This course equips students with the skills and self-awareness needed for culturally safe practice in human services. Students will reflect on personal values, biases, and boundaries while developing respectful, relational approaches guided by Indigenous principles of wellness, empathy, confidentiality, and self-determination. Emphasis is placed on how culture, history, and social context—including Indigenous experiences—influence communication. Students will build practical skills in active listening, questioning, mindful dialogue, conflict management, and culturally responsive de-escalation. Through reflective practice, they will learn to recognize power imbalances, apply anti-oppressive approaches, and foster strong, culturally grounded relationships in both agency and community field settings.
This course is designed to develop in the student the sensitivity and skills required to identify and deal with Aboriginal people in crisis. Content covered will include types of approaches to crisis intervention and initial steps when dealing with crisi
This introductory course provides students with insight into addictions, family violence and child abuse and neglect. These are some of the most difficult challenges which threaten the health of children and families Students will discuss the nature and scope of these issues and will examine the root causes, symptoms as they relate to marginalization, colonization, and the residue of family and cultural disruption from the residential school era.
Students will learn to recognize and respond to these family issues with appropriate strength based assessment, initial interventions, and referral to culturally relevant programs in the community. Case studies and analysis of culturally relevant programs and strategies for intervention and healing will be reviewed so that students feel confident when working with these issues in the field.
This course explores Indigenous child welfare and ongoing systemic reform in Ontario. Students will examine the historical and current child welfare system, identifying persistent inequities and the need for transformation. The course highlights a shift from protection- to prevention-focused models, evaluating Indigenous-led strategies such as the Child & Family Well-being Transformation Process, HEART, and SPIRIT. Students will also study transitional services for youth, the devolution of jurisdiction, and the implications of Bill C-92. Emphasis is placed on cultural revitalization, community-based healing, and Indigenous knowledge systems, including land-based practices, traditional teachings, and language preservation. When the course it complete students will be able to analyze systemic barriers, propose culturally grounded solutions, and engage with approaches that support the holistic well-being of Indigenous children, youth, and families.
This course will familiarize students with the contemporary situation of Indigenous peoples in Canada.
An introduction to self-government, political organizations, community governance and legal rights will provide a comprehensive context for their work in human services. In addition, students will examine the cultural diversity that exists in contemporary Indigenous culture and will explore some of the differences between working in urban rather than remote communities.
Through an analysis of the social determinants of health, students will learn about the many challenges faced by Indigenous peoples. Students will also gain a view of their work in human services as part of the present decolonization agenda in Canada. They will also be given the opportunity to learn about national, provincial and local resources and programs that can be used as part of building a network of support for Indigenous children, youth, families and communities.
Colonizing and Decolonizing Issues of Violence in Indigenous Communities
In this course, students will be examining colonialism as an Indigenous Determinant of Health beyond the social and its direct connection to how violence is constructed and understood. Students will explore personal and collective commitment to decolonization approaches within the helping profession to support ending violence in settler colonial context and to bring about healing within Indigenous peoples, families, and communities.
In this course, students will continue to explore cultural specific skills and approaches that are specific to traditional helping with Indigenous peoples. Traditional Indigenous helping practices and culturally appropriate service approaches are explored. Students will also explore promising healing practices, elements, and other values and guiding principles for restoring balance and harmony in families and communities.
This course is designed to help prepare students for their initial placement experiences in the helping field. Students will learn about the roles and responsibilities of being a helper, the various agencies and organizations in which they are employed, and the placement opportunities available that will help facilitate progression towards their goals and aspirations as a helper in various sectors. Students will be introduced to placement search techniques, field placement learning objectives, roles of agency supervisors and college advisors. In order to succeed in this course, students will complete the necessary requirements, forms, and paperwork required for field placement.
This is the final course of the helping others series. The focus of this segment is to develop advanced social work skills in the areas of case management, counselling, assessment, treatment planning and professional clinical reports, as they are used in
This course is designed to help students to further develop interpersonal and life skills, and to enhance their understanding of self and others. Students will participate in group activities using selected life skills.
