College Writing Skills emphasizes elements of the writing process. Although subject matter and format may change from one program to another, the skills necessary for effective writing remain the same, as do the professional standards that all Humber students are expected to attain. Students will practice the reading and writing skills that will be valuable in their college programs and build a strong base for professional business writing. Those students who plan to further their studies will develop the fundamental skills for writing acceptable academic English. To help students reach these goals, the course covers the following: analytical reading and critical thinking; essay organization and development; and the elements of clear writing, including grammar and punctuation skills. To complete COMM 200 successfully, students must produce writing that meets or surpasses the minimum departmental standards as set out in the attached criterion sheet.

This software applications course introduces you to the Microsoft Office 2010 home/student package. At the end of the course, you should be able to produce documents in Word, spreadsheets in Excel, and presentations in PowerPoint. You must work independently and complete this course using an on-line format. In addition, you are required to attend two mandatory classes in a classroom, and to write the final exam in a classroom at the college.

The Humanities course focuses on fundamental questions individuals ask of themselves as they proceed through life. Why are we the way we are? Do we have free will or are we prisoners of our past experience or our biological inheritance? What motivates societies to change? Why do societal changes so often divide people into opposing camps? Why do so many people find contemporary life at home, at work, and in the community unfulfilling? What constitutes good government? How should injustice be fought? Can nations successfully deal with global problems? What is science and how does it differ from other kinds of inquiry? Can scientists provide solutions to the problems we face? What is art and does it offer answers of its own? What is its relationship to beauty, to knowledge, and to ethics? Is objectivity about art (or anything) possible? These questions are organized into units that begin with issues concerning the nature of the individual and then extend outward to various social, cultural and physical contexts. The issues explored in this course are too complex to have any one right answer. Rather, individuals must search for answers that make sense of their experiences via various theoretical perspectives. The Humanities course supports this endeavour through study of different thinkers presented in the readings and exploration of different points of view explored in class discussions. ESL students should consider taking the ESL Humanities course. Students may transfer into ESL Humanities (HESL 024) either at the Registrar?s Office or the School of Liberal Arts & Sciences Office (K201) on a first-come, first-served basis before the Last Day to Add.

This course will introduce the Recreation Leadership student to some basic principles of human behaviour and through discussions and case studies, relate these principles to their own experiences, thereby giving the student a better understanding of their own behaviour and of others. Students who successfully complete this course will be familiar with many of the major theorists and schools of thought in psychology. They will develop critical thinking skills and gain a general understanding of the many factors that influence human behaviour. Students will be encouraged to apply psychological knowledge to explain their own behaviour and that of others. Students who have taken PSYC 001 Psychology ? An Introduction cannot take this course. Only students in the Recreation and Leadership program can take this course.

This course will explore various concepts and principles of leadership and group dynamics. Topics will include: communication, conflict resolution, leadership theories, principles of interpersonal leadership, and human interaction. A two and one-half day residential camp, involving classroom and experiential learning, will assist in illustrating the importance of the dynamics of effective leadership. This course will provide the student with both practical experience and theoretical knowledge of how to function successfully in a recreation and sport group setting.

This course is designed to provide students with an understanding of the broad range of programs that are offered in the recreation and sport industry and how to plan, design and deliver these programs. A key focus of the course is on understanding how to achieve quality in program design. Students will receive an understanding of the Canadian Sport for Life (CS4L) framework and its impact on quality sport and recreation programming. Additionally, students will have the opportunity to achieve certification in HIGH FIVE, a quality assurance tool for program staff. Organizing sporting tournaments and competitions, and various methods of designing competitive draws will also be examined.

This course will provide recreation and leisure and sport management students with an understanding of the role and benefits that recreation and sport plays in our society. Students will explore the process of developing partnerships within a community in order to facilitate the delivery of recreation and sport programs. The course will also look at societal issues that could affect the future of recreation and sport.

This course examines sport from a sociological perspective. One of its main purposes is to help students develop their critical analysis skills. The course will analyze human behaviour within sport competition and examine the effect of a society’s values and culture on the nature of sport played in that society. The role, value and future of sport in Canadian society will be examined. Issues such as cheating, drugs, aggressive and violent behaviour and discrimination in sport will also be covered. Comparisons will be made between sport behaviours and similar behaviour found in a non-sporting context. Students will be required to examine their own and other’s beliefs about sport and society. Through class discussions, assignments, and tests, students must demonstrate the ability to explain the reasons for their beliefs while at the same time show that they understand differing opinions and ideas.