Search Results < Sierra College

ENGL 0002. Structure of English

Units: 3
Prerequisite: Completion of ENGL 1A with grade of "C" or better
Hours: 54 lecture
Study of structure of English grammar, both descriptive and prescriptive. Introduction to terminology and structure of traditional grammar; analysis of standard rules for agreement, punctuation, pronoun reference, etc.; introduction to varied methods of language acquisition among culturally diverse populations. For students who plan to teach or who are particularly interested in grammar as it relates to writing. Intended to meet CSU requirement for Liberal Studies major. (CSU, UC)

ENGL 0002 - Structure of English

http://catalog.sierracollege.edu/course-outlines/engl-0002/

Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of ENGL 1A with grade of "C" or better Hours: 54 lecture Description: Study of structure of English grammar, both descriptive and prescriptive. Introduction to terminology and structure of traditional grammar; analysis of standard rules for agreement, punctuation, pronoun reference, etc.; introduction to varied methods of language acquisition among culturally diverse populations. For students who plan to teach or who are particularly interested in grammar as it relates to writing. Intended to meet CSU requirement for Liberal Studies major. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Analyze traditional grammar by recognizing and describing parts of speech, parts of sentences, sentence types, verb forms, verb tenses, phrases, clauses, and verb complements. Analyze, describe, and correct major usage problems including but not limited to apostrophe errors, sentence fragments, run-on sentences, comma splices, subject-verb agreement errors, and pronoun errors. Analyze the methods of language acquisition, including acquisition of English among culturally diverse populations, and recognize and demonstrate the differences between standard and non-standard usage. Illustrate correct sentence punctuation and illustrate how punctuation can affect meaning. Course Content Outline I. Overview A. Why Study Grammar B. Relationship Between Language and Culture C. Social Nature of Error D. Grammatical Conventions and Context E. English Sound System II. Traditional Grammar A. Parts of Speech 1. Nouns, Adjectives, Pronouns, Verbs, Adverbs, Prepositions, Conjunctions, Interjections B. Sentences 1. Classified by Purpose a. Declarative, Imperative, Interrogative, Exclamatory 2. Classified by Structure a. Simple, Compound, Complex, Compound-complex C. Verbs 1. Forms a. Base, Present, Past, Infinitive, Present Participle, Past Participle 2. Tense a. Present, Past, and Future, in Simple, Perfect, Progressive, and Perfect Progressive tense 3. Helping-Verb Constructions 4. Modals, The Passive 5. Tense versus Aspect D. Phrases 1. Noun Phrases, Prepositional Phrases, Appositive Phrases, Verbal Phrases, Gerund Phrases, Participial Phrases, Infinitive Phrases E. Clauses 1. Independent 2. Dependent a. Adjective, Adverb, and Noun Clauses F. Verb Complements 1. Predicate Adjectives 2. Predicate Nominatives 3. Non-Traditional Complements III. Usage A. Standard vs. Non-standard B. Correcting Usage Errors 1. Apostrophe Errors 2. Fragments 3. Run-ons 4. Comma Splices 5. Subject-verb Agreement 6. Pronoun Errors IV. Punctuation A. End Marks and Internal Punctuation Course Objectives Course Objectives Through exams, written essays, and class participation: 1. analyze the structure of English, the methods of language acquisition, including acquisition of English among culturally diverse populations; 2. analyze traditional grammar, recognize and describe parts of speech, sentence types, verb forms, verb tenses, helping verbs, phrases, clauses, and verb complements; 3. recognize, describe, and correct major usage problems including but not limited to apostrophe errors, sentence fragments, run-on sentences, comma splices, subject-verb agreement errors, and pronoun errors; 4. recognize and demonstrate the differences between standard & non-standard usage; 5. punctuate sentences correctly and illustrate how punctuation can affect meaning; and 6. write a minimum of 2000 words of clear, correct college level prose, dealing with usage issues, controversy revolving around the teaching of grammar, or other topics related to the study of the structure of English and the teaching of traditional grammar. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Problem Solving Examinations Projects Reports Reading Assignments 1. Read the chapter in the text on "The Simple Sentence" and do the exercises analyzing verb types. 2. Read the chapter in the text on "Grammar and the Writing Process" and write a summary analyzing the challenges grammar poses for beginning writers. Writing, Problem Solving or Performance 1. Write a reflective essay analyzing your personal experiences studying grammar and the place that grammar instruction should have in elementary and high school English instruction. 2. In groups, analyze and 'teach' a lesson to the class on a portion of a chapter in the Grammar text, including leading the class through exercises and activities. 3. Working with other students, review and correct tests to be resubmitted with completely correct answers. Other (Term projects, research papers, portfolios, etc.) 1. Complete an English 2 journal in which you do the assigned exercises from the text. Include also your questions and comments on the material; any feelings, or perceptions, or insights you have as you work through the exercises; and any problems you are having with the exercises, readings, and/or essay assignments. 2. With other members of the class, complete a research project on one of the following topics: English Dialects, Methods of Grammar/Language Arts Instruction, Issues in Grammar Instruction, Teaching Grammar to English Language Learners, Teaching Grammar to Students with Learning Disabilities, Language Acquisition, the Reading/Writing Connection. Research findings will be presented both as a research paper and as a group presentation 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.

