FIRE 0010. Principles of Fire and Emergency Services Safety and Survival
Units: 3
Hours: 54 lecture
Introduces the basic principles and history related to the national firefighter life safety initiatives, focusing on the need for cultural and behavior change throughout the emergency services. (C-ID FIRE 150X) (CSU-with unit limitation)
FIRE 0010 - Principles of Fire and Emergency Services Safety and Survival
http://catalog.sierracollege.edu/course-outlines/fire-0010/
Catalog Description DESCRIPTION IS HERE: Hours: 54 lecture Description: Introduces the basic principles and history related to the national firefighter life safety initiatives, focusing on the need for cultural and behavior change throughout the emergency services. (C-ID FIRE 150X) (CSU-with unit limitation) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Defend the need for cultural and behavioral change within the emergency services relating to safety, incorporating leadership, supervision, accountability and personal responsibility. Assess the need for enhancements of personal and organizational accountability for health and safety. Justify the need for annual medical evaluations and the establishment of physical fitness criteria for personnel throughout their careers. Discuss the importance of investigating all near misses, injuries and fatalities. Course Content Outline I. Introduction A. History Of Fire Service Culture B. Organizational Culture 1. Career Departments 2. Volunteer Departments 3. Training C. Individual Role In Culture/Behavior 1. Medical Fitness 2. Physical Fitness 3 History Of Line Of Duty Deaths And Injuries Statistics 4. Defining The Nature Of The Problem II. The National Context, Health and Safety A. National Fire Protection Association B. Occupational Safety And Health Administration C. Medical And Fitness Standards D. Data Collection 1. California All Incident Reporting System 2. National Fire Incident Reporting System E. Research/Investigation 1. National Institute Of Standards And Technology 2. National Institute Of Occupational Safety And Health III. Training, Equipment, Response A. Training, Certification, Credentialing B. Apparatus And Equipment C. Response To Emergency Scenes D. Violent Incidents E. Emerging Technologies IV. Organizational Health and Safety Profile A. Personal And Organizational Accountability B. Present Condition/Culture C. Investigations-internal D. Investigations-external E. Analyzing Your Profile F. Utilizing Grants To Meet Needs V. Risk Management A. Risk Management Concepts And Practices B. Unsafe Acts C. Empowerment Definition VI. Prevention A. Home Fire Sprinklers B. Code Enforcement C. Public Education Of Fire And Life Safety Programs D. Counseling And Psychological Support Associated With Critical Incident Stress Debriefing (CISD) Programs Course Objectives Course Objectives 1. Identify and explain the 16 life safety initiatives; 2. Understand the concepts of risk management and mitigation as it pertains to emergency services; 3. Define and describe the need for cultural and behavioral change within the emergency services relating to safety, incorporating leadership, supervision, accountability and personal responsibility; 4. Explain the need for enhancements of personal and organizational accountability for health and safety; 5. Define how the concepts of risk management affect strategic and tactical decision-making; 6. Describe and evaluate circumstances that might constitute and unsafe act; 7. Explain the concept of empowering all emergency services personnel to stop unsafe acts; 8. Validate the need for national training standards as they correlate to professional development inclusive of qualifications, certifications, and re-certifications; 9. Defend the need for annual medical evaluations and the establishment of physical fitness criteria for emergency services personnel throughout their careers; 10. Explain the vital role of local departments in national research and data collection systems; 11. Illustrate how technological advancements can produce higher levels or emergency services safety and survival; 12. Explain the importance of investigating all near-misses, injuries and fatalities; 13. Discuss how incorporating the lessons learned from investigations can support cultural change throughout the emergency services; 14. Describe how obtaining grants can support safety and survival initiatives; 15. Formulate an awareness of how adopting standardized policies for responding to emergency scenes can minimize near-misses, injuries and deaths; 16. Explain how the increase in violent incidents impacts safety for emergency services personnel when responding to emergency scenes; 17. Recognize the need for counseling and psychological support for emergency services personnel, their families, as well as, identify access to local resources and services; 18. Describe the importance of public education as a critical component of life safety programs; 19. Discuss the importance of fire sprinklers and code enforcement; 20. Explain the importance of safety in the design of apparatus and equipment. Methods of Evaluation Classroom Discussions Objective Examinations Reports Reading Assignments 1. Read the chapter in the textbook on medical fitness and physical fitness and be prepared to discuss in class how proper fitness benefits the individual, the department and the public. 2. Read case histories involving firefighter line of duty injuries (LODI) and line of duty deaths (LODD) and analyze how they could have been prevented. Writing, Problem Solving or Performance 1. Research and fill out a provided grant application form to institute an on duty physical fitness training program for your local fire department. 2. Create a Standard Operational Procedure for responding to a violent incident. 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.
