AAD 0020 - Portfolio Development and Presentation
http://catalog.sierracollege.edu/course-outlines/aad-0020/
Catalog Description DESCRIPTION IS HERE: Advisory: Completion of AAD 70, 75, or 85 with grade of "C" or better Hours: 72 (36 lecture, 36 activity) Description: Function and use of the portfolio as a marketing device for artists and designers. Styles, materials, resources in portfolio design. Evaluation of professional goals and image building. Students create and present both a print and digital portfolio of their work as a final project. For advanced students. (CSU) Units 3 Lecture-Discussion 36 Laboratory By Arrangement Contact Hours 72 Outside of Class Hours 36 Course Student Learning Outcomes Investigate and identify the necessary elements that make a professional portfolio. Design and synthesize materials into a cohesive professional portfolio with a specific target audience. Present a portfolio in a professional manner for critique and feedback that demonstrates an understanding of professional practices and presentational skills. Evaluate and critique the portfolio and presentation of peers. Course Content Outline I. Goal Setting II. Portfolio Needs Assessment A. Research B. Interviews C. Oral Reports III. Resumes A. Self Assessment B. Research, Documentation C. Resume Styles D. Layout and Presentation E. Number of pieces F. Selection Criteria G. Evaluation/Editing IV. Presentation of Hard Copy Portfolio A. Requirements/Needs B. Image Preparation C. Matting D. Dry Mounting E. Portfolio Containers F. Protective Sheets/Tissues/Acetate Covers G. Cost V. Presentation of Digital Portfolio A. Requirements/Needs B. Image Preparation C. Photographing Content D. Scanning Techniques E. Resolution/Color Correction F. Digital Publication Formats G. Creating Web-based Portfolios H. Maintaining a Web Presence VI. Presentations/Professional Image A. Presentation Skills 1. Voice 2. Body language 3. Pacing 4. Content 5. Projected attitude B. Audience/Self Analysis C. Appropriate Attire D. Listening Skills E. Evaluations VII. Business Basics A. Professionalism B. Etiquette C. Ethics D. Contracts, Pricing, Copyright Course Objectives Course Objectives Lecture Objectives: 1. Summarize in writing personal career aspirations and, research information on potential employers to fulfill those goals. 2. Identify orally or in writing several portfolio styles and their appropriate use. 3. Research and identify best practices for creating an artist's statement and a professional resume. 4. Identify format for portfolio presentation; hard copy and/or digital. 5. Compile and display artwork in attractive, functional and cohesive hard copy or digital portfolio. 6. Communicate effectively through oral presentations. 7. Identify best practices for portfolio submissions. Activity/Laboratory Objectives: 1. Assess portfolio needs including portfolio goal and target audiences; target media; art work to be included; resource list; create to do list; develop timeline; determine format. 2. Write an artist statement and prepare a professional resume including sections on skills, education, work experience, and personal interests using correct grammar and spelling. 3. Create mockup format of portfolio including thumbnail drawings of layout and design; selection of images. 4. Prepare images for digital presentation through the use of scanning; demonstrate understanding of sizing, scaling and image enhancement. Prepare images for a portfolio project. 5. Create a portfolio of work and present portfolio to class; target audience; content; professional presentation. 6. Evaluate own and other portfolios in terms of overall design, creativity, impact, size, format, focus, and utility. 7. Identify basic business practices; contacts; copyright issues; professional image. Methods of Evaluation Projects Skill Demonstrations Reading Assignments 1. Read assignments from class textbook on portfolio preparation for hands-on demonstration/tutorials by instructor in class and for examinations on course content and terms. 2. Develop themes for a portfolio through library and internet-based research focusing on content, and preparation of written objectives using the concepts and terminology for successful completion of the assignment. Writing, Problem Solving or Performance Assignment: Artist's Statement - An artist's statement is a short piece written by the artist to accompany a particular piece of art or body of work. An artist's statement shouldn't be dismissed as insignificant or dashed out in a hurry as it's a vital selling tool, promoting and explaining your work to people looking at your paintings, whether they're potential buyers, exhibition curators, critics, fellow artists, or casual browsers. At its best, an artist's statement reads easily, is informative, and adds to your understanding of the artist and the painting. At its worse, an artist's statement is difficult to understand or