Adherence Based on Life Experiences Assignment | Get Paper Help

must inlude from 5-7 interviews with people (interview guide and transcripts included) and draw conclusions based on them
– needs to include a brief systematic review of “state of the art”
– needs to include a synthesis of the review and draw conclusions based on the outcomes of the intreviews
– the documents provide the structure and what needs to be included (look, intro to bachelor project)

1. The basic assignment format
All written assignments on the Bachelor’s Degree in Global Nutrition and Health must adhere to the guidelines below.
• An assignment must be kept within a certain number of characters – this is clearly set out in the assignment or examination document
• The character limit excludes: Tables and Figures, Appendices, Footnotes, and Reference List
• In group assignments it must be stated clearly who is responsible for each section of the assignment (either in the table of content, on a single sheet of paper, or in brackets by the headline)
• All pages must be numbered
1.1. Basic Criteria
Your assignment or written exam paper will have to meet certain criteria that set the boundaries of your writing task. For example, your writing will need to say what has to be said within the character limits of the assignment or exam and by the topics or questions you have been asked to write about and address, so be aware:
• Not everything you read, data you collect, or facts you acquired will end up in your final paper – you will need to select those that best illustrate the main points in your writing plan
• Don’t include unnecessary material – you get no extra marks for this – and remember Stephan King: “edit garbage out”! (see Develop your writing skills)
• Deciding what material to keep in or to discard should be easy since your initial idea/concept should be strong enough to enable you to use this to decide what to keep in and what to keep out (and why)
• Ask yourself: can you make any of you material visual – as a figure or table?
The basic assignment format looks like this:
• Title Page
• Table of Contents
• Introduction
• Methods
• Results
• Discussion
• Referencing
• Appendices (if using)
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1.2 The Title Page
The Title page must include:
• Title and subtitle
• Student number and name (in case of anonymous, written assignments the name must be left out)
• Date of submission
• Module, specialisation and education
• Type of assignment
• Name of supervisor(s)/teacher(s)
• A statement of number of characters
The title of the assignment is to be decided by the student(s) who are handing in the assignment. Good titles tell the reader what the assignment is all about in a few words – this can be a main title and a short sub-title.
1.3 Table of Content
• Assignments must include a Table of Content (TOC)
It is advisable to give each section a number. Chapters may be listed with a whole number, for example, 1. Introduction, whereas subsections may be numbered with decimals, for example: 1.1. The Research Question. Never make the numbers stand alone as section heads –always present readable headlines together with the numbers. You should not use more than three levels in your headlines. More than that just makes the reader confused.
Any assignment handed in must contain a table of contents corresponding exactly to the headlines of the sections in the assignment itself. In this respect, the table of contents reflects the logical outline of the assignment. Only chapters and subsections should be listed in the table of contents. The page numbers in the table of contents must correspond to the numbers of the actual pages.
All word processing programmes can generate a table of contents automatically provided that you code the headlines whether they are headlines 1, 2 or 3. The table of contents must include all parts of the assignment: text pages, tables, figures and appendices and these headlines should be coded too.
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1.4 IMRAD – or How to Write a Scientific Paper
The IMRAD structure can be used as the ‘skeleton’ around which many of your assignments will take shape.
Many of the written assignments on the Bachelor’s Degree are research-based and thus lend themselves to what is referred to as ‘scientific writing’. This is nothing to get worried about because there is a basic structure for science based papers that is used widely and is simple to master. It is known as the IMRAD structure and an excellent (very short) introduction to this is by White, L. (2006) How to Write a Scientific Paper.
The following sections are based on White’s work, but it is well worth getting your own copy since it will prove and invaluable reference work.
IMRAD stands for:
– Introduction
– Methods
– Results
– [And]
– Discussion
Like other types of writing, it is also important to consider what you are trying to achieve by your scientific writing.
To this end:
• Your scientific paper is not simply a collection of facts/data
• It has to make an analytical story – how do the facts and data fit together and why
• Your reporting needs to be accurate
• Others need to be able to evaluate what you have done (the what, why and how of your research)
1.4.1 Abstract
Before you get to the IMRAD structure you need to produce a title and abstract for your paper. The Title and Abstract of your paper briefly covers:
– Background of your work
– Methods
– Main results
– Principal conclusions (or discoveries – that is, what you found out)
Both title and abstract should describe your work and the abstract is written in the past tense.
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Then the main part of your paper follows the IMRAD structure – that is, based around sections to include Introduction, Methods, Results And Discussion. What each of these sections includes is briefly explained below based on White’s 2006 paper.
1.4.2 Introduction
The introduction section includes:
• The state of the art (the research topic)
• Relevant literature
• Why your topic is relevant and important
• What is good or bad/what we know-don’t know
• Why your work adds to the unfolding story
• What needs to be solved/found out
• The research problem
The purpose of the introduction is to ‘introduce’ to the reader(s) – and more importantly, the examiner – the theme and the central issues of the assignment. Remember though, that in the introduction you give a reason for all your choices, but you do not need to elaborate on them here – in this section you only inform.
