The focus of this course will be on improving communicational skills in subjects regarding the doctor patient relationship when conducting a family meeting or having to deliver bad news. The course will be conducted over one day or as several shorter teaching sessions all pending how this will best fit in to the teaching programme.The teaching will be small group teaching with simulation training and case-based senario discussions.

The workshop is a forum for students in the later stages of their master's or doctoral studies in nutrition for general academic discussion as well as dialogue regarding their own projects and research.

Discussion topics include methods for evaluating references, reading together and discussing articles and other published material, literature reviews related to life sciences, clinical aspects, epidemiology, statistics or article writing. This platform can also be used for practice for lectures or conferences. In addition to this, students have the opportunity to discuss the status of their project in an informal way in order to share their experience of working on a research project, the obstacles that have to be overcome during the work and successes achieved along the way.

Students are expected to familiarize themselves with the content of each seminar and thus participate actively in discussions.

The workshop is a forum for students in the earlier stages of their master's or doctoral studies in nutrition for general academic discussion as well as dialogue regarding their own projects and research.

Discussion topics include methods for evaluating references, reading together and discussing articles and other published material, literature reviews related to life sciences, clinical aspects, epidemiology, statistics or article writing. This platform can also be used for practice for lectures or conferences. In addition to this, students have the opportunity to discuss the status of their project in an informal way in order to share their experience of working on a research project, the obstacles that have to be overcome during the work and successes achieved along the way.

Students are expected to familiarize themselves with the content of each seminar and thus participate actively in discussions.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project. A pass for each module is granted for 75% attendance (or watching lecture online) and the timely return of an assignment. The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project. A pass for each module is granted for 75% attendance (or watching lecture online) and the timely return of an assignment. The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project. A pass for each module is granted for 75% attendance (or watching lecture online) and the timely return of an assignment. The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project.The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

Internship

The aim of the course is for students to experience jobs in various fields of nutrition, to understand working conditions, different goals and circumstances.

The focus for students is to become acquainted with the procedures of nutrition in clinical work and learn professional work methods in communication with other health professions, as well as non-health professions and disciplines.

Also, that students recognize different areas of responsibility within nutrition.

Internship

The aim of the course is for students to experience jobs in various fields of nutrition, to understand working conditions, different goals and circumstances.

The focus for students is to become acquainted with the procedures of nutrition in clinical work and learn professional work methods in communication with other health professions, as well as non-health professions and disciplines.

Also, that students recognize different areas of responsibility within nutrition.

The aim of the course is to increase students‘ understanding of the main research methods in nutritional epidemiology and to enhance students‘ ability to understand nutrigenomics.

The course will cover the basics of epidemiology and nutritional epidemiology.  Methodology in nutritional epidemiology will be covered in depth and special topics in this field introduced.  The field nutrigenomics will be explained.    

Students get to know the main focuses in nutrition counseling for diseases as well as learning to recognize risk factors and the pathogenesis of various diseases. The goal is also for students to learn to assess nutritional status, fluid balance and nutritional needs and to know different nutritional treatments, such as tube feeding, intravenous nutrition and other special diets.

Practical exercises: clinical exercises based on the NCP and practical examples in collaboration with LSH's nutrition advisor. Assessment of nutritional status, nutritional needs and nutritional treatment of different patient groups. (biochemical parameters related to nutritional status). Student lectures.

Nutrition Therapy and Pathology 1 is an essential foundation for Nutrition Therapy and Pathology 2

The MS thesis in nutrition is an individual project that the student works on independently under the guidance of a supervisor. Students submit their thesis, defend it and present it in an open lecture.

The MS thesis in nutrition is an individual project that the student works on independently under the guidance of a supervisor. Students submit their thesis, defend it and present it in an open lecture.

The workshop is a forum for students in the later stages of their master's or doctoral studies in nutrition for general academic discussion as well as dialogue regarding their own projects and research.

Discussion topics include methods for evaluating references, reading together and discussing articles and other published material, literature reviews related to life sciences, clinical aspects, epidemiology, statistics or article writing. This platform can also be used for practice for lectures or conferences. In addition to this, students have the opportunity to discuss the status of their project in an informal way in order to share their experience of working on a research project, the obstacles that have to be overcome during the work and successes achieved along the way.

Students are expected to familiarize themselves with the content of each seminar and thus participate actively in discussions.

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

The course covers the most commonly used herbal remedies/natural products with the aim of enhancing communication skills of students in conveying reliable information to consumers and other health-care professionals. Aspects covered include constituents claimed benefits, scientific research on efficacy, adverse effects, drug interactions, contraindications. Quality control. Laws, executive orders on herbal remedies.

The course provides an overview of definitions, history, aims, legislation, methods and ethical considerations in public health and public health sciences. The course lays emphasis on global public health as well as on the Icelandic health care system, its administration and funding in comparison with health care systems in other nations. An overview is provided on Icelandic and international databases on health and disease and possibilities for their utilization in research and policy making for health promotion. In addition, current public health issues at each time are emphasized.

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

This course is an introduction to statistics in the life sciences. The course covers the following topics. Types of data: categorical data, count data, data on continuous variables. Descriptive statistics; numerical statistics and statistical graphs. Probability distributions, the binomial distribution, the Poisson distribution and the normal distribution. The definitions of a random sample and of a population. Sampling distributions. Confidence intervals and hypothesis testing. Comparison of means between groups. Statistical tests for frequency tables. Linear and logistic regression with ROC analysis. Survival analysis with the methods of Kaplan-Meier and Cox. The course is based on lectures and practical sessions in computer labs. In the practical sessions exercises are solved with the statistical software package R and the RStudio environment.

This course is a continuation of Biostatistics I and constitutes a practical guide to statistical analyses of student's own research projects. The course covers the following topics. Estimation of relative risk/odds ratios and adjusted estimation of relative risk/odds ratios, correlation and simple linear regression, multiple linear regression and logistic regression. The course is based on lectures and practical sessions using R for statistical analyses.

The course focuses on statistical analysis using the R environment. It is assumed that students have basic knowledge of statistics and will learn how to apply statistical methods they know in R. Main topics are loading data, graphical representation, descriptive statistics and how to perform the most common hypothesis tests (t- test, chi-square test, etc.) in R. In addition, students will learn how to make reports using the knitr package.

The course is taught during a five week period. A teacher gives lectures and students work on a project in class.

