Social inequalities manifest in many forms within and between societies: in systematic differences in access to education, housing, employment and wealth, as well as in access to health care and other forms of social protection. Differences tend to emerge along particular dividing lines or between 'social status groups' which in turn can lead to discrimination. The impact of various social determinants on physical and mental health, both at the individual and collective level, is profound and should be understood as 'social determinants of health'. Social inequalities are therefore closely linked to health inequalities and this has huge implications for social justice in a society.

This seminar provides both a theory-based introduction to social determinants of health (part 1, theory) and a contextual analysis of the role(s) that gender plays as a social determinant (part 2, case study). We will examine constructs of gender in Global Health research and practice, analyze who profits and who is harmed by which attributions, and reflect on our own positionality as researchers and Public Health practitioners when designing, implementing and evaluating interventions that (also) address gender justice.

Course language is English and we will read English texts and watch English film excerpts, but you are always welcome to talk German in class.

Sustainability research can be related to macro-, meso- or micro phenomena. While a political or sociological viewpoint focuses on the macro- or meso-level, social sustainability in this theory driven and practical training seminar issues foremost the micro-level of work in organisations and the interacting people and groups within.

This winter term’s seminar aims for a deeper understanding of subjects identified as important in light of current future developments in the area of work life: how can they be steered (more) in favour of a socially sustainably development?
Topics will be chosen by students according to own interests. Preparation in small groups will lead to short inputs and foremost interaction of participants in the format of “workshops”, which allows for participatory and living learning about the chosen topics for all involved, supported by the Theme-centered Interaction approach (Cohn). Upfront reading, short inputs and supporting participants in exploring issues come together for a deeper understanding.
Spectrum of subjects: Identity and work, new forms of work, concepts concerned with trust such as psychological empowerment and psychological safety, gender and future work, mobile work and work-life-blending, remote leadership and new approaches such as transformational and servitude of leadership become important in light of the digital transformation of work (as selected by participants). During the seven workshops, the willingness of active participation, incl. reflection and interaction, are expected. Overall, key competencies beside contents can be appropriated.

The seminar uses English as a lingua franca – coping with the effects of this setting is part of the reflection within the course, referring to differences between communication, comprehension and understanding within a working environment. Students are supported to express themselves, didactically and by the lecturer. The training setting combines theoretical and practical elements, allowing reflection of own experiences.

All parts of this General Studies series can be attended separately. However, the series can also be studied building upon one another. Created for students in their 3rd semester or above, but open for all students interested in issues of work-life! Additionally, students of other faculties and Erasmus students are welcome. Please note: This course is limited to only 20 participants (therefore, reliability is mandatory for the training format).

2 SWS: Fortnightly, starting in the 2nd week of the term, 3 hours (s.t.!), Tuesdays, 4-7pm in 7 workshops. Register reliable via Stud.IP for your participation (current lack of access as future Erasmus incoming: e-mail to lecturer directly, please).

References
Carvahlo, Maria da Garca (2020). Report on closing the digital gender gap: women’s participation in the digital economy (2019/2168(INI)). European Parliament A9-0232/2020.
Meyerhuber, Sylke 2014.Trust and Time in Reorganisations and the Role of Middle Managers. In: G. Becke (Ed.), Mindful Change in Times of Permanent Reorganisation. Organizational, Institutional and Sustainability Perspectives. Springer, 147-166.
Kuebel, Mary A. (2002). Living Learning. A reader in theme-centered interaction. Dehli: Media House.

Performance requirement for Credit Points / ECTS
Preparation of an interactive workshop and its written documentary in a small team with reference to the chosen topic will lead to the gain of: 6 CP/ECTS.

Seminar: Introduction to literature search and scientific writing
MSc Epidemiology, Module EpiSkills: Skills Lab Epidemiology
Module organiser: Prof. Dr. Krasimira Aleksandrova
Semester: Winter 2024/2025

Lecturer (seminar, exercises): Prof. Dr. Krasimira Aleksandrova, PhD, MPH
Phone number: +49 421 218 56 816
Email: aleksandrova@leibniz-bips.de

Course prerequisites
N/A

Overview
This seminar will introduce the students to the scientific concepts and methods of epidemiological research from a practical perspective. It is aimed at providing basic skills for writing epidemiological research papers and searching and evaluating the scientific literature. The students will get acquainted with the current developments and areas of work in epidemiology and the needed skills in writing high quality epidemiological research works. They will learn how to formulate an adequate and scientifically relevant research questions and the steps in conducting systematic reviews and evidence synthesis of various epidemiological studies in the context of evidence-based health research. They will also learn about the various guidelines for conducting and reporting epidemiological studies and systematic reviews and how to use them to improve quality of their work. The seminars will be illustrated with examples taken from the contemporary scientific literature. There will be thorough discussions on how to properly write and interpret epidemiological papers taking overall research context into account. Ultimately, the students will gain knowledge about the main skills needed and the prospects for professional career development in the field of epidemiology. They will get acquainted with the various career opportunities and will learn about the epidemiological professional organisations and networks in Germany and internationally.