MATH 0010 - Problem Solving
http://catalog.sierracollege.edu/course-outlines/math-0010/
Catalog Description DESCRIPTION IS HERE: Prerequisite: Completion of Intermediate Algebra or appropriate placement Hours: 72 lecture Description: Individual and small-group problem solving geared toward real life situations and nontraditional problems. Problem solving strategies include: draw a diagram, eliminate possibilities, make a systematic list, look for a pattern, guess and check, solve an easier related problem, subproblems, use manipulatives, work backward, act it out, unit analysis, use algebra, finite differences, and many others. Divergent thinking and technical communication skills of writing and oral presentation are enhanced. Designed to teach students to think more effectively and vastly increase their problem solving ability. (CSU) Units 4 Lecture-Discussion 72 Laboratory By Arrangement Contact Hours 72 Outside of Class Hours Course Student Learning Outcomes Apply divergent thinking to mathematical problems and solutions. Design and implement solution strategies to mathematical problems. Present logical, accurate, and detailed steps to communicate mathematical reasoning in the strategy and approach to solving problems. Evaluate, improve, and correct the appropriateness and reasonableness of a solution to a problem. Course Content Outline Every week a new problem solving strategy will be examined. The instructor will demonstrate the techniques of each strategy, and the students will practice the strategy by solving a variety of problems. The first few strategies explored in the course are fairly easy and straightforward. The difficulty level of the strategies rises throughout the course. Starting in week 5, in addition to learning new strategies every week, students are working on a problem set of 5 problems that can be solved by any of the strategies learned up to that point. These problem sets increase in difficulty as the semester progresses. The following is an outline of the strategies. I. Draw a Diagram II. Make a Systematic List III. Eliminate Possibilities IV. Use Matrix Logic V. Patterns and Predictions VI. Guess and Check VII. Identify Subproblems VIII. Analyze the Units IX. Solve an Easier Related Problem X. Create a Physical Representation or Model XI. Work Backwards XII. Venn Diagrams and Basic Set Theory XIII. Convert to Algebra XIV. Evaluate Finite Differences Course Objectives Course Objectives Using homework assignments, reports/projects, classroom discussions, weekly problem sets, exams and quizzes, the student will: 1. Solve problems at a post-intermediate algebra level from a variety of different mathematical subject areas, especially topics not usually covered in a traditional mathematics course; 2. Analyze given information and develop strategies for solving problems involving mathematical and logical reasoning; 3. Recognize and apply the concepts of mathematics as a problem-solving tool in other disciplines and contexts; 4. Utilize linear, quadratic, exponential, and logarithmic equations, systems of equations, and their graphs to analyze mathematical applications from various disciplines; 5. Solve problems involving probability; 6. By generating lists and investigating patterns, formulate rules for permutations, combinations, and the basic counting principle; 7. Develop linear, quadratic, cubic, and/or exponential functions that model real world data. Use the function to predict future behavior of the model; 8. Select and correctly apply appropriate strategies to solve a new problem, and evaluate the appropriateness and effectiveness of their strategies; 9. Evaluate the appropriateness and reasonableness of a solution; 10. Work cooperatively in groups to solve problems, choosing an appropriate strategy, formulating a solution and comparing and contrasting their solution with the solutions of their classmates; 11. Compose detailed explanations of the thought processes used to solve problems; 12. Prepare and demonstrate problem solutions to the whole class; 13. Appraise the validity of an oral presentation of the solution to a problem; 14. Read a math text and evaluate written solutions to problems critically and with understanding; 15. Practice metacognition; 16. Use appropriate mathematical vocabulary in discussing problems with group members, presenting solutions to the class, and writing solutions to problems; 17. Think divergently, designing and evaluating a variety of approaches while brainstorming possible solutions to new problems; 18. Upon receiving a problem that is unusual and different from any previous problem, students will compare and contrast the problem to problems solved previously, assess previous