ASTR 0002 - Introduction to Planetary Systems

http://catalog.sierracollege.edu/course-outlines/astr-0002/

Catalog Description DESCRIPTION IS HERE: Advisory: Completion of ENGL N with grade of "C" or better Hours: 54 lecture Description: General principles and fundamental facts of astronomy associated with planetary systems. Includes historical developments of planetary astronomy, basic principles of planetary system observations and analysis, and general concepts for interpreting the night sky with charts and almanacs. Particular detail given to the formation, evolution, and current condition of the Sun and Solar System, as well as current knowledge of other planetary systems. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Demonstrate knowledge and skill in Observational Astronomy, showing correlation between the observable sky to events in the cosmos. Analyze basic science and core physics, to discover how they apply to astronomy. Apply concepts from planetary astronomy to investigate the types of different planetary classes and other objects in the solar system. Explain the basic concepts of solar physics - the sun's method of energy production, its anatomy, solar phenomena, and life history. Course Content Outline Through tests, assigned tasks, classroom discussions, etc., students will: 1. Discuss a variety of historical developments that have led to important discoveries in the science of planetary systems 2. Identify 20-30 celestial objects and/or groupings associated with planetary systems and found in the night sky, and provide descriptive information about each 3. Apply physical principles (mechanics, gravitation, electromagnetism, atomic structure) to the natural behavior of planetary systems 4. Identify the cause and scientific methods used to determine a variety of observations peculiar to the Earth (e.g., the length and variation of the seasons and the day, eclipses, tides, and precession of the poles) 5. State the ambiguity associated with defining what constitutes a planetary system and give the most currently accepted definition 6. Compare and contrast the physical and chemical properties of the planets and minor bodies in the Solar System 7. Discuss the physical principles behind the overall structure and appearance of the Sun 8. Provide information on the methods of detection and derived structure of planetary systems beyond the Solar System 9. Describe formation and evolution models of the Solar System and contrast to the structure and composition of other planetary systems 10. Discuss the potential for life forms in planetary environments beyond Earth 11. Use a star chart, a planisphere, and/or a "Stargazer's Almanac" to determine the time and date of a variety of celestial events associated with planetary systems 12. Solve problems involving spatial relationships with regard to the planets found on the celestial sphere 13. Use computer software to retrieve and evaluate information and data of significance to planetary systems 14. Compute various performance measures of telescopes and other astronomical instrumentation Course Objectives Course Objectives I. Overview of Astronomy; Scales of the Universe II. Terminology, Seasons and the Motions of the Moon III. Historical Developments in Planetary Astronomy IV. Physical Principles Relevant to the Science of Planetary Systems V. Telescopes, Observatories, and Spacecraft VI. Overview of the Solar System and its Formation VII. The Geology and Atmospheres of the Terrestrial Planets VIII. The Jovian Giants and Their Satellites IX. Meteors, Asteroids, Comets, and Dwarf Planets X. Planets around other stars XI. The Sun XII. Life on other Planetary Objects Methods of Evaluation Classroom Discussions Objective Examinations Problem Solving Examinations Reading Assignments 1. Reading from assigned text on a weekly basis. Example: Read chapter on the geology of the inner planets. This will prepare them for the week's lecture and online homework assignment. 2. Reading from supplemental handouts (included in required student handbook) on a regular basis. Example: Read "Using the Skygazer's Almanac" handout. This prepares them for the Third Hours which use the supplementary handouts. Writing, Problem Solving or Performance 1. Weekly online homework exercises in a multiple-choice, matching, ranking and short-answer format and directed at problem solving skills. Example question: An exoplanet is found to have an orbital period of 1 year around a 2-solar mass star. What is the planet's average distance from the star? 2. Two midterm-level exams, a sky quiz, and a final exam to demonstrate acquisition of critical thinking skills and astronomical knowledge. Example demonstration: A student uses a planisphere and the Skygazer's Almanac to determine what constellation Jupiter occupies when it rises at midnight in 2018. Other (Term projects, research papers, portfolios, etc.) 1. In-class peer-led assignments on a weekly basis. Example group task: Students gather and plot distance/period data of the Solar System planets and verify Kepler's 3rd Law. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course. 1. "Sierra College Astronomy 002 Student Handbook", updated each semester with supplemental reading materials and course assignments 2. Star Maps SC-001 (Equatorial Region) and SC-002 (North Circumpolar Region), both epoch 2000 3. "Skygazer's Almanac" for the most current year 4. A planisphere

