stat 300: introduction to probability and statistics … 300: introduction to probability and...

STAT 300: Introduction to Probability and Statistics Course Outline Sacramento City College Los Rios Community College District

Section 1: Curriculum Cycle Information Course: STAT 300: Introduction to Probability and Statistics

Outline Status: Catalog

Last Full Review: Mar 28, 2009

Last Curriculum Action: Apr 03, 2009

Effective Date: Jun 01, 2012

Official: Yes

Section 2: Basic Course Information Identifier: STAT 300

Title: Introduction to Probability and Statistics

Units: 4.00

Prerequisite: MATH 120 (Intermediate Algebra) or 124 (Intermediate Algebra, Part II) with a grade of "C" or better; or placement through the assessment process.

Hours: 72 hours lecture

Description: This course is an introduction to probability and statistics. Topics include: elementary principles and applications of descriptive statistics, counting principles, elementary probability principles, probability distributions, estimation of parameters, hypothesis testing, linear regression and correlation, and ANOVA. Scientific calculators with two-variable statistical capabilities may be required for this class.

[ Courses embedded in catalog description: None.]

Section 3: Learning Outcomes and Objectives

Upon completion of this course, the student will be able to:

• summarize and display data.

https://inside.losrios.edu/~intranet/cgi-bin/intra/curriculum/history.cgi?course_id=1054012&script=print_outline.cgi

• compute and interpret probabilities. • construct confidence intervals for various parameters. • perform various hypothesis tests. • use correlation and regression to analyze bivariate data. • utilize technology to perform statistical tasks. • apply the concepts and techniques of statistics to real world applications.

Section 4: Course Topics

The topics for this course are typically allocated as follows: Lec Topic

4 Introduction to statistics and data types

4 Numerical descriptions of data

10 Probability

6 Random Variables and probability distributions

6 Sampling distributions and the Central Limit Theorem

6 Confidence intervals

10 Hypothesis testing

6 Regression and correlation

4 Analysis of categorical data

4 Analysis of variance (ANOVA)

4 At least 1 additional topic chosen from the following list: Hypergeometric Distribution Poisson Distribution Multinomial Distribution Non-parametric Statistics (sign test, runs test, rank correlation...) Bayes Theorem Normal Quantile plots Modeling (non-linear regressions, such as exponential) McNemar's test for matched pairs Control Charts Geometric Means Harmonic means Validation and Usefulness of Models Group and Individual Projects

8 Review, exams, and Final exam

72 Total Hours

Section 5: Instructional Delivery Modalities

This course may be taught using the following instructional delivery modalities:

• In-Person • Hybrid - Online and Onsite • Internet/Online

Section 6: Instruction Methods and In-class Activities

In-Person Delivery Modality

There will be lecture, discussion and in-class work utilizing technology in the understanding of statistics.

Hybrid - Online and Onsite Delivery Modality

In the classroom, there will be lecture and discussion. In addition, the course software provides video demonstrations, as well as written examples and instruction. The instructor will send messages to students on a regular basis using the message system in the course software and using traditional email. The instructor may also hold at least one online office hour each week. No instructor shall teach in this modality without first meeting all training and pedagogical requirements established by the College and Mathematics/Statistics Department.

Internet/Online Delivery Modality

The course software provides video demonstrations, as well as written examples and instruction. The instructor will send messages to students on a regular basis using the message system in the course software and using traditional email. The instructor may hold at least one online office hour each week. A discussion board may be available for interaction between the students as well as the instructor. The instructor may also choose to write examples and post them in a special folder. No instructor shall teach in this modality without first meeting all training and pedagogical requirements established by the College and Mathematics/Statistics Department.

Section 7: Typical Homework Assignments


Objective: Demonstrate skill in the collection, organization, analysis and interpretation of data from an experiment. Example of an assignment: Students will do homework exercises where they will collect, organize, analyze and/or interpret data from an experiment. Objective: Be able to use technology successfully for the collection, organization, analysis and interpretation of data from an experiment. Example of an assignment: Using technology, students will collect, organize, analyze and/or interpret data from an experiment. This assignment may be a group project or individual project.


