BI 0001. OSHA Construction Safety Training
Unit: 1
Formerly known as CET 1
Hours: 18 lecture
Covers a variety of construction safety and health hazards workers may encounter. Provides safety information to construction workers about employee and employer rights and responsibilities. Emphasizes identification, avoidance, abatement, control, and prevention of job-related hazards on construction sites. This course is taught by authorized industry outreach trainers, and upon successful completion, students will receive the OSHA 10 Hour card. (not transferable)
BI 0001 - OSHA Construction Safety Training
http://catalog.sierracollege.edu/course-outlines/bi-0001/
Catalog Description Formerly known as CET 1 Hours: 18 lecture Description: Covers a variety of construction safety and health hazards workers may encounter. Provides safety information to construction workers about employee and employer rights and responsibilities. Emphasizes identification, avoidance, abatement, control, and prevention of job-related hazards on construction sites. This course is taught by authorized industry outreach trainers, and upon successful completion, students will receive the OSHA 10 Hour card. (not transferable) Course Student Learning Outcomes CSLO #1: Demonstrate hazard identification. CSLO #2: Design a job hazard analysis with engineering controls. CSLO #3: Recommend a job hazard analysis with administrative controls. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 18 Outside of Class Hours 36 Total Student Learning Hours 54 Course Objectives 1. Explain why OSHA is important to workers. 2. Explain worker rights under OSHA. 3. Discuss employer responsibilities under OSHA. 4. Discuss the use of OSHA standards. 5. Explain how OSHA inspections are conducted. 6. Outline helpful worker safety and health resources. 7. Identify major hazards. 8. Describe types of hazards. 9. Explain how to protect from hazards. 10. Outline employer requirements to protect workers from hazards. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Objective Examinations Example: After completion of each required lesson topic, a lesson test will be given. Points will be assigned for each test. Example question: Fall protection must be provided to construction workers who are working on surfaces with unprotected sides which are above __ feet. Problem Solving Examinations Example: Students will examine case studies to evaluate and create Engineering and Administrative controls to prevent future injury. Safety rubric will be used to measure student performance. Repeatable No Methods of Instruction Lecture/Discussion Lecture: Lecture: Instructor will demonstrate through video or online conference format proper methods for identifying energized or de energized wires and cables using an inductance tester. Students will ask take notes and questions to prepare for an online small quiz. (Objective 7) Discussion: Instructor will facilitate a discussion on workplace hazards and common infractions, followed by students outlining common hazards typically found in daily lives. (Objective 8) Typical Out of Class Assignments Reading Assignments 1. Read assigned OSHA case studies and be prepared to discussion in class. 2. Read a Safety Data Sheet (SDS) and be prepared to discussion in class. Writing, Problem Solving or Performance 1. Review case studies and recommend corrective actions and protections. 2. Develop a weekly safety meeting agenda. Other (Term projects, research papers, portfolios, etc.) Demonstrate proper use of personal protective equipment. Required Materials Other materials and-or supplies required of students that contribute to the cost of the course. Instructor provided material
GER 0001 - Elementary German - Level I
http://catalog.sierracollege.edu/course-outlines/ger-0001/
Catalog Description Hours: 72 lecture Description: Introduction to German language and culture, including speaking, listening, linguistic and grammatical structure, reading, pronunciation and intonation patterns. Corresponds to two years of high school study. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary German that is spoken in simple present tense at moderate conversational speed. CSLO #2: Formulate and pronounce intelligible grammatically correct sentences in present tense conversations with native or non-native speakers of German. CSLO #3: Recognize and explain what is read in present tense from any elementary reading passage. CSLO #4: Formulate and write short sentences and paragraphs in present tense using correct syntax. CSLO #5: Compare and contrast cultural perspectives based on reading, discussions and videos. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Through oral and written exercises, activities, and assignments, students will: I. a. Pronounce and spell German words correctly b. Ask for basic personal information with both polite and informal language strategies c. Identify the historical linguistic relationships between English and German d. Make simple descriptive sentences of common classroom objects and clothing e. Count to 1000000 f. Identify what constitutes a grammatical subject f. Describe the weather g. Recognize the various types of plural noun formation rules h. Express the time of an occurrence in terms of weekday, month, season, or traditional clock time i. Describe the relationship between High German and the other Germanic Languages j. Describe the German climate k. Describe the timeline of German immigration to the United States II. a. Describe the geographic location of natural features and cities within a country b. Describe the geographic location of a country within a continent as well as relative to other countries c. Describe people in terms of (European) nationalities and languages d. Identify family members and give personal information about them e. Command a basic vocabulary of intransitive and transitive verbs f. Produce simple verbal statements using nominative pronouns and correct verbal conjugation in the present tense g. Switch between referencing third-person subjects with nominative pronouns, nominative definite noun phrases, nominative indefinite noun phrases, and proper names h. Produce both declarative sentences with subjects in first position as well as declarative sentences with adverbial or objective elements in first position in accordance with the German syntactic verb-second principle. i. Produce declarative sentences with verb complements in final position in accordance with the German syntactic verb-last principle j. Identify the gender of compound nouns k. Describe the role of The Goethe Institute in promoting the German language abroad l. Describe the prominence of the German language in Europe m. Describe features of the city Frankfurt am Main n. Describe Germany’s role within the European Union o. Describe the position of the German language in the world outside of Europe III. a. Identify common grocery items b. Identify common stores for various types of goods c. Inquire into the availability, quality, and price of items in a store and purchase the items in the desired quantity d. Conjugate the verbs SEIN and HABEN in the present tense e. Identify what constitutes a grammatical direct object f. Decline nouns in both nominative and accusative cases using the correct definite article, indefinite article, negative article, and possessive articles g. Produce the nominative and accusative forms of the animate and inanimate interrogative pronouns h. Produce n-stem nouns in nominative and accusative forms i. Command a vocabulary of common transitive verbs j. Use the phrase “ES GIBT” to inquire about or describe the availability of goods k. Use common accusative prepositions l. Produce declarative sentences with infinitive complements of verbs in final position in accordance with the German syntactic verb-last principle m. Negate indefinite noun phrases using KEIN- n. Negate definite noun phrases using NICHT o. Produce multi-clause sentence using coordinating conjunctions p. Identify differences and similarities between German and American shopping establishments q. Use the metric systems to describe weights and volumes r. Identify types of bread, sausage, and cheese common in Germany s. Identify common denominations in the Euro currency system t. Identify differences and similarities between German and American pedestrian spaces u. Describe features of the German city of Regensburg IV. a. Discuss likes and dislikes with regard to food and drink b. Inquire into the availability and quality of a food or drink item in a restaurant, place an order for the given items, and pay the waiter c. Identify mealtimes, common utensils and dishes, and common dishes in a restaurant d. Identify the most common vowel-changing verbs and conjugate them e. Identify what constitutes a grammatical indirect object f. Decline nouns in the dative case using the correct definite article, indefinite article, negative article, and possessive articles f. Produce the dative form of the animate interrogative pronouns g. Identify the most common dative verbs h. Use common dative prepositions i. Describe features of German Cafes and Coffee Houses j. Describe some regional culinary specialties of Germany, Austria, and Switzerland k. Describe the general locations where wine grapes are cultivated in Germany, Austria and Switzerland l. Describe differences and similarities between German and American table manners V. a. Name common German holidays and festivals b. Produce ordinal numbers c. Express dates for holidays, planned social events, and birthdays d. Identify the location of the German Bundesländer relative to each other e. Produce the past participles of weak verbs as well as common strong verbs f. Employ either HABEN or SEIN as the perfect tense auxiliary verbs according to the semantic nature of the verb g. Produce main clauses in the perfect tense with the auxiliary in second position and the past participle in final position h. Identify common subordinate conjunction i. Produce subordinate clauses with the finite verb in final position j. Produce subordinate clauses with past participles in penultimate position and the finite perfect tense auxiliary verb in final position k. Produce sentences with subordinate clauses in initial position