ITÂ 0130. Cisco CCNA 3 Enterprise Networking, Security and Automation
Units: 3
Prerequisite: Completion of IT 125 with grade of "C" or better
Hours: 72 (54 lecture, 18 laboratory)
This is the third of three courses that are aligned to the CCNA Certification Exam. In Enterprise Networking, Security, and Automation, students will take the skills and knowledge that they learned in the previous two courses and apply them to wide area networks (WANs). WANs are large, complex networks that require advanced understanding of network operation and security. This class also introduces students to two important areas of networking: virtualization and automation. By the end of this course, students will be able to configure, troubleshoot, and secure enterprise network devices. Students will be versed in application programming interfaces (APIs) and the configuration management tools that make network automation possible. When students have completed ENSA, they will have gained the practical experience they need to prepare for the CCNA certification exam. (CSU)
IT 0130 - Cisco CCNA 3 Enterprise Networking, Security and Automation
http://catalog.sierracollege.edu/course-outlines/it-0130/
Catalog Description Prerequisite: Completion of IT 125 with grade of "C" or better Hours: 72 (54 lecture, 18 laboratory) Description: This is the third of three courses that are aligned to the CCNA Certification Exam. In Enterprise Networking, Security, and Automation, students will take the skills and knowledge that they learned in the previous two courses and apply them to wide area networks (WANs). WANs are large, complex networks that require advanced understanding of network operation and security. This class also introduces students to two important areas of networking: virtualization and automation. By the end of this course, students will be able to configure, troubleshoot, and secure enterprise network devices. Students will be versed in application programming interfaces (APIs) and the configuration management tools that make network automation possible. When students have completed ENSA, they will have gained the practical experience they need to prepare for the CCNA certification exam. (CSU) Course Student Learning Outcomes CSLO #1: Describe the design considerations for wired LANs. CSLO #2: Describe the criteria for selecting network devices. CSLO #3: Demonstrate the use of VTP and DTP in creating VLANs. CSLO #4: Describe how Layer 3 switches are used in modern corporate networks. Effective Term Fall 2023 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 90 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Describe basic OSPF features and characteristics. 2. Describe the OSPF packet types used in single-area OSPF. 3. Explain how single-area OSPF operates. 4. Describe tools used by threat actors to exploit networks. 5. Explain how TCP and UDP vulnerabilities are exploited by threat actors. 6. Explain how ACLs filter traffic. 7. Explain the purpose and function of NAT. 8. Compare modern WAN connectivity options. 9. Describe different types of VPNs. 10. Explain how REST enables computer to computer communications. Lab Objectives: 1. Configure single-area OSPFv2 in a point-to-point network. 2. Demonstrate how to create ACLs 3. Configure static, and dynamic NAT, and PAT using the CLI. 4. Research broadband internet access options. 5. Configure and verify NTP 6. Use CDP to map a network 7. Backup configuration files 8. User a TFTP server to upgrade a Cisco IOS image. 9. Troubleshoot enterprise networks 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: Objective Quizzes/Exams will be given at the end of each chapter consisting of multiple choice questions demonstrating knowledge of the chapter concepts. The instructor will be checking for accuracy. Example quiz question: Which OPSF packet contains the different types of link-state advertisements? a. hello b. DBD c. LSR d. LSU Problem Solving Examinations Example: You are a recently hired LAN technician, and your network manager has asked you to demonstrate your ability to configure a small LAN. Your tasks include configuring initial settings on two switches using the Cisco IOS and configuring IP address parameters on host devices to provide end-to-end connectivity. You are to use two switches and two hosts on a cabled and powered network. Rubric grading. Skill Demonstrations Example: Prepare a simulated-network presentation using PacketTracer to explain how the following network operates: - One 2911 Series router - One 3560 switch - Four user workstations - One printer Rubric grading. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Lab assignments will reinforce concepts taught during class lecture. Instructor will demonstrate how to configure a router for single area OSPF operation. All of the router configuration commands will be provided that are required for successful configuration. The student will be required to demonstrate proficiency/accuracy in this skill. (Lab Objective 1) Lecture: Instructors will use the lecture/discussion method to present advanced switching and routing concepts, including: How OSPF routing protocol is used in modern corporate networks. (Lecture Objectives 1 & 2) Distance Learning Using an online virtual lab system, instructor will provide students with a written scenario, asking them to configure access control lists (ACLs) on a Cisco router. Students will provide screenshots at key points in the lab to demonstrate proficiency/accuracy in these skills. (Lab Objective 2) Typical Out of Class Assignments Reading Assignments 1. Read the chapter about VPNs and be prepared for discussion. 