The main processing methods used for common food materials will be discussed including: Fruits and vegetable processing with emphasis on Tomatoes, Potatoes and Mushrooms. Grain processing and Milling with including wet milling and rice parboiling, frozen dough and other baked goods, pasta and breakfast cereals. Milk and dairy processing. Eggs and processing procedures. Fats and oil processing. Food emulsions. Beverages including; orange juice, soda, bier, wine, coffee processing and tee. Confectionery and chocolate products and processing and sugar based confections. The processing of foods to the most common consumer products will be discussed and the main equipment used will be described.

The goal of the course is to provide students with a comprehensive knowledge of food chemistry.  The chemical and physical properties of macromolecules in foods (proteins, carbohydrates and fats), their food applications, degradation, reactions and procedures to maintain their functionality and shelf-life will be covered. The composition and structure of nutritional compounds and their interactions in foods will be reviewed.  The role of water and water activity on food shelf-life and quality will be discussed.  The course will review enzyme reactions in food and kinetics, their application in the food industry and actions to minimize undesirable enzyme activities in food systems.  Methods to incorporate bioactive molecules into foods and ways to maintain their activity will be presented. The chemistry of colorants, preservatives and antioxidants and their applications in the food industry will be discussed.  Key methods used in food chemistry research will be presented to the students.  The information presented in the course on different components of food and their properties will be connected to real practical examples connected to food product development and processing. The course is a reading course with practical sessions. Classes will focus on discussion session to enhance student understanding of the subject.

Course Description

What can the making of the old Icelandic dairy product “skyr” tell us about how Icelandic society has developed for more than a thousand years? How does the microbiome affect health? How do we dispose of waste in an environmentally friendly way within an urban context and what silent majority of earthlings makes it happen? Microbial communities have shaped the earth and its inhabitants for eons, from the dawn of life on earth. To better understand and deal with the environmental, health, and social challenges of the 21st century, we need to better understand these first organisms and the symbiosis between them and other species, including humans. Recent studies reveal that more than half of the cells in our bodies belong to a variety of microbial species. Does that mean humans are microbes, or “merely” that our relationship with microbes is the strongest and most intimate relationship we have with others? The course invites students to explore the symbiotic practices of microbes and humans from various angles, from microbiology and ethnology, food and nutrition sciences and anthropology. Special attention will be given to the role of microbes in developing and preserving food in human societies, as well as their role in digestion, and how these roles are connected to human mental and physical health. The course also explores how microbes sustain vital nutrient cycles and their ability to transform garbage and waste into healthy soil.

The course works with the concept of „One Health“ which has been in development for the past couple of decades. One Health is a transdisciplinary and collaborative paradigm that recognizes the shared environment and interconnection between people, animals, plants and microbes. The approach promotes health and wellbeing for humans, animals and the environment, emphasizing coordination, communication, and joint efforts across disciplines. The topic will be explored through different examples of microbial-human relations such as how microbes affect the taste of food  and its composition, how diets affect gut microbiota, the role of fermentation in shaping microbial-human relations and how urban waste management disrupts nutrition cycles in the human environment. 

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.

The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economics 

Organisation

The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.

The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.

The course cannot be used for credits in the master's programmes.

This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.

The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economics 

Organisation

The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.

The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.

The course cannot be used for credits in the master's programmes.

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

The course is intended for postgraduate students only. It is adapted to the needs of students from different fields of study. The course is taught over a six-week period.

The course is taught over the first six weeks of spring semester on Fridays from 1:20 pm - 3:40 pm.

Description: 
The topics of the course include: Professionalism and the scientist’s responsibilities. Demands for scientific objectivity and the ethics of research. Issues of equality and standards of good practice. Power and science. Conflicts of interest and misconduct in research. Science, academia and industry. Research ethics and ethical decision making.

Objectives: 
In this course, the student gains knowledge about ethical issues in science and research and is trained in reasoning about ethical controversies relating to science and research in contemporary society.

The instruction takes the form of lectures and discussion. The course is viewed as an academic community where students are actively engaged in a focused dialogue about  the topics. Each student (working as a member of a two-person team) gives a presentation according to a plan designed at the beginning of the course, and other students acquaint themselves with the topic as well for the purpose of participating in a teacher-led discussion.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product. 

The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.  

Subject: 

Fundamentals of food product development.  

What will be discussed: 

• Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production  
• The use of experimental design for filtering and optimizing products in product development 
• The use of sensory evaluation in product development 
• The main innovations in environmentally friendly proteins 
• The relationship between food legislation and intellectual property rights in product development  

Real examples of product development at companies will be covered. 

Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.  

The course is in collaboration with the Confederation of Icelandic Industries (Samtök iðnaðarins) and Matís ohf. 

The main goal of the course is to develop a new food product from start to finish by prototyping the product, design its packaging, develop a marketing strategy, understand and identify the production of it and build a robust business model with sustainability at its core. The final work of each team could become the next new product and be presented at the European competition Ecotrophelia.  

The course is based on group work and collaboration between students. It is expected from students to work in a team and share tasks to be able to complete the requirements of the course. Guidance will be provided on creating and working in teams. Students from different background are taking this course hence teacher will make sure that each team have the good set of skills per team (e.i students who have received instruction and training in different aspects of product development). 

It is asked to the students to develop a prototype of the new food product. Support and working space will be made available for the students to use. A small financial support is also provided for the product development for each team.  

Lectures on the different notion like marketing plan, packaging design and business model creation will be carried out by the teachers or through guest lecturer specialist in their own field. Students will be prepared for their final presentation (pitch).  

Sponsorship and collaboration from different Icelandic companies in the food sector are a possibility for this course. More details on the condition will be presented at the beginning of the course.  

Matís ohf. provides expert assistance and assistance in the development and preparation of sample copies. 

The final assignment is in two parts. First, the submission of a detailed report per team on the product developed, the business plan, sales and marketing and the ecological aspect of the product (sustainability of the ingredients, packaging, design, production...).  

Second, each team will present their final product and business plan to a jury for the innovation competition Ecotrophelia Iceland, through an oral presentation. The pitch event is in collaboration with Samtök iðnaðarins. The winning team will then have the chance and opportunity to represent Iceland at the European competition of Ecotrophelia. Participating in the European competition is optional and up to the students but the oral presentation is mandatory.  More information on the competition here: www.ecotrophelia.eu  

For students in food science, it is highly recommended to take this course along with MAT609M – Food product development as knowledge and skills can be acquired and combine for both courses.  