l. Describe some of the common customs in Germany during the Christmas season m. Identify the 16 German Bundesländer and their relative geographic positions within Germany n. Describe basic facts about religious diversity in German o. Identify the most important traditional folk celebrations in Germany VI. a. Identify common buildings and landmarks within towns and cities b. Ask for the relative location of, distance to, and directions to buildings and landmarks within towns and cities c. Produce common adverbs and prepositions relevant to describing locations and giving directions d. Produce personal pronouns in nominative, accusative, and dative cases. e. Conjugate modal auxiliary verbs f. Produce main clauses with finite modal auxiliaries in second position and infinitive complements in final position g. Identify the usage difference between GERN and the verb MÖCHTEN h. Produce subordinate clauses with the infinitive complement in penultimate position and the finite modal verb in final position i. Identify the usage difference between ABER and SONDERN j. Give basic facts about the Austrian city of Vienna and name several major Viennese landmarks k. Describe basic features of the Art Nouveau (Sezessionsstil Movement) in Austria l. Describe what Austrian “Heurigen Wine” is. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will be graded for conducting exercises during class with their partners and offering an answer to the exercise when called upon by the instructor. Failure to do so will result in lost participation points. No points will be docked for responding with incorrect grammar, vocabulary, or pronunciation during practice exercises, although the instructor will provide grammatical, lexical, and phonetic critiques to the student’s response for the benefit of the class. Students will be graded for their presence at lecture. Failure to come to lecture will result in lost participation points unless the student provides the instructor with a doctor’s note accounting for a student’s medical absence. Essay Examinations Example: Students will be asked to read a passage in German and then summarize the main points in a short paragraph. Grade based on the grammatical accuracy and content. Ex (partial text): Deutsch ist sehr wichtig. Ungefähr 98 Millionen Europäer sprechen Deutsch als Muttersprache: die Deutschen, die Österreicher, Liechtensteiner, ein Großteil der Schweizer und ein Teil der Luxemburger und Belgier. Viele Ausländer arbeiten oder studieren in Deutschland, Österreich und in der Schweiz und lernen so auch Deutsch. Sehr viele Menschen in Europa sprechen zwei oder drei Sprachen. Sie finden das interessant und auch wichtig für Tourismus, Handel und Politik. Objective Examinations Example: Students will be asked to read a passage in German and write a paraphrase of its content. Graded upon the grammatical accuracy and suitability of the response. Ex (partial text): Axel: Herr Ober, die Speisekarte bitte! Ober: Hier bitte! Axel: Was empfehlen Sie heute? Ober: Die Menüs sind alle sehr gut. Axel: Gabi, was nimmst du? Gabi: Ich weiß nicht. Was nimmst du? Axel: Ich glaube, ich nehme Menü 1: Schnitzel und Kartoffelsalat. Gabi: Und ich hätte gern Menü 2: Rindsrouladen mit Kartoffelklößen. Ober: Möchten Sie etwas trinken? Gabi: Ein Glas Apfelsaft, und du? Axel: Mineralwasser. (Der Ober kommt mit dem Essen). Guten Appetit! Gabi: Danke, gleichfalls…Hm, das schmeckt. Axel: Das Schnitzel auch Problem Solving Examinations Example: Students will listen to audio material in German and respond in German to a set of questions about the audio material. Graded based on the grammatical accuracy and suitability of the response. Ex: After listening to an audio clip, the students will answer the following questions in German in complete sentences. 1. Woher kommt Nico? 2. Was ist Lisas Vater von Beruf? 3. Warum ist Nico in Deutschland? Skill Demonstrations Example: Students will be asked to write German translations of English sentences. Graded based upon the grammatical accuracy of the response. Ex: Translate the following sentence(s) to German: “I want to buy my father a tie for Christmas” “I would like a cup of coffee, please” “The cats jump through the window” Problem Solving Examination: Students will be asked a set of questions in German by the instructor and must respond with a logical and intelligible answer in German. Graded upon the grammatical accuracy and pronunciation of the response. Ex: (A = Instructor questions): A: “Wie alt bist du?” B: _________________________ A: “In welchem Monat bist du geboren?” B: _________________________ A: “Spielst du gern ein Instrument?” B: _________________________ A: “Welche Sprachen sprichst du?” B: _________________________ Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: In the sequence determined by the textbook, grammar points will be discussed conceptually in class with detailed comparisons between how the grammatical construction is expressed in English and then in German. This is primarily achieved by the instructor presenting glossed sentences on the board and on handouts, producing grammar tables on the