2. Students will be using resources on the Cisco Network Academy web site. This website contains supplemental course content that will enhance the students learning experience. Students will be required to use information from this resource in their assignments. Writing, Problem Solving or Performance 1. PacketTracer lab assignments will require students to perform technical tasks and provide written responses that demonstrate logical analysis and problem solving. Example: Students asked to complete lab 10.7.6 Use a TFTP Server to Upgrade a Cisco IOS Image 2. Chapter review questions will be assigned to students and must be completed before the start of each class. Review questions will require written answers that demonstrate problem solving and an understanding of chapter concepts. Example: Answer questions at end of the chapter about functions of OSPF. Other (Term projects, research papers, portfolios, etc.) Required Materials Enterprise Networking, Security, and Automation Companion Guide (CCNAv7) Author: Cisco Networking Academy Publisher: Cisco Press Publication Date: 2020 Text Edition: 1st Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ARHI 0130 - Survey of Western Art III: Modern through Contemporary
http://catalog.sierracollege.edu/course-outlines/arhi-0130/
Catalog Description Formerly known as ART 1C Hours: 54 lecture Description: Study of the historical development of art and architecture in Europe and the United States from early-nineteenth century to contemporary practices. Significant artists and structures of each major region and period discussed and analyzed within their historical contexts with special attention given to the changing status of the artist, the development of major Western art institutions and the functions of art and architecture in society. (combined with ARHI 120, C-ID ARTH 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify, examine, and assess representative works of art and architecture from the art historical periods covered in this course employing appropriate art historical terminology. CSLO #2: Analyze, discuss, and differentiate works of art and architecture in terms of historical context and cultural values. CSLO #3: Analyze, discuss, and distinguish the roles of art, architecture, and the artist from the art historical periods covered in this course. CSLO #4: Discuss the development of Realist, Abstract and Non-Objective Art in painting and sculpture in Europe and the US from the early 19th century through contemporary practices in the 21st century. Effective Term Fall 2016 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives Upon completion of this course the student is expected to be able to: 1. Identify, examine, and assess representative works of art and architecture from the art historical periods covered in this course employing appropriate art historical terminology. 2. Analyze, discuss, and differentiate works of art and architecture in terms of historical context and cultural values. 3. Analyze, discuss, and distinguish the roles of art, architecture, and the artist from the art historical periods covered in this course. 4. Discuss the development of Realist, Abstract and Non-Objective Art in painting and sculpture in Europe and the US from the early 19th century through contemporary practices in the 21st century. 5. Discuss the major trends in architecture in Europe and the US from the early 19th century through contemporary practices in the 21st century. 6. Compare and contrast an early modernist work of art with a postmodernist work of art and explain how the function of art and artist changed from the early 19th century to the early 21st century. 7. Discuss contributions of major artists to the development of art in Europe and the US from the early 19th century through today. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 3A Arts Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Class discussions are used to to evaluate students' ability to verbally analyze paintings, sculptures and architecture and their use of correct vocabulary and terminology. For example, students would be asked how a specific work illustrates a historical style. Essay Examinations Example: Essay exams related to lecture topics. For example: students are asked to explain in writing theories about the social function of images of the female nude, such as Picasso's "Seated Bather, 1930," and are asked to explain the relationships between it and a 21st century nude by, for example, Eric Fischl in terms of changing attitudes toward nudity in Western culture. Objective Examinations Example: Objective exams, such as multiple-choice exams in which students must: 1. Define vocabulary terms and aesthetic concepts 2. Identify images of sculptures, drawings, paintings and structures by: Title, Artist/Architect and school or time period. Reports Example: A report is typically a term paper that the instructor uses to address a specific theme or artist in the course. For example, a student chooses an artist, researches her/his life and in writing, describes, analyzes and evaluates that artist’s contribution to the art of the times. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: 1- Lecture/Distance Learning Instructor presents visually-oriented lectures (online and in traditional classrooms), such as PowerPoint presentations, about paintings and sculptures and their historical contexts: For example, a PowerPoint lecture on Realist painting or sculpture as it appears in Mid-19th century Paris and its evolution through the Modern period to similar works of the present. Discussion The instructor creates class and small group discussions (online and in traditional classrooms) focused on comparing and contrasting the social functions of Realism and the changes in painting and sculptural styles from Impressionism in the Mid-19th century to Photo Realism in the 20th century that were featured in the lectures. Distance Learning Instructor uses wikis, discussion boards, blogs and audio-visual lectures. A. Students use wikis to research Realist artists, paintings or sculptures as they appear in Mid-19th century Paris and their evolution through the Modern period to similar works of the present. B. Students post their findings on discussion boards and are required to comment on each others posts. Instructor can also supplement lectures, discussions, online research, posts and comments, etc., by organizing: A. Field trips to museums and galleries and by showing; B. Documentary films exploring the lives of artists, architects and significant art historical events that relate to the subject matter of the lectures. Typical Out of Class Assignments Reading Assignments 1. Read the section on "Postmodernism" in your text. In a three-page, typed double-spaced paper explain in your own words how postmodern art differs from modern art. In your paper, include a discussion of Cindy Sherman's postmodern photographic work. What characterizes this work as postmodern? In your opinion, is this art? Why or why not? 2. Read the sections in the text on Art Nouveau, the International Style and the "Organic" styles of architecture. In a four-page, typed double-spaced paper, describe and analyze the differences and similarities of these styles, giving specific examples of the structures of Victor Horta, Ludwig Mies van der Rohe and Frank Lloyd Wright to back up your conclusions. Writing, Problem Solving or Performance 1. Identify two paintings or sculptures of similar subject matter from two different periods of Modern art. (For example, an abstract nude by Picasso and a nude self-portrait by Paula Modersohn-Becker.) Analyze, compare and contrast the works with regard to the social contexts of Cubism and Expressionism. 2. You and four fellow classmates have been hired by a film producer as art historical consultants for an upcoming film about Frank Lloyd Wright. Your task is to prepare a detailed written description of Wright's life and career, including his buildings, drawings, photography, etc. The movie executive knows very little about the world of art and architecture during Wright's time so it is important to discuss the social context surrounding Wright's art. Finally, what actor would you recommend to play the role of Wright and why? Other (Term projects, research papers, portfolios, etc.) 1. Select one modernist or postmodernist painting, sculpture or structure. Write a five page research paper about the work that includes a brief biography of the artist or architect, a discussion of the style of the work, and an explanation of how the work relates to the social context in which it was created. Include a thorough discussion of your reasons for selecting this work and why you feel it is an important contribution to the world. The paper must be typed and in MLA format. 2. Through library research, find an example of a painting or sculpture that has been identified as a fraud or may possibly be a fraud. Explain in writing the circumstances surrounding the fraudulent work, the forger, and how the situation was resolved-- if it was. Be sure to discuss the problem of art fraud and explain how it makes you feel as an art history student. The paper must be typed and in MLA format. Required Materials Art History Author: Stokstad, Marilyn & Michael Cothren Publisher: Prentice-Hall Publication Date: 2016 Text Edition: 6th Classic Textbook?: OER Link: OER: Gardner's Art Through the Ages: The Western Tradition Author: Kleiner, Fred and Christin Mamiya Publisher: Cengage Publication Date: 2016 Text Edition: 15th Classic Textbook?: OER Link: OER: History of Modern Art Author: Arnason and Mansfield Publisher: Pearson Publication Date: 2012 Text Edition: 7th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
PSYC 0130 - Human Sexuality
http://catalog.sierracollege.edu/course-outlines/psyc-0130/