rambles on, is pretentious, and irritates rather than informs (or, even, provokes laughter). Working with the material on Writing An Artist's Statement that has been provided or using other appropriate sources as a guide, prepare an artist's statement that reflects how you view yourself and your work. You can find many additional sources of information by doing a Google search, artist's statement + writing. You will want to tailor your statement to fit your interests and what your portfolio will cover. The first step is to produce a draft statement for discussion at our next meeting. Your paper should be well written and typed. Remember, you are making the first step and it may feel difficult to do. Your artist's statement is not going to be perfect right out of the box, this is a process that will most likely require rewrites for clarity, focus and direction. It will take time and require revision as you receive feedback from others that you consult. Be gentle on yourself and understanding. Assignment: Creating Your Portfolio The last project for this class is the creation and presentation of a portfolio. You have been developing, in a semester-long process of research, audience focus, artist's statement and resume, the insight to reach this point of completion. The most critical element, selection of examples of your work to show, may still seem uncertain. Do remember that a portfolio is an organic process and you will reshape your "book" many times in your career as you create new work. So take a deep breath, relax and put something wonderful together with what you have now that reflects, this is me....this is my work. The presentation must have the items listed below included in the sample, although you have tremendous leeway in how you might design a format for presenting your work. You can use a three ringed binder with photo sleeves to hold your examples or create something with strong visual interest, that reflects what the final portfolio will be like. Format: You may present your material in any way you wish, do keep in mind that a clean, will organized portfolio, even a draft version, always makes a stronger impression. If you should choose the binder option, you must include drawings, pictures or other examples of the real portfolio's shape, size and materials used in construction. If you plan to create a format for presentation, you may choose to do a full size or scaled version. Examples of work: There is to be a minimum of 8, and not more than 10 examples of your work. You may use an original work or photographs of the artwork as placeholders. If you choose the photo option, you may shoot hi-res images or use snapshots of the examples taken with a digital camera. The photographs do not need to be of professional quality. Slides in slide sheets are also acceptable. Artist's Statement: Your completed Artist's Statement must be part of the portfolio. Again, presentation is important. Type your statement and use spell check. Resume: Your resume must be part of the package. However, do present it as a separate document that might be left behind. Other: You may have thoughts on adding additional pieces to your portfolio. Be selective and keep in mind the axiom "less is more." 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.
HUM 0020 - Introduction to the Hebrew Bible
http://catalog.sierracollege.edu/course-outlines/hum-0020/
Catalog Description DESCRIPTION IS HERE: Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Introduction to the texts of the Hebrew Bible ("Old Testament" or "Torah") and associated writings from the Ancient Near East. Analyzes the texts in their historical and cultural context, and surveys their various genres (poetry, prophecy, law, mythology, history, wisdom, etc.) Explores the relationship between Hebrew Scriptures and archaeology, literature, history, current Biblical scholarship, and women's studies. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Identify and describe the composition of the Hebrew Bible as well as the origination of its various books. Analyze and explain the relationship between the Hebrew Bible and its relationship to history, art, literature and philosophy. Compare and contrast the various books of the Hebrew Bible within and/or across cultural traditions. Communicate effectively orally or in writing on a topic about the Hebrew Bible related to its study in the Humanities. Course Content Outline Torah and Old Testament Content: I. Myth and Genesis A. Authorship and Literary Style:Torah/Pentateuch/Old Testament 1. J 2. E 3. D 4. P B. Creation and the Fall C. Cain and Abel D. Noah E. Babel II. Legendary Heroes A. Abraham B. Isaac and Jacob C. Joseph D. Joshua III. History A. Escape from Egypt B. Religion, Law, and Politics C. Prophets of Israel IV. Literary Forms A. Short Story 1. Ruth 2. Jonah 3. Daniel B. Lyric Poetry: Book of Psalms C. Wisdom Literature 1. Proverbs 2. Ecclesiasticus 