Search Results

Catalog Description Hours: 54 lecture Description: Emphasis on analyzing theories, research methods, and empirical evidence regarding the relationship between stress and well-being. Overview of psychological theories of stress, including types, causes and effects. Explores solutions to mitigate its negative impacts. Explores the relationship between psychological and socio-cultural theories and factors in creating stress and affecting ones ability to manage it. Introduces research in coping techniques including meditation, cognitive strategies and the practice of wellness. (CSU, UC) Course Student Learning Outcomes CSLO #1: Apply theories of psychology in stress and well-being that are relevant to life success. CSLO #2: Create a personal wellness plan. Effective Term Fall 2024 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify and explain the major theories, research methods, and findings in the field of psychology and stress. 2. Define the concept of stress from a sociocultural perspective  3.  Describe how sociocultural perspectives including ethnic, gender, historical, contemporary, western and nonwestern societies impact stress management and well being 4. Compare and contrast major theories of stress 5. Name and define different types of stress 6. Identify common cognitive thinking styles and how they may influence the stress response 7. Apply appraisal method to assess cognitive response to stress 8. Describe how locus of control and self esteem contribute to stress development 9. Explain and demonstrate the following stress management techniques: deep breathing, guided imagery, progressive muscle relaxation, and meditation 10. Describe how basic time management principles can be used to address chronic daily lifestyle problems 11. Create a personal approach to stress management by developing a stress and wellness plan using strategies learned in class. General Education Information Approved College Associate Degree GE Applicability AA/AS - Health Ed/Physical Ed CSU GE Applicability (Recommended-requires CSU approval) CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: The class will collaborate on compiling a list of the types of stress and personal examples of each kind. This list is used in a later class session where the groups will select appropriate stress management or coping techniques for each type and talk through how it could have been used in their personal situations. Grading is based on participation and journal entry reflecting on which coping/management technique they will be working on. Essay Examinations Example: Write four one-page journal entries throughout the semester discussing personal application of stress management techniques. Assessed based upon development of concepts. Reports Example: Student will develop a Self- Improvement Project in which they will identify a behavior(s) to change, examine behaviors that contribute and impair the process of change, assess their personal stage of change, identify and implement appropriate change strategies and evaluate their results. It will be a typed report, minimum 5 pages with a rubric based on meeting assignment parameters, college-level writing, application of course objectives and overall thoroughness. Skill Demonstrations Example: Students will be tasked with leading the class in one example of a stress reduction or management technique. Grading rubric includes providing effective step-by-step instructions, answering questions/supporting students while they attempt the exercise, possible variations or applications and submission of a detailed write-up including all of the above details. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lead the class in a discussion about their understanding of a reading from Thich Nhat Hanh. Hanh gave an example of mindfulness as being similar to washing dishes and another example about riding a roller coaster. The class will be divided into two groups. The objectives of this exercise will require students to define mindfulness, the qualities of mindfulness and their personal experience. One group will critique the advantage of 'living for the moment', while the other will examine 'living in the moment'. Students will write a one page paper summarizing their learning exercise, which will be due at the next class. Lecture on types of stress, accompanied by a slide deck, will introduce definitions and examples of the different types of stress. The class will then break into small groups to discuss personal experiences with each kind. The groups will then collaborate together to compile a list of examples of each type to be used in a following class session on coping techniques for each. Distance Learning Instructor will introduce different types of stress and the various contexts that stress can be experienced while providing students a opportunity to self assess their own stress experiences. Instructor will introduce coping techniques and the art of mindfulness while engaging students through discussion forums to identify the effects of the coping techniques and strategies. Typical Out of Class Assignments Reading Assignments 1. Read Chapters on "The Relaxation and Stress Reduction Workbook. Take the stress self assessment questionnaire and practice the deep breathing exercises. 