Catalog Description Formerly known as PSYC 30 Hours: 54 lecture Description: Overview of human sexuality from birth through adulthood: Covers major topics such as gender, sexual anatomy, sexually-transmitted infections, sexual response and disorders, sexual orientation, sexual coercion, and commercial sex. (C-ID PSY 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Applying scientific research used in the field of sexology, analyze and critique studies pertaining to human sexuality, use scientific evidence to evaluate the accuracy of statements, and develop a personal sexual philosophy to guide future relationships and decision making. CSLO #2: Evaluate the interactive contributions of biology, psychology, and society to human sexuality from conception throughout the lifespan. CSLO #3: Differentiate between the constructs of sex, gender, gender roles, gender traits, gender identity, and sexual orientation, and delineate the range of possible relationships among these concepts. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Apply the scientific method and research methods used in the field of sexology, analyze and critique studies pertaining to human sexuality, and use scientific evidence to evaluate the accuracy of statements about human sexuality. 2. In general and at a personal level, examine the interactive contributions of biology, psychology, and society to human sexuality from conception throughout the lifespan. In particular, investigate examples of sexual diversity and the values of various cultures. 3. Explore the reciprocal determinism of media on human sexuality, including but not limited to intimate relationships, body image, coercion, and identity development 4. Differentiate between the constructs of sex, gender, gender roles, gender traits, gender identity, and sexual orientation, and describe the range of possible relationships among these constructs. 5. Compare and contrast the sexual anatomy and physiology of females and males, and discuss the role of the brain and neurotransmitters in sexual arousal and response. 6. Explain the physiological and psychosocial factors that contribute to sexual challenges and identify appropriate treatment options available for females and males who are experiencing sexual challenges. 7. Describe the advantages and disadvantages of various contraceptive methods available to males and females. 8. Discuss the specific processes of transmission for various sexually transmitted infections, and identify strategies for reducing the risk of contracting or transmitting STIs. 9. Reflect on your past and current decisions about relationships and sex, and develop a personal sexual philosophy to guide future decision-making. 10. Identify factors and strategies that facilitate relationship and sexual satisfaction. 11. Analyze the roles of power and economics in issues such as intimate partner violence, sexual assault, childhood sexual abuse, sexual harassment, and sex work (pornography and prostitution). General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences AA/AS - Health Ed/Physical Ed CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D4 Gender Studies CSUGE - D9 Psychology CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4D Gender Studies IGETC - 4I Psychology Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Have students compare and contrast female and male genital circumcisions using written, guiding questions and have students submit their responses to the questions. Students are graded based on participation. Essay Examinations Example: John Gottman claims that he can predict with 91 percent accuracy whether or not a marriage will end in divorce after observing and listening to them for just five minutes and he has the data to support it. Using the four horsemen of the relationship apocalypse, explain how this is possible. Students are evaluated via a predetermined rubric. Objective Examinations Example: Of the following senses, _____ tends to predominate during a sexual encounter: a) taste, b) touch, c) smell, d) vision, e) sound. Students are scored as correct/incorrect via Scantron. Projects Example: Have students watch the 2015 feature film "Fifty Shades of Grey", then have watch the video "BDSM: It's Not What You Think" or read Casey Gueren's article "25 Facts about BDSM that You Won't Learn in 'Fifty Shades of Grey'"; have the students compare and contrast the reality of BDSM with portrayal of BDSM in the feature film; use a rubric to evaluate accuracy, critical thinking, assignment specifications, and college level writing skills. Reports Example: Have students select a sexually transmitted infection or a contraceptive method and develop an educational brochure targeting the important details including but not limited to transmission, symptoms, and prevention or effectiveness, correct use, and side effects, respectively; use a rubric to evaluate accuracy, critical thinking, assignment specifications, and college level writing skills. Skill Demonstrations Example: Have students demonstrate the sequential steps of proper condom usage using a penis model and a checklist. Students are evaluated based on participation and errors are corrected by instructor during the demonstration. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor describes the cascade of typical prenatal sexual differentiation from the sex chromosomes to internal/external sexual anatomy to the brain; then they present examples of intersex conditions resulting from atypical prenatal sexual differentiation. The students listen and take notes. Then the instructor asks the students to examine the evidence presented and determine the most likely causes of gender identity. Students form small groups to construct a three-dimensional models of the internal and external female and male sexual anatomy using play dough. The group project requires teamwork, communication skills, an understanding of the sexual anatomy and physiology, and an ability to synthesize two-dimensional images and written descriptions into a coherent, complete three-dimensional systems. Then the group identifies the structures and describes their associated functions. The instructor provides initial direction, attends to each group to ascertain progress and questions, and quizzes their knowledge and understanding of the systems. Following an instructor lecture on sexual orientation development, instructor hosts a panel of speakers to share personal narratives. Intentional effort is made to create visibility with regards to the intersections of race, sex, and the diverse identities within the LGBTQIA acronym. Students will submit a response/reaction paper to the panel of speakers. Distance Learning Via LMS, instructor prepares a lecture defining and demonstrating healthy, unhealthy, and abusive relationships. Students complete a self-assessment quiz categorizing diverse relationship examples as healthy, unhealthy, or abusive. Instructor then assigns students to choose one of the aforementioned relationship examples and participate in an online discussion (via discussion boards) using prompts and critical theory. Typical Out of Class Assignments Reading Assignments 1. Read Harriet Lerner's Article entitled "V is for Vulva, Not Just Vagina," and be prepared to discuss how a society's understanding of sexuality influences the language around sexuality and, conversely, how the language individuals choose to use to talk about sexuality perpetuates or changes the society's sexual attitudes and behaviors. 2. Read Clarisse Thorn's article entitled "Liberal, Sex- Positive Sex Education: What's Missing?" List the major misconceptions not addressed by sex-positive sex education and possible remedies suggested by Thorn; then evaluate the quality of her arguments and be prepared to discuss in class. 3. Read the chapter on Perspectives in Sexuality and be prepared to discuss the following items in class: 1) What are the components of sexual intelligence? 2) What constitutes "normal" sexual behavior? 3) What are the sex-for-procreation and gender-role legacies and how do they affect present sexual attitudes and behaviors in the United States? 4) Describe the current relationship between the media and sexuality in the U.S.? Writing, Problem Solving or Performance 1. Assume that you are the parent of a seven-year-old child. How would you respond if you found your child "playing doctor" (i.e., engaged in sex play) with another child of the same age of the other sex? Both have lowered their pants and seem to be inspecting each other's genitals. Would you respond differently depending on the assigned sex of your child? Why or why not? 2. After reading the scenarios of hypothetical individuals with sexual challenges, for each scenario do the following: (1) diagnose the disorder; (2) identify possible causes; and (3) recommend possible treatments. 3. Listen to the NPR Podcast "Hookup Culture: The Unspoken Rules Of Sex On College Campuses" by Lisa Wade and answer the following in written form: 1) Wade argues that college students today are not equipped to establish and maintain meaningful relationships in their life. Do you agree or disagree? 2) Describe a few benefits and consequences of engaging in hookups? 3) How does the hookup culture encourage one to abandon their own moral code or personal values and core beliefs? 4) According to Wade's research, how does race, culture, sexual orientation, and gender identity affect one's position in the hook-up hierarchy? 5) How does the hookup culture perpetuate rape culture and non-consensual experiences? Consider Wade's description of the "drunkworld" in your response. Other (Term projects, research papers, portfolios, etc.) Write a paper in which you reflect on the role of your culture and family-of-origin in the formation of your sexual values. Describe the values that you were taught with their words and/or actions. Under what conditions would it be acceptable and unacceptable to engage in sexual behaviors? What were the rationales given for these conditions, whether explicit or implied? As an adult, how are your sexual values similar to theirs? How are they different? Why did you adopt the values that you have today? Required Materials Our Sexuality Author: Crooks & Baur Publisher: Wadsworth Publication Date: 2020 Text Edition: 14th Classic Textbook?: OER Link: OER: Sexuality Now: Embracing Diversity Author: Carroll, Janell L. Publisher: Cengage Publication Date: 2019 Text Edition: 6th Classic Textbook?: OER Link: OER: Human Sexuality Author: Hock, Roger R. Publisher: Pearson Publication Date: 2016 Text Edition: 4th Classic Textbook?: OER Link: OER: Discovering Human Sexuality Author: LeVay, Baldwin & Baldwin Publisher: Sinauer Publication Date: 2020 Text Edition: 5th Classic Textbook?: OER Link: OER: Human Sexuality: Diversity in Contemporary America Author: Yaber & Sayad Publisher: McGraw Hill Publication Date: 2019 Text Edition: 10th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ENGR 0130 - Statics