Objective: Demonstrate skill in the collection, organization, analysis and interpretation of data from an experiment. Example of an assignment: Students will do homework exercises where they will collect, organize, analyze and/or interpret data from an experiment. Objective: Be able to use technology successfully for the collection, organization, analysis and interpretation of data from an experiment. Example of an assignment: Using course software in addition to current technology, students will collect, organize, analyze and/or interpret data from an experiment. This assignment may be part of a larger project that is done by a group of students.


Objective: Demonstrate skill in the collection, organization, analysis and interpretation of data from an experiment. Example of an assignment: Students will do homework exercises where they will collect, organize, analyze and/or interpret data from an experiment. Objective: Be able to use technology successfully for the collection, organization, analysis and interpretation of data from an experiment. Example of an assignment: Using course software in addition to current technology, students will collect, organize, analyze and/or interpret data from an experiment. This assignment may be a part of a larger project.

Section 8: Evaluation and Assessment Methods


To ensure that a significant portion of a student's grade is based upon individual skills, evaluation will reflect the following: 1) At least 50% of course points will be awarded based on in-class, individual exams. No more than 50% of exam questions for the course will be multiple choice. 2) As word or application problems are an integral part of the study of mathematics, these types of questions will comprise a significant (approximately 50%) portion of the total combined point value of exams. 3) A comprehensive final examination is required. 4) Homework, quizzes, and projects may be included.


To ensure that a significant portion of a student's grade is based upon individual skills, evaluation will reflect the following: 1) At least 50% of course points will be awarded based on in-class, individual exams. No more than 50% of exam questions for the course will be multiple choice. 2) As word or application problems are an integral part of the study of mathematics, these types of questions will comprise a significant (approximately 50%) portion of the total combined point value of exams. 3) A comprehensive, on site, final examination is required. 4) Homework, quizzes, (on line or in class) and projects may be included.


To ensure that a significant portion of a student's grade is based upon individual skills, evaluation will reflect the following: 1) At least 50% of course points will be awarded based on in person, individual exams. A photo identification will be required. No more than 50% of exam questions for the course will be multiple choice. 2) As word or application problems are an integral part of the study of mathematics, these types

of questions will comprise a significant (approximately 50%) portion of the total combined point value of exams. 3) A comprehensive, on site, final examination is required. 4) Online or written homework, online quizzes, and online or written projects may be included.

Section 9: Allocation of Instructional Time (Distance Education) Hybrid - Online and Onsite Delivery Modality For this modality, the course's 72 instructional hours are typically allocated as follows:

Hours Type

3 Course Web Pages

15 Textbook-Centered Web Site

3 Asynchronous Online Communication

45 Onsite Presentations

6 Onsite Assessment Activities

72 Total Hours

Internet/Online Delivery Modality For this modality, the course's 72 instructional hours are typically allocated as follows:

Hours Type

5 Course Web Pages




1 Other: Onsite orientation

72 Total Hours

Section 10: Regular Instructional Contact (Distance Education) Hybrid - Online and Onsite Delivery Modality For this modality, the minimum number of instructional contacts

a single student may typically expect to have with the professor are:

Number of Contacts Type of Contact

3 Email

8 Mailing Lists

2 Discussion Board

25 Web Log or FAQ

1 Onsite Orientation Sessions

16 Onsite Group Meetings

5 Onsite Tests or Assessments

5 Onsite Review Sessions

65 Total Contacts

Internet/Online Delivery Modality For this modality, the minimum number of instructional contacts a single student may typically expect to have with the professor are:


3 Email

10 Mailing Lists

4 Discussion Board

25 Web Log or FAQ



48 Total Contacts

Section 11: Representative List of Textbooks

• Bluman (2006). Elementary Statistics, A Brief Version (3rd ed.). McGraw-Hill. • Triola (2009). Elementary Statistics (11th ed.). Addison Wesley.

Supplementary Requirements:

Students taking the hybrid or on line modalities must have an email account and access to current PC or MAC computer technology. This requirement will also be

listed in the course schedule under "Notes".

