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Students will apply what they learned in the previous courses and complete an independent, instructor-approved project that will solve a business problem using data science. 

This course introduces you cloud analytics using cloud computing. We will use a range of tools and techniques that help various companies acquire information from large volumes of data and present it that is available in a web browser. You will learn to use Amazon Web Services, Google Cloud, and Microsoft Azure.

Learn to apply data analytics skills to the area of business intelligence (BI) with emphasis on the project lifecycle such as project planning, BI tool selection, data modeling, ETL design, BI application design and deployment and reporting. You will learn how to create data visualizations and dashboards as well as how BI is used for Business Performance Management (BPM).

Students will learn about and use the main programs for big data. These programs include Hadoop, Spark, Hive, and Pig. Each program will be studied in how they fit in the overall process of data science. Students will also learn the basic concepts of MapReduce and Python scripting. 

Students learn how to use statistical methods for collecting, analyzing, interpreting and presenting data. Students explore inferential statistics for making probability decisions and accurate predictions. 

Excel is widespread in the data industry. It is a very powerful data analysis tool and almost all big and small businesses use Excel daily. This course is designed to give an introductory and applied knowledge of Excel towards data analysis and business statistics. The course helps you read, organize, input, manipulate, as well as import or export databases. 

Students learn about the collection, use, and storage of data responsibly in accordance of customer expectations, regulations, and laws. They will also learn the ethical way of handling and managing data such as customer impact and making the right decisions based on moral and brand values. Lastly, students will look at how to keep data secure and safe through concepts such as data management and data governance.

Students learn how to develop communication skills through verbal, visual, and written exercises. Students will then look at facilitating leadership and management skills in an era of dynamic and ongoing changes.  

The second module covers safety as it relates to both the client and the worker. One of the fundamental activities of the PSW is that of assisting the client with routine activities of living. Students will learn about risks of unsafe equipment or settings and appropriate actions to take when unsafe situations are identified. Topics include infection control methods, body mechanics, and transferring and lifting techniques using equipment to increase safety and reduce client anxiety.

PSW’s assist clients with all activities or routines of daily living. Students will learn how to care for the ill, disabled, injured and/or confused client. Frailness, dignity and levels of dependence will be considered. Personal hygiene includes oral care, perineal care, bathing, grooming, dressing, bed making, shaving, hair care, and skin care. It includes mobility considerations and involves personal safety, self-esteem and dignity. The foundation of this module is humanistic health care.

Students will learn to assist the client with their nutritional needs, household activities, and household management according to client preferences, comfort and safety within employer guidelines as required. Nutritional needs include planning balanced menus, preparing shopping lists and shopping, safe handling of food, and storage and specific cooking techniques. The special dietary needs of certain clients and their cultural and religious preferences will all be addressed.

Students learn to understand family characteristics in terms of structure, functions, roles, lifestyles and relationships. The influence of cultural values, practices, religious beliefs as well as the effects of illness, stress, and disability on family relationships will be emphasized as central to the PSW’s ability to provide effective support. This module also explores the stages of growth and development throughout the life cycle and the role of the PSW in providing respite to families.

Within the PSW scope of practice, students learn about medication administration versus assistance. They gain basic knowledge of the drugs used in the treatment of common diseases and disorders including use, classification, effects, and routes of administration. They identify purposes, required instruction, and cautions; and the importance of observation for both desired and undesired outcomes, as well as the procedures to be followed in the event of a concern or problem with medications.

Students are introduced to ongoing conditions and basic concepts of assistance, as well as the general effects on the person of common disabilities, conditions and diseases. Students will gain skill in the necessary techniques while focusing on the importance of providing support safely, effectively and comfortably. Concepts of maintenance, rehabilitation and restoration are discussed, as is the importance of the support team in providing assistance and training of these additional skills.

Clinical placement provides students with an opportunity to practice their new skills in a work setting. Students gain experience in a wider range of PSW skills, become more self-confidant, and may receive offers of employment from the placement site. They spend time working in a facility setting for 100 hours under the supervision of their instructor and under a preceptor provided by the host site for 100 hours. The instructor will be available by phone and email during the placement.

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Field practice provides a continuum of experience that gives the student the opportunity to integrate and apply theory. The student must demonstrate the necessary self-awareness, attitudes and skills that enable him/her to work competently with children, families and co-workers. All students complete a field practice with infants or toddlers, preschoolers and school age children.
In this first placement, students are assigned to an infant/toddler childcare setting and work under the guidance of a qualified early childhood educator. Students will apply the basic principles of practice that they have learned in the classroom. During this placement experience, students will begin to develop a sensitive awareness of each child’s uniqueness by offering time for uninterrupted play, the opportunity to make choices, and the freedom to explore and interact with others. Faculty supervisors, who will visit agencies at pre-arranged times, will observe students in action with the children, clarify student expectations and responsibilities and provide feedback regarding strengths and needs. Final grades will be assigned based upon the competencies and grading system outlined in the NACC Early Childhood Assistant Handbook.

This course will introduce students to the field of Early Child Care and Education. This will be done through an investigation of the historical roots of early learning and care, and how it has impacted the contemporary approach to play-based care. Students will gain knowledge as they examine the theoretical approaches of working with young children and their families in a diverse community. They will use the knowledge gained to examine the dimensions of high-quality childcare and the key components of current legislation. Students will explore the early learning framework.

This course covers health, safety nutritional needs of children and early childhood educators. Students recognize the importance of safe learning environments to support promote children’s health well-being. Health promotion, prevention of illness, occupational health and safety are discussed, and exploration focuses on the impact that educators and childcare settings have on health nutrition of children. Students review current legislation in the Child Care and Early Years Act, 2014.

Students explore the foundations of play-based curriculum specific to young children in early learning and care environments to foster and facilitate inclusive, holistic learning and development. Students examine how an early learning curriculum framework guides curriculum planning. Strategies are explored to support the design of creative arts and sensory experiences. The course addresses planning for play. Knowledge and skills prepare students for their practicum experiences and professional practice.

This course will explore current research and approaches in managing and guiding young children’s behaviour in early childhood programs. Guidance and discipline are considered within a framework of child development and developmentally appropriate practice. Methods including theoretical approaches, respecting diversity, understanding vulnerabilities, and analysis of behavioural concerns will be covered.

This course is designed to develop an understanding of how to adapt the curriculum for young children with disabilities and special needs to make a difference in the lives of children and their families. The emphasis is on the role of educators in planning support for both children and families through the latest legislation and trends and evidence-based practice.

Students develop a comprehensive understanding of child development from conception through early childhood. They take a dynamic perspective on developmental theories that apply to early childhood education. With a focus on whole child development and education, the course will also examine the three major domains of young children’s physical, cognitive and socio-emotional development as well as connect to the developmentally appropriate practice to promote children’s development.