DES 0001 - Technical Drafting I
http://catalog.sierracollege.edu/course-outlines/des-0001/
Catalog Description DESCRIPTION IS HERE: Units Lecture-Discussion Laboratory By Arrangement Contact Hours Outside of Class Hours Course Student Learning Outcomes Course Content Outline Course Objectives Course Objectives Methods of Evaluation Reading Assignments Writing, Problem Solving or Performance Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Other materials and-or supplies required of students that contribute to the cost of the course.
FREN 0001 - Elementary French - Level I
http://catalog.sierracollege.edu/course-outlines/fren-0001/
Catalog Description DESCRIPTION IS HERE: Hours: 72 lecture Description: Listening, speaking, reading, and writing in French. Fundamentals of French pronunciation and grammar. Introduction to the culture of the French-speaking people. Corresponds to two years of high school study. (CSU, UC) Units 4 Lecture-Discussion 72 Laboratory By Arrangement Contact Hours 72 Outside of Class Hours Course Student Learning Outcomes Recognize and paraphrase elementary French spoken in simple present tense at moderate conversational speed. Produce accurate pronunciation with grammatically correct sentences in Novice Mid level conversations. Recognize and explain what is read in simple present tense from any elementary reading passage. Write short sentences and paragraphs in simple present tense using correct syntax. Compare and contrast cultural perspectives based on reading, discussions and videos. Course Content Outline I. Basic formulas of greetings. II. Nouns, articles and cognates. III. Vocabulary pertaining to classes and the classroom. IV. Subject verb agreement with subject nouns and subject pronouns. V. Expressions of preference using verbs like "adorer", "aimer", "aimer mieux","préférer" and "détester". VI. Present tense of the verb "être". VII. Agreement of descriptive adjectives and adjectives of nationality. VIII. Present tense of regular "er" ending verbs such as "voyager", "travailler", "déjeuner"...etc. IX. Formation of affirmative and negative sentences. X. Forming questions using "est-ce que" and the "inversion". XI. Expressing negation. XII. Present tense of the verb "avoir". XIII. Telling time. XIV. Adjectives of physical description such as: beau, actif, roux, vieux,…etc. XV. Vocabulary pertaining to the family. XVI. Possessive adjectives. XVII. Vocabulary pertaining to professions. XVIII. Numbers from 0-1,000,000. XIX. Prepositions of location such as: à côté de, devant, en face de, …etc. XX. Disjunctive pronouns. XXI. Vocabulary pertaining to places in a city. XXII. The verb "aller". XXIII. The near future using "aller". XXIV. Interrogative words such as "qui", "que", "quand", "où", "pourquoi", "comment", "quel", ...etc. XXV. Vocabulary pertaining to ordering food and beverages. XXVI. The irregular verbs "prendre" and "boire". XXVII. Partitive adjectives (du, de la, de l’, des). XXVIII. Regular "ir" ending verbs such as: finir, réussir,...etc. XXIX. Vocabulary pertaining to sport and leisure activities. XXX. The verb "faire" and expressions with "faire" in the present tense. XXXI. Irregular "ir" ending verbs such a: sortir, dormir, sentir,...etc. XXXII. Describing the weather. XXXIII. Talk about the months, the seasons and the date. XXXIV. Spelling-change"er" verbs such as: espérer, acheter, envoyer,...etc. XXXV. French Pronunciation rules regarding the following: oral and nasal vowels, consonants, accents aigus, graves, circonflexe, cédille and tréma, silent letters, liaisons, the letter "r", and intonation. XXXVI. Writing compositions in French on topics such as: personal description, family description and the future. XXXVII. Watch video clips related to the lessons and answer comprehension questions. XXXVIII. Present short dialogues in French. XXXIX. Watch a French speaking movie and present it to the class using a PowerPoint/Prezi presentation and write a reaction paper analyzing cultural differences. CULTURE: Aspects of French and francophone cultures, both in and outside of Europe: I. French greeting traditions (bises, poignée de main). II. France's cultural identity. III. The French speaking world: Francophone countries, Oversea Territories and Oversea Departments IV. The French school system. V. France's importance in Europe (technology, geography, economy, arts) VI. The French family. VII. The concept of friendship and marriage in France. VIII.Belgium: European capital and comic books. IX. Switzerland: Banks, watches and Jean-Jacques Rousseau. X. French pastimes such as art, social medias, music, and the Parc Astérix. XI. The "café" in France and in North Africa. XII. The Province of Québec: society, Montréal, the jazz festival and Québec City. XIII. The importance of soccer in France. XIV. Public parks in France. XV. Bike riding in France and the Tour de France. XVI. Western Africa: Bénin, Burkina-Faso, Côte d’Ivoire, Guinée, Mali, Mauritanie, Niger, Sénégal, Togo, Bogolan fabric in Mali, Ivory Coast reggae, Bineta Diop in sénégal and the FESPACO. Course Objectives Course Objectives 1. Differentiate between French and English stress and intonations. 2. Formulate French words and sentences using the correct intonation and sounds. 3. Recognize and use cognates in written and oral expressions. 4. Distinguish between formal and informal conversation. 5. Identify and demonstrate proper usage of articles, nouns and adjectives. 6. Compare affirmative and negative sentences. 7. Conjugate regular "er" and “ir” ending verbs in the present tense. 8. Use vocabulary to describe people, talk about activities, likes and dislikes, family, classes, time, date, weather and plans. 9. Distinguish between possessive and descriptive adjectives. 10. Recognize and practice irregular verbs 'etre', 'avoir', 'faire', “prendre”and 'aller' in the present tense. 11. Formulate questions. 12. Use prepositions to describe location. 13. Discuss and write about events taking place in the present and the near future. 14. Identify and use stem-changing verbs such as 'payer', 'acheter', "espérer", "célébrer" and 'préférer'. 15. Compare French grammar to English grammar. 