MJ5200 Climate journalism, theory and practice Course description

Climate change and the environment are closing in on society in both space and time, becoming a relevant dimension of ever more areas of life. Significant transformations need to take place over the next decade and here journalism will have a key role to play. This course will help students pursue both the theoretical and practical development of climate journalism, including the understanding of its own role in society, in a time of declared and perceived crisis.

No prerequisites

The student should have the following learning outcomes upon successful completion of the course:

Knowledge

• has advanced interdisciplinary knowledge of the different perceptions and experiences of global climate change, with a particular focus on the Arctic, and from the Arctic (Arctic Lenses)
• has thorough knowledge of both the difficulties and the possibilities of climate change communication in the media and in journalism

Skills

The student

• is able to critically analyze different perceptions and experiences of global climate change in the media
• is able to relate these differences to the global and universal dimensions of climate change for the past, present and future of humanity and life on earth
• can explain and communicate global dimensions of climate change with a focus on the Arctic and/or from the Arctic
• can convey climate change journalistically as a dimension to a host of different climate change stories
• can find new and innovative ways to approach global climate change

General competence

The student

• is able to understand the basics of global climate change, with the help of knowledge from both the natural, social and human sciences.
• is well qualified to approach climate change as a justice issue, for example between the North and South, the developed and the developing world
• is well qualified to discuss ethical questions in both science and journalism
• has acquired journalistic skills of combining observations of different experiences of climate change with broader, theoretical perspectives

The course will be based on two to three gatherings of 2-5 days at Oslo Metropolitan University, including lectures, exercises and group work. One of the gatherings, or part of one gathering, may also entail field work/excursions.

No course requirements

For the main assessment, the students may choose one of two term papers.

Either

• A reportage which both has a global and a particular dimension of climate change, followed by a reflection paper that discusses and analyzes the textual material theoretically helped by the syllabus, 15 - 20 pages, 1,5 line space, Times New Roman size 12.

Or

• An analytic, theory-based paper investigating a limited media output where global climate change is covered in a particular way, 13-16 pages, 1,5 line space, Times New Roman size 12.

The term papers may be written in Norwegian or English.

Students who have failed a regular examination may submit a revised version of the exam one time. Students with legitimate absence are entitled to submit the term paper to the new examination.

Public health work is society's organized effort to maintain, improve and promote the population's health, both locally and globally. Interventions are directed towards factors that contribute to better health and factors that might represent a health risk. Public health work is concerned with reducing health inequalities through work on equity, accessibility and quality of services.

An increase in disease rates, long term conditions and lifestyle illnesses are expected in the future. This is a consequence of demographic changes and a result of people's health behaviour. Competence in interprofessional collaboration in both public and private sectors is crucial to meeting challenges.

Regulation: Lov om universiteter og høyskoler and Forskrift om studier og eksamen ved OsloMet - storbyuniversitetet.

ECTS-Distribution

Theory and method

• Part I: 0,5
• Part II: 1,0
• Sum ECTS: 1,5

Ethics

• Part I: 0,5
• Part III: 0,5
• Sum ECTS: 1,0

Governance

• Part I: 3,0
• Part II: 3,0
• Sum ECTS: 6,0

Communication

• Part I: 0,5
• Part III: 1,0
• Sum ECTS: 1,5

Health Promotion & Preventative Work

• Part I: 0,5
• Part II: 1,0
• Part III: 3,5
• Sum ECTS: 5,0

Sum

• Part I: 5,0
• Part II: 5,0
• Part III: 5,0
• Sum ECTS: 15

Completion of at least one year of undergraduate studies in a relevant area.

On successful completion of this part, the student will achieve the following learning outcomes

Part I - The Scope of Global Public Health

5 ECTS.

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• describe the challenges in welfare systems, relevant national legislation, and international agreements
• describe the past, and present developments and achievements of public health and discuss possible future challenges within the field
• describe social inequalities in health and their consequences nationally and globally
• describe epidemiology and different cost analyses, and discuss inter-professional, evidence-based interventions with target groups
• discuss the principles of universal design from a human rights and democratic perspective

Skills

The student is able to

• address challenges in public health and demonstrate how to intervene professionally in collaboration with others
• search for relevant research, analyse these and apply to the findings in their assignment

General competences

The student is able to

• apply the tools of innovation and entrepreneurship in public health issues and communicate the results to an audience
• reflect upon ethical issues and discuss intercultural perspectives in public health

Part II - Environmental Conditions and Population Health

5 ECTS.

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss the interactions between the environment and sustainable development, and their effect on health
• describe health care emergency interventions following different types of disasters, and discuss challenges encountered
• discuss interprofessional interventions focusing on communicable and non-communicable diseases, including mental conditions
• describe how interprofessional practice might contribute to improve and promote mental health
• describe the distribution of different types of injuries nationally and globally and how to prevent them
• discuss how to promote occupational health and to prevent occupational health hazards
• discuss theoretical models for behavioral change and their application

Skills

The student is able to

• reflect upon priorities in public health and the consequences for population health
• demonstrate communication skills to improve health literacy and social capital through social marketing and reflect on intervention strategies and their efficacy
• reflect upon a comprehensive view of humanity and human rights

General competences

The student is able to

• reflect upon diversity and how different ethnic, religious and cultural background may influence communication between people
• demonstrate how to disseminate public health knowledge collaboratively with target groups and stakeholders
• apply research methods in solving public health problems

Part III - Family Health

5 ECTS.

Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss theoretical models for behavioral change and their application
• reflect on the complexity of health determinants throughout the life cycle
• discuss the role of activities and social participation in health promotion (occupational science)
• describe national and global vaccination programs, and discuss their impact and challenges involved including ethical issues

Skills

The student is able to

• reflect upon communication and collaboration within an interprofessional team
• develop interactive and critical health education information to improve family health
• identify and describe different information channels to promote health education and knowledge sharing

General competences

The student is able to

• reflect upon ethical issues, conflicts in personal values, and interprofessional approaches in family health
• reflect upon the role of public-private partnership as an asset in public health
• describe social entrepreneurship and societal transformation as a tool for implementation of a public health activity