3. Philosophical Novel: Job V. Apocrypha A. First Book of Esdras B. Lillith C. Judith D. Wisdom of Solomon E. Ecclesiasticus F. Daniel and Susanna G. Second Book of the Maccabees Course Objectives Course Objectives Students will, through oral and written work: 1. Define relevant and integral terminology including but not limited to "Torah," "Pentateuch," and "Old Testament" and discuss the political and cultural ramifications of each title; 2. Identify and describe the J, E, D and P authorship styles as found in the Torah/Pentateuch; 3. Evaluate interpretations of the two creation stories found in Genesis I and II with regards to consistency of interpretation with the ancient texts as a whole and the ramifications of these interpretations for women's roles, men's roles, and conceptions of human nature; 4. Discuss the relationship between archaeology and history with the events and mythologies expressed in the Ancient texts; 5. Identify and describe the stories of the major figures of the Torah, Old Testament and Apocrypha; 6. Evaluate contemporary interpretations of these major figures and their stories; 7. Chart the history of the Hebrew people throughout the Torah and Old Testament; 8. Explain and evaluate both literal and metaphorical interpretations of the importance of the figures and events expressed in the Torah, the Old Testament and the Apocrypha; 9. Identify and explain the various literary forms found in the Torah, Old Testament and Apocrypha; 10. Discuss the laws and rituals described in the sacred texts and their relationship to historical and cultural settings; 11. Identify, describe and evaluate the relationship between the Torah, the Old Testament and the Apocrypha on contemporary societies. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reading Assignments 1. Read "Read Chapter 1 in Michael Coogan's "The Old Testament: A Historical and Literary Introduction to the Hebrew Scriptures," and be prepared to discuss the literary traditions of Yahwist, Elohist, and Priestly strains. 2. Read the book of Genesis 3, and be prepared to discuss the ways stories can have meaning without necessarily being an historical fact. Writing, Problem Solving or Performance 1. Pick one of the Minor Prophets and write a 6-8 page essay describing the historical, political and religious context to which he is responding. 2. Read Exodus chapters 1 – 14 carefully, a couple of times through. When you think you have an accurate and complete understanding of the narrative, watch the film The Prince of Egypt (1998) by DreamWorks Animation. The goal of the assignment is for you to address the question of whether or not the film has changed the story in critical ways. For your assignment, write a 4-6 page paper analyzing elements of the story which the film has 1) Added; 2) Omitted; and 3) Kept the same. Give what you think are the three most important examples of each (you’ll discuss nine topics total), and provide arguments justifying why the elements you chose are important for understanding how DreamWorks has re-told the story. In your concluding section, discuss whether or not the film has faithfully reproduced the story. In other words, is it enough if someone has seen the film without ever having read the Exodus version? Why or why not? 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.
ALH 0020 - Introduction to Allied Health
http://catalog.sierracollege.edu/course-outlines/alh-0020/
Catalog Description DESCRIPTION IS HERE: Hours: 18 lecture Description: Introduction to career choices in the Allied Health field. Topics include: education and career mapping, job outlooks, occupational and professional requirements, pay ranges, and employer expectations. Students will get hands-on experience related to various Allied Health occupations and gain insight into job roles and responsibilities through guest speakers. Course includes an overview of health care delivery systems, associated career opportunities, infection control, and laws governing patient confidentiality. Students will have the opportunity to participate in organized field trips. (letter grade only) (CSU) Units 1 Lecture-Discussion 18 Laboratory By Arrangement Contact Hours 18 Outside of Class Hours Course Student Learning Outcomes Describe the specific roles and responsibilities of a selected Allied Health Career, including the occupational and professional requirements, educational requirements, salary ranges and long term job outlooks. Develop a personal Educational and Career Mapping Plan based on the numerous occupations researched in the Allied Health field. Describe the Health Insurance Portability and Accountability Act (HIPAA) and how it applies to Allied Health professionals and their responsibilities with patient confidentiality. Describe the risk of infectious diseases and bloodborne pathogens, the different levels of exposure due to direct and indirect routes of transmission, and