At the end of this seminar, the students will be able to:
- Formulate research questions in epidemiology
- Know how to use the PICOT (population, intervention, comparison, outcome and timeframe) and FINER (feasible, interesting, novel, ethical, relevant) formats for defining research questions
- Know the principles of writing research articles reporting epidemiological findings
- Plan the required steps in conducting and interpreting results of systematic reviews in epidemiology and health research
- Understand the broader prospects for career development in the field of epidemiology.

Course Materials
Materials and suggested readings will be provided during the seminar.

Course requirements
Group work and in-class discussions: Students will work on specific research topics and practice how to turn research ideas into research questions and how to plan manuscript writing. They will be asked to read various articles that provide examples of various epidemiological papers. The students will briefly present the studies using a list of predefined questions. They should learn to address the appropriateness of the research question, the methodological aspects related to the used study design, and the description of data analysis and results interpretation.

Final project. Planning a manuscript addressing particular research question in epidemiology
Using the guidelines of the preselected journals, they will plan writing a manuscript where they should clearly present the research question and identify gaps and existing inconsistencies that need to be addressed. The students should show that they can clearly describe the research question, provide justification and supporting literature; critically appraise quality of the study designs and apply relevant guidelines, as well as demonstrate critical thinking. The students will receive also suggested literature that they can use and specific instructions on how to structure their final project report.

Final presentation:
Each student will be given the opportunity to present their final work as a 15 minute presentation + 5-10 min discussion and get feedback on their project.

MSc Epidemiology
Modul 11-PH-MA-MolEpi: Molecular and Genetic Epidemiology
Modul organiser: Prof. Dr. Krasimira Aleksandrova
Semester: Winter 2024/2025

Course lecturer: Prof. Dr. Krasimira Aleksandrova, PhD, MPH
Phone number: +49 421 218 56 816
Email: aleksandrova@leibniz-bips.de

Course prerequisites
Knowledge of basic concepts in epidemiology and study designs.

Course Overview
This course will introduce the students to the basic principles and practices in molecular epidemiology as a rapidly developing field during the last decades driven by the novel biomedical discoveries at molecular and genetic level. The course will start with providing an overview of the contextual framework for establishing the molecular epidemiology as a new branch in epidemiology including the recent developments in the biomedical field. Throughout the course, the students will gain understanding on various practical aspects related to the use of biomarkers in epidemiological research. These include considerations of the type of biomarkers, the biosample collection, processing and storage, biomarker measurements, principles of quality control for laboratory assays, measurement error, validity and reproducibility of biomarker data. The students will get to know specific study designs that allow integration and analysis of biomarkers in epidemiologic research, i.e. nested case-control and case-cohort studies. They will learn to appraise issues in epidemiologic study design and analysis, incl. potential uses and limitations of biomarkers. The students will be also exposed to numerous examples of the application of biomarkers to the study of major chronic diseases. They will learn how to biomarkers are applied in different epidemiological research contexts, such as causal inference (i.e. using mediation and Mendelian randomisation) and risk prediction analyses (i.e. precision prevention and biomarker-based risk stratification). In addition, they will learn about specific applications of molecular and genetic biomarkers in various population groups. A specific emphasis will be put on the ethical and legal aspects in biomarker research. The course will conclude with discussing the recent developments in establishing large biobanks, the shifting from human genome to human exposome research and the increasing use of biomarkers measured using novel biotechnological platforms, incl. metabolomics, transcriptomics and proteomics. The lecture topics will be organised to combine theoretical and practical aspects of molecular epidemiology and will include multiple class exercises and discussions of specific research examples involving biomarkers.

Course Objectives

This course is aimed to provide a background for understanding the basic principles in molecular epidemiology designs, methods, analysis and interpretation. Upon successful completion of the course, students should be able to:
• Know the contextual framework, the principles and concepts of molecular epidemiology and the application of biomarkers in epidemiologic studies, including their strengths and limitations;
• Describe major challenges in collecting, storing and processing various biological samples for human population studies, as well as the ethical and legal considerations;
• Formulate a research question and prepare a study and analysis plan employing study designs in molecular and genetic epidemiology;
• Critically appraise research reporting data from molecular and genetic epidemiological studies from etiology to risk prediction;
• Know the new developments in the field of molecular epidemiology and the increasing use of large biobanks and ‘-omics’ technologies.