1.4.3 Methods
The Methods section includes:
• Describes what you did
• Why did you do it this way and not another
• What are the good points about your method
• What are the limitations or ’notes of caution’ you want to tell the reader about
• Is there sufficient information so the method can be accurately replicated
1.4.4 Results
The Results section includes:
• What you found out (your data in what ever form you collected this)
• Uses tables/figures/pictures/graphics to help convey your results
• Mentions and explains your tables and findings in the text
1.4.5 Discussion
The Discussion section includes:
• Don’t confuse your results with the discussion; you need a results AND discussion section
• In the discussion you discuss what you think your results tell you and us about the academic subject area or research topic and questions you are investigating
• What is your interpretation of your results linking this to the literature you have used and your introduction
• What conclusions or recommendations can you come up with from your work
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1. 5 Appendices
An appendix is a text added to the end of an assignment, containing information that is important too, but supplements or supports the main text. Appendices contain background material like the full data sets presented in the results sections or that are used to make tables and figures included in the assignment. Each of these appendices must be mentioned in the MAIN TEXT and in the table of contents as well. If appropriate, appendices also need to be referenced
Appendices might contain:
• Statistical material
• Interview typescripts
• Examples from key documents used in your research/assignment
• Illustrations
• Don’t forget to reference your appendices
1.5.1 Tables and Figures
• Number independently
• Write a caption for each table or figure used
• Discuss the Table/Figure in the text
• Make sure to include your reference or the source for the table or figure
Examples of figure and table references:
Figure 2. Total Marketing Expenditures in 2007
(Pharmaceutical Marketing Disclosures, July 1, 2007 – June 30, 2008, p.4)
Table 3. Unit Costs of Malaria Outpatient and Inpatient by Facility
(Malaria Expenditure Analysis, University of York, Chap 3)
1.6 Referencing
• Full references must be listed in the reference list at the end of the assignment
• Every source used in an assignment must be listed in sufficient detail so others can identify it
• When using a reference in the text you need the author(s), year of publication, and page number if quoting directly or referring to particular data/concepts
• The full reference of the source cited in text is put in the reference list
• Use the Harvard system of referencing ONLY (see below)
• References should be listed in alphabetical order
• References are listed by name of author or name of organisation if not an actual person
• A full reference list must be included at the end of every assignment/exam
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1.6.1 How to Reference
By referencing is meant every source used in an assignment should be listed in sufficient detail so that others may identify it and consult it. The system used on the Bachelor’s Degree in Global Nutrition and Health is the Harvard Style of references.
Textual citation requires only name of the author(s), year of publication and page number. This may appear at the end of a sentence before a full stop or in the middle of a sentence in case only part of the sentence refers to this specific source.
Example:
Some authors have proposed five justificatory conditions that should be met if individual liberty must be overridden: Effectiveness, proportionality, necessity, least infringement and public justification (Childress et al., 2002, p. 7)
If you refer to a document which has two authors, you have to write both names, e.g. (Wardlaw and Hampl, 2007, p. 57)
For more examples on referencing, see Appendix 1 and more information can be found at Harvard Referencing Guide: http://libweb.anglia.ac.uk/referencing/harvard.htm
1.6.2 How to Use Quotations
Quotations are word-by-word citations from scientific papers or other types of texts written by other authors. They should be used sparingly. It is important to separate these quotes clearly from the rest of the text – either by using italics, quotation marks or by using block indentation along with a different font size.
Example of the use of italics:
The standard definition of public health provides additional insight: Public health is what we, as a society, do collectively to assure the conditions in which people can be healthy (Institute of Medicine, 1988, p. 24).
Example of the use of quotation marks:
If using quotation marks instead of italics, it should be written like this: “Public health is what we, as a society, do collectively to assure the conditions in which people can be healthy” (Institute of Medicine, 1988, p. 24).
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Example of the use of block indentation:
The standard definition of public health provides additional insight (Institute of Medicine, 1988, p. 24):
Public health is what we, as a society, do collectively to assure the conditions in which people can be healthy
Block indentations have to be used if you quote more than three lines.
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2. Plagiarism
Plagiarism is not tolerated. Hence, teachers and staff at the Bachelor’s Degree in Global Nutrition and Health work to ensure that plagiarism is prevented, and if it is found – during or after an assignment or examination – the student will face serious consequences and action will be taken. In the first instance the grade will be reduced. In most severe cases, the student is expelled from the education for a shorter or longer period of time, or – in very dire consequences – permanently.
Plagiarism is the unacknowledged use of the ideas or wording from another author or researcher without making it evident that you are quoting them or using their work.
Because it corrupts the values of scientific work, plagiarism is considered a grave violation of academic integrity in universities, colleges and schools.
2.1 Ephorus Plagiarism control
All written assignments will be assessed for plagiarism in Ephorus – a market-leading anti-plagiarism service used widely by Danish educational institutions as well as internationally (www.ephorus.com).
For more on plagiarism and consequences of plagiarism, please read Plagiarism and its Consequences
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3. Lay-out and typography
Together lay-out and typography should:
• Support the content
• Make it easy to find what is relevant
• Facilitate reading and give a clear overview
• Separate parts of the text with different functions
• Make the text look appealing and interesting to read
Lay-out and typography – rules of thumb
 Use typographical means of expression, for example, framing and text boxes
 When using numbers in a text one to nine are written in letters, whereas 10 and above are written in numbers
 Texts that belong together should be closer together than what should be separated, for example, use double line spacing between two paragraphs with different argument, but simple line spacing if the points or arguments are related.
 Avoid long sentences; divide them if they are more than 100 words.
 Use headlines and subtitles
 Use bullet lists
 Choose a font and font size which is easily readable, e.g. Verdana, Calibri, Arial or Times New Roman.
However – do not overdo it. It is still the content which is the most important and if you fill your assignment with all sorts of glittering graphics, you might leave the impression that you are trying to compensate for lack of qualified content. Give priority to the scholarly part – and then make sure that the text is well-arranged and presented clearly and nicely.
Written assignments are not expected to be a certain number of pages, but a specific amount of characters. Due to word processing programs you can practically fit as many numbers of characters into a page as you please. However – take advantage of the fact that you are not restricted by the number of pages and make each page presentable and readable.
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Page format must be A4, but otherwise the following are advisable guidelines, but not compulsory:
Page size
A4
Font
Font size 10-12 point
Chose a readable font
Fonts without serifs are good for headings
Please stick to the same font (except for the headlines). More than two different types of fonts make it confusing.
Margins (minimum)
Left: 20 mm
Right: 10 mm
Top: 10 mm
Bottom: 15 mm
Width of column
50-55 characters
Line spacing
1½
Page numbers
• Use Arabic number; 1, 2, 3, 4 etc. – don’t use letters or Roman numeral
• Page 1 is the first right page after the front page
• Right pages have uneven numbers and left pages have even
• Place the page numbers where they are most convenient for looking-up; e.g. bottom, outermost
Paragraph structure
• Minor paragraphs are marked by a new line and indentation
• Major paragraphs are marked by an empty line between them
For footnotes it is generally a good idea to consider whether they are necessary or not. Generally speaking, if the point is important enough to mention, then it must be done within the text page itself1.
