| Week |
Subject |
Related Preparation |
| 1) |
Basic concepts of engineering: Duties and responsibilities of engineers in general engineering ethics
|
- |
| 2) |
System Definition: Definition of a system and its surroundings, concepts of input and output
|
- |
| 3) |
Basic Scientific Units:
SI and British unit systems, unit conversions
|
- |
| 4) |
Transformation of Energy via a Block Diagram Approach:
Interaction of the sub-systems between each other, basic energy transformation processes
|
- |
| 5) |
Transformation of Energy via a Block Diagram Approach:
Basic Energy Transformation Processes
|
- |
| 6) |
Conventional Sources of Energy: Petroleum, natural gas, coal
|
- |
| 7) |
Alternative Sources of Energy: Hydrogen energy, fuel cells, nuclear energy
|
- |
| 8) |
Renewable Energy: Solar energy, wind energy, bio-energy
|
- |
| 9) |
The Role of Energy Systems Engineers in Today’s World and in the Future: The work scope of energy systems engineers, current and future trends in energy systems engineering
|
- |
| 10) |
Term Project Presentations |
The students should revise the lecture notes on the related topic of that particular day's presentation. |
| 11) |
Term Project Presentations |
The students should revise the lecture notes on the related topic of that particular day's presentation. |
| 12) |
Term Project Presentations |
The students should revise the lecture notes on the related topic of that particular day's presentation. |
| 13) |
Term Project Presentations |
The students should revise the lecture notes on the related topic of that particular day's presentation. |
| 14) |
Term Project Presentations |
The students should revise the lecture notes on the related topic of that particular day's presentation. |
| 15) |
Preparation for the final exam |
- |
| 16) |
Preparation for the final exam |
- |
| |
Program Outcomes |
Level of Contribution |
| 1) |
To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. |
4 |
| 2) |
To display actions in professional practice based on ethical principles and values. |
5 |
| 3) |
To adopt the principle of lifelong learning, using efficient ways for accessing information. |
5 |
| 4) |
To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. |
5 |
| 5) |
To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, |
5 |
| 6) |
To be able to use effective communication methods in counseling and child and family-based guidance. |
3 |
| 7) |
To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. |
5 |
| 8) |
To use the education and communication materials according to the child development stage, and to create proper educational environment. |
5 |
| 9) |
To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. |
5 |
| 10) |
To use health information technologies for research in the field of child development. |
5 |
| 11) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
5 |
| 12) |
To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. |
5 |