For students from other studies: you are more than welcome to take this class as diversity and skills from other fields are key to a successful food product development. Read this to be convinced (https://shorturl.at/opxH3 or this https://shorturl.at/boHM8 ) 

•      The course focuses on key elements involved in managing quality and safety of food, including production intended for international trade.  Lectures will cover Food Safety and Quality requirements in International trade, regional and national regulatory framework aimed at ensuring food safety and certification.  EU and USA legal framework. National control plans (residual plans, audit plans, structure of control).  Risk assessment.  Food chain risks.  Contingency plans for feed, food and animal health.  Good Manufacturing Practices / Good Agriculture Practices / Good Hygiene Practices.  Hazard Analysis Critical Control (HACCP).  Sampling, monitoring, surveillance, analytical criteria and limits for evaluation of food safety results.  Traceability and Food Safety.  Accreditation of testing laboratories.  Internal and external audits at official and private level. Codex International guidelines. Quality Assurance Management (ISO-9000, ISO-14000, ISO-22000).    Buyer’s specification.

•      Practical’s cover 1) installation of HACCP systems and validation of the systems, 2) Internal and external verification of Food Safety and Quality at Food Business Operators, 3) student assignments on current topics in Food Control and Inspection.

•      Course plan: Lectures, discussions and other practical work on subjects related to the course material. Active participation of students is required. Student projects: Reading and presentation of scientific papers from international journals and material connected to the lectures

In the course, students become acquainted with sensory evaluation sciences and how sensory evaluation is used to assess the properties of food. How to evoke, measure and evaluate the sensory properties of food and the different methods used in sensory evaluation will be discussed. Emphasis will be placed on traditional sensory assessment methods (differential tests, graphical tests, hedonic tests, etc.), and how these methods are used in different situations such as quality control and product development. Methods in consumer research will be explained. Factors influencing sensory evaluation, the organization of sensory evaluation research (preparation, presentation of samples, choice of methods, etc.) will also be discussed, as well as sensory evaluation groups (selection and training) as well as statistical analysis and interpretation of sensory evaluation results. The teaching is in the form of lectures, as well as practical exercises under the guidance of a teacher.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

Goals: Students should be able to apply the Life Cycle Assessment methodology to calculate the environmental impacts of products, production systems and services to identify and assess environmental impact. Students will learn to give recommendations on how to reduce environmental impacts based on a hot-spot analysis of the evaluated product, production system or service, and deliver results including sensitivity analysis.

Last but not least, students will be trained in the systems thinking competency, one of key competencies for sustainability.

Content: The course teaches the analysis of products and product systems from cradle to grave using the Life Cycle Assessment (LCA) framework as defined by 14040/14044:2006 ISO standards. LCA is used to assess the environmental impact of a specific product, production system and services. The reason for doing LCA is commonly to compare different products, product systems or services based on environmental impact. Additionally, the goal is often to identify where in a life cycle most of the impacts are occurring so that e.g. eco-design can be applied in development of new products, or if production methods are to be changed with the aim of reducing environmental impacts. In the course, students will learn to analyse systems from cradle-to-grave, from defining goal and scope, calculate e.g. raw material consumption and emissions to the environment (air, water and soil) to interpretation of results and application of sensitivity analysis. Different methods for conducting LCAs will also be introduced along with LCA calculation software and  related databases to support the analysis. Course evaluation is based on participation in class, and both individual and group assignments.

This course contributes to increase student competencies  within SDGs 6, 7, 9, 11, 12, 13, 14 and 15.

Teaching methods: It is taught with lectures, in class assignments, and individual and group projects.

NOTE: This is an intensive course taught in one block from 10-14 May 2021 (the week after the end of final exams in the spring semester), for six class hours each day (total of 30 class hours). Students must read all the course literature before the first day of classes. They do field research and present preliminary results in a seminar during this week and then write up a final paper after the course ends.

Nigella licks her finger in slow motion on her TV show after dipping it in gravy. She makes a sensual sound, as she looks into the camera and beckons us to enjoy it with her. Flip the channel, and celebrity chef Gordon Ramsey shouts relentlessly at other chefs who are fighting to save their restaurants. Many of them shed tears while he scolds them.

Sensuality, anger, stress, excitement, chauvinism, femininity, cream, dieting, healthy eating, food blogs, bake-offs and the fight for better and more righteous foodways all reflect the current popularity of food as entertainment and as an instrument for making people and society better. How can we explain this current tremendous interest, obsession even, with food and nutrition?

In this course we will investigate some select ingredients that have been turned into desirable cultural forms and focus in particular on how imaginations of gender and lifestyle take shape in such phenomena as television food shows, cookbooks, cooking competitions, and food blogs.

The goal of this course is to deepen students' knowledge of gerontology and geriatrics. The social, biological and psychological aspects of aging will be discussed. Services for older adults  will be discussed in general as well as caring for special needs. Icelandic and international research will be presented. Various theories in gerontology will be examined and their effects on attitudes towards and services for older people. Cross discipline teamwork will be discussed with emphasis placed on working with various professions.

Systems biology is an interdisciplinary field that studies the biological phenomena that emerge from multiple interacting biological elements. Understanding how biological systems change across time is a particular focus of systems biology. In this course, we will prioritize aspects of systems biology relevant to human health and disease.

This course provides an introduction to 1) basic principles in modelling molecular networks, both gene regulatory and metabolic networks; 2) cellular phenomena that support homeostasis like tissue morphogenesis and microbiome resilience, and 3) analysis of molecular patterns found in genomics data at population scale relevant to human disease such as patient classification and biomarker discovery. In this manner, the course covers the three major scales in systems biology: molecules, cells and organisms.

The course activities include reading and interpreting scientific papers, implementation of computational algorithms, working on a research project and presentation of scientific results.

Lectures will comprise of both (1) presentations on foundational concepts and (2) hands-on sessions using Python as the programming language. The course will be taught in English.

This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.

Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

Global health priorities are in focus in this course. Global burden of disease across countries will be scrutinized as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health in low- and middle-income countries, health systems and care-seeking. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Along the coursework, other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the new Sustainable Development Goals.

The focus of this course will be on improving communicational skills in subjects regarding the doctor patient relationship when conducting a family meeting or having to deliver bad news. The course will be conducted over one day or as several shorter teaching sessions all pending how this will best fit in to the teaching programme.The teaching will be small group teaching with simulation training and case-based senario discussions.