methods of solution and determine their validity in this case, choose an appropriate strategy for the new problem, and construct a solution; 19. Solve problems of increasingly greater difficulty; 20. Work toward alleviating the fear caused by problems with words, and experience success in solving difficult problems while developing greater confidence in problem solving ability; 21. Apply problem solving skills to life by relating problem solving skills to real-life issues. Methods of Evaluation Objective Examinations Reading Assignments 1. Read a word problem and understand what is being asked. For example: A grocer was stacking oranges one day. She decided to stack them in a triangular pyramid. She put one orange in the top layer, three oranges in the second layer, six oranges in the third layer, and so on. Each layer except the top formed an equilateral triangle. How many oranges would it take to build such a pyramid 50 layers high? 2. Given the textbook problem, "In how many ways can you give change for 25 cents?" Students will describe and use the four different systematic lists presented in the textbook for this problem. They will then compare and contrast the advantages and disadvantages of each system. 3. Read a fellow classmate's explanation of a problem's solution and understand and critique it. Writing, Problem Solving or Performance 1. Solve problems in small groups. 2. Present the solution to a problem on the board to the entire class. 3. Solve a word problem and write a thorough explanation of the solution process. The following are a small sample of problems solved in the class. These particular problems were selected for inclusion here mainly for brevity. Most of the problems solved in the class are much longer than these. The problems listed are a mixture of difficulties and strategies. 1. Find three numbers between 11 and 30 such that the squares of the three numbers contain all the digits 1 to 9 exactly once. 2. A group of students went to the pub after the football game on Saturday, and all ordered from the menu. The bill totaled $162. They decided to split the bill evenly, but then three people said they had no money. The rest of the people each had to chip in $2.70 extra to cover the tab. How many people were in the group? 3. You have 12 identical looking coins, one of which is counterfeit. The counterfeit coin is either heavier or lighter than the rest. The only scale available is a simple balance. Using the scale only three times, find the counterfeit coin. 4. The volunteer firefighters decided to teach fire safety techniques to the citizens. They set up a plan where the 8 firefighters would each teach two people. Then the teacher would retire, but each of the pupils would teach two people. Those people, in turn, would teach two others. The teaching lasted for one month. How many people would know the fire safety basics after 10 months? 5. There are nine points on a piece of paper. No three of the points are in the same straight line. How many different triangles can be formed by using three of the nine points as vertices? 6. What is the sum of all ten-digit numbers? 7. Dionne can run around a circular track in 120 seconds. Basha, running in the opposite direction as Dionne, meets Dionne every 48 seconds. Sandra, running in the same direction as Basha, passes Basha every 240 seconds. How often does Sandra meet Dionne? 8. A number is called a decreasing number if it has two or more digits and each digit is less than the digit to its left. For example: 73; 421; 964,310; and 52 are decreasing numbers but 3,421; 6,642; 89; and 963,861 are not. How many decreasing numbers are there? 9. At one family reunion, every niece was a cousin. Half of all aunts were cousins. Half of all cousins were nieces. There were 50 aunts and 30 nieces. No aunt was a niece. How many cousins were neither nieces nor aunts. 10. The expression n! is read "n factorial" and means n(n-1)(n-2)(n-3)(n-4)...(3)(2)(1). Thus 6! means (6)(5)(4)(3)(2)(1) which equals 720. And 10! means (10)(9)(8)(7)(6)(5)(4)(3)(2)(1) = 3,628,800. Notice that 6! ends with one digit of zero and 10! ends with two digits of zero. How many digits of zero does 5000! end with? 11. A grocer was stacking oranges one day. She decided to stack them in a triangular pyramid. She put one orange in the top layer, three oranges in the second layer, six oranges in the third layer, and so on. Each layer except the top formed an equilateral triangle. How many oranges would it take to build such a pyramid 50 layers high? Other (Term projects, research papers, portfolios, etc.) Every week, after week 4, the students are required to complete a problem set of 5 problems requiring a mixture of strategies. Their assignment is to solve each of the problems, and then write up an explanation of their solution. Write-ups include their thought process, a written explanation of their work in paragraph form, the name of the strategy used to solve the problem, and a clearly stated answer, including any appropriate units. Each problem set requires 6-8 hours of work, and is approximately 3-5 pages long. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