preventive measures required in all Allied Health occupations. Course Content Outline I. Introduction to Allied Health Careers a. Overview of the Health Care System b. Types of Allied Heath Occupations c. Educational planning and Career Mapping d. Allied Health Education and accreditation II. Medical and Legal Responsibilities of Health Care Professionals a. Ethical and Legal requirements and terminology b. Patient confidentiality and privacy laws c. Blood-borne Pathogens, Airborne pathogens, and Infection Control III. Medical Support and Health Care Services a. Careers in healthcare management and administration b. Health care information and patient support c. Occupational outlook and salaries d. Education and training requirements IV. Biotechnology, Pharmaceuticals and Equipment a. Careers in healthcare technology representation b. Occupational outlook and salaries c. Educational and training requirements V. Diagnostic Technologies in Patient Care Support a. Careers in diagnostics, sonography, and X-ray b. Occupational outlook and salaries c. Educational and training requirements VI. Laboratory Technologies and Patient Care Support a. Careers in clinical care and laboratory technologies b. Occupational outlook and salaries c. Education and training requirements d. Hands-on skills and patient interventions VII. Direct Patient Care and Medical Support a. Careers in direct patient contact and support b. Roles and responsibilities of direct patient care c. Occupational outlook and salaries d. Educational requirements e. Hands-on skills and patient interventions VIII. Hospital Emergency Departments and Urgent Care a. Careers in hospital emergency departments b. Occupational outlook and salaries c. Education and training requirements d. Hands-on skills and patient interventions IX. Prehospital Care and Community Paramedicine a. Careers in Emergency Medical Services b. Occupational outlook and salaries c. Education and training requirements d. Hands-on skills and patient interventions Course Objectives Course Objectives Lecture Objectives: 1. Describe the current health care systems and recent trends within the industry. 2. Identify the various types of occupations found within the Allied Health field. 3. Discuss and apply the types of educational degrees and certificates to pursue a career in Allied Health. 4. Outline the basic educational requirements for starting a career in Allied Health. 5. Explain the Medical Legal responsibilities that apply to all Health Care Professionals. 6. Discuss the federal laws governing patient privacy and patient confidentiality. 7. Identify a blood-borne pathogen verses an airborne pathogen and outline the standard precautions of infection control. 8. Describe the importance of health care administration and its role in patient outcomes. 9. Describe the careers in biotechnology and the advancement in medical technologies. 10. Discuss the different careers in medical diagnostics and their importance in patient care. 11. Describe the roles and responsibilities of a diagnostic technologist and the occupational outlook. 12. Describe the roles and responsibilities of laboratory technicians and the required occupational skills. 13. Outline the educational requirements for a medical assistant and the occupational outlook. 14. Describe the roles and responsibility of a medical assistant and the required occupational skills. 15. Describe the roles and responsibilities of a respiratory therapist when treating a critical respiratory patient. 16. Describe the primary roles and responsibilities of an emergency department technician. 17. Outline the educational and training requirements for starting a career in prehospital care. 18. Discuss the future roles of EMTs and Paramedics in the delivery of community health. Methods of Evaluation Projects Reading Assignments 1. Read the required chapters in the assigned reading. Student will be prepared to discuss the confidentiality and security regulations required within the healthcare system. 2. Read assigned handouts in OSHA-Bloodborne Pathogen Prevention in a Health Care Environment. Student will be prepared to discuss the universal standard precautions and the proper use of personal protective equipment. Writing, Problem Solving or Performance 1. Students will submit a written assignment identifying the importance of hand-washing in breaking the ‘Chain of Infection’ and discuss the importance of Infection Control. 2. Students will analyze and discuss the ‘Circle of Care’. Students will be given a scenario of an 87 year old female who has fallen and they will need to identify EACH and EVERY Allied Health worker that is involved in the care of the woman from the moment of her fall and through the entire journey of her care that it involved in attaining the best possible outcome of her coming home. 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. Instructor handouts and lecture outlines.