1 If footnotes are used, they must be written at the bottom of the same page as the related text and they must be numbered consecutively throughout the assignment. MS-Word generates footnotes and numbers them automatically
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4. Use of academic language
• Present assignments in a neutral, precise, unbiased and correct English language
• Use precise definitions of concepts
• Present clear arguments
• Avoid biased assumptions about people or groups in society
• Avoid unwarranted commentary and/or speculation (“I believe…”)
4.1 Proper Academic Language
It is important to present the assignments in a neutral, precise, unbiased and correct English language. Failure to comply with proper use of language, precise definitions of concepts and clear arguments will increase the risk that teachers cannot evaluate the assignments properly.
Scientific writing should be free of implied or irrelevant evaluation of the group or groups being studied. Avoid using humiliating attitudes and biased assumptions about people. Constructions that might imply bias against persons on the basis of gender, sexual orientation, racial or ethnic group, disability or age should be avoided.
• Examples of biased and unbiased language:
Examples of biased language
Examples of unbiased language
The clients behaviour was typically female
Disabled person
She has a bad health
He is fat
The Anorectic
This unfortunate man…
The client´s behaviour was… (specify).
Being specific avoids bias:
Person with (who has) a disability
She is suffering from
He is overweight/obese
Person with anorexia
The man was unfortunate in that situation
When writing academic texts some vocabulary is more appropriate and acceptable than others, for example:
Preferred
Problematic
I will discuss…
I will talk about…
I will examine…
I will take a look at…
I interpret…
I think….
A person with diabetes
The diabetic
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4.2 What does it mean to…?
Most written assignments are formulated in a certain way. If you are asked to analyze a relationship between a policy and a person’s behaviour and you only describe the person’s behaviour, you have not fulfilled the assignments most basic criteria. So what does it actually mean? Below is a list to help you clarify.
What does it mean to identify?
Establish or indicate what something is
What does it mean to compare?
Explain the similarity or dissimilarity between something
What does it mean to discuss?
Write/talk about something in detail taking into account different ideas and opinions
What does it mean to analyze?
Look at the various parts and their relationships
5. Before handing in your assignment
Before handing in your assignment, do a test to see if your paper works:
• Your paper’s guiding principle should be: are other people able to repeat your work if they want to based on the information provided in your paper
• Is the purpose of your paper clear: how is your work, facts, data, analysis relevant for theory and/or practice in your area
• Do the ’links’ between different sections of your paper work well – do you have a ‘beginning’, ‘middle’ and ‘end’
• Have you given readers a clear and concise statement of what you see as the significance of your work?
When you have written your assignment, revise it and check to make sure you:
• Fulfil the requirements of the assignment
• Answered the assignment question(s) and topics requested
• Have presented your assignment perfectly
• Have all your references in the text and the reference list and these are formatted correctly
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Revising/Editing Checklist
OK
Does your paper fulfil the required assignment? Does it DO what the assignment specifies?
Check the length of your paragraphs. Are some only one sentence? Are some over 100 words? Paragraphs should run 50-100 words.
Check the length of your sentences. Are they all short? Are some very long (over 25 words)? Sentence length should vary but in general be under 25 words.
Have you selected precise words, vocabulary appropriate to your field, and strong, active verbs?
Are there spelling errors, typos, punctuation errors, or grammar errors? Use appropriate resources to make corrections.
Have you correctly referenced facts and ideas in your paper (quoted or paraphrased) that come from others? (e.g. from books, articles, lectures, internet, etc.)
Read the paper aloud to hear how it sounds. You’ll be surprised at what your ear hears that your eyes don’t see!
6. How to hand in written assignments on IntraPol
All assignments are handed in on IntraPol in the teaching group for the relevant module.
All assignments must be handed in as one single PDF file. Other formats and several files will not be accepted.
Remember that group assignments should be handed in as a group and not as an individual assignment.
6.1 Step by step guide
For a step by step guide on how to hand in on IntraPol, please go to: https://intrapol.phmetropol.dk/information-og-vejledning/Hjaelp_til/Opgaveaflevering.aspx
The folder, in which you are to hand in, is only active around the time of the actual hand-in. For further inquiries, please contact your module responsible or Student Services.
6.2 Notification
After handing in your assignment, you will receive an e-mail receipt from IntraPol. It is your own responsibility to ensure that the assignment has been correctly handed in.
7. Anonymity
If you as a student wish to be anonymous to the internal/external examiners, you must use your student number and only your student number throughout the written exam.
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Reference List
Booth,W.C. Colomb, G.G. & Williams, J.M. (1995). The Craft of Research: Chicago Guides to Writing, Editing, and Publishing. Chicago: University of Chicago Press.
Colter, R. (2009). Writing To Go. Toronto: House of Anansi Press Inc.
Flick, U. (2011). Introducing Research Methodology. A Beginners Guide to Doing a Research Project. London: Sage.
King, S. (2000). On Writing. London: Hodder and Stoughton.
Neville, C. (2010). Complete Guide to Referencing and Avoiding Plagiarism. Maidenhead: Open University Press.
Silvia, P.J. (2007). How to Write a Lot: A Practical Guide to Productive Academic Writing. Washington, DC: American Psychological Society.
Strunk, W. & White, E.B. (1999). The Elements of Style. 4th Edition. London: Longman.
White, L. (2006). How to Write a Scientific Paper. Roskilde, Denmark: English Support.
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Appendix 1: Example of referencing
Books:
One author:
• Freire, P. (2003). Pedagogy of the Oppressed. London: Penguin Books
Up to three authors:
• Barker, R. Kirk, J. & Munday, R.J. (1988). Narrative analysis. 3rd ed. Bloomington: Indiana University Press.
More than three authors:
• Holli, B. et al. (2003). Communication and Education Skills for Dietetic Professionals. 4th edition. Philadelphia: Lippincot, Williams and Wilkins.
Translated books (if the translator is important):
• Canetti, Elias. (2001). The voices of Marrakesh: a record of a visit. Translated from German by J.A. Underwood. San Francisco: Arion.
Edited books:
One author:
• Hornik, R. (ed.) (2002). Public Health Communication: Evidence for Behaviour Change. Mahwah, N.J.: Lawrence Erlbaum Associates.
Two authors:
• Silverman, D.F. & Propp, K.K. (eds.), (1990). The active interview. Beverly Hills, CA: Sage.
Three or more authors:
• Allouche, Jose. (Ed.), (2006). Corporate social responsibility, Volume 1: concepts, accountability and reporting. Basingstoke: Palgrave Macmillan.