ALH 0010 - Introduction to Phlebotomy
http://catalog.sierracollege.edu/course-outlines/alh-0010/
Catalog Description DESCRIPTION IS HERE: Hours: 91 (43 lecture, 48 laboratory) Description: Introduction to the principles of Phlebotomy. Emphasis on phlebotomy techniques, infection control, safety, specimen collection and handling, medical and legal considerations, patient care and preparation and performance in venipunctures, capillary punctures, and basic laboratory tests expected of the entry level phlebotomy position (CPT 1). Upon successful completion of ALH 10 and ALH 11, students will be eligible to sit for the phlebotomy exam to become a Certified Phlebotomy Technician I (CPT 1) with the state of California. (letter grade only) (CSU) Units 3 Lecture-Discussion 43 Laboratory 48 By Arrangement Contact Hours 91 Outside of Class Hours Course Student Learning Outcomes Employ basic infection control, universal precautions and safety techniques, and dispose of sharps, needles and waste using the appropriate disposal techniques. Apply principles of anatomy, physiology and medical terminology of the circulatory system in the practice of phlebotomy. Perform venipuncture procedures safely and professionally on patients of a variety of ages and health conditions within the scope of practice of a phlebotomist. Perform proper identification of patient and specimens, and explain the importance of accuracy in overall patient care. Perform proper site selection and preparation of skin. Identify and utilize blood collection equipment, types of tubes and additives, draw in proper order of draw when additives are required and identify special precautions. Perform proper post-puncture care. Course Content Outline I. Phlebotomy and the Health-Care Delivery System A. Duties of the Phlebotomist B. Professional and Personal Characteristics of the Phlebotomist 1. Cultural Diversity Guidelines for Phlebotomist C. Phlebotomy Education and Certification D. Regulatory Issues E. Health-Care Delivery System F. Professional Service Departments G. Other Health-Care Settings II. The Clinical Laboratory A. Anatomical Area B. Clinical Area C. Clinical Laboratory Personnel D. Clinical Analysis Sections E. Coagulation F. Chemistry G. Blood Bank H. Serology (Immunology) I. Microbiology J. Urinalysis III. Safety and Infection Control A. Biological Hazards 1. Chain of Infection 2. Personal Protective Equipment 3. Standard Precautions B. Sharp Hazards C. Chemical Hazards D. Radioactive Hazards E. Electrical Hazards F. Fire/Explosive Hazards G. Physical Hazards IV. Basic Medical Terminology A. Word Parts B. Plural Forms C. Pronunciation Guidelines D. Abbreviations V. Basic Anatomy and Physiology A. Organizational Levels of the Body B. Anatomical Description of the Body C. Body Systems 1. Integumentary System 2. Skeletal System 3. Muscular System 4. Nervous System 5. Respiratory System 6. Digestive System 7. Endocrine System 8. Reproductive System 9. Lymphatic System 10. Urinary System 11. Circulatory System VI. Circulatory System A. Components B. Coagulation and Hemostasis C. Diagnostic Tests VII. Venipuncture Equipment A. Organization of Equipment B. Evacuated Tube System C. Needles D. Needle Holders E. Needle Disposal Systems F. Collection Tubes G. Syringe System H. Winged Blood Collection Sets I. Combination Systems J. Tourniquets K. Vein-Location Devices L. Gloves M. Puncture Site Protection Supplies N. Additional Supplies O. Quality Control VII. Routine Venipuncture A. Venipuncture Procedure B. Entering a Patient’s Room C. Patient Identification D. Patient Preparation E. Equipment Selection F. Medical Asepsis and PPE G. Tourniquet Application H. Site Selection I. Cleansing the Site J. Assembly of Puncture Equipment K. Performing the Venipuncture L. Needle Removal M. Needle Disposal N. Labeling of Tubes O. Bandaging the Patient’s Arm P. Disposing of Used Supplies Q. Completing Venipuncture Procedure VII. Pre-Examination Variables and Venipuncture Complications A. Requisition Forms, Greeting Patient and Patient Identification B. Patient Education C. Pre-examination Variables 1. Diet, Posture, Exercise, Stress, Smoking 2. Age, Sex, Pregnancy 3. Other Factors Influencing Patient Test Results 4. Diurnal Variation 5. Medications D. Patient