This course explores the historical, cultural, and contemporary contexts of Indigenous families in Ontario, with a focus on supporting child and family well-being. Students will critically examine the impacts of colonization on parenting, kinship, and child welfare systems, and explore Indigenous parenting practices, cultural teachings, and frameworks such as the Medicine Wheel and the Seven Grandfather Teachings. Through an examination of Indigenous-led parenting programs, early intervention initiatives, and the role of Band Representatives, students will learn to assess and support family-centered approaches that honor cultural values and community knowledge. The course emphasizes family collaboration, including the use of Sacred Family Circle conferencing to strengthen family systems and promote healing. Students will develop skills in culturally safe communication, collaboration, and advocacy, applying Indigenous perspectives to foster resilience, autonomy, and positive outcomes for children, families, and communities.
While there has been growing interest in the concept of resilience, there has been little attention paid to the cultural and contextual factors that influence children's healthy growth and development under adversity. This course is designed to provide students an understanding of resilience theory and its implications for prevention and interventions to increase resilience in high-risk children and youth. Special attention will be paid to the relationship between promoting resilience in aboriginal children/youth and identity, family and community factors.
Students will learn to critically examine and reflect on the historic, economic, social, cultural and political determinants of Indigenous health using a range of theories and frameworks .The course will examine social issues such as intergenerational trauma, addictions, family violence, FASD, grief and suicide which affect the health and wellbeing of the Indigenous family. It will examine the historic and contemporary conditions that have contributed to the development of these issues. Students will learn about the emerging interventions at the prevention, intervention and treatment levels which are being designed by Indigenous peoples to address these issues in a culturally relevant manner that strengthens Indigenous families, communities and nations.
This course explores the social, historical, and cultural determinants of health affecting Indigenous peoples in Canada. Students will critically analyze the impacts of colonialism, socio-political structures, and economic factors on the health trajectories of Indigenous children, youth, and future generations. Through an examination of Indigenous knowledge systems, holistic frameworks, and cultural practices—including mino-pimatisiwin, the philosophy of living a good life—students will learn to understand health, wellness, and community resilience from an Indigenous perspective. The course emphasizes reflection, communication, and application of Indigenous teachings across the lifespan, including traditions surrounding death, dying, grief, and end-of-life care. Students will explore holistic health concepts through tools such as the Medicine Wheel, traditional foods, and spiritual practices, while developing culturally safe strategies to support well-being, healing, and resilience for individuals, families, and communities.
This course is designed to further prepare students after their initial placement experiences in the helping field. Students will further develop their roles and responsibilities as a soon to be Helper, the various agencies and organizations in which they are employed, and the placement opportunities available that will help facilitate progression towards their goals and aspirations as a helper in various sectors. Students will be engage in field placement search techniques, field placement learning objectives, revisit the roles of agency supervisors and college advisors. In order to succeed in this course, students will complete the necessary requirements, forms, and paperwork required for field placement.
This course is this second field experience which enables the student to further integrate acquired theory into the work place. Students are expected to work towards taking on increased responsibilities in working directly with individuals, families, and communities and is learning how to access community resources. Students maybe be involved in direct services, case management, program development and implementation, workshops, presentations, advocacy or any other significant activity that is part of the agency mandate. The student is guided and evaluated in this learning experience by an agency supervisor and the faculty liaison.
Anti- oppressive social work involves not only direct service with clients and groups but the passion and capacity to understand how to address systemic issues, structural inequalities, and social change. This course examines the use and practices of Indigenous principles within this course of action. Students will focus specifically on ways in which to interact, network and augment activities that promote the agenda of many community development processes already in place. Students will learn about the basic skills of community organizing and development. They will explore the history and types of advocacy carried out by Indigenous peoples in their work within Canadian society for equity, justice and self-determination.