http://catalog.sierracollege.edu/course-outlines/engr-0130/
Catalog Description Formerly known as ENGR 35 Prerequisite: Completion of PHYS 205, PHYS 205L, and MATH 31 with grades of "C" or better Advisory: Completion of ENGR 151 with grade of "C" or better Hours: 54 lecture Description: A first course in engineering mechanics: properties of forces, moments, couples and resultants; two- and three-dimensional force systems acting on engineering structures in equilibrium; analysis of trusses, and beams; distributed forces, shear and bending moment diagrams, center of gravity, centroids, friction, and area and mass moments of inertia. Optional additional topics include fluid statics, cables, Mohr's circle and virtual work. (C-ID ENGR 130) (CSU, UC) Course Student Learning Outcomes CSLO #1: Write and relate the concepts of engineering mechanics to model, analyze, and solve force and body systems that are in both 2D and 3D equilibrium. CSLO #2: Create a model and mathematically analyze free body diagrams. CSLO #3: Analyze and solve geometric bodies for their centroid by the methods of calculus and the methods of composite bodies. CSLO #4: Analyze and solve geometric bodies for their moment of inertia by the methods of calculus and the methods of composite bodies. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Describe the basic principles of engineering mechanics. 2. Solve problems using the fundamental properties of force systems in equilibrium using vectors. 3. Draw complete free-body diagrams of whole and/or partial mechanisms in 2D and 3D. 4. Apply equations of equilibrium, Sum of Forces = 0, Sum of Moments = 0, to 2D and 3D systems. 5. Apply principles of equilibrium in the analysis of structures, both frames to support loads and machines to transmit loads. 6. Apply the friction law for dry surfaces to both flat surfaces and flat belts and determine if motion is impending. 7. Locate centroids of simple and composite bodies, using calculus and center of gravity/centroid methods. 8. Determine the moment of inertia of simple and composite bodies. 9. Determine the reasonableness (in terms of units, magnitude, direction) of solutions to problems. 10. Determine the internal forces in the members of a truss or frame. 11. Use appropriate written and oral communication skills to display knowledge of Engineering material. 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 Problem Solving Examinations Example: Exams are given to evaluate the engineering concepts in the Student Learning Outcomes. These are graded to determine the proficiency gained regarding the presented material. Examples would be: 1. Given a diagram of a 3D system, determine the unknown forces on the cables or springs to maintain a known mass in equilibrium. 2. Given a distributed load on a member, determine the reaction forces of the restraints, draw the shear and moment diagrams for the member. 3. Given a diagram of a wrench, draw the free body diagram for each member of the wrench, determine the internal forces on each connection and the external force exerted on a nut. Homework sets are collected and graded to determine the students ability to perform a solution and communicate the correctness of that solution to the reader. Examples: 1. Set up and solve the necessary system of equations for unknown forces in 2D and 3D systems in static equilibrium. 2. Determine an equivalent resultant force and resultant moment for a given set of loads on a 2D or 3D body. 3. Given the loading on a beam (several forces and moments), draw the correct shear and moment diagrams. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor demonstrates how to draw and then analyze 2- and 3-dimensional force-body equilibrium problems; including appropriate solution development of a free body diagram. Students will then solve 2- and 3-dimensional force-body equilibrium problems. Distance Learning Instructor illustrates via live/recorded video and posts an online discussion on the concept of moment, where it appears in the engineering discipline and its uses. Students will use this topic and apply to force-body problems and use to solve for unknowns (typically either forces or lever arms). Typical Out of Class Assignments Reading Assignments 1. Read through the theory and examples regarding the solution of problems to find forces in cables while suspending bodies in equilibrium. 2. Read the textbook explanation regarding the importance of the three internal loads of a member; shear force, bending moment and normal force. 3. Read through chapter 10 in the text; the theory and procedure for determining the moment of inertia by integration. Writing, Problem Solving or Performance 1. Complete a homework problem set from the textbook on the principles of bodies subject to forces that are in equilibrium. Create a free body diagram to declare and analyze the system (this is the model). Perform mathematical analysis to accompany the model created above and solve the system. 2. Given a body with several known forces and two unknown forces, create and use a vector diagram to solve for the unknown forces. Other (Term projects, research papers, portfolios, etc.) Required Materials Engineering Mechanics - Statics Author: Russell Hibbeler Publisher: Prentice Hall Publication Date: 2016 Text Edition: 14th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Calculator, ruler, notebook