BIOL 0002 - Botany

http://catalog.sierracollege.edu/course-outlines/biol-0002/

Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of intermediate algebra or higher with grade of "C" or better or appropriate placement Advisory: Eligibility for ENGL 1A Hours: 144 (54 lecture, 90 laboratory) Description: Part of the BIOL 1/BIOL 2/BIOL 3 course series for life science majors. Introduction to the principles of botany, including diversity, classification, life cycles, and evolutionary trends of plants, fungi, algae, and cyanobacteria. Emphasis is on the anatomy, morphology, physiology, development, evolution, and ecology of plants. Field trips may be required; transportation will be provided. Recommended for biology majors and students in environmental science, plant biology or related programs. Non-life science majors see BIOL 14, BIOL 21, or BIOL 24. Not recommended for students taking BIOL 140. (C-ID BIOL 155) (CSU, UC) Units 4.5 Lecture-Discussion 54 Laboratory 90 By Arrangement Contact Hours 144 Outside of Class Hours Course Student Learning Outcomes Identify and describe primary and secondary plant metabolites and their significance to both plants and humans. Identify and describe the major cells and tissues in roots, stems, leaves, wood, and reproductive parts. Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms. Describe the fundamental characteristics of plant-based viruses, cyanobacteria, photosynthetic protists, fungi, and members of the plant kingdom (bryophytes, ferns, gymnosperms and angiosperms). Detail the broad evolution of plants and their association with the current ecological landscape. Course Content Outline Lecture Content: 1. Introduction and Brief Review of General Biology 2. Plant Organization and Chemistry: eukaryotic cell biology, primary and secondary metabolites 3. Plant Cells, Tissues, Organs, Development 4. Roots: structure, function, development 5. Primary Stems: structure, function, development 6. Leaves: structure, function, development 7. Woody Stems: structure, function, development 8. Photosynthesis: Light dependent, light independent reactions 9. Hormones 10. Plant Movements 11. Plant Nutrients 12. Classification, Taxonomy, Evolution 13. Prokaryotes: Characteristics and evolution 14. Protists: Characteristics and evolution 15. Fungi: Characteristics, evolution, life cycles 16. Bryophytes: Characteristics, evolution, life cycles 17. Ferns: Characteristics, evolution, life cycles 18. Gymnosperms: Characteristics, life cycles, evolution 19. Angiosperms: Characteristics, life cycles, evolution, reproduction 20. Ecology: Population ecology (population structure, growth, regulation, and fluctuation; intraspecific interactions) and Community Ecology (interspecific interactions, predator-prey relations, competition, symbiosis; community structure and succession) 21. Conservation and Human Interactions Laboratory Content: 1. Plant Organization 2. Plant Cells and Tissues 3. Roots 4. Primary Stems 5. Leaves 6. Woody Stems 7. Photosynthesis 8. Hormones 9. Plant Movements 10. Plant Nutrients 11. Prokaryotes 12. Protists 13. Fungi 14. Bryophytes 15. Ferns 16. Gymnosperms 17. Angiosperms 18. Ecology Course Objectives Course Objectives Course objectives are linked to items in the Course Content Outline (in parentheses). Lecture Course Objectives: 1. Identify and describe secondary plant metabolites and their significance to both plants and humans (#2) 2. Correlate the basic structural features of plant cells with the functions of the structures in plants (#3, #4, #5, #6, #7) 3. Compare and contrast structure and function of major tissue types in stems, roots, and leaves, of angiosperms and gymnosperms (#4, #5, #6, #7) 4. Diagram the major features of life cycles in fungi, bryophytes, ferns, gymnosperms, and angiosperms (#15, #16, #17, #18, #19) 5. Describe the fundamental characteristics of plant associated viruses and photosynthetic and plant associated prokaryotes and protists (#13, #14) 6. Identify and describe the general characteristics and evolution of the Fungi, photosynthetic protists and Plant kingdom (#12, #13, #14, #15, #16, #17, #18, #19) 7. Identify the major pathways of water and dissolved substances in plants (#3, #4, #5, #6, #7, #11) 8. Categorize and describe the factors controlling plant growth (#3, #9, #10) 9. Compare and contrast the various common plant hormones by bioassay and behavioral response (#9) 10. Identify the basic pathways for light dependent reactions as they apply to the behavior of plant responses (#8) 11. Compare and contrast C3, C4 and CAM photosynthesis (#8) 12. Outline and describe the events and cite examples of evolution in the plant kingdom (#12, #15, #16, #17, #18, #19) 13. Categorize and arrange organisms studied in logical evolutionary and phylogenetic order (#12, #13, #14, #15, #16, #17, #18, #19) 14. State and apply major features of currently accepted plant classification (#12, #13, #14, #15, #16, #17, #18, #19) 15. Identify ways in which plants interact with their environment, and implications of these interactions (#9, #10, #20, #21 16. Identify the major biomes by their climatic, latitudinal and biological indicators (#20) 17. Apply plant ecological principles such as food chains and food webs, primary productivity, nutrient cycling, and ecosystem succession to any major world ecosystem or community (#20) 18. Develop and describe a timeline for ecosystem succession (#20) Laboratory Course Objectives: 1. Use compound and dissecting microscopes to investigate plant structures (using both fresh and prepared specimens) (#1, #2, #3, #4, #5, #6) 2. Dissect fresh plant specimens under a dissecting microscope (#1, #2, #3, #4, #5, #6, #13, #14, #15, #16, #17) 3. Illustrate and identify cellular plant structures (#2, #3, #4, #5, #6, #13, #14, #15, #16, #17) 4. Identify and locate major stem, root, leaf, and reproductive tissues (#2, #3, #4, #5, #6, #13, #14, #15, #16, #17) 5. Differentiate and characterize the distinguishing features of selected representatives of the following groups of organisms: bacteria, archaea, protista, fungi, lichens, bryophytes, ferns, gymnosperms, and angiosperms (monocots and dicots) (#11, #12, #13, #14, #15, #16, #17) 6. Categorize and identify plant specimens according to taxonomy, family, and species (#11, #12, #13, #14, #15, #16, #17) 7. Analyze experimental data regarding plant physiology, hormones, water relations, and nutrient requirements (#2, #8, #9, #10) 8. Evaluate various soil/mineral deficiencies in plants by recognizing/identifying specific plant responses (#2, #10) Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reports Skill Demonstrations Reading Assignments 1. Read a periodical (e.g. Science News, Nature, National Geographic) on plants and food and be prepared to discuss in class. 2. Conduct research on assigned protists and present their findings to the rest of the class via presentation (e.g. PowerPoint). 3. Read the assigned pages from the textbook and be prepared to discuss primary metabolite review for class. Writing, Problem Solving or Performance 1. Complete a formal laboratory report that contains an introduction, purpose, procedure, and materials used for each lab. 2. Conduct an experiment on bean and pea growth when subjected to various hormones, collect data for 4 weeks, and determine the effect of the hormone on plant growth. 3. Complete short-answer questions from a published laboratory manual each week regarding topics related to course. Other (Term projects, research papers, portfolios, etc.) 1. Collect 25 plants from the wild, identify to genus, mount, and display them, and present their collection to the class. 2. Conduct research on an aspect of plant physiology. The paper submitted must be 7 - 10 pages in length and consist of an Abstract, Introduction, Methods and Materials, Presentation of Data, Discussion, and Conclusion. Methods of Instruction Laboratory Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.