They will practice effective group organizing through the identifications of a local social issue of concern, networking with local partners and organizing a community development initiative.
This course provides a critical exploration of Indigenous approaches to mental health, addictions, and wellness within historical, socio-cultural, and political contexts. Students will examine the impacts of colonization, residential schools, intergenerational trauma, and systemic barriers on Indigenous wellness, while comparing Indigenous and Western perspectives on mental health literacy. Emphasis is placed on holistic and culturally informed models of care, including the Medicine Wheel, Stages of Life, spirituality, relationality, and land-based practices as tools for prevention and healing.
Learners will study the roles of Elders, Knowledge Keepers, and Traditional Healers in guiding recovery and examine trauma-informed, culturally safe, and community-driven strategies for prevention, intervention, and aftercare. The course highlights "culture as treatment", the use of sacred medicines, and community-led approaches that prioritize resilience and strengths-based action plans.
Through critical reflection and engagement with Indigenous voices, students will integrate decolonizing approaches and self-determination principles to support Indigenous individuals, families, and communities. By the end of the course, students will be equipped to recognize sovereignty, resilience, and relational healing as essential foundations of wellness, and to reflect on their own responsibilities in advancing cultural safety and lifelong learning in in Indigenous addictions and mental health practice.
This course is an overall study of the Canadian Child Welfare system. How this system affects and has affected Aboriginal people will be examined.The current thrust and development of the Aboriginal Child Welfare field shall be studied. As well, this su
This course provides students with the opportunity to develop basic interviewing, assessment, counseling, and case management skills that are required when working in a helping relationship. An anti-oppressive and strength-based theoretical framework will be used to explore values, ethics and strategies that are necessary to establish meaningful therapeutic relationships with families, youth and children. Students will be encouraged to apply holistic and Indigenous helping principles in the development of these foundational skills.
This course is designed to address the issue of family violence as a social problem in general, and as a specific issue for the abused. Emphasis will be placed on: what it is; why it happens; why women remain with abusive men; and what resources are avai
The student will explore the complex world of addictions, its impact on the individual and on the family. Theories of addiction, substances of abuse, treatment resources and intervention will be discussed in relation to prevention, wellness and healing in
This subject will familiarize the student with a variety of childhood and adult disabilities and dysfunctions. Emphasis will be placed on sensitizing students to the needs of their client and their family in order that they develop a positive, healthy ap
This course is designed to give the student an introduction to basic administrative philosophies, concepts and functions of executives and managers. The student will gain an understanding of the main administrative functions and how an executive could fu
This subject is designed to help the student understand the place of supervision in a social agency, the function it performs, the process of supervision and the problems with which it is concerned. It also provides a theoretical knowledge base of superv
This is a group field work supervision held in conjunction with NC 625 block field placement. It will provide the student with an opportunity to integrate theoretical course material with their own development as individuals and as workers in the field.
This course is a continuation of and builds on the field work experience gathered in NC 327. Students will be placed in selected social service agencies to provide services to clients in need. The student will work within the framework of the agency manda
English as a Second Language Level 1A (Interchange 2)
This course is ideal for non-native speakers of English at a Low Intermediate level. Small class sizes and enthusiastic instructors ensure that students enjoy a variety of communicative activities designed to improve their overall speaking, pronunciation, reading, writing, and listening abilities. Biweekly cultural presentations and field trips enhance classroom lectures and computer lab activities, providing excellent opportunities for language practice while students experience Canada's history, geography, and multiculturalism.
English as a Second Language Level 1B (Interchange 2)
This course is ideal for non-native speakers of English at a Low Intermediate level. It is a continuation of NI 300 ESL Level 1 A. Small class sizes and enthusiastic instructors ensure that students enjoy a variety of communicative activities designed to improve their overall speaking, pronunciation, reading, writing, and listening abilities. Biweekly cultural presentations and field trips enhance classroom lectures and computer lab activities, providing excellent opportunities for language practice while students experience Canada's history, geography, and multiculturalism.