ETHN 0020 - Introduction to African American Studies
http://catalog.sierracollege.edu/course-outlines/ethn-0020/
Catalog Description DESCRIPTION IS HERE: Formerly known as SSCI 20 Hours: 54 lecture Description: Introduces students to Ethnic Studies and the diverse institutional, cultural, and historical issues relating to the present life circumstances of African Americans in the United States. The course is interdisciplinary in nature and presents an overview of the cultural, economic, historic, social, and political issues in the life of African Americans in the United States centering African American voices. It will expose students of all ethnic backgrounds to the issues pertinent to the experience of African Americans. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Deconstruct the social, economic, political, psychological and cultural factors that have influenced and shaped the African American experience. Explain the extensive contributions that African Americans have made to the formation of the U.S. Analyze and investigate the diversity within the African American experience. Describe how struggle, resistance, the history of dissent, social justice, solidarity and liberation as experienced by African Americans are relevant to current issues and anti-racist practices. Course Content Outline I. Foundations of the field – What is Ethnic Studies/African American and Black Studies? a. Race and racism b. Racialization c. Ethnicity d. Equity e. Ethnocentrism/Eurocentrism f. White Supremacy g. Self-determination and Liberation h. Decolonization/Sovereignty i. Imperialism and Settler Colonialism j. Anti-racism II. Black History a. African origins and forced migration b. African resistance and the Atlantic Slave Trade c. Slavery and the origins of racism (oppression and intergenerational trauma) d. Colonial American White Patriarchy and slavery e. Social construction of race in the colonies f. The Black Atlantic and African Diaspora (Middle passage, the Caribbean, Brazil, South America, North America) g. Independence and the New Republic – free and unfree Black communities in Antebellum America, abolitionism) h. Black American Past Centered – the Underground Railroad, Black Abolitionism, Self-emancipation during the Civil War, race and law. i. Reconstruction and its failures j. Jim Crow in the 20th Century - The Great Migration and the Harlem Renaissance k. Early Civil Rights Strategies and the “Double V” - 1939-1948 l. Beginning of the Modern Civil Rights Movement – Comparative perspectives between Civil Rights and Black Power including student activism m. Post-Civil Rights Movement Era – economic justice, Urban crisis and white flight n. The 1980s – Reagan and Bush – the War on Drugs and the criminalization of Black Youth – 1992 Los Angeles Uprising o. The Carceral State p. The Obama Presidency and “Post Racial” America – Black Lives Matter q. Growth of White Supremacy – the pandemic, state violence and protest III. Systemic Racism and Inequality a. Prejudice, ethnic conflict, and antagonism b. Social discrimination and inequality c. Political discrimination and inequality d. Legal discrimination and inequality e. Economic discrimination and inequality f. Ideas of racial caste and institutionalized prejudice g. Systemic and institutional disenfranchisement h. Upward mobility i. Black agency and activism j. Interethnic alliances k. White privilege IV. Intersectionality and Black Experiences a. The Black Diaspora – Pan Africanism b. Black internationalism c. Gender d. Class e. Ethnicity, National Origin f. Immigration g. Spirituality h. Language V. Afro pessimism and Afrofuturism VI. Knowledge Production by Black Activists and Theorists a. Critical events/histories b. Cultures/Intellectual traditions c. Contributions d. Social Struggles e. Black agency and group affirmation f. 21st century Activism and resistance Course Objectives Course Objectives 1. Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, ethno-centrism, eurocentrism, white supremacy, self determination, liberation, decolonization, imperialism, and anti-racism as analyzed in African American Studies. 2. Contrast and compare the diversity within the African American experience, and the relationship between African ethnicity and racism in the formation of African America. 3. Identify the social, economic, political and cultural factors that have influenced and shaped the African American experience. 4. Assess the cultural practices and changing social transformations that compelled African Americans to face adversity while maintaining and redefining identity and social structures. 5. Apply theory and knowledge produced by African American communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived experiences, and social struggles with special emphasis on agency and group affirmation. 6. Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by African Americans is relevant to current issues such as national politics as, for example, reparations. 7. Assess the extensive contributions that African Americans have made (and make) to the formation of the United States. 8. Differentiate and analyze the concepts of individual and institutional racism, cycles of oppression, color-blind society/color-conscious society, matrix of domination and politics/policies of exclusion. 