SPAN 0001. Elementary Spanish - Level I
Units: 5
Advisory: Eligibility for ENGL 1A
Hours: 90 lecture
First of two semesters of Elementary Spanish. A beginning course which offers students practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. Corresponds to two years of high school study. (C-ID SPAN 100) (CSU, UC)
SPAN 0001 - Elementary Spanish - Level I
http://catalog.sierracollege.edu/course-outlines/span-0001/
Catalog Description DESCRIPTION IS HERE: Advisory: Eligibility for ENGL 1A Hours: 90 lecture Description: First of two semesters of Elementary Spanish. A beginning course which offers students practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. Corresponds to two years of high school study. (C-ID SPAN 100) (CSU, UC) Units 5 Lecture-Discussion 90 Laboratory By Arrangement Contact Hours 90 Outside of Class Hours Course Student Learning Outcomes Recognize and paraphrase elementary Spanish spoken in simple present tense at moderate conversational speed. Produce accurate pronunciation with grammatically correct sentences in Novice Mid level conversations. Recognize and explain what is read in simple present tense from any elementary reading passage. Write short sentences and paragraphs in simple present tense using correct syntax. Compare and contrast cultural perspectives based on readings, discussions, and videos. Course Content Outline A. CULTURAL CONTENTS 1. Spanish in the U.S. and in the world including its geography and its influence on civilization, culture, educational systems, cuisine, music and arts 2. Social and cultural information necessary to understand important differences between Spanish and American practices and to be sensitive to cultural differences in social interactions B. CULTURALLY APPROPRIATE VOCABULARY WORDS that apply to topics such as: Meeting and greeting people, college or university and campus life, families and friends, expressing likes and dislikes, schedules and routines, shopping, and telling time from a traditional (non-digital) clock C. PHONETICS: PRONUNCIATION Introduction of Spanish alphabet, Spanish speech sounds and patterns, including recognizing rules of written accent marks D. GRAMMATICAL STRUCTURES: 1. Gender, number, position and agreement of articles, adjectives, and nouns 2. Formulate questions and affirmative and negative responses a. Interrogative words 3. Numbers 4. Contractions 5. Make simple comparisons 6. Subject pronouns (including the formal and informal "you"), reflexive pronouns, and object pronouns 7. Subject verb agreement, present tense and present progressive of "-AR", "-ER", "-IR" regular and irregular verbs 8. Uses of "Ser" versus "estar" 9. Periphrastic verbal expressions necesitar, tener que, hay que, ir a, tener ganas de, etc. 10. Periphrastic future: ir + a + infinitive 11. Reflexive verbs 12. Gustar and similar verbs 13. Periphrastic construction: acabar + de + infinitive 14. Introduction to the Preterit Course Objectives Course Objectives The content of this course will be taught within a cultural context with authentic language. Upon successful completion of the course, students will be able to: - Understand cultural nuances of everyday life in the Hispanic world; - Communicate orally and in writing in a variety of meaningful real life activities moving toward the intermediate level of proficiency on the national ACTFL scale (American Council on the Teaching of Foreign Languages). CULTURAL CONTENTS: 1. Name and identify the location of the Spanish-speaking countries around the world as well as identify the major Spanish-speaking populations in the United States. 2. Compare and contrast cultural aspects, both of high culture and low culture, of the U.S. Hispanic-American, Latin-American, and Peninsular cultures, including but not limited to geography, population, languages, foods, history, traditions and customs, current events, daily life and music. VOCABULARY DEVELOPMENT: 1. Correctly spell learned vocabulary words and expressions. 2. Apply words, construct phrases and create expressions to meet and greet others appropriately, and compare and contrast formal and informal situations, and discuss likes, dislikes and preferences. 3. Converse and write about students' personal experience such as university life, family and relatives, routines, shopping needs and telling time. PHONETIC DEVELOPMENT: 1. Compare and contrast English and Spanish sounds and intonations. 2. Use correct pronunciation while speaking elementary level Spanish at moderate conversational speed. STRUCTURE DEVELOPMENT: 1. Compare and contrast Spanish and English punctuation and grammar. 2. Demonstrate proper usage of noun, adjective, article agreement. 3. Differentiate affirmative and negative sentences or questions as well as answer questions, both affirmatively and negatively to obtain and share information about people, places and things. 4. Use vocabulary and appropriate grammatical structures to describe, compare and contrast, state future plans, and talk about daily routines and activities. 