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Empirical applications of theory and methods used in environmental sociology, rural sociology, and natural resource sociology. Involves one or more case study projects that focus on conceptual understandings, field research methods, and policy analysis in the human dimensions of resource management. Prerequisite: R SOC 355, R SOC 365, or R SOC 450.

Designed for students seeking knowledge and skills for applied and collaborative social science research. Draws on diverse methodological theories with emphasis on themes, issues and tools needed for engaged scholarship. Prerequisite: R SOC 365.

This course explores the links between community and environmental sustainability using the lens of social-ecological resilience. What values/beliefs, knowledge, practices and norms have contributed towards the sustainability of local resources and ecosystems? How are small social groups demonstrating resilience in the face of larger scale political, economic, cultural, and environmental change? Drawing on interdisciplinary social science literature, the course critically discusses concepts, theories and issues of resilience from around the globe. Normally offered in alternate years. Prerequisite: 60 units.

Introduction to a field in sociological inquiry that addresses how individuals and groups influence, and are influenced by, natural resources and environmental conditions. Examination of individual-level influences, such as beliefs, attitudes, and behaviors, as well as broader social-level influences at the institutional and organizational level. Focus is on providing an understanding and appreciation for the interaction between human attitudes, behaviors, and organizations with other components of the ecosystem. Prerequisite: 60 units or more. An introductory Sociology course is strongly recommended.

Urban Agriculture (UA) involves a wide range of horticultural activities and is often championed as particularly advantageous for cities because it is seen to offer a diversity of social, nutritional and environmental virtues. In this course, students will examine these claims and reflect upon the contemporary development of UA as a source of transformative change in our society. Conceptually, the course draws on material from rural and environmental sociology, urban geography and the social study of food and agriculture. Instruction combines online resources, seminars, and experiential participation in an urban agriculture project. Prerequisite: 60 units.

Traditional Knowledge is recognized as integral to environmental sustainability and the social and cultural well-being of indigenous peoples. The course focuses on the development of Traditional Knowledge as a field of inquiry and policy debate in Canadian society. Critical attention to the history, politics and theory behind its definition, classification and use will provide students with perspectives on its importance in addressing emergent issues of environmental change. Normally offered in alternate years. Prerequisite: 60 units.

Individual study. Investigations of a special problem involving field or library study and preparation of written reports. Prerequisite: consent of the Department Chair.

Principles and practice of social research within environmental and natural resource sociology. Topics include survey research, evaluation research, data collection, multi-variable analysis, and report writing. Prerequisite: SOC 315 or equivalent.

Designed for students seeking knowledge and skills for applied and collaborative social science research. Draws on diverse methodological theories with emphasis on themes, issues and tools needed for engaged scholarship. Not to be taken if credit received for R SOC 416. Prerequisite: consent of instructor.

This course explores the links between community and environmental sustainability using the lens of social-ecological resilience. What values / beliefs, knowledge, practices and norms have contributed towards the sustainability of local resources and ecosystems? How are small social groups demonstrating resilience in the face of larger scale political, economic, cultural, and environmental change? Drawing on interdisciplinary social science literature, the course critically discusses concepts, theories and issues of resilience from around the globe. Normally offered in alternate years. Not to be taken if credit received for R SOC 443. Prerequisite: consent of instructor.

Public engagement has become increasingly prevalent within contemporary democratic systems of government. This course explores the rationales behind the growth of engagement, and critically examines evolving practice and institutional uptake. An important theme of the course involves and examination of the degree to which citizen engagement contributes to policy and governance adaptation, particularly in response to calls for governance innovations in the face of complex and persistent policy challenges (for instance as related to sustainability or social justice).

In-depth examination of a select set of current theoretical and empirical areas in the sub-discipline of environmental sociology. Examines the relationships among various environmental and social problems and how such problems and undesirable conditions can be and are being addressed. Prerequisite: R SOC 450.

Theoretical and empirical research on the study of environmental risk in the social sciences, and their application in various institutional areas. Divergent theoretical perspectives on risk within the social sciences, directions taken by empirical researchers in the analysis of the construction and perception of environmental risk, as well as current institutional mechanisms for risk management and social impact assessment. Prerequisite: consent of Instructor.