The workshop is a forum for students in the later stages of their master's or doctoral studies in nutrition for general academic discussion as well as dialogue regarding their own projects and research.

Discussion topics include methods for evaluating references, reading together and discussing articles and other published material, literature reviews related to life sciences, clinical aspects, epidemiology, statistics or article writing. This platform can also be used for practice for lectures or conferences. In addition to this, students have the opportunity to discuss the status of their project in an informal way in order to share their experience of working on a research project, the obstacles that have to be overcome during the work and successes achieved along the way.

Students are expected to familiarize themselves with the content of each seminar and thus participate actively in discussions.

The workshop is a forum for students in the earlier stages of their master's or doctoral studies in nutrition for general academic discussion as well as dialogue regarding their own projects and research.

Discussion topics include methods for evaluating references, reading together and discussing articles and other published material, literature reviews related to life sciences, clinical aspects, epidemiology, statistics or article writing. This platform can also be used for practice for lectures or conferences. In addition to this, students have the opportunity to discuss the status of their project in an informal way in order to share their experience of working on a research project, the obstacles that have to be overcome during the work and successes achieved along the way.

Students are expected to familiarize themselves with the content of each seminar and thus participate actively in discussions.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project. A pass for each module is granted for 75% attendance (or watching lecture online) and the timely return of an assignment. The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project. A pass for each module is granted for 75% attendance (or watching lecture online) and the timely return of an assignment. The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project. A pass for each module is granted for 75% attendance (or watching lecture online) and the timely return of an assignment. The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project.The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

Internship

The aim of the course is for students to experience jobs in various fields of nutrition, to understand working conditions, different goals and circumstances.

The focus for students is to become acquainted with the procedures of nutrition in clinical work and learn professional work methods in communication with other health professions, as well as non-health professions and disciplines.

Also, that students recognize different areas of responsibility within nutrition.

Internship

The aim of the course is for students to experience jobs in various fields of nutrition, to understand working conditions, different goals and circumstances.

The focus for students is to become acquainted with the procedures of nutrition in clinical work and learn professional work methods in communication with other health professions, as well as non-health professions and disciplines.

Also, that students recognize different areas of responsibility within nutrition.

The aim of the course is to increase students‘ understanding of the main research methods in nutritional epidemiology and to enhance students‘ ability to understand nutrigenomics.

The course will cover the basics of epidemiology and nutritional epidemiology.  Methodology in nutritional epidemiology will be covered in depth and special topics in this field introduced.  The field nutrigenomics will be explained.    

Students get to know the main focuses in nutrition counseling for diseases as well as learning to recognize risk factors and the pathogenesis of various diseases. The goal is also for students to learn to assess nutritional status, fluid balance and nutritional needs and to know different nutritional treatments, such as tube feeding, intravenous nutrition and other special diets.

Practical exercises: clinical exercises based on the NCP and practical examples in collaboration with LSH's nutrition advisor. Assessment of nutritional status, nutritional needs and nutritional treatment of different patient groups. (biochemical parameters related to nutritional status). Student lectures.

Nutrition Therapy and Pathology 1 is an essential foundation for Nutrition Therapy and Pathology 2

The MS thesis in nutrition is an individual project that the student works on independently under the guidance of a supervisor. Students submit their thesis, defend it and present it in an open lecture.

The MS thesis in nutrition is an individual project that the student works on independently under the guidance of a supervisor. Students submit their thesis, defend it and present it in an open lecture.

The workshop is a forum for students in the later stages of their master's or doctoral studies in nutrition for general academic discussion as well as dialogue regarding their own projects and research.

Discussion topics include methods for evaluating references, reading together and discussing articles and other published material, literature reviews related to life sciences, clinical aspects, epidemiology, statistics or article writing. This platform can also be used for practice for lectures or conferences. In addition to this, students have the opportunity to discuss the status of their project in an informal way in order to share their experience of working on a research project, the obstacles that have to be overcome during the work and successes achieved along the way.

Students are expected to familiarize themselves with the content of each seminar and thus participate actively in discussions.

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

The course covers the most commonly used herbal remedies/natural products with the aim of enhancing communication skills of students in conveying reliable information to consumers and other health-care professionals. Aspects covered include constituents claimed benefits, scientific research on efficacy, adverse effects, drug interactions, contraindications. Quality control. Laws, executive orders on herbal remedies.

The course provides an overview of definitions, history, aims, legislation, methods and ethical considerations in public health and public health sciences. The course lays emphasis on global public health as well as on the Icelandic health care system, its administration and funding in comparison with health care systems in other nations. An overview is provided on Icelandic and international databases on health and disease and possibilities for their utilization in research and policy making for health promotion. In addition, current public health issues at each time are emphasized.

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

This course is an introduction to statistics in the life sciences. The course covers the following topics. Types of data: categorical data, count data, data on continuous variables. Descriptive statistics; numerical statistics and statistical graphs. Probability distributions, the binomial distribution, the Poisson distribution and the normal distribution. The definitions of a random sample and of a population. Sampling distributions. Confidence intervals and hypothesis testing. Comparison of means between groups. Statistical tests for frequency tables. Linear and logistic regression with ROC analysis. Survival analysis with the methods of Kaplan-Meier and Cox. The course is based on lectures and practical sessions in computer labs. In the practical sessions exercises are solved with the statistical software package R and the RStudio environment.

This course is a continuation of Biostatistics I and constitutes a practical guide to statistical analyses of student's own research projects. The course covers the following topics. Estimation of relative risk/odds ratios and adjusted estimation of relative risk/odds ratios, correlation and simple linear regression, multiple linear regression and logistic regression. The course is based on lectures and practical sessions using R for statistical analyses.

The course focuses on statistical analysis using the R environment. It is assumed that students have basic knowledge of statistics and will learn how to apply statistical methods they know in R. Main topics are loading data, graphical representation, descriptive statistics and how to perform the most common hypothesis tests (t- test, chi-square test, etc.) in R. In addition, students will learn how to make reports using the knitr package.

The course is taught during a five week period. A teacher gives lectures and students work on a project in class.