9. Describe how struggle, resistance, the history of dissent, social justice, solidarity and liberation as experienced by African Americans are relevant to current issues. 10. Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements in African American communities for a just and equitable society. Methods of Evaluation Objective Examinations Projects Reports Reading Assignments 1. The Great Migration, The Harlem Renaissance and The Civil Rights Movement Readings: The Great Migration-- The Long-Lasting Legacy of the Great Migration, Smithsonian Magazine by Isabelle Wilkerson, September 2016; The New Negro (ed), Art and Activism, Harvard Magazine by Adam Kirsch, March-April 2018; Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color, Jstor, by Kimberle Williams Crenshaw, 1993 Upon completion of the identified readings, students will construct a research project that traces the life of an African American individual whose origins were a part of the Great Migration. Individuals such as those that participated in the Harlem Renaissance are prime candidates for the assignment. (Objective 5) 2. Slavery and Religion Readings: The Great Stain-- How Christian Slaveholders Used the Bible to Justify Slavery, Time.com, February 2018 by Noel Rae Quakers and Slavery: Some Considerations on the Keeping of Negroes, Early Protests, Radical Quaker Women, Bryn Mawr College African Americans noted the hypocrisy that characterized white Christianity, pointing out the contradiction between God's Word and slaveholders' cruelty and inhumanity. "Slaveholders hide themselves behind the Church. . . . A more praying, preaching, psalm-singing people cannot be found than the slave holders of the South," declared William Wells Brown (1814-1884). The Reverend William H. Robinson (b. 1848) offered mock family prayers: "grant us all a large increase of slaves . . ." and a mock sermon to slaves: "God's wisdom is displayed in the system of slavery." Many objected to the oft-repeated recommendations of obedience to the established order. Assignment: Read The Great Stain. Also read the Quakers position on slavery and their anti-slavery movement. Watch the video (below), The Bible and the Gun, to understand the political use of religion as a tool for enslavement. Write a letter to Rev. William H. Robinson explaining the contradictions of Christian's support of slavery. Cite historical references from the video and the readings to support your claim. (Objective 1, 2, ,3) Writing, Problem Solving or Performance 1. Post at least one full comment and two responses to the comments of other students on the Discussion Board that analyzes the five rationales for the continued military participation of African Americans in spite of the long history of marginalization and brutalization within the U.S. For the principles of democracy, African Americans have fought and died in every U.S. war without exception. The following quote is from Representative Ron Dellums regarding the Vietnam War. There are currently similar comparisons being made regarding the Iraq War. The latest polls indicate that 72% of Americans disapproved of U.S. presence in Iraq and felt betrayed by the reasons originally given for the invasion. The Iraq War has lasted longer than both WWI and WWII. Identify three similarities and three differences between the Iraq War and the Vietnam War. Does Rep. Dellums comment, "understand the connection between waging war and spending billions of dollars on military apparati that detracted from the priorities of this country" apply to today's conflict? How? Or why not? "And a number of people said to me, well, you know, the black community's not interested in the Vietnam War. And my response was that black people in America, historically, carried the burden of racial and economic oppression, they do not have to carry the burden of ignorance. And to be in public life, you have to be part of the educative process and my job is to go out there and help people understand the connection between waging war and spending billions of dollars on military apparati that detracted from the priorities of this country." — Ron Dellums, 1994 (Objective 6,7,8) 2. Read the assigned articles that details the plight of the Katrina survivors and respond to the following question: Did race and/or socio-economic class play a role in the disastrous response to Hurricane Katrina and the similar response in Puerto Rico? Why/why not? While your opinion can be incorporated in the response, it is crucial to site evidence to support your assessment of the situations. (Objective 1, 10) Other (Term projects, research papers, portfolios, etc.) Students are required to attend two cultural events that can be Field Trips, Cultural Excursions, Guest Speakers, etc. A two-page reflection paper is a requirement for the assignment. (Objectives 4, 5, 7, 10) Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
HIST 0020 - California History
http://catalog.sierracollege.edu/course-outlines/hist-0020/
