semester paper
Parts of paper
Title page
To provide according general written study papers requirements
Content must include all constituent parts of semester paper. The volume of every part
Depends on type and purpose of paper
To reason the actuality and novelty of topic, to indicate the aim, tasks, object and
research methods. Structure and content of paper are briefly disclosed
To make an overview of the reference on the analyzed topic, to reveal the systemized
opinions of different scientists, to say and reason own opinion about the analyzed
problem
To provide a factual situation of investigative problem and the analysis of factual
material
Content
Introduction
Theoretical part
Empirical part
Conclusions and
suggestions
Reference
Annexes
Requirements
To formulate the most important work conclusions considering the aims of paper,
suggestions must reflect the solution methods of existing problem and to indicate the
trends of newideas implementation
To provide all sources of used reference and data
To provide annexes supplementing the paper (tables, schemes, sources of primary
inforamtion and other additional material)
2.8. Report of professional activity and specialization practice
During the practice, students perform tasks which are indicated in the methodological
indications of subject practice (Annex 4). Having performed the tasks, students prepare a practice
report. Practice report is prepared according the methodological indications of report arrangement
provided by a lecturer. Practice report is recommended to be arranged according the following
structure:
1. Title page.
2. Content.
3. Introduction.
4. Tasks of analyzed topic.
5. Results of tasks permorfming and their discussion.
6. Conclusions.
7. Information sources.
8. Annexes.
The system and criteria of practice report assessment are indicated by the lecturer in
23
methodological indications. The date of practice report provision and presentation is indicated by the
lecturer.
24
2.9. Report of final practice
The aims of final practice are indicated in study programme. The volume of practice
is 6 credits.
Practice is performed in governmental and private institutions and organizations.
Student chooses the place of practice himself or it is suggested by a department. Practice tutor is
appointed by a department. Before leaving to practice, students are given instruction. A
programme is adjusted with t h e t u t o r s of practice and final paper. The aims and tasks are
provided in a programme of final practice subject. At the end of practice, student prepares a
practice report, provides it to the tutor of practice in the company and receives his feedback and
evaluation according 10-points system. It is recommended to make a practice report in the
following form:
1. Title page.
2. Filled appointment to practice (tripartite agreement of practice performing) and
response with evaluation received by practice tutor in the company.
3. Introduction.
4. Object characteristics.
5. Analysis of applied in the company technologies and other activity indicators
according company activity fields, considering practice aims and tasks.
6. Conclusions.
7. Recommendations.
Report is formalized according general written study works requirements and is
presented to practice tutor at the determined time. Practice defense time is determined by to
practice tutor.
2.10. Project work
In a professional human activity, more and more often the priority is given to a creative
and individual problems solution, abilities to work in a team, to communicate and collaborate. In
a learning process, project is a scheduled and organized activity the aim of which is to
overcome and solve the task.
25
When participating in a project activity, a student changes not only an objective reality
for more effective its functioning but also changes himself by improving his experience,
knowledge, abilities and developing his professional qualification.
Since the performing of project is based on learning in groups, the participants of
project get a chance to face in reality unexpected, even conflict situations during collaboration
and it improves communication abilities, personal features of a student and activity skills.
Didactical features of projects are as follows:
•
students must be open for new ideas, conceptions, they have to take initiative, choose
and make conclusions by themselves;
•
students face real problems occurring in real life and they are particularly motivated by
this;
•
during the project, theoretical and practical learning take place;
•
different matters are integrated in practical and theoretical level;
•
students have a possibility to feel their influence to the implementation of the project,
responsibility for made by them decisions and activity;
•
teacher communicate with students as an advisor and partner;
•
the final product of the project is thesis, announcement, exhibition, engineering project
and so on. Project individual work teaches students the following:
•
to see a problem or task;
•
to define them;
•
to make correct decision;
•
to solve a problem or task.
During the project, factors influencing the individual activity of students are also developed:
•
initiativie, ingenuity, intelligence;
•
planning of own work;
•
analysis of factors having influence to solution of problems;
•
search of necessary information;
•
ability to choose the necessary material;
•
ability to base a research on the chosen material, available or obtained data;
•
ability to analyze the results;
•
ability to integrate the knowledge of several subjects;
•
ability to trust in own mind and be realistic;
•
participation in gathering and treatment of data;
•
criticism;
26
•
suitable finishing of work and conclusions formulation.
When preparing the methodological indications and tasks for project individual work, a teacher
has to plan them appropriately by indicating project limits (how much time and resources can be
appointed for that), project implementation plan and evaluation of every member of team.
2.11. Integrated individual work
Recently, united, holistic and education principal is emphasized in the practice of
pedagogical theory as well as education institutions. The essence of united attitude is ’everything
exists in the context of interaction, relation and essence and that every change and event
conditions a c h a n g e o v e r o f a l l making, let it be small and that never phenomena realized
individually cannot be fully understood..’ (R. Miller, p.24.) Understanding of united
education is based on the attitude that the world is an integrated entirety in which everything is
related. In the united education understanding, main role falls to the relations of personality
(intellectual, emotional, physical, spiritual, etc.) as well as of individual matters, methods,
education aims and tasks, separate concepts, etc. Theoretical education integration fundamentals
were analyzed by J. Laužikas who paid much attention to the integrality of education process and
stated that a man wants to be integral from his origin. However, sometimes in the education
process the principal of integration is not followed:
•
either active or provisional methods are overvaluated;
•
a ratio of freedom and discipline is not retained: it is tended to extremities and
one-sidedness;
•
the integrality of content is not retained: without interrelation, even relative
matters and separate topics are provided.
Thus, the most important objective of integral pedagogic is physical and spiritual
integrity of educated person as well as development of his individuality and preparation for
harmonious connection with the world.
The essence of integrated individual work is common aim of work, subject tasks,
subject and common consultations, presentation of work and its evaluation under participation of
the teachers of all integrated subjects.
Objectives of integrated individual work are the following:
•
to integrate inter subjective knowledge and abilities;
•
to gain knowledge by studying individually;
•
to improve and develop communicational abilities;
•
to develop problems solving abilities;
27
•
to stimulate the motivation, curiosity and creativity;
28
•
to learn to work in groups and manage group projects (when preparing group individual
works).
When preparing to perform integrated individual works, it is very important
communication and collaboration by discussing the works, tasks, their performing methods
and proceeding. We suggest the steps of recommendational type (Table 2.11.1).
Table 2.11.1
Steps of integrated individual work
Title of work
Content
usefulness
actuality and importance, novelty
1. Decision
2. Choosing the students/students group
3. Choosing the colleagues
4. Discussing of paper topic, aims and structure
5. Determination of ISD crediting forms/methods
6. A meeting with students
open to changes
intends reading the lectures abroad
participates/will participate in international
projects
will follow ISD specifics
Presentation of ISD essence, topics, aims and tasks
Provision of requirements
discussing the time of
consultations
discussing of assessment
7. Consultation and observation
8. Crediting
9. Evaluation
2.12. Preparation of scientific articles
Every student who dreams of professional career must be acquainted with writing
fundamentals of scientific articles and announcements, to know how to speak to auditorium,
communicate in a group, to be able to provide data in text and illustrations, to prepare
scientific presentations and other matters which improve and make easier communication
skills. Articles can be of two types: scientific and popularization (Table 2.12. 1)
Table 2.12.1
Types of articles
Scientific
Are written to the scientists of concrete field
Popularization
Are written not to professionals
Differ from popularizing announcement by the following Deal with investigated matters
Text must be very attractive
points:
volume
more detailed problem analysis
wider and richer r e v e a l i n g o f d a t a , evidences and
illustrations
pateikimu
29
sudėtingesne kalba
Articles are written in professional language involving conceptions of professional meaning and exact terms
30
Main methodological requirements for scientific article structure are the following:
1. Heading.
2. Name and last name of the author.
3. Name of institution where the author studies or works.
4. Annotation.
5. Introduction.
6. Content of the article.
7. Conclusions.
8. Sources and reference.
9. Summary in one of main foreign languages (English, French, German).
However, every edition usually provides general requirements for preparation of an
article and text layout, exa mp les a nd vo lu m e o f r esear ch data and reference sources
provision bibliographical descriptions. Thus, when providing an article for publishing,
requirements of every edition are followed.
2.13. Final paper
Final paper is a qualificational Individual Paper revealing student’s ability to connect
the theoretical knowledge of study subjects, practical skills, research methods and professional
competence. The methodological indications of final paper are given at http://www.zak.lt
31
3. GENERAL REQUIREMENTS FOR TEXT AND FORMALIZATION
OF WRITTEN STUDY PAPERS
When making an individual paper, a student uses his own performed researches,
m a t e r i a l o f information sources and formulates his attitude to given aim o f paper and
realization of tasks, makes conclusions and provides suggestions.
• When writing a study paper of any type, it is necessary to follow certain record-keeping
requirements.
• All written papers are printed on computer. Suggested font is Times New Roman.
Table 3.1
Recommended font of study papers
Type of text
Main text
Heading A level
Heading B level
Heading C level
Type of font
Size of font
Plane
12 pt
Bold
Bold
Bold, italic
14 pt
14 pt
12 pt
Format of font
Sentence (lower and upper
case)
All capital letters
Sentence
Sentence
• Every chapter of paper is started in a new page. Subchapters can be written in the
same page by separating from text in a space of two lines (steps) as it is shown in Picture
3.1.
1. AGRICULTURE (A level)
1.2. General issues of agriculture (B level)
1.2.1.Ploughing (C level)
Pic. 3.1. marking of headings of paper parts
•
Paper is written on a white page of A4 format (210 x 297) in one side of page. The
following settings of margins are recommended:
Top margin – 2 cm
Bottom margin – 2 cm
Left margin – 3 cm
Right margin – 1.5 cm
32
• Paper language must correspond the norms of standard Lithuanian language and specialty
terms.
• The beginning of text paragraphs must be 1.5 cm from left margin (Format/Tabs/ Tab
stop position). Space between the lines must be 1.5 (1.5 Space). When typing a text, only single
space is made between the words. Full stop, comma, colon, semicolon and question mark are
printed after the last letter of a word without space and a single space is left after these marks.
A single space is left in a text before and after a dash. After opening brackets, the text is
further printed without space. Closing brackets are printed just after the last sign (the same as
full stop and comma). Quotes are printed in the same way. I n L i t h u a n i a n l a n g u a g e ,
quotes are marked at the beginning of a quote by two commas below and at the end of quotation
or other distinguished word at the top (eg.: in a notice ’ Regarding computers repair’ their
malfunctions are also indicated). Species of plants are distinguished by single quotes marked at
the top of the word.
• All parts of paper are numbered in subsequence order. Every chapter – introduction,
analytical part, practical part, conclusions, list of information sources, annexes are written in a
new page. If analytical and practical parts involve some subchapters, they are numbered in
Arabian numerals, eg.:
1.
1.1.
1.2.1.
1.2.2.
1.3.
2.
etc.
• Space between the titles of chapters or subchapters and text is 2 intervals. Titles of
chapters and subchapters are centered. The following paper headings: content, introduction,
conclusions, information sources are called A level headings, they are not numbered and
written in upper case in bold 14 pt font, in the middle of row/Center.