The main processing methods used for common food materials will be discussed including: Fruits and vegetable processing with emphasis on Tomatoes, Potatoes and Mushrooms. Grain processing and Milling with including wet milling and rice parboiling, frozen dough and other baked goods, pasta and breakfast cereals. Milk and dairy processing. Eggs and processing procedures. Fats and oil processing. Food emulsions. Beverages including; orange juice, soda, bier, wine, coffee processing and tee. Confectionery and chocolate products and processing and sugar based confections. The processing of foods to the most common consumer products will be discussed and the main equipment used will be described.

The goal of the course is to provide students with a comprehensive knowledge of food chemistry.  The chemical and physical properties of macromolecules in foods (proteins, carbohydrates and fats), their food applications, degradation, reactions and procedures to maintain their functionality and shelf-life will be covered. The composition and structure of nutritional compounds and their interactions in foods will be reviewed.  The role of water and water activity on food shelf-life and quality will be discussed.  The course will review enzyme reactions in food and kinetics, their application in the food industry and actions to minimize undesirable enzyme activities in food systems.  Methods to incorporate bioactive molecules into foods and ways to maintain their activity will be presented. The chemistry of colorants, preservatives and antioxidants and their applications in the food industry will be discussed.  Key methods used in food chemistry research will be presented to the students.  The information presented in the course on different components of food and their properties will be connected to real practical examples connected to food product development and processing. The course is a reading course with practical sessions. Classes will focus on discussion session to enhance student understanding of the subject.

Course Description

What can the making of the old Icelandic dairy product “skyr” tell us about how Icelandic society has developed for more than a thousand years? How does the microbiome affect health? How do we dispose of waste in an environmentally friendly way within an urban context and what silent majority of earthlings makes it happen? Microbial communities have shaped the earth and its inhabitants for eons, from the dawn of life on earth. To better understand and deal with the environmental, health, and social challenges of the 21st century, we need to better understand these first organisms and the symbiosis between them and other species, including humans. Recent studies reveal that more than half of the cells in our bodies belong to a variety of microbial species. Does that mean humans are microbes, or “merely” that our relationship with microbes is the strongest and most intimate relationship we have with others? The course invites students to explore the symbiotic practices of microbes and humans from various angles, from microbiology and ethnology, food and nutrition sciences and anthropology. Special attention will be given to the role of microbes in developing and preserving food in human societies, as well as their role in digestion, and how these roles are connected to human mental and physical health. The course also explores how microbes sustain vital nutrient cycles and their ability to transform garbage and waste into healthy soil.

The course works with the concept of „One Health“ which has been in development for the past couple of decades. One Health is a transdisciplinary and collaborative paradigm that recognizes the shared environment and interconnection between people, animals, plants and microbes. The approach promotes health and wellbeing for humans, animals and the environment, emphasizing coordination, communication, and joint efforts across disciplines. The topic will be explored through different examples of microbial-human relations such as how microbes affect the taste of food  and its composition, how diets affect gut microbiota, the role of fermentation in shaping microbial-human relations and how urban waste management disrupts nutrition cycles in the human environment. 

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.

The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economics 

Organisation

The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.

The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.

The course cannot be used for credits in the master's programmes.

This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.

The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economics 

Organisation

The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.

The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.

The course cannot be used for credits in the master's programmes.

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

The course is intended for postgraduate students only. It is adapted to the needs of students from different fields of study. The course is taught over a six-week period.

The course is taught over the first six weeks of spring semester on Fridays from 1:20 pm - 3:40 pm.

Description: 
The topics of the course include: Professionalism and the scientist’s responsibilities. Demands for scientific objectivity and the ethics of research. Issues of equality and standards of good practice. Power and science. Conflicts of interest and misconduct in research. Science, academia and industry. Research ethics and ethical decision making.

Objectives: 
In this course, the student gains knowledge about ethical issues in science and research and is trained in reasoning about ethical controversies relating to science and research in contemporary society.

The instruction takes the form of lectures and discussion. The course is viewed as an academic community where students are actively engaged in a focused dialogue about  the topics. Each student (working as a member of a two-person team) gives a presentation according to a plan designed at the beginning of the course, and other students acquaint themselves with the topic as well for the purpose of participating in a teacher-led discussion.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product. 

The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.  

Subject: 

Fundamentals of food product development.  

What will be discussed: 

• Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production  
• The use of experimental design for filtering and optimizing products in product development 
• The use of sensory evaluation in product development 
• The main innovations in environmentally friendly proteins 
• The relationship between food legislation and intellectual property rights in product development  

Real examples of product development at companies will be covered. 

Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.  

The course is in collaboration with the Confederation of Icelandic Industries (Samtök iðnaðarins) and Matís ohf. 

The main goal of the course is to develop a new food product from start to finish by prototyping the product, design its packaging, develop a marketing strategy, understand and identify the production of it and build a robust business model with sustainability at its core. The final work of each team could become the next new product and be presented at the European competition Ecotrophelia.  

The course is based on group work and collaboration between students. It is expected from students to work in a team and share tasks to be able to complete the requirements of the course. Guidance will be provided on creating and working in teams. Students from different background are taking this course hence teacher will make sure that each team have the good set of skills per team (e.i students who have received instruction and training in different aspects of product development). 

It is asked to the students to develop a prototype of the new food product. Support and working space will be made available for the students to use. A small financial support is also provided for the product development for each team.  

Lectures on the different notion like marketing plan, packaging design and business model creation will be carried out by the teachers or through guest lecturer specialist in their own field. Students will be prepared for their final presentation (pitch).  

Sponsorship and collaboration from different Icelandic companies in the food sector are a possibility for this course. More details on the condition will be presented at the beginning of the course.  

Matís ohf. provides expert assistance and assistance in the development and preparation of sample copies. 

The final assignment is in two parts. First, the submission of a detailed report per team on the product developed, the business plan, sales and marketing and the ecological aspect of the product (sustainability of the ingredients, packaging, design, production...).  

Second, each team will present their final product and business plan to a jury for the innovation competition Ecotrophelia Iceland, through an oral presentation. The pitch event is in collaboration with Samtök iðnaðarins. The winning team will then have the chance and opportunity to represent Iceland at the European competition of Ecotrophelia. Participating in the European competition is optional and up to the students but the oral presentation is mandatory.  More information on the competition here: www.ecotrophelia.eu  

For students in food science, it is highly recommended to take this course along with MAT609M – Food product development as knowledge and skills can be acquired and combine for both courses.  