Article in a book:
• Samson, C. (1970). Problems of information studies in history. In: S. Stone, ed. 1980. Humanities information research. Sheffield: CRUS, pp.44-68.
E-books and PDF:
• Fishman, R. (2005). The rise and fall of suburbia. [e-book] Chester: Castle Press. Available at: University Library/Digital Library/e-books http://libweb.anglia.ac.uk / Ebooks [Accessed 5 June 2011].
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Journal article:
• Lindseth, A. and Norberg, A. (2004). ‘A phenomenological hermeneutical Method for researching lived Experience’. Scandinavian Journal of Caring Science, 18, pp. 145-153.
From electronic sources:
• Hamill, C. (1999). Academic essay writing in the first person: a guide for undergraduates. Nursing Standard, [Online] 21 Jul., 13 (44), pp. 38-40. Available at: http://libweb.anglia.ac.uk/ejournals/333 [Accessed 12 June 2011].
Websites:
• National electronic Library for Health. (2003). Can walking make you slimmer and healthier? (Hitting the headlines article). [Online] [Updated 16 Jan 2005] Available at: http://www.nhs.uk.hth.walking [Accessed 10 April 2011].
Newspaper articles:
• Slapper, G. (2005). Corporate manslaughter: new issues for lawyers. The Times, 3 Sep. p. 4b.
Other documents
• Conference paper:
Brown, J. (2005). Evaluating surveys of transparent governance. In: UNDESA (United Nations Department of Economic and Social Affairs), 6th Global forum on reinventing government: towards participatory and transparent governance. Seoul, Republic of Korea 24-27 May 2005. United Nations: New York.
• DVD, Video and Film:
Health for all children 3: The video. (2004). [Video] London: Child Growth Foundation. (Narrated by D.B.M. Hall).
• Lessons:
Lessons and lectures are given and presented on the basis of the attached literature. Therefore refer to the relevant literature and not (under any circumstances) refer to a given teacher or lecturer.

Bachelor’s Degree Programme in Global Nutrition and Health
Metropolitan University College and VIA University College
September 2011
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Abbreviations
EEA European Economic Area (Iceland, Liechtenstein and Norway)
ECTS European Credit Transfer and Accumulation System
GNH Bachelor’s Degree in Global Nutrition and Health
ICT Information, Communication and Technology
LHE Lifestyle and Health Education
Non-EU Outside the European Union
PHNFP Public Health Nutrition and Food Policy
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Table of contents
Structure and content of the programme …………………………………………………………………………………………….. 4
Teaching and learning methods and strategies …………………………………………………………………………………….. 5
Information, Communication and Technology (ICT) …………………………………………………………………………… 5
ECTS credits …………………………………………………………………………………………………………………………………… 6
Exemption (credit transfer) ……………………………………………………………………………………………………………….. 6
Dispensation …………………………………………………………………………………………………………………………………… 6
Internship periods ……………………………………………………………………………………………………………………………. 7
Examinations ………………………………………………………………………………………………………………………………….. 7
Bachelor Thesis ………………………………………………………………………………………………………………………………. 7
Internationalisation ………………………………………………………………………………………………………………………….. 8
Study Counselling …………………………………………………………………………………………………………………………… 8
Module outline………………………………………………………………………………………………………………………………… 9
Attendance ……………………………………………………………………………………………………………………………………… 9
Non-EU/EEA students ……………………………………………………………………………………………………………………… 9
Module 1: Food and lifestyle in a global health perspective (joint) ………………………………………………………. 10
Module 2: Nutrition, Physiology and Biochemistry (joint) ………………………………………………………………….. 11
Module 3: Quantitative approaches to diet and disease (joint) ……………………………………………………………… 12
Module 4: Educational theory and planning, communication and qualitative methods (joint) ………………….. 13
Module 5: Food Security and Food Safety (PHNFP) ………………………………………………………………………….. 14
Module 6: Food and Nutrition Policy, Consumption and Markets (PHNFP) …………………………………………. 15
Module 7: Internship I (PHNFP + LHE) …………………………………………………………………………………………… 16
Module 8: Sustainability, Participation and Environmental Policy (PHNFP) …………………………………………. 17
Module 9: Elective module (PHNFP + LHE) ……………………………………………………………………………………. 18
Module 10: Interdisciplinary Research Methods, Interventions and Project Management (joint) ……………… 19
Module 11: Public Health Nutrition (PHNFP) …………………………………………………………………………………… 20
Module 12: Global Nutrition and Health Promotion (PHNFP) …………………………………………………………….. 21
Module 13: Internship II (PHNFP + LHE) ………………………………………………………………………………………… 22
Module 14: The Bachelor thesis (PHNFP + LHE) ……………………………………………………………………………… 23
Module 5: Lifestyle change theories and methods (LHE) ……………………………………………………………………. 24
Module 6: Food, nutrition and physical activity from a health education perspective (LHE) …………………… 25
Module 7: Internship I (PHNFP + LHE) …………………………………………………………………………………………… 26
Module 8: Food, nutrition and physical activity from a lifestyle perspective (LHE) ……………………………….. 27
Module 9: Elective module (PHNFP + LHE) ……………………………………………………………………………………. 28
Module 10: Interdisciplinary Research Methods, Interventions and Project Management (joint) ……………… 29
Module 11: Health psychology and contextual influences (LHE) ………………………………………………………… 30
Module 12: Health education strategies and lifestyle interventions (LHE) …………………………………………….. 31
Module 13: Internship II (PHNFP + LHE) ………………………………………………………………………………………… 32
Module 14: The Bachelor thesis (PHNFP + LHE) ……………………………………………………………………………… 33
Appendix 1: Overview ECTS points ………………………………………………………………………………………………… 34
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Structure and content of the programme
The purpose of the education Bachelor’s Degree Programme in Global Nutrition and Health (GNH) is to
qualify the graduates to take an interdisciplinary and intercultural approach to nutrition and health challenges
in a globalized world and to work in national as well as international settings. The educational programme
qualifies the graduate to independently plan, implement and evaluate tasks, projects and interventions in
order to promote health and to prevent diseases.