• All paper pages must be numbered. The pages are numbered from the second page
(title page is not numbered) in Arabian numerals, in the centre of footer (Insert/ Page
Numbers/Position: Botom of
Page (Footer)/Aligment: Center), without full stops and
dashes. Paper is finished with the last page.
• Additional documents included in individual paper, i.e. annexes, are not considered
pages of paper and are numbered separately. They include pictures, large data tables and other
auxiliary material indicated in text. Annexes are numbered in subsequence order. Their number is
not defined. Every annex i s g i ve n i n a s e p a r at e p a ge . In pages of annexes, in the right
33
side of Header
in
Bold
font is written a text, eg.:
34
’Annex 1’ ,
’Annex 2’.
If only one annex is added, it is not numbered. Several annexes are separated from main text by a
page in the optical centre of which is written: ’ANNEXES’.
Title page. Title (heading) page is considered the first page of paper but it is not numbered. In the
appropriate places of this page, the name of college, faculty, department, section, name and last
name of a student, title of study programme, title of paper, qualification degrees of consultants
and reviewers, names and last names, place of writing, year and other information are written
(Annex 5).
The heading page of study work involves the following information:
• name of educational institution (font – 14 pt/Bold);
• title of the faculty (font – 14 pt);
• title of the department (font – 12 pt);
• name and last name of the author of paper (upper case, 14 pt).
• na me of study programme, study form and year of study (font –12 pt);
• title of paper (font – 18-24 pt/Bold);
• type of individual work (font – 14 pt);
• pedagogical academical name and academic degree of the tutor of the paper, his full
name and last name (font – 12 pt);
• name of the location in which the paper was prepared (centered, font – 12 pt)
and in the next line below it: the year of paper writing (font – 12 pt).
The heading page should not include abbreviations except groups titles, pedagogical
names and academical degrees: sen. lect., doc., prof., dr., habil. dr. (Annex 5). The heading page
is followed by the page including evaluation of paper with lecturer’s remarks (Annex 6).
A list of information sources used in the paper. Bibliographical description is made following
Lithuanian standards LST ISO 690 and LST ISO 690-2. The authors of written papers should
how to mark information sources in any study paper. Below are provided some recommendations.
• A list of information sources is provided after conclusions in a separate chapter
with a heading: INFORMATION SOURCES (it is not numbered). Every indicated in the text
source must be provided in the list of information sources. Papers, haven’t mentioned in the text,
can not be indicated in the list.
• A list of information sources is made in the alphabet order of the last names of
authors. Collective papers concrete authors of which are not named in the heading/top page
(usually the authors of such editions are an organization or a group of people) are provided in
the list according the first letter of the title. Provided that several papers of the same author are
provided in a list of information sources, they are arranged according the publishing year of
edition in chronological order starting with the earliest published edition (eg.: 1995, 1999, 2001,
35
etc.)
• In a list of information sources in Lithuanian and other languages using letters of
Latin alphabet (English, German, etc.) are provided in general alphabetical order. Sources of
Slavian alphabet are provided separately after Latin alphabet.
• Information sources in foreign languages must be written in original language.
• Sources provided in a list of information sources must be numbered.
• W h e n d e s c r i b i n g t h e used information sources, the following details
are provided: last names and names of the author(s), title of edition, place of publishing, year of
publishing and standard number. Total number of pages of the book can be indicated, however, it
is not necessary.
• Attention should be made that international standard book number (ISBN, ISSN) is a
necessary element, thus, it is necessary to indicate it. It is written at the end. With this number it is
very convenient to find the editions online.
• A quoted page of books is not marked in i nformation sources list. It is
necessary to indicate the quoted page of article dissertation.
Below examples of study papers marking in general list are provided.
Books are marked as follows:
• a book of one author:
ŠEŠKAS, Aloyzas. Augalininkystės technologijų praktiniai darbai: mokymo priemonė.
Mastaičiai: Kauno kolegijos leidybos centras, 2008. 130 p. ISBN 978-9955-27-066-9.
• a book of two authors:
ŽEMAITAITIENĖ, Dana; ir MISIUS, Romualdas. Žiedas prie žiedo: gėlių komponavimo
teorija ir praktika. Vilnius: Valstiečių laikraštis, 2008. 69 p. ISBN 978-9955-708-13-1.
• a book of three authors:
DANILČENKO, Honorata; JARIENĖ, Elvyra; ir RUTKOVIENĖ, Vida. Ekologinė
daržininkystė, Kaunas: Tiražas, 2004. 73 p.
• a book of four and more authors:
DANILČENKO, Honorata, et al. Standartizacija ir produkcijos kokybės kontrolė: metodiniai
patarimai. Akademija: LŽŪU leidybos centras, 2005. 48 p.
• a book prepared by one editor:
Lietuvių kalbos žinynas. Sudarė Petras Kniūkšta. Kaunas, 2002.
36
• a book without author:
Šilalės krašto padavimai. Šilalė: Šilalės viešoji biblioteka, 2000. 2 d.
• magazines, newspapers and other continual editions
Between books: Lietuvos kultūros ministerijos, Lietuvos nacionalinės Martyno
Mažvydo bibliotekos mėnesinis žurnalas. 1991- .Vilnius, 1991- . ISSN 0868-8826
STEEL, E.A. National index of parish registers. London, 1968, vol. 1, p. 155-167.
Articles are marked as follows:
• an article of one author from a book or voluminous editions:
MARKEVIČIENĖ, Laima. Kambarinių gėlių sortimento tyrimas. In Dekoratyviųjų ir sodo
augalų sortimento, technologijų ir aplinkos optimizavimas: mokslinių straipsnių rinkinys.
Mastaičiai: Kauno kolegijos leidybos centras, 2008, p.39-43. ISBN 978-9955-27-065-2.
• an article of two authors from a book or voluminous editions:
VAIDELYS, Jonas; ir MISIŪNAS, Donatas. Dekoratyviųjų žolinių augalų sortimento
formavimo principai. In Dekoratyviųjų ir sodo augalų sortimento, technologijų ir aplinkos
optimizavimas: mokslinių straipsnių rinkinys. Mastaičiai: Kauno kolegijos leidybos centras,
2008, p. 79-83. ISBN 978-9955-27-065-2.
• an article from magazines, newspapers and other continual editions:
VAIDELYS, Jonas. Dekoratyviųjų žolinių augalų sortimento kaita Lietuvos miestuose ir
optimalaus sortimento formavimo prielaidos. Miestų želdynų formavimas 2008: gėlės ir
gėlynai [mokslinių straipsnių rinkinys]. Klaipėda: Klaipėdos universiteto leidykla, 2008,
p.144-150. ISSN 1822-9778.
WRIGLEY, E.A. Parish registers and the historian. In STEEL, D.J. National index of parish
registers. London, 1968, vol. 1, p. 155-167.
• an article from a book:
MERKYS, Vytautas. Aušrininkai. In Mažosios Lietuvos enciklopedija. Vilnius, 2000, t. 1, p.
103.
37
WRIGLEY, E.A. Parish registers and the historian. In STEEL, D.J. National index of parish
registers. London, 1968, vol. 1, p. 155-167.
Online documents:
• online books, data basis, computer programmes:
MARGELIENĖ, Jolanta. Bendroji ekologija ir aplinkos apsauga: mokymo priemonė [CDROM]. Mastaičiai: Kauno kolegijos leidybos centras, 2008. ISBN 978-9955-27-122-2.
CARROL, Lewis. Alice’s Advantures in Wonderland [interaktyvus]. Texinfo ed. 2.1.
[Dortmund, Germany ]: WindSpiel, November 1994 2001 [žiūrėta 1995 m. vasario 10 d].
Prieiga per internetą: <http://www.germany.eu.net/books/carrrol/alice.html>.
•
articles from online books, data basis, computer programmes: GIRDZIJAUSKAS,
Juozapas. Ankstyvasis periodas (iki XIX a. pabaigos). In Klasikinė lietuvių literatūra:
antologija [interaktyvus]. Vilnius: Mokslininkų sąjungos institutas, 2002 [žiūrėta 2002
m.
balandžio
26
d.],
ekr.
2.
Prieiga
per
internetą:
http://anthology.lms.lt/lindex.html.
MCCONNELL, W.H. Constitutional History, In The Canadian Encyclopedia [CD-ROM].
Mcintosh’o versija 1.1. Toronto: McClelland&Stewart, c. 1993. ISBN 0-7710-1932-7
•
online serial editions (newspapers, magazines and other continual editions):
Informacijos mokslai [interaktyvus]. Vilnius: Vilniaus universiteto leidykla, 1994- [žiūrėta
2001 m. lapkričio 9 d.]. Prieiga per internetą: http://www.leidykla.vu.lt/inetleid/inf-mok/inf
mok.html>.
•
articles from online editions (newspapers, magazines and other continual editions):
GUDONIENĖ, Vilija. Politinė visuomenė ir informacija. In Informacijos mokslai
[interaktyvus]. 1998, [nr.] 9 [žiūrėta 2001 m. lapkričio 9 d.], ekr.3. Prieiga per internetą:
<http://www.leidykla.vu.lt/inetleid/inf-m-9/index.htmll>.
STONE, Nan. The Globalization of Europe. In Harward Business Rewiew [interaktyvus].
May-June 1989 [žiūrėta 1990 m. rugsėjo 3 d.], ekr. 1-2. Prieiga per: BRS Information
Technologies, McLean (Va.).
38
3.1. Formalization of written papers structural parts
Content of paper. Content is provided at the beginning of paper on the second page. Content
includes the numbers of all parts, chapters and subchapters, paragraphs, their titles and pages are
indicated. The content itself is not indluded into the list. A word ’CONTENT’ is written in
capital letters in bold font.
Parts, chapters, subchapters, paragraphs and pages are numbered in Arabic numerals.
After every number naming a part of content is followed by full stop. A full stop is not typed after
the number indicating the page.
A title of every part, chapter, subchapter or paragraph is written in capital letter. After it,
a dotted line until the indicated page number is typed (Annex 8).
Chapters ’Introduction’ and ’Annexes’ are not numbered in content and the dotted line is
not typed and page numbers are not indicated (Annex 6).
Chapters ’Conclusions’ or „’Conclusions and suggestions’, ’Information sources
Are not numbered in a content and after dotted line page numbers are indicated (Annex 8).
Introduction. Introduction deals with reasoning of topic choice, its actuality and novelty are
indicated as well as the following items are formulated: problem of paper, aim of paper, tasks and
research object. The paper should involve one aim and some tasks. Tasks are formulated for all paper
for the analysis of information sources as well as its experimental part.
Usable verbs for tasks making: to explain, define, identify, describe, interpret, illustrate,
compare, contradistinguish, make, resolve, distinguish, confront, separate, evaluate, investigate,
determine, analyze, schematize, differentiate, criticize, formulate, create, design, compose,
prepare, check, etc. Two verbs can be also used.
It is important to write an introduction in a way to make an impression about the essence
of the paper having read it. Introduction usually deals with the difficulties the author has faced
when gathering the information sources, factual material, performing the researches, writing a
paper or having achieved the predetermined goal. The volume of introduction is up to 2 pages.
