ØASØK4500 Natural Resource Economics Course description

Norge har tilgang til et bredt spekter av naturressurser; petroleumsforekomster, mineraler, torsk og annen villfisk, skog, jordbruk, havbruk og vannkraft. Disse har hatt og har en stor betydning for verdiskapningen i Norge.

Økonomisk teori har lang tradisjon i å studere optimal utnyttelse av naturressurser fra et samfunnsperspektiv. Videre predikerer økonomisk teori at et uregulert marked i mange tilfeller ikke vil realisere en hensiktsmessig utnyttelse av naturressursene eksempler er overfiske og avskoging. Manglende oppmerksomhet om miljøeffekter, kan også gi uheldig bruk av naturressurser.

Dersom naturressursene blir utnyttet til samfunnets beste, vil de i de fleste tilfeller generer en ekstra gevinst som gjerne blir kalt ressursrente. Ressursrenten er profitt utover normalavkastningen på investert kapital. I Norge er det betydelig ressursrente i olje og gass, havbruk, vannkraft og til dels fiskeriene.

I Norge og til dels i andre land har det vært en konsensus at ressursrenten skal tilfalle alle. Myndighetene vil derfor ikke bare søke å regulere naturressursnæringer utfra effektivitetshensyn, men også utfra at ressursrenten skal tilfalle hele befolkningen.

• Fakta om norske naturressurser med spesiell fokus på olje- og gass, vann-, sol- og vindkraft, havbruk, fiskerier og bioressurser (skog)
• Klassiske økonomiske teorier for utnyttelse naturressurser; Hotelling knapphetsrente, Gordon-Clarke modellen for fiske, Faustmann reglen for skogbruk mm.
• Regulering av naturressursnæringer gjennom deltagelsesbegrensninger, tildeling av omsettbare kvoter, ressursrentebeskatning mm.
• Skattlegging av naturressursnæringer for å omfordele ressursrenten

Ingen.

Kunnskap

Studentene har inngående kunnskap:

• Om viktige norske naturressurser; verdiskapning, offentlige reguleringer og generell markedsforståelse.
• Om klassiske økonomiske modeller for optimal utnyttelse av petroleumsressurser, fiskerier, skogbruk og vann-, sol- og vindkraft.

Ferdigheter

Studentene kan

• Anvende økonomisk teori til å analysere uttaket av naturressurser i en uregulert tilstand og til å diskutere effekten av ulike reguleringer

Undervisningen vil legges opp med 2*2 timer forelesning per uke. Seks av ukene vil det være et 2 timers seminar istedenfor forelesning hvor studentene enten presenterer øvingsoppgaver eller casestudier. Presentasjonene vil gå på rundgang, og faglærer vil være til stede for å gi kommentarer samt å gjennomgå de mest sentrale aspektene ved øvingsoppgavene/casestudiene.

For å gå opp til eksamen, må alle studentene ha levert og fått godkjent en semesteroppgave. Semesteroppgaven vil utformes av faglærer, og skal besvares av to studenter i fellesskap. Ved ikke godkjent innlevering, gis studenten anledning til å levere forbedret versjon én gang. Faglærer gir beskjed om innleveringsfrister.

Like FYB2100, this course focuses on public health and health in a life course perspective. Promoting health and participation for individuals with various levels of functioning and health is an important part of professional physiotherapy practice. Physiotherapists must be able to obtain information about the physical, psychosocial and organisational factors that characterise the arenas where people live their lives. The key arenas are the home, workplace, schools and kindergartens, and these can be relevant arenas for rehabilitation, habilitation and health-promoting work. Physiotherapists must also take care of health challenges of people who are excluded from various arenas in life as the labour market or participating in the society, for example addicts, homeless people or people with disablements. 

The students will also participate in the interdisciplinary teaching initiative INTER1200. See https://www.oslomet.no/forskning/forskningsprosjekter/interact for a more detailed description of INTERACT.

INTER1200: ‘Communication with Children, Young People and their Families’ (1.5 credits) makes up the second module of the university's teaching project INTERACT. INTER1200 increases students' knowledge about communication and interaction with children and young people. As in INTER1100, the students receive training in cooperating with students from other programmes of professional study on topics relating to the everyday lives of children and young people.

Passed first year of the programme or equivalent.

After completing the course and INTER1200, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence (INTER1200 addresses the learning outcomes marked with two asterisks (**)): 

Knowledge

The student

• have knowledge about the importance of appreciative communication with children, adolescents and their parents/guardians**
• can explain children and adolescents’ right to participation in decisions that concern them**
• can explain the importance of explorative approaches in cooperation with children and adolescents**
• can describe the standardised tools used to assess children’s activity, participation and quality of life
• can describe habilitation as a area of knowledge and reflect on the possibilities and challenges relating to interprofessional and intersectoral processes, both in the minicipal- and in the spesialist health service

Skills

The student can

• carry out a conversation about everyday life with children and adolescents**
• have appreciative communication with parents/guardians**
• obtain information about public health at the municipal level, and discuss factors that affect public health and that can explain social inequality in relation to health
• assess factors in a working or school environment that promote and impede the health of employees/pupils, and that affect the possibility of participation
• propose measures that promote public health and social inclusion among children in a diverse society, and discuss the measures in light of behavioural theory and ethics
• plan and justify measures that promote health and work inclusion in a diverse society
• reflect on how a person’s life experience and cultural background can be expressed through body expressions and movement
• supervise physiotherapy students in the role of supervisor/instructor
• suggest and justify measures in interprofessional habilitation and reflect on the impact it may have on participation in arenas which are important to the indivudual

General competence

The student

• can present the implementation of and experience gained from a practical training project
• can reflect on their own role in explorative conversation with children, adolescents and their parent/guardians**
• understands the importance of interprofessional cooperation with children, adolescents and their parents/guardians**

The following must have been approved in order for the student to receive a final assessment in part 1:

• a minimum attendance of 80 % in teaching specified as ‘compulsory attendance’ in the schedule
• individual log from project-based practice, 500 words (+/- 10%)

Coursework requirements for INTER1200:

• Individual log. Scope: 500 words (+/- 10 %). In order to write the log, the student must first attend a seminar over two days.