Covers classic and contemporary theories of states and social movements and their application to environmental and ecological issues. Topics include the Environmental State; relationships among state and societal forces; sub-national, national, and international environmental politics; political distinctions among environmental and ecological issues; and the potential for sustainability governance. Prerequisite: consent of Instructor.

Traditional Knowledge is recognized as integral to environmental sustainability and the social and cultural well-being of indigenous peoples. The course focuses on the development of Traditional Knowledge as a field of inquiry and policy debate in Canadian society. Critical attention to the history, politics and theory behind its definition, classification and use will provide students with perspectives on its importance in addressing emergent issues of environmental change. Normally offered in alternate years. Not to be taken if credit received for R SOC 460. Prerequisite: consent of instructor.

Analysis of selected research problems and design of research projects in rural, resource, environmental and development sociology. Prerequisite: Consent of Department Chair.

Introduction to a field in sociological inquiry that addresses how individuals and groups influence, and are influenced by, natural resources and environmental conditions. Examination of individual-level influences, such as beliefs, attitudes, and behaviors, as well as broader social-level influences at the institutional and organizational level. Focus is on providing an understanding and appreciation for the interaction between human attitudes, behaviors, and organizations with other components of the ecosystem. Prerequisite: consent of instructor. Not to be taken if credit received for R SOC 450

The historic and contemporary role of rural regions and extractive economies in the global marketplace is discussed from a macrosociological perspective. Sociological concepts are applied to the study of the structural constraints and opportunities facing social and economic systems in rural regions. Prerequisite: consent of instructor. Not to be taken if credit received for R SOC 355.

Urban Agriculture (UA) involves a wide range of horticultural activities and is often championed as particularly advantageous for cities because it is seen to offer a diversity of social, nutritional and environmental virtues. In this course, students will examine these claims and reflect upon the contemporary development of UA as a source of transformative change in our society. Conceptually, the course drawn on material from rural and environmental sociology, urban geography and the social study of food and agriculture. Instruction combines online resources, seminars, and experiential participation in an urban agriculture project.

Examines the relationship between development and environment at the local, regional, national and international levels. Critically discusses development strategies, the environmental and social forces promoting them, and the distribution of environmental and social impacts. Also examines alternative development strategies, sustainable development experiences and relevant international policy. Prerequisite: consent of instructor. Not to be taken if credit received for R SOC 365.

The anatomy of environmental and resource management conflict is examined through a lens of critical sociological theory and deliberative democracy. Focusing on contemporary case studies of conflict in energy production, forestry, conservation and protected areas management, social practices and strategies for conflict resolution are explored. Prerequisite: consent of instructor. Not to be taken if credit received for R SOC 375.

This course will discuss in detail the physics involved in the following imaging modalities: Radiography, Fluoroscopy, Conventional Tomography, Bone Densitometry, Mammography, Computed Tomography (CT), Nuclear Medicine, Ultrasound, and Magnetic Resonance Imaging (MRI). Prerequisites: Some fundamental physics of diagnostic imaging is required or consent of Department.

The course aims to cover medical image processing and analysis techniques, including de-noising, registration, segmentation, and 3D reconstruction, applicable in diagnostic imaging modalities such as ultrasound, computed tomography (CT), and magnetic resonance imaging (MRI). The course will also cover machine learning topics related to medical image analysis. Clinical examples in cardiovascular, musculoskeletal, and brain imaging will be discussed. Prerequisite: Linear algebra and knowledge in Python programming language or consent of the Department.

The course will cover applications of Machine Learning (ML) in medical imaging modalities like ultrasound, computed tomography (CT), and magnetic resonance imaging (MRI) that are commonly used in Radiology. Starting with a brief introduction to Artificial Intelligence and ML, this course will cover the perceptron model, multilayer perceptron (MLP), convolutional neural networks (CNN), recurrent neural networks (RNN), transformers, autoencoders, and generative models (like GANs). Image classification models, semantic segmentation models, and instance segmentation models used in medical image datasets will be discussed. This course is intended for graduate students in Radiology, Biomedical Engineering, and other relevant disciplines whose research interests are related to the use of Machine Learning (ML) techniques in medical imaging.