Paper results and their discussing.
Analytical part. It is the main part of the paper. This part deals with factual or project
situation of investigative problem as well as the analysis of factual material. By using the material
of statistical data, financial accounting, researches, inquiries and observation material, various
economical calculations are performed which are written into analytical tables. The stated in the
text hypothesis are confirmed or denied and the reasons, achievements are justified.
39
The description of personal researches results should not start with the following words: ’I
have made aan investigation’, ’I have found’, etc. It is better to use the following impersonal
words compounds : ’it has been determined’, ’it has been investigated’ and so on.
It is inadvisable to abuse the following i n t r o d u c t o r y w o r d s c o m p o u n d s : ’The
emphasis must be made on’, ’it should be noticed that’ and so on.
Long sentences should be avoided because such text is more difficult to understand.
References to other parts of paper (chapters, subchapters), tables, pictures are marked by
writing their sequence numbers. For example: (Chapter 4); (p.54).
Tables, pictures and graphs. A visual material is used in almost all study papers. It is
inserted in the text in order to make the text clearer and more accurate, in order to emphasize the
differences and tables would include more information. Every table or picture (graphs, diagrams
are marked in study papers as pictures) must be numbered and necessarily discussed in the text.
Most part of tables and pictures can be provided in annexes. However, also in annexes given
material must be discussed in the text. Text or annexes should not include illustrations
(pictures, graphs, tables) material which has not been analyzed in the text.
Illustrations of every chapter are numbered by writing down the number of chapter or
subchapter, after the number of picture and only then its title. Diagrams are not separately
numbered, they are marked as pictures and numbered in subsequent order. Pictures and tables are
numbered for every chapter separately, by also writing their title. Numbers of pictures (and
diagrams) and their titles are written below the picture (centered). Tables are marked on the right
side by also indicating the number of table, eg.: ’Table 4.7.1’ and in the next line by writing
centered the title of table. Numbers and titles of illustrations and tables are written in bold, 10 pt
font as it is shown in Pic. 3.2
1. Goal of qualification refreshment
Basic
knowledge of
newly prepared specialist
Knowledge of previously
prepared specialist
Qualification refreshment
4.7.1 pav. Goal of qualification refreshment (A.Sakalas, 2001, p. 68)
Pic. 3.2. Example of picture
40
2. Students assessment
...Distribution of students knowledge evaluation is seen in graph (Pic. 2.1)
100
80
60
40
20
0
1
2
General subjects
3
Speciality subjects
4
Specialization subjects
Pic. 3.3. Example of a graph
Table 4.7.1
Fertility t/ha of plants grown in N farm in 2005
Seq. No
1.
2.
3.
Plants
Winter wheat
Barley
Potatoes
Fertility
5
3.7
25
Pic. 3.4. Example of a table
Conclusions and recommendations. Conclusions and suggestions part deals with
conclusions, recommendations and suggestions. Conclusions must be based on analyzed
material, they must be briefly formulated and disclosed coherently. Conclusions do not include
quotations. This part deals with the most important research results, the answers to the
formulated in introduction aims and tasks of work. Conclusions and suggestions part must
reveal the solving methods of existing problem and indicate the implementation trends of new
ideas. Below conclusions and suggestions a student puts his signature.
41
INFORMATION SOURCES
1. ATKOČIŪNIENĖ, Zenona; STONKIENĖ, Marija; JANONIS, Osvaldas. Rašto darbų
metodiniai nurodymai. Vilnius: VU l-ka, 2007. 121 p. ISBN 978-9955-33-140-7.
2. BALTRŪNIENĖ, V.;
ir
PETRAUSKIENĖ,
K.
Baigiamųjų darbų
metodiniai
nurodymai: mokomoji knyga. Vilnius, 2001. 27 p. ISBN 9955-9418-5-5.
3. BORUSEVIČIENĖ,
Nijolė.
Mokymo(si)
procesai
edukaciniu
ir
filosofiniu
aspektu.Šiauliai: K. J. Vasiliausko leidykla Lucilijus, 2004. ISBN9955-564-61-X.p.131
4. KARDELIS, K.; ir BAGOČIŪNAS S. Baigiamųjų darbų (kursinių, diplominių,
magistro) rašymas ir įforminimas: metodiniai patarimai LKKA studentams ir
magistrantams. Kaunas: LKKA, 2000. 64 p.
5. KARDELIS, Kęstutis. Mokslinių tyrimų metodologija ir metodai. Kaunas: Judex, 2002.
398p. ISBN 9986-948-65-7.
6. KUITIENĖ, Nina. Mokslinių studijų darbų rengimo metodinės rekomendacijos.
Mokomoji metodinė knyga. Kėdainiai, 2010. 126 p. ISBN 978-9955-27-180-2.
7. Neuniversitetinių studijų rezultatų vertinimo nuostatos: Lietuvos Respublikos švietimo
ir mokslo ministro įsakymas Nr. 35. Vilnius, 2002-15-15.
8. RAMSDEN P Kaip mokyti aukštojoje mokykloje.Vilnius: Aidai, 2000.
9. RIENECKER, L ir JORGENSEN P. S. Kaip rašyti mokslinį darbą. Vilnius: Aidai,
2003.p.44.
10. STAPONKIENĖ, Jurga ir RUDYTĖ, Dalia, ir STASIŪNAITĖ Vida. Bendrieji studentų
praktinio mokymo reikalavimai.Metodinė priemonė.VŠĮ Šiaulių universiteto leidykla,
2005.ISBN 9986-38-582-2. p.36.
42
ANNEXES
Annex 1
S T R UCTURE OF P R A CTICAL PAPER
/title of paper/
The Aim of Practical Work:
Goals:
1.
2.
3.
.................................
Tasks:
1.
2.
.................................
Work proceeding:
Self-control questions for the performance of paper:
1.
2.
3.
4.
5.
.................................
Revision questions:
1.
2.
3.
4.
.................................
Note: Practical paper should include all the indicated above points.
Annex 2
CARD No
AUTHOR OF THE ARTICLE:
TITLE:
SOURCE:
DATE:
No OF MAGAZINE OF NEWSPAPER
PAGES:
TOPIC:
AIM,
PROBLEM
GOALS,
BRIEF CONTENT
NOTES (brief disclosure of own
ideas on the analyzed issue)
Annex 3
Verbs to be used for the formulation of aims and goals [6]
Field
Understanding
Content
Ability to tell what the
student knows and to
interpret where does he
know it from
Application
Application of knowledge
and believes
Analysis
Ability to analyze the
elements of
studied field, their
interrelation as well as
organizing principals
Synthesizing
Assessment
Verbs
To determine the position and place
To explain
To purify
To determine
To identify
To recognize
To tell
To review
To discuss
To demonstrate
To make a outline, sketch
To use
To describe
To make a plan, table, scheme, list
To apply
To act, represent
To manage
To distinguish
To notice the difference
To characterize
To consider
To discuss
To experiment
To solve problems
To check
To determine a connection
To compare
To counter state
To contrast
To investigate
To calculate
To predetermine
To analyze
To examine
To divide
To control
To criticize
Ability to make the unique To compose
relations of the analyzed
To make
field, to make the actions To concentrate
plan as well as to foresee
To complement
abstract connection
To make a plan, scheme
To systemize
To suggest
To create
To advice
To explain
To summarize
To design
To predetermine
To organize
To arrange
To disclose
To classify
To apply
To remake
To mount
Ability to make a decision To evaluate
based on inside and
outside needs
To determine the value
To make the opinion
To criticize
To make a
conclusion
To analyze
To check
To distinguish
To review
To select
To change
To select
To measure
Annex 4
.Institution:
Study form:
Subject:
STRUCTURE OF A CARD OF PROFESSIONAL ACTIVITY AND
TECHNOLOGICAL AND SPECIALIZATION PRACTICE
Topic:
The Aim:
Goals:
1.
2.
3. .
4. References.
Work means:
Methodological indications.
Work proceeding.
Revision questions
Work assessment.
Annex 5
Times New Roman 14 pt
Times New Roman 14 pt Bold
JONAS PETRAITIS
A student of the I course of continual studies of Agrobusiness
technologies department
Times New Roman 18 pt Bold
ESTABLISHMENT OF A FARM
BY FARMER X AND ITS
DEVELOPMENT
PERSPECTIVES
Paper of Agribusiness fundamentals subject
lect. Nijolė Jurkšaitienė
Tutor
Mastaičiai
2010
Annex 6
Student of ...................................................................... group
................................................................................................................
(name and surname)
..............................................................................................................................
Subject title
........................................................
Date of paper provision
Remarks on paper ......................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
Evaluation .........................................
.............................................................
Date
STUDY PROGRAMME: GARDENING TERRITORIES AND THEIR DESIGN (code) 653H93002
DALĖ EUGENIJA BULAVIENĖ, DONATAS KLIMAVIČIUS, LAIMA
MARKEVIČIENĖ, AUDRONĖ JURKŠTIENĖ
METHODOLOGY OF INDIVIDUAL WORK OF
Mastaičiai
2012
The Aim of Individual Work
Intended results of study
subject
Tasks of Individual Work
Number of hours intended for
Individual Work
Topics
Structure of report
To prepare a report of Professional Activity Practice
To know outside and inside flowers.
To evaluate morphological, decorative and bioecological pecularities
of outside and inside flowers.
To be able to reproduce the flowers.
To analyze the assortments of grass and woody decorative plants in
different objects of gardening territories.
To analyze the principals of gardening territories planning and
pecularities of landscape formation.
To analyze the fundamentals of artistic composition of gardening
territories, their spcious - volumetric structure and elements of
teritories arrangement.
To make a design of gardening territories of different types.
To know how to organize the supervision works of gardening
territories.
1.To deepen the knowledge of Flower-growing and Mounting and
Supervision of Gardening Territories subjects by forming practical
and individual work skills of students studentų which are necessary
when performing the tasks of Professional Activity Practice by
analyzing and assessing teh achieved results.
2.To develop the usage skills of information sources and other
material necessary to perform a work.
80 hours
1.
2.
3.
4.
5.
6.
7.
Research of flowers assortment.
Seasonal works in a parterre.
Reproduction of flowers.
Preparation of flowers for winter.
Supervision of flowers.
Making a plan of N object.
Fixation of present situation of gardening territories of an
object.
8. Types of parks and their sheduled and spacious – volumetric
structure.
9. Sheduled and spacious – volumetric structure of gardening
territories in squares and streets.
10. Arrangement of cemetaries and graves.
11. Organizing of autumn supervision works of gardening
territories.
Title page
Content
Introduction
Analyzed practice topics and their tasks
Conclusions
Sources of information
Annexes
Methodological advice
Assessment
Requirements for practice report:
1. The goals given in the tasks of practice topics are analyzed;
2. References of foreign and Lithusnian authors as well as other
sources of information are used and its analysis necessary for the
performing of a concrete task is performed;
3. Conlcusions are properly formulated;
4. Practice report is written in correct literary language;
5. Practice report is correctly formalized.
Introduction should deal with concretely and clearly formulated
problem of individual paper with named paper aims and tasks.
The part of analyzed practice topics should include the solutions
formulated in practice task goals.