Course Materials
Recommended:
Molecular Epidemiology of Chronic Diseases by Chris Wild, Paolo Vineis, and Seymour Garte. Hoboken, NJ: John Wiley & Sons Inc., 2008.
Further materials and suggested readings will be provided during the course.

Course requirements
In-class paper discussions: Students will be asked to read an article that provides an example of uses of biomarkers to investigate associations of interest. The students will briefly present the study using a list of predefined questions. They should learn to address the appropriateness the research question, the methodological aspects related to the used study design, biomarker information and data analysis/interpretation.

Final project. Students will have an opportunity to choose from two possible formats for preparing a final project. The students will receive also suggested literature that they can use and specific instructions on how to structure their final project report.
Option 1: A research proposal for a molecular epidemiology study.
The students should develop a short project proposal to address a research question in the field of molecular epidemiology. It should describe the research background, the specific hypothesis and research objectives, the study design (study population, exclusion/inclusion criteria; sample collection; biomarker measurement), planned statistical analyses and potential study limitations. The students should demonstrate that they can clearly describe the research question, provide justification and supporting literature; make a proper study design choice and demonstrate critical thinking.
Option 2: Literature review on the use of a biomarker(s) for addressing a particular research question
The students will be offered specific topics and can make a choice for conducting a literature review addressing a specific research question. Using the guidelines of the preselected journals, they will plan and conduct a literature review in which they should clearly present the research question and identify gaps and existing inconsistencies that need to be addressed by the review. They will suggest a strategy for collecting the literature and appropriate methods and data presentation. The students should show that they can clearly describe the research question, provide justification and supporting literature; critically appraise used study designs and demonstrate critical thinking.

Final presentation:
Each student will be given the opportunity to present their final work as a 15 minute presentation + 5-10 min discussion and receive feedback.

Online via Zoom
montags 18-20 Uhr , bei Bedarf auch später

wöchentlich
Weitere Informationen in Stud.IP.

Wenn Sie Interesse an Mobilität und internationalem Austausch haben und wissen wollen, wie die Welt außerhalb Deutschlands aussieht, dann können Sie das virtuell - also quasi klimaneutral, aber hautnah - am Beispiel Südafrika erleben.
Die Veranstaltung findet also als virtueller internationaler Austausch statt und richtet sich unabhängig von einem Auslandsaufenthalt an alle Studierenden, die Interesse an interkultureller Erfahrung haben.
Wir gehen ins Gespräch mit einer Person aus Kapstadt, Südafrika, aus der Coloured Community.
Wir beleuchten Themen wie die südafrikanischen „cultures“ (ethnische Gruppen in Südafrika), Rassismus, Apartheit, die Corona- Situation, Leben und Überleben, Frauen, Bildung und Chancen in Südafrika und südafrikanische Politik.
Es geht aber nicht in erster Linie um Informationsvermittlung, sondern um einen Austausch, bei dem sich die Teilnehmenden aus der Komfortzone heraus bewegen und einen Perspektivwechsel und bestehende Schubladen in Frage stellen können. Dabei sind genaues und wertschätzendes Zuhören und Fragestellen die wesentlichen Instrumente.
Die Veranstaltungssprache ist englisch, daher werden Sie auch die Gelegenheit haben, Ihre Kenntnisse in der flüssigen Umgangssprache (kein Slang!) zu verbessern.
Unsere Gesprächspartnerin lebt nicht privilegiert, hat Apartheid, Machtwechsel und den Aufbruch hautnah und engagiert miterlebt. Sie erzählt und kommentiert, was im heutigen Südafrika von den Hoffnungen geblieben ist und bringt uns Lebensumstände ganz nah, zu denen wir ansonsten nie Zugang haben würden.
Respekt, Geduld und die Bereitschaft, sich in gewisser Hinsicht „verstören“ zu lassen sind Voraussetzungen für diesen Austausch.
Unseren Austausch reflektieren wir gemeinsam meist am Ende eines Treffens.
Teilnahme begrenzt und bei Zusage verbindlich.
Fragen an Dr. Ute Meyer, outgoingfb2@uni-bremen.de

Whether it is coping with ‘Peak Oil’, meeting the challenge of climate change, helping farmers in poorer countries through fair trade, or finding ways to keep discarded products out of the landfills, sustainability issues are the biggest challenges facing businesses. The course shows how the complexities of sustainability issues can be integrated into marketing. The systematic, step-by-step approach of sustainability marketing involves: an analysis of socio-ecological priorities to complement conventional consumer and market research; an integration of ethical values into marketing strategy; the development of sustainability marketing strategies; a new consumer-oriented sustainability marketing mix of the ‘4 Cs’ (Customer Solutions, Communications, Customer Cost, Convenience) to replace the outmoded and producer-oriented ‘4 Ps’; and finally an analysis how innovation and marketing can go beyond responding to social change to contribute to a transformation to a more sustainable society. The course is ideally suited to both students and practitioners at many different levels and disciplines, including marketing, innovation, CSR, sustainability and environmental management.