16. Differentiate between French, Francophone, and American culture in areas such as geography, food, music, politics, governments, shopping, social life and student life. 17. Identify French-speaking countries on a map. 18. Watch authentic French video clips. 19. Demonstrate an understanding of French reading material. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Problem Solving Examinations Projects Skill Demonstrations Reading Assignments 1. Read the following sentences and decide if they are true of false: a. C'est facile d'être reçu à un examen de mathématiques. b. 12 est une très bonne note. c. Une bourse est très utile. d. Avoir un diplôme de l'université est facile. e. Je mange au resto-U. f. Le français est une langue étrangère. g. J’utilise un ordinateur dans le cours d’informatique. 2. Read the cultural notes on Belgium and discuss the importance of the city of Brussels. Answer comprehension questions in French. Fondée au septième siècle, la ville de Bruxelles a été choisie en 1958, en partie pour sa situation géographique centrale, comme siège de la C.E.E. Aujourd’hui, elle reste encore le siège de l’Union européenne (l’U.E.), lieu central des institutions et des décisions européennes. On y trouve le Parlement européen, organe législatif de l’U.E., et depuis 1967, le siège de l’OTAN. Bruxelles est une ville très cosmopolite, avec un grand nombre d’habitants étrangers. Elle est aussi touristique, renommée pour sa Grand-Place, ses nombreux chocolatiers et la grande qualité de sa cuisine. a. Pourquoi est-ce que la ville de Bruxelles a été choisie comme siège de la C.E.E.? b. Quelles autres institutions sont à Bruxelles c. Pourquoi est-ce que la ville est célèbre? Writing, Problem Solving or Performance 1. Write a composition in French giving a detailed description of your family members using descriptive and possessive adjectives. Rubric grading. 2. Introduce yourself in French, including basic information such as nationality, physical appearance, preferred activities, family and classes. Rubric grading. Other (Term projects, research papers, portfolios, etc.) 1. In groups of 4, students will present a French-speaking movie to the class, using a PowerPoint presentation. 2. Students will complete online activity manual to practice pronunciation, spelling, intonation, grammar, reading, listening and writing skills. 3. Students will present short dialogues to the class with a partner. The dialogues will include vocabulary and grammar from the lesson being studied. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course. Pass code for online activities.
SPAN 0001 - Elementary Spanish - Level I
http://catalog.sierracollege.edu/course-outlines/span-0001/
Catalog Description DESCRIPTION IS HERE: Advisory: Eligibility for ENGL 1A Hours: 90 lecture Description: First of two semesters of Elementary Spanish. A beginning course which offers students practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. Corresponds to two years of high school study. (C-ID SPAN 100) (CSU, UC) Units 5 Lecture-Discussion 90 Laboratory By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Recognize and paraphrase elementary Spanish spoken in simple present tense at moderate conversational speed. Produce accurate pronunciation with grammatically correct sentences in Novice Mid level conversations. Recognize and explain what is read in simple present tense from any elementary reading passage. Write short sentences and paragraphs in simple present tense using correct syntax. Compare and contrast cultural perspectives based on readings, discussions, and videos. Course Content Outline A. CULTURAL CONTENTS 1. Spanish in the U.S. and in the world including its geography and its influence on civilization, culture, educational systems, cuisine, music and arts 2. Social and cultural information necessary to understand important differences between Spanish and American practices and to be sensitive to cultural differences in social interactions B. CULTURALLY APPROPRIATE VOCABULARY WORDS that apply to topics such as: Meeting and greeting people, college or university and campus life, families and friends, expressing likes and dislikes, schedules and routines, shopping, and telling time from a traditional (non-digital) clock C. PHONETICS: PRONUNCIATION Introduction of Spanish alphabet, Spanish speech sounds and patterns, including recognizing rules of written accent marks D. GRAMMATICAL STRUCTURES: 1. Gender, number, position and agreement of articles, adjectives, and nouns 2. Formulate questions and affirmative and negative responses a. Interrogative words 3. Numbers 4. Contractions 5. Make simple comparisons 6. Subject pronouns (including the formal and informal "you"), reflexive pronouns, and object pronouns 7. Subject verb agreement, present tense and present progressive of "-AR", "-ER", "-IR" regular and irregular verbs 8. Uses of "Ser" versus "estar" 9. Periphrastic verbal expressions necesitar, tener que, hay que, ir a, tener ganas de, etc. 10. Periphrastic future: ir + a + infinitive 11. Reflexive verbs 12. Gustar and similar verbs 13. Periphrastic construction: acabar + de + infinitive 14. Introduction to the Preterit Course Objectives Course Objectives The content of this course will be taught within a cultural context with authentic language. Upon successful completion of the course, students will be able to: - Understand cultural nuances of everyday life in the Hispanic world; - Communicate orally and in writing in a variety of meaningful real life activities moving toward the intermediate level of proficiency on the national ACTFL scale (American Council on the Teaching of Foreign Languages). CULTURAL CONTENTS: 1. Name and identify the location of the Spanish-speaking countries around the world as well as identify the major Spanish-speaking populations in the United States. 2. Compare and contrast cultural aspects, both of high culture and low culture, of the U.S. Hispanic-American, Latin-American, and Peninsular cultures, including but not limited to geography, population, languages, foods, history, traditions and customs, current events, daily life and music. VOCABULARY DEVELOPMENT: 1. Correctly spell learned vocabulary words and expressions. 