Conclusions is an important part of practice report. Conclusions
should be concrete, closely formulated, correspond the goals, aim
and tasks of topics.
Subjects of Professional Activity Practice:
1. Outside flower-growing.
2. Flower-growing of greenhouses.
3. Design, mounting and supervision of gardening territories.
Assessment of professional actvity practice 1:
IKI=0.25 IKI (1))+0.25 IKI (2)+0.5 IKI (3)
Description of assessment criteria
10 (excellent)
Excellent, exclusive knowledge and
abilities
Practice topics are analyzed comprehensively, the text is very clear. The
newest literature and other sources of information used. Understand
perfectly and uses the concepts. Excellent topics analysis and data
assessment skills. Excellent presentation skills.
9 (very good)
Strong, good knowledge and abilities
Practice topics are analyzed very well. Understands the analyzed and used
material very well. Very good data assessment skills. Very good
performing quality and presentation skills.
Practice topics are analyzed well. Knowledge is better than average; it is
applied when solving practical problems. Understands the analyzed
concepts well.. Good performing quality and presentation skills.
8 (good)
Knowledge and abilities above average
7 (good enough)
Average knowledge and abilities, some
minor errors exist
6 (satisfactory)
Knowledge and abilities (skills) lower
than good enough, some mistakes exist.
5 (satisfactory enough)
Knowledge and abilities (skills) comply
with minimum requirements
4 , 3, 2, 1 (No compliance with minimum
requirements)
Formalization of Individual Paper
Practice topics are analyzed averagely, there are unessential mistakes. Key
literature is used. There is inconsequance in the topic delivery. Understands
and uses the concepts. Good performing quality and satisfactory
Practice topics are analyzed satisfactorily. Knowledge is lower than
average. Understands the concepts satisfactorily. Got acquainted with key
material. Satisfactory performing quality and satisfactory presentation
skills.
Practice topics are analyzed in low level. Knowledge meets minimal
requirements. Satisfactory performing quality and presentation skills.
Analysis of practical topics and knowledge does not meet minimal
requirements. Partially plagiarized paper.
Font: Times New Roman, font type: plane, font size: 12pt, format:
A4, margins: top and bottom: 2 cm, left: 3 cm, right: 1.5 cm, the
beginning of margins of text must be 1.5 cm from left margin, space
between the lines must be 1.5 cm.
References and other sources of information:
Seq.
No.
Publishing
year
Information source (publication)
author, title and identification
number
Publishin
g
location
and
house
Kaunas
College
library
Study
Rooms
Other
libraries
(a tick-mark shall mean availability of the
source)
Key Information Sources
1. 1
JAKOVLEVAS – MATECKIS,
.
Konstantinas.
2003
Miesto kraštovaizdžio architektūra.
Želdiniai ir jų komponavimas. II
dalis.
2. 4
MISIUS, Romualdas, et al.
.
1998
Kapų priežiūra.
ISBN 9986-442-47-8
3. 5 2008
NAVASAITIS, Mindaugas. Medžiai
.
ir krūmai parkams bei sodyboms.
ISBN 978-9955-751-14-4
4. 7 2003
.
Flowers. ISBN 978-14055300575*
5. 8 2007
.
Gėlininkystė. [CD-ROM]
ISBN 978-9955-27-051-5
Daugiametės gėlės.
ISBN 9986-09-155-1.
Vienmetės ir dvimetės gėlės
ISBN 9986-09-094-6.
Ūkio kraštovaizdžio tvarkymas:
mokymo priemonė.
Sudarytojas J.Vaidelys. ISBN 9986524-24-5.
6.
9
.
1997
7.
1
0
.
1995
8.
1
1
.
1998
9.
1
2
.
2005
10. 1
3
.
11. 1
4
.
12. 1
5
.
2011
2009
ACQUAAH, George. Horticulture.
Principles and practices.ISBN 9780-13-159247-6.*
13. 1
6
.
2010
B.E.VAN WYK,
J.MAREE. Cut Flowers of the World
.ISBN 9781604691948.*
1992
VARKULEVIČIENĖ , J.; ir
SASNAUSKAS, V. Žydinčios
kambarinės gėlės. ISBN 9955-5278-4.*
P.V.NELSON.Greenhouse
Operation and Management (7th
Edition) ISBN 978-0132439367*
Plants. ISBN 0-89577-052-0.*
√
√
√
√
√
√
Vilnius,
,,Technika
‘‘
Vilnius,
Leidykla
Danielius
Kaunas,
Lututė
c.Brickell
Mastaičiai,
Želdinių ir
agrotechno
logijų
katedra
Vilnius,
„Margi
raštai“
√
√
√
√
√
√
Vilnius,
Valstybini
s leidybos
centras
Vilnius,
Žiburio
leidykla
√
√
√
Aktėja
√
√
√
√
√
√
√
√
New
York/
Montreal.
New
Jersey:
Pearson
Prentice
Hall.
√
√
√
Additional Reading
1.
1991
2.
2006
3.
2005
4.
1992
5.
2004
6.
2003
7.
2008
BALIŪNIENĖ, Angelė; ir
JUODKAITĖ, Regina. Tulpės.
BULAVIENĖ, Dalė, et al.
Žalioji sodyba.
ISBN 9955-708-00-X
Architecture and
Construction.
ISBN 0-7-144142-5.*
Plants. ISBN 0-89577-052-0.*
JANUŠKEVIČIUS, Laimutis.
Lietuvos parkai.
INSB 9955-575-63-8.
Flowers
ISBN 978-1465300575*
VAIDELYS, Jonas; ir MISIŪNAS,
Donatas. Dekoratyviųjų žolinių
augalų sortimentas Lietuvos
želdynams:metodinė priemonė
ISBN 978-9955-27-5
Periodical Publications
1.
Цветоводство ISSN 0041-4905
2.
ISSN 0023-8031*
3.
Mano gėlynas ISSN 1648-4924
4.
Rasos ISSN 2029-1140
5.
Sodo spalvos ISSN 1392-5849
1.
Designing and Planting a Garden
http://www.gardening.about.com/
2.
Exterior and Interior Design
Architecture
http://www.exinteriordesign.com/
3.
Online Landscape Architecture
Degrees http://www.ehow.com/
4.
Žurnalas ,,Rojaus sodai”
http://www.rojaussodai.lt Žurnalas
,,Sodo spalvos”
http://www.sodospalvos.lt
5.
Enciklopedia of flowers
http://www.flowerdictionary.com/list.html
6.
Reference Library- Science-How
Plants and Flowers
Vilnius,
„Mūsų
sodų“
žurnalo
priedas
√
√
√
Vilnius
√
√
√
MeGran –
Hill,
New York
√
√
New
York/
Montreal.
√
√
Kaunas,
Lututė
√
√
C. Brickell
√
√
Kaunas,
Kauno
kolegijos
leidybos
centras
√
Moskva
Rosija
Washingto
n,
USA
Vilnius,
Lietuva
Kaunas,
Lietuva
Vilnius,
Lietuva
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
http://www.kidport.com/.../Science/
STUDY PROGRAMME: GARDENING TERRITORIES AND THEIR DESIGN (code) 653H93002
AUDRONĖ ONA JURKŠTIENĖ
METHODOLOGY OF INDIVIDUAL WORK (REPORT) OF
DESIGN, MOUNTING AND SUPERVISION OF GARDENING
TERRITORIES OF
Mastaičiai
2012
A. JurkštienėPVP 1, Design, mounting and supervision of gardening territories
The Aim of Work: to deepen the knowledge of subject and abilities when analyzing the present
situation in gardening territories of different types by making and drawing individually the plans of
gardening territories as well as to solidify the practical skills obtained during the educational practice.
Main Tasks of Individual Work:
1. To draw a plan of present situation of object N in A2 page format by marking the paths system,
elements and gardening territories of small architecture;
2. To make and draw a plan of family grave and to provide the plants assortment in tables;
3. To perform the photofixations of gardening territories of different type visited during the
practice and to provide them in a text of report, to evaluate the present situation of gardening
territory of every visited object, to analyze positive and negative sides and to provide the
evaluation in writing;
4. To fill in a table of autumn supervision works of gardening territories;
5. To prepare the report text according general requirements for studies writing papers text and
formalization. To prepare the drawings and planus according the indications of a lecturer
managing the practice activity and technical drawing requirements. To put the performed tasks
into Design, mounting and supervision of gardening territories report folder PVP 1.
Number of hours intended for Individual Work: 40 hours
Expected outcomes:
1. Will deepen the knowledge and skills when analyzing gardening territories of different type;
2. Will widen and deepen the experience when making and drawing the plans of gardening
territories;
3. Will get acquainted with a variety and specifics of autumn supervision works of gardening
territories.
STRUCTURAL PARTS OF PAPER
I INTRODUCTION. The importance of practical work and the actuality of topics are briefly
discussed. The aim of practice and key goals are indicated.
II METHODOLOGY OF WORK PERFORMING. Individual work is performed every day on
the basis of the received and performed tasks. In the place of practice performing, tasks are corrected,
work means and work performing methods are discussed. Performed works are described in
chronological order and the proceeding of every day performed tasks is briefly described provided that
it wasn‘t predetermined otherwise when correcting a concrete task. Research methods are used when
performing the analysis of present situation of gardening territories: observation, measuring, case
analysis, photofixation, sketching and situation discussing. Other works are performed by applying the
creative, project, individual investigation and practical methods.
III ANALYSIS OF GATHERED MATERIAL. Gathered data are analyzed. Necessary
drawings are made on the basis of results of performed works and performed analysis, tables provided
in practical tasks are filled in and the necessary calculations are performed atliekami. Gathered digital
photomaterial is used for supplement of textual part of report and illustration of performed analysis as
well as to reason the statements and conclusions.
IV SUMMARIZATION AND CONCLUSIONS OF WORK. Summarization and conclusions
of individual work are perfomed in the order of the predetermined goals. The performed activities and
achieved results are named and the suggestions are provided. Conclusions are connected with the goals.
V SOURCES OF INFORMATION. A list of studied and used for the performing of work
references is ptovided in the sources of information.
WORK PROCEEDING
Individual tasks are performed every day, they are a continuation of practical tasks. The work
consists of two parts. In the first part, students work with a lecturer, all group or perform the practical
tasks of that day in individual small groups. In the second part, they work on their own and
individually. The proceeding of individual work is discussed every day, by performing the tasks with a
lecturer in the place of practice.
PROCEEDING OF INDIVIDUAL WORKS
Title of practical task and proceeding of performing of individual work task
Making a plan of N object:
A sketch made during the practical task is transferred on graph paper sheet and an object plan is made according
technical drawing requirements.
Fixation of present state of gardening territories in an object:
A sketch made during the practical task is transferred on graph paper sheet and an object plan is made according
technical drawing requirements.
Types of parks and their sheduled and spacious – volumetric structure:
The present situation of during the practice visited objects in gardenining territory is evaluated as well as positive
and negative sides are analyzed. Evaluation is provided in writing and made photofixations as illustrations are
provided in the text of report.
Sheduled and spacious – volumetric structure of gardening territories of squares and streets:
The present situation of during the practice visited objects in gardenining territory is evaluated as well as positive
and negative sides are analyzed. Evaluation is provided in writing and made photofixations as illustrations are
provided in the text of report.
