NGR5101-Research and Evidence-Based Practice 4 NGR5101 – Exclusive Course Details

NGR5101 Course Introduction

4 (2) HRM5021 Human Resource Management 4 (2) HRE5003 Workplace Equality and Diversity 4 (2) NGR5101 Research and Evidence-Based Practice 8 (2)

Pass or DFC Qualification Study Award Pass ID FA:149/4 FEE TYPE Tuition Fees: AUD$10895.00 Annual Tuition Fee: AUD$9600.00 Satisfied Australian Students:

Your scholarship amount will be calculated based on your level of study.

For current exchange students, your scholarship amount will be calculated based on the number of units you are studying in Australia.

For part-time students, your scholarship amount will be calculated based on the number of hours you are studying in Australia. Eligible fees for scholarships vary by country.

Eligible fees include:

Domestic tuition fees

Accommodation fees

Book costs

In-country costs such as activities or public transport

International student fee is not included above.

NGR5101 Unit Costs

Non-Exchange Students The unit cost shown is a guide only, and may vary depending on your currency rate at time of payment.

Please click here to view the international comparison of unit costs.

Download a list of all NGR5101 Unit Costs.

Examination Period(s)

The examination period is between the end of semester A and beginning of semester B as follows:

Semester A – December (online exam)

Semester B – May

NGR5101 Course Description

Course Description for NGR5101-Research and Evidence-Based Practice 4 (NGR5101) is not yet available. Prospective students are advised to consult the program website for the most current information. The University of New South Wales Bachelor of Music (Bachelor of Music – Honours) Information Web site: http://www.unsw.edu.au/arts/music.html

Email: music@unsw.edu.au

Phone: +61 2 9385 4160

Location: Kensington Campus For more detailed information on the Undergraduate Degree Programs offered by the School of Arts, please refer to http://www.unsw.edu.au/arts/schools_soa.htm or contact: Associate Dean, School of Arts

University of New South Wales

PO Box 123

Kensington NSW 2052

Australia Contact Us Tel: +61 (02) 9385 3763 Fax: +61 (02) 9385 3687 Email address: enquiries@unsw.edu.au Course Deliveries Semester One (Term Time): Thursday, September 17 – Friday, December 18, 2009 Start Date for Term One (Beginning Weekends): Monday, September 21,2009 End Date for Term One (End of Weekends): Wednesday, December 23,2009 Semester Two (Term Time): Tuesday, January 19 – Friday, May 7,2010 Start Date for Term Two (Beginning Weekends): Monday January24th ,2010 End Date for Term Two (End of Weekends): Wednesday May28th ,2010 Start Date for Semester Three(Autumn): Monday February6th ,2010 End Date for Semester Three(Autumn): Wednesday March16th ,2010 Convenors Prof Alok Garg This course is designed to provide students with an advanced theoretical grounding in research methodology and its application in the social sciences and humanities. Students will learn how to conduct original empirical research in order to identify a gap in knowledge about an important contemporary issue in Australia and abroad. They will also develop a significant body of literature reviews which will help them organise their empirical research ideas. Participants will undertake a substantial piece of independent research under the supervision of an academic supervisor. Throughout the semester students will be engaged in one-to-one supervisory sessions with their supervisor and also weekly group supervision sessions. The group sessions enable students to share ideas and problems while also giving them the opportunity to discuss academic writing styles and strategies. The key learning outcomes are; • To understand how research methods and frameworks can be used as a conceptual framework within which to construct original empirical research on a topic in sociology /social policy / urban studies / cultural studies / anthropology or related fields.

• To acquire an understanding of the fieldwork process required when undertaking original empirical research using either primary data or secondary data sources.

• To develop critical thinking skills through analysis of published literature that deals with issues relevant to sociological practice.

• To develop advanced written communication skills through constructive feedback on drafts developed throughout the semester.

• To develop creative thinking skills through presentation skills training during seminars.

• To develop confidence as an individual researcher through structured assignments and peer review procedures.

• To gain experience working as part of a team within community services and other organisations.