2. Read and critique the following article: Abbe, A.; Tkach,C & Lyubormirsky, S. (2003). The Art of Living by Dispositionally Happy People. Journal of Happiness Studies, 4, p385,20. Writing, Problem Solving or Performance 1. Journal assignments are due every other week and must be one typed page that demonstrates your experience in applying a stress management principle in your life. 2. Article Review: Find and critique a current article on stress management. List the major points of the article and describe how they relate to the contents of this course (should be two to three paragraphs). 3. Evaluate your value strengths using the Values in Action questionnaire at www.authentichappiness.org. Choose an unavoidable or stressful task to address or solve using one of your signature value strengths. 4. Write a letter of gratitude to someone who has contributed greatly to your well-being, but whom you have never thanked. Other (Term projects, research papers, portfolios, etc.) 1. Students will submit a research paper which examines a stress management strategy, explore a health and wellness issue, or examine sociocultural perspectives that influence stress management and well being Required Materials Managing Stress: Skills for Self-Care, Personal Resiliency and Work-Life Balance in a Rapidly Changing World Author: Brian Luke Seaward Publisher: Jones & Bartlett Publication Date: 2020 Text Edition: 10th Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Hours: 72 (36 lecture, 36 activity) Description: Introduction to fundamental concepts, techniques, and creation of art and design on the computer. Includes basic computer skills, photo manipulation, digital illustration, page layout, and preparation of images for print and screen environments. Students develop creative projects using current graphics software. (C-ID ARTS 250) (CSU, UC) Course Student Learning Outcomes CSLO #1: Utilize graphics software to develop projects that incorporate fundamentals of vector art, digital imaging, and page layout. CSLO #2: Demonstrate compositional principles, concept development, design thinking, and personal expression across a variety of creative projects for print and screen. CSLO #3: Evaluate projects for effective visual communication. CSLO #4: Demonstrate an understanding of the ethical and legal considerations surrounding copyright law, licensing, and artificial intelligence within the context of designing for media industries. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Identify various areas of the Mac OS interface, including Finder, Dock, menu options, Sharepoint, and proper file and folder management. 2. Identify various areas of the creative software interface including workspace options, tools, panels, and menu options. 3. Demonstrate use of different file formats, file extensions, and saving files in appropriate format for various output. 4. Demonstrate methods of image acquisition including digital image capture, scanning and web download. 5. Compare and contrast raster and vector imaging with regard to resolution, file size and their appropriate use for print and screen based output. 6. Demonstrate proper layer management and methods of layer manipulation to achieve a variety of creative results. 7. Examine and compare the diverse digital imaging processes and final products when using various creative software for specific needs including: layout and composition, vector illustration, and raster image editing and manipulation. 8. Recognize and use basic design terminology. 9. Explore various methods of creative ideation and problem-solving. 10. Identify basic copyright issues and ethics affecting digital media. Appropriately select, use, and document image sources. Laboratory/Activity Objectives: 1. Create class projects using various areas of the Mac OS interface, including Finder, Dock, menu options, Sharepoint, and proper file and folder management. 2. Create class projects navigating the creative software interface and demonstrate understanding of its various components including workspace options, tools, panels, and menu options. 3. Utilize appropriate file formats with correct file extensions for various output. 4. Apply methods of image acquisition in class projects including digital image capture, scanning and web download. 5. Apply knowledge of raster and vector image types in class projects. 6. Demonstrate understanding of layer management and manipulation to achieve a variety of creative results. 7. Develop original projects using the fundamentals of: composition and principles of layout and design; vector drawing and illustration techniques; and raster photo editing and manipulation. 8. Develop original projects using various methods of creative ideation and problem-solving. 9. Evaluate projects for effective visual communication through class critique, utilizing appropriate design vocabulary. 10. In class projects research and demonstrate understanding of copyright issues in regards to image protection and utilization of source materials. 