For students from other studies: you are more than welcome to take this class as diversity and skills from other fields are key to a successful food product development. Read this to be convinced (https://shorturl.at/opxH3 or this https://shorturl.at/boHM8 ) 

•      The course focuses on key elements involved in managing quality and safety of food, including production intended for international trade.  Lectures will cover Food Safety and Quality requirements in International trade, regional and national regulatory framework aimed at ensuring food safety and certification.  EU and USA legal framework. National control plans (residual plans, audit plans, structure of control).  Risk assessment.  Food chain risks.  Contingency plans for feed, food and animal health.  Good Manufacturing Practices / Good Agriculture Practices / Good Hygiene Practices.  Hazard Analysis Critical Control (HACCP).  Sampling, monitoring, surveillance, analytical criteria and limits for evaluation of food safety results.  Traceability and Food Safety.  Accreditation of testing laboratories.  Internal and external audits at official and private level. Codex International guidelines. Quality Assurance Management (ISO-9000, ISO-14000, ISO-22000).    Buyer’s specification.

•      Practical’s cover 1) installation of HACCP systems and validation of the systems, 2) Internal and external verification of Food Safety and Quality at Food Business Operators, 3) student assignments on current topics in Food Control and Inspection.

•      Course plan: Lectures, discussions and other practical work on subjects related to the course material. Active participation of students is required. Student projects: Reading and presentation of scientific papers from international journals and material connected to the lectures

In the course, students become acquainted with sensory evaluation sciences and how sensory evaluation is used to assess the properties of food. How to evoke, measure and evaluate the sensory properties of food and the different methods used in sensory evaluation will be discussed. Emphasis will be placed on traditional sensory assessment methods (differential tests, graphical tests, hedonic tests, etc.), and how these methods are used in different situations such as quality control and product development. Methods in consumer research will be explained. Factors influencing sensory evaluation, the organization of sensory evaluation research (preparation, presentation of samples, choice of methods, etc.) will also be discussed, as well as sensory evaluation groups (selection and training) as well as statistical analysis and interpretation of sensory evaluation results. The teaching is in the form of lectures, as well as practical exercises under the guidance of a teacher.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

Goals: Students should be able to apply the Life Cycle Assessment methodology to calculate the environmental impacts of products, production systems and services to identify and assess environmental impact. Students will learn to give recommendations on how to reduce environmental impacts based on a hot-spot analysis of the evaluated product, production system or service, and deliver results including sensitivity analysis.

Last but not least, students will be trained in the systems thinking competency, one of key competencies for sustainability.

Content: The course teaches the analysis of products and product systems from cradle to grave using the Life Cycle Assessment (LCA) framework as defined by 14040/14044:2006 ISO standards. LCA is used to assess the environmental impact of a specific product, production system and services. The reason for doing LCA is commonly to compare different products, product systems or services based on environmental impact. Additionally, the goal is often to identify where in a life cycle most of the impacts are occurring so that e.g. eco-design can be applied in development of new products, or if production methods are to be changed with the aim of reducing environmental impacts. In the course, students will learn to analyse systems from cradle-to-grave, from defining goal and scope, calculate e.g. raw material consumption and emissions to the environment (air, water and soil) to interpretation of results and application of sensitivity analysis. Different methods for conducting LCAs will also be introduced along with LCA calculation software and  related databases to support the analysis. Course evaluation is based on participation in class, and both individual and group assignments.

This course contributes to increase student competencies  within SDGs 6, 7, 9, 11, 12, 13, 14 and 15.

Teaching methods: It is taught with lectures, in class assignments, and individual and group projects.

NOTE: This is an intensive course taught in one block from 10-14 May 2021 (the week after the end of final exams in the spring semester), for six class hours each day (total of 30 class hours). Students must read all the course literature before the first day of classes. They do field research and present preliminary results in a seminar during this week and then write up a final paper after the course ends.

Nigella licks her finger in slow motion on her TV show after dipping it in gravy. She makes a sensual sound, as she looks into the camera and beckons us to enjoy it with her. Flip the channel, and celebrity chef Gordon Ramsey shouts relentlessly at other chefs who are fighting to save their restaurants. Many of them shed tears while he scolds them.

Sensuality, anger, stress, excitement, chauvinism, femininity, cream, dieting, healthy eating, food blogs, bake-offs and the fight for better and more righteous foodways all reflect the current popularity of food as entertainment and as an instrument for making people and society better. How can we explain this current tremendous interest, obsession even, with food and nutrition?

In this course we will investigate some select ingredients that have been turned into desirable cultural forms and focus in particular on how imaginations of gender and lifestyle take shape in such phenomena as television food shows, cookbooks, cooking competitions, and food blogs.

The goal of this course is to deepen students' knowledge of gerontology and geriatrics. The social, biological and psychological aspects of aging will be discussed. Services for older adults  will be discussed in general as well as caring for special needs. Icelandic and international research will be presented. Various theories in gerontology will be examined and their effects on attitudes towards and services for older people. Cross discipline teamwork will be discussed with emphasis placed on working with various professions.

Systems biology is an interdisciplinary field that studies the biological phenomena that emerge from multiple interacting biological elements. Understanding how biological systems change across time is a particular focus of systems biology. In this course, we will prioritize aspects of systems biology relevant to human health and disease.

This course provides an introduction to 1) basic principles in modelling molecular networks, both gene regulatory and metabolic networks; 2) cellular phenomena that support homeostasis like tissue morphogenesis and microbiome resilience, and 3) analysis of molecular patterns found in genomics data at population scale relevant to human disease such as patient classification and biomarker discovery. In this manner, the course covers the three major scales in systems biology: molecules, cells and organisms.

The course activities include reading and interpreting scientific papers, implementation of computational algorithms, working on a research project and presentation of scientific results.

Lectures will comprise of both (1) presentations on foundational concepts and (2) hands-on sessions using Python as the programming language. The course will be taught in English.

This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.

Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

Global health priorities are in focus in this course. Global burden of disease across countries will be scrutinized as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health in low- and middle-income countries, health systems and care-seeking. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Along the coursework, other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the new Sustainable Development Goals.

The focus of this course will be on improving communicational skills in subjects regarding the doctor patient relationship when conducting a family meeting or having to deliver bad news. The course will be conducted over one day or as several shorter teaching sessions all pending how this will best fit in to the teaching programme.The teaching will be small group teaching with simulation training and case-based senario discussions.