COMM 0002 - Argumentation and Rhetorical Criticism

http://catalog.sierracollege.edu/course-outlines/comm-0002/

Catalog Description DESCRIPTION IS HERE: Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: An exploration of argumentation and the influence of rhetoric on thought in theory and cultural practice. Includes critical evaluation of claims, how to conduct expertise-based research, share evidence, engage in reasoning and critical thinking, and recognize popular forms of communication fallacies. (C-ID COMM 120) (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Advocate for ideas using ethical arguments based in sound reasoning and evidence. Articulate multiple perspectives of a controversy. Engage with others who hold different perspectives to work toward understanding and resolution. Analyze the implications of power and privilege in dialogue and debate. Course Content Outline I. Methods of Critical Inquiry and Reasoning A. Classical Rhetorical Theory B. Enlightenment Rhetoric C. Contemporary Rhetoric II. Advocacy and Argumentation A. Audience Analysis B. Constructing Credibility C. Values and Value Hierarchies D. Rhetorical Strategies and Power III. Logic Fallacies and the Making of Ethical Arguments A. Ethical Advocacy B. Rhetorical Fallacies C. Logic Fallacies in performance, popular culture, and media IV. Research Skills, Analysis and Evaluation of Evidence and Sources A. Types of Evidence (Qualitative and Quantitative) B. Expertise-Based Research V. Critical Analysis of Discourse VI. Presentation and Evaluation of Oral and Written Arguments Course Objectives Course Objectives At the conclusion of this course, the student should be able to: 1. Critically think about, discuss, and evaluate reasoning, evidence, values and belief systems. 2. Develop an understanding of the reasoning process and skills in utilizing various methods of reasoning. 3. Analyze, advocate, and criticize ideas, using rhetorical theory and expertise-based research. 4. Recognize fallacies of reasoning and argue ethically. 5. Develop research skills. 6. Foster the use of critical thinking skills in oral/written communication to understand evolution and development of the idea that social progress requires communication. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Problem Solving Examinations Projects Reports Skill Demonstrations Reading Assignments 1. After doing reading on the scientific approach of Aristotle, students will provide a modern interpretation of his writing on "Usefulness of Rhetoric" using his 4-form proof as a guide. 2. After reading about "meaning-centered theory," students will locate a visual-based argument and discuss its effectiveness on shifting public opinion. Writing, Problem Solving or Performance 1. Assignment: Analysis of an editorial. Using a recent newspaper or periodical, students will select an editorial and address the following questions in an essay: What is the argument (claim) the author is making? Who is the target audience for the argument? What is the structure of the argument (statement and proof)? How is the evidence presented? What type of reasoning is used to connect the evidence to the claim? What types of appeals (logical, emotional, psychological) is the author using to persuade his target audience? How does the author establish his or her credibility? Finally, diagram the argument using Toulmin's Model of Argument. 2. Assignment: Deliberation brief. After determining the debate proposition, each student will select and research one viewpoint of the issue and write a deliberation brief. Debate components will be covered including a fact, value or policy proposition, designation of the central issues, delineation of commonplaces shared with opponents, and definition of key terms. The brief will also contain all the claims the student plans to advance in the debate as well as relevant support and evidence, and an outline of all underlying values and assumptions. Finally, each student will assess the standpoint, power and perspective for each advocate involved in the debate. After each student has a brief prepared, students will enter into a deliberation over the issue. When the deliberation is complete, students will write an analysis of the issue including both, or all, viewpoints. In the analysis, students will evaluate their performance and describe any alterations or significant changes they may have made in their perspective of the issue as a result of the deliberation. 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.

GEOG 0002 - Cultural Geography

http://catalog.sierracollege.edu/course-outlines/geog-0002/

Catalog Description DESCRIPTION IS HERE: Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Population, migration, religion, languages, agriculture, economic development and exploration of how humans interact with their environment. Analysis of differences of cultures including housing types, agricultural techniques, and popular and folk customs. Investigation of humans as the primary modifier of the physical landscape within the limits of the Earth's natural resources. (C-ID GEOG 120) (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Explain basic demographic tools used to compare places, such as population pyramids and the demographic transition. Compare and contrast folk versus popular culture by investigating social customs and how they diffuse. Summarize basic precepts of each major universalizing and ethnic religions and identify where they are generally practiced. Identify places in the world with major conflicts related to political boundaries, demographics, ethnicity and economics, enumerating key issues of each conflict and explain the history behind the conflict. Describe the major forms of subsistence and commercial agriculture, the geographic extent, their methods of food production, and human ecology with emphasis on environmental challenges. Estimate natural resources supplies, demand, and location, such as energy and water, and associated conservation issues. Course Content Outline I. Geographic Concepts a. maps b. regions c. scale d. distribution e. geographic grid II. Human Culture a. defining culture b. assimilation c. acculturation d. globalization III. Population a. distribution b. characteristics c. demographic transition d. population pyramids e. arithmetic, physiological, agricultural densities IV. Migration a. distribution b. global patterns c. push/pull factors V. Social Customs a. folk culture b. popular culture c. globalization VI. World Languages a. distribution b. families, branches, groups c. global languages VII. Religion a. distribution b. universalization c. ethnic religions d. origin and diffusion e. religious landscapes f. conflicts VIII. Ethnicity a. distribution b. nationalities c. multinational states IX. Political Geography a. distribution of states b. criterion of states c. geopolitics d. nation states X. Economics/Development a. distribution of wealth b. developed and developing regions c. measurement of development d. globalization XI. Agriculture a. hearths b. regions c. forms of agricultural d. developed agriculture practices e. developing country agriculture XII. Urban Patterns/Settlements a. defining settlements b. urbanization c. historical perspective of development XIII. Resource Issues a. types of resources b. development and utilization c. solutions/conservation d. problems Course Objectives Course Objectives 1. Apply geographic concepts to various aspects of human culture. 2. Explain or define basic demographic concepts such as demographic transition, diagram population pyramids and provide examples of overpopulation. 3. Identify migration distribution patterns and assess the factors responsible for these human movement trends. 4. Identify various human social customs, and appreciate unique cultural folk traditions, while contrasting these with popular globalized human practices. 5. Map world language families and their various linguistic divisions while assessing the impact of global languages on human culture. 6. Observe the distribution of world religions, compare the universalizing traditions with distinct ethnic belief systems. 7. Identify various ethnic groups,and the geographic influences upon these groups. Discuss the importance of multinational state integration and the potential for conflict. 8. Interpret existing political boundaries in demographic, ethnic, and economic terms. 9. Explain the distribution of wealth of developed and developing regions. 10. Assess the various measurements of economic development and the impact of globalization. 11. Analyze agricultural activity by relating it to climate, water, and soils. Summarize the types of agriculture while categorizing various regions as developed and developing. 12. Define settlements versus urbanization in terms of human culture. Summarize the historical perspective of settlements as well as the current distributional patterns. 13. Analyze various resource issues as confronted by human cultures. Discuss various solutions, conservation, development problems and the manners that cultures respond to these. Methods of Evaluation Classroom Discussions Objective Examinations Reading Assignments 1. Read assigned chapter on population to prepare for weekly quiz and a classroom discussion regarding population challenges and solutions. 2. Read hand-out/article on fossil fuel consumption in the US and around the world to be prepared for a discussion on future adaptation to limited supplies and pollution problems. Writing, Problem Solving or Performance 1. Examine tabular data on Gross Domestic Product per capita and Crude Birth Rates (CBR), Death Rates, Nat. Increase Rates (NIR) then graph for listed countries. Assess the correlation between high GDP per capita and low CBR and NIR. Discuss outliers and patterns for each country. 2. Starting with textbook, research persistent ethnic conflicts around the world as assigned to each group. Then use other sources, such as the Internet, to elaborate on the historical and geographical context of the assigned conflict. Present to group findings with review questions for the group. Other (Term projects, research papers, portfolios, etc.) Presentation (ethnic conflicts), linked to research topic (previous listed above). Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.