Arrangement of cemetaries and graves
A family grave plan is made and drawn according the requirements of practical task.
Organizing of autumn supervision of gardening territories
A table of autumn supervision of gardening territories is filled.
Binded individual paper (report) is provided at the indicated time to the lecturer who had managed the
practice.
FORMALIZATION OF PAPER
When writing an individual paper, it is necessary to follow record-keeping requirements. The text of
explanatory note of individual work must meet the following requirements:

font - TimesNew Roman;

format – the paper is printed on white page of A4 format (210 x 297) on one side of paper;

recommended margins: top margin – 2 cm, bottom margin – 2 cm, left margin – 3 cm, right
margin – 1.5 cm; the beginning of the paragraphs of text must be 1.5 cm from the left margin
(Format/Tabs/ Tab stop position); space between the lines must be 1.5 (1.5 Space).
Structure of paper:
 front page;
 title page;
 content;
 introduction;
 work performing methodology;
 analysis of gathered material, summarization of work and conclusions;
 sources of information, references;
 Graphical part (drawings).
REFERENCES AND OTHER SOURCES OF INFORMATION:
Number of copies
Seq.
No.
Publishing
year
Author and name of an issue
Publishing house
Kaunas
College library
Study
Rooms
Other
libraries
Key references:
1.
1994
2.
2009
3.
1974
4.
1998
5.
1978
CROWE, Silvia.
Garden Design.
ISBN 1 870673 08 5*
MILLER, L. B.
Parks, Plants, and People.
Beautifying the Urban Landscape.
ISBN 978-0-393-73203-0*
TAURAS, Antanas.
Landšaftoarchitektūrakaime.
ISBN – nėra
Ūkiokraštovaizdžiotvarkymas. ISBN
9986-524-24-5
PETRULIS, J. Þeldynø
projektavimas, árengimas ir
prieþiûra.
London,
Garden Art Press
√
√
New York.
London
√
√
Vilnius
√
√
Vilnius
√
√
Cool Spring Press
Nashville, (US)
√
√
MeGran –Hill,
New York
√
√
Kaunas
√
√
London
√
Vilnius
ISBN nëra
Additional references:
1.
2.
3.
4.
4.
5.
6.
1.
2.
BATH, Jane.
The Landscape Design:
2005
Answer Book.
ISBN 1-59186-250-7*
2005
Architecture and
Construction.
ISBN 0-7-144142-5*
MISIUS, Romualdas.
2004
Mažoji kiemo architektūra.
ISBN 9955-416-81-5
4
HUTCHISON, Edward.
Drawing forLandscape Architecture.
2011
Sketch to Screen to Site.
ISBN 978-0-500-34271*
Periodical sources of information:
Aplinka: Darna. Atsakomybė.
Apsauga.
ISSN 2029-5375
ISSN 0023-8031*
Sodospalvos
ISSN 1392-5849
Vilnius, Lietuva
Washington,
USA
√
√
Vilnius, Lietuva
√
√
Garden Design and Ideas
http://www.gardendesigner.com/*
The Free Enciclopedia
http://www.wikipedia.org/*
* - references for international students.
DARBO VERTINIMAS
Evaluation
10
(excellent)
9
(very good)
Description of criteria
Performs perfectly simple nonstandard tasks of individual works.
Perfect, exceptional practical and individual works as well as drawings performing quality applying the
knowledge obtained during Drawing, Engineer Graphics, Flower-growing and Dendrology studies.
Perfect expression and presentation skills. Student understands well what and why does.
Performs easily simple typical tasks of individual works.
Very good practical and individual works as well as drawings performing quality.
Very good expression and presentation skills. Student understands what methods and techniques applies
and why.
8
(good)
7
(good enough)
6
(satisfactory)
5
(satisfactory
enough)
Unsatisfactory
Performs correctly averagely and more complicated tasks of individual works.
Good practical and individual works as well as drawings performing quality.
Good expression and presentation skills. Student knows what methods and techniques apply.
Knowledge is applied following the given examples when performing practical works tasks of gardening
territories design.
Good practical and individual works as well as drawings performing quality.
Performs correctly tasks of average complexity. Satisfactory expression and presentation skills.
Satisfactory practical and individual works as well as drawings performing quality.
Knows how to act according analogy. Performs correctly easy tasks of practical and individual works but
does not understand more complicated ones. Satisfactory expression and presentation skills.
Minimal satisfactory abilities for problems solving following the examples and during the performing of
practical and individual works as well as drawings making tasks of gardening territories design. Is able to
act according the given analogy and performs at least half of tasks of practical and individual works.
Satisfactory expression and presentation skills.
Abilities do not comply with minimal requirements when performing tasks of practical and individual
works design in gardening territories.
Individual work (S) in general cummulative assessment of a subject (IKI) makes 50 per cent.
Prepared by
Audronė Ona Jurkštienė
LANDSCAPING FACULTY
OF PUBLIC COMPANY KAUNO KOLEGIJA / UNIVERSITY OF APPLIED SCIENCES
STUDY PROGRAMME: GARDENING TERRITORIES AND THEIR DESIGN (code)
653H93002
PROFESIONAL ACTIVITY PRACTICE 1
TASKS AND DESCRIPTIONS OF PRACTICAL WORKS
lect. dr. Dalė Bulavienė
lect. dr.Dalė Bulavienė,
assist. Audronė Jurkštienė,
lect. Donatas Klimavičius
lect. Laima Markevičienė
Tutoress
Prepared by
Mastaičiai
2012
Study Programme:
Subject:
Professional Activity Practice 1
PRACTICAL WORK NO 1
TOPIC I: RESEARCH OF FLOWERS ASSORTMENT.
DAHLIAS (educational-cognitive trip)
Intended for 4 hours
1. The Aim of Practical Work: to get acquainted with the classification, species of dahlias and
their growing pecularities.
2. Goals of Practical Work:
2.1. To get acquainted with the classification of dahlias.
2.2. To evaluate the morphological-decorative characteristics of dahlias
2.3. To know the growing pecularities of dahlias.
3. Innovative methods used for the performing of Practical Work: educational-cognitive trip,
observing, identification.
4. Assessment of Practical Work: students must perform the indicated in practical paper tasks.
The Assessment of achievements is threshold 5 (weak): tasks are performed in low level,
knowledge meet minimal requirements. The quality of tasks performing is satisfactory. Applies the
knowledge to solve simple practical problems.
Place of practice: Kaunas Botanical Park of Vytautas Magnus University.
Information. Dahlia belong to Asteraceae family. From 4 to 24 species are counted.
According a shape of a composite, dahlias are classified into 12 main groups. Dahlias are
reproduced by dividing them into tubers, slips and seeds.
The stems of dahlia are vertical, deciduous, straight, up to 250 cm height. The leaves are
feathery, sometimes double or triple feathery, up to 10-40 cm, green or purple colours. Blooms are
concentrated in composites. Edge blooms are tongue-shaped of different colours. Bloom from July
till frosts. In autumn the overground part of a plant to the neck of a root dies.
Work proceeding:
1. The classification of dahlias learnt during theoretical and practical lessons is repeated.
2. To analyze the Assessment methodology of morphological-decorative features of dahlias.
3. To listen the telling of a specialist about the classification, species of dahlias as well as their
selection and growing pecularities.
4. To evaluate the morphological-decorative features of dahlias of 3-4 groups.
5. Data is written into table 1.
Table 1
Assessment of dahlias
Parametres/Groups
Shape of a truss
Height of a truss
Deciduousness
Colour of leaves
Colour of blooms
Size of blooms
Length of stalk
Strength of stalk
Tasks are corrected at working place.
REVISION QUESTIONS:
1. Name main groups of dahlias.
2. Describe morphological features of dahlias groups.
3. Name subgroups of decorative dahlias groups.
4. Describe the features of anemoninuous dahlias groups.
5. How are the dahlias classified according the shape of a truss?
REFERENCE
1. VAIDELYS, Jonas ir KLIMAVIČIUS, Donatas. Svogūninės ir kitos gėlės. Mastaičiai: Kauno
kolegijos leidybos centras, 2006. ISBN 9955-27-002-0.
2. VAIDELYS, Jonas, KLIMAVIČIUS, Donatas ir MISIŪNAS, Donatas.. Svogūninės ir kitos
gėlės. [CD-ROM]. Mastaičiai: Kauno kolegijos leidybos centras, 2006. ISBN 978-9955-27-037-9.
3. VAIDELYS, Jonas, et al. Gėlininkystė [CD-ROM]. Mastaičiai: Kauno kolegijos leidybos centras,
2006. ISBN 978-9955-27-051-5.
4. VAIDELYS, Jonas; ir MISIŪNAS, Donatas. Dekoratyviųjų žolinių augalų sortimentas Lietuvos
želdynams. Mastaičiai: Kauno kolegijos leidybos centras, 2008. ISBN 978-9955-27-5.
5. RHS new Encyclopedia of Plants and Flowers. 2003. ISBN978-14055300575.
Цветоводство ISSN 0041-4905.
6. Rasos ISSN 2029-1140.
7. Sodo spalvos ISSN 1392-5849.
8. Enciklopedia of flowershttp://www.flower-dictionary.com/list.html.
9. Reference Library- Science-How Plants and Flowers http://www.kidport.com/.../Science/
Prepared by Dalė Eugenija Bulavienė, Donatas Klimavičius
.
Study Programme:
Subject:
PRACTICAL WORK NO 1
TOPIC II: RESEARCH OF FLOWERS ASSORTMENT
GETTING ACQUAINTED WITH PLANTS FOR GREENHOUSES AND INTERIOR
1. The aim of Practical Work: to know and be able to describe the plants for greenhouses and
interior
2.1. To know and be able to evaluate the decorative features of plants.
2.2. To know the developing pecularities of the plants for greenhouses and interior.
3.Innovative methods used for the performing of Practical Work: demonstration, identification,
observation, analysis.
Place of practice: Educational greenhouse of Landscaping Department.
Information. In Lithuania, the classification reflecting the morphological – decorative features of
potted greenhouses and interior flowers is prevailing according to which the flowers are classified
in to the floowing classes: in beautiful blossom, with decorative leaves and succulents. The
decorative features of the plant are partially determined by physical (temperature, photoperiodism,
intensivity of light), agrotechnical (composition of agriculture machines, mineral fertilize, watering)
and mechanical (prooning) means.
Work proceeding:
1. Analyze the reference about the plants of greenhouses and interior.
2. Perform the provided by the lecturer task:
 Recognize the plants in a greenhouse.
 Characterize morphologically and describe them.
REVISION QUESTIONS:
1. Name the main organs of a plant.
2. Name the systems of roots.
3. Name the plants growing runners.
4. Characterize the shapes of leaves of greenhouses and interior plants.
REFERENCE
1. MARKEVIČIENĖ, Laima. Kambarinių gėlių auginimas ir priežiūra: mokymo priemonė [CDROM]. Mastaičiai: Kauno kolegijos leidybos centras, 2007. ISBN 978 9955–27–034–8.