In dieser videobasierten Selbstlernveranstaltung können Sie jederzeit einsteigen, in Ihrem eigenen Lerntempo die Videos durcharbeiten und den Prüfungstermin zum Abschluss der Lehrverantaltung frei wählen.

Weitere Infos finden Sie hier bei Stud.ip oder auf unserer Website www.va-bne.de

Bei Fragen wenden Sie sich gern an: egs@zmml.uni-bremen.de

Sustainability research can be related to macro-, meso- or micro phenomena. While a political or sociological viewpoint focuses on the macro- or meso-level, social sustainability in this theory driven and practical training seminar issues foremost the micro-level of work in organisations and the interacting people and groups within.

This winter term’s seminar aims for a deeper understanding of subjects identified as important in light of current future developments in the area of work life: how can they be steered (more) in favour of a socially sustainably development?
Topics will be chosen by students according to own interests. Preparation in small groups will lead to short inputs and foremost interaction of participants in the format of “workshops”, which allows for participatory and living learning about the chosen topics for all involved, supported by the Theme-centered Interaction approach (Cohn). Upfront reading, short inputs and supporting participants in exploring issues come together for a deeper understanding.
Spectrum of subjects: Identity and work, new forms of work, concepts concerned with trust such as psychological empowerment and psychological safety, gender and future work, mobile work and work-life-blending, remote leadership and new approaches such as transformational and servitude of leadership become important in light of the digital transformation of work (as selected by participants). During the seven workshops, the willingness of active participation, incl. reflection and interaction, are expected. Overall, key competencies beside contents can be appropriated.

The seminar uses English as a lingua franca – coping with the effects of this setting is part of the reflection within the course, referring to differences between communication, comprehension and understanding within a working environment. Students are supported to express themselves, didactically and by the lecturer. The training setting combines theoretical and practical elements, allowing reflection of own experiences.

All parts of this General Studies series can be attended separately. However, the series can also be studied building upon one another. Created for students in their 3rd semester or above, but open for all students interested in issues of work-life! Additionally, students of other faculties and Erasmus students are welcome. Please note: This course is limited to only 20 participants (therefore, reliability is mandatory for the training format).

2 SWS: Fortnightly, starting in the 2nd week of the term, 3 hours (s.t.!), Tuesdays, 4-7pm in 7 workshops. Register reliable via Stud.IP for your participation (current lack of access as future Erasmus incoming: e-mail to lecturer directly, please).

References
Carvahlo, Maria da Garca (2020). Report on closing the digital gender gap: women’s participation in the digital economy (2019/2168(INI)). European Parliament A9-0232/2020.
Meyerhuber, Sylke 2014.Trust and Time in Reorganisations and the Role of Middle Managers. In: G. Becke (Ed.), Mindful Change in Times of Permanent Reorganisation. Organizational, Institutional and Sustainability Perspectives. Springer, 147-166.
Kuebel, Mary A. (2002). Living Learning. A reader in theme-centered interaction. Dehli: Media House.

Performance requirement for Credit Points / ECTS
Preparation of an interactive workshop and its written documentary in a small team with reference to the chosen topic will lead to the gain of: 6 CP/ECTS.

Sustainability research can be related to macro-, meso- or micro phenomena. While a political or sociological viewpoint focuses on the macro- or meso-level, social sustainability in this theory driven and practical training seminar issues foremost the micro-level of work in organisations and the interacting people and groups within.

This winter term’s seminar aims for a deeper understanding of subjects identified as important in light of current future developments in the area of work life: how can they be steered (more) in favour of a socially sustainably development?
Topics will be chosen by students according to own interests. Preparation in small groups will lead to short inputs and foremost interaction of participants in the format of “workshops”, which allows for participatory and living learning about the chosen topics for all involved, supported by the Theme-centered Interaction approach (Cohn). Upfront reading, short inputs and supporting participants in exploring issues come together for a deeper understanding.
Spectrum of subjects: Identity and work, new forms of work, concepts concerned with trust such as psychological empowerment and psychological safety, gender and future work, mobile work and work-life-blending, remote leadership and new approaches such as transformational and servitude of leadership become important in light of the digital transformation of work (as selected by participants). During the seven workshops, the willingness of active participation, incl. reflection and interaction, are expected. Overall, key competencies beside contents can be appropriated.