5. Identify and apply subject pronouns while distinguishing between the formal and informal "you". 6. Apply correct conjugations of the regular and irregular verbs in the indicative mood: present and present progressive. 7. Apply correct conjugations of the regular verbs in the indicative mood: preterit. 8. Demonstrate a basic ability to distinguish between the usage of the verbs "ser" and "estar" in the indicative mood: present, present progressive, and preterit. 9. Use basic idioms correctly. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Projects Reports Skill Demonstrations Reading Assignments 1. While Alberto waits for his date, he passes the time reading the classified ads in the newspaper to help friends find a place to live. Read the housing advertisements and the circumstances of his friends. Then fill in the blanks with the letter corresponding to the advertisement that best meets the needs of each person. 2. (These instructions would be in Spanish) After reading the news article "15 de octubre ¡Una mañana desastrosa!" please respond to the following questions with complete sentences. Notice which questions utilize the present tense and which utilize the preterit. ¿Por qué nunca se despiertan temprano las chicas? ¿Se bañaron las chicas esta mañana? ¿A qué hora llega generalmente el autobús? ¿A qué hora llegó el autobús hoy? ¿Por qué no contestó nadie cuando llamaron a la escuela? Writing, Problem Solving or Performance 1. Write a short paragraph in Spanish (not to exceed 120 words) about your daily routine. 2. You decide to write a postcard to your parents. Describe Buenos Aires to them by comparing it to your hometown. Write five to six sentences. Other (Term projects, research papers, portfolios, etc.) Students will search the Internet for department stores in Latin America and Spain and write one or two paragraphs describing the clothes and fashions these sites advertise, including the predominant colors, styles, and fabrics. Students convert prices in the local currency into dollars. Students will report their findings to the class. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
HDEV 0001 - Human Development Through the Lifespan
http://catalog.sierracollege.edu/course-outlines/hdev-0001/
Catalog Description DESCRIPTION IS HERE: Hours: 54 lecture Description: Study of the physical, cognitive, psychosocial and emotional changes in development through the life span. Focuses on practical application of developmental principles and patterns of growth from conception through late adulthood, including death and bereavement processes. Designed as a foundation course for careers in social service, psychological, health and medical fields. (CSU, UC-with unit limitation) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Analyze major developmental milestones for children from conception through the lifespan in the areas of physical, psychosocial, cognitive, and language development. Distinguish environmental and hereditary influences that affect development throughout the lifespan. Identify and compare major theoretical frameworks related to the study of human development. Apply developmental theory to practical real world situations. Course Content Outline I. Introduction to the Field of Human Development A. Definitions of human development B. Basic concepts and issues II. The Study of Human Development and Behavior A. Purposes for study B. What is studied? 1. Periods of the life span 2. Aspects of development 3. Influences on development C. Research methodologies III. Development Principles A. Development as Lifelong B. Development as Multidimensional and Multidirectional C. Development as Embedded in Multiple Contexts IV. Major Theoretical Perspectives A. Historical Foundations B. Mid-Twentieth-Century Theories C. Recent Theoretical Perspectives D. Comparing and Evaluating Theories V. Physical, Cognitive, Psychosocial, and Emotional Changes and Consistencies, and Cultural/Environmental Influences throughout the Lifespan A. Conception and prenatal development B. Birth and the newborn C. Infancy and toddlerhood D. Early childhood E. Middle childhood F. Adolescence G. Early adulthood H. Middle adulthood I. Late adulthood J. Dying, Death and Bereavement 1. Kubler-Ross' Phases of Dying 2. Impact of nursing homes, hospitals and the hospice approach in optimally meeting the needs of dying people and their families 3. Phases of grieving VI. Optimizing Human Development A. Lifestyle decisions Course Objectives Course Objectives The student will, through class discussions, collaborative learning activities, observations, essays, and examinations: 1. Identify eight periods of the lifespan, from prenatal to late adulthood, and evaluate the outstanding characteristics of each that include physical, cognitive, and social/emotional development; 2. Analyze the differences between hereditary and environmental influences (nature/nurture) on development