board and on handouts, and cueing students to relevant examples in the textbook. (Objective: I.i) Cultural material will be presented by the instructor using reading passages from the textbook as well as videos, reading material, and visual aids, followed by an in class discussion. (Objective: II. a, n) Students will rehearse newly introduced grammatical and lexical topics in class with a myriad of partner exercises in class that focus on both comprehension of written and oral German material as well as production of spoken and written German. The instructor will facilitate the exercises by describing them in detail, providing information on any key words and/or phrases the students may not already know, and answering questions from students about the exercises. Examples may include: students verbally rehearsing simple German sentences that illustrate an important lexical or grammatical point, transforming sentences verbally from the present tense into the perfect tense, completing a German sentence by filling in missing determiners, posing simple yes-no questions provided from the book or the instructor to fellow students, posing open ending w-questions provided from the book or the instructor to fellow students, matching predetermined sentences to a set of pictures, describing a set of pictures using a students’ own words, translating English sentences provided by the textbook or the instructor into German, listening to audio material from the textbook or other sources selected by the instructor and responding to a set of questions about the content from the audio material, listening to audio material from the textbook or other sources selected by the instructor and paraphrasing in simpler language the content of the audio material, composing short poems based on a lexical/thematic topic selected by the instructor, open conversation based on a predetermined conversational topic, and responding to a set of questions after reading a short story or poem provided by the textbook or the instructor. (Objective: II f, i) Students will complete homework from a workbook determined by the instructor. Examples may include: transforming sentences verbally from the present tense into the perfect tense, completing a German sentence by filling in missing determiners, producing simple answers to posed yes-no or w-questions, generating a question to match a predetermined answer, listening to audio material and then providing answers to a set of questions based on said audio material, matching predetermined sentences to a set of pictures, listening to audio material and paraphrasing in simpler language the content of the audio material, and listening to audio material and recording in writing words, phrases, and sentences heard in the audio material. (Objective: IV a, b) Distance Learning Teaching the map of Europe: The instructor will curate a video (power point with commentary overlaid and captioning) showing visualizations of phrase like “in the north”, “in the middle”, and visualizations of whole sentences such as “German lies in Central Europe” with German at the top of the screen and an English gloss at the bottom of the screen. The video is embedded in a page with a text summary of its content, with sound bites of important vocab. The students will then be lead to a “drill page” with a guided review of the vocabulary (a chart with German words/phrases on one side and English on the other, but in a scrambled order) and a “Canvas” practice quiz to test their command of the vocabulary. They are then guided to a Canvas “conversation practice” page where they are to describe a map to either a partner or to themselves (the map is embedded on the page, and suggested vocab is given below). Objective: V-m Teaching the Dative Case: The instructor will curate a video (power point with commentary overlaid and captioning) showing visualizations of ditransitive action verbs like “to give”, “to send”, with a named recipient character (I give Arnold an apple, etc) with German at the top of the screen and an English gloss at the bottom of the screen. The proper nouns are then swapped out for various noun phrases, which are introduced by the new dative determiners. A chart is demonstrated at the end of the video. Students are then to go through a Canvas “practice” quiz in which they translate German sentences with dative structures (a new subject for them) into English, to establish an initial understanding of the subject. Students are then supplied on a “conversation drill page” a set of semi-complete statements regarding who they are giving gifts to (I give the man…) for which they select a direct object complement. Finally they are to do a simple “grammatical fill-in” drill (canvas practice quiz) for just the dative forms of the recipients in various sentences. This helps to scaffold the cognitive load in getting receptively and productively competent in the subject. Objective: III - f Typical Out of Class Assignments Reading Assignments 1. Students will be asked to read short stories at home, render a translation of it into English, and answer basic questions about the story. Example: Friedrich der Große, König von Preußen 1740 bis 1786, hat eine berühmte Armee. In dieser Armee ist ein besonderes Regiment. Nur sehr große Soldaten findet man in diesem Regiment. Sie kommen aus Rußland, England, Frankreich und Spanien, denn sie bekommen in Preußen gutes Essen und guten Lohn. Friedrich liebt dieses Regiment besonders und besucht es oft. Er fragt dann immer dasselbe: „Wie lange sind Sie hier? Wie alt sind Sie? Sind Verpflegung und Lohn gut?