A seminar course for advanced students covering selected topics from the current literature in the fields of medical imaging, radiological physics, radiation biology and radiation biophysics.

Introduces the cancer disease trajectory and examines the principles of palliative care, psychosocial issues and factors affecting oncology patients: patient education, person centered care and assessment.

Introduces the learner to the radiation oncology treatment trajectory, through inter-professional experiences that follow the patient experience. Learners will demonstrate professionalism, self-reflection, and fundamental radiation therapy skills related to patient interactions, daily treatment, and teamwork within a variety of clinical environments.

Applies the theoretical principles of radiation therapy into best practices and clinical skills. Immobilization, patient positioning, patient assessment, patient education, symptom management and quality assurance are some of the topics studied and applied. Students will participate in a community-service learning project that involves additional hours outside of scheduled class time.

Provides an overview of the integration of magnetic resonance imaging into radiation therapy practice. Includes concepts such as safety, physics, image evaluation, etc., as applied in the clinical radiation therapy environment.

Examines the role that policy and industry plays in health care delivery; providing an overview of the social, regulatory, cultural, ethical and financial issues that impact health care delivery in Canada and abroad. This course places special emphasis on the current role of oncology-related practice and policy in Canada.

Integrates theoretical knowledge with clinical performance in a simulated clinical setting. Students will demonstrate clinical reasoning and decision making in the simulated environment across several tumor sites. Students will also develop key attitudes, judgments and behaviours necessary for a practicing radiation therapist.

Integrates theoretical knowledge with clinical performance in a simulated clinical setting. Students will demonstrate clinical reasoning and decision making in the simulated environment across several tumor sites. Students will also develop key attitudes, judgments and behaviours necessary for a practicing radiation therapist.

An introduction to health sciences research which examines the principles of research ethics, research methods and research project design. Students will create a research proposal for a project related to the art or science of radiation therapy practice, which will be implemented in RADTH 460 and RADTH 461.

Content will vary from offering to offering. Topics will relate to interprofessional experiences within the practice of Radiation Therapy and will span across the RADTH Program.

Learners will integrate the knowledge and skills attained in the simulation environment with active patient care in a variety of clinical radiation therapy environments. Skills learned will enable the learner to perform treatments and patient interactions safely and accurately, under the supervision of qualified healthcare professionals. Learners will implement the research projects proposed in RADTH 401; data collection and manuscript preparation will commence.

Learners will integrate the knowledge and skills attained in the simulation environment with active patient care in a variety of clinical radiation therapy environments. Skills learned will enable the learner to perform treatments and patient interactions safely and accurately, under the supervision of qualified healthcare professionals. Learners will implement the research projects proposed in RADTH 401; data collection and manuscript preparation will commence.

Learners will integrate the knowledge and skills attained in the simulation environment with active patient care in a variety of clinical radiation therapy environments. Skills learned will enable the learner to perform treatments and patient interactions safely and accurately, under the supervision of qualified healthcare professionals. Learners will implement the research projects proposed in RADTH 401; data collection and manuscript preparation will commence.

Learners will practice critical thinking, clinical reasoning, and effective problem solving, as they progress to competence in entry-level radiation therapy practice. Course work includes diverse clinical opportunities and activities which support holistic application of radiation therapy best-practices, including professional identity and leadership skills. Learners will complete research projects and disseminate the findings.

This course covers real estate economics, including property rights, urban growth, zoning, market analysis, housing markets, valuation, land leases, transportation, sustainability, and green technology. It also introduces an investment model for valuing income-producing real estate. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course covers real estate finance and investment, including analysis, valuation, entities, taxation, leases, corporate real estate, development, capital markets, and the home building industry. It provides essential tools to understand how real estate value is determined, created, and influenced. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course covers real estate law as it applies to business decisions, including property rights, land titles, transactions, finance, land use, and environmental aspects. It addresses lease agreements, purchase and sale agreements, agency, mortgages, partnership agreements, construction contracts, builder's liens, and condominium law. The entitlement process covers land use planning, zoning, infrastructure, permits, and subdivisions. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