The seminar uses English as a lingua franca – coping with the effects of this setting is part of the reflection within the course, referring to differences between communication, comprehension and understanding within a working environment. Students are supported to express themselves, didactically and by the lecturer. The training setting combines theoretical and practical elements, allowing reflection of own experiences.

All parts of this General Studies series can be attended separately. However, the series can also be studied building upon one another. Created for students in their 3rd semester or above, but open for all students interested in issues of work-life! Additionally, students of other faculties and Erasmus students are welcome. Please note: This course is limited to only 20 participants (therefore, reliability is mandatory for the training format).

2 SWS: Fortnightly, starting in the 2nd week of the term, 3 hours (s.t.!), Tuesdays, 4-7pm in 7 workshops. Register reliable via Stud.IP for your participation (current lack of access as future Erasmus incoming: e-mail to lecturer directly, please).

References
Carvahlo, Maria da Garca (2020). Report on closing the digital gender gap: women’s participation in the digital economy (2019/2168(INI)). European Parliament A9-0232/2020.
Meyerhuber, Sylke 2014.Trust and Time in Reorganisations and the Role of Middle Managers. In: G. Becke (Ed.), Mindful Change in Times of Permanent Reorganisation. Organizational, Institutional and Sustainability Perspectives. Springer, 147-166.
Kuebel, Mary A. (2002). Living Learning. A reader in theme-centered interaction. Dehli: Media House.

Performance requirement for Credit Points / ECTS
Preparation of an interactive workshop and its written documentary in a small team with reference to the chosen topic will lead to the gain of: 6 CP/ECTS.

Social inequalities manifest in many forms within and between societies: in systematic differences in access to education, housing, employment and wealth, as well as in access to health care and other forms of social protection. Differences tend to emerge along particular dividing lines or between 'social status groups' which in turn can lead to discrimination. The impact of various social determinants on physical and mental health, both at the individual and collective level, is profound and should be understood as 'social determinants of health'. Social inequalities are therefore closely linked to health inequalities and this has huge implications for social justice in a society.

This seminar provides both a theory-based introduction to social determinants of health (part 1, theory) and a contextual analysis of the role(s) that gender plays as a social determinant (part 2, case study). We will examine constructs of gender in Global Health research and practice, analyze who profits and who is harmed by which attributions, and reflect on our own positionality as researchers and Public Health practitioners when designing, implementing and evaluating interventions that (also) address gender justice.

Course language is English and we will read English texts and watch English film excerpts, but you are always welcome to talk German in class.

Sustainability research can be related to macro-, meso- or micro phenomena. While a political or sociological viewpoint focuses on the macro- or meso-level, social sustainability in this theory driven and practical training seminar issues foremost the micro-level of work in organisations and the interacting people and groups within.

This winter term’s seminar aims for a deeper understanding of subjects identified as important in light of current future developments in the area of work life: how can they be steered (more) in favour of a socially sustainably development?
Topics will be chosen by students according to own interests. Preparation in small groups will lead to short inputs and foremost interaction of participants in the format of “workshops”, which allows for participatory and living learning about the chosen topics for all involved, supported by the Theme-centered Interaction approach (Cohn). Upfront reading, short inputs and supporting participants in exploring issues come together for a deeper understanding.
Spectrum of subjects: Identity and work, new forms of work, concepts concerned with trust such as psychological empowerment and psychological safety, gender and future work, mobile work and work-life-blending, remote leadership and new approaches such as transformational and servitude of leadership become important in light of the digital transformation of work (as selected by participants). During the seven workshops, the willingness of active participation, incl. reflection and interaction, are expected. Overall, key competencies beside contents can be appropriated.

The seminar uses English as a lingua franca – coping with the effects of this setting is part of the reflection within the course, referring to differences between communication, comprehension and understanding within a working environment. Students are supported to express themselves, didactically and by the lecturer. The training setting combines theoretical and practical elements, allowing reflection of own experiences.

All parts of this General Studies series can be attended separately. However, the series can also be studied building upon one another. Created for students in their 3rd semester or above, but open for all students interested in issues of work-life! Additionally, students of other faculties and Erasmus students are welcome. Please note: This course is limited to only 20 participants (therefore, reliability is mandatory for the training format).