Complications E. Equipment Assembly F. Tourniquet Application G. Site Selection and Cleansing H. Performing Venipuncture I. Technical Complications J. Needle Removal K. Needle Disposal L. Labeling of Tubes M. Bandaging Patient and Post Puncture Care N. Disposing of Used Supplies O. Completing Venipuncture Procedure VIII. Special Blood Collection A. Collection Priorities B. Fasting Specimens C. Timed Specimens D. Blood Cultures E. Blood Collection From VADS F. Special Specimen Handling Procedures G. Special Patient Population IX. Dermal Punctures A. Importance of Correct Collection B. Composition of Capillary Blood C. Dermal Puncture Equipment D. Dermal Puncture Procedure E. Special Dermal Puncture F. Point-of-Care Testing X. Arterial Blood Collection A. Arterial Blood Gases B. Arterial Puncture Equipment C. Arterial Puncture Procedure D. Specimen Integrity E. Procedural Errors F. Arterial Puncture Complications G. Specimen Rejection XI. Point-of-Care Testing A. Regulations of Point-of-Care Testing B. Quality Management C. Quality Control D. Common Point-of-Care Errors E. Safety F. Procedures G. Procedure Manuals and Package Inserts H. Point-of-Care Performed Frequently I. Future Applications with Evolving Technology XII. Additional Duties of the Phlebotomist A. Patient Instruction B. Collection of Throat Culture Specimens C. Collection of Sweat Electrolytes D. Collection of Nasopharyngeal Specimens E. Bone Marrow Collection F. Donor Blood Collection G. Receiving and Transporting Specimens H. Non-Blood Specimens I. Specimen Processing, Accessioning, and Shipping J. Use of the Laboratory Computer XIII. Ethical and Legal Issues A. Ethical Issues B. Legal Issues C. Risk Management XIV. Quality Management in Phlebotomy A. Quality Assessment B. Documentation Quality Management Systems Course Objectives Course Objectives Lecture Objectives: 1. Explain what Phlebotomy Technicians job requirements are. 2. List and describe the various components of blood. 3. Distinguish between various types of blood vessels. 4. Identify and apply knowledge of rules and regulations in regards to blood collection and patient care. 5. Demonstrate ability to properly follow and understand infection control procedures and use of Personal Protective Equipment properly. 6. Demonstrate ability to identify and collect various blood tests. 7. Identify anatomical and physiological landmarks in relation to phlebotomy procedures. 8. Apply the fundamentals of anatomy and physiology to perform phlebotomy. 9. Analyze and apply the appropriate OSHA regulations, standard precautions and safety techniques in obtaining and handling blood specimens. Lab Objectives: 1. Demonstrate and list the principles of basic clinical lab techniques. 2. Demonstrate and apply proper technique in specimen collection and handling. 3. Demonstrate and describe the professional behavior necessary to perform phlebotomy procedures. 4. Demonstrate safe and correct phlebotomy techniques and procedures in order to perform venipunctures and capillary punctures on a patient. 5. Maintain patient confidentiality at all times. Methods of Evaluation Classroom Discussions Objective Examinations Reports Skill Demonstrations Reading Assignments 1. Read section from textbook on venipuncture procedures. Be prepared to summarize and discuss procedure for tourniquet application and vein selection. 2. Read section from textbook on infectious disease exposure. Be prepared to discuss both prevention and management and demonstrate proper PPE. Writing, Problem Solving or Performance 1. Read section on Variables and Venipuncture Complications and respond to a critical thinking clinical application question. For example: Tania, an outpatient, enters the blood drawing station, properly identifies herself, and states that she had a mastectomy 3 months ago. She holds her left hand out for Trevor,the phlebotomist. a. What should Trevor Ask Tania? b. If blood is drawn from the incorrect arm, state two possible dangers to Tania. c. If blood is drawn from the incorrect arm, state two possible effects on laboratory tests. 2. Read section on The Clinical Laboratory and answer critical thinking exercises for section in the textbook. For example: A phlebotomist delivering a specimen to the UA section is instructed to place the specimen in the refrigerator. Is this an acceptable procedure? Please explain and support with information from the text. Other (Term projects, research papers, portfolios, etc.) 1. Write short research paper utilizing online resources on general lab safety and OSHA regulations. Methods of Instruction Laboratory Lecture/Discussion Other materials and-or supplies required of students that contribute to the cost of the course.