The programme’s official length is 3 ½ year’s corresponding to 210 ECTS points and includes elements from
natural, social, human and health sciences as well as two internships and a Bachelor Project. The educational
programme is divided into 14 modules from which students develop academic and professional
competencies to function as GNH professionals and/or be ready for further studies. A module contains
theoretical and/or practical elements related to nutrition and health, and learning outcomes of each module
are listed in the module descriptions.
The programme includes five joint compulsory modules with a total of 80 ECTS and two separate study
programmes of nine modules corresponding to 130 ECTS including internships, elective modules, and a
bachelor project. The students choose one of the two following study programmes:
– Public Health Nutrition and Food Policy
– Lifestyle and Health Education
The five joint compulsory modules equip students with knowledge and understanding, skills, and
competencies within the subjects listed:
– Nutrition, food and the human body
– Health promotion and disease prevention
– The global burden of diseases, with focus on non-communicable diseases
– Project management, communication and educational practice with an intercultural focus
– The impact of globalization on lifestyle and living conditions
– Ethics, sustainability and inequalities of health
The study programme ‘Public Health Nutrition and Food Policy’ includes the following core areas:
– Nutrition, health and food policies and strategies
– Food safety and security; market and consumption
– Sustainable food systems and environmental health
– Public health nutrition
– The double burden of diseases
The study programme ‘Lifestyle and Health Education’ includes the following core areas:
– Nutrition, health and food habits
– Physical activity in relation to health promotion and diseases prevention
– Pedagogy and health education strategies
– Health behaviour and facilitation of lifestyle changes
– Psychology, addiction and well-being
The programme includes 10 ECTS of elective modules providing the students with the opportunity for indepth
study according to their individual interest.
The chapters which are specific for the Bachelor’s Degree in Global Nutrition and Health at
Metropolitan University College are marked in green boxes.
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Teaching and learning methods and strategies
Throughout the education students are exposed to a variety of different teaching methods and learning
conditions. The aim is to equip students with sufficient knowledge, skills and competencies to function as
GNH professionals and/or be ready for further studies. The learning processes should motivate students to
act and reflect independently and innovatively, but also to cooperate with fellow students and promote joint
responsibility for further learning. Students have to participate and be active, and their contributions to the
common, intercultural study environment, is highly appreciated. A broad range of teaching methods and
activities are used to secure students’ exposure to both theoretical and practical dimensions of the GNH
profession.
Students working hours are divided in the following three learning categories:
• Face to face learning: Time students spend in the classroom under the direction of the teacher,
where the module teachers or invited guest lecturers will lecture, facilitate class discussions and
various forms of exercises.
• Directed learning: Time students spend outside the classroom under the direction of the teacher
working on various case studies and research activities, e.g. library searches, group/project work etc.
• Autonomous learning: Time students spend outside the classroom without the direction of the
teacher where students are expected to read and analyze relevant literature related to the content of
the module and to prepare written and oral assignments.
In-classroom teaching and learning
Learning activities in the classroom are organized to support the theoretical and academic content of the
subject matter as well as the planned learning outcomes of the individual modules. Activities vary between
lectures and supervision by teachers, students’ inputs and presentations, theoretical and practical exercises,
simulations and role plays, dialogue and discussions, projects, case studies and etc.
Outside-classroom learning
Learning activities outside the classroom are mostly organized by students, either individually or in the form
of group work. All students are responsible for their own outside-classroom learning, including preparation
for classes and assignments.
Academic supervision
The aim of academic supervision is to consider each student’s foundation, background and special needs, so
that the academic tasks and challenges can be tailored to suit the learning of all students, keep their
motivation, and support them to complete the education. Through structured conversations supervision can
support individuals or groups to set up study plans or formulate methodologies or strategies to handle
academic work.
Information, Communication and Technology (ICT)
Throughout the education the students and teachers will work with ICT as an integral part of the GNH
learning environment. As a tool for learning, the integration of ICT helps students build study-related skills
that broaden the students’ opportunities to actively participate, communicate, share information and cooperate
within educational contexts.
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ICT skills helps to put the teaching and learning processes throughout the Bachelor’s Degree Programme in
Global Nutrition and Health on an equal footing with other media which supports and expands interaction
throughout the education.
ICT tools are used to support the student in developing information competencies and the requirements for
professional development and practice. By using ICT the students develop their ability to seek relevant
information, critically select, evaluate, organize and use information from a wide variety of sources.
The use of ICT in education planning, implementation and evaluation should contribute to innovation,
variety, flexibility and versatility in teaching and study methods.
ECTS credits
The European Credit Transfer System (ECTS) is a system of merit transfers, which has been developed
under the Socrates/Erasmus programme, as a method of improving the conditions for academic recognition
of studies abroad.
ECTS credits are allocated to course modules to describe the students workload required to complete them.
They reflect the quantity of work each course requires in relation to the total quantity of work required to
complete a full year of academic study. 60 ECTS credits equal the work of a full time student for one year.
Credits are awarded only when the course has been completed and all required examinations have been
successfully taken.
Exemption (credit transfer)
Exemption for parts of the educational programme can be granted on the basis of previously obtained
qualifications. The exemption is granted on the basis of documented completed education or employment
that is comparable to the part of the education for which the exemption is applied for. Exemption is granted
on the basis of the educational institution’s assessment of whether previously completed educational
programmes correspond to theoretical elements of the education, as well as whether qualifications attained
through employment correspond to the objectives established for the internships included in the education.
The assessment is made on the basis of documented completed education and employment. Documentation
for completed education must be in the form of formal test- and examination certificates as well as courseand
educational diplomas. In relation to employment, documentation will generally be in the form of
contracts of employment, references etc.
Exemption is granted as an actual reduction of the education in terms of time or as exemption from parts of
the education. The decision about exemption is made by the educational institution.
Dispensation
In the event of unusual circumstances, the educational institution may grant exemptions from the local
supplement to the curriculum. Unusual circumstances will typically also be unforeseen circumstances that
the student has not had the possibility of taking into account in connection with usual planning.
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Internship periods
The internship is compulsory and is divided into two internships for a total of 20 weeks corresponding to 30
ECTS. The first internship, module 7, runs for 8 weeks (12 ECTS) and the second internship, module 13,
runs for 12 weeks (18 ECTS). Both internships can be taken in Denmark or abroad.