“ der große: “the great” König (m): king Preußen: Prussia berühmt: famous Armee (f): army in dieser Armee: in this army Regiment (nt): soldier regiment besonder: special nur: only sehr: very Soldat (m., pl.-en): soldier man findet: one finds in diesem Regiment: in this regiment denn: because bekommen: receive Essen (n): food Lohn (m): wage, money lieben: loves dieses (nt): this besuchen: visit es: it oft: often fragen: ask dann: then immer: always dasselbe: the same thing wie lange: how long? “wie lange sind Sie hier?” / “wie lange bist du hier?”: how long have you been here? Verpflegung (f): accommodation … 1) Woher kommt der junge Solat? ____________________ 2) Was bekommen die Soldaten in Preußen? ____________________ ...etc… 2. Students will be asked to read a section from the textbook on Mozart, render a translation of it into English, and answer basic questions about the story. Example: Mozart hat eine große Liebe zum Klavier, zur Musik und zur Kunst. Mozart besucht oft seine Freunde und spielt Musik vor dem Abendessen. Er grüßt die Gäste freundlich, geht sogleich ins Musikzimmer und setzt sich ans Klavier. Dann spielt er stundenlang seine schönsten Lieder und Konzerte. Die Gäste kommen ins Musikzimmer und hören die Musik zu. Klavier (n): piano Liebe zu-: love for Kunst (f): art Abendessen (n): diner besuchen: to visit oft: often vor: before Gäste (< Gast (m): guest grüßen: to greet sogleich: immediately sich setzen an: to sit down at studenlang: for hours schönst-: most beautiful Lieder (< Lied (n)): song Konzert (m): concerto zu.hören: to listen to 1) Wofür hat Mozart eine große Liebe? ____________________ 2) Wer hört Mozarts Musik zu? __________________________ Writing, Problem Solving or Performance Example A: Short Story writing Students will write a short story in German according to the given prompt. Students satisfy the requirements of the essay by including certain grammatical, lexical, and pragmatic features in their essay, as specified in the essay directions. After submitting a first draft, students will receive detailed feedback on grammatical and lexical usage mistakes. Students are to submit a second, corrected draft using this feedback from the instructor. Example of Short Story prompt: “You are in Salzburg Austria on Dec 6th (St. Nikolaus’ Day), buying Xmas presents for your family and friends, when a Krampus appears! What do you do?” Requirements: 1) Buy gifts for at least 2 people, using Dative grammar (Ie: I buy my mom some perfume, I buy my friend a tshirt), 2) Use at least 2 of the “stem-changing verbs” (semi-irregular verbs) (ie, verbs like laufen, sprechen, fahren…), 3) Use at least 4 prepositions (or MORE!) words like mit, zu, durch, für, aus… 4) Describe somethings you see in town by saying “es gibt (+Acc)” (there are…), 5) describe the weather Example B: Grammar Drill worksheets Students will regularly receive worksheets focused on producing German articles and verbs in their correct forms. These will include “fill-in-the-blank”, “translate into English”, and “translate into German” drills. Examples of Grammar Drill worksheet problems A) Fill in the article as directed _________ Mann (m) gibt __________ Frau (f) ______ Buch (nt) the (Nom.) the (Dat.) a (Acc.) B) Translate into English “Am Wochende möchte ich mit meinem Vater ins Kino gehen” _________________________________ C) Translate into German “For Christmas I would like to buy my mother some perfume” ______________________________________ Other (Term projects, research papers, portfolios, etc.) Required Materials Wie Geht's Author: Sevin - Sevin Publisher: Cengage Learning Publication Date: 2015 Text Edition: 10th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
LGBT 0001 - Introduction to LGBT Studies/Queer Theory
http://catalog.sierracollege.edu/course-outlines/lgbt-0001/
Catalog Description Also known as WMST 2 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) Course Student Learning Outcomes CSLO #1: Describe and analyze the philosophical underpinnings of Queer Theory as found in the writings of Nietzsche and Foucault. CSLO #2: Describe the history of the LGBT rights movement in the United States including historically significant lesbian, gay, bisexual, and transgender individuals and their contributions to the movement. CSLO #3: Compare and contrast central issues and tensions between the lesbian, gay, bisexual, transgender and queer movements. CSLO #4: Describe and analyze the intersection of sexual orientation and gender identity with race and ethnicity, class and other identities from a global perspective. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Students will, through oral and written work, 1. describe, compare and contrast the differing strains of feminism including but not limited to liberal feminism, radical feminism, cultural feminism, Marxist feminism and postmodern feminism; 2. describe the feminist divorce of the social from the biological and the "non-essential" nature of gender; 3. define, compare and contrast essentialism and social constructionism; 4. describe, compare and contrast, and evaluate essentialist approaches to gender versus social constructionist approaches to gender; 5. compare and contrast various global understandings of orientations and identities, as well as policies and laws regarding those orientations and identities; 6. compare and contrast various understandings of orientations and identities within the United States, e.g. Native American, African American, Chicano/a and Latino/a, Asian American, Pacific Islander, Rural and Metropolitan, as well as policies and laws regarding those orientations and identities 7. describe the history of the LGBT Rights movement and the ways that public policies regarding health, rights, incarceration, have intersected with that movement; 8. chart the emergence of Gay and Lesbian studies as the academic arm of the gay rights movement; 9. describe, compare and contrast, and evaluate essentialist approaches to sexuality versus social constructionist approaches to sexuality; 10. compare and contrast Gay and Lesbian Studies with Queer Theory; 10. describe the oeuvre of both Nietzsche and Heidegger and the nascent roots of Postmodernism found therein; 11. trace both Postmodernism and Social Construction theory as they progress from the genealogical works of Nietzsche and the early Existential works of Heidegger to Foucault's History of Sexuality and Derrida's deconstructionism; 12. examine and evaluate Queer Politics including Race and Sexual Difference, Separatism vs. Unity, and LGBT community issues; 13. examine and evaluate Queer readings of contemporary film and television; 14. examine and evaluate Queer readings of contemporary music; 15. examine and evaluate Queer readings of contemporary dress, fashion and appearance; 16. create a Queer reading of some contemporary popular culture artifact. General Education Information Approved College Associate Degree GE Applicability AA/AS - Social Sciences AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D4 Gender Studies Cal-GETC Applicability (Recommended - Requires External Approval) Cal-GETC 4 - Social and Behavioral Sciences IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4D Gender Studies Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: In small groups, construct one solid paragraph that represents the response for your group to the film "How to Survive a Plague." Your paragraph must have a strong, descriptive thesis that represents the response of each individual in your group. The remainder of your paragraph should be devoted to explaining/justifying that thesis. After each group has read their paragraph aloud to the entire class, students will have the opportunity to a) ask clarifying questions of other groups, i.e., When you said, "x," what did you mean by that?, b) make agreement/disagreement statements to other groups, i.e., I disagree with your claim that x or I agree with your claim y. Agreement/disagreement statements should also be supported by one or two pieces of evidence from the film. Groups will have the opportunity to briefly respond, citing evidence from the film. Essay Examinations Example: On an essay exam, students will be asked to select one film from a provided list and a) explain the historical time frame in which the film was produced, b) describe the key characteristics of the film/narrative that place the film within that time frame, and c) evaluate the film as if it were produced in today's cinema. The exam question will be graded in accordance with an instructor-prepared rubric. Objective Examinations Example: _____1. Traditional transnarrative _____2. Genderqueer _____3. Gender binary _____4. Transman _____5. Transwoman A. Posits that the world comes in two types of people: male and female. B. Assigned the sex of male at birth but currently identifying/expressing female. C. Assigned the sex of female at birth but currently identifying/expressing male. D. Rejects the gender binary and places everyone on a scale from masc to fem. E. Accepts the gender binary and understands self as having transitioned. Projects Example: The project for this course requires you to create a ten page graphic novel. Each page may have up to six frames or as few as one large frame. The size of the frame should be used to designate significance of the scene. For examples of what a graphic novel is, go to a local bookstore and look up Maus or Maus II, Persepolis or Persepolis II, or any other graphic novel series like Preacher or Lucifer, etc. Your graphic novel should include the following: - A presentation of a queer approach to some element of culture. You may use "camp" or "hyper-exaggeration" to accentuate the queer reading of culture that you are presenting. Your topic may be a television show, a series, a