HSCI 0002 - Emergency Medical Technician

http://catalog.sierracollege.edu/course-outlines/hsci-0002/

Catalog Description DESCRIPTION IS HERE: Advisory: Completion of HSCI 3, HSCI 7 or BIOL 55 with grade of "C" or better; eligibility for ENGL 11 Hours: 225 (139 lecture, 86 laboratory) Description: Provides knowledge and critical thinking skills necessary to deliver emergency medical care in a prehospital environment. Covers legal and moral aspects, scene safety, primary and secondary patient assessments, intervention and stabilization skills, proper use of emergency medical equipment, awareness of bloodborne pathogens and communicable diseases, recognition of signs and symptoms, and pathophysiology of medical emergencies and traumatic injuries. Includes practical hands-on skills training and interactive simulations. Includes certification for American Heart Association CPR professional and bloodborne pathogen and infection control. Tactical EMS training and a state certification in "TEMS First Responder Operations". Clinical experience is an assigned field and/or clinical observation. Attendance and participation is mandatory; a cumulative score of 80% on all written quizzes and exams, and passing score on all practical skills testing are required for qualification for national and state EMT certification. Meets updated National Education Standards for EMT curriculum, and all requirements of the California Code of Regulations Title 22, the California EMS Authority and the National Registry of Emergency Medical Technicians (NREMT). Upon successful completion, student is eligible to take the NREMT EMT examination and qualify for a California State EMT certification. Students must be 18 years of age at start of course; provide a Tuberculosis (TB) Blood Test (Quantiferon) or a negative chest x-ray; provide proof of immunizations for Mumps, Measles, Rubella (MMR); Varicella zoster-vaccination or positive titer; Hepatitis B series completion and titer, or Hepatitis B series in progress and a signed declination; Diphtheria, Tetanus and Pertussis (Tdap); current influenza vaccine; Student are required to take a drug screen test demonstrating the absence of evidence of controlled substance use,and provide criminal background screening satisfying the requirements of the State EMS Authority and EMT program clinical providers. (CSU) Units 9 Lecture-Discussion 139 Laboratory 86 By Arrangement Contact Hours 225 Outside of Class Hours Course Student Learning Outcomes Demonstrate the ability to perform a primary and secondary assessment on an adult, child and infant in acute respiratory, cardiovascular, and trauma related emergencies and perform the appropriate interventions and assistive treatment. Describe the management and intervention skills required during emergency childbirth and explain the indications and pathophysiology of childbirth complications. Describe the role and responsibility of the EMT during scene size-up, basic scene management, hazardous material and tactical EMS roles during multi-casualty incidents. Demonstrate competency in all EMT practical skills testing required for certification with the National Registry of Emergency Medical Technicians and qualify for certification with the State of California. Demonstrate Rapid Patient Extrication and Disentanglement Techniques while performing medical care interventions. Course Content Outline I. EMS Systems, Roles and Responsibilities A. Role and Responsibility B. Overview EMS System C. Legal Considerations II. Human Anatomy and Patient Assessment A. Medical Terminology B. Anatomy and Physiology C. Patient Assessment D. Physical Examination III. Shock A. Perfusion Physiology B. General Nature and Pathophysiology C. Management Skills and Interventions IV. Respiratory System A. Anatomy and Physiology B. Respiratory emergencies and Pathophysiology C. Mechanism of Injury and stabilization D. Management Skills and Interventions E. Optional i-Gel and Supraglottic advanced airway devices V. External Automated Defibrillator A. Anatomy and Physiology of the Heart B. Basic Electrophysiology and Assessment C. Defibrillator Operation and Defibrillation D. Management Skills and Interventions E. Post Conversion Care and Monitoring VI. Cardiovascular System A. Anatomy and Physiology B. Cardiac Emergencies and Pathophysiology C. Management Skills and Interventions VII. Nervous System A. Anatomy and Physiology B. Nature of Illness or Injury stabilization C. Management Skills and Interventions VIII. Soft Tissue Injuries A. Anatomy and Physiology B. Mechanism of Injury and Pathophysiology C. Assessment Skills and Interventions IX. Musculoskeletal System A. Anatomy and Physiology B. Mechanism of Injury and Pathophysiology C. Management Skills and Interventions X. Medical Emergencies A. Nature of Illness and Pathophysiology B. Assessment Skills and Interventions C. Optional interventions with Epinephrine, Narcan, and Glucometer XI. Obstetric and Gynecological Emergencies A. Anatomy, Physiology and Pathophysiology B. Stages of Labor and Normal Delivery C. Nature of Complications and Pathophysiology D. Management Skills and Interventions XII. Pediatrics A. Special Considerations B. Nature of the Problem and Patient Assessment C. Management Skills and Interventions XIII. Behavioral Emergencies A. Responses to Illness, Injury, Death and Dying B. Behavioral Emergencies and Patient Assessment C. Management Skills and Interventions XIV. Extrication and Rescue A. Phases of the Rescue B. Lifting and Moving C. Short Board and Collar D. Extrication and Rescue Techniques E. Disasters and Multi-Casualty Management F. Hazardous Material Incidents G. Scene Management Skills XV. Communications A. Systems B. Regulations and Procedures C. Radio Skills XVI. Ambulance Transport A. Roles and Responsibilities B. Driving Techniques C. Radio Communications D. Driver Licensing E. Legal Aspects F. Records, Reports and Documentation XVII. Introduction to the American Heart Association A. BLS for Healthcare Providers B. The Chain of Survival C. 2010 AHA CPR and ECC updates XVIII. BLS/CPR Basic for Adults A. Basic steps for adult CPR B. 2-Rescuer team CPR for adult XIX. AED operation for Adults and Children 8 and older A. AED for adults and children B. Rescuer sequence for AED C. 1 and 2 rescuer adult BLS/CPR with AED XX. BLS/CPR for Children 1 year to puberty A. BLS/CPR basic for performing CPR on a child B. Compression rates and ratio for single rescuer XXI. BLS/CPR for Infants A. Basic BLS/CPR for infants B. 1 Rescuer Infant CPR C. 2 Rescuer Infant CPR XXII. AED for infants and Children 1 to 8 years of age A. Selecting AED Pads or AED child system B. Use of AED for infants and children C. Use of AED for infants XXIII. CPR with an Advanced Airway A. Performing CPR with advanced airway placement B. CPR compression rate with an advanced airway XXIV. Mouth to Mouth Rescue Breathing A. Adult mouth-to-mouth breathing B. Infant mouth-to-mouth breathing C. Adult and Infant rescue breathing XXV. Recognition and Relief of Choking A. Recognition of responsive adult and child older than 1 