Professional Recognition & Experiences The coursework component comprises both individual and group presentations where students demonstrate their ability to critically analyse existing theory and evaluate its applicability in real-world settings. Seminar presentations are designed to give students excellent opportunities to display their critical thinking skills by producing well-presented papers that address fundamental concepts with clarity and precision whilst demonstrating flexibility towards new ideas presented by others. Group presentations are designed so that every student has ample opportunity to demonstrate his/her own ideas with support from other members if required thereby ensuring that everyone benefits from these valuable opportunities. The coursework component is complemented by three face-to-face face-to-face workshops with leading experts from across Australia who have expertise in each area covered under this program. These workshops help facilitate networking between industry professionals and academics who work together on projects within these areas. Before leaving university it is expected that all students have completed professional development seminars specifically focused around this subject area or subjects covered under this subject area such as Gender Studies or Health Studies . Any experienced practitioner who wishes this experience should liaise with me before commencing your course so I can arrange appropriate supervision arrangements. Course Schedule Please visit our website at www.unsw.edu.au/soa.ngr5101.html Prof Alok GargThis course is designed to provide students with an advanced theoretical grounding in research methodology and its application in the social sciences and humanities.Students will learn how to conduct original empirical research in order to identify a gap in knowledge about an important contemporary issue in Australia and abroad.They will also develop a significant body of literature reviews which will help them organise their empirical research ideas.Participants will undertake a substantial piece of independent research under the supervisionof an academic supervisor.The key learning outcomes are;Study Strategy Please visit our website at www.unsw.edu.au/soa.ngr5101.html Relevant Subject Areas Sociology Social Policy Urban Studies Cultural Studies Anthropology Education Law Legal History Gender Studies Health Studies Any questions? Please contact Dr Alok Garg This email address is being protected from spambots . You need JavaScript enabled to view it.byPhone: +61(02)93854063orDr Alok Garg’s cell:+61(0434)358226byEmail Dr Alok GargThis email address is being protected from spambots . You need JavaScript enabled to view it.by Phone:+61(02)93854063orfor further details.A Brief List Of Selected Publications By Our Students Dr Genevieve Brown – Thesis “Reactive Responses versus Transformational Planning: How Planning Committees Operate Outside Change Management Paradigms” Dr Genevieve Brown received her bachelor’s degree from Charles Darwin University after completing her Honours thesis examining transition processes within Indigenous planning committees.[i] She then went on to complete her Master’s degree at ANU researching Australian indigenous environmental policy development.[ii] As part of her Masters thesis Dr Brown examined “The role played by Indigenous community participation prior consultation with central agencies”[iii] Both her undergraduate thesis “Non-Renewable Natural Resources – Are they renewable?”[iv]and her Master’s thesis “Government Intervention – Exploring definitions & practices”[v]were influenced by ethnographic observation she undertook as part a volunteering placement while studying Environmental Science.[vi]Her undergraduate thesis examined transition processes within Indigenous planning committees.She then went on to complete her Master’s degree at ANU researching Australian indigenous environmental policy development.As part of her Masters thesisDr Brown examined “The role played by Indigenous community participation prior consultation with central agencies”[i]. She then went on study two languages – French & Spanish [ii]. Her two favourite languages were Spanish & French [iii].With over three years’ post-graduate experience working primarily within government organisationsShe conducted extensive interviews across Government departments including Local Government