2 SWS: Fortnightly, starting in the 2nd week of the term, 3 hours (s.t.!), Tuesdays, 4-7pm in 7 workshops. Register reliable via Stud.IP for your participation (current lack of access as future Erasmus incoming: e-mail to lecturer directly, please).

References
Carvahlo, Maria da Garca (2020). Report on closing the digital gender gap: women’s participation in the digital economy (2019/2168(INI)). European Parliament A9-0232/2020.
Meyerhuber, Sylke 2014.Trust and Time in Reorganisations and the Role of Middle Managers. In: G. Becke (Ed.), Mindful Change in Times of Permanent Reorganisation. Organizational, Institutional and Sustainability Perspectives. Springer, 147-166.
Kuebel, Mary A. (2002). Living Learning. A reader in theme-centered interaction. Dehli: Media House.

Performance requirement for Credit Points / ECTS
Preparation of an interactive workshop and its written documentary in a small team with reference to the chosen topic will lead to the gain of: 6 CP/ECTS.

Sustainability research can be related to macro-, meso- or micro phenomena. While a political or sociological viewpoint focuses on the macro- or meso-level, social sustainability in this theory driven and practical training seminar issues foremost the micro-level of work in organisations and the interacting people and groups within.

This winter term’s seminar aims for a deeper understanding of subjects identified as important in light of current future developments in the area of work life: how can they be steered (more) in favour of a socially sustainably development?
Topics will be chosen by students according to own interests. Preparation in small groups will lead to short inputs and foremost interaction of participants in the format of “workshops”, which allows for participatory and living learning about the chosen topics for all involved, supported by the Theme-centered Interaction approach (Cohn). Upfront reading, short inputs and supporting participants in exploring issues come together for a deeper understanding.
Spectrum of subjects: Identity and work, new forms of work, concepts concerned with trust such as psychological empowerment and psychological safety, gender and future work, mobile work and work-life-blending, remote leadership and new approaches such as transformational and servitude of leadership become important in light of the digital transformation of work (as selected by participants). During the seven workshops, the willingness of active participation, incl. reflection and interaction, are expected. Overall, key competencies beside contents can be appropriated.

The seminar uses English as a lingua franca – coping with the effects of this setting is part of the reflection within the course, referring to differences between communication, comprehension and understanding within a working environment. Students are supported to express themselves, didactically and by the lecturer. The training setting combines theoretical and practical elements, allowing reflection of own experiences.

All parts of this General Studies series can be attended separately. However, the series can also be studied building upon one another. Created for students in their 3rd semester or above, but open for all students interested in issues of work-life! Additionally, students of other faculties and Erasmus students are welcome. Please note: This course is limited to only 20 participants (therefore, reliability is mandatory for the training format).

2 SWS: Fortnightly, starting in the 2nd week of the term, 3 hours (s.t.!), Tuesdays, 4-7pm in 7 workshops. Register reliable via Stud.IP for your participation (current lack of access as future Erasmus incoming: e-mail to lecturer directly, please).

References
Carvahlo, Maria da Garca (2020). Report on closing the digital gender gap: women’s participation in the digital economy (2019/2168(INI)). European Parliament A9-0232/2020.
Meyerhuber, Sylke 2014.Trust and Time in Reorganisations and the Role of Middle Managers. In: G. Becke (Ed.), Mindful Change in Times of Permanent Reorganisation. Organizational, Institutional and Sustainability Perspectives. Springer, 147-166.
Kuebel, Mary A. (2002). Living Learning. A reader in theme-centered interaction. Dehli: Media House.

Performance requirement for Credit Points / ECTS
Preparation of an interactive workshop and its written documentary in a small team with reference to the chosen topic will lead to the gain of: 6 CP/ECTS.

Sustainability research can be related to macro-, meso- or micro phenomena. While a political or sociological viewpoint focuses on the macro- or meso-level, social sustainability in this theory driven and practical training seminar issues foremost the micro-level of work in organisations and the interacting people and groups within.

This winter term’s seminar aims for a deeper understanding of subjects identified as important in light of current future developments in the area of work life: how can they be steered (more) in favour of a socially sustainably development?
Topics will be chosen by students according to own interests. Preparation in small groups will lead to short inputs and foremost interaction of participants in the format of “workshops”, which allows for participatory and living learning about the chosen topics for all involved, supported by the Theme-centered Interaction approach (Cohn). Upfront reading, short inputs and supporting participants in exploring issues come together for a deeper understanding.
Spectrum of subjects: Identity and work, new forms of work, concepts concerned with trust such as psychological empowerment and psychological safety, gender and future work, mobile work and work-life-blending, remote leadership and new approaches such as transformational and servitude of leadership become important in light of the digital transformation of work (as selected by participants). During the seven workshops, the willingness of active participation, incl. reflection and interaction, are expected. Overall, key competencies beside contents can be appropriated.