throughout the lifespan and the ways these interrelate; 3. Summarize the outstanding developments during the prenatal stage and correlate how environmental factors impact this stage; 4. Analyze the features of each stage of childbirth, the option for settings, and interventions; 5. Investigate theoretical perspectives on human development from infancy through late adulthood, including Erikson, Piaget, and Vygotsky; 6. Assess the influence of culture, ethnicity, race, and family structure, including parenting styles, on human development; 7. Compare and contrast strategies that promote optimal individual development and health throughout the lifespan, based on theoretical perspectives and current research; 8. Summarize Kubler-Ross's theory, citing factors that influence dying patients' responses and compare these reactions to the phases of grieving; 9. Evaluate how nursing homes, hospitals and the hospice approach can optimally meet the needs of dying people and their families. Methods of Evaluation Classroom Discussions Essay Examinations Objective Examinations Problem Solving Examinations Projects Reports Skill Demonstrations Reading Assignments 1. Read articles from professional periodicals that illustrate growth and developmental milestones throughout the human lifespan and compare this information to the material presented in the text. 2. Read current events that address human development issues (i.e., medical breakthroughs in assisted conception ["two biological mothers, two biological dads"], ADD/ADHD, autism, alternative care of Alzheimer's patients, etc., and report their findings. Writing, Problem Solving or Performance 1. Write a comparative analysis of a chosen article focusing on a timely human development issue, with material presented through course text, class discussion groups, and video segments. 2. Work individually and in groups in assessing the practical application of developmental theories to real life events and human behavior via case studies. Other (Term projects, research papers, portfolios, etc.) 1. Students will utilize a Virtual Life computer program to apply course concepts in a simulation. 2. Students will write a term paper analyzing childrearing styles and compare/contrast predicted outcomes according to the research, with their own experiences. 3. Students will interview new parents and analyze choices made with regard to promoting optimal development of the baby. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
FIRE 0001 - Fire Protection Organization
http://catalog.sierracollege.edu/course-outlines/fire-0001/
Catalog Description DESCRIPTION IS HERE: Hours: 54 lecture Description: Provides an overview to fire protection and emergency services; career opportunities in fire protection and related fields; culture and history of emergency services; fire loss analysis; organization and function of public and private fire protection services; fire departments as part of local government; laws and regulations affecting the fire service; fire service nomenclature; specific fire protection functions; basic fire chemistry and physics; introduction to fire protection systems; introduction to fire strategy and tactics; life safety initiatives. (C-ID FIRE 100X) (CSU-with unit limitation) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Analyze and describe the differences between the certificate, two-year degree programs, four-year degree programs, and firefighter state certification. Differentiate the educational requirements, duties, and information sources for various occupations in fire protection. Examine the evolution of fire protection, origins of modern fire protection, and how fire losses have effected the modern fire service. Conclude whether or not to pursue a career in the fire service and chart a career pathway. Course Content Outline I. Careers in the Fire Protection/Emergency Services A. Fire Science Education and the Firefighter Selection Process B. Career Potential Assessment C. Safety and Survival II. History A. History of Fire Protection B. Fire Losses C. Major Causes of Fires in the United States D. Purpose and Scope of Fire Agencies E. The U.S. Fire Problem F. Manage Community Risk III. Fire Prevention and Public Fire Education A. Personnel/Positions B. Responsibilities of the Fire Prevention Bureau 1. Inspections 2. Records and Reports 3. Investigations 4. Plan Review 5. Hazard Abatement 6. Public Education 7. Enforcement C. Company Inspection Programs D. Fire Information Reporting Systems IV. Scientific Terminology A. Introduction to the Characteristics and Behavior of Fire 1. Fire Triangle 2. Fire Tetrahedron 3. Fire Classifications 4. Fire Hazard Properties of Materials 5. Extinguishing Agents and Methods 6. Stages of Fire 7. Methods of Heat Transfer V. Building Design and Construction VI. Fire Detection and Suppression Systems A. Public and Private Systems 1. Water Supplies 2. Suppression Systems 3. Detection and Alarm Systems 4. Special Hazard