BUS 0130 - Payroll: Essential Laws and Regulations
http://catalog.sierracollege.edu/course-outlines/bus-0130/
Catalog Description Formerly known as BUS 11 Advisory: Completion of BUS 144 or BUS 201 with grade of "C" or better Hours: 54 lecture Description: Covers fundamental payroll laws and calculations. Topics include the Federal Labor Standards Act (FLSA) and related California laws including hours of work, regular and overtime pay, minimum wage, child labor laws, the Equal Pay Act, and taxable or non-taxable compensation. This class is part of a three-class series designed to prepare students for accounting careers and payroll industry certification. (not transferable) Course Student Learning Outcomes CSLO #1: Explain the employer-employee relationship as it relates to payroll deductions. CSLO #2: Evaluate Federal & state wage & hour laws. CSLO #3: Differentiate taxable and non-taxable compensation. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Differentiate exempt and non-exempt employees 2. Evaluate the employer-employee relationship 3. Examine fundamental federal and state wage and hour laws 4. Analyze Federal and California minimum wage requirements 5. Evaluate overtime pay under both FLSA and California law 6. Examine enforcement, including penalties 7. Apply California minimum wage law 8. Examine California Industrial Welfare Commission wage orders 9. Evaluate other California wage and hour laws 10. Analyze California requirements for alternate workweeks 11. Examine taxable and non-taxable compensation General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Classroom Discussions Example: Given a prompt by the instructor about child labor laws, students will discuss the topic in groups or as a class. Student engagement and contributions to discussion topics will be graded. The discussion grades will be a secondary part of the final grade. Objective Examinations Example: Students will complete quizzes or exams on a set of class topics. These objective quizzes or exams will be a significant part of the final grade. Example: Employees covered by a union's collective bargaining agreement are exempt from a. The FLSA minimum wage requirements b. The FLSA overtime requirements c. Both of the above d. None of the above Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will lecture on employees vs. independent contractors and the penalties associated with misclassification. Students will engage in class discussion on the topic. (Objective 2) The instructor will lecture on California requirements for meal and break periods the penalties associated with noncompliance. Students will engage in class discussion on the topic. (Objective 3) Distance Learning The instructor will provide online lecture and demonstration of regular and overtime pay requirements under Federal and California law. Students will then calculate regular and overtime pay under various workweek scenarios (Objectives 3 and 5). The instructor will provide online lecture and demonstration of tip credit provisions under Federal and California law. Students will then calculate employee pay with proper application of the tip credit (Objectives 4 and 7). Typical Out of Class Assignments Reading Assignments 1. Read section 1 of the textbook covering the employer-employee relationship and be prepared to discuss. 2. Read section 2 of the textbook covering federal and state wage-hour laws and be prepared to discuss in small groups. 3. Read section 3 of the textbook covering taxable and non-taxable compensation and prepare list of both to present to class. Writing, Problem Solving or Performance 1. Given a set of facts, calculate employees gross pay, federal income tax withholding, and California income tax withholding. 2. After evaluating U.S. and California child labor restrictions, write about your reaction, opinions, and suggestions. Other (Term projects, research papers, portfolios, etc.) Required Materials The Payroll Source Author: Michael P. O'Toole Publisher: American Payroll Association Publication Date: 2017 Text Edition: 2017 Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Current EDD regulations.
Course Identification Numbering System (C-ID)
...ITIS 110 IT 0100 ITIS 120 IT 0015...ARHI 0120 and ARHI 0130 ARTH 130 ARHI...
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...its ideas (philosophy), through its commitment to its...II: Renaissance Traditions ARHI 0130 Survey of Western...