ANTH 0010 - Introduction to Forensic Anthropology
http://catalog.sierracollege.edu/course-outlines/anth-0010/
Catalog Description DESCRIPTION IS HERE: Hours: 54 lecture Description: Overview of forensic anthropology, an applied field of physical anthropology. Emphasis on current techniques used in the analysis of human skeletal remains, medico-legal procedures, and the role of the anthropologist in the investigative process. Examines the basics of bone biology, methods of skeletal analysis, and recognition of bone trauma and pathological processes. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Compare and contrast cultural, archaeology, linguistic and biological anthropology. Describe the scientific method and theories used by anthropologists within a forensic context. Articulate the legal and ethical responsibilities involved with working with human remains in various forensic contexts. Explain in detail variation in human skeletal remains over time due to various biological and behavioral influences. Evaluate large-scale applications of forensic anthropology. Course Content Outline I. Introduction to forensic anthropology: historical background, forensics and medico-legal community, data gathering and analysis methods. II. Human osteology and odontology: human skeleton review, anatomy of bone, bone growth, and human dentition. III. Establishing time since death, postmortem and taphonomic changes to human remains: decomposition, animal scavenging, fire damage, weather and water damage, and burial damage. IV. Estimation of sex: adult sexing using the skull, pelvis and other post crania for sexing. V. Estimation of age at death: sub-adult and adult aging using the skull, dentition, pelvis and other post cranial elements for aging. VI. Estimation of ancestry: cranial and post cranial anthroposcopic trait analysis and osteometric methods. VII. Estimation of stature: osteometric methods. VIII. Death, trauma, and the skeleton: cause and manner of death, types of trauma, and timing of trauma. IX. Trauma effects on bone: characteristics of wound types caused by sharp force, blunt force, and ballistic trauma, how bone responds to trauma. X. Initial treatment and examination of remains: typical forensic lab procedures, preparation of remains, reconstitution, sorting, and reassembly of remains, and remains inventory. XI. Identification techniques: DNA, radiography, photography, forensic odontology, facial reproduction, photographic superimposition and identification of unique biological features. XII. Recovery scene methods: location of remains, mapping gravesite and remains, grave excavation procedures, crime scene techniques, and mass disasters. XIII. Medico-legal responsibilities: ethical concerns, testimony in court, steps in final report, rights of the body, departmental cooperation, and human rights investigations. Course Objectives Course Objectives 1. Assess the history, methods and approaches of forensic anthropology and explain the role of the anthropologist in a criminal or crime scene investigation. 2. Analyze the legal and ethical issues of working with human remains. 3. Discriminate between human and nonhuman remains and contemporary and non-contemporary burial situations. 4. Identify postmortem and taphonomic changes to human remains. 5. Apply anthroposcopic and osteometric techniques for determining sex, age, ancestry, stature, and handedness from human skeletal remains. 6. Interpret trauma and pathological processes in human skeletal remains. 7. Apply techniques for establishing positive identification using human skeletal remains. 8. Describe field techniques to locate human remains and conduct a forensic excavation. 9. Evaluate large-scale applications of forensic anthropology to disasters, human rights and POW/MIA recovery. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Problem Solving Examinations Projects Reports Reading Assignments 1. Read "An Incidental Finding" from the Case Studies textbook and be prepared to discuss why the author uses the phrase "above all do no harm" in reference to the recovery of the child's skeletal remains. 2. Read and review Dawnie Wolf Steadman's "The Marty Miller Case" and be prepared to discuss the methods used in determining his cause of death and personal identification. Writing, Problem Solving or Performance 1. Explain techniques to determine the age, sex, ancestry, individual features, and ante, peri and postmortem trauma on a set of human remains. 2. Strategize and create a plan for conducting fieldwork in areas of mass disasters. Use specific references to case studies from recent mass disasters. Other (Term projects, research papers, portfolios, etc.) Students may research a relevant topic of their choice throughout the semester, culminating in an annotated bibliography. Possible topics include photographic superimposition, interpretation of trauma, estimating time since death, and mass disasters. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
ESS 0010 - Conservation of Natural Resources
http://catalog.sierracollege.edu/course-outlines/ess-0010/