year B. Recognition of unresponsive adult and child older than 1 year C. Recognition of choking in a responsive and unresponsive infant XXVI. Standardized Patient Movement and Lifting Techniques A. Lifting techniques of an unresponsive patient B. Lifting and Moving techniques of responsive patient C. Safety and operation of a mechanical gurney XXVII. Infection Control OSHA standard 29 CFR 1910.1030 A. Universal Precautions in Healthcare B. Body Substance Isolation C. Personal Protective equipment D. Bloodborne Pathogens and transmission XXVIII. Occupational Practices and Engineering Controls A. Regulated waste and body fluid clean-up B. Field and Clinical associated exposures and infections C. Airway Management and Injection Practices D. Exposure Incident and reporting requirements E. Scene Management Skills XXIX. Vehicle Extrication and Rescue Techniques A. Scene Size-Up and Incident Safety B. Vehicle Stabilization and Patient Safety C. Gaining Access to Victims and Interventions D. Disentanglement and Patient Removal E. Transport Decisions and Patient Care F. Overview of Incident Management and Patient Outcome XXX. Tactical Emergency Casualty Care First Responder Operations A. Scene Size-uo for Active Shooter and Violent Intruder Incidents B. Tactical EMS and S.A.L.T. triage techniques C. Tourniquets, wound packing, chest wounds and pressure dressings D. Safe handling of varied firearms common in law enforcement E. Effective operations within the EMS rescue task force. Course Objectives Course Objectives Lecture Objectives (139 hours): 1. Describe the legal considerations, roles and responsibilities of the EMT; 2. Identify the different human systems and the basic anatomy and physiology of each; 3. Describe the role and responsibility of the EMT during scene size-up and scene safety; 4. Name the steps required to complete a primary and secondary patient assessment; 5. Explain the purpose of obtaining vital signs and how the information is used for patient assessment; 6. Identify basic components of anatomy and physiology for the respiratory system; 7. Describe the signs and symptoms of respiratory emergencies and pathophysiology of related causes; 8. Explain the intervention and management skills for respiratory emergencies required of the EMT; 9. Identify the basic components of anatomy and physiology for the cardiovascular system; 10. Describe the signs and symptoms of cardiac emergencies and pathophysiology of related causes; 11. Describe the signs and symptoms associated with an acute cardiac event, identify the cardiac pathology and implement the appropriate treatment protocol as an EMT. 12. Describe the basic components of the circulatory system and the physiology of perfusion; 13. Describe the signs and symptoms of hypoperfusion and pathophysiology of shock; 14. Explain the EMT intervention and management skills for shock related emergencies; 15. Describe mechanism of injury and the physiology of critical trauma emergencies; 16. Explain the EMT intervention and stabilization skills required for critical trauma patients; 17. Identify basic components of anatomy and physiology for the musculoskeletal system; 18. Describe the signs and symptoms and pathophysiology of musculoskeletal injuries; 19. Explain the assessment and management skills for stabilizing musculoskeletal injuries; 20. Identify basic components of anatomy and physiology for the nervous system; 21. Describe the signs and symptoms and pathophysiology of neurological emergencies; 22. Explain the assessment and intervention skills for stabilizing neurological injuries; 23. Describe the signs and symptoms and pathophysiology of various medical emergencies; 24. Explain the assessment and intervention skills for various medical injuries; 25. Identify the primary environmental factors and the effect on the different human systems; 26. Describe the signs and symptoms of heat and cold related illnesses; 27. Describe the signs and symptoms of different environmental injuries and illnesses; 28. Explain the assessment and intervention skills for stabilizing environmental emergencies; 29. Identify the basic components of anatomy and physiology of emergency childbirth; 30. Describe the stages of labor and normal delivery during childbirth; 31. Identify the indications and pathophysiology of childbirth complications; 32. Explain the management and intervention skills for emergency childbirth; 33. Identify the basic anatomical and physiological differences for pediatric patients; 34. Explain the assessment and intervention skills for different pediatric emergencies; 35. Describe the assessment and management skills for behavioral emergencies; 36. Explain the basic rescue skills and extrication techniques used in patient removal; 37. Describe the basic scene management skills for a hazardous materials incident; 38. Explain the EMT roles and responsibilities during disasters and multi-casualty incidents; 39. Describe the BLS/CPR basic steps for adults; 40. Describe the steps for AED operation; 41. Describe the basic steps of CPR for children; 42. Describe the basic steps of CPR for infants; 43. Describe use of AED on an infant or child under 8 years of age; 44. Describe requirements of OSHA standard 29 CFR 1910.1030; 45. Describe universal precautions used in healthcare professions; 46. Describe bloodborne pathogens; 47. Describe how bloodborne pathogens are spread; 48. Describe the different types of bloodborne pathogens; 49. Describe occupational practices and engineering controls; 50. Describe regulated waste and body fluid clean-up; 51. Describe field associated exposures and infections; 52. Describe clinical associated exposures and infections; 53. Describe Exposure Incident and reporting requirements. 54. Describe treatment protocol for anaphylaxis or severe asthma. 55. Describe indications for use of auto-injector epinephrine. 56. Describe actions, indications,contraindications of Naloxone 57. Explain the signs and symptoms of an opioid overdose 58. Explain the finger stick blood glucose testing with a Glucometer. 59. Describe the diabetic emergency and treatment protocol for the symptomatic diabetic patient. 60. Discuss the EMT role of operating effectively within the rescue task force. 61. Discuss the (3) levels of Tactical EMS Casualty Care in California. 