2. RUGYTĖ J.; ir ANDRIUŠKEVIČIENĖ B. Gėlės šiltnamiuose. Vilnius: Spauda, 239 p. 1991.
3. VARKULEVIČIENĖ J.; ir SASANAUSKAS V. Žydinčios kambarinės gėlės. Vilnius: Aktėja,
2005. 386 p. ISBN 9955–52 –78-4
4. NELSON P.V. Greenhouse Operation and Management (7th Edition), 2011.ISBN 978-0132439367
5. RICE L.W., RICE. R.P. Practical horticulture, 2010. ISBN 9780135038666
6. BLAND, J.; ir DAVIDSONAS, W. Kambarinių augalų priežiūros vadovas. Vilnius:, 2002. ISBN
9955-06-083-2.
7. GOLOVKINAS, B., et al. Pasaulio gėlės. Vilnius: Alma littera, 2004. 183 p. ISBN 9955-08-546-0..
8. MARKEVIČIENĖ, L.; ir VAIDELIENĖ J. Kambarinių augalų auginimas ir komponavimas:
vadovėlis. Vilnius: Valstiečių laikraštis, 2006. 171 p. ISBN-847-98-2.
9. MARKEVIČIENĖ, L. Kambarinės gėlės: mokomoji priemonė. Kaunas, 2006. ISBN 9955–586–923.
10. ЮСКЕВИЧ, Н.Н.; ВИАЯЩЕВА, А. В.; ir КРАСНОВА Т.Н. Проьышленное цветоводство
России. И., 1990. ISBN 5-260-00156-7
11. Цветоводство ISSN 0041-4905.
12. Rasos ISSN 2029-1140.
14. RHS new Encyclopedia of Plants and Flowers, 2003. ISBN978-14055300575.
15. http://homepage.corbina.net/~galkao/family.htm
16. http://www1.unece.org/unece/cgbin/unece.cgi/en/cldisp/CL1/?cl2=CL1.1.4.5.5&p=flowers&histp=f
lowers
17. Enciklopedia of flowers http://www.flower-dictionary.com/list.html.
Prepared by Laima Markevičienė
Study Programme:
Subject:
PRACTICAL WORK NO 2
TOPIC: SEASONAL WORKS IN A PARTERRE
1. The aim of Practical Work: to know how to make a plan of autumn works in a parterre.
2.1. Žinoti lauko gėlių priežiūros darbus.
2.2. Išnagrinėti ( kiekvieno mėnesio) darbus gėlyne.
3.Innovative methods used for the performing of Practical Work: identification, observation,
analysis.
Place of practice: Collectional growing territory of outside flowers of Landscaping Faculty
parterres of the faculty.
Information. August. Perennial flowers are fertilized the last time by phosphorus and
potassium fertilizers. In the second half of the month, till the middle of September, peonies and
lilies are replanted. Seeds of annual and perennial flowers are gathered.
Annual flowers with finished vegetation are pulled out. Biennial flowers can be planted
instead of them.
September. At this time, a big emphasis is made to the order of a parterre. It should be
known which plants will be replanted. In autumn, before planting perennial flowers, soil must be
fertilized; it is also done before planting of bulbous flowers. The overground part of perennial
flowers is cut. The soil around the plants is mulched with peat.
October. It is possible to prepare the soil from the autumn for some annual flowers,
especially for those which do not tolerate replanting. It is very important to plant blublous flowers
timely in order to grow up the roots till frost. The best time to pant most of bulbous flowers of
spring blossom is from the end of September to the beginning of October.
November. When the soil freezes in one centimetre or two, fastidious plants should be
mulched. This process should not be performed earlier because when the ground is not still frozen,
the plants can reek or gnawed by mise. It‘s time to plan the quantities of necessary chemicals and
fertilizers as well as tools and other means for flowers growing.
Work proceeding:
1. To analyze the reference about maintenance works of outside flowers (in autumn).
2. To make a plan of seasonal works (August-November).
REVISION QUESTIONS:
1. When are perrenial flowers fertilized the last time?
2. When are the peonies replanted?
3. When are the newly planted tulips mulched?
4. When are the gladiolus digged out?
5. When are the dahlias digged out?
REFERENCE
3. VAIDELYS, Jonas, et al. Gėlininkystė [CD-ROM]. Mastaičiai: Kauno kolegijos leidybos centras,
2006. ISBN 978-9955-27-051-5.
5. Rasos ISSN 2029-1140.
Study Programme:
Subject:
PRACTICAL WORK NO 3
TOPIC I: REPRODUCTION OF FLOWERS.
REPRODUCTION OF BULBOUS FLOWERS
1. The aim of Practical Work: to know how to reproduct bulbous flowers.
2.1. To know the names of large bulbous and small bulbous outside flowers (Lithuanian and
Botanical).
2.2. To know the pecularities of outside flowers reproduction (time of planting, depth of
planting, etc.)
2.3. To know how to reproduce the bulbous outside flowers.
analysis.
Place of practice: Collectional growing territory of outside flowers of Landscaping Faculty,
Kaunas Botanical Park of Vytautas Magnus University.
Information. Bulbous flowers are attributed to a group of perennial flowers. Their stems
under the ground have changed into bulbs. Bulbous flowers reproduce by bulbs. A ratio of
reproduction of different bulbous flowers genuses, species and even breed is not equal. Small
bulbous flowers reproduce more quickly (bluebells, Muscari, Glory-of-the-snow, snowflakes, some
breeds of tulips and narcissuses). Hyacinths, some lilies and eritrones reproduce slowly.
Most bulbous flowers, except Galtonias, winter in soil.
Bulbous flowers are planted in autumn. The depth of bulbs planting depends on the size of a
bulb and soil characteristics. The bulbs of most outside flowers are planted in a depth of the height
of three bulbs (tulips, narcissuses, hyacinths). In heavier soil they are planted more shallow, in more
light soil they are planted deeper.
The planting depth of lilies bulbs depends on the morphological pecularities of the plant.
Work proceeding:
1. A classification of bulbous flowers learnt during the theoretical and practical activities is
repeated.
2. To get acquainted with the morphological features of the bulbs of bulbous flowers.
3. To know how to reproduce the bulbous flowers.
4. To write the reproduction pecularities of bulbous flowers in table 1.
Table 1
Reproduction of bulbous flowers
Lithuanian and botanical
Planting time
name of the plant
Largeness of
Planting
Planting
Growing in one
a bulb in cm
scheme
depth in cm
place in years
Work tasks are corrected in the place of practice performing.
REVISION QUESTIONS:
1. What kinds of flowers do we call bulbous flowers?
2. When are the bulbous flowers planted?
3. The bulbs of what kinds of bulbous flowers are recommended not be dried but to plant them
just after digged them out?
4. What factors determine the depth of bulbs planting?
5. What bulbous flowers can grow the longest in one place?
REFERENCE
3. VAIDELYS, Jonas, et al. Gėlininkystė [CD-ROM]. Mastaičiai: Kauno kolegijos leidybos
centras, 2006. ISBN 978-9955-27-051-5.
4. VAIDELYS, Jonas, ir MISIŪNAS, Donatas. Lietuvos želdynų dekoratyviųjų žolinių augalų
sortimentas [CD-ROM]. Mastaičiai: Kauno kolegijos leidybos centras, 2006. ISBN 978-9955-27123-9.
5. RHS new Encyclopedia of Plants and Flowers. ISBN978-14055300575.
7. Rasos ISSN 2029-1140.
Study Programme:
Subject:
PRACTICAL WORK NO 3
TOPIC II: REPRODUCTION OF FLOWERS
REPRODUCTION OF GREENHOUSES AND INTERIOR FLOWERS
1. The aim of Practical Work: To master the methods of flowers reproduction, to be able to
choose a reproduction method and to reproduce the flowers.
2.1. To get acquainted with reproduction methods of plants.
2.2. To be able to choose the reproduction methods and to reproduce the plants of interior.
analysis.
Place of practice: Educational greenhouse of Landscaping Faculty.
Information. Plants are reproduced in seeds and vegetatively. Every reproduction method has its
advantages and disadvantages. A quicker way of reproduction is by seeds, however, some plants
develop from seeds for long time: the start blooming only in the 3rd – 4th year and not always
transfer the features of original plant. Especially vary xenogamious plants. Here the heredity is
transferred through the genes in germ cells of the plant. Such cells are in a germ of a cell.
Intercrossed plants create new combinations of genes, this way making the background for
making of new species of flowers.
Vegetatively reproduced plants bring the heredity genes in somatic cells which are located
through all the plant. In many cases, somatic cells transfer teh features of original plant, however,
this way it is impossible to grow immediately a large number of new plants. A microclonal method
of vegetative reproduction develop when new plants are grown from mother part of a plant (bulbous
plants from juicy onoin shells).
Work proceeding:
1. To analyze the reference about flowers reproduction.
2. Choose the substrates for flowers reproduction.
3. Prepare the slips for reproduction and reproduce them.
REVISION QUESTIONS:
1. Main flowers reproduction methods?
2. Describe the substrates the most suitable for the reproduction of flowers for green houses
and interior.
3. Pecularities of slips preparation for reproduction.
4. Name the advantages and disadvantages of reproduction in seeds and vegetatively.
REFERENCE
2005. 386 p. ISBN 9955–52 –78-4
5. RICE L.W., RICE. R.P. Practical horticulture, 2010. SBN 9780135038666
9955-06-083-2.
9. MARKEVIČIENĖ, L. Kambarinės gėlės: mokomoji priemonė. Kaunas, 2006. ISBN 9955–586
Study Programme:
Subject:
PRACTICAL WORK NO 4
TOPIC: PREPARATION OF FLOWERS FOR WINTER
1. The aim of Practical Work: to prepare the perennial (wintering and not wintering outside)
flowers for winter.
2.1.To know the wintering pecularities of perennial flowers.
2.2. To know the wintering and not wintering outside flowers.
2.3 To know how to prepare the perennial wintering outside flowers for winter.
2.4. To know how to prepare the perennial not wintering outside flowers for winter period.
3.Innovative methods used for the performing of Practical Work: identification, situation
analysis, observation.
Place of practice: Collectional growing territory of outside flowers of Landscaping Faculty,
Kaunas Botanical Park of Vytautas Magnus University.
Informacija. Perennial outside plants meet the period of calmness by loosing a larger part
of overground organs. Only their changed underground stems, roots or growing (wintering) buds in
the ground winter. Perennial flowers prepare in advance for calmness period (wintering). Growing
buds form from the end of summer to the beginning of autumn (peonies, larkspurs, astilbes,
aconites, Sunflowers, etc. ). These are mostly high plants.
Vegetative stems of some perennial flowers winter (Moss Pinks, Caucasian, Rocky and
other species of Orpines, visžalės rudgrūdėlės, etc.). They are protected from freeze by the leaves
of other plants and snow layer. Younger plants are more freeze-resistant.
Perennial not wintering outside flowers are the plants originated from warm countries. They
are crocosmias, galtonias, gladiolus, acidantheras - corm plants; tuberous begonias - tuber flowers,
dahlias - tuber plants. In Lithunia these plants winter inside.