Catalog Description DESCRIPTION IS HERE: Hours: 54 lecture Description: Comprehensive survey of the history of California from prehistoric to contemporary times. Emphasis on the environment and the three main eras of human settlement: California Indian, Spanish and Mexican, and American periods. Study of diverse Indian groups; various movements of people over time and different perspectives on government, law, economics, and culture. Local, state, regional, national, Pacific Rim, and global issues. (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Analyze the origins of the American Constitution and its impact on California cultural developments with emphasis on race, class, gender and ethnicity. Analyze the role of geography in major political, economic and social changes. Compose coherent, persuasive academic historical arguments using correct academic citation methods. Differentiate primary and secondary sources and how each are used to make historical claims. Investigate major political, economic and social changes with emphasis on culture, race, class, gender and/or ethnicity. Course Content Outline I. Myths and realities; interpreting California history; II. Description of California's various environments; III. California Indians (Pre-Contact); IV. Hispanic Era (Spanish and Mexican), 1542-1848; V. California as an American frontier: first settlement, Gold Rush, statehood, and economic-urban developments; VI. Gilded Age: Railroads and machine politics; VII. Early 20th Century, conflicts and reforms; VIII. Growth of the modern city; IX. Depression, World War II: economic expansion and social upheaval; X. Post-war growth: suburbs, freeways, and politics; XI. Emergence of popular culture; XII. 1970s-present: the environment and politics; XIII. California state and local government. Course Objectives Course Objectives 1. Identify primary and secondary sources and describe their use as evidence in historical analysis; 2. Identify and analyze the significance of individuals and mass groups, ideas, and events in California history; 3. Compare and contrast settlement patterns, impact on the environment, and utilization of resources between the following eras: Indian, Hispanic, and American; 4. Describe and examine the impact of the Gold Rush period on California's economic, political, legal, and cultural development and its influence on the United States; 5. Compare and contrast the growth of northern and southern California and their unique economies, migration and land use patterns; 6. Examine ethnic communities, the effects of racism, and their struggles to gain equality and freedom; 7. Examine California's economic, political, and social movements within the context of those occurring throughout the United States; 8. Identify and explain California from many geo-political perspectives: an Indian homeland; a frontier for Spain, Mexico, Russia, and the U.S.; a destination for immigrants worldwide; a Pacific-Rim nation; 9. Identify and examine popular images of California created in myths and stereotypes from early Spanish accounts to the present; and 10. Evaluate California state government within a broad national context. Methods of Evaluation Essay Examinations Objective Examinations Reading Assignments 1. Based upon text reading "Competing Visions" on the post-World War II growth of California, students will discuss the material in class and as part of written examinations (CSLO 2 & 5). 2. Read chapter in text on "Game Changers" and prepared to summarize both orally and in a carefully written paragraph, the relationship between the Progressive Era reforms in the California Constitution, with national Progressive era reforms and amendments to the U.S. Constitution (CSLO 1 & 5). Writing, Problem Solving or Performance 1. Based upon a visitation of a museum/historic site, write a 500-word essay analyzing the quality of historical interpretation using criteria studied in class (CSLO 3 & 4) 2. In the 1960’s and 1970’s different groups of Californians formed organizations to address issues of equality, political, and economic empowerment. Compose a 500 word essay in which you: A. Choose two types of Californians to discuss from among the following: African Americans, Mexican Americans, youth, and Lesbian, Gay, Bisexual & Transgender (LGBT) folx. B. Give examples of the organizations they formed, the goals and methods of these organizations, and their successes & challenges. C. How did these organizations re-shape the political, social, economic, or cultural landscape of California? (CLSO 3 & 5) Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
PHIL 0020 - History of Ancient Greek Philosophy
http://catalog.sierracollege.edu/course-outlines/phil-0020/
Catalog Description DESCRIPTION IS HERE: Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: A study of the origin and rise of Western Philosophy from the pre-Socratic philosophers, Socrates, Plato, and Aristotle, up to the Hellenistic period. (C-ID PHIL 130) (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Compare and contrast the various Pre-Socratic contributions to Philosophy. Explain major philosophical positions of Socrates and Plato. Explain major philosophical positions of Aristotle. Describe, compare and contrast Stoicism, Epicureanism and Skepticism. Course Content Outline I. Pre-Socratic Philosophers A. Thales B. Anaximander C. Anaximenes D. Xenophanes E. Pythagoras F. Heracliltus G. Parmenides H. The Eleatics I. Empedocles J. Anaxagoras K. Democritus II. Socrates and Plato A. Sophists B. Socratic Method C. Doctrine of Recollection D. Doctrine of Forms III. Aristotle A. Metaphysics B. Ethics C. Politics IV. Hellenistic Philosophy Course