Browse Public Designs
Page: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61
-
Bachelor thesis: Public Health (Medicine)
Description:
The student(s) (1-3) have some general lectures on what a thesis is, research ethics, and the opportunity to attend classes by AU Library on literature search.
The students choose overall subjects (e.g., lead exposures and fertility) with an assigned supervisor, and are then offered 4.5h of supervision time. The assessment is an externally censored written thesis in English.Intended Learning Outcomes:
- 1. Analyse health science issues systematically and critically on the basis of general prior knowledge and newly collected literature.
- 2. Define a problem statement within the self-chosen subject and argue for the relevance of the issue.
- 3. Critically use information technology to search for knowledge.
- 4. Discuss and assess scientific methodologies and results.
- 5. Discuss and put an academic issue into perspective.
- 6. Reflect on ethical and scientific perspectives which are relevant to the chosen issue.
- 7. In written English, answer the self-chosen problem statement in a Bachelor's project and present the main points to non-specialists in a Danish summary.
-
firtst draft: Bachelor thesis: Public Health (Medicine)
Description:
The student(s) (1-3) have some general lectures on what a thesis is, research ethics, and the opportunity to attend classes by AU Library on literature search.
The students choose overall subjects (e.g., lead exposures and fertility) with an assigned supervisor, and are then offered 4.5h of supervision time. The assessment is an externally censored written thesis in English.Intended Learning Outcomes:
- 1. Analyse health science issues systematically and critically on the basis of general prior knowledge and newly collected literature.
- 2. Define a problem statement within the self-chosen subject and argue for the relevance of the issue.
- 3. Critically use information technology to search for knowledge.
- 4. Discuss and assess scientific methodologies and results.
- 5. Discuss and put an academic issue into perspective.
- 6. Reflect on ethical and scientific perspectives which are relevant to the chosen issue.
- 7. In written English, answer the self-chosen problem statement in a Bachelor's project and present the main points to non-specialists in a Danish summary.
-
Quiz for student engagement
Description:
The learning design for AU pedagogical course about the introduction of an out-of-class quiz for student engagement and assesment for learning.
Intended Learning Outcomes:
- Construct simple simulation models, run simulations and interpret results
-
New learning design
Description:
Supervision of a PhD student for a concrete part/sub study of his PhD project. The student has a 3.5-months research stay in Denmark.
The sub study concerns the investigation of the comorbidity between Functional Somatic Disorder and other physical and mental conditions.Intended Learning Outcomes:
- Describe and investigate the comorbidity between Functional Somatic Disorder and physical and mental conditions.
- Write a scientific paper on the subject for publication in a peer-reviewed journal.
-
Risk and Prevention of Violence Against Children – Designing Useful Studies
Description:
I aspire to create a summer course in risk and prevention of violence against children. Current options (International Society for the Prevention of Child Abuse and Neglect (ISPCAN) yearly conference, International Course on Child Abuse Paediatrics (InterCAP)) are either not in the form of a coherent curriculum, or strongly focused on medical doctors’ approach to diagnosis and clinical management.
Overarching aim: To euip participants to design and reflect on relevant and impactful research projects on violence against children.
The current draft target ILOs 1 and 6.
Intended Learning Outcomes:
- Participants will be able to categorise, and reflect on the choice of, definitions of and subcategories within violence against children.
- Participants will be aware of and able to draw on research on early intervention in violence against children, including tools for early detection, legislative framework, detection biases, and system
- Participants will be able to categorise and contrast different operationalisations of risk, including child- and perpetrator-focused risk models, cumulative and ecological approaches.
- Participants will be able to describe and contrast different operationalisations of prevention of violence against children, and describe the underlying evidence base, including the connections betwee
- Participants will be able to describe and contrast methodological approaches to evaluation of interventions and evaluation of risk factors, and consider their applicability to specific hypotheses.
- Participants will be able to contrast and discuss the applicability of their acquired skills to specific hypotheses within the field.
Page: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61