All wintering with leaves flowers should be digged out before freeze and to keep during the
winter in light cool place. Outside grown Pelargoniums, fuchsias, lanthanuns as well as carpeting
flowers grown for spring reproduction are digged out before frosts. Dahlias are digged out after
frosts.
At the end of September or at the beginning of October, gladiolus, crocosmias, acidantheras,
canas and galtonias are digged out. Gladiolus are digged out on a sunny day. The leaves are taken
our and a stick of 3 – 5 cm near the corm is left. Galtonias are first of all dried off in180 C
temperature and after placed in a cool place. Canas and crocosmias are placed in a basement with
all ground. Only overground their part must be cut.
Some of these flowers distinguish by specific digging out and storage technologies,
however, there are also the following general ones:
1. It is digeed by trying not to damage the wintering parts (tubers and corms).
2. Before the digging or having digged out, overground part is cut by leaving short sticks stems.
3. The ground is cleaned and parts of plants are dried off in a sun. Dried ground is shaked one
more time.
4. Parts of plants are placed into boxes and brought to the storage place. Warehouses must be
cleaned and disinfected.
5. Corms of gladiolus are dried for a bout two weeks in 20-300C temperature, old corms and
small tuber buds are separated and a stick of the stem is turned out.
6. If the warehouses are dry and warm, the corms of crocosmias and tubers of tuberous begonias
are kept in a peat.
Work proceeding:
1.
A description of practicum is read.
2.
A list of wintering and not wintering outside flowers is made.
3.
In a place of practice performing, the flowers are identified.
4.
Wintering pecularities of perennial flowers.
5.
Data are written in tables 1 and 2.
Table 1
Wintering outside flowers
Name of the plant (botanical and
Latin)
Organs of the plant winter
Notes
Table 2
Not wintering outside flowers
Name of the plant (botanical and
Organs of the plant winter
Notes
Latin)
Tasks are corrected in a place of work.
REVISION QUESTIONS:
1. Name the flowers which winter in vegetative stems.
2. Name the flowers which winter in rosette of leaves.
3. What plant organs does flower x winter?
4. Name the flowers not wintering outside.
5. How are the corms of gladiolus prepared for winter?
INFORMATION SOURCES
3. VAIDELYS, Jonas, et al. Gėlininkystė [CD-ROM]. Mastaičiai: Kauno kolegijos leidybos
centras, 2006. ISBN 978-9955-27-051-5.
4. VAIDELYS, Jonas, ir MISIŪNAS, Donatas. Lietuvos želdynų dekoratyviųjų žolinių augalų
sortimentas [CD-ROM]. Mastaičiai: Kauno kolegijos leidybos centras, 2006. ISBN 978-9955-27123-9.
Цветоводство ISSN 0041-4905.
6. Rasos ISSN 2029-1140.
8. Enciklopedia of flowers http://www.flower-dictionary.com/list.html.
9. Reference Library- Science-How Plants and Flowers http://www.kidport.com/.../Science/–92-3.
России. И., 1990. ISBN 5-260-00156-7
12. Rasos ISSN 2029-1140.
Study Programme:
Subject:
PRACTICAL WORK NO 5
TOPIC: MAINTENANCE OF FLOWERS.
PECULARITIES OF GREENHOUSES AND INTERIOR PLANTS SUPERVISION
1. The Aim of the Work: to be able to plan, implement and perform flowers supervision works.
2.1. To know and be able to perform supervision works of the plants for greenhouses and
interior.
2.2. To analyze the works (of every month).
3.Innovative methods used for the performing of Practical Work: demonstration,
identification, observation, analysis.
Praktikos vieta: Educational greenhouse of Landscaping Faculty.
Information. Relevant and ir timely performed supervision of interior plants is one of the most
important conditions of healthy and beautiful plants growing. Growing flowers need light, warmth,
fresh air, moisture and maisto medžiagų. When growing the flowers in premises, these requirements
have to be extraordinarily considered. The life of interior flowers is conditioned by a human: his
knowledge, experience and love. The main interior plants supervision works are the following:
watering, fertilizing, replanting, pruning and formation, protection against diseases and pests.
Work proceeding:
1. To analyze the reference about the supervision works of greenhouses and interior flowers.
2. To make a plan of seasonal works.
REVISION QUESTIONS:
1. Name main flowers supervision works.
2. Name the pecularities of supervision of wide-leafed family plants.
3. What conditions the periodicity of interior plants watering?
INFORMATION SOURCES
2005. 386 p. ISBN 9955–52 –78-4
5. RICE L.W., RICE. R.P. Practical horticulture, 2010. SBN 9780135038666
9955-06-083-2.
9. MARKEVIČIENĖ, L. Kambarinės gėlės: mokomoji priemonė. Kaunas, 2006. ISBN 9955–586–923.
России. И., 1990. ISBN 5-260-00156-7
12. Rasos ISSN 2029-1140.
Study Programme:
Subject:
(practice of subject ‘Design, mounting and supervision of growing
territories‘)
PRACTICAL WORK NO 6
TOPIC: MAKING A PLAN OF OBJECT N
1. The Aim of the Work: to make and draw a plan of present position of N object.
1. To learn to measure separate elements of an object by using a ruler and by average step;
2. To perform metric measurements of object parts;
3. To mark in a drawing the arrangement of buildings and elements of the territory by using
arbitrary signs at a determined scale.
3. Innovative methods used for the performing of Practical Work: introductory question,
demonstration, observation, discussing of situation and tested discussing, self-learning.
4. Assessment of Practical Work: the activity of a student is assessed, final result of a task drawing, accuracy and formalization of the work according technical drawing requirements.
Students must know how to answer the given test questions.
Work proceeding.
1. Group is divided into small groups;
2. Students measure and calculate the length of their average step;
3. The boundaries of the measured object are determined;
4. A draft of present situation of an object is measured and drawn on a graph paper;
5. A situation plan is drawn on a graph paper in a given scale by using a repitograph, elements
of the object are marked by using arbitrary signs: buildings and elements of small
architecture.
6. The task is corrected in place.
REVISION QUESTIONS:
1. What purpose are the drawings of present situation made for?
2. What work means is not possible to make a drawing of present situation without?
3. What elements of an object are marked in a plan?
4. How is the object composed in a drawing?
5. How is an average step calculated?
INFORMATION SOURCES:
1. CHRISTENSEN, Alan – Jay. Dictionary of Landscape Architecture and Construction.
MeGran –Hill, New York, 2005. ISBN 0-7-144142-5.
2. HUTCHISON, Edward. DrawingforLandscapeArchitecture. Sketch to ScreentoSite.
London, 2011. ISBN 978-0-500-342713. The Complete Guide to Landscape Projects. Minnesota, 2010. ISBN -10: 1-58923-564-9
4. ZIMMERMANN, Astrid. ConstructingLandscape: materials, techniques,
structuralcomponents. – Basel, 2009. ISBN 978-3-0346-0720-9
5. PETRULIS, Jurgis. Želdynų projektavimas, įrengimas ir priežiūra .Vilnius,1978. ISBN nėra
INTERNET SOURCES:
1. ExteriorandInteriorDesignArchitecture, http://www.exinteriordesign.com/
2. OnlineLandscapeArchitectureDegrees,http://www.ehow.com/
Prepared by
Study Programme:
Subject:
territories‘)
PRACTICAL WORK NO 7
TOPIC: FIXATION OF PRESENT STATE OF GROWING TERRITORIES OF AN OBJECT
1. The Aim of the Work: to make and draw a plan of present position of an object.
1. To make a plan M 1:100 or M 1:200 of an object;
2. To mark in a drawing an arrangement of elements of buildings and territories by using
arbitrary signs and at a predetermined scale;
3. To mark in a plan the present parterres, woody plants and elements of small architecture.
3.Innovative methods used for the performing of Practical Work: introductory question,
demonstration, observation, discussion in groups, reflexion of one minute.
4. Assessment of Practical Work: the activity of a student is assessed, final result of a task drawing, accuracy and formalization of the work. Students must know how to answer the given test
questions.
Work proceeding:
1. Group is divided into small groups;
2.
Boundaries of a measured object are determined;
3.
A draft of present situation of an object is measured and drawn on graph paper;
4.
On graph paper in a given scale a situation plan is drawn by a repitograph and plants,
parterres as well as elements of small architecture are marked.
5. Task is corrected in place.
REVISION QUESTIONS:
1. On what purpose are detailed drawings of present situation are made?
2. How are individual plants marked in a drawing?
3. What arbitrary signs are used for marking of parterres, groups of bushes and trees?
INFORMATION SOURCES:
1. CHRISTENSEN, Alan – Jay. Dictionary of Landscape Architecture and Construction.
MeGran –Hill, New York, 2005. ISBN 0-7-144142-5.
2. HUTCHISON, Edward. DrawingforLandscapeArchitecture. Sketch to ScreentoSite.
London, 2011. ISBN 978-0-500-342713. The Complete Guide to Landscape Projects. Minnesota, 2010. ISBN -10: 1-58923-564-9
4. ZIMMERMANN, Astrid. ConstructingLandscape: materials, techniques,
structuralcomponents. – Basel, 2009. ISBN 978-3-0346-0720-9
INTERNETINIAI REFERENCE:
2. OnlineLandscapeArchitectureDegrees,http://www.ehow.com/
Prepared by
Study Programme:
Subject:
territories‘)
PRACTICAL WORK NO 8
TOPIC: TYPES OF PARKS AND THEIR PLANNED AND SPACIOUS - VOLUMETRIC
STRUCTURE
1. The Aim of the Work: to get acquainted with sheduled and spacious-volumetric structure of
parks and structural elements, to overview the assortment of woody and grass plants, the variety of
parterres, to get acquainted with compositional solutions of growing territories planning and
elements of small architecture.
1. To get acquainted with visited objects, to discuss a sheduled-spacious structure and its
elements;
2. To analyze the elements of small architecture;
3. To discuss the state of woody plants and parterres from composition aspect;
4. To discuss the present state of growing territories and their supervision pecularities.
demonstration, excursion, discussing the situation, analysis and controlled discussion, self-learning.
4. Assessment of Practical Work: students must describe the present situation of visited objects in
growing territory during the practice, to make photofixations and to provide in the text of report as
illustrations. Students must eb able to compare and distinguish the most typical elements of
sheduled and spacious – volumetric parks structure. To know the answers to given test questions.
Individual work, work tasks performing quality as well as abstract thinking are assessed.