The seminar uses English as a lingua franca – coping with the effects of this setting is part of the reflection within the course, referring to differences between communication, comprehension and understanding within a working environment. Students are supported to express themselves, didactically and by the lecturer. The training setting combines theoretical and practical elements, allowing reflection of own experiences.

All parts of this General Studies series can be attended separately. However, the series can also be studied building upon one another. Created for students in their 3rd semester or above, but open for all students interested in issues of work-life! Additionally, students of other faculties and Erasmus students are welcome. Please note: This course is limited to only 20 participants (therefore, reliability is mandatory for the training format).

2 SWS: Fortnightly, starting in the 2nd week of the term, 3 hours (s.t.!), Tuesdays, 4-7pm in 7 workshops. Register reliable via Stud.IP for your participation (current lack of access as future Erasmus incoming: e-mail to lecturer directly, please).

References
Carvahlo, Maria da Garca (2020). Report on closing the digital gender gap: women’s participation in the digital economy (2019/2168(INI)). European Parliament A9-0232/2020.
Meyerhuber, Sylke 2014.Trust and Time in Reorganisations and the Role of Middle Managers. In: G. Becke (Ed.), Mindful Change in Times of Permanent Reorganisation. Organizational, Institutional and Sustainability Perspectives. Springer, 147-166.
Kuebel, Mary A. (2002). Living Learning. A reader in theme-centered interaction. Dehli: Media House.

Performance requirement for Credit Points / ECTS
Preparation of an interactive workshop and its written documentary in a small team with reference to the chosen topic will lead to the gain of: 6 CP/ECTS.

Social inequalities manifest in many forms within and between societies: in systematic differences in access to education, housing, employment and wealth, as well as in access to health care and other forms of social protection. Differences tend to emerge along particular dividing lines or between 'social status groups' which in turn can lead to discrimination. The impact of various social determinants on physical and mental health, both at the individual and collective level, is profound and should be understood as 'social determinants of health'. Social inequalities are therefore closely linked to health inequalities and this has huge implications for social justice in a society.

This seminar provides both a theory-based introduction to social determinants of health (part 1, theory) and a contextual analysis of the role(s) that gender plays as a social determinant (part 2, case study). We will examine constructs of gender in Global Health research and practice, analyze who profits and who is harmed by which attributions, and reflect on our own positionality as researchers and Public Health practitioners when designing, implementing and evaluating interventions that (also) address gender justice.

Course language is English and we will read English texts and watch English film excerpts, but you are always welcome to talk German in class.

This seminar will comprehensively explore how humans develop language, focusing on the biological, cognitive, and social foundations. We will investigate the neurological and genetic bases of language, compare human language to animal communication, and examine key theories from Piaget, Vygotsky, and Chomsky, including debates on innateness. Topics such as the role of social interaction and gestures, the Critical Period Hypothesis, and language development in special populations (deafness, blindness, autism, and specific language impairment) will offer an understanding of typical and atypical language development. We will engage with these themes through interactive discussions, applying theory to real-world language acquisition challenges.

This course provides an introduction to electroencephalography (EEG) and explores how the EEG method is used to investigate socio-emotional development during infancy. Students will learn how to apply EEG preliminarily to study emotional and social development by discussing current research in the field.

Social inequalities manifest in many forms within and between societies: in systematic differences in access to education, housing, employment and wealth, as well as in access to health care and other forms of social protection. Differences tend to emerge along particular dividing lines or between 'social status groups' which in turn can lead to discrimination. The impact of various social determinants on physical and mental health, both at the individual and collective level, is profound and should be understood as 'social determinants of health'. Social inequalities are therefore closely linked to health inequalities and this has huge implications for social justice in a society.

This seminar provides both a theory-based introduction to social determinants of health (part 1, theory) and a contextual analysis of the role(s) that gender plays as a social determinant (part 2, case study). We will examine constructs of gender in Global Health research and practice, analyze who profits and who is harmed by which attributions, and reflect on our own positionality as researchers and Public Health practitioners when designing, implementing and evaluating interventions that (also) address gender justice.

Course language is English and we will read English texts and watch English film excerpts, but you are always welcome to talk German in class.

The aim of this introductory seminar is to provide an overview of global aspects of maternal and child health. To this end, we critically examine structural conditions for health-promoting motherhood and childhood in different social contexts, including paradigms such as life course perspectives, health equity and social determinants of health. In addition to background information and project presentations related to intervention development, we will pay special attention to literature on different facets of maternal and child health, including biographical material and ethnographies.

