SFB4000 Teoretiske perspektiver på familier. Kunnskapsgrunnlag for behandlingsarbeid Emneplan

The students will gain knowledge of and insight into how to use data visualisation to present information, for example statistics, in a more understandable way. The students will learn to use different methods of processing data, so that they are easier to work with.

Asgeir Falch-Eriksen

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student:

• is familiar with terminology and concepts used in the field of visualisation
• is familiar with the history of the field
• is familiar with fundamental perception theory
• is capable of explaining different types of information and what kind of visualisation techniques are expedient
• is capable of explaining how visualisation can make it easier to understand large amounts of data
• is capable of explaining typical limitations in the visualisation of complex data sets
• is capable of explaining what methods can be used to visualise different types of data

Skills

The student is capable of:

• identifying the properties of a data set and deciding what visualisation method is most expedient
• evaluating whether visualisation will make it easier to understand a data set, and what method(s) will give the best result
• using specific tools to create visualisations
• using visualisation as a tool

General competence

The student is capable of:

• using visualisation as a tool for understanding and communicating complex contexts

None.

Portfolio assessment subject to the following requirements:

• group work (maximum 3 people, written submission of 3,000-5,000 words)
• individual work (written submission of 3,000-5,000 words)

One overall grade is awarded for the portfolio. Both parts of the portfolio must be awarded a grade E or better for a student to successfully pass the course.

The exam result can be appealed.

In the event of resit and rescheduled exams, another exam form may also be used or a new assignment given with a new deadline. If oral exams are used, the result cannot be appealed.

This course aims to merge an understanding of human rights with social sustainability and do so through the lens of the social work profession, focusing on the critical role of rights-based professional practice within the social and political frameworks that foster trust and solidarity. It delves into the Universal Declaration of Human Rights as a foundational element for professional human rights practices, emphasising its importance in shaping the protection of fundamental human rights of citizens.

Key topics include child protection, children's rights, extremism, social exclusion, and the obligations of nation-states towards human rights from the perspective of varying state models, from minimalist to comprehensive welfare states, with a focus on the Nordic model's commitment to human rights. The course also addresses the dual nature of rights—negative and positive—and their impact on individual liberty and solidarity. Through this academic journey, students will critically evaluate the normative biases in human rights practices within professional social work, enhancing their understanding of professional decision-making and encouraging a reflective approach to social work informed by the social, cultural, and political dimensions of solidarity and rights. By the end, participants will grasp the essential role of rights-based social work and social policy in reinforcing social sustainability and political stability.

Language of instruction is English.

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

• a deep understanding of the interplay between human rights and social sustainability, particularly through the lens of social work within social and political orders.
• comprehensive knowledge of the Universal Declaration of Human Rights and its significance in shaping fundamental human rights protections.
• insight into how social, cultural, and political dimensions of solidarity and rights influence rights-based social work practices.
• an understanding of the roles of child protection, children's rights, extremism, social exclusion, and nation-states' obligations toward human rights across different state models, with a focus on the Nordic welfare state's approach.

Skills

The student can

• critically analyze and assess the sustainability of social orders and the extent to which public service practices contribute to solidarity and trust.
• evaluate the effectiveness of social work practices in upholding human rights and fostering sustainable intersubjective trust.
• design rights-based practices in social work that align with various approaches to sustainability.
• discuss and compare the implementation of human rights principles across different countries, considering normative and constitutional constraints within the democratic rule of law.

General competence

The student can

• develop a critical understanding of the role of trust and solidarity in sustaining social and political orders.
• engage in informed discussions on sustainable social work practices and the integration of human rights perspectives in social work research and policy development.

The teaching takes place with in-person attendance on campus, and the course is organised into a series of lectures and discussions. Lectures are given by the course lecturers. Key to the lecture form are discussions and an academic culture.The lectures and curriculum spans six sessions, each four hours long, and is designed to explore the complex interplay between international human rights, social work, and social policy, particularly in sustaining social and political orders.

The exam in the course is an individual oral exam. Each candidate has 30 minutes for the oral examination.

No aids are permitted.

The exam is graded by an internal and an external examiner.