2. Apply words, construct phrases and create expressions to meet and greet others appropriately, and compare and contrast formal and informal situations, and discuss likes, dislikes and preferences. 3. Converse and write about students' personal experience such as university life, family and relatives, routines, shopping needs and telling time. PHONETIC DEVELOPMENT: 1. Compare and contrast English and Spanish sounds and intonations. 2. Use correct pronunciation while speaking elementary level Spanish at moderate conversational speed. STRUCTURE DEVELOPMENT: 1. Compare and contrast Spanish and English punctuation and grammar. 2. Demonstrate proper usage of noun, adjective, article agreement. 3. Differentiate affirmative and negative sentences or questions as well as answer questions, both affirmatively and negatively to obtain and share information about people, places and things. 4. Use vocabulary and appropriate grammatical structures to describe, compare and contrast, state future plans, and talk about daily routines and activities. 5. Identify and apply subject pronouns while distinguishing between the formal and informal "you". 6. Apply correct conjugations of the regular and irregular verbs in the indicative mood: present and present progressive. 7. Apply correct conjugations of the regular verbs in the indicative mood: preterit. 8. Demonstrate a basic ability to distinguish between the usage of the verbs "ser" and "estar" in the indicative mood: present, present progressive, and preterit. 9. Use basic idioms correctly. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reports Skill Demonstrations Reading Assignments 1. While Alberto waits for his date, he passes the time reading the classified ads in the newspaper to help friends find a place to live. Read the housing advertisements and the circumstances of his friends. Then fill in the blanks with the letter corresponding to the advertisement that best meets the needs of each person. 2. (These instructions would be in Spanish) After reading the news article "15 de octubre ¡Una mañana desastrosa!" please respond to the following questions with complete sentences. Notice which questions utilize the present tense and which utilize the preterit. ¿Por qué nunca se despiertan temprano las chicas? ¿Se bañaron las chicas esta mañana? ¿A qué hora llega generalmente el autobús? ¿A qué hora llegó el autobús hoy? ¿Por qué no contestó nadie cuando llamaron a la escuela? Writing, Problem Solving or Performance 1. Write a short paragraph in Spanish (not to exceed 120 words) about your daily routine. 2. You decide to write a postcard to your parents. Describe Buenos Aires to them by comparing it to your hometown. Write five to six sentences. Other (Term projects, research papers, portfolios, etc.) Students will search the Internet for department stores in Latin America and Spain and write one or two paragraphs describing the clothes and fashions these sites advertise, including the predominant colors, styles, and fabrics. Students convert prices in the local currency into dollars. Students will report their findings to the class. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
JPN 0001 - Elementary Japanese - Level I
http://catalog.sierracollege.edu/course-outlines/jpn-0001/
Catalog Description DESCRIPTION IS HERE: Hours: 72 lecture Description: Introduction to Japanese language; reading, writing, with emphasis on speaking. Pronunciation, sound system, intonation, basic vocabulary and grammar of spoken Japanese. Grammar emphasis is word order, postpositions, and some conjugation in simple sentences. Introduction to geography, customs and culture of Japan. Students required to learn Hiragana script and Kanji characters. Corresponds to two years of high school study. (CSU, UC) Units 4 Lecture-Discussion 72 Laboratory By Arrangement Contact Hours 72 Outside of Class Hours Course Student Learning Outcomes Recognize and paraphrase elementary Japanese spoken in present and past tenses at moderate conversational speed. Produce accurate pronunciation with grammatically correct sentences in Novice Mid level conversations. Recognize and explain what is read in present and past tenses from any elementary reading passage. Formulate and write short sentences and paragraphs in present and past tense using Katakana, Hiragana and 58 Kanji. Compare and contrast cultural perspectives based on reading, discussions and videos. Course Content Outline I. Pronunciation of sound systems A. Basic vowels B. Consonant cluster C. Romanization. II. Useful expressions related to everyday life situations. III. Introduction of two types of scripts A. Hiragana (mandatory) B. Katakana; IV. Motion verbs and related relationals A. Verb conjugation in present/past B. Verb affirmative/negative forms V. Converting indicative sentences into interrogative sentences with basic interrogative expressions. VI. Propositional form "Mashoo" (Let's do). VII. Verbs of existence with related relationals used to identify objects and surroundings. A. "Imasu" B. "Armimasu (there is) VIII. Useful adjectives to describe things around us, and making possessive case using a relational "No". IX. Explaining nationality and language using suffixes related to geography and nationality. X. Adverbs depicting degree. XI. Expressing liking/disliking and skillfulness/unskillfulness. XII. Time words, suppositional form "Deshoo". XIII. Formulating polite requests and asking for permission. XIV. Rejecting requests. XV. Describing activities using the te-form verb format. XVI. Vocabulary for family members. XVII. Numbers and counters to count objects around us and to tell time. XVIII. Transliterating one's full name and sentences in the script Hiragana. XIX. Japanese holidays and customs. Course Objectives Course Objectives Through oral and written exercises, activities, assignments, students will: 1. Pronounce the Japanese phonetic sounds correctly. 2. Engage in simple conversation using polite speech. 3. Identify objects around you and identify your actions. 4. Discuss your likes and dislikes. 