The focus of this course is the analysis of general and work environment to identify potential, eminent and real health and safety hazards (both natural and man-made) in order to proffer solutions. Both physical and psychosocial environment will be assessed. Health hazards emanating from the nature of jobs and the work environments will also be analysed. The principles of quantitative health and environmental risk assessment of toxicants will be presented. Qualitative and quantitative skills necessary to evaluate the probability of injury, disease, or death in the general population and workers from exposure to environmental contaminants and workplace hazards are discussed. Hazardous identification, exposure assessment, dose-response evaluation and risk characterization will be emphasized. Students may work with relevant institutions (EPA) to carry out environmental and occupational health and safety risk assessment. The impact of climate change and its related national and international agreements or treaties on the environment will be examined critically. Students capacity will be enhanced to enable them develop systems and procedures for risk assessment.
The role of health in physical, social and economic development is examined. Both positive and negative implications of the reciprocal relationship between health status and individual, community and national and global development are examined. Structures, programmes and interventions at managing health at individual, local, national, regional and global levels are considered. Emerging challenges in health status and healthcare delivery system including funding, access, quality and social justice issues will be discussed. The course also discusses in details the roles of politics and political decisions in influencing the health and development at the levels of individual, local, national, regional and global. It further interrogates and critically analyse the contributions of key international health and related organisations in development and health development at the local, national, regional and global levels.
The course examines qualitative research design from the perspectives of phenomenology, ethnography, grounded theory, ethnomethodology through practical approaches to data collection, analysis and reporting. It also considers practical computer applications as well as ethical issues in qualitative research.
The course examines qualitative research from design (phenomenology, ethnography, grounded theory, ethnomethodology, etc.) through practical approaches to data collection, analysis and reporting. It also considers practical computer applications as well as ethical issues in qualitative research.
This course examines the philosophical (axiological, ontological, epistemological and aesthetic) bases of research. Approaches, methodologies and designs to research resulting from the different philosophical thoughts are examined in relation to various disciplines. Students are expected to design research projects and justify the philosophical underpinnings of the proposed methodologies.
Thesis Report Seminars
Two seminars are required in year 3. In the first seminar, the student is given the opportunity to present the analysis of data, preliminary results and reflections from the field. The second seminar is an oral defence of the entire thesis report (viva voce) after the thesis has passed.
Thesis Proposal Seminars
Two seminars are required in year 2. The first seminar is essentially a report of an initial literature review in the student’s chosen specific area of research. It affords students the opportunity to explore the theoretical foundations of the research problem and justify its viability. Students produce a concept paper of their research and an annotated bibliography of potential literature for the study. The second seminar is the presentation and defence of the thesis proposal.
The role of leadership in planning, implementing and evaluating the Physical Education curriculum is the focus of this course. Students will examine general leadership theories and models and apply them to curricular functions such as strategic planning, resource mobilisation and management, quality assurance, curriculum alignment, ethical practice and accountability.
This course focuses on theories and models, and their application in measurement and evaluation in Physical Education. Issues in learner assessment in Physical Education at different levels of education are examined with the view to developing appropriate models for each level. The course also discusses educational programme evaluation models that can be applied in evaluating the Physical Education programme. Examples of models that will be applied are Stufflebeam’s CIPP, Kirkpatrick’s Four Levels and Eisner’s Educational Connoisseurship.
An intensive field or laboratory experience in training, exercise physiology, exercise leadership, sports management, biomechanics, or sports and exercise psychology would be undertaken. Emphasis would be on independent fieldwork in which the student is attached to a sports team or fitness club in order to receive, practical experience in management, coaching or research. This will be done under the direction and supervision of expert practitioners as well as academics.