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 UC Transferable Methods of Evaluation Projects Example: Create class projects using the methods for importing and exporting files, creating file formats and use of file extensions and saving files in appropriate format for different output, including using file saving and folder management through appropriate naming and folder structure setup. Rubric Graded Skill Demonstrations Example: Demonstrate use of different file formats, file extensions, and saving files in appropriate format for different output including, using file saving and file and folder management through appropriate naming and folder structure setup. Rubric Graded Repeatable No Methods of Instruction Activity Lecture/Discussion Distance Learning Activity: Instructor will describe and demonstrate design strategies to meet specific criteria of a project. The students will use the content of the lecture to successfully complete tutorials. Topics that are addressed include concept development, application of design principles, image preparation and proficiency in use of the photo imaging, illustration and publication programs. (Lab Objectives 4, 5, 6, 7, 8) Lecture: The instructor will provide lecture overviews of how to successfully complete tutorials relating to the student's learning of the software. Instructor demonstrates the correct use of software tools and processes for image creation and proficiency in use of the photo imaging, illustration and publication programs. Students are expected to actively participate in the lecture. (Lecture Objective 7) Distance Learning Through Distance Learning, the instructor will present video tutorials demonstrating the use of drawing applications, photo editing software, and page layout software. Students will be provided with digital starter files and will then complete the starter files via the appropriate tools of the application. Students will upload the completed tutorial file to the LMS to receive points for the exercise and feedback on the accuracy of the work. Students will also complete a series of creative projects that reinforce the skill-building exercise, and enhance their conceptual problem solving skills.These creative projects will be uploaded to the LMS to receive points for each major project.(Lab Objective 2) Typical Out of Class Assignments Reading Assignments 1. Read chapter on using Photoshop selection techniques from class textbook in preparation for hands-on demonstration/tutorials by instructor in class and for examinations on course content and terms. 2. Read the handout on art and design elements and principles, find a visual example to describe using the concepts and terminology: form, line, shape, value, texture, color, repetition, rhythm, contrast, balance, proportion, dominance, movement, space, and unity. Writing, Problem Solving or Performance 1. Select an illustrator, illustration or illustrative style that you like. It can be your own work or something that you discovered somewhere; magazines, comics, computer games (characters), packaging, posters or just about anything that is printed. Write a paragraph describing what you like about the illustration, the style or the creator. Your comments should be well thought out and clearly written. 2. Using a digital photograph of themselves as a template, students will reproduce the portrait four times, placing the portraits in each quadrant of a document. Using only the drawing tools in a photo manipulation application they will recreate their portrait four times using a very different style in each quadrant. 3. Images and graphics will be combined into a page layout design for an upcoming event. This poster will demonstrate proper asset management, layout techniques and styles to create design consistency. Other (Term projects, research papers, portfolios, etc.) Required Materials The Graphic Designer's Digital Toolkit: A Project-Based Introduction to Adobe Photoshop CC, Illustrator CC & InDesign CC Author: Allan Wood Publisher: Cengage Learning Publication Date: 2017 Text Edition: 7th Classic Textbook?: No OER Link: OER: The Design Collection Revealed: Adobe InDesign CC, Photoshop CC and Illustrator CC Author: Chris Botello, Elizabeth Reding Publisher: Thomson Delmar Publication Date: 2015 Text Edition: 1st Classic Textbook?: No OER Link: OER: The Non-Designer’s Design Book Author: Robin Williams Publisher: Peachpit Press Publication Date: 2014 Text Edition: 4th Classic Textbook?: No OER Link: OER: Adobe Photoshop Classroom in a Book Author: Conrad Chavez Publisher: Adobe Press Publication Date: 2024 Text Edition: 1st Classic Textbook?: OER Link: OER: Brian Wood Author: Adobe Illustrator Classroom in a Book Publisher: Adobe Press Publication Date: 2024 Text Edition: 1st Classic Textbook?: OER Link: OER: Adobe InDesign Classroom in a Book Author: Kelly Anton and Tina DeJarld Publisher: Adobe Press Publication Date: 2024 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Advisory: Completion of ENGL C1000 with grade of "C" or better Hours: 54 lecture Description: Focuses on the intersections of mass communication, media and society. This course examines the evolution of mass communication through modern media (modalities, content and trends), as well as the role of journalism in matters of ethics, perception, representation, and globalization. (C-ID JOUR 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain how media influences identity development and change. CSLO #2: Investigate and evaluate the relationship between media literacy and equity (e.g., diversity, inclusion, accessibility, power, social justice). CSLO #3: Analyze the role of journalism in relation to culture, power, and viewer/user perceptions. CSLO #4: Identify and discuss journalism ethics. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify and explain the role of media and its effect/influence on key components of society (e.g., culture, politics, norms, power, technology).  2. Discuss and evaluate the role of journalism in modern society (including the relationship between journalism and identity).  3. Develop critical thinking skills to critique and analyze the relationship between media and social interactions, including face-to-face as well as digital.  4. Identify and apply mediated communication terms and theories to produce mediated content that addresses social justice issues in society.   5. Produce media and performative works that engage social justice themes, addressing the historical, ethical, legal, and media technologies that shape social discourses.   General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D Social Sciences CSUGE - D7 Interdisciplinary Soc/Behav Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Using the central tenets of Muted Group Theory, instructors may facilitate a conversation with students about when, if at all, they have witnessed the theory in action from personal experience? Students should be encouraged to make connections between the role of the media and the evidence they provide for the theory. Essay Examinations Example: Example: Bias Detection and Ethics Report Select: a timely mediated news story of personal interest from a traditional news source (CNN, FOX, MSNBC, etc.), working to avoid social media news and clickbait. Students will then Summarize and Analyze the report in their own words, paraphrasing the major claims and engaging proper formatting. The summary should seek to identify and explain any biases, stereotypes, inflammatory or sensory-laden language, ethical breaches suspected within the news story. Finally, students should conclude their report by doing a Compare/Contrast of same news story reported from TWO other reputable news sources, making connections to the class readings/learning. Example: Citizenship Journalism as the New Norm Students will write an academic essay detailing at least 3 benefits and 3 criticisms to citizenship journalism, while also considering what consequences and effects, if any, citizenship journalism poses to the industry writ large. The essay should reflect the student’s understanding of journalism ethics and integrate academic research to support their position. Objective Examinations Example: Students take unit or chapter quizzes showcasing their understanding of key concepts and theories. Problem Solving Examinations Example: Students are given two ethical scenarios, each demonstrating a potential breach in journalism ethics. Students are asked to explain the breaches, compare and contrast the implications of the ethical breach to the mediated context and potential audience(s), and to recommend the best course of action for future case scenarios. Projects Example: Students will create an original blog site as part of a semester-long portfolio, and regularly post original content connected to class concepts, theories, and current events in the news media. The blog sites will be published and demonstrate their understanding of learned content. Skill Demonstrations Example: Working in groups, students will use their knowledge of social media theories and trends to design a powerful and social-justice focused Public Service Announcement that addresses an immediate need in our local community. Using technology available on campus, students will plan, write, and record their PSAs and post to a (class specific) social media site for peer feedback. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lead a class discussion that traces the evolution of traditional media through modern modalities. Students will then create and discuss their own media evolution timelines as groups. The instructor will use a variety of mediated clips to showcase a media theory in action (e.g., Uses and Gratification Theory). The instructor will next facilitate a classroom discussion that challenges student perspectives of agency, audience, and equity. Students will view the clip(s), discuss who is muted and by whom, share their perspectives, and in doing so, apply key terms. Students will share their interpretations and personal reactions to a current news story. Students should self-reflect upon and explore/explain their interpretation of the event as it relates to their ideas of media history, identity, politics, and expressions of culture and power. Distance Learning Using the course management system, students will develop a presentation highlighting the significance of media coverage in shaping a particular event, era, or social trend. (e.g., controversies surrounding an incoming president, selection of supreme court justice, the coverage of a natural disaster and subsequent relief