KIN 0020 - Multi Self Defense System
http://catalog.sierracollege.edu/course-outlines/kin-0020/
Catalog Description Formerly known as PHED 80 Hours: 36 activity per unit Description: A multi combat self defense system combining the martial arts of Escrima (stick and knife fighting), Jujitsu, and Kenpo. Focus on teaching application of principles leading to utilizing ordinary items to help defend oneself. Emphasis on strengthening the body and improving endurance. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Examine Jujitsu techniques in a simulated performance. CSLO #2: Demonstrate stick and knife skills that apply to De Cadena two man training drills. CSLO #3: Diagram the proper Escrima defense of the twelve strikes and blocks. CSLO #4: Examine safety guidelines for Self-Defense. CSLO #5: Examine the physical demands on the body when performing Self-Defense skills. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 18-72 Outside of Class Hours 9-36 Total Student Learning Hours 27-108 Course Objectives 1. Practice proper Escrima defense of the twelve strikes and blocks. 2. Demonstrate the courtesies of the Escrima system. 3. Describe and assess the three different systems (Escrima, Jujitsu, and Kenpo) and explain how each can be applied to the other. 4. Compare and contrast the strengths and weaknesses of each system. 5. Demonstrate the twelve strikes and their defense and summarize how each applies to the other. 6. Apply the basic Jujitsu falling, rolling and throwing techniques in a simulated performance. 7. Differentiate between the various double stick techniques and assess their use in double defense, pinki pinkis two man pattern drills and De Cadena two man drills. 8. Demonstrate stick and knife skills and apply to De Cadena two man training drills. 9. Apply forms and self defense techniques of Escrima, without weapons, to the Kenpo empty hands system. 10. Utilize all three systems in combination with each other in a demonstration setting. 11. Demonstrate safe practices in the performance of stick and knife techniques. General Education Information Approved College Associate Degree GE Applicability AA/AS - Health Ed/Physical Ed CSU GE Applicability (Recommended-requires CSU approval) CSUGE - E2 Physical Activity Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Essay Examinations Example: Students will be required to successfully pass an essay exam. Example: Compare and contrast Filipino stick defense to Kenpo defense. Essays will be evaluated based upon completeness and accuracy. Objective Examinations Example: Students will be required to successfully pass a thirty five question objective exam. Example: List four differences in stances between Escrima and Kenpo. Repeatable No Methods of Instruction Activity Activity: The instructor will facilitate a class debate in which small student groups must compare and contrast the various self defense systems and techniques. Instructor will facilitate a group discussion activity in which theoretical information presented in class will be discussed by students. Students will assess the value of theories presented and will brainstorm practical applications of Escrima. Typical Out of Class Assignments Reading Assignments 1. Read Chapter from the assigned text Filipino Combat and be prepared to discuss the background of Escrima. 2. Read an instructor supplied handout on Escrima and be prepared to discuss the history of Jujitsu. Writing, Problem Solving or Performance 1. Keep a journal or self-reflection diary analyzing and evaluating how reading assignments and class participation relate to Escrima standards such as improving basic stances, footwork and self defense techniques. 2. Write a three to five page reaction paper assessing the fundamental presuppositions regarding the self defense techniques and De Cadena in the practice of Escrima. Other (Term projects, research papers, portfolios, etc.) Required Materials Balintawak Eskrima Author: Sam L. Buot Sr. Publisher: Tambuli Media Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
SPAN 0020 - Spanish for the Healthcare Professions
http://catalog.sierracollege.edu/course-outlines/span-0020/
Catalog Description Prerequisite: Completion of SPAN 2 or three years of high school Spanish with grade(s) of "C" or better Hours: 54 lecture Description: Intermediate course in Spanish designed for students whose professional careers and personal interest take them to the healthcare field. Course enables students to convey conversations with Spanish-speaking patients and their families. Students develop basic and intermediate skills in the target language to carry on medical/nursing functions or tasks. Helpful for students who have a basic knowledge of Spanish whose goal is to apply the target language to a healthcare setting. (CSU) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase intermediate level Spanish spoken at regular conversational speed in a healthcare setting. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in intermediate level conversations in a healthcare setting. CSLO #3: Explain what is read in any medical diagnosis, health plan, prescription, etc. CSLO #4: Compose short notes and short reports relating to patient’s healthcare using appropriate syntax. CSLO #5: Demonstrate knowledge of medical practice, folk practice, dietary habits, and family relations of the Spanish-speaking world, and how this may impact healthcare professional's interactions with Spanish-speaking patients and their families. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon successful completion of the course, students will be able to: 1. Communicate directly with their Spanish-speaking patients and develop a better patient-practitioner relationship; 2. Evaluate symptoms and medical history as explained by Spanish-speaking patients in order to assess and choose the appropriate treatment to meet the patient’s needs; 3. Understand cultural values such as courtesy and family roles in order to promote more comfortable conversations; 4. Explain to patients and to their Spanish-speaking family members the prescribed diagnoses and treatments; 5. Recognize and become more familiar with the diet habits in Spanish-speaking homes in order to explain special diet needs; 6. Translate basic events related to the patient for other healthcare workers, including physicians, who are non-Spanish speaking; 7. Analyze terms and phrases in Spanish to evaluate the patient’s current condition; 8. Question the patient, and family members or other Spanish-speaking persons who may accompany the patient, about the symptoms and events leading up to the current situation; 9. Categorize the information from the patient, family members, or other sources into relevant and non-relevant data that are important to understanding the patient's situation; 10. Develop and communicate a plan of action for the patient to follow after leaving the medical facility; and 11. Assess follow-up meetings and information for the patient in order to evaluate his/her progress and communicate future healthcare instructions to the patient and family members. 