The workshop is a forum for students in the later stages of their master's or doctoral studies in nutrition for general academic discussion as well as dialogue regarding their own projects and research.

Discussion topics include methods for evaluating references, reading together and discussing articles and other published material, literature reviews related to life sciences, clinical aspects, epidemiology, statistics or article writing. This platform can also be used for practice for lectures or conferences. In addition to this, students have the opportunity to discuss the status of their project in an informal way in order to share their experience of working on a research project, the obstacles that have to be overcome during the work and successes achieved along the way.

Students are expected to familiarize themselves with the content of each seminar and thus participate actively in discussions.

The workshop is a forum for students in the earlier stages of their master's or doctoral studies in nutrition for general academic discussion as well as dialogue regarding their own projects and research.

Discussion topics include methods for evaluating references, reading together and discussing articles and other published material, literature reviews related to life sciences, clinical aspects, epidemiology, statistics or article writing. This platform can also be used for practice for lectures or conferences. In addition to this, students have the opportunity to discuss the status of their project in an informal way in order to share their experience of working on a research project, the obstacles that have to be overcome during the work and successes achieved along the way.

Students are expected to familiarize themselves with the content of each seminar and thus participate actively in discussions.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project. A pass for each module is granted for 75% attendance (or watching lecture online) and the timely return of an assignment. The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project. A pass for each module is granted for 75% attendance (or watching lecture online) and the timely return of an assignment. The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project. A pass for each module is granted for 75% attendance (or watching lecture online) and the timely return of an assignment. The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

This course is taught as four independent modules, that the student should choose from based on their prior education and training and to best meet everyone´s educational goals. Successful completion of each module is awarded with 2 ECTS credits. M.Sc. student should at minimum choose three (6 ECTS) and Ph.D. students should at a minimum choose two modules (4 ECTS), and one of the modules chosen needs to be either module number 2 or 3.  The student is responsible to notify the course administrator about how many credits they intend to take and what modules before registration ends. Each module contains 3-4 lectures and a project.The modules are:

1. Article reading and data presentation
   1. How to read a paper and present your data
   2. Reference search and management (computer lab session)
   3. The scientific method
   4. ASSIGNMENT - Mini conference. Students will present their research project or paper (7 min)

2. Introduction to the scientific method

   1. Research ethics
   2. The philosophy of science
   3. Dishonesty in Science
   4. Quantitative & Qualitative Methods
   5. ASSIGNMENT – online project

3. Grant application, data collection and quality management
   1. Data handling and safety
   2. Permission applications/Research animals
   3. Quality management
   4. Grant applications
   5. ASSIGNMENT – preparation of grant application

4. Graduate student’s toolbox. This module is taught with the Center for graduate studies at their location in Setberg. This module is targeted towards graduate students (M.Sc./Ph.D.). The objective of the module is teaching graduate students transferable skills that can be applied to both academic research and research-oriented jobs
   1. Time Management
   2. Managing the Graduate Student - Advisor relationship
   3. Academic English
   4. Academic CV workshop
   5. ASSIGNMENT – Students write an academic CV in English.

Internship

The aim of the course is for students to experience jobs in various fields of nutrition, to understand working conditions, different goals and circumstances.

The focus for students is to become acquainted with the procedures of nutrition in clinical work and learn professional work methods in communication with other health professions, as well as non-health professions and disciplines.

Also, that students recognize different areas of responsibility within nutrition.

Internship

The aim of the course is for students to experience jobs in various fields of nutrition, to understand working conditions, different goals and circumstances.

The focus for students is to become acquainted with the procedures of nutrition in clinical work and learn professional work methods in communication with other health professions, as well as non-health professions and disciplines.

Also, that students recognize different areas of responsibility within nutrition.

The aim of the course is to increase students‘ understanding of the main research methods in nutritional epidemiology and to enhance students‘ ability to understand nutrigenomics.

The course will cover the basics of epidemiology and nutritional epidemiology.  Methodology in nutritional epidemiology will be covered in depth and special topics in this field introduced.  The field nutrigenomics will be explained.    

Students get to know the main focuses in nutrition counseling for diseases as well as learning to recognize risk factors and the pathogenesis of various diseases. The goal is also for students to learn to assess nutritional status, fluid balance and nutritional needs and to know different nutritional treatments, such as tube feeding, intravenous nutrition and other special diets.

Practical exercises: clinical exercises based on the NCP and practical examples in collaboration with LSH's nutrition advisor. Assessment of nutritional status, nutritional needs and nutritional treatment of different patient groups. (biochemical parameters related to nutritional status). Student lectures.

Nutrition Therapy and Pathology 1 is an essential foundation for Nutrition Therapy and Pathology 2

The MS thesis in nutrition is an individual project that the student works on independently under the guidance of a supervisor. Students submit their thesis, defend it and present it in an open lecture.

The MS thesis in nutrition is an individual project that the student works on independently under the guidance of a supervisor. Students submit their thesis, defend it and present it in an open lecture.

The workshop is a forum for students in the later stages of their master's or doctoral studies in nutrition for general academic discussion as well as dialogue regarding their own projects and research.

Discussion topics include methods for evaluating references, reading together and discussing articles and other published material, literature reviews related to life sciences, clinical aspects, epidemiology, statistics or article writing. This platform can also be used for practice for lectures or conferences. In addition to this, students have the opportunity to discuss the status of their project in an informal way in order to share their experience of working on a research project, the obstacles that have to be overcome during the work and successes achieved along the way.

Students are expected to familiarize themselves with the content of each seminar and thus participate actively in discussions.

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

The course covers the most commonly used herbal remedies/natural products with the aim of enhancing communication skills of students in conveying reliable information to consumers and other health-care professionals. Aspects covered include constituents claimed benefits, scientific research on efficacy, adverse effects, drug interactions, contraindications. Quality control. Laws, executive orders on herbal remedies.

The course provides an overview of definitions, history, aims, legislation, methods and ethical considerations in public health and public health sciences. The course lays emphasis on global public health as well as on the Icelandic health care system, its administration and funding in comparison with health care systems in other nations. An overview is provided on Icelandic and international databases on health and disease and possibilities for their utilization in research and policy making for health promotion. In addition, current public health issues at each time are emphasized.

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The students get training in planning their own preventive interventions.