Catalog Description DESCRIPTION IS HERE: Formerly known as AGRI 190 and NATR 10 Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Use and protection of natural resources, including soil, water, forest, mineral, plant, and animal life. Ecological principles, history of the conservation movement, modern problems in resource use, and the citizen's role in conservation. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Identify and describe natural resources, distinguishing between renewable and non-renewable and between resources of the land, air, water or energy. Explain the conservation of matter using biogeochemical cycles (e.g., carbon, nitrogen, phosphorus). Describe how humans extract, process and utilize natural resources and analyze requirements and impacts of each process. Outline historical environmental ethics and analyze impacts of each ethic on natural resources and sustainability. Course Content Outline I. Introduction to Natural Resources and Conservation a. Identify and classify natural resources b. Historical and current approaches towards natural resources (exploitation, preservation, conservation, sustainability) c. Sustainability and Resource Conservation d. Careers in Natural Resources e. Economics, Ethics, Science and Critical Thinking II. Ecosystem Processes a. Communities and Ecosystems b. Habitat c. Population Dynamics d. Species Interaction e. Energy Flow f. Nutrient Cycles (Carbon, Nitrogen, Phosphorus) g. Threatened and Endangered Species h. Succession i. Adaptation and Natural Selection j. Biodiversity k. Wildlife Management l. Preserves, reserves, and restoration III. Human Population and Impact on Natural Resources a. Population Dynamics & Control b. Environmental Health c. Cultural Values & Activities d. Individual Contributions IV. Economic, Political and Social Implications a. Economics of Natural Resources b. The Decision Making Process (Public Policy Development) c. Government Organization Roles d. Non-Government Organization Roles V. Land Resources a. Soil i. Physical Properties of Soil ii. Soil Analysis iii. Soil Use and Conservation iv. Environmental Impact of Soil Degradation v. Erosion Control Practices b. Food and Agriculture i. Food supplies and sustainability ii. Population growth, poverty, conflict, and free trade iii. Conventional vs. sustainable ag iv. Rangeland management c. Forest/Timber i. Forest ownership/management ii. Harvesting iii. Reforestation iv. Pests, disease, fire v. Conservation and preservation d. Minerals and Mining i. Supply and demand ii. Commodities, uses, deposit locations iii. Mining practices and impacts (social and environmental) e. Pollution f. Management VI. Water Resources a. Physical properties i. Water Cycle ii. Watersheds iii. Groundwater iv. Water Use and Conservation v. Water Quality b. Aquatic environments and resources i. Wetlands ii. Pond and Lake Ecosystems iii. Streams & Rivers iv. Ocean v. Fisheries c. Pollution d. Management VII. Air Resources a. Atmosphere and pollution b. Climate VIII. Energy Resources a. Energy Sources b. Renewable and Non-Renewable c. Energy Efficiency and Conservation Course Objectives Course Objectives 1. Identify and classify natural resources and ecosystem services. 2. Compare and contrast renewable and nonrenewable energy sources, relating them to natural resource conservation and utilization. 3. Describe and evaluate differing approaches to natural resource exploitation, utilization, conservation and preservation. 4. Apply sustainability principles to natural resource conservation. 5. Assess the human impact on natural resources. 6. Analyze the difference between conservation and preservation of natural resources. 7. Analyze the perception of the environment by different cultures. 8. Analyze and cite examples of how humans shape the environment. 9. Compare natural resources that are endemic to those that are imported. 10. Analyze how people impact their environment through resource use. 11. Describe the cycling of matter and the movement and change of energy through the ecosystem. 12. Illustrate the conservation of matter using biogeochemical cycles (e.g., carbon, nitrogen, phosphorus). 13. Compare and contrast interactions among organisms or populations of organisms. 14. Diagram the specifics of energy flow, describing accurately at least some of the actual species involved in these processes and their roles. 15. Analyze how only a fraction of the available energy is used for growth and incorporated in the plant or animal itself at each trophic level. 16. Analyze the plant and animal use of organic compounds for growth, maintenance, and reproduction (include respiration and photosynthesis) and illustrate how these compounds are broken down (decomposers) and cycled through the living and non-living parts of the environment. 17. Analyze the dynamic equilibrium of ecosystems, including interactions among living and nonliving components (for example, tropical deforestation linked to decreased global precipitation). 18. Inventory possible interactions between two biotic and abiotic factors. 19. Analyze the physiological needs of individual organisms and relate these to the habitat requirements of populations in an ecosystem. 20. Describe how an environment's ability to provide food, water, space, and essential nutrients determines carrying capacity. 21. Explain and relate the roles of mortality, natality, emigration, immigration, intrinsic factors and extrinsic factors in the changes in population sizes over time. 22. Compare and contrast major ecosystems of the world. 23. Analyze and provide examples of species interactions including: competition, predation, parasitism, commensalisms, and mutualism. 