The Internship modules constitute an important part of the GNH Bachelor’s Degree Programme as it
combines knowledge gained during academic studies with a professional work setting.
The internship is planned in collaboration between the educational institution, the placement and the student.
The student prepares internship objectives for his/her learning outcomes in connection to knowledge, skills
and competencies stated in the internship guidelines and legal requirements. Both the educational institution
and the internship supervisor have to approve the internship objectives. The internship supervisor and the
student evaluate learning outcomes of the internship and the educational institution assesses the evaluation
subsequently.
Examinations
The purpose of examinations is to assess the degree to which the qualifications obtained by the student are in
concordance with the specified objectives of the respective modules. The programme includes external and
internal examinations plus several mandatory assignments and activities. External examinations are judged
both by external examiners appointed by the Danish Ministry of Education and by internal examiners.
Internal examinations are evaluated by minimum 1 internal examiner.
The education consists of 14 modules which have to be evaluated and passed. There are five external
examinations placed after module 4, 5+6, 10, 11+12 and 14 respectively. The other modules are evaluated by
internal examinations and/or other activities.
For the external examinations the Danish 7-grade scale will be used. To pass an examination the student
must receive “2” or above. Internal examinations and other activities will be evaluated by the 7-grade scale
or by the grades passed/not passed. The student can enter for a specific examination three times. When
already passed the examination cannot be redone. When signing up for a module the student is automatically
enrolled for examination and the examination will be considered started unless the student has withdrawn
from the examination in advance.
Bachelor Thesis
The bachelor thesis should demonstrate an understanding of, and capacity to reflect upon, a practice-based
research problem and use theory and methodologies to answer a research question. The research question is
chosen by the students and approved by the supervisor. The thesis will address a research problem central to
At Metropolitan University College the educational institution approves the placements. An approval
requires that the placement is relevant for the learning outcome related to the study programme and the
internship period in question. Furthermore the placement must assign an internship supervisor who
assumes responsibility for monitoring progress, and provides constructive feedback aimed at supporting
the students learning process for the duration of the internship.
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a professional area and the GNH education and include elements relevant for practical implementation of the
GNH profession.
Internationalisation
The Bachelor’s Degree Programme in Global Nutrition and Health is an interdisciplinary, intercultural and
globally orientated education. Throughout the course of the education the students are exposed to an
intercultural working environment with students and teachers from a number of countries and cultural
backgrounds. Awareness and understanding of unequal nutrition and health conditions in various part of the
world is part of the curriculum, and competencies to promote improved health conditions both locally and
globally are stated learning outcomes. On a daily basis students are confronted with global health and
lifestyle issues and further trained in how to implement projects and interventions to inform and educate
various target groups.
The Bachelor’s Degree Programme in Global Nutrition and Health has partnership agreements with
educational institutions both in Europe and overseas and receive a number of exchange students every
semester. GNH students are also encouraged to complete one or several theoretical modules abroad with the
precondition that the modules abroad correspond to the subjects and learning outcomes they would have had
and achieved at The Bachelor’s Degree Programme in Global Nutrition and Health. For studies abroad it is
recommended to choose module 8, 9 and/or 10. Internships (module 7 and 13) can take place in Denmark or
abroad. Preconditions for taking modules abroad are that the students’ applications are accepted at the
foreign institutions and that their study plans are approved by the GNH administration beforehand.
Study Counselling
Study counseling can be seen as a supplement to academic supervision and aims at facilitating the well-being
of students to increase the likelihood that students complete their education and exploit their potentials to the
best of their ability. The following six purposes are central to the study counseling function to help students
to:
– Understand what are required to succeed in an education of higher learning in Denmark.
– Adapt to a multicultural learning environment and to study in a second language, English.
– Acquire general study competences.
– Understand the structure of the education and to enable them to make well informed choices of
relevance to their academic and practical training as well as their future career.
– Overcome educational and/or personal challenges while studying.
– Facilitate an open and active study environment that supports good interpersonal relations and
personal engagement in the education.
Study counseling tasks can be carried out by study counselors as well as teachers assigned specific tasks.
They can be part of the teaching or organized as separate activities conducted in smaller groups or
individually. The initiative can be taken by the students as well as teachers and study counselors. However,
the responsibility to provide services that fulfill the purposes lies with the management. The function is
documented and evaluated on a regular basis involving representatives of all students.
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Module outline
Modules 1-4 are joint modules for both study programmes and constitute the foundation year. Module 10 in
semester 5 is also a joint module.
Modules 5, 6, 8, 11, and 12 are specific for each study programme.
Modules 7 and 13 are internships.
Module 9 is an elective module, and module 14 is the bachelor project.
The following pages contain the module descriptions for the joint modules and the two study programmes,
‘Public Health Nutrition and Food Policy’ (PHNFP) and ‘Lifestyle and Health Education’ (LHE), respectively.
Attendance
Attendance is compulsory for all study activities on 1st, 2nd and 3rd semester, including:
– Scheduled classes
– Group and project work and the presentation of this
– Supervision, feedback and meetings with academic advisors
Compulsory attendance implies that your absence may not exceed 20 %.
On semesters 4-7 there might be compulsory attendance for either all or part of each module, in
accordance with the relevant module description.
There is 90 % compulsory attendance in both internship periods.
Non-EU/EEA students
The Bachelors Degree in Global Nutrition & Health has a duty to report all non-EU/EEA students who
can be considered inactive to the Immigration Services. Non-EU/EEA students with an attendance
lesser than 70 % at the end of a semester will be reported to Immigration Services as being inactive.
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Module 1: Food and lifestyle in a global health perspective (joint)
Content:
This module focuses on food and lifestyle, and underpins the rationale for the 3 ½ year Bachelor’s Degree
Programme in Global Nutrition and Health. Main subjects are intercultural communication, concepts of
health, sociology of food, food consumption and dietary recommendations and guidelines.
Furthermore, the module introduces study techniques, group dynamics, critical argumentation and
scientific/academic reasoning.