5. Describe what you do well and what you do poorly. 6. Recall how the Japanese honor the other person's feelings and indicate this politeness both orally and in written form. 7. Describe the objects in your environment and their function by using adjectives and adverbs of degree. 8. Count objects around you using numbers and particular counters related to the objects. 9. Express suppositional feelings. 10. Introduce yourself (age, school year, major and nationality). 11. Write one's full name and sentences in Hiragana and Katakana, two of three scripts of the Japanese writing system. 12. Formulate both orally and in written form interrogative sentences from indicative sentences using basic interrogative expressions. 13. Identify nationalities and languages by using suffixes. 14. Describe one's family both orally and in written form. 15. Recognize and categorize vocabulary and idiomatic expressions according to their thematic area. 16. Discuss the Japanese culture, its traditions and customs. 17. Employ verbs of action. 18. Employ verbs of existence when identifying objects. 19. Tell the time and give your phone number. 20. "NA" and "I" adjectives. 21. Employ verbs conjugation format: te-form. 22. Demonstrate use of vocabulary pertaining to shopping. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Skill Demonstrations Reading Assignments 1. Read the dialogue presented in each lesson to become familiar with the vocabulary, useful expressions and cultural aspects of Japanese life related to the theme developed that lesson. Answer questions orally or in writing. Prepare to answer questions in class about the dialogue. 2. Read material pertaining to daily routines, diaries, letters, postcards, and bulletin boards. Answer questions orally in class in Japanese based on the readings. Example: read this passage about the someone's daily routine and find out about his schedule. わたしはまいにち七時におきます。うちであさごはんをたべます。八時にだいがくへいきます。九時ににほんごをべんきょうします。十二時半にだいがくでひるごはんをたべます。 ときどきコーヒーをのみます。四時にとしょかんでほんをよみます。六時ごろうちへかえります。十時にテレビをみます。十二時ごろねます。 Romaji: watashi ha mainichi shichiji ni okimasu. uchide asagohan o tabemasu. hachijini daigaku he ikimasu. kuji ni nihonngo o benkyoo shimasu. juunijihan ni daigaku de hirugohan o tabemasu. tokidoki koohii o nomimasu. yoji ni toshokande hon o yomimasu. rokujigoro uchi e kaerimasu. jyuujini terebi o mimosa. juunijigoro nemasu. English: Every day I get up at 7. I eat breakfast at home. I go to college at 8. I study Japanese at 9. I eat lunch at 12:30 on campus. I sometimes drink coffee. I read a book at 4 in the library. I go back home at around 6. I watch TV at 10. I go to bed at around 12. Students will answer these questions in Japanese: 1. 七時に何をしますか。shichiji ni nani o shimasuka. What does he do at 7? 2. 大学に何時に行きますか。daigaku ni nanjini ikimasuka. What time does he go to college? Writing, Problem Solving or Performance 1. Write a short sentence with useful KO, SO, A, DO words using "KO, SO, A, DO. Koko ni jisko ga arimasu. Koko ni imu ga imasu. Soko ni zasshi ga arimasu. Soko ni tori ga imasu. Asoko ni honya ga arimasu. Asoko ni neko ga imasu. Doko ni panya ga arimasu ka. Doko ni sensei ga imasuka. 2. Write a skit using grammar patterns learned in class and present it with a partner. 1)Asking はい(hai)／いいえ(iie)questions, using 〜は(ha)〜ですか(desuka) 2) Asking questions using question words 3) Noun 1 の(no)Noun 2 4) これ、それ、あれ、どれ(kore,sore,are,dore) 5) この(kono)、その(sono)、あの(ano)、どの(dono)＋Noun 6) ここ(koko)、そこ(soko)、あそこ(asoko)、どこ(doko) 7) Nounじゃないです(jayanaidesu) 8) Sentence ending particlesね(ne)、よ(yo) 9) Present affirmative/negative forms of verbs 10) Goal of location makerに(ni)／へ(e) 11)Object markerを(o) 12) Location of action markerで(de) 13) Specific time markerに(ni) 14) 〜ませんか(masenka) (extending an invitation) 15) Frequency adverbs 16) X があります(ga arimasu)／います(imasu) 17) Xは(ha)Yの(no)location wordです(desu) 18) Present tense of copula verbです(desu) 19) Past affirmative/negative forms of verbs 20) Similarity marker も(mo) 21) Timeごろ(gore)/duration of timeぐらい(gurai) 22) Noun 1 と(to)Noun 2 (and) 23)Noun と(with) 24) Adjectives (affirmative/negative) 24) 〜がすきです(ga sukidesu)／がきらいです(ga kiraidesu) 25) 〜ましょう(mashoo)／〜ましょうか(mashooka) (suggesting a plan of action) 26) 〜てください(tekudasai)(request) 27) 〜てもいいですか(temoiidesuka)／〜てもいいです(temoiidesu) (permissison) 28) 〜てはいけません(tehaikemasen)(prohibit) 29) Describing multiple activities usingて(te)form 30) 〜から(kara)(reason) 31) 〜ましょうか(mashooka)(offering assistance) Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
ADVM 0001 - Technical Drafting I
http://catalog.sierracollege.edu/course-outlines/advm-0001/
Catalog Description DESCRIPTION IS HERE: Formerly known as DES 1 Hours: 90 (36 lecture; 54 laboratory which may be scheduled TBA) Description: Fundamental use of design equipment to create both two dimensional technical sketches and two and three dimensional computer generated (CAD) working drawings that are used for product definition. Introduction to product and process definition as specified by engineering design disciplines. This course teaches introductory 3D AutoCAD skills. Designed for students with no previous experience in engineering design/drafting. (CSU) Units 3 Lecture-Discussion 36 Laboratory 54 By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Industry Graphic Standards: Apply appropriate, current and relevant industry standards in preparing technical documentation for the appropriate discipline of their study. Dimensioning-Industry Standards: Define and apply the conventions and standards of ASME Y14.5 relative to pictorial drawings. Design Process: Define the five steps in the design process. CAD Standards: Demonstrate computer aided drafting practices that conform to business and industry CAD standards. 