English as a Second Language Level 2A (Interchange 3)
This course is designed for non-native speakers of English at an Intermediate level. Small class sizes and enthusiastic instructors ensure that students enjoy a variety of communicative activities designed to improve their overall speaking, pronunciation, reading, writing, and listening abilities. Biweekly cultural presentations and field trips enhance classroom lectures and computer lab activities, providing excellent opportunities for language practice while students experience Canada's history, geography, and multiculturalism.
English as a Second Language Level 2B (Interchange 3)
This course is designed for non-native speakers of English at an Intermediate level. It is a continuation of NI 400 , ESL Level 11 A. Small class sizes and enthusiastic instructors ensure that students enjoy a variety of communicative activities designed to improve their overall speaking, pronunciation, reading, writing, and listening abilities. Biweekly cultural presentations and field trips enhance classroom lectures and computer lab activities, providing excellent opportunities for language practice while students experience Canada's history, geography, and multiculturalism.
This course is designed for non-native speakers of English at a High Intermediate level. Small class sizes and enthusiastic instructors ensure that students enjoy a variety of communicative activities designed to improve their overall speaking, pronunciation, reading, writing, and listening abilities. Course objectives will include introduction to speaking and composing on academic topics and reproducing pronunciation skills. Biweekly cultural presentations and field trips enhance classroom lectures and computer lab activities, providing excellent opportunities for language practice while students experience Canada's history, geography, and multiculturalism.
This course is ideal for non-native speakers of English at an Advanced level. It is a continuation of NI 600, ESL Level III A. Small class sizes and enthusiastic instructors ensure that students enjoy a variety of communicative activities designed to improve their overall speaking, pronunciation, reading, writing, and listening abilities. Course objectives will further introduce academic speaking and writing skills and pronunciation enhancement. Biweekly cultural presentations and field trips enhance classroom lectures and computer lab activities, providing excellent opportunities for language practice while students experience Canada's history, geography, and multiculturalism.
This program is designed for non-native speakers of English who plan to pursue a post-secondary education in Canada. This rigorous course uses authentic academic reading and listening material to teach note-taking, paraphrasing, and summarizing skills. Students will discuss and debate current cultural issues, prepare a 5-paragraph research essay using APA citations and present current issues using PowerPoint.
Students will examine the characteristics of the growth and yield of forest stands and gain a thorough understanding of forest measurement sampling techniques and navigation/orientation. Students will also be introduced to surface water grab sampling and groundwater level measurements. Sampling design, sampling intensity, data collection, compilation, and analysis are emphasized.
Students learn first about scientific classification and how it applies to forest trees. The organization of tree species in Canada by morphology (external appearance) is emphasized in both lectures and laboratory sessions. The use of dichotomous keys for identification of unknown samples is practiced. In lectures, an overview of the Forest Regions in Canada is included. Silvics ('how trees grow') and some basic ecology of the major Boreal and Great Lakes - St. Lawrence forest regions follow. Traditional uses of local forest plants and trees are highlighted. Laboratory sessions use live, frozen and pressed tree foliage, twigs and fruit to help students learn to identify and name (common and scientific names) the most important species of trees in Canada, as well as local woody shrubs. An herbarium-standard plant collection, started in field school, is a major component of out-of-class work. It will include samples of Ontario Land Classification (ELC) plant species that will be reviewed in NR216 Introductory Ecology.
The student will gain the skills to identify fundamental characteristics of forest soils and sites and to classify forest ecosystems and ecosites using standard terminologies. The student will then discover how soils and site parameters affect the structure and function of forest ecosystems and how they influence forest operations including road construction, forest harvesting and silviculture. Other topics include hydrology, landform origin, description and identification.
Students will participate in a two-week field school designed to introduce them to the science of terrestrial ecosystems. Field safety, plant identification, orienteering, field soil assessment, and forest measurement concepts will be covered.
