G1MOH3201 Health and Nutrition 1, Spring Term Course description

Plan er godkjent av studieutvalgets leder på fullmakt 18. juni 2013. Revidert plan er godkjent av studieutvalgets leder på fullmakt 15. januar 2015. Pensum oppdatert 22. mai 2017.

Fagplanen bygger på forskrift om rammeplan for grunnskolelærerutdanningene fastsatt av Kunnskapsdepartementet 29.01.10, nasjonale retningslinjer for grunnskolelærerutdanningen 1.-7. trinn/5.-10. tinn og programplan for grunnskolelærerutdanning for 1.-7. trinn/5-10. trinn ved Høgskolen i Oslo (og Akershus), fastsatt av avdelingsstyret 6. mai 2010.

Mat og helse er et allmenndannende, praktisk og estetisk profesjonsfag og er det eneste skolefaget som har et innhold og arbeidsmåter der elevene kan lære å løse praktiske oppgaver og tilegne seg teori om mat og kosthold, helse, hygiene, økonomi (budsjett), miljø og forbruk. Faget er satt sammen av naturfaglige, ernæringsfaglige, samfunnsfaglige og praktiske deler.

Studentene skal gjennom studiet utvikle kompetanse innenfor fagområdets helsefremmende (forebyggende), miljømessige og kulturelle dimensjon (enkeltindivider og samfunn). Mat og helse skal fremme forståelse og respekt for norske, samiske og andre lands mattradisjoner og -kultur.

Gjennom faget kan en lære seg å foreta bevisste valg som gjelder egen helse og eget miljø samt å omsette dette i praktisk handling.

Grunnskolelærere må ha kjennskap til bærekraftig utvikling og kunnskaper om lokale og globale miljøutfordringer. Produksjon og omsetning av varer i vårt moderne samfunn gir mange valgmuligheter og stiller krav til forbrukernes kompetanse slik at en kan gjøre bevisste valg om egen helse og miljø.

Ingen.

This course introduces students to the Nordic welfare model and the most important concepts, theories, and debates within the field of comparative social welfare.

The course will be centered around the following issues: The Nordic model’s basic features, such as welfare rights, industrial relations and labour market regulations, and its basis, such as solidarity, democracy, equality, trust, and high levels of labour force participation. How can we conceptualize and measure variation in welfare states, and what (if any) are the common distinctive features of the Nordic welfare states? How do the Nordic welfare states perform in comparison with other advanced welfare states with respect to economic and social outcomes? How and why have the Nordic welfare states evolved historically? In what sense and to what extent is the experiences of Nordic welfare states relevant for policy debates and developments outside of the Nordic realm?

Language of instruction is English.

None.

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has advanced knowledge of the Nordic welfare model and similarities and differences between the Nordic welfare states
• has advanced knowledge of how social policy in the Nordic countries is interlinked with labour market policy and labour market performance and regulation
• has advanced knowledge of key concepts in the theory and comparative analysis of social welfare policies
• has advanced knowledge of explanatory models, such as the logic of industrialism, institutional and state-centered approaches, and power resource theory and how they apply to the Nordic welfare states in particular
• has advanced knowledge of normative perspectives on social welfare policy
• has advanced knowledge of concepts that are relevant for assessing the outcomes of social welfare policies
• has advanced knowledge of the challenges to mature welfare states and the Nordic welfare states from long-term megatrends, shocks and crisis.

Skills

The student

• can apply relevant analytic concepts, normative perspectives and explanatory theories in the analysis of social policies
• is able to critically assess the notion of a distinctive Nordic welfare state model
• is able to critically assess claims about the economic and social outcomes of social policies
• can engage in academic debates on the sensitivity of mature welfare states and the Nordic welfare states to the external shocks and structural changes they face.

General competence

The student

• can critically evaluate the use of concepts and theories in academic, as well as political debates, about social policies in general, and about the Nordic welfare model in particular
• can critically evaluate the normative foundations of Nordic welfare policies

The teaching takes place with in-person attendance on campus. The course is based on lectures, assigned literature, and group assignments (midterm papers). Students are expected to read the course literature and to actively participate in the lectures.

The following coursework requirements must have been approved for the student to take the exam:

• Coursework 1. One coursework in groups of 3-4 students.

The paper must have a scope of 10 pages (+/-10%), Calibri 12 pt., paragraph 1.5, and responding to one of a set of topics suggested by the course lecturer. The topics of the work requirement will reflect main areas of the course curriculum and lectures.

Students who are unable to participate in a group can alternatively be allowed to submit an individual paper of about five pages.

Students whose papers are not approved after the first submission will be given the chance to resubmit once. Students whose papers are not approved after two submissions will disqualify from sitting the final examination.

The exam in the course is an individual supervised exam of 6 hours.

No aids are permitted.