Work proceeding:
1. In visited objects, a sheduled – spacious structure and its elements are discussed;
2. A structure of paths, kinds of covers, children playgrounds and other elements of small
architecture;
3. Choosing of growing territories, layout solutions, kinds of parterres and compositional
pecularities and decorative features at the moment of examination are discussed;
4. Water pools are examined and evaluated;
5. Additional tasks are corrected at place.
REVISION QUESTIONS:
1. What is a park?
2. What is the purpose of a city park?
3. What elements do make a park?
4. What kinds of paths are usually mounted in parks?
5. What growing plants can be the accents?
6. What kinds of parterres are usually in city parks?
7. What is a role of water pools in a park structure?
MAIN INFORMATION SOURCES:
1. RAKOW D., Lee, Sh. Publicgardenmanagement . 2011. ISBN 9780470532133
2. 1000 x landscapearchitecture. Berlin, 2009. 1024 psl. ISBN 978-3-938780-60-2
3. JORGENSEN, A., KEENAN, R. Urban Wildscapes. 2011. ISBN 9780415581066
4. JAKOVLEVAS- MATECKIS Konstantinas. Miesto kraštovaizdžio architektūra. II d., želdiniai ir
jų komponavimas. Vilnius, 2003. ISBN 9986-05-687-X
5. NAVASAITIS, Mindaugas. Medžiai ir krūmai parkams bei sodyboms. Kaunas, 2008. ISBN 9789955-751-14-4.
ADDITIONAL INFORMATION SOURCES:
1. GRIKEVIČIUS, Rimantas, ULKIENĖ, Kristina. Želdinių apsauga ir tvarkymas urbanizuotose
teritorijose. Vilnius, 2008. ISBN 978 – 9955 – 37 – 080 - 2
2. HAMPSHIRE, K TheCompleteGuide to LandscapeProjects. Minnesota, 2010. ISBN 1-58923504-9
4. NAGEL, V.G. Understandinggardendesign. 2010. ISBN 9780881929430
5. TAURAS, Antanas. Landšafto architektūra kaime. Vilnius, 1974. ISBN nėra
6. ZIMMERMANN, Astrid. ConstructingLandscape: materials, techniques, structuralcomponents.
– Basel, 2009. ISBN 978-3-0346-0720-9
INTERNET INFORMATION SOURCES:
2. OnlineLandscapeArchitectureDegrees http://www.ehow.com/
3. Žurnalas ,,Rojaus sodai‘‘,htpp: //www.rojausodai.lt
4. Žurnalas,, Sodo spalvos‘‘,htpp:// www.sodospalvos.lt
Prepared by
Study Programme:
Subject:
territories‘)
PRACTICAL WORK NO 9
TOPIC: SHEDULED AND SPACIOUS – VOLUMETRIC STRUCTURE OF GROWING
TERRITORIES IN SQUARES AND STREETS
1. The Aim of Practical Work: to get acquainted with sheduled – spacious structure of growing
territories of sqaures and streets, assortment of woody plants, variety of parterres, covers of paths,
pavements, squares and sites as well as the elements of small architecture.
1. To get acquainted with visited objects, to discuss a sheduled - spacious structure and its
elements;
2. To analyze the elements of small architecture;
3. To discuss the state of woody plants and parterres from the aspect of composition;
1. To discuss the present state of growing territories and their supervision pecularities.
4. Assessment of Practical Work: students must describe the present situation of visited objects in
growing territory during the practice, to make photofixations and to provide in the text of report as
illustrations. Students must be able to compare and distinguish the most typical elements of
sheduled and spacious – volumetric parks structure. To know the answers to given test questions.
Individual work, work tasks performing quality as well as abstract thinking are assessed.
Work proceeding:
1. In the place of practice performing, the sheduled-spacious structure of Kaunas city streets,
squares and sites as well as their elements are introduced;
2. Covers of paths, pavements, squares and sites as well as elements of small architecture are
discussed;
3. Compositional solutions of city growing territories, species of parterres, layout and
decorative features at the moment of investigation are discussed;
4. A task is corrected in place.
REVISION QUESTIONS:
1. Where are the squares mounted and what is their purpose?
2. What elements do make a square?
3. What most often predominate in a growing territory of an open square?
4. What types of squares can be?
5. What kinds of flowers, bushes and trees are suitable for growing territories of squares?
6. What kinds of growing territories can be the accents of squares?
7. What elements make a spacious structure of a street?
8. What kinds of trees are suitable and not suitable for growing up the streets?
4. JAKOVLEVAS- MATECKIS Konstantinas. Miesto kraštovaizdžio architektūra. II d.,želdiniai ir
teritorijose. Vilnius, 2008. ISBN 978 – 9955 – 37 – 080 - 2
2. HAMPSHIRE, K .TheCompleteGuide to LandscapeProjects. Minnesota, 2010. ISBN 1-58923504-9
5. TAURAS, Antanas. Landšafto architektūra kaime. Vilnius, 1974. ISBN nėra
6. ZIMMERMANN, Astrid. ConstructingLandscape: materials, techniques, structuralcomponents.
– Basel, 2009. ISBN 978-3-0346-0720-9
2. OnlineLandscapeArchitectureDegrees, http://www.ehow.com/
4. Žurnalas,, Sodo spalvos‘‘, htpp:// www.sodospalvos.lt
Prepared by
Study Programme:
Subject:
territories‘)
PRACTICAL WORK NO 10
TOPIC: ARRANGEMENT OF CEMETARIES AND GRAVES
1. The Aim of Practical Work: to get acquainted with sheduled – spacious structure of open
cemetaries, growing territories, elements of small architecture, compositional solutions of choosing
and arrangement of growing territories in an area of grave as well as artistic composition principals
of plants in small objects.
2. Tasks of Practical Work:
1. To get acquainted with open cemetaries of Kaunas city and discuss their sheduled –
spacious structure as well as its elements;
2. To analyze the used in a composition of grave elements of small architecture and kinds of
material;
3. To discuss concrete examples of a grave in the aspect of aesthetical and harmonious
composition of general view;
4. To discuss the present state of growing plants and their supervision pecularities;
5. To make and draw a plan of family grave.
demonstration, excursion, discussing the situation, analysis and controlled discussion, self-learning,
project.
4. Assessment of Practical Work: students must perform the indicated tasks and to know how to
answer the given test questions. Individual work, quality of work task performing, final result of
Practical Work task – project (drawing) are assessed.
Work proceeding:
1. In a place of Practical Work performing, a sheduled – spacious structure of cemetary and the
composition elements of a separate grave are introduced;
2. A general composition of a grave and compositional solutions of growing territories are
deiscussed;
3. A plan of family grave in a given scale is drawn by using a repitograph, relevant decorative
plants are chosen and composed according artistic composition principals is drawn on a
graph paper as well as tables of plants assortment are filled.
Task of family grave project:
to make a plan of family grave (2.5m x 2.8m) in a sunny place of sandy loam in a scale of M 1: 20.
To draw a project on a graph paper of A3 format according teh requirements of technical drawing.
To draw and write in arbitrary signs used in a drawing, to draw and fill in the plants assortment
tables (Tables 1, 2).
Table 1
TABLE OF FLOWERS ASSORTMENT
Ser.
No
Lithuanian name/
Botanical name
Perennial flowers
1.
Heartleaf
Bergenia‘Pinneberg‘Bergeniacordifolia
‘Pinneberg‘
2.
Alpine Aster
‘Albus‘Aster alpinus
‘Albus‘
Annual flowers
3.
French Marigold
Tagetespatula
4. A Garden Pansy
‘Francy Ruby‘
Viola x wittrockiana
‘Francy Ruby‘
4.B
Wax Begonia ‘Coral‘
Begonia semperflorens
‘Coral‘
Time of
blossom
(month)
Quantity of
plants
(pcs/sq.m.)
Area
(sq.m.)
In total
(pcs)
Carmine
red
4-5
5
2,5
13
20
White
5-6
12
1,1
12
25
Light
yellow
Brownish
purple
6-9
25
5
125
10-11,
4-6
25
50
1250
6-10
25
50
1250
Height in
cm
Colour of
blooms
30
20
Fire red
20-25
Table 2
ASSORTMENT OF WOODY DECORATIVE PLANTS
Ser.
No
1.
2.
3.
Lithuanian name/ Botanical
name
Thunberg's barberry
‘Admiration‘Berberisthunbergii
‘Admiration‘
Mountain Pine
‘Humpy‘Pinusmugo
‘Humpy‘
Colour
(of leaves/spines)
Red and purple
Height (cm)
Width (cm)
0,5
0,7
Quantity
( vnt)
3
Dark green
0,4-0,8
1,0
5
Creeping Juniper
Light blueish green
0,4
1-1,5
2
‘Nana‘Juniperusprocumbens
‘Nana‘
REVISION QUESTIONS:
1. What elements make the spacious – sheduled structure of cemetaries?
2. What elements of small architecture and material are used in the plan of graves?
3. What plants are suitable and what are not suitable for plant with a grave?
4. Why are the soil and lighting are described in project task?
5. What is a preparation proceeding of a grave project?
3. BARONIENĖ, Valerija, et al. Sodo knyga. Nuo aplinkos planavimo iki darbų kalendoriaus.
Vilnius, 2011. ISBN 978 – 9955 – 38 – 998 - 9
4. JAKOVLEVAS- MATECKIS Konstantinas. Miesto kraštovaizdžio architektūra. II d., želdiniai ir
2. HAMPSHIRE, K. TheCompleteGuide to LandscapeProjects. Minnesota, 2010. ISBN 1-58923504-9
3. MISIUS, Romualdas, et al. Kapų priežiūra. Vilnius, 1998. ISBN 9986-442-47-8.
2. OnlineLandscapeArchitectureDegrees, http://www.ehow.com/
4. Žurnalas,, Sodo spalvos‘‘,htpp:// www.sodospalvos.lt
Prepared by
Study Programme:
Subject:
territories‘)
PRACTICAL WORK NO 11
TOPIC: ORGANIZATION OF AUTUMN GROWING TERRITORIES SUPERVISION
1. The Aim of Practical Work: to learn to organize and perform the autumn supervision works of
growing territories. To prepare the plants for wintering žiemojimui.
2. Tasks of Practical Work:
1. To get acquainted with autumn supervision works of growing territories and their
organization.
2. To prepare the plants for wintering.
3. To fill in the table of autumn supervision works of growing territories.
4. Assessment of Practical Work: students must perform the indicated tasks and to know how to
answer the given test questions. Individual work, quality of work task performing are assessed.
Work proceeding:
1. Frosted leaves are taken out from parterres, blooms and trusses are cut, stems are shortened,
soil is loosened, autumn fertilizers are spread and mulch is poured;
2. The edge of a parterre is cut from the lawn;
3. The lawn is raked and fertilized with autumn fertilizers;
4. Soil under trees and bushes is loosened and mulched, plants are fertilized with autumn
fertilizers.
5. More sensitive to frost plants are covered.
Table 1
WORKS OF AUTUMN SUPERVISION OF GROWING TERRITORIES
Trees
Bushes
Perennial parterres
Annual parterres
Rosegardens
Lawn
REVISION QUESTIONS:
1. What autumn supervision works of parterres can you name?
2. What autumn supervision works of trees and bushes can you name?
3. What works are performed in a rosegarden in autumn?
4. What works are performed in the lawns in autumn?
5. Why is a surface of soil is mulched?
1. BARONIENĖ, Valerija, et al. Sodo knyga. Nuo aplinkos planavimo iki darbų kalendoriaus.
Vilnius, 2011. ISBN 978 – 9955 – 38 – 998 - 9
teritorijose. Vilnius, 2008. ISBN 978 – 9955 – 37 – 080 – 2
1. ExteriorandInteriorDesignArchitecture http://www.exinteriordesign.com/
2. OnlineLandscapeArchitectureDegrees http://www.ehow.com/
4. Žurnalas,, Sodo spalvos‘‘, htpp:// www.sodospalvos.lt
Prepared by

professional activity practice 1

Transcription

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