A practicum focused on real estate development and decision-making. This course guides students through the process of identifying underutilized sites and conducting conceptual, design, market, economic, and financial analyses to bring sites to their highest and best use. Key topics include market analysis of different real estate uses, massing studies, cost estimation, deal structuring, site constraints and regulation analysis, and financial feasibility for to-be-built properties. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course explores the interaction between market forces and urban planning, focusing on how local governments create city plans and how these plans align with or conflict with market-driven consumer preferences. It covers the land use approval process and the tension between planning objectives and market outcomes. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course explores building systems, construction technology, and infrastructure, with a focus on project timing, scheduling, and cost estimation. Students will learn to plan and schedule construction activities and estimate costs accurately. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course covers the principles and practices of site planning and development, including site analysis, design, and layout. Emphasizing prototypical built forms, it addresses regulatory, environmental, and infrastructure considerations to optimize land use. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course examines the transportation ecosystem, including various modes like rapid transit, buses, connected cars, ride-sharing, and self-driving vehicles. It explores how these elements interact, their impact on land use, and the need for planners and developers to adapt to evolving technology and consumer preferences. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course offers a comprehensive study of commercial leases, investment transactions, and negotiation strategies. Students will delve into lease agreements, purchase and sale transactions, and the negotiation process in real estate deals. It aims to equip students with essential skills to manage and navigate commercial real estate transactions effectively. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course centers on the sustainable management and development of real estate assets, emphasizing building decarbonization. Topics include sustainable design, energy efficiency, green building standards, and renewable energy integration. Students will learn strategies for reducing the carbon footprint and managing infrastructure sustainably. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course examines the dynamics of housing markets and the impact of housing policy. Topics include housing supply and demand, affordability, government interventions, and policy implications. Students will analyze how various policies affect housing markets and explore solutions to housing challenges. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course explores the principles and practices for creating healthy communities and buildings. Topics include the design and development of environments that promote physical and mental well-being, sustainable building practices, and the impact of the built environment on public health. Students will learn strategies for integrating health considerations into urban planning and building design. Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

Specialized project topics from our real estate industry network. Possible topics (real estate feasibility study [horizontal or vertical development], real estate market analysis). Ideally these projects would be undertaken in teams with multi-disciplinary team membership (e.g., team members from planning, finance, marketing, engineering, construction)Restricted to students registered in the MRED Program. Non-MRED students require consent of home dept and the Masters Programs Office.

This course is designed to introduce learners to foundations of the rehabilitation disciplines of physical therapy, occupational therapy, and speech-language therapy. The course will focus on Indigenous perspectives on health and wellness and how these relate to current rehabilitation theory and practice.

Preparation of a plan to conduct research including writing a proposal. Students will discuss critically various aspects, such as the selection of the problem, the review of the literature, the research hypothesis, the collection and analysis of the data, and the significance of the research. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Introduction to interprofessional (IP) health care competencies. Students will gain foundational knowledge and skills for IP practice.

This course is offered in response to the Truth and Reconciliation Commission of Canada: Calls to Action. Students will be introduced to contemporary issues, cultural safety and interprofessional practices relevant to Indigenous health in Canada.

Application of interprofessional competencies within a specific health care context. Note: Course title is variable; course may be repeated for credit.

This course will provide an orientation to the theoretical base and application of Rehabilitation Science.

This 14 week blended format course focuses on the development of the knowledge, skills and judgment required to deliver safe and effective PT care in the Canadian setting, clinical reasoning and professional communication.

This 14 week blended format course consolidates skills required by a primary care PT in interpretation, diagnosis and application of assessment findings and treatment plans through the application of clinical decision making model(s), critical thinking and evidence-based practice.

This clinical course comprises 40 hours of off campus clinical experience at a University of Alberta affiliated facility under the mentorship of a licensed physical therapist. This course applies physical therapy knowledge, skills and attitudes learned concurrently in REHAB 520 in the clinical setting. Students advance from introductory exposure through shadowing to skill demonstration within a PT practice setting. Co-requisite: REHAB 520.

This clinical course comprises 40 hours of off campus clinical experience at a University of Alberta affiliated facility.