Systems B. Extinguishing Agents VII. The Role of Public and Private Support Organizations A. Dispatch 1. Alarms B. GIS/Maps C. Hazardous Materials Control Unit D. Investigation Unit 1. Arson Bureau 2. Arson Investigators 3. Cost Recovery E. Information Systems F. Business Manager 1. Fire Business Manager G. Technical Support H. Warehouse/Central Stores I. Repair Facility VIII. Fire and Emergency Services Equipment and Facilities 1. Administrative Offices 2. Dispatch/Communications Centers 3. Fire Stations 4. Training Facilities 5. Types of Apparatus and their Functions 6. Pumpers/Engines 7. Aerial Apparatus 8. Water Tenders 9. Rescue 10. Special 11. Equipment and Tools Carried on Apparatus 12. Personal Safety Equipment IX. Management A. Principles of Command 1. Unity of Command 2. Chain of Command 3. Span of Control 4. Division of Labor 5. Delegation of Authority 6. Exception Principle B. Management Cycle 1. Goals 2. Planning 3. Organizing 4. Staffing 5. Directing 6. Controlling 7. Evaluating C. Fire Department Types 1. Volunteer 2. Career 3. Combination D. Management Responsibility 1. Incident Planning 2. Size-Up E. Strategic Priorities 1. Rescue 2. Exposures 3. Confinement 4. Extinguishment 5. Overhaul 6. Salvage 7. Ventilation F. Mode of Attack 1. Offensive 2. Defensive 3. Combination G. Relationship of Strategy to Tactics H. National Incident Management System (NIMS) 1.. The Incident Command System I. Management By Objectives J. Emergency Operations 1. Personnel 2. Firefighter Life Safety Initiatives 3. Rapid Intervention Teams 4. Two In, Two Out K. Incident Response and Operations 1. Structure Fires 2. Wildland Fires 3. Gas and Oil Fires 4. LPG Fires 5. Hazardous Materials Incidents 6. WMD 7. EMS 8. Vehicle Accidents 9. Vehicle Fires 10. Other Special Fires X. Training A. Personnel and Positions B. Training Facilities C. Purpose and Importance of Training 1. Technical Training 2. Manipulative Training 3. Performance Standards D. Skill Development/Maintenance E. Performance Standards F. Training Records G. Training Safety XI. Codes and Ordinances A. Federal, State, and Local 1. Types of Codes 2. Purposes of Codes 3. Contents of Codes B. Responsibility for Enforcement C. Relationship of Codes and Standards D. Relationship of Federal, State, and Local Regulations E. Personnel Complaints F. Harassment-Free Workplace G. Operation of Emergency Vehicles H. Infectious Disease I. Good Samaritan Laws J. Personnel Safety 1. Operating in IDLH 2. High Visibility Safety 3. HIPAA Course Objectives Course Objectives 1. Describe the components and development of the fire and emergency services. 2. Recognize Illustrate the history of the fire service. 3. Recognize careers in fire and emergency services. 4. Illustrate and explain the history and culture of the fire service. 5. Analyze the basic components of fire as a chemical chain reaction, the major phases of fire, and examine the main factors that influence fire spread and fire behavior. 6. Differentiate between fire service training and education and explain the value of higher education to the professionalization of the fire service. 7. List and describe the major organizations that provide emergency response service and illustrate how they interrelate. 8. Identify fire protection and emergency-service careers in both the public and private sector. 9. Define the role of national, State and local support organizations in fire and emergency services. 10. Discuss and describe the scope, purpose, and organizational structure of fire and emergency services. 11. Describe the common types of fire and emergency service facilities, equipment, and apparatus. 12. Compare and contrast effective management concepts for various emergency situations. 13. Identify the primary responsibilities of fire prevention personnel including, code enforcement, public information, and public and private protection systems. 14. Recognize the components of career preparation and goal setting. 15. Describe the importance of wellness and fitness as it relates to emergency services. Methods of Evaluation Classroom Discussions Objective Examinations Projects Reports Reading Assignments Students will write a report on an assigned fire service related topic. Students will research the given topic and write a 2-page report on the given topic. Reports will be graded based upon a rubric that is provided to the students. Writing, Problem Solving or Performance 1. Following the instructors presentation on resumes, prepare a resume for a firefighter position. 2. Research and write an outline of items to be presented during a public education presentation of an assigned topic. Other (Term projects, research papers, portfolios, etc.) 1. Students may be assigned research papers on assigned topics. 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)
...SPAN 100 SPAN 0001 SPAN 110 SPAN 0002 SPAN 200 SPAN 0003 SPAN 210 SPAN...
Administration of Justice
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