Course language is English and we will read English texts and watch English film excerpts, but you are always welcome to talk German in class.

According to World Health Organization (WHO), almost 1 in 8 of the world's population, or over 1 billion people, are active migrants. Two hundred and eighty-four million of these are internally displaced, 261,6 million are refugees, and 434 million are asylum seekers. Of these, 281 million are international migrants, and 35 million are children. Due to factors like poverty, insecurity, conflict, disasters, and environmental degradation, it is anticipated that the number of people living in transit will increase in the future.
Migration experiences are a major factor in determining health and well-being. In addition to physical and mental health issues which are common, refugees and migrants continue to be among the most vulnerable members of society, subject to discrimination, xenophobia, unfavorable living and working conditions, and insufficient access to health care. On the other hand, one of the main concerns in migration management is health. Given that everyone has the fundamental human right to health, states are obligated to protect immigrants' health regardless of their immigration status. For migrants to make a meaningful contribution to the societies in which they reside, they must also be in good health. Health risks for migrants may eventually affect the communities that receive them. Therefore, health is a cross-cutting issue that affects border management, labor, integration, and social cohesion, among other aspects of migration management.
In this seminar, we will explore what is meant by "migration health", the factors influencing migrants health, and the international legal frameworks that govern the obligations of nations to protect the health of migrants.

This seminar is for students interested in the intersection of global health and global governance, i.e. global health policy worldwide. We approach the topic through case studies of various global health issues, and use these to identify concepts and theories of global health governance. As a starting point, we assume that the health of individuals but also of nations can be protected, promoted but also harmed by a highly interconnected globalized world. Case studies on topics such as infectious diseases (e.g. Ebola), neglected tropical diseases, access to medicines, global environmental change, global alcohol and tobacco control, global treaties banning biological weapons, and migration/displacement will be actively addressed by students. In doing so, we will ask ourselves questions such as: Who are the actors in the system, how do we see their influence, and what are the impacts on health? Which processes outside the health sector, such as trade agreements, agriculture, environmental agreements, patent law or similar, have an impact on global health? And which aspects need to be strengthened to protect a human right to health?

As part of this seminar 5 students have the chance to participate in a funded excursion to WHO Bonn offices and Center for Development Research in Bonn, funding provided by the internationalisation fund of the university. As we only have limited funds available for travel, all students can participate in the 2 days events in Bonn via zoom, or join self-funded. You will prepare presentations on topics related to environmental governance and global health, and we will get insights into WHO work on climate change and health as well as meet colleagues from Maastricht University engaged in global health research. Details about application and selection processes will be presented in the first seminar session.

Course language is English and we will read English texts and watch English film excerpts, but you are always welcome to talk German in class.

Dates: 20 November (13.30-19.30), 27 November (13.00-19.00), 4 December (14.00-18.30) and 11 December 2024 (14.00-18.30)
The short course “Mental Health Epidemiology” is a joint programme with epidemiology students at the University of Antwerp, the University of Maastricht and the University of Bremen. It will be taught jointly by faculty staff of the University of Antwerp and the University of Bremen.
Target group: Students who are interested in mental health epidemiology (Bachelor and/or Master students).
Course objective: The course introduces non-communicable disease epidemiology, focusing specifically on mental health. The course starts with a short introduction to the epidemiology of non-communicable diseases and will then focus specifically on the epidemiology of major mental health disorders such as depression, anxiety, post-traumatic stress disorders and alcohol use. Mental health assessment and measurement will be introduced. Possible avenues regarding the prevention and treatment of mental disorders will be highlighted. The language of teaching is English. The course has an international focus and will highlight the epidemiology of mental disorders in an international perspective. The course will be held online due to the collaboration with the University of Antwerp and Maastricht.
Content: Introduction to mental health epidemiology, mental health assessment and measurement approaches, mental health care organization, treatment and prevention of mental disorders
Teaching: Due to collaboration with the University of Antwerp and University of Maastricht this course is held online. Please note that the days and time of teaching are indicative since some material is pre-recorded and can be watched in your own time. You will also be put into different groups and have to attend the timeslots that are indicated for your group only.
Assignment: Students will be mixed in groups and each group (consisting of up 5 students) will be asked to give a presentation on a topic related to mental health epidemiology. A choice of different topics will be provided but students are also free to choose their own topic. Each group will be assigned a tutor who will meet with each student group to discuss their topic and presentation in advance of them presenting it to the wider group. The student presentations will be held at the last day of the course.

Course organizer for Bremen:
Prof. Daniela Fuhr fuhr@leibniz-bips.de