movie, a genre of movies, popular dress or advertising, theology or popular spiritual movements, etc. - A story, situation or context in which the queer reading of culture arises and is developed. - Yes, artwork of some sort to match the dialogue and action. (You will not be graded based upon your artwork.) - A two page explanatory essay describing the significance and meaning of your graphic novel. - An oral presentation to the class describing the significance and meaning of your graphic novel. Projects will be graded in accordance with an instructor-prepared rubric. Reports Example: For this position paper, you will be required to compare and contrast the essentialist approach to the study of sexuality (as presented in the copies packet essay on the potential biological origins of homosexuality) with the social constructionist view of sexuality (as described in Foucault's History of Sexuality, volume 1). Are these views mutually exclusive? Which approach do you believe to be most primary and why? The formal requirements for this paper are as follows: Three page maximum, typed, double-spaced, size 12 font, title page and stapled in the upper right hand corner. This is a formal paper assignment. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will use trigger films such as episodes of PeeWee's Playhouse and films such as Cuckor's The Women, accompanied by small group discussions and classroom discussions on queer readings of these films. These discussions would involve the application of theory to popular culture and be based upon models of such application provided in texts such as Alexander Doty's Making Things Perfectly Queer. Students will describe and recognize aspects of LGBTQ+ culture, and explain their origins in societal context. Instructor lecture on the origins of Queer Theory in the philosophical works of Nietzsche, Heidegger, Foucault, Feminist Philosophy and its Postmodern turn. Students will then compare and contrast lecture topics. Distance Learning The instructor will facilitate small group discussions of LGBTQ+ Political events, tracing their origins to philosophical assumptions, and have students, in oral and written work, evaluate them from an intersectional perspective. Typical Out of Class Assignments Reading Assignments 1. Read Audre Lourde's "Sister Outside" and be prepared to discuss both the strengths and struggles of living at the intersection of multiple identities, e.g., being black, female and lesbian. 2. Read "Bi-America" and create a list of misunderstandings that the heterosexual community has about bisexual identities and a separate list of misunderstandings that the lesbian and gay community has about bisexual identities. 3. Read "Body Counts" and be prepared to discuss seven big social activism events in the history of the AIDS epidemic in terms of context that ignited the event, participants in the event and consequences following from the event. Writing, Problem Solving or Performance 1. Paper or Video Assignment: Write a four to five page paper or record a ten minute video on one of the following topics: A) Why is Stonewall hailed as the start of the LGBT Rights movement in the United States rather than the Black Cat Riots, the Compton Riots, or the Cooper's Donuts Riots. B) List, explain and evaluate five important events after the Stonewall Riots in the history of the LGBT Rights movement in the United States. 2. Writing Assignment: Construct an essay describing the strengths and weaknesses claimed by Audre Lourde to follow from being a black, lesbian woman at the beginning of the Civil Rights Movement, the "Gay" Rights Movement and the Women's Rights Movement. Do you agree with Lourde? Why or why not? Other (Term projects, research papers, portfolios, etc.) 1. Create a chart illustrating the theoretical progression from Feminism and Gay and Lesbian Studies to Queer Theory. 2. Create a chart delineating similarities and differences between traditional approaches to Christ and the Gospels and queer approaches to Christ and the Gospels. Required Materials Transgender History Author: Susan Stryker Publisher: Seal Press Publication Date: 2017 Text Edition: 2nd Classic Textbook?: OER Link: OER: The ABCs of LGBT Author: Ashley Mardell Publisher: Mango Press Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: Live Through This: Surviving the Intersections of Sexuality, God and Race Author: Clay Cane Publisher: Cleis Press Publication Date: 2017 Text Edition: Classic Textbook?: OER Link: OER: The Heart's Invisible Furies Author: John Boyne Publisher: Hogarth Press Publication Date: 2018 Text Edition: Classic Textbook?: OER Link: OER: Audre Lourde Author: Sister Outsider Publisher: Crossing Press Publication Date: 2007 Text Edition: Classic Textbook?: OER Link: OER: Beyond the Binary: Thinking about Sex and Gender Author: Shannon Dea Publisher: Broadview Press Publication Date: 2023 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Advanced Manufacturing
http://catalog.sierracollege.edu/departments/advanced-manufacturing/
...3 BI 0010 Architectural Drawing I 3 BI...in Advanced Manufacturing MECH 0001 The Science of...