This course will provide students with an introduction to the use of Geographic Information Systems (GIS) and build basic skills required by the entry level Natural Resource Technician. Topics explored will include the fundamentals of creating and managing information in a digital environment, performing common queries and analysis, and presenting information in the format of maps and reports in a professional manner. Additional topics covered in the course will include the use of Global Positioning Systems (GPS) and an introduction to the science of Remote Sensing.
Basic biology of plants from the cellular level to a whole forest. Students will gain an elementary understanding of metabolic process in plants such as photosynthesis and respiration. Plant diversity and the life cycles of conifers (gymnosperms) and hardwoods (angiosperms) will be explored. The structure and function of non-woody and woody plant tissues and organs will be examined along with plant growth and genetics.
This course in basic ecology explores the biotic and abiotic elements of ecosystems, along with the chemical, geological, and biological processes that impact how an ecosystem functions. Terrestrial, freshwater, and wetland ecosystems are highlighted. Students will research and write a technical report on an environmental issue of interest to the student. Laboratory activities will include a foundational number of Ontario Ecological Land Classification plants of various forms to be learned. Winter twig identification of local native woody deciduous shrub and tree species will also be explored.
Introductory Statistics for Environmental Applications
This course will introduce the learner to the fundamental concepts of statistics used in natural resource applications. Emphasis will be placed on fundamental terminology, descriptive statistics, basic probability and an introduction to inferential statistics. Actual environmental data will be used to perform basic summary statistics, correlations, linear regressions, and hypothesis tests comparing means and proportions using z-tests, t-tests, ANOVA and goodness-of-fit. An introduction to non-parametric data and tests will also be conducted.
This course is one of a four-part series of courses that will help the student to understand the role of the Teacher Assistant. The course provides the foundation for the students to define their role within the school and community. Topics to be studied include the role of the Teacher Assistant in the classroom and the community; professional and legal ethics of the role; introduction to communication; observation and conflict resolution skills.
This course is one of a four-part series of courses that will help students to locate appropriate curriculum, develop study aids for use in the classroom and use appropriate methods of instruction. Topics to be studied include methods of instruction, planning methods, and the importance of cultural sensitivity in programming.
This course deals with a variety of topics and skills that will enhance the Teacher Assistant's effectiveness in the classroom. Topics include an introduction to learning materials and resources, audio-visual equipment and techniques, creating games and activities, organizing a display and establishing a learning centre.
This 30-hour course continues with the concepts introduced in Part I (NS 100). The focus in this course is on role definition based on practical experience. An essential part of this course is the development of the teacher assistant as an effective member of the teaching team, through the development of skills necessary for child guidance and classroom management. Effective communication skills are also practiced.
This course is a continuation of NS 110 Educational Programming I. Students will learn more about planning and instructional methods and begin to apply them in the classroom. Special emphasis will be placed on language. Topics include learning styles, teaching strategies, language, second language learning, and environmental studies.
Through this field placement, the students will have the opportunity to both consolidate their learning and gain new learning. During the placement, the students will; function as effective member of both the school team and the classroom team; build positive relations with both staff and students; assist in the planning and learning in the classroom. The students will also participate in online discussions. Through these discussions, the students will join with each other and the instructor to; share ideas; gain new knowledge; and problem-solve.
This 48-hour course continues the concepts introduced in Classroom Assisting I and II. The major focus of this course is the development and delivery of a five to seven minute oral presentation to the total group. The skills required to complete this task are also skills required by an effective and professional member of the teaching team. Further development of conflict resolution skills and the continued self-assessment process also contribute to the personal and professional growth of the student. A unit on Visual Arts helps round out this course.
This course is a continuation of Educational Programming II. Students will learn more about planning and instructional methods and begin to apply them in the classroom. Special emphasis will be placed on mathematics and second language learning. Topics include number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, data management and probability, early literacy development, basic literacy skills, cultural literacy development and assisting children with comprehension.
