MEDK4200 Media use and user involvement: Methodological perspectives Course description

Våre mediebruksmønstre er i dramatisk og rask endring. MEDK4200 Mediebruk og brukerinvolvering er et praktisk-teoretisk emne i metoder for å studere mediebruk og brukerinvolvering i et sammensatt medielandskap. Studenten får innsikt i resepsjonsstudier, medvirkningsstudier og deltakelsesstudier og skal ta i bruk nye metoder for å forstå og involvere en brukergruppe knyttet til et definert medium, en kampanje, eller eget prosjekt.

Ingen forkunnskapskrav

The construction industry is responsible for almost 40% of total energy use in Norway. It is important to understand heat loss, heat gain and energy consumption, and how to improve energy efficiency of buildings in order to address this. Equally important is understanding how to design buildings with a good indoor climate.

None other than admission requirements

After completing this course, the student has achieved the following learning outcomes, defined as knowledge, skills and general competence:

Knowledge

The student has in-depth knowledge of

• official requirements, regulations, rules and industry standards for indoor climate and environmental goals for buildings
• thermal, atmospheric, acoustic, actinic and mechanical environment in buildings
• optimal state of thermal comfort in buildings depending on activity level and clothing, and the indoor climate's effect on human performance
• the importance of, and measures to control air humidity
• the relationship between heat gains, heat losses, and indoor climate in buildings
• basic principles for physical and mathematical modelling in indoor climate and energy simulation tools
• calculation of building energy demand in accordance with standard NS 3031
• factors of uncertainty in simulation of indoor climate and energy consumption in buildings
• what can, and cannot, be simulated in various tools for predicting indoor climate and energy use
• building energy management and energy-enonomizing measures
• methods for evaluating profitability of alternative energy measures
• fundamental methods for greenhouse gass accounting
• environmentally sound building materials, considering  indoor climate, energy use and GHG-emissions in a life cycle perspective

Skills

The student is capable of

• carrying out independent work on modelling of buildings on such factors as optimum indoor climate, power and energy demand, using the SIMIEN tool or equivalent
• analysing the quality of indoor climate and energy consumption in a building, considering current laws and regulations, using both measurements and simulations
• analysing the thermal environment in terms of metabolism, radiation temperatures, air temperature, operative temperature, clothing and activity
• analysing the profitability of indoor climate and energy saving measures in buildings
• assessing assumptions and calculating probable real energy use in buildings
• analysing data on indoor climate and energy consumption during the operation phase of buildings, e.g. temperature-energy curves
• choosing suitable materials to achieve the intended indoor climate quality and environmental impact
• conduct basic GHG-emission assessment

General competence

The student is capable of

• calculating and analysing the energy consumption of buildings
• determining which methods are most appropriate for conducting indoor climate or energy analyses
• applying their knowledge and skills to evaluate and choose the right tools for the problem
• planning and performing indoor climate analyses in buildings and provide relevant advice on indoor climate

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence (learning outcomes marked with three asterisks (***) are assessed in connection with the practical training):

Knowledge

The student can

• describe pathological processes relating to diseases and injuries of the musculoskeletal system, rheumatic diseases, cancer and mental health disorders, and describe causal mechanisms and risk factors
• describe different perspectives on pain and pain mechanisms, and compare neurological, physiological and phenomenological pain theories
• describe challenges encountered by individuals who have undergone treatment of cancer or other serious disease or injury

Skills

The student can

• discuss how disease and injuries of the musculoskeletal system and different pain conditions may affect and be affected by movement, activity and participation across the life span
• evaluate research-based knowledge using the levels in the S-pyramid, interpret the results of single studies and metanalyses reporting;on;treatment effects, and discuss their value for clinical practice
• obtain relevant information about the patient’s health condition, personal factors, background and experiences in the dialog during clinical examination***
• give reasons for the methods of examination and use of standardised assessment tools for people with injuries or disorders of the musculoskeletal system
• analyse, interpret and critically assess the results of the clinical examination, set clinical diagnoses, recognise findings and symptoms that may indicate serious disease, and assess the need to refer the patient to other health professionals***
• discuss and set goals, and plan physiotherapy measures in cooperation with the patient and the practical training supervisor***
• present clinical reasoning that justifies a physiotherapeutic approach that integrates an understanding of the patient’s situation and preferences, and updated experience- and research-based knowlegde***
• implement and evaluate treatment of the patient and take responsibility for informing and seeking advice of the supervisor before, during and after treatment***
• document the clinical examination, clinical reasoning and intervention measures in the patient records***
• reflect on the challenges experienced by people with long-term and progressive diseases and discuss the implications for their own role as a physiotherapist;

General competence

The student can

• can reflect on different approaches to address the needs of patients with different cultural and/or socioeconomic background, with complex disorders or negative bodily experiences, and be sensitive in their communication and behaviour
• reflect on his/her own communication skills during the clinical examination and treatment***
• discuss a clinical problem demonstrating logical structure, high awareness of methods used, active use of references, correct source referencing, and academic language

The following required coursework must be approved before a student can take the exam:

• Five milestone meetings for the project, in plenary or in groups.
• One laboratory group exercise, subsequent reporting of approx. five to ten pages. Laboratory time approx. two hours.

Exam part 1) Support materials attached to the examination paper. Handheld calculator that does not communicate wirelessly. If the calculator has internal memory, the memory must be empty before the exam. Random controls may occur.

Exam Part 2): Any support materials.

Det benyttes intern og ekstern sensor til sensurering av besvarelsene. Et uttrekk på minst 25 % av besvarelsene sensureres av to sensorer. Karakterene på disse samsensurerte besvarelsene skal danne grunnlag for å fastsette nivå på resten av besvarelsene.