Objectives Course Objectives 1. Compare and contrast ancient Greek mythological methods of knowledge and accounts of reality with the methods of the pre-Socratic philosophers; 2. Describe, compare and contrast the varying accounts of the composition of Reality according to the original fragments of Thales, Anaximander, Anaximenes, Xenophanes, Pythagoras, Heraclitus, Parmenides, The Eleatics, Empedocles, and Anaxagoras; 3. Analyze the shift in philosophical approach and methodology in the historical movement from the pre-Socratic philosophers to Socrates; 4. Read primary philosophical texts of Plato and explain Platonic and Socratic Epistemology, Metaphysics, Ethics and Political Philosophy; 5. Read primary philosophical texts of Aristotle and describe and explain Aristotelian Epistemology, Metaphysics, Ethics and Political Philosophy; 6. Compare and contrast Plato's philosophical concepts with Aristotelian philosophy; 7. Describe, compare and contrast Ancient Greek Stoic, Skeptic and Epicurean approaches to Philosophy. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reading Assignments 1. Read Plato's dialogue, Meno, and come to class able to describe Socrates' theory of knowledge. 2. Read Aristotle's Nichomachean Ethics, book 1, and come to class able to describe why happiness is not the same thing as pleasure according to Aristotle. Writing, Problem Solving or Performance 1. Group Presentation: Instructions: Students will be organized into groups of three to five students and assigned one of the following pre-Socratic philosophers. (1) Thales (2) Anaximander (3) Anaximenes (4) Xenophanes (5) Pythagoras (6) Heraclitus (7) Parmenides (9) Anaxagoras (10) Empedocles (11) Democritus Each individual must identify the particular task and role contributing to the presentation. Groups can present in any way that effectively communicates answers to the following questions to the class: 1. Identify the pre-Socratic philosopher, and the main sources of him. 2. What is his position on the nature of reality, and how do they justify this? 3. How could it be said that their ideas about the nature of reality are reasonable? 4. What other claims does he make (e.g., knowledge, the soul, ethics or theology)? 5. Give some contemporary examples of how these ideas are still with us today. 6. In what way is this individual doing philosophy and in what way is he not? 2. Writing: Instructions: After reading Plato’s dialogue, Euthyphro, answer the following question in a 500 word essay. Identify an instance of Socrates guiding Euthyphro towards a definition of Piety by showing how Euthyphro’s definition cannot possibly be the case because it entails a contradiction. 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.
SPAN 0020 - Spanish for the Healthcare Professions
http://catalog.sierracollege.edu/course-outlines/span-0020/
Catalog Description DESCRIPTION IS HERE: 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) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Recognize and paraphrase intermediate level Spanish spoken at regular conversational speed in a healthcare setting. Produce accurate pronunciation with grammatically correct sentences in intermediate level conversations in a healthcare setting. Explain what is read in any medical diagnosis, health plan, prescription, etc. Compose short notes and short reports relating to patient’s healthcare using appropriate syntax. 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. Course Content Outline I. Language skills needed for communicating with patients A. Basic pronunciation and intonation skills in Spanish B. Accentuation/ phonetic stress C. Greetings and departures D. Vocabulary related to numbers, days of the week, months, and telling time E. Parts of the body, external and internal organs F. Translate simple sentences from English into Spanish G. Formulate questions and learn to give appropriate answers H. Specialized vocabulary related to hospital equipment and healthcare practices I. Vocabulary related to food and nutrition J. Translate pharmaceutical terms from English to Spanish II. Hispanic values and customs A. Common foods and their nutritional composition B. Family structure and the roles of family members C. Traditional health beliefs and practices D. Effect of religion on health beliefs E. Predominant cultural values (e.g., courtesy, dignity, acceptance of suffering) F. Significance of common verbal and nonverbal communications III. Simple grammar including: A. Gender and plural of nouns B. Adjective and noun agreement C. Conjugation of most common regular and irregular verbs in the present tense D. Formation of questions and answers E. Formation and usage of idiomatic expressions F. Usage and placement of direct, indirect, and reflexive pronouns G. Use of special command forms to show respect Course Objectives 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. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reports Skill Demonstrations 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.) 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)
...ITIS 110 IT 0100 ITIS 120 IT 0015...0002 PHIL 130 PHIL 0020 PHIL 140 PHIL...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...its ideas (philosophy), through its commitment to its...Introduction to Atheism HUM 0020 Introduction to the...