This full-time placement is completed in a University of Alberta affiliated facility and provides the clinical experience to allow for consolidation of required PT clinical knowledge, skills and attitudes. The student will be expected to independently carry an appropriate clinical caseload and demonstrate practice readiness. Pre-requisite: REHAB 522 and REHAB 523.

Pain is a major factor impacting quality of life and will continue to become more so as the average lifespan increases. Understanding the multi-dimensional nature of pain and its broad impact is critical to applying best practice in its assessment and treatment. This course will explore the neuroscience and physiology of various pain conditions, with application assessment and management principles. A range of theoretical perspectives underlying the individual's experience of pain across the continuum from acute to complex/chronic will be presented. The need for interprofessional collaboration for pain management will be introduced. This course is a prerequisite for REHAB 536 and REHAB 537.

This course will explore how pain is assessed, quantified, and communicated, in addition to how the individual, the health system and society affect these activities. Building on foundations developed in Rehab 535, this course will present models of and approaches to assessment of and treatment for common pain conditions across the lifespan, with an emphasis on complex/chronic pain. Rationale for pharmacological and non-pharmacological interventions will be reviewed in the context of assessment and outcome assessment. Participants will discuss best practice roles and evidence-based roles and interventions for each of the health professionals involved in the collaborative interprofessional assessment and management of chronic pain. Prerequisite: REHAB 535.

This course will provide an opportunity for students to integrate and apply information presented in REHAB 535 and 536 using standardized assignments with real and/or simulated patients as a base from which to develop an evidence-based, collaborative, interprofessional, assessment and treatment program of chronic pain and disability. Pre-requisite: REHAB 535 and 536.

This course will focus on current knowledge of best practice in the area of stroke, as well as provide students with critical appraisal skills that will sustain and further the acquisition of best practice information and principles in stroke rehabilitation. This evidence and best practice will be explored in the context of the stroke survivor, caregivers and rehabilitation professionals with students having an opportunity to apply learning to specific professional areas of interest.

The goal of this course is to integrate and apply advanced knowledge from REHAB 540 into clinical practice. Using a discovery learning/case study approach, students will conduct an evidence-based review of the literature and work as an interdisciplinary team to apply best practice information to a variety of care contexts. Students will work collaboratively on case studies that offer practical opportunities to apply assessment and treatment principles. Additionally, the course will explore team functioning and dynamics within and across the various stroke rehabilitation settings with students having an opportunity to apply learning to specific professional areas of practice. Prerequisite: REHAB 540.

The goal of this course is to develop a proposal that could be implemented into a work environment that incorporates advanced/best practices in stroke rehabilitation. Students will choose a project based on the knowledge gained in the previous courses and on needs that they identify within a practice setting. Students will gain knowledge and experience in organizational change management while working collaboratively with a host site. Students will gain skills in the area they choose for their proposal through tailored mentoring. The mentor will facilitate the process of moving evidence into practice by providing content expertise in implementation of best practice in stroke rehabilitation in a clinical setting. Additionally, this process is expected to provide students with valuable professional contacts. Prerequisite: REHAB 541.

This course will provide the students with an understanding of sexuality from a personal, familial, societal, cultural and ethical perspective. The course will provide an overview of basic anatomy, physiology, psychosocial, lifespan and sexual health issues. The impact of disability and illness on sexual identity and functioning as well as specific sexual dysfunctions will also be covered. This course will present strategies and skills service providers can use when dealing with sexual health issues. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This introductory course will provide students with an understanding of sexual health education philosophy, instructional techniques and an appreciation of the common challenges associated with comprehensive sexual health education. The impact of personal bias will be explored with respect to differing cultures, lifestyles and values. The course will focus on practical implementation of tools and skills for the service professional based on current evidence in the literature. Prerequisite: REHAB 543. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course will provide the students with an understanding physical and mental changes associated with an illness, injury or disability as it affects sexual health adjustment. The course will provide an overview of sexuality in terms of basic anatomy, physiology, and sexual health issues as it relates to disability. The impact of disability and illness on sexual identity and functioning as well as specific sexual dysfunctions will also be covered. This course will also provide practical guidelines for dealing with specific sexual health concerns expressed by clients and their partners. Prerequisite: REHAB 544. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