This course covers key topics related to children with special needs. To provide an alternate perspective on the unique ways in which children learn, a discussion of multiple intelligence theory is presented. The course examines the categories of exceptionality and describes a variety of conditions and disorders that may limit a child's ability to function and learn. Actions that can prevent disability are also discussed. The special services that may be provided at school for exceptional children are discussed. The partnership between parents and the school in providing programming for children with special needs is also examined.
Through this field placement, the students will have the opportunity to both consolidate their learning and gain new learning. During the placement, the students will; function as effective members of both the school team and the classroom team; build positive relations with both staff and students; assist in the planning and learning in the classroom. The students will also participate in online discussions. Through these discussions, the students will join with each other and the instructor to; share ideas; gain new knowledge; and problem-solve.
This course examines current issues in Native education as well as the importance of the relationship between school and community. Topics will include local control of education, self-determination, Native language issues, curriculum development, social factors affecting education, dropout and retention.
This course will familiarize students with the ways computers can be used in the classroom to enhance and support the curriculum. Students will learn to select software that is educationally sound and developmentally appropriate. In addition, students will review and discuss theories in child guidance, growth and development, planning, and group work in relation to their experiences during placement.
This course is designed to provide students with research skills. Students will learn how a library operates and how they can locate resources within their own communities and at a distance using a variety of methods such as interlibrary loans and e-search. Other topics include story-telling and puppet show. Students will have opportunities to collect, organize and share resources.
Through this field placement, the students will have the opportunity to both consolidate their learning and gain new learning. During the placement, the students will; function as effective members of both the school team and the classroom team; build positive relations with both staff and students; assist in the planning and learning in the classroom. The students will also participate in online discussions. Through these discussions, the students will join with each other and the instructor to; share ideas; gain new knowledge; and problem-solve.
In this course, students will learn fundamental concepts and applications of bookkeeping to effectively analyze, record, and summarize transactions and journal entries. Students will use that information to prepare accurate financial reports using worksheets and accounting software.
In this course students will develop keyboarding skills to meet established standards for speed and accuracy. Students will apply essential word processing skills to produce typical office documents using established business formats. Emphasis will be on proofreading for errors and producing work within a specified timeframe.
In this course students will learn practical office administration skills, knowledge and attitudes essential to succeed in today's changing and diverse workplace. Students will explore workplace roles, professionalism and ethics; techniques for time and stress management; and communication skills for handling the telephone, maintaining customer focus and delivering presentations.
In this course students will use the complete functionality of MS-Word to create, edit, format, customize and share a variety of workplace documents suitable for professional purposes.
In this course, students will use the underlying functionality of MS-PowerPoint and MS-Excel to efficiently create electronic presentations and spreadsheets suitable for professional purposes.
In this course students will review numerical and computational skills which are applied to business concepts and procedures in buying, selling, bank statements and reconciliations and simple interest. Emphasis will be placed on critical thinking to solve problems.
Students registered in the second semester Office Administration General program will complete a four-week placement in a business office where they will perform office tasks as assigned by the employer. This experience provides students with an opportunity to carry out, under supervision, the skills learned in the office administration program. Employers complete a report evaluating the performance of the students. Students will also be required to contribute weekly to an on-line discussion group during placement to respond to questions posed and share workplace experiences.
In this course students will enhance their professional writing skills to produce routine workplace correspondence that is clear, correct and concise. Students will be exposed to the professional use of social media sites, instant messaging and texting. Students will combine collaborative methods with advanced research, written and oral skills to produce and present a major formal report.
In this course students will continue to develop keyboarding skills acquired in OA121 to meet established standards for speed and accuracy. Students will apply advanced word processing skills to prepare professional office documents for a variety of office settings using established business formats. Emphasis will be on proofreading for errors and producing work within a specified timeframe.
In this course students will learn procedures for administrative support functions such as handling office mail and banking transactions, filing office records and arranging for business meetings and travel. An office simulation provides students opportunities to complete office tasks similar to those they can expect in the workplace.
