ERGPRAIN1 Ergoterapeutisk profesjonsutøvelse - INT Emneplan

Aims of sustainable development are today broadly endorsed. For instance, the United Nations’ Sustainable Development Goals as well as the dominant forms of green and carbon-low transformations, are claimed as important by governments, corporations, celebrities, and even royal families. At the same time, global warming with its impacts on living conditions takes place at accelerating speed, while climate and environmental injustices grow. Meanwhile, income, wealth, and economic power is more and more concentrated in the hands of the few. Knowledge about the crisis, their causes, and the impacts of various solutions, tends to be unavailable or is inaccessible to most people, and that which is available tends to be based on an ecomodernist understanding grounded in marketisation, techno-optimism, eternal economic growth and the reduction of responsibilities to a matter of individual consumption choices. A premise of this PhD course is that in order to achieve fast and just transformations towards sustainable and low-carbon societies, citizens need knowledge and tools to understand the options and engage in suitable choices of development roads. Education stands as a social institution with the potential to make key contributions.

The course will critically examine the state of the art of present mainstream as well as critical alternatives to education about sustainability, climate crisis and environmental conflicts. Based on their own research topics, course participants will be encouraged to take part in discussing ways of drawing from combined insights from the cross-disciplinary field of political ecology, various other relevant traditions of critical empirical research, as well as critical education traditions.

This course will be taught in English.

Course context: This is the last instalment in a series of four Research Council of Norway-funded PhD courses, organized in conjunction with several Norwegian ‘nodes’ or member institutions in the international Political Ecology Network (POLLEN). Past courses in the series include Political Ecology of Pandemics (SUM/University of Oslo, 2021), Political Ecology of Scarcity, Limits, and Degrowth (Noragric/Norwegian University of Life Sciences, 2022), Political Ecology of Land and Food Systems (Department of Geography/University of Bergen, May-June 2023).

After completion of the course, the students will have acquired the following learning outcomes:

Knowledge

Students have knowledge of and insight into:

• political ecology in general and political ecology of education in particular
• green transformation alternatives and how they are or are not reflected in education approaches (including ecomodernism, the UN’s Agenda 2030 with the Sustainable Development Goals, and degrowth)
• approaches to reduce climate emissions and approaches of climate education, (ranging from mainstream to critical approaches)
• critical pedagogy / critical education (including the tradition following the work of Paulo Freire)

Skills

Students demonstrate their capacity to:

• competently understand, explain and critically discuss topics covered by the course
• competently examine how various development strategies and change options are aimed at different goals
• critically discuss consequences and alternatives to what students in a particular education are taught about sustainable or carbon-low transformation alternatives
• produce a paper relevant to course topics in accordance with the required academic standards

General competence

Students demonstrate their capacity to:

• explain and discuss the various approaches (and possible combinations) that are highlighted in the course
• further enhance their academic writing and presentation skills, leveraging feedback from both senior academic colleagues and early-career research peers

Students are expected to have read the syllabus before meeting at OsloMet for a four-day seminar.

At the seminar, lectures and keynotes will be given by leading contributors to the various course contents. In addition, PhD students will participate in three breakout sessions, during which they will receive feedback on course papers from designated lecturers and their peers. One of the teaching sessions will take place as a walk-and-talk along the river Akerselva.  A final plenary event (open also to other participants) will entail a keynote presentation by an internationally recognised contributor to elements of the course content. This will be followed by a roundtable discussion. The course will entail approximately 20-25 hours of teaching and seminar exercises.

On completion of the course, the PhD candidate has achieved the following learning outcomes, defined in terms of knowledge, skills, and general competence:

Knowledge

The PhD candidate

• is able to conduct bioinformatics analysis projects in agreement with best practice (transparency and reproducibility) in the field of bioinformatic science's philosophy
• is in the forefront of knowledge about the current high throughput sequencing (HTS) technologies and understands the differences, benefits and drawbacks of these HTS technologies
• can evaluate and make sound decisions on which platform and bioinformatic approach to use for different HTS projects.
• can contribute to development of new knowledge and interpret results from various HTS applications

Skills

The PhD candidate can

• plan a HTS research project and choose optimal sequencing platform
• carry out the relevant bioinformatic analyses both on the command-line (unix) and R-studio, and utilize web-based resources like Galaxy server and Genbank E-utilities.
• interpret the results of bioinformatics analysis of HTS (e.g. reliability, sensitivity and specificity) and judge their value for answering biological questions
• disseminate the results of HTS based research

General competence

The PhD candidate can

• argue in favour of particular HTS technologies or bioinformatic approaches on the basis of current knowledge
• argue in favour of the kind of materials and the number of samples to select/include in different kinds of HTS projects
• can participate in discussions on HTS methodology

It is required that students complete all the obligatory practical exercises.

All obligatory exercises must be completed to take the final exam. The final exam is an individual home examination over 6 hours. One internal and one external examiner will assess the answer papers submitted by all candidates.

Videreutdanningen består av ett emne, VSHSO Seksuelle overgrep - Forebygging, avdekking og oppfølging (10 stp), som gjennomføres på deltid over et semester. Emnet er inndelt i moduler, som vil gjenspeiles i de digitale læringsressursene. Læringsressursene og samlinger/webseminarer er heldigitale. Det vil bli avholdt 4 webseminarer i løpet av emnet. Forventet studieinnsats er beregnet til ca. 12 timer pr. uke.

Internasjonalisering

Økende globalisering av arbeidsmarkedet gjør internasjonal erfaring, språk- og kulturkunnskap viktig. Internasjonalisering gir også innsikt i globalisering generelt og bidrar til å oppnå bedre studiekvalitet og styrking av fagmiljøet ved utdanningen. Kunnskap om internasjonale forhold er også viktig for kunnskapsutviklingen.

Internasjonalisering skjer gjennom fagmiljøets kontakt og samarbeid med kolleger i andre land. Videreutdanningen har som mål å rekruttere utenlandske studenter som behersker ett av de skandinaviske språkene, og markedsføres derfor i alle nordiske land. Pensum består både av norsk og internasjonal fag- og forskningslitteratur.

One internal and one external examiner will assess the answer papers submitted by all candidates.

This course is primarily aimed at PhD candidates admitted to the PhD programme in Health Sciences and PhD students from Memorial University, Newfoundland. General terms for admission to the course is a completed master's degree in molecular biology or equivalent qualification (e.g. completed MABIO4400). Priority will be given to PhD candidates from HIOA and Memorial University, Newfoundland.

Note that all students must have a laptop not more than 2 years old (windows 7 or more recent or mac with OS X). The laptop must be able to connect to wireless network.

The course can also be offered to students who have been admitted to the "Health Science Research Programme, 60 ECTS", by prior approval from the supervisor and based on given guidelines for the research programme.

Admission to the course may also be offered to master students attending the Master’s Programme in Biomedicine / Master in Health and Technology, by prior approval from the thesis supervisor and depending on course capacity. These students must have completed the first 60 ECTS credits of the Master’s programme including MABIO4400, and write a master’s project where this course is considered relevant.