Learning outcomes:
On completion of this module the student will have achieved the following:
Knowledge and understanding of:
– Impact of globalization on lifestyle and living conditions
– The global burden of disease and the concepts of health, the right to health, and inequalities of health
– Intercultural communication and group dynamics
– Global socio-economic and cultural practices in food consumption and dietary patterns
– Various global and national dietary recommendations and food-based guidelines
Skills to:
– Identify cultural differences and intercultural communication barriers
– Be sensitive to food diversity in national as well as international settings
– Analyze food cultures from literature and assess reasons, commonalities and differences
– Identify and associate the appropriate concepts of health and disease with various settings
– Identify, analyze and construct academic argumentation
Competencies to:
– Form and participate in a group
– Differentiate between academic and non-academic arguments
– Interact sensitively with people from various cultural, socio-economical and educational
backgrounds
Scientific areas and ECTS points:
Scientific area ECTS points
Natural science 3
Social sciences 6
Human sciences 3
Health sciences 3
Evaluation: Internal examination
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Module 2: Nutrition, Physiology and Biochemistry (joint)
Content:
This module focuses on natural sciences including biochemistry, physiology, nutrition and diet as well as an
introduction to physical activity.
Learning outcomes:
On completion of this module the student will have achieved the following:
Knowledge and understanding of:
– Biochemistry related to metabolism of nutrients
– Physiology related to nutrition and physical activity
– Energy, macro – and micro nutrients
– Impact of physical activity in relation to energy expenditure and requirements
Skills to:
– Do dietary calculations with a focus on the use of food composition tables, energy percentages and
portion sizes
– Calculate energy requirements and energy expenditure
Competencies to:
– Compare and contrast various global and national dietary requirements, recommendations and foodbased
dietary guidelines
Scientific areas and ECTS points:
Scientific area ECTS points
Natural science 15
Social sciences 0
Human sciences 0
Health sciences 0
Evaluation: Internal examination
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Module 3: Quantitative approaches to diet and disease (joint)
Content:
This module focuses on quantitative research methods, including basic statistics. Main subjects are
epidemiology, non-communicable diseases, dietary assessment methods, sociology of food and nutrition.
Learning outcomes:
On completion of this module the student will have achieved the following:
Knowledge and understanding of:
– Quantitative data collection methods and statistical analyses
– Basic epidemiology including relevant study designs
– Non-communicable diseases and nutritional deficiencies in a global perspective
– Body composition and anthropometric measurements
– Social research into health and lifestyle
Skills to:
– Assess nutritional status of individuals and populations
– Evaluate dietary intake through different dietary assessment methods
– Read and understand quantitative studies, including various statistical data
– Interpret socio-economic data
– Analyse and understand how to construct and use questionnaires and surveys
Competencies to:
– Analyse quantitative data based on diet and lifestyle interventions
– Use socio-cultural factors in segmenting and targeting risk groups
Scientific areas and ECTS points:
Scientific area ECTS points
Natural science 9
Social sciences 3
Human sciences 0
Health sciences 3
Evaluation: Internal examination
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Module 4: Educational theory and planning, communication and
qualitative methods (joint)
Content:
This module focuses on educational theory and planning, as well as related topics of psychology and healthcommunication.
Furthermore, the module introduces qualitative research methods.
Learning outcomes:
On completion of this module the student will have achieved the following:
Knowledge and understanding of:
– Qualitative data collection methods and analysis
– Educational theories and models
– Perspectives on human nature and learning processes of individuals and groups
– Communication models and tools
Skills to:
– Plan, generate and process qualitative data in the field of health, nutrition and food habits
– Plan, carry out and evaluate educational activities in various target groups and respective contexts
– Communicate and advocate nutrition and health to various target groups
Competencies to:
– Reflect upon different educational theories and practices in relation to various target groups and
contexts
– Develop interview guides and conduct interviews
– Communicate nutrition and health promotion to individuals, groups and communities
Scientific areas and ECTS points:
Scientific area ECTS points
Natural science 0
Social sciences 5,5
Human sciences 7,5
Health sciences 2
Evaluation: External examination
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Module 5: Food Security and Food Safety (PHNFP)
Content:
This module links food security and food safety, and focuses on affordability, accessibility and availability of
food and the underlying political and economic causes and challenges. It covers hygiene and risk
management policies including prevention of food contamination throughout the food supply chain.
Learning outcomes:
On completion of this module the student will have achieved the following:
Knowledge and understanding of:
– The concepts of food safety and food security
– Food microbiology, food hazards and food-borne diseases
– Food standards as a tool for protecting and improving public health
– Global food production systems and policies
– Food ethics and legislation
Skills to:
– Identify links between food security/insecurity and hunger
– Identify, analyse and evaluate factors influencing food demand and supply and their implications for
public health nutrition
– Analyse food safety related to various food products
Competencies to:
– Evaluate food quality standards
– Critically reflect on food resources and distribution locally and globally
Scientific areas and ECTS points:
Scientific area ECTS points
Natural science 6
Social science 6
Human sciences 3
Health science 0
Evaluation: External examination covering both module 5 and 6
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Module 6: Food and Nutrition Policy, Consumption and Markets (PHNFP)
Content:
This module focuses on factors influencing the global food system from food production through to food
consumption including interdisciplinary social science perspectives on food and nutrition policy as well as
consumption and market challenges. The module further examines food production systems, the supply chain
and stakeholders interest in relation to public health nutrition policies and concerns.
Learning outcomes:
On completion of this module the student will have achieved the following:
Knowledge and understanding of:
– Food production and food supply chains
– Social theories, concepts and norms and their intersection with food policies, consumption and
markets
– Links between food market mechanisms, consumption and policies at national, regional and global
levels
– Various actors and structures, motivations and agendas in food and nutrition policies
Skills to:
– Undertake a critical stakeholder and agency analysis, including the role of power
– Develop a food and nutrition policy for a specific country, locality or topic
– Critically assess and search for interdisciplinary literature and collect, analyse and evaluate data and
evidence relating to food and nutrition policy, consumption and markets
– Communicate and advocate, both orally and written, for different perspectives within contemporary
food policy and food consumption issues
Competencies to:
– Independently apply appropriate social theories and concepts to food and nutrition policy,
consumption and market analysis
– Apply policy analysis to food and nutrition problems
– Develop a critical understanding of global food supply chains in relation to consumption, markets
and public policy
– Reflect on different and competing stakeholder perspectives on key issues shaping food supply and
food and nutrition policy
Scientific areas and ECTS points:
Scientific area ECTS points
Natural science 2
Social science 9
Human sciences 2
Health science 2
Evaluation: External examination covering both module 5 and 6
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Module 7: Internship I (PHNFP + LHE)
Content:
This module focuses on developing professionalism in relation to the chosen specialization and obtaining
practical experience in working with health and nutrition related issues in different target groups. Most of the
module will be spent at a work site, and a smaller part will be a preparation and follow up activities. During
the practical part students are expected to progress from observation to active participation.