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 CSU Transferable Methods of Evaluation Classroom Discussions Example: Imagine a pregnant patient arrives at the hospital with her husband. She is in pain and you advise her to get an epidural. The patient agrees to it, but the husband will not allow it. Discuss with your classmates how you would proceed. Essay Examinations Example: After viewing the video Preparación para una cirugía, write a composition explaining how you would counsel a patient who is facing a surgery. Objective Examinations Example: Label the parts of the digestive system in Spanish. C. Problem Solving: A distressed patient has just arrived. Please greet the patient, calm the patient, and learn what brings the patient to your office. Projects Example: Create a brochure about a specific topic, such as “How to Prevent Diabetes” or “How to Prevent High Blood Pressure”, etc. Reports Example: Find two examples of medical intake forms in Spanish from three different medical fields (medical office or clinic, chiropractic office, dentist office, etc.). Prepare a written report that includes the following: i. The six example intake forms ii. An analysis and comparison for clarity and utility iii. A breakdown of common elements across the three medical fields as well as what is unique to the individual fields iv. The citation of all resources used in the report Skill Demonstrations Example: Using the provided vital signs record, discuss the condition of the patients with the practitioner (played by your partner). Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Course Objective: understand cultural values such as courtesy and family roles in order to promote more comfortable conversations To discuss the theme of cultural differences between healthcare systems and traditions in the Spanish-speaking world the students will be assigned to read the article “Feeling at Home Somewhere Else” and asked to find five traditional healthcare remedies or treatments from the Spanish-speaking world before the next class meeting. The students must identify the specific community to which the treatments and remedies belong. In the class period or in a discussion board the students will be divided into small groups to discuss the article and share the treatments and remedies they found. In this same class period the instructor will show a few examples (videos, actual items/remedies, etc..) of traditional treatments and remedies and guide a discussion on the value of each. Course Objective: develop and communicate a plan of action for the patient to follow after leaving the medical facility: After studying the structures used for giving advice and making suggestions the students will come to class or join an online discussion and share in a brief review and clarification of the grammar functions. The instructor will then divide the class into two groups: healthcare providers and patients. The instructor will pass out role-play cards to each group. The healthcare providers will have cards with several possible ailments that their patients may be suffering (stress, diabetes, allergies, required surgery, etc..). The patients will have a concern for which they are seeking advice. In the separate groups they can first discuss and plan how they will express their problem or give advice. Then the students will be paired as healthcare providers and clients meeting for an appointment to discuss their issues. Distance Learning This activity can be adapted for the online environment by having students read the article online, view a video presentation by the instructor, and then share their five traditional healthcare remedies/treatments in a discussion board post. Students will be required to view and respond to a minimum of three other posts by their classmates. This activity can be adapted for the online environment by having the students prepare in the same way, and then pair up to record a live chat while one acts as the patient and the other acts as the healthcare provider. The instructor will review each pair’s work and offer feedback. Typical Out of Class Assignments Reading Assignments 1. The following example was taking out of a Spanish for Healthcare textbook. “Read the following dialogue between a nurse and a patient and fill out the patient’s chart based on the conversation.” 2. Read the article entitled “It Pays to Know What’s in a Name” by Patrick Osio and determine the names of these new Latino babies based on the information provided. Writing, Problem Solving or Performance 1. Working in pairs, interview your partner and ask the questions listed below to find out the information requested about her/him. Use the adjectives in the vocabulary list provided and decide whether you need to use ser or estar to ask your question. Follow the model and use the formal forms (usted) in this exercise.2 2. Working in pairs, write and act out a conversation between a nurse and a patient that is just regaining consciousness. Other (Term projects, research papers, portfolios, etc.) Required Materials An Introduction to Spanish for Health Care Workers Author: Chase, Medina de Chase Publisher: Yale University Press Publication Date: 2014 Text Edition: 4th Classic Textbook?: OER Link: OER: Basic Spanish for Medical Personnel Author: Jarvis, Lebredo Publisher: Houghton Mifflin Publication Date: 2014 Text Edition: 2nd Classic Textbook?: OER Link: OER: Basic Spanish Author: Jarvis, Lebredo, Mena-Ayllón Publisher: Heinle Cengage Publication Date: 2011 Text Edition: 2nd Classic Textbook?: OER Link: OER: Spanish for Medical Professionals: Essential Spanish Terms and Phrases for Healthcare Providers Author: My Daily Spanish Publisher: CreateSpace Independent Publishing Platform Publication Date: 2018 Text Edition: 1st Classic Textbook?: OER Link: OER: Salud!: Introductory Spanish for Health Professionals Author: Deborah Bender, Linda Carl, Ernest Lunsford, Robert Henshaw Publisher: Pearson Prentice Hall Publication Date: 2013 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