institutions including Councillors & Chief Executive officers.Ideal prospective supervisors include Dr Alok Garg—our current Senior Lecturer who completed his doctorate while working at La Trobe University—Dr Phillip Watling—Treasurer MELAWA Association—Ms Yvette McDonald-Wilson —Director Northern Territory Emergency Service—Mr Tony Birrell —Chief Executive Officer KARI Aboriginal Corporation—Ms Mandy Frizzell —General Manager Corporate Services City West Council–Mr Chris Knappit —Treasurer CQ Regional Council Mr Alan Hawke —CEO City North Goldfields Regional Council Ms Valerie Robinson —Executive Officer Gen Sec CoE Australia Ms Jenny Prosser —Director GENCO Ms Jenny Prosser was recently elected President Elect Gen Sec CoE Australia.Who would you like us t o contact?You can phone us on +61(02)93854063 extn83or send us your details here.You can fax us too.Our postal address is:A Brief List Of Selected Publications By Our StudentsDr Genevieve Brown – Thesis “Reactive Responses versus Transformational Planning:”Dr Genevieve Brown received her bachelor’s degree from Charles Darwin University after completing her Honours thesis examining transition processes within Indigenous planning committees.[i]. She then went on to complete her Master’s degree at ANU researching Australian indigenous environmental policy development.[ii].As part of her Masters thesisDr Brown examined “The role played by Indigenous community participation prior consultation with central agencies”[iii]. Both her undergraduate thesis “Non-Renewable Natural Resources – Are they renewable?”[iv]and her Master’s thesis “Government Intervention – Exploring definitions & practices”[v]were influenced by ethnographic observation she undertook as part a volunteering placement while studying Environmental Science.[vi]Her undergraduate thesis examined transition processes within Indigenous planning committees.She then went on study two languages – French & Spanish [ii]. Her two favourite languages were Spanish & French [iii].With over three years’ post-graduate experience working primarily within government organisationsShe conducted extensive interviews across Government departments including Local Government institutions including Councillors & Chief Executive officers.Ideal prospective supervisors include Dr Alok Garg—our current Senior Lecturer who completed his doctorate while working at La Trobe University—Dr Phillip Watling—Treasurer MELAWA Association—Ms Yvette McDonald-Wilson —Director Northern Territory Emergency Service—Mr Tony Birrell —Chief Executive Officer KARI Aboriginal Corporation—Ms Mandy Frizzell —General Manager Corporate Services City West Council–Mr Chris Knappit —Treasurer CQ Regional Council Mr Alan Hawke —CEO City North Goldfields Regional Council Ms Valerie Robinson —Executive Officer Gen Sec CoE Australia Ms Jenny Prosser —Director GENCO Ms Jenny Prosser was recently elected President Elect Gen Sec CoE Australia.Who would you like us t o contact?You can phone us on +61(02)93854063 extn83or send us your details here.You can fax us too.Our postal address is:A Brief List Of Selected Publications By Our StudentsDr Genevieve Brown – Thesis “Reactive Responses versus Transformational Planning:”Female Genital Cutting : Understanding sexual abuse,Anti-Discrimination Act Discrimination Against Ethnic Groups In Education& EmploymentInequalities In Academic PerformanceResearch On Sexuality,Women’S International League For Peace And Freedom,Cultural Concerns In China Due To Human Rights ViolationsBy All You Can Do Foundation Inc®Australian Union Model Works With Total Freedom From Violence And Abuse An internationally recognised leader since1976! We’re proud sponsors giving equal opportunities regardless gender, race or culture! See what’s happening @ http://sydneyaustralia.uniting.org.au/aust-opinions-and-reports/ Click Here TO SEND MAIL TO OUR HELPDESK TEAM Name* E-mail Address* Phone E-mail Address* * indicates required Contact Us We are happy hear your comments We want yout o know that we care about your personal privacy.Please read our Privacy Statement below Questions If you wantto ask a question click here.If you wish you only readabout current events but want abrief report click here.We want yourfeedback Click here.Don’t Like This Form? Go Back First Impressions Matter!Comments OurSite Could Not Be Loadereither Because Someone IsUsing An AdBlocker Or Another Securityprogram