Learning outcomes:
On completion of this module the student will have achieved the following:
Knowledge and understanding of:
– The application process
– Practical application of models and tools from previous modules
– Daily activities and working relationships of an institution or a private enterprise
– Different career opportunities
Skills to:
– Formulate internship objectives
– Plan and carry out nutrition and health related activities in various target groups and contexts
– Cooperate with colleagues from various professional backgrounds
– Identify learning needs for future professional practice
Competencies to:
– Reflect upon and evaluate different nutrition and health practices in relation to various target groups
and contexts
– Evaluate internship learning outcomes
ECTS points: 15, whereof 12 ECTS during the internship period and 3 ECTS during preparation and follow
up.
Evaluation: Internal evaluation
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Module 8: Sustainability, Participation and Environmental Policy (PHNFP)
Content:
This module focuses on the importance of natural resources such as water, soil, biodiversity, fishery and
energy for a sustainable future. It introduces and provides an analytical overview to the key concepts in
sustainability and environment and their impact on food, nutrition and health policies. Issues are investigated
from a participatory perspective through communities, civil society and the emerging idea of a food citizen.
Learning outcomes:
On completion of this module the student will have achieved the following:
Knowledge and understanding of:
– Environmental problems and management of natural resources
– Different perspectives on environmental status and implications for policy development
– Current sustainability issues and the emerging trends and policy agendas
– Key concepts of food citizenship and right to food
– Capacity building through education and public participation
Skills to:
– Identify links between selected environmental problems and public health
– Critically assess relevant national and international agreements relating to environmental problems
– Analyze contemporary sustainability and environmental challenges using various assessment tools
– Grasp the different as well as the joint challenges faced by rich and poor countries in the context of
sustainability
– Identify the effect of climate change on agriculture, food, nutrition and health
Competencies to:
– Reflect on competing perspectives with respect to sustainability and environmental policy
– Educate, advise and advocate on sustainability and environmental topics
– Develop and evaluate relevant participatory action plans
– Use participatory methodologies to develop community based strategies and actions
– Build organisational capacity to facilitate and implement effective global public health nutrition and
food policy actions
Scientific areas and ECTS points:
Scientific area ECTS points
Natural science 5
Social science 7
Human sciences 3
Health science 0
Evaluation: Internal examination
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Module 9: Elective module (PHNFP + LHE)
Content:
The elective module is an opportunity for the student to widen his/her perspective on nutrition and health
related issues. The module can reflect contemporary or basic skills related to issues of relevance for the
profession, and can be chosen from internal or external curricula. The module can include theoretical and/or
practical elements and has to be approved by the GNH administration.
Learning outcomes:
On completion of this module the student will have the possibility to achieve the following:
– Supplement academic and professional skills acquired during the education.
– Gain in-depth knowledge within a field of one’s own choice, also from other professions.
– Strengthen and understand the link between theory and practice.
Scientific areas and ECTS points:
The module includes 10 ECTS within natural, social, human and health sciences depending on the choice of
the student.
Examination: Internal examination
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Module 10: Interdisciplinary Research Methods, Interventions and Project
Management (joint)
Content:
This module provides training in planning, implementation and evaluation of health and nutrition related
projects and interventions. The module examines how different scientific approaches and research methods
can contribute and complement each other.
Learning outcomes:
On completion of this module, the student will have achieved the following:
Knowledge and understanding of:
– Interdisciplinary research methods and the involved philosophy of science
– Ethics in a professional context
– Group, team and partnership formation and management
Skills to:
– Identify, differentiate between and assess various scientific approaches and applied research methods
– Facilitate group processes and formation across cultural frameworks
– Understand appropriate use and limitations of project management tools
Competencies to:
– Participate in planning, management, implementation and evaluation of interdisciplinary
interventions and projects sensitive to cultural diversity, in national as well as in international
settings
– Respond critically to research findings and take part in research projects and development tasks
Scientific areas and ECTS points:
Scientific area ECTS points
Natural science 4
Social science 8
Human sciences 8
Health sciences 0
Evaluation: External examination
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Module 11: Public Health Nutrition (PHNFP)
Content:
This module focuses on the promotion and maintenance of the level of nutritional and physical
health necessary for the social, cultural and economic well-being of local, national and global
communities. It includes nutrition throughout the life course, global burden of disease, doubleburden
of malnutrition and inequalities in nutritional health.
Learning outcomes:
On completion of this module the student will have achieved the following:
Knowledge and understanding of:
– The evidence related to the risk on non-communicable diseases and nutrition and physical
activity patterns and risk factors throughout the life course
– Developmental origins of health and disease
– Optimal infant and young child feeding, including breastfeeding and complementary feeding
– Nutrition and health regulations, policies and strategies to improve public health
– Prevalence of major nutritional deficiencies and range of intervention strategies
Skills to:
– Analyse and evaluate nutritional health status, using a variety of evidence
– Examine the socio-economic determinants of inequalities in health within and between
countries
– Critically search for evidence of intersectoral policies and strategies
– Use nutrient profiling systems to classify foods into different health categories and assess
the capacity of consumers to understand food labels
– Critique and/or defend nutrition and health claims and the regulatory systems
Competencies to:
– Recognise the need for specific nutrient requirements at all stages of the life course
– Assess the evidence underlying differences in nutritional recommendations and discuss how
and why these vary in different countries
– Evaluate the impact of national food based dietary guidelines on eating patterns and vice
versa
– Apply epidemiology to study and evaluate the relative effectiveness of different policies
– Describe and assess the impact of different economic instruments on food intake, dietary
patterns and overall public health
Scientific areas and ECTS points:
Scientific area ECTS points
Natural science 5
Social science 5
Human sciences 0
Health science 5
Evaluation: External