This course will give students a better understanding of the importance of using a sex-positive approach with clients. The course will explore what shapes an individual's sexual morals, values, and beliefs. The impact of religion, culture, media, and the law on sexuality will be emphasized. This course will help students become more aware of their sexual attitudes and offer strategies to become more effective sexual health practitioners. Prerequisite: REHAB 544. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

Ce cours a comme objectif de développer les connaissances en ce qui a trait au bilinguisme, particulièrement dans le contexte canadien, affectant l'intervention auprès des enfants et des adultes. Les liens entre le bilinguisme et les enjeux culturels et sociaux seront aussi abordés. Ce cours s'adresse surtout aux professionnels etétudiants des domaines tells que l'orthophonie, la psychologie, le travail social, l'éducation et la linguistique. Ceux qui ne sont pas inscris au programme MScSLP peuvent s'inscrire avec la permission du Department of Communication Sciences and Disorders. REHAB 560 est offert en français. Tous les étudiants doivent pouvoir communiquer oralement et par écrit en français.

L'objectif de ce cours est de présenter le développement de la parole chez les enfants francophones, particulièrement ceux en contexte minoritaire, et l'évaluation et l'intervention des troubles de la parole, avec une emphase sur les enfants ayant ces troubles. Le cours comprend dix heures de laboratoire clinique auprès des clients francophones. Le cours est réservé aux étudiants de la maîtrise en orthophonie et aux orthophonistes en exercice. REHAB 561 est offert en français. Tous les étudiants doivent pouvoir communiquer oralement et par écrit en français. Ce cours peut comprendre une section Alternative Delivery: veuillez consulter la page Fees Payment Guide dans la section University Regulations de l'annuaire. Prérequis : REHAB 560/553. Ce cours n'est pas accessible aux étudiants ayant ou postulant des crédits pour REHAB 551.

Le cours comporte une étude approfondie du développement langagier typique chez les enfants monolingues et bilingues apprenant le français ainsi que de la manifestation du trouble du langage chez les enfants francophones. Le cours porte également sur les outils d'évaluation et les modèles d'intervention appropriés aux enfants francophones atteints de troubles du langage. Une attention particulière sera portée sur l'apprentissage du français en contexte linguistique minoritaire. Comprend dix heures d'expérience clinique avec des clients francophones. Le cours est réservé aux étudiants de la maîtrise en orthophonie et aux orthophonistes en exercice. REHAB 562 est offert en français. Tous les étudiants doivent pouvoir communiquer oralement et par écrit en français. Ce cours peut comprendre une section Alternative Delivery: veuillez consulter la page Fees Payment Guidedans la section University Regulations de l'annuaire. Prérequis : REHAB 560/553). Ce cours n'est pas accessible aux étudiants ayant ou postulant des crédits pour REHAB 552.

Le cours porte sur l'apprentissage de la lecture et de l'orthographe en français et des troubles qui y sont associés. Ce cours abordera les outils de dépistage, d'évaluation ainsi que les programmes probants d'intervention auprès d'enfants francophones présentant un trouble du langage écrit. Une attention particulière sera portée sur l'apprentissage du langage écrit dans un contexte linguistique minoritaire.REHAB 563 est offert en ligne et comprend dix heures de laboratoire pratique auprès d'enfants francophones. Les professionnels et étudiants des domaines tels que l'orthophonie, la psychologie, le travail social, l'éducation et la linguistique peuvent, avec la permission du Department of Communication Sciences and Disorders, aussi s'inscrire à ce cours. REHAB 563 est offert en français. Tous les étudiants doivent pouvoir communiquer oralement et par écrit en français. Cours Alternative Delivery: veuillez consulter la page Fees Payment Guide dans la section University Regulations de l'annuaire. Ce cours est accessible aux étudiants ayant ou postulant des crédits pour REHAB 560/553 et les étudiants ayant la permission du Department of Communication Sciences and Disorder.