3D Solid Modeling UCS: Demonstrate the proper use of the UCS. Course Content Outline I. The Design Process A. Product & Process Definition B. Steps in the design process II. Technical Sketching A. The importance of freehand sketching B. Materials used in freehand sketching C. Sketching geometry 1. Lines 2. Circles 3. Arcs 4. Ellipses D. Aids in freehand sketching E. Estimating proportions F. Steps in sketching a single view III. Geometric Constructions A. Basic geometry definition 1. Point 2. Line 3. Planes 4. Angles 5. Triangles 6. Quadrilaterals 7. Polygons 8. Circles and arcs 9. Tangents B. Geometric constructions 1. Bisecting a line or arc 2. Bisecting an angle 3. Drawing triangles with sides of different length 4. Drawing regular polygons 5. Drawing arcs & circles tangent to lines 6. Drawing arcs & circles tangent to arcs or circles IV. Introduction to 2D Computer Aided Design Software (CAD) A. Basic command structure B. Creating geometry C. Modify geometry D. The alphabet of lines V. Pictorial Drawings – Sketching A. Axonometric B. Oblique C. Perspective VI. 3D Solid Modeling CAD A. Fundamental Concepts B. Hardware/software C. Graphical User Interface (GUI) D. Computer aided design software 1. 2D Environment 2. 3D Environment a. User Coordinate System (UCS) b. View point c. Solid primatives d. Methods for model development e. Plotting – Output VII. Development of Pictorial Drawings – Sketching A. Basic Pictorial concepts B. Conventions & Standards ASME 1. Lines 2. Extension 3. Dimension 4. Center 5. Leader 6. Dimension spacing 7. Arrowheads 8. Text scale vs drawing size 9. Direction of dimension figures 10. Planes of projection VIII. Dimensioning of Solid Models – Part View A. Conventions & Standards ASME B. Dimension style C. Defining dimension variables –ASME 1. Extension line offset 2. Dimension line overrun 3. Center line spacing 4. Arrowheads 5. Dimension spacing 6. Text scale vs drawing size 7. Direction of dimension figures 8. Planes of projection (UCS) D. Loading a drawing E. Set dimension style – ASME F. Set UCS to define construction plane G. Appling dimensions to defined construction planes IX. Orthographic Projection – Sketching A. Angles of projection B. Single views C. Multiple views X. Orthographic Projection – CAD A. Prototype B. Attributes 1. Layers 2. Units C. View extraction and alignment XI. Orthographic Projection Dimensioning – Sketching A. Conventions & Standards ASME 1. Lines 2. Dimension text 3. Center marks 4. Dimension spacing 5. Arrowheads 6. Text scale vs drawing size 7. Direction of dimension figures XII. Orthographic Projection Dimensioning – CAD A. Conventions & Standards ASME B. Setting Dimension Style 1. Defining dimension variables a. Extension line offset b. Dimension line overrun c. Center line spacing d. Arrowheads e. Dimension spacing f. Text scale vs drawing Size g. Direction of dimension figures h. Plotting - Output Course Objectives Course Objectives This course requires 36 hours lecture and 54 hours laboratory. In some class sections, the 54 hours of laboratory may be scheduled "to be arranged" or "TBA." The TBA hours and objectives are expected of all students enrolled in the course. Lecture Objectives: I. The Design Process 1. Explain the importance of Computer Integrated Manufacturing 2. Describe the role of Product and Process Definition relative to Computer Integrated Manufacturing 3. Define the five steps in the design process II. Technical Sketching 1. Explain the importance of freehand sketching in a design environment 2. Describe the materials used in freehand sketching 3. Describe the aids employed in freehand sketching III. Geometric Constructions 1. Define the characteristics of geometric entities IV. Introduction to 2D Computer Aided Design Software (CAD) 1. Describe the basic command structure of CAD software 2. Explain the methods used in the modification of geometry V. Pictorial Drawings – Sketching 1. Define the advantages and disadvantages of the three types of axonometric drawings relative to representing objects 2. Describe the characteristic of oblique drawings 3. Describe the difference between the three types of perspective drawings VI. 3D Solid Modeling CAD 1. Explain the fundamental concepts employed in 3D solid modeling 2. Describe the specifications of computer hardware used in 3D solid modeling 3. Describe the differences between solid modeling softwares 4. Describe the difference between the 2D and 3D environment 5. Describe the appropriate methods for setting view points 6. Explain the attributes relative to solid primitives 7. Describe the methods employed in solid model development VII. Development of Pictorial Drawings – Sketching 1. Define and apply basic concepts to sketched pictorial drawings 2. Define and apply the conventions and standards of ASME relative to pictorial drawings 3. Describe planes of projection relative to pictorial drawings VIII. Dimensioning of Solid Models – Part View 1. Define and apply dimension variables relative to solid models 2. Explain the proper procedure for setting the UCS to define a construction plane IX. Orthographic Projection – Sketching 1. Explain the differences between first angle projection and third angle projection 2. Describe how the number of view are determined in orthographic projections X. Orthographic Projection – CAD 1. Describe the attributes used relative to prototypes 2. Explain the proper methods used for view extraction and alignment XI. Orthographic Projection Dimensioning – Sketching 1. Define and apply basic dimensioning concepts to orthographic drawings 2. Define and apply the conventions and standards of ASME relative to orthographic drawings XII. Orthographic Projection Dimensioning – CAD 1. Define and apply the conventions and standards of ASME relative to orthographic drawings 2. Define and apply dimension variables relative to orthographic drawings Laboratory Objectives (These objectives may be: I. Technical Sketching 1. Apply geometry to freehand sketches 2. Demonstrate the application of proportion in freehand sketching 3. Demonstrate the steps in developing a single view freehand sketch II. Geometric Constructions 1. Demonstrate the application of methods employed in geometric constructions III. Introduction to 2D Computer Aided Design Software (CAD) 1. Demonstrate the appropriate use of CAD software for creating geometry 2. Describe the proper application of the alphabet of lines IV. 3D Solid Modeling CAD 1. Demonstrate the proper use of the UCS 2. Describe the appropriate methods for setting view points 3. Describe the methods employed in solid model development 