This course is an introduction to statistics in the life sciences. The course covers the following topics. Types of data: categorical data, count data, data on continuous variables. Descriptive statistics; numerical statistics and statistical graphs. Probability distributions, the binomial distribution, the Poisson distribution and the normal distribution. The definitions of a random sample and of a population. Sampling distributions. Confidence intervals and hypothesis testing. Comparison of means between groups. Statistical tests for frequency tables. Linear and logistic regression with ROC analysis. Survival analysis with the methods of Kaplan-Meier and Cox. The course is based on lectures and practical sessions in computer labs. In the practical sessions exercises are solved with the statistical software package R and the RStudio environment.

This course is a continuation of Biostatistics I and constitutes a practical guide to statistical analyses of student's own research projects. The course covers the following topics. Estimation of relative risk/odds ratios and adjusted estimation of relative risk/odds ratios, correlation and simple linear regression, multiple linear regression and logistic regression. The course is based on lectures and practical sessions using R for statistical analyses.

The course focuses on statistical analysis using the R environment. It is assumed that students have basic knowledge of statistics and will learn how to apply statistical methods they know in R. Main topics are loading data, graphical representation, descriptive statistics and how to perform the most common hypothesis tests (t- test, chi-square test, etc.) in R. In addition, students will learn how to make reports using the knitr package.

The course is taught during a five week period. A teacher gives lectures and students work on a project in class.

The main processing methods used for common food materials will be discussed including: Fruits and vegetable processing with emphasis on Tomatoes, Potatoes and Mushrooms. Grain processing and Milling with including wet milling and rice parboiling, frozen dough and other baked goods, pasta and breakfast cereals. Milk and dairy processing. Eggs and processing procedures. Fats and oil processing. Food emulsions. Beverages including; orange juice, soda, bier, wine, coffee processing and tee. Confectionery and chocolate products and processing and sugar based confections. The processing of foods to the most common consumer products will be discussed and the main equipment used will be described.

The goal of the course is to provide students with a comprehensive knowledge of food chemistry.  The chemical and physical properties of macromolecules in foods (proteins, carbohydrates and fats), their food applications, degradation, reactions and procedures to maintain their functionality and shelf-life will be covered. The composition and structure of nutritional compounds and their interactions in foods will be reviewed.  The role of water and water activity on food shelf-life and quality will be discussed.  The course will review enzyme reactions in food and kinetics, their application in the food industry and actions to minimize undesirable enzyme activities in food systems.  Methods to incorporate bioactive molecules into foods and ways to maintain their activity will be presented. The chemistry of colorants, preservatives and antioxidants and their applications in the food industry will be discussed.  Key methods used in food chemistry research will be presented to the students.  The information presented in the course on different components of food and their properties will be connected to real practical examples connected to food product development and processing. The course is a reading course with practical sessions. Classes will focus on discussion session to enhance student understanding of the subject.

Course Description

What can the making of the old Icelandic dairy product “skyr” tell us about how Icelandic society has developed for more than a thousand years? How does the microbiome affect health? How do we dispose of waste in an environmentally friendly way within an urban context and what silent majority of earthlings makes it happen? Microbial communities have shaped the earth and its inhabitants for eons, from the dawn of life on earth. To better understand and deal with the environmental, health, and social challenges of the 21st century, we need to better understand these first organisms and the symbiosis between them and other species, including humans. Recent studies reveal that more than half of the cells in our bodies belong to a variety of microbial species. Does that mean humans are microbes, or “merely” that our relationship with microbes is the strongest and most intimate relationship we have with others? The course invites students to explore the symbiotic practices of microbes and humans from various angles, from microbiology and ethnology, food and nutrition sciences and anthropology. Special attention will be given to the role of microbes in developing and preserving food in human societies, as well as their role in digestion, and how these roles are connected to human mental and physical health. The course also explores how microbes sustain vital nutrient cycles and their ability to transform garbage and waste into healthy soil.

The course works with the concept of „One Health“ which has been in development for the past couple of decades. One Health is a transdisciplinary and collaborative paradigm that recognizes the shared environment and interconnection between people, animals, plants and microbes. The approach promotes health and wellbeing for humans, animals and the environment, emphasizing coordination, communication, and joint efforts across disciplines. The topic will be explored through different examples of microbial-human relations such as how microbes affect the taste of food  and its composition, how diets affect gut microbiota, the role of fermentation in shaping microbial-human relations and how urban waste management disrupts nutrition cycles in the human environment. 

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.

The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economics 

Organisation

The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.

The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.

The course cannot be used for credits in the master's programmes.

This course provides an introduction at a master's level to the theory and practice of bussines. The aim is to prepare students for a variety of management tasks, both in the private and public sectors.

The course consists of five introductory modules:
Finance
Business law
Accounting
Macro economics
Micro economics 

Organisation

The course is offered twice a year, in August and in January and students should complete the coure in the first year of their master studies. Students that start the programme in the autumn should sit the course in August, but can postpone doing so until January. Those beginning in January should preferably take the course in January, but may postpone doing so until August.

The course opens on the 1st of each month and closes on the 31st. All course material will be available on the course website on Canvas on the 1st.

The course cannot be used for credits in the master's programmes.

This course presents advanced concepts in neuroscience, psychopharmacology and clinical management related to psychopharmacological treatment of psychiatric disorders and symptoms.  The course reflects current scientific knowledge of psychopharmacology and its application to problems seen in a variety of clinical settings.

The work environment of health care services has changed constantly in recent years requiring more than ever leadership skills of nurses as well as other healthcare professionals, whether in clinical roles, teaching or education. The course should prepare students for leadership roles in healthcare.

The course content includes concepts, models and theories in leadership. The role and characteristics of leaders and the role of leaders as change agents are discussed, within health care organizations and generally in the community, locally and globally, at present and in the future. A global approach and innovation are emphasized.

The course is intended for postgraduate students only. It is adapted to the needs of students from different fields of study. The course is taught over a six-week period.

The course is taught over the first six weeks of spring semester on Fridays from 1:20 pm - 3:40 pm.

Description: 
The topics of the course include: Professionalism and the scientist’s responsibilities. Demands for scientific objectivity and the ethics of research. Issues of equality and standards of good practice. Power and science. Conflicts of interest and misconduct in research. Science, academia and industry. Research ethics and ethical decision making.

Objectives: 
In this course, the student gains knowledge about ethical issues in science and research and is trained in reasoning about ethical controversies relating to science and research in contemporary society.