efforts, a trending social movement, etc). First, they will select a story of interest and choose two traditional news sources to follow. Next, they will choose two social media news sources that are telling the same story. In groups, students will create a digital presentation sharing their news stories and findings, including any biases and the quality/accuracy of each news source. Student should consider issues of power, voice, author/readership, etc. Typical Out of Class Assignments Reading Assignments Read an academic article that discusses the relationship between new media and the self, as well as the positive and negative impacts of new media on our interpersonal relationships. Be ready to discuss the way you believe social media shapes identity. Writing, Problem Solving or Performance 1. Respond to the following prompt: do you believe certain types of speech (e.g., profanity) or speech acts (e.g., threats) should be censored by social media giants? Why or why not? Consider, for example, how in the late 2010s Craigslist was asked to take down several classified pages that were investigated and thought to be tied/connected to human trafficking efforts. Responses should be critically informed and reflect, in part, the learning from class readings and lessons. 2. Take a position: Considering the role of Twitter (and/or other social media giants) in U.S. Politics and more specifically, U.S. elections, discuss how social media's ability to censor user content affects society, democracy, and individual freedoms. Refer back to the controversies surrounding social media censorship. Other (Term projects, research papers, portfolios, etc.) 1. Develop a portfolio of media messages for a given media format and time period from the list (e.g., Television in the 1960s or Magazine Ads from the 1980s). The portfolio must include a timeline of important events, the people associated with these changes, and an analysis summarizing the importance of this particular era in mass media. Provide a list of resources where important content from this era can be found, such as internet links to radio archives or copies of newspaper clippings. 2. Select a media topic of personal interest for a persuasive presentation. Develop a stance/position and create a call to action – one that is relevant to the audience. Students should prepare an introduction, main body with 2-3 major claims and academic sources as support, and a conclusion that includes a call to action. The persuasive presentation should function as a critique of larger discourses surrounding media use, consumption, production, etc. Required Materials Media & Culture: An Introduction to Mass Communication Author: Campbell, R., Martin, C., Fabos, B., & Becker Publisher: Bedford/St. Martin's Publication Date: 2022 Text Edition: 13th Classic Textbook?: No OER Link: OER: No Media, Society, Culture and You Author: Poepsel, M. Publisher: Southern Illinois: Rebus Community. Publication Date: 2021 Text Edition: 1st Classic Textbook?: No OER Link: OER: Yes Understanding Media and Culture: An Introduction to Mass Communication Author: Anonymous (Author removed at request of original publisher) Publisher: University of Minnesota Libraries Publishing: Creative Commons Publication Date: 2016 Text Edition: 1 Classic Textbook?: No OER Link: OER: https://open.umn.edu/opentextbooks/textbooks/143 Social Media and Society: An Introduction to the Mass Media Landscape Author: Luttrell, R., & Wallace, A. A. Publisher: Rowman & Littlefield Publishers Publication Date: 2021 Text Edition: 1st Classic Textbook?: No OER Link: OER: No Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Hours: 54 lecture Description: An in-depth study of Penal Code and other Codes which have an application to law enforcement and administration of justice. Includes misdemeanor and felony violations of the criminal statutes involving crimes against persons and property, public peace, dangerous weapons, narcotics, and vice violations. (CSU) Course Student Learning Outcomes CSLO #1: Compare and contrast allowable punishments for infractions, misdemeanors and felonies. CSLO #2: Differentiate between laws of arrest for peace officers and private persons. CSLO #3: Analyze hypothetical criminal scenarios and identify appropriate crime elements. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Identify the historical source, nature, purpose and evolution of the modern criminal law system; 2. Differentiate between corpus delicti and elements of specific crimes; 3. Compare and contrast allowable punishments for infractions, misdemeanors and felony violations; 4. Identify specific elements of criminal statutes; 5. Distinguish between the various types of criminal intent and criminal negligence; 6. Compare criminal culpability of Principals, Accessories and Accomplices; 7. Explain characteristics and elements of a lawful arrest; 8. Compare and contrast necessary legal justifications for consensual contacts, detentions, and arrests; 9. Explain the nature of crimes against public peace; 10. Analyze hypothetical situations involving crimes utilizing deadly weapons involving assaults and justify a specific criminal charge; 11. Define the criminal element difference between murder and manslaughter; 12. Distinguish the difference in criminal elements between burglary and robbery; 13. Identify the various laws associated with being under the influence of drugs and alcohol; and 14. Chart controlled substances by their narcotic schedules. 