4. Demonstrate appropriate plotting methods for outputting solid models V. Development of Pictorial Drawings – Sketching 1. Define and apply basic concepts to sketched pictorial drawings 2. Define and apply the conventions and standards of ASME relative to pictorial drawings 3. Demonstrate the appropriate application of dimensions relative to planes of projection VI. Dimensioning of Solid Models – Part View 1. Demonstrate the proper methods for loading a solid model drawing 2. Apply dimensions to a defined construction plane VII. Orthographic Projection – CAD 1. Explain the proper methods used for view extraction and alignment VIII. Orthographic Projection Dimensioning – Sketching 1. Define and apply basic dimensioning concepts to orthographic drawings 2. Define and apply the conventions and standards of ASME relative to orthographic drawings IX. Orthographic Projection Dimensioning – CAD 1. Define and apply the conventions and standards of ASME relative to orthographic drawings 2. Define and apply dimension variables relative to orthographic drawings Methods of Evaluation Objective Examinations Projects Reading Assignments Required college level readings from chapters in the textbook regularly assigned. Students are expected to participate in the lecture/discussions based upon these readings. Sample 1: Construct a drawing, based upon course readings, demonstrating the weekly-learning objectives. These weekly drawings are either freehand sketches or computer aided design (CAD)generated. The drawings are evaluated for compliance to American Society of Mechanical Engineers (ASME)standard. Critical thinking and problem solving are part of these assignments. Sample 2: Students read an article on Multi-View Projections and complete a study guide based on the reading. Writing, Problem Solving or Performance College level problem solving and/or writing assignments are regularly utilized. Problem solving and skill demonstrations are crucial to any successful basic engineering design course. Sample 1: Compare and contrast manufacturing processes utilized in the definition of products. Sample 2: Problem solve the construction of 3D solid models and the relationship of geometry for feature definition and documentation. Other (Term projects, research papers, portfolios, etc.) Develop a portfolio that contains samples of semester assignments to show potential employers the engineering design concepts studied. Methods of Instruction Laboratory Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
WMST 0001 - Introduction to Women's Studies
http://catalog.sierracollege.edu/course-outlines/wmst-0001/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Eligibility for ENGL N Hours: 54 lecture Description: Introduction to the origins, purpose and methods of Women's Studies. The subject matter will explore a wide range of social issues affecting women of diverse backgrounds and identities. Gender will be studied as it intersects with race, ethnicity, sexuality, class, dis/ability, age, religion, nationality and other systems of difference. (C-ID SJS 120) (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Explain the complexity in defining sex and gender within a culture. Define and unpack/deconstruct explicit and implicit privilege including, but not limited to, white privilege, male privilege, economic privilege and heterosexual privilege. Critically analyze and evaluate how relations of power shape structures and the lives of women and girls. Define and critically analyze the concept of positionality theoretically and demonstrate application within one's own life. Explain how gendered social values have historically led to the valuing or devaluing of products and ideas. Course Content Outline I. Introduction to concepts including sex, gender, patriarchy, gender socialization, intersectionality, micro, meso, macro and global II. Comparison/contrast of gender formation theories III. Intersections of gender with other social identities: race/culture/ethnicity, class, sexuality, dis/ability, age, religion including standpoint theory IV. Historical and theoretical U.S. feminist movements V. Theoretical interdisciplinary foundation Women's Studies including feminist pedagogy and feminist methodology VI. Types of feminism including radical, lesbian, liberal, socialist, women of color, eco-feminism, trans-feminism, transnational feminism and global feminism VII. Analysis of female sexuality and gender identity VIII. Examine the cultural and biological aspects of sexuality and gender including sex, gender and identity and issues such as reductionism, essentialism, constructivism and bio-power IX. Examine women's contributions including artistic production, issues with social validation of Women's cultural voice, the impact of market forces and Feminist criticism X. Social impact of images of women in various media XI. Women's health, reproductive rights, and reproductive justice XII. Women's work in a globalizing world XIII. Women and gender in relation to imperialism and colonialism XIV. Causes and effects of high poverty rates among women XV. Causes and effects of violence against women and children XVI. Process of making social change: theory, vision and action Course Objectives Course Objectives 1. Analyze how gender intersects with other social identities. 2. Analyze how gender oppression intersects with other forms of oppression and systems of power. 3. Analyze key concepts and different types of feminisms. 4. Appraise issues surrounding women's sexuality and health. 5. Define women's work and illustrate the impact of globalization on work. 6. Analyze the causes and effects of violence against women as well as paths to healing. 7. Evaluate issues of security and environmental sustainability as they relate to women. 8. Define and assess women's approaches to social change. 9. Analyze differences between feminist and non-feminist academic criticism and methodology. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reports Reading Assignments 1. Read the article titled "Should Caster Semenya be Allowed to Compete Against Women" by Daniel Engber AND read the article titled "Sports, Sex and the Runner, Caster Semenya" by Ariel Levy. Consider the issue of sex determination and sports. In three pages, please argue whether there is (A)an unbiased method to determine sex of an athlete, (B) what should be done, if anything, about bodies which are "above average" in ways that give advantages in sports performance and (C) what solution do you propose in the case of Semenya and Olympic eligibility. 2. Read "Persepolis" and "Bookseller of Kabul." Contemplate how graphic biographies differ from traditional biographies. Interview a woman asking her about a critical turning point in her life. Using a graphic approach, create a minimum of 12 panels to depict this event in the woman's life. Using an essay format, write two pages depicting the same event. Write a brief response to the benefits and costs of using each approach to biographies. Writing, Problem Solving or Performance Students will write a minimum of 2500 words during the semester and will include analytical and argumentative writing in the investigation of concerns related to the full diversity of women's experiences. 1. WRITING: The Body. One of the important contributions of feminism is to bring the body back into the conversation and to challenge the violence inflicted on bodies, especially feminized/queer/raced/disabled/ marginalized bodies. The body is a site of knowledge, it is a place of pleasure and pain. What our bodies look like, what they can do or not do, how they are read by others, and who they desire are ALL issues which become political in some way or another, all issues which enter into play in relations of power. These two weeks we look at how the body is socially constructed as male, as female, as trans, as (dis)abled, as raced. Your work in this assignment is to tell me how this matters, for you. Basing your work on the readings and films from this week (i.e. citations-- treat this as a research paper in which your sources are your own experiences and assigned readings and films), I want you to think about: What is YOUR embodied experience? Some sparks to get you thinking: What does your body "know" that other bodies may not know? What do others *think* they know about your body? What about your body is most political, public, or fraught? Is your body valued? Is it safe? What is it a source of? (Pride, health, fear, power, beauty, radicalized politics, ignorance, experience, birth, genetics, divinity, illness...) Compared to what other kinds of bodies? What are the forces that most challenge and most shape how you experience living in your body? (These may be social, personal and intimate, or public. They may be familial or patriarchal, about race or ability or class or ability or age...) Also remember-- I am a social-cultural psychologist, and I am a mandated reporter (so I must report any evidence of sexual harassment or violence to the school's Title IV counselor). This essay is absolutely a place for you to be open, vulnerable, and truthful-- but also to take a step back, and to look at how your relationship with your body is socially determined. It is a place to think about your experience living in your body, for your body is both incredibly personal, and also shaped by social forces. Your body is and is not yours. Please think about this, in writing, for me. (3-5 pages, in whatever form you wish-- essay, journal entry, poetry, song...of the highest quality you can manage). Proof-read and properly cited. Via email, please let me know if you have any questions or need further support. 2. WRITING: "Nervous Conditions" A. Consider the narrative from three levels of analysis: individual, social/familial and structural. Following one strand of the narrative (e.g., Tambu's education), discuss with a partner how each of these levels interact with each other, and that none alone, create the final outcome. B. Individually, write a two page essay discussing your analysis. 3. PROJECT: Resisting a Single Story Narrative About Yourself (Problem Solving) A. Read annotated transcript "The Danger of a Single Story" by Adichie. B. This project is an opportunity to consider your complex identity and the forces that may aid you in achieving a goal or may hinder you and create a visual model of how that looks for you. Sometimes, points of "privilege" can be both and advantage and a disadvantage. For example, growing up poor can be oppressive (such as having to attend a sub-standard school) and can also be a force that compels you (growing a strong work ethic). Often, something like poverty intersects with other oppressions, such as race, gender, and language. We all have intersectional narratives. Although your personal goal might be a specific achievement, forces associated with oppressions or privileges you have (such as intelligence, health, skin tone, geography) all factor into how you are either helped along on that path or challenged along the way. This does not mean you abuse those privileges or are even conscious of the advantage of that privilege. As you read in the Adichie essay, our society makes simple stories about success, citizenship, gender, race and so forth. What you are asked to do in this project is to consider, in the most complex way you can, the story of who you are in relation to a goal. This can be done in any manner you see fit on a 11X17 piece of paper. It can be visual in terms of symbols, it can be in concentric circles as Danelle suggested, or it can be in a flowchart similar to the ones your group did to understand The American Plan (they are posted in a previous Module). C. Posted below are two articles that discuss more deeply this idea of Oppression and Privilege as a system. Read it optionally if you feel you do not understand the theory. One way to help you think about privilege and oppression in terms of yourself is to make a list. You began this process with the "wheel" in class. In addition, you have the handout which takes the system and depicts the specific ways in which systems are layered, with you in the middle and major social forces (such as capitalism) as the outer ring. Consider those forces. Also, consider the following questions as you create your story