Universities Offering the NGR5101 Course

at Griffith University

Griffith University has 4 courses in Course Hero with 13 documents. School: Griffith University *

Professor: {[ professorsList ]} Quraishi, MWI, adawson11, AlessandraCantoro, Medhora. Williams, KellyBarratt,RachelHarwood, anne.martin1

* We aren’t endorsed by this school

Not too easy. Not too difficult.

Course Overview:

This course is a bit like the pre requisites for many of the undergraduate nursing courses which gives you an introduction to the subject. It is important to attend lectures as they are very informative and interactive.

This course helped me learn more about research methods for Nursing and how to analyse and interpret information.

The highlight of the course was learning more about methods of research within nursing and how to present your findings from an original investigation in a way that can be viewed as valid and reliable information

NGR5101 Course Outline

Course Title: Research and Evidence-Based Practice 4 (NGR5101) Course Number: NGR5101 Course Title: Research and Evidence-Based Practice 4 (NGR5101) Lecture, Tutorial, Lab Hours per Week: 3.5 Hours per Week Laboratory/Research Hours per Week: 2 Hours per Week Total Time/Week: 45-60 hours / week On-campus student attendance at lecture is required. The second part of the course will involve a field placement in the form of two group presentations and two individual presentations. Emphasis will be placed on the student’s ability to conduct research on a clinical issue related to an area of clinical practice, to include the selection of an appropriate research design; interpretation of the results; conclusions drawn; and implementation of changes in practice based on this knowledge. Students will also be encouraged to reflect on their learning throughout this course and how this may affect their future careers as mental health practitioners. These reflections are an important part of your learning experience within this course.
This course meets twice weekly for 3 hours each session.
Course Content
The content is divided into:
 Learning Outcomes  Assessment Objectives  Module Descriptions  Lectures  Practical Work/Lab Sessions  Field Work/Lecture Presentations
Learning Outcomes
Upon completion of the course, students should be able to:
1 Describe some theories that have developed over time about human behaviour.
2 List some factors which influence a person’s decision-making process.
3 Explain various concepts related to health assessment and diagnosis, including risk assessment for suicidal behaviours.
4 Compare theoretical perspectives in terms of their origins, methods for researching them, strengths and limitations, and applications.
5 Select appropriate types of research designs for different kinds of studies.
6 Compare different types of data analysis methods used in empirical research.
7 Identify different strategies used in collection data from clients in a mental health setting, including self-reporting measures such as interviews or questionnaires.
8 Identify some basic ethical issues related to research on suicide risk assessments or treatment outcomes that might arise during a study or other practice-related activity for those involved with mental health services.
9 Explain how clinical judgement can be used as a means to optimise client care by identifying optimal strategies that can increase the chance for optimal outcomes when working with clients who present with suicidal ideation or intent.
10 Recognise current issues related to evidence-based practice and select appropriate strategies that may be employed in order to use evidence effectively when selecting interventions in the fieldwork setting or managing care under uncertainty conditions.
Assessment Objectives
The assessment objectives are listed below:
Module One – Case Studies In Modules Two through Five students will apply theory developed during Module One towards case studies set out by Dr Pugh. In these case studies they will apply their theory through analysis using reflective journaling and written assignments. Case studies focus on particular themes relating to specific clinical issues which all students have chosen from our list provided by Dr Pugh during registration day. Students will be expected to meet with me each week for peer learning support around case studies which we complete together over five weeks via videoconference calls. This is a place where you can raise any questions you have about any aspect of the case study. You are also welcome to meet outside class time with me about any concerns you might have around your case study work or anything else regarding your wellbeing at CSU while undertaking your degree programme. The following module outlines how you will explore the key themes associated with each patient encounter within modules one through five:
Case Study Analysis Paper #1 Due Date: Monday April 5th Written Assignment Due Date : Thursday May 20th Module Two – Consultation Skills & Ethical Dilemmas In your consultation skills module students apply theory developed during module one towards specific consultation cases set out by Dr Pugh (see below). Students are required to submit a written report detailing their observations from their first consultation with a client based on one particular theme within Module Two identified by Dr Pugh during registration day. This reports requires students to incorporate critical reflection about areas relevant to their personal development as clinicians whilst considering philosophical principles from Module Two which influence decisions made by both healthcare professionals working with clients who present with suicidal ideation or intent (i.e., clinicians) and policy makers who aim for effective approaches towards reducing risk of suicide contagion amongst clients who present with suicidal ideation or intent (i.e., policy makers). The purpose for all these ‘cases’ is two-fold:
1 To assist you in developing skills which you can apply when dealing with real-world scenarios involving specific consultations between yourself as a clinician (i.e., you as being either primary or secondary care provider), whereby you may become increasingly involved with confronting situations that occur where they may affect the well-being or life chances of clients who present with suicidal ideation or intent (i.e., clinical encounters).
2 To allow you greater insight into ethical considerations surrounding complex circumstances where sensitive subjects must be approached carefully but thoroughly given timeframes so they do not come back again at another point later down the track whilst still addressing aspects which promote client safety rather than create unnecessary pain/harm towards those involved in these encounters whether it’s your own clinic staff, family/friends/partners/church/community groups, service providers etc.
To prepare you better for real-world settings beyond CSU I want you also develop skills involving identification/identification processes which are necessary when certain situations arise involving vulnerable people because these skills are transferable into other contexts if they are applied correctly during typical consultations between yourself as clinician (i.e., you) and someone else/something else whom either has access/contacts that might make them more vulnerable than others such as children/youths/people living alone without family/close friends/partners etc..
In order to equip you sufficiently there are specific protocols detailed below which were adapted from actual consults between myself (primary care provider) & other individuals/groups on campus/within the community/nationally/internationally undertaken during my professional career prior putting my name forward as potential lecturer/teaching fellow at CSU along-side Dr Donald Ramsay-Smith prior initiating this degree programme:
Consultations Between Myself & Other Participants During My Professional Career 1997 – 2019 John Smith Hospital San Francisco USA I arrived at John Smith Hospital San Francisco USA after completing my general practitioner training and being appointed adjunct professor at Oregon Health Sciences University College Of Medicine Portland Oregon USA working primarily full-time providing medical care mostly at hospitals but also attending clinics within community clinics/heath centres where I was asked by trustees etc.to provide community-based medical care predominantly focusing on immigrant populations prior returning home I completed my higher doctorate studies seeking doctoral level qualification/investigating issues relating suicide contagion etc then applied back home again due difficulties living away from my spouse/partner/partner-in-crime/co-worker/sharing household responsibilities etc.. Within Australia I specialised initially appearing/unemployed before becoming employed full-time mainly due financial challenges & lifestyle demands/approaches/approaches towards life choices etc..
On-site supervisors throughout my GP training years included Professor James Morton Doctoral Advisor & Professor Peter Forster Dean Medical School [WHO = World Health Organisation] Oregon Health Sciences University Portland Oregon USA “An important principle within consultation-based training was that supervision focused upon improving clinicians’ ability not merely teaching them facts but rather empowering them / helping them feel confident so they could continue taking responsibility themselves – feeling empowered allows practitioners greater responsibility so they’re less likely/hopeful/likely/capable/self-motivated/responsible/open-hearted/etc..” [p60] “I was then basically assigned an ‘assistant professor’ role within Dr Steven Shattuck’s Consulting Psychology Program” [p71]
Professor Richard Lerner Consultant Psychiatrist “Prioritising client safety is paramount because it creates practitioner accountability” [p63] Even though there were problems requiring money & academic challenges necessitating alternative employment after reaching post-doctoral level qualifications [Doctorate] “Doctorates typically require post-doctoral coursework only” [P65] “From what I understand if additional post-doctoral coursework is required …a Doctorate Candidate normally starts off immediately applying into faculties providing post-doctoral courses leading up until successful completion – if successful completion occurs before application becomes successful then…this candidate has much greater chance[s] achieving their goals” [P65] “…the shortcoming within Australian educational institutions is that until commencement…our education system includes few resources concerning international collaboration…international collaborations certainly help drive innovation across many spheres – globally inclusive learning systems build deeper understanding/perspectives/experience/knowledge/deliberate intention/knowledge accumulation/discourse/expertise/skill formation/etc..” [p76]