24. Predict how specific changes within the environment may increase/decrease a population’s size. 25. Explain how changes in an ecosystem can affect biodiversity and how biodiversity contributes to an ecosystem's stability (organisms can adapt, migrate, or die). 26. Analyze the effects of threatened, endangered or extinct species on human and natural systems and identify and explain how a species' increase, decline, or elimination affects the ecosystem and/or human social, cultural and economic structures. 27. Identify laws, agreements or treaties at national or international levels regarding threatened or endangered species. 28. Distinguish between habitat management and population management and differentiate between managing for a featured species and managing for biodiversity. 29. Evaluate economic, environmental, and other factors that impact resource availability and explain why certain resources are becoming depleted. 30. Assess how human resource use impacts environment (erosion, burning fossil fuels). 31. Differentiate natural soil erosion from soil erosion caused by humans. 32. Analyze the major sources of soil erosion (both agricultural and non-agricultural). 33. Analyze some important techniques used in controlling agricultural and non-agricultural soil erosion. 34. Analyze the distribution and circulation of the world's water through oceans, glaciers, rivers, groundwater, and atmosphere. 35. Analyze how land use variations in a watershed can affect the runoff of water and explain factors that affect water quality and flow through a watershed. 36. Predict how human activities at one location often have adverse affects on other locations. 37. Identify and analyze the costs, benefits, and consequences of using water resources. 38. Analyze the properties of surface water and ground water and how contaminants move and react in water. 39. Analyze soil properties and how they affect water quality. 40. Describe wetlands in terms of their effects (e.g., habitats, floods, buffer zones, prevention areas, nurseries, food production areas). 41. Explain how the speed of water and vegetation cover relates to erosion. 42. Identify the three major water pollution groups. 43. Distinguish between point and non-point source pollution. 44. Explain important biological, chemical, and biogeochemical processes in wastewater treatment. 45. Analyze what is meant by air quality and identify major air pollutants and their sources. 46. Classify types of waste, their sources and methods of waste reduction. 47. Compare practices and alternatives in solid and hazardous waste management and their environmental impacts. 48. Describe situations where prescribed burning would help achieve desired habitat management goals. 49. Given a habitat management goal, suggest appropriate vegetation management techniques that will help achieve that goal or, given a description of an area and landowner goals, suggest appropriate habitat enhancement projects to achieve those goals. 50. Analyze how technology has changed and impacted efficient use of natural resources by business and industry. 51. Identify careers related to natural resources and environmental issues. 52. Analyze how environment and resource availability can affect the economic, political, and social development of a culture, community or region. 53. Compare and contrast the roles of government and non-governmental agencies in natural resource management, sustainability and conservation as well as public policy development. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reading Assignments 1. Read (Fisheries Conservation) from Chiras and Reganold "Natural Resource Conservation" textbook and supplemental peer-reviewed metadata article "Fisheries: Hope or despair?" (Pitcher and Cheung; Marine Pollution Bulletin; 2013). Be prepared to discuss in class. 2. Read (Creating a Sustainable System of Energy: Efficiency and Renewable Energy) from Chiras and Reganold "Natural Resource Conservation" textbook and "Climate 2030: a national blueprint for a clean energy economy" (Union of Concerned Scientists, 2019). Be prepared to discuss in class. Writing, Problem Solving or Performance Critical Thinking Writing/Discussion Assignment 1: Based on what you have learned in your textbook reading, "The End of the Line" film (Docurama Films 2009), the article "Fisheries: hope or despair" (Pitcher and Cheung 2013), and lecture/discussion, do you have hope or despair for global fisheries? Support your answer using abundant and specific evidence. Critical Thinking Writing/Discussion Assignment 2: Suppose that all commercial synthetic fertilizers were banned for agricultural use, world-wide. Critically analyze the advantages and disadvantages for this development. Include impacts (positive or negative) to not only the agricultural system and food supply, but each of the five interacting subsystems of the earth. Other (Term projects, research papers, portfolios, etc.) 1. Students will complete a research project on a specific natural resource issue (e.g.: Hydraulic Fracturing for Natural Gas in the San Joaquin Valley of California: uses, impacts and implications). Students will present their findings in a research paper and in a class presentation. 2. Students will work in groups to prepare a joint poster (exhibit) on a natural resource issue to be displayed during appropriate times on campus (Earth Week, People and Culture Days, etc.) Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...FIRE 0004 FIRE 130X FIRE 0008 FIRE 140X FIRE 0003 FIRE 150X FIRE 0010 FIRE...