model. What parts of your identity do you choose for yourself? What parts of your identity do you feel are determined by others, by society, or by chance? Whose opinions and beliefs have the greatest effect on how you think about your own identity? What dilemmas arise when others view you differently than how you view yourself? What aspects of your identity do you keep private in order to be accepted? What aspects of your identity are you willing to change to fit in? Other (Term projects, research papers, portfolios, etc.) 1. PROJECT: Control and Domination of Women Consider the issue of domination, control and violence against women from a transnational perspective. You are challenged to choose a country or a region (not already taken by another student) with significant issues from two of the following Seager's Atlas maps: Map #7, Domestic Abuse, Map #8, Murder, Map #19, Global Sex Trafficking or Map #20, Rape. What factors do you think might make a woman most vulnerable to experiencing this type of violence and how can these factors be influenced? You may find it useful to choose your region/country and look at other maps in the book to see if you can find some correlations with factors that de facto control women’s ability to be independent. Contemplate your findings. (A) Create a specific action plan of what could be done to lower these types of violence in your chosen country/region. This should take about three or four pages. (B) Go on-line and determine if organizations exist that directly address a portion of your action plan and post them as well. (C) Summarize your findings and indicate what actions a person, not unlike yourself, could do to help. 2. TERM PAPER: The Manifesta A Manifesta is a vision of how things can be: it is an essay based on research (how are things now? Where are things different? What, if anything, has worked well?), but driven by your passion and interest in a subject area. The basic outline of the paper is: This is what I want. This is why I want it (something must be wrong...). This is how it could be, and this is how to get there. The best manifestas are based on solid research, well argued, and creative and effective in their recommendations. The manifesta is an opportunity to consider how you feel about the general content of this course and articulate it as a personal statement. Your grade will be based on the quality of your personal reflection, the quality of your documentation, and the clarity, relevance, and creativity of your declaration. You should expect to approach this as you would a major project. (The Manifesta should be 6-8 pages long, and cite material from the course, including concepts, ideas, authors, and films-- as well as outside research). Please include a works cited page. In general, consider a topic relevant to this course and dig deep: Write only on subjects you feel passionate about. Have a strong opinion. Have your own opinion. Base it on well-researched, well reasoned evidence. A. Make a declaration – a concise statement of what should happen or be. (e.g. “Women should not be penalized in the workforce for their parenting roles.”) B. Describe the current status of your concern. (e.g. “Women feel they must choose between work and career…”) C. Provide historical/research evidence of the problem. How is this either a new – or not new – issue? Include evidence from the course reading, lectures s as well as outside evidence. Research! Focus on facts. (e.g. “The wage gap provides evidence…..; Stanton’s (p288) main conflict….) D. State how things should be. Here is where you can run wild. No ideas are too radical. (This part should be creative and fun-- really think about how things could be different. We make so much of our world, how can we re-make it??). Be visionary, but also be concrete. Any examples of places/folks doing it well/right? Do a little more research (“childcare in Norway is….”) (e.g. “Care-taking roles should be rewarded in the workplace and acknowledged in the same way as donating to the United Way….”) E. State how we can get there. Once again, run wild if you would like but intelligently articulate your ideas. Consider and state what you can do to facilitate change in the direction you want. Have fun. (e.g. “Primary caretakers of children or the infirm should be well paid…”) It is my intention and hope that the Manifesta proves enjoyable for you to write. Yes, you need to do some research to do it well, and it does require careful thinking and college-level writing. But it is also an opportunity for you to think about some of the problems we've learned about in this class (or beyond) and to come up with ways to change them. What DOES a world free from gender based violence look like? How would your children's lives be different if the media was responsible about promoting healthy body ideals? Remember-- the guiding prompt is, What do you want, and how would the world be different if this was so? Choosing a topic: The challenge of choosing a topic is thinking of something that is: A) Of feminist concern B) Not so broad as to be impossible to research (it's usually possible to figure out a way to narrow down a topic-- better to go big than small-- but run it by me first!) Writing the paper: Use whatever citation system you prefer (APA, Chicago, MLA), double spaced, normal margins, proof-read... and truly. Have fun! What is your declaration? (Send me one juicy sentence). Make sure it's something you feel PASSIONATE about. Note: you need to read the Manifesta rubric (available in the Assignments tab and Assignments module) BEFORE you write your declaration. For example: No person should be at risk of sexual violence on college campuses Media should be responsive to and responsible about body image issues Children should be raised with tolerance for diverse gender identities Topics that don't work: "I want to write about racism and how it's really a problem that is complex and we should probably do something about it..." (i.e., too broad, and doesn't give me any direction around what you want to DO). ALSO-- your topic must have a gender focus. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