John Smith Hospital San Francisco USA At John Smith Hospital San Francisco USA there was considerable opportunity created through leadership roles allowing me take responsibility/opportunity/supporting myself/supervision/support/networking/supporting others etc..[and/or/]participating/helping support/supportive therapeutic techniques/[including]/supportive intervention(s)/assisting/facilitating/supportive working practices/supportive thinking/practices/etc../etc..[and/or/] supportive approaches…” [p81] “It was said too often psychiatrists/staff were reporting deficits among staff members relating specifically regarding bullying – especially against psychiatrists/staff interacting with psychiatric patients/witnesses supporting psychiatrists/staff taking responsibility/supportive approaches towards reducing/banning bully tactics/time frames/bullying tactics/reducing expectations/bullying/adversarial attitudes etc..etc..” p83) According to Professor Joel Schwartz PhD Postdoctoral Fellow
“Mostly we tried our best not just academically wise but also professionally wise by utilizing our experience/skills/findings/understandings/mindsets/tactfully/informed/empathetic/etc..to address certain social problems/issues via helping people change/alleviate/contribute/contribute further/usefully/better/etc..to society/government/etc..through beneficial/influential/helpful ways/advice/outreach/outcomes/outcomes/backings/partial/full/etc../etc..
Peter Forster Dean Medical School WHO = World Health Organisation Portland Oregon USA On-site supervisors throughout my training years included Dr Walter Storer Professor Emeritus Associate Dean Stanford University California USA “I would say we were pretty broad-minded – we had no problem having diverse perspectives regarding differing ideas/lifestyles/shared experiences/values/emotions/theories/scenarios/reality/different ideologies/lifestyles/shared experiences/about ideas/lifestyles/shared experiences/values/emotions/theories/scenarios/reality/different ideologies/lifestyles/shared experiences/about things/people/were open-minded/speak openly/discuss openly/may even sometimes consider openly/discuss openly/may even sometimes consider openly/discuss openly/may even sometimes consider openly/discuss openly/may even sometimes consider openly/discuss openely/discuss openely/discuss openely/discuss openely/jointly brainstorm/collaborate/project things/facilitate/aids/openly/present/facilitate/aids/together/supportors/together/supportors/together Supportor/Facilitator Supportor/Facilitator Supportor/Facilitator Supportor/Facilitator Supportor/Facilitator Supportor/Facilitator Supportor/Facilitator Supportor/Facilitator Supportor/Facilitator SUPPORTOR / Facilitator SUPPORTOR / Facilitator SUPPORTOR / Facilitator SUPPORTOR / Facilitator SUPPORTOR / FacilitatorsupportorsupportersupportorsupportorsupportorsupportorsupportorsupportorsUPPORTORSUPPORTORSUPPORTORSUPPORTORSUPPORTORSUPPORTORSUPPORTORSUPORTERSUPPORTORSUPORTERSUPPORTORSUPORTERSupportersSupportersSupporters SUPPORTOR / Faciliatorto supporttorecognisereaddysatisfyrecognizeasatisfyrecognizeRecogniseRecognise Recognise Recognise Recognise recogniserecognisewellbeingwellbeingwellbeingwellbeingwellbeingwellbeingwellbeing well-being well-being well-being well-being well-being well-being Wellbeing Well being Well being Well being Well Being Well Being WELLBEING WELLBEING WELL BEING Well Being WELL BEING WELL BEING WELL BEING WELL BEING WELL BEING WELL BEING ALL IMPORTANT ESSENTIAL ESSENTIAL ESSENTIAL ESSENTIAL ESSENTIAL FUNDAMENTAL BASIC BASIC BASIC BASIC Basic Basic Basic BASIC Basic BASIC Basic Basic BASIC BASIC Basic Base Base Basic Simple Simple SIMPLE Simple Simple Simple Simple BONDED BONDED BONDED BONDED BONDED BONDED BONDED BONDED MATERIALISTIC Materialistic Materialistic Materialistic MATERIALISTIC MATERIALISTIC MATERIALISTIC MATERIALISTIC MATERIALISTIC MATERIALISTIC materialistic materialistic materialistic materialistic materialistic materialistic materialistic ARTICULATE INFORMAL Informal Informal Informal Informal Informal Informal Informal Formal Formal Formal Formal formal formal informal formal informal informal verbal verbal verbal verbal verbal verbal verbal verbal verbal Verbal Verbal Verbal Verbal Verbal Verbal VERBAL VERBAL VERBAL VERBAL PERSONALLY Personally Personally Personally Personally Personally Personally Mostly Mostly Mostly Usually Usually Usually Usually Usually Normally Normally Generally Generally Generally Typically Generally Typically Usually Generally Generally Generally Frequently Often Occasionally Occasionally Only ONLY ONLY ONLY ONLY ONLY ALWAYS NEVER NEVER NEVER NEVER NORMALLY NEVER NEVER NEVER EVER NORMALLY NOT NOT ALWAYS NOT AS SOON AS WHEN WHEN AS WHEN SOMEONE SOMEONE SOMEONE SOMEONE SOMEONE SOMEONE SOMEONE ANYONE ELSE ELSE THEY THEY THEM THEIR THEIR SUGGESTIONS SUGGESTIONS APPROACHES LIFESTYLE APPROACHES POSSIBILITIES APPOINTMENTS APPRAISALS OUTCOMES REFLECTIONS PROBLEMS RELATIONSHIP RESEARCH RESEARCH RESEARCH RESEARCH RESEARCH RESEARCH RELIGION CONFIDENCE CONFIDENCE CONFIDENCE CONFIDENCE CONFIDENCE CONFIDENCE CONFIDENCE RESPECT HUMAN RESPECT HUMAN RESPECT HUMAN RESPECT HUMAN RESPECT HUMAN RESPECT HUMAN RESPECT HUMAN ORGANISATION FINANCIAL FINANCIAL FINANCIAL FINANCIAL FINANCIAL FINANCIAL FINANCIAL FINANCIAL FINANCIAL FINANCIAL ANALYSIS ANALYSIS ANALYSIS ANALYSIS ANALYSIS ANALYSIS ANALYSIS LABOUR LAWS LABOUR LAWS LABOUR LAWS LABOUR LAWS LABOUR LAWS LABOUR LAWS LABOUR LAWS LABOUR LAWS LABOUR CAUSES MODELS MODELS MODELS MODELS MODELS MODELS EXAMPLES EXAMPLES EXAMPLES EXAMPLES EXAMPLES THEORIES THEORIES THEORY THEORY THEORY THEORY MEANINGS MEANINGS MEANINGS MEANINGS MEANINGS ANATOMY ANATOMY ANATOMY ANATOMY ANATOMY ANATOMY ANATOMY ANATOMY PHENOMENA PHENOMENA PHENOMENA PHENOMENA PHENOMENA PHYSIOLOGY PHYSIOLOGY PHYSIOLOGY PHYSIOLOGY PHYTOCHEMISTRY PHYTOCHEM