62. Explain the indications and contraindications of the optional i-Gel Airway and Supraglottic King Airway devices. Skills Lab Objectives (86 hours): 1. In a simulated training scenario, perform primary and secondary assessment on an ill patient and recognize the signs and symptoms associated with medical emergencies; 2. In a simulated training scenario, perform primary and secondary assessment on an injured patient and recognize the signs and symptoms of associated with traumatic injuries; 3. In a simulated training scenario, demonstrate the ability to perform a full set of vital signs, recognize the any abnormal discrepancies, and properly record and communicate the findings; 4. In a simulated scenario properly assess and recognize the need to administer the OTC medication aspirin; 5. In a simulated training scenario, demonstrate the ability to perform initial spinal stabilization and to securely immobilize a patient to a backboard; 6. In a simulated scenario, demonstrate the proper use of tourniquets and hemostatic dressings; 7. In a simulated scenario, demonstrate the proper use and interpretation of Pulse Oximetry; 8. On a simulated training manikin, correctly demonstrate the use of humidifiers, partial non-rebreather nd venturi masks for oxygen administration; 9. On a simulated training manikin, correctly assess the patient presenting with a compromised airway and properly insert the oralpharyngeal airway adjunct; 10. On a simulated training manikin, correctly assess the patient presenting with a compromised airway and properly insert the nasopharyngeal airway adjunct; 11. On a simulated airway manikin, correctly demonstrate a primary patient assessment and the intervention skills for initiating proper airway management with manual positive pressure ventilation and correctly utilizing the appropriate airway adjunct. 12. On a simulated training manikin, demonstrate the application of the non-rebreather oxygen mask and proper delivery of high flow supplemental oxygen; 13. On a simulated training manikin, demonstrate the application of Continuous Positive Airway Pressure (CPAP) delivery of high flow supplemental oxygen; 14. On a simulated training manikin, demonstrate the application of the automatic external defibrillator and proper delivery of electrical cardioversion on the unconscious and pulseless patient; 15. On a simulated training manikin, demonstrate the proper application of the traction splint apparatus and stabilization of an orthopedic injury; 16. On a simulated training manikin, demonstrate the proper application of the air splinting device and stabilization of an orthopedic injury; 17. On a simulated training manikin, demonstrate the proper assessment of an obstetrical patient and the medical assistance required during emergency childbirth; 18. On a simulated training manikin, demonstrate the recognition of an obstetrical emergency and the required interventions for childbirth complications; 19. During a simulated vehicle extrication demonstrate ability to perform a scene size up and incident safety protocols; 20. During a simulated vehicle extrication, demonstrate ability to gain access to victims to perform disentanglement and rapid patient extrication techniques; 21. Demonstrate the BLS/CPR basic steps for adults; 22. Demonstrate 2-Rescuer team CPR for adults; 23. Demonstrate proper application of AED on patient; 24. Demonstrate proper AED operation and shock delivery; 25. Demonstrate the basic steps for performing CPR on a child; 26. Choose correct AED pads for an infant or child under 8 years; 27. Demonstrate the basic steps for performing CPR on an infant; 28. Demonstrate how to administer mouth-to-mouth breaths to a victim; 29. Demonstrate choking relief of responsive child older than 1 year; 30. Demonstrate choking relief of unresponsive child older than 1 year; 31. Demonstrate how to relieve choking in a responsive/unresponsive infant; 32. Demonstrate proper lifting/moving techniques of an unresponsive patient; 33. Demonstrate the lifting safety techniques used in patient gurney operations; 34. Demonstrate proper hand washing techniques; 35. Demonstrate the use of personal protective equipment; 36. Demonstrate airway management and injection practices. 37. Demonstrate prep, inspection and administration of epinephrine 38. Demonstrate IM injection of epinephrine auto-injector device 39. Demonstrate IN and IM delivery of Narcan for the suspected opioid overdose 40. Demonstrate finger stick blood glucose testing procedure 41. Demonstrate the proper disposal of blood glucose sharps/contaminates 42. Demonstrate proper Tourniquet use, Wound packing and pressure dressings for tactical EMS purposes 43. Demonstrate use of basic and optional airway adjuncts during tactical EMS setting. 44. Demonstrate the proper size-up and insertion techniques for the optional i-Gel airway device. 45. Demonstrate the proper size-up and insertion technique for the supraglottic optional airway. Clinical Experience Objectives (30 hours): 1. Under the supervision of the EMT program Clinical Coordinator, participate in a mandated hospital orientation and required post examinations; participate in the multi-step clinical application and personal registration process and participate in completing the mandated clinical immunization and vaccination process. 2. Under the supervision of an assigned clinical or field preceptor, complete 24 hours of experience in a hospital emergency room environment and/or a field ride-along with a pre-hospital care provider; 3. Under the supervision of an assigned clinical or field preceptor, participate as directed in all patient care management and interventions, performing skills and assessments within the EMT scope of practice; 4. Under the supervision of an assigned clinical or field preceptor, participate in ten (10) patient contacts performing skills and assessments within the EMT scope of practice. Methods of Evaluation Objective Examinations Skill Demonstrations Reading Assignments 1. Read the lesson plans on Respiratory Emergencies and explain the physiological differences of internal and external respiration. Identify the different types of respiratory compromise and explain the pathological differences of each condition. Describe the treatment interventions available within the EMT scope of practice. 2. Read the lesson plans on shock and explain the pathology of inadequate tissue perfusion, identify the different types of shock and the pathological differences, and describe the treatment interventions available within the EMT scope of practice. Writing, Problem Solving or Performance 1. Given a detailed emergency medical scenario, student will utilize standard medical terms to develop an organized medical report for the transfer of patient care. Student will then compose a written report to outline the emergency medical interventions performed, and to summarize the scene management of the incident. 2. Given detailed information of a traumatic injury scenario, student will respond to a series of questions to identify critical steps performed in the primary assessment; describe what signs and symptoms would present with any given injury; and identify the correct interventions required for proper patient stabilization. 3. Given a realistic emergency medical scenario, the student will physically demonstrate the appropriate EMT skills and interventions to properly stabilize, manage and immobilize a spinal cord injury. Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Laboratory Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course. Sierra College EMT Clinical Observation Manual with HIPAA (Health Information Awareness Act) Handbook. 2012 edition, Sierra College Printing. Equipment: Stethoscope, Blood Pressure Cuff, Penlight, Watch with second hand or digital seconds. Sierra College EMT Uniform: -shirt -pants -shoes