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 Objective Examinations Example: Students will identify the specific crime elements and proper classifications of various Penal Code sections. Problem Solving Examinations Example: Given realistic hypothetical written scenarios, students will identify whether or not a crime has occurred and if so, which crime and how it should be classified (infraction, misdemeanor or felony). Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Using specific sections from the CA Penal Code, Instructor will lead class discussion related to how to isolate the specific elements of various crimes, their classifications and allowable punishments. Distance Learning Instructor will post interactive links to CA Penal and Vehicle Codes, which students will use to differentiate various sections between infraction, misdemeanor and felony crimes. Typical Out of Class Assignments Reading Assignments 1. Read chapter from text covering crimes against public peace and be prepared to discuss specific disturbance laws. 2. Read a newspaper article regarding crimes against persons and be prepared to discuss corpus delicti of the crime. Writing, Problem Solving or Performance 1. Students will be asked to write an analysis of a current event identifying the specific criminal violations described in the article. 2. Students will be given a scenario and asked to write a response identifying the participant's roles and their criminal involvement. Other (Term projects, research papers, portfolios, etc.) 1. Using instructor selected topic, students will work in groups to research and produce a fifteen minute oral presentation. Required Materials California Criminal Law Concepts Author: Hunt & Rutledge Publisher: Pearson Publication Date: 2023 Text Edition: Classic Textbook?: No OER Link: OER: CA Penal Code Author: State of California Publisher: Various Publication Date: 2023 Text Edition: Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Catalog Description Prerequisite: Concurrent enrollment in or completion of KIN 66 with grade of "C" or better Hours: 54 laboratory Description: Designed as an introduction to the physical discipline of Hatha yoga. Students will learn alignment, adjustments, and cueing for yoga postures. Students will also develop and teach their own yoga class. (CSU) Course Student Learning Outcomes CSLO #1: Explain components needed to teach a beginning level Hatha yoga class, including knowledge of applicable anatomy, fitness benefits and injury prevention. CSLO #2: Develop a class sequence that meets their intended goals as a teacher. CSLO #3: Explain, demonstrate and correct the physical movement involved in Hatha yoga. Effective Term Fall 2025 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 0 Total Student Learning Hours 54 Course Objectives 1. Demonstrate the components needed to teach a beginning level Hatha yoga class, including: knowledge of applicable anatomy with proper stretching and movement designed to prevent injury. 2. Apply a class sequence of movement that meets the intended goals as a teacher of Hatha Yoga. 3. Demonstrate the correct physical movement involved in Hatha yoga positions. 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 Objective Examinations Example: Example: When working with the different areas of the spine, the cervical spine, the lower back and the S.I. (sacro-iliac) joint, how is it best to make a correction in proper form? Example: If a student is very flexible, especially if their joints hyper-extend, what type of poses would be preferred. Skill Demonstrations Example: Each student will perform at least 2 Hatha Yoga Sutras and explain how they may be applied to daily lifestyle. Repeatable No Methods of Instruction Laboratory Lab: Through discussion on the physical anatomy of the human body including safe movement that is beneficial, and introducing the Hatha Yoga positions that compliment those needs, students are expected to demonstrate these positions. Student will be expected to perform a physical demonstration of proper Hatha Yoga positions and explain how and what is expected throughout the exercise. Typical Out of Class Assignments Reading Assignments 1. Read Teaching Yoga: The Teacher Student Relationship, by Donna Farhi and submit a report summarizing the assigned reading. 2. Read selected chapters from Heart of Yoga: Developing a Personal Yoga Practice, by TKV Desikachar and report on assigned reading. Writing, Problem Solving or Performance 1. Journal on all reading assignments. 2. Journal on all videos. Other (Term projects, research papers, portfolios, etc.) Required Materials Yoga Adjustments: Philosophy, Principles, and Techniques Author: Stephens, Mark Publisher: North Atlantic Books Publication Date: 2014 Text Edition: 1st Classic Textbook?: OER Link: OER: The Key Muscles of Yoga: Scientific Keys Author: Long, Ray Publisher: Bandha Yoga Publication Date: 2009 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.