This course is intended to provide students with an overview of diagnostic imaging and how it can be effectively utilized for conditions that are commonly seen in physical therapy practice. Case management strategies, clinical guidelines for ordering and utilizing ionizing and non ionizing imaging modalities, issues of patient safety and risk, and integration of imaging information into physical therapy care will be included. Prerequisite: diploma, undergraduate or graduate degree in Physical Therapy. Note: Registration by consent of the Faculty. Not open to students with credit in PTHER 410. Sections offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

May be repeated. Open to graduate students in Master's and PhD degree programs in the Faculty of Rehabilitation Medicine or any of the other health sciences Faculties who wish to pursue individual reading and research studies with an academic staff member within the Faculty of Rehabilitation Medicine. Prerequisites: consent of student's graduate supervisor and instructor of record.

The course will provide an orientation to the theoretical base of rehabilitation science and its historical development. Students will critically examine existing theory and compare the theoretical base of rehabilitation science to other health related fields. Methods of theory development will be addressed, as well as a variety of ways of testing theoretical approaches. Students will study the field of rehabilitation science through selected readings, discussion, and research seminars.

This course will provide students an overview of methodological approaches in health science and rehabilitation research, including features and issues that impact on research methodology (i.e., design, data collection, and analysis). Students will gain an understanding of the philosophical and theoretical perspectives that underpin quantitative, qualitative and mixed methods approaches in health research.

This seminar is designed to allow students in the doctoral program to learn more about the scope of research in rehabilitation science. Students attend seminars presented by staff and/or graduate students in the Faculty of Rehabilitation Medicine and other health science faculties. Rehabilitation Science PhD students must enroll in this course twice, once in each of the first two semesters of their program, for a total of 2 credit units in Rehab 603.

This course will provide students with a foundational understanding of the philosophical and theoretical perspectives that underpin qualitative inquiry, and will examine how these perspectives frame a research problem, methodological approach, data collection, data analysis, and dissemination. A range of contemporary qualitative research methodologies and methods common to the fields of health and rehabilitation will be introduced. Students will have the opportunity to explore perspectives and methodologies relevant to their own research and attain hands on experience with methods and data analysis. Contemporary issues related to ethics, reflexivity, representation, and voice will be discussed.

This course will provide students with the skills and tools necessary to evaluate and implement various advanced quantitative research methods. Students will examine why, how and in what capacity these approaches frame a research problem, methodological approach, data collection, data analysis, and dissemination. A range of quantitative research methodologies and analysis approaches common to the fields of health and rehabilitation will be introduced. Students will have the opportunity to explore and implement each methodology as well as apply a specific approach to their own research. They will attain hands on experience with methods and data analysis. Pre-requisite: REHAB 601 or permission of instructor.

This course provides the student with foundational research knowledge and skills to accelerate their ability to be productive and successful in research endeavors.

May be repeated once. Restricted to students in the PhD program in Rehabilitation Science who did not write a master's thesis and for whom an in-lieu-of thesis experience is required in the plan of study. Prerequisite: Recommendation of PhD supervisor.

An introduction to the major religious traditions originating in West Asia, including, but not limited to, Judaism, Christianity, and Islam. Note: not open to students with credit in RELIG 101.

An introduction to the major religious traditions originating in South and East Asia, including, but not limited to, Buddhism, Hinduism, Daoism, Confucianism, and Shinto. Note: not open to students with credit in RELIG 101.

May be repeated for credit when course content differs.

Survey of the history of Religious Studies; introduction to classical theories and main disciplinary approaches. Required for Honors, Majors, and Minors.

An introduction to the critical study of the Old Testament/Hebrew Bible.

An introduction to the varied world of Judaism: its ways of life, beliefs, history and thought.

Critical introduction to the New Testament and other early Christian Writings in their historical cultural context.

A survey of the Christian traditions in historical context. Note: Not open to students with credit in HIST 297 or ET RE 248.

A study of the emergence and development of Islamic religious traditions in historical perspective. Prerequisite: One course in RELIG or consent of the instructor. Not open to students with credit in RELIG 220.

A study of the major traditions of classical Hinduism, and of the religious thinking and experience formed through these traditions.

Fundamentals of the Sanskrit language for reading and translation purposes. Designed for students with no previous knowledge of Sanskrit.

A study of the emergence of Buddhism as a religion, its basic ideas, spirituality, and literature.