HUM 0002 - Introduction to Humanities II

http://catalog.sierracollege.edu/course-outlines/hum-0002/

Catalog Description DESCRIPTION IS HERE: Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Introduction to the western cultural tradition through a survey of its religion, art, philosophy, literature, music, and architecture; covers the Renaissance through the modern world. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Identify and describe diverse cultural artifacts and values from the Renaissance through the Modern eras. Analyze and explain diverse cultural artifacts and values from the Renaissance through the Modern eras. Compare and contrast diverse cultural artifacts and values within and/or across cultures from the Renaissance through the Modern eras. Communicate effectively orally or in writing on a topic in the humanities from the Renaissance through the Modern eras. Course Content Outline I. The Renaissance A. Early Italian Renaissance Style B. Ideas C. The Roman Renaissance Style II. The Baroque Period III. The Eighteenth Century IV. Romanticism V. Realism VI. Belle Epoque VII. Modern Western Civilizations VIII. Diversity of Contemporary Life Course Objectives Course Objectives Students will, through oral and written work, 1. Describe the Art, Architecture, literature, music and philosophy from the Renaissance, the Age of Enlightenment and the Modern Era; 2. Chart figures, movements and themes on a timeline from the the Renaissance, the Age of Enlightenment, and the Modern Era; 3. Describe themes, styles and techniques of Art in the Renaissance, the Age of Enlightenment, and the Modern Era; 4. Compare and contrast themes, styles and techniques of Art in the Renaissance, the Age of Enlightenment, and the Modern Era; 5. Describe architecture in each of the aforementioned worlds and compare these architectural trends and styles with the trends and styles in Art; 6. Compare and contrast architectural styles between the major relevant eras; 7. List and describe the literature created in the ancient, the Renaissance, the Age of Enlightenment, and the Modern Era; 8. Compare and contrast the literature created in the various eras; 9. List and describe notable composers and their compositions in the Renaissance, the Age of Enlightenment, and the Modern Era; 10. Compare and contrast the musical styles utilized in the various eras; 11. List major philosophers from each era, describe their philosophical systems and compare and contrast the philosophical trends through the various eras; 12. Discuss underlying themes in art, architecture, history, literature, music, and philosophy during the Renaissance, the Age of Enlightenment, and the Modern Era. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reading Assignments 1. Read Pico della Mirandola's "Oration on the Dignity of Man," and be prepared to discuss where humanity’s place is on the “chain of being.” 2. Read "What is Enlightenment?" by Immanuel Kant, and be prepared to discuss what Kant means by "self-caused immaturity." Writing, Problem Solving or Performance 1. In a three page paper, compare and contrast the architectural structure of Brunelleschi's dome with that of the Pantheon. Describe the difficulties faced by Brunelleschi in completing the dome in the church of Florence. How did he overcome those challenges? Explain the role of Classical Architecture in his resolution. 2. After reading chapter five in your text, choose an artwork, from either the Romantic movement or the Realist movement and in a three-page, typed, double-spaced paper, thoroughly describe the artwork as well as various interpretations of its meaning and significance. 3. Pick an artist from the 20th century and write a 6-8 page research paper describing his or her life and major works, investigating why he or she has come to be considered a great artist. 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.

PHIL 0002 - Introduction to Philosophy: Ethics

http://catalog.sierracollege.edu/course-outlines/phil-0002/

Catalog Description DESCRIPTION IS HERE: Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: The concept of morality and values, Western systems of ethics including Virtue Ethics, Utilitarianisms, Kantian ethics, Feminist Moral Theory and their application to contemporary moral dilemmas. (C-ID PHIL 120) (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Identify and explain major ethical theories. Apply ethical theories to contemporary moral and social issues and evaluate the theory's strengths and weaknesses. Compare and contrast major ethical theories. Communicate effectively orally or in writing on a topic in moral philosophy. Course Content Outline I. Virtue Ethics A. Aristotle's Ethics B. Contemporary Attempts at Virtue Ethics II. Deontological Ethics III. Ethical Subjectivism A. Hume's System B. Contemporary Subjectivist Approaches IV. Contractarianism A. Hobbes B. Contemporary Contractarian Approaches V. Utilitarian Ethics A. Jeremy Bentham and John Stuart Mill B. Contemporary Utilitarian Approaches VI. Natural Law Theory VII. Divine Command Theory VIII. Feminist Moral Theory IX. Moral Relativism X. The Relationship Between Ethics and Metaphysics XI. The Relationship Between the Individual and Society XII. Normative Ethics as Applied to Contemporary Topics such as abortion, euthanasia/assisted suicide, capital punishment, war, hunger and homelessness, global resource inequality, animal rights, the trolley problem, the free rider problem, the environment and future generations, racial and gender injustice, sexual and reproductive autonomy, exploitation, or personal and social responsibility Course Objectives Course Objectives 1. Explain in written and/or oral activities moral reasoning, including virtue, deontological ethics, contractarianism, utilitarian ethics, natural law, divine command theory, and feminist approaches to ethics; 2. Critically analyze, compare and contrast the strengths and weakness of virtue, deontological ethics, contractarianism, utilitarian ethics, natural law, divine command theory, and feminist approaches to ethics; 3. Evaluate moral relativism, subjectivism and objectivism; 4. Identify the kind of ethical reasoning used in essays seeking to resolve contemporary moral issues; 5. Apply virtue, deontological ethics, contractarianism, utilitarian ethics, natural law, and feminist moral theories to a contemporary social issue in at least one formal written assignment; 6. Identify and assess the role of the metaphysical assumptions presupposed by each of the ethical systems discussed. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reading Assignments 1. Read Plato's Euthyphro and describe how the issue raised concerning the definition of piety is relevant to Divine Command Theory of morality. 2. Read John Stuart Mill's Utilitarianism and describe how a utilitarian would determine the moral value of an action. Writing, Problem Solving or Performance 1. Create a dialogue between a divine command ethicist and an existential ethicist that explores and contrasts the nature of moral goodness according to each. 2. Drawing upon the main ethical theories students will write an essay exploring the ethical dimensions of self-driving cars. 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.

WMST 0002 - Introduction to LGBT Studies/Queer Theory

http://catalog.sierracollege.edu/course-outlines/wmst-0002/

Catalog Description DESCRIPTION IS HERE: Also known as LGBT 1 Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: A broad and general exploration of Lesbian, Gay, Bisexual, Transgender, Queer Studies and its relationship to Feminism. Emphasis on Sexual Orientation/Gender Identity and Expression and their intersections with Race/Ethnicity, Class, the LGBT Rights movement in the United States and globally. (C-ID SJS 130) (CSU, UC) Units 3 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.

Search Results