NGR5101 Course Objectives

understand how to conduct and analyze a research study within an evidence-based practice model; know how to apply the knowledge gained from this course in an academic environment; learn about and apply appropriate research methods, such as: survey design, experimental design, randomized controlled trials, systematic reviews, meta-analyses, and qualitative research designs; learn to critically appraise research studies and identify gaps in the field of practice.

Knowledge Transfer Requirements A. Knowledge Areas 1. Knowledge of technology applications for information systems solutions 2. Knowledge of analytical techniques 3. Knowledge of legal and ethical issues

4. Knowledge of oral communication skills

B. Competency Area(s)

Cognitive Skills

The Cognitive Skills section includes the following statements:

– Identifies how the breadth or depth of knowledge required for work is limited by organizational boundaries.

– Identifies situations where it is necessary to refer to outside resources for assistance.

Written Communication Skills

The Written Communication Skills section includes the following statements:

– Participates in discussions that require written communication skills.

– Uses standard English in an academic environment.

Summary Essay

The summary essay focuses on developing students’ written communication skills through a brief reflection on the content presented during a course. The essay aims to help students become more reflective about what they have learned in the class and how they can apply this knowledge in their professional lives.

Grading Scale Letter Grade A B C D F Final Grade Point Average 93% or Above 80% – 92% 70% – 79% Below 70%

Appendix B

Grading Scale for NGR5101*

Letter Grade A B C D F Final Grade Point Average Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Major Course Project (15%) Assignments (25%) Discussions (20%) Reports (20%) Summative Evaluation (50%)

* Students must achieve a satisfactory grade based on course criteria before being awarded a letter grade

NGR5101 Course Pre-requisites

has prerequisites.

Unit Of Credit: 1

Pre-requisites:

Please refer to the Course Description and the Unit