Students will use advanced features of MS-Word and MS-Publisher to produce a variety of business and personal publications within the framework of desktop publishing design concepts such as focus, balance, proportion, directional flow, contrast, consistency, colour and page layout. Students are expected to be proficient in word processing and will produce documents that can be used in a professional portfolio.
In this course students will use the computer as a business productivity tool. Students will use MS-Outlook to organize and manage emails, schedules, contacts and tasks and use MS-Publisher to create professional quality print publications for a variety of purposes.
In this course students apply desktop publishing layout and design principles using MS-Publisher to create a variety of business documents such as brochures, newsletters, business cards and flyers. Students also learn and apply basic web design principles to create a web page.
In this course students will use the essential functionality of MS-Access to create relational databases to manage and analyze data using tables, queries, forms and reports.
This course offers knowledge in the disease process and clinical management of diabetes. Students will learn the treatment and management of different types of diabetes in relation to symptoms, physical activity, medication, nutrition, and self-monitoring blood glucose. Self-management approaches to care and Indigenous approaches to wellness will be introduced. Studies will focus on the promotion of healthy lifestyle changes to aid in the prevention and management of diabetes.
This course is designed to provide students with evidence-based knowledge and skills required in diabetes education. Students will examine teaching and learning theories to promote behaviour change that apply to the adult learner. The clinical practice guidelines will be used as a guide to assist in maximizing self-management strategies to direct client interventions, improve outcomes and enhance quality of life.
In this course, students will examine strategies needed to manage and support the demands of living with diabetes. Students will learn about the acute and chronic complications related to diabetes and the aging process. Studies will identify ways to help clients reduce risk, promote self-care behaviours and examine self-management practices in relation to blood glucose, blood pressure and cholesterol levels.
Pre-requisites: OL001 Diabetes: the Basics or WR440 Diabetes: the Basics, and OL002 Diabetes Education: Approaches in Practice or WR441 Introduction to Patient Education
This course explores diabetes in children and adolescents, the aging adult and gestational diabetes. Studies will further examine treatment and management of diabetes related to insulin therapy, nutrition and exercise. Students will identify necessary interventions required in achieving optimal health and wellness for diverse populations living with diabetes.
Prerequisite: OL003 Living with Diabetes
In this course, students will gain experience in providing diabetes education to individual clients. They will integrate diabetes theory and principles of adult education gained from pre-requisite courses. Working with a preceptor, students will evaluate their ability to provide a positive, effective teaching and learning experience for the client. Students must submit current registration with their regulatory body prior to acceptance into the field placement.
For this capstones project, students will use skills and competencies obtained through pre-requisite courses to translate diabetes theory into practice. They will develop a diabetes resource or tool based on a determined need that may be used for prevention or screening purposes, direct client education, clinic use, etc. Students will have the opportunity to determine their own topic for this project; it should be based on need, current research and best practice. Students will work independently to complete this project, with support from the instructor. This capstone project will promote collaboration, community partnerships and prevention and health promotion in diabetes.
Learn to use Microsoft Windows 10 to effectively operate your computer. Windows 10 uses a graphical/visual approach to perform operating system tasks. You will learn how to navigate Windows, manage files, work with apps and secure and customize a computer. Windows 10 coordinates all hardware activities on your computer including storage and printing.
Computer Software Requirements: A computer with Windows 10. MAC users are not supported in this course.
Learn to use advanced MS Word 2019 & 365 software features required to prepare complex and professional documents. Learn to manage document options and settings, design advanced documents, create advanced references, and create custom elements. Pre-requisite: OL370 Word Core. Computer Software Requirements: Desktop version of MS Word 2016, 2019 and 365 are supported. Online Word does not include all features taught and assessed. MAC OSX users are not supported.
Microsoft Access is a computerized database that allows you to manipulate, link, chart, query and report your data to customize the information you need. You will learn to use Microsoft Access 365 to create databases, view, format, manage and modify data tables and fields. You will learn to create forms, queries, reports and explore data relationships using its pull-down menus, toolbars and dialog boxes.
Computer Software Requirements: MS Access version 2019/ or 365. Access running on a Mac is not supported.
Students are introduced to different scripting language tools such as SQL, NOSQL, Apache, Java, and Python that support data analysis on large volumes of data. They will also analyze the strengths and limitations of current tools used today. Students will review and recommend which tools will best support data analysis, data quality, problem solving, analytics, and business decision-making for different functions and industries.
Victim service professionals are required to collaborate with service agencies to plan, deliver and evaluate victim service programs and initiatives. Students research and identify the vast array of community, provincial and national services, including financial remedies, counselling, mental health, medical and addiction services. Students learn to facilitate interagency communication and multidisciplinary case management. Through case studies, students identify and assess the needs of victims, identify the most appropriate referrals, and present strategies and approaches that can be used to advocate for victims within and between various systems.
This foundational course introduces the student to current learning, instructional design theories, and models used to guide the effective design of online learning environments. The student will analyze learning needs of their target audience/learner profiles/ learner analysis and develop a design plan for a specific instructional approach
This course explores the framework of financial accounting and the statements of comprehensive income, financial position, and changes in equity. Students examine intermediate accounting topics with an emphasis on the recognition of assets and revenue recognition. PREREQUISITE: OL090 OL 091 or equivalent
The average life expectancy of Canadians has increased exponentially over the decades as such estate planning and risk management are also moving to the forefront of overall financial planning. The Risk Management and Estate Planning course will provide learners with an in-depth understanding of risk management issues including disability, death, property and liability. It will also prepare learners in respect to estate planning issues pertaining to property interests, family law, will preparation and taxation upon death. Please note: Students are required to register with and must purchase additional course materials required for CIFP courses (approx $135.00 + applicable taxes) from the CIFP website. The fee includes access to tests, materials, and additional course tools required for financial planning calculations. A financial calculator is required. Pre-requisite: OL927 Retirement Planning
Within the context of unprecedented changes in the world we live in, the course focuses on supporting students through a process of learning and inquiry that prepares them to maximize their learning effectiveness and to increase their own leadership capacity. It focuses on the essential leadership skills and attributes needed for success in contemporary leadership position: the ability to inspire employees to peak performance to foster a workplace culture of trust and continuous improvement, to embrace change and innovation for continuous growth and build a high-performance work team. In order to maximally benefit from this course, students need to have experience working in an organization because many of the course assignments, assessments and activities require this context. This course includes mandatory group work. We recommend viewing the course schedule immediately upon logging into the course to view course and group work requirements.
Students review the basics of corporate culture and how corporate culture impacts on customer service. Areas of study include service environment, organizational openness and influencing others to adopt a service culture. As a project, students learn to create a customer service culture action plan based on identifying gaps between current and desired practices.
Psychiatric Disorders Common to Infant, Child & Youth
To understand complicated mental health disorders common to infant, child and adolescents, students will review a variety of abnormal cognitive and behavioural disorders. This course will emphasize an understanding of the behaviours and the daily effects and challenges on the mental health of the infant, child, and adolescent population. This course contains mandatory group work. We recommend viewing the course schedule immediately upon logging into the course to view course and group work requirements.
Learners will determine the effects of trauma on cognitive development of infants, children and adolescents. Students will also identify those children with trauma histories in order to limit the potential triggers within the therapeutic environment. The theories of loss and grief, as these relate to the infant, child and adolescent population will be explored throughout the course.
Marketing 2 is the second course of a two course Introduction to Marketing designed to provide students with a sound grounding in the field of marketing. Emphasis is placed on the formulation of integrated marketing strategies that play a role in achieving organizational objectives. The course is divided into four segments: price strategy and management; distribution management; marketing communications; and emerging directions in marketing. The first three segments of Marketing 2 provides coverage of the remaining components of the marketing mix that was introduced in Marketing 1.