Section 12: Additional Course Information Faculty Discipline(s): Mathematics

Short Title for Transcripts: Intro Probability and Stats

Type of Grading: Letter Grade

Times Taken for Credit: This course may be taken 1 time for credit.

Enrollment Family: Not Part of a Family

Cross-listed Courses: None.

Taxonomy of Programs (TOP) Code: 1701.00 (Mathematics, General)

Student Accountability Model (SAM) Code: E (Non-occupational)

Section 13: Prerequisite Justification Prerequisite: MATH 120 or 124 with a grade of "C" or better; or placement through the assessment

process.

Justification: MATH 120: Intermediate Algebra

The following MATH 120 prerequisite skills are needed in order to be successful in the course:

• demonstrate skill in working with polynomials, rational expressions, equations and inequalities, exponents, radical, conics, and logarithms.

• demonstrate problem solving skills and an understanding of these problems using algebraic and graphical methods.

MATH 124: Intermediate Algebra, Part II

The following MATH 124 prerequisite skills are needed in order to be successful in the course:

• demonstrate skill in working with the topics described above in catalog description.

• demonstrate problem solving skills and understanding of these problems through algebraic and graphical methods.

Section 14: Relationship to College Programs Need/Purpose for the Course:

This course serves as a college-level transferable course in mathematics to complete the general education transfer requirements and is also a lower division major requirement for several majors including Business, Biology, Mathematics, Social Sciences, and Physical Education.

Associate Degree Competency:

Mathematics Competency (Approved: Jul 01, 2004)

Associate Degree GE Pattern:

II(b). Languages and Rationality: Communication and Analytical Thinking (Approved: Apr 03, 2009)

Degrees and Certificates:

Administration of Justice (A.S. for Transfer (AS-T) Degree); Business Administration (A.A. Degree); Business Administration (A.S. for Transfer (AS-T) Degree); Kinesiology (A.A. for Transfer (AA-T) Degree); Kinesiology--Exercise Science (A.A. Degree); Mathematics (A.S. Degree); Nutrition (A.S. Degree); Psychology (A.A. Degree); Psychology (A.A. for Transfer (AA-T) Degree); Sociology (A.A. for Transfer (AA-T) Degree)

Prerequisite To: PSYC 335

Corequisite To: None.

Advisory To: SOC 302

Section 15: Relationship to Transfer Institutions CSU Transfer:

Approved: Jul 01, 2004

UC Transfer: Approved: Jul 01, 2004

CSU General Education:

Area B4: Mathematics/Quantitative Reasoning (Approved: Jul 01, 2003)

IGETC: Area 2: Mathematical Concepts and Quantitative Reasoning (Approved: Jul 01, 2003)

TCSU: SW 110 (Denied: Mar 01, 2009) "The following topics/outcomes are missing: 1)t-test; 2) two sample inference; 3) The broad categories "Confidence intervals" and Hypothesis testing" are too vague. Specific procedures should be listed.; and 4) Technology/Application of statistical software to data is required not optional (E.14/F.11). "

Section 16: Digital Signatures Faculty Initiator: Debra VanSickle

https://inside.losrios.edu/~intranet/cgi-bin/intra/curriculum/print_program.cgi?program_id=45073













https://inside.losrios.edu/~intranet/cgi-bin/intra/curriculum/email_staff.cgi?college=SCC&to=0004543&from=0000323

Department/Subject: STAT

Department Vote: Yes: 25 No: 0 Abstain: 1

Total: 26

Department Chair/ Designated Contact:

Jesus Martinez (Signed: Feb 24, 2009)

Librarian:

Division Dean: Anne Licciardi (Signed: Oct 15, 2008)

ARC Contact: Theodore Ridgway (Signed: Sep 11, 2008)

CRC Contact: Mary Martin (Signed: Oct 03, 2008)

FLC Contact: Dean Pietromonaco (Signed: Sep 11, 2008)






GEOG 310: Human Geography: Exploring Earth’s Cultural Landscapes Course Outline Sacramento City College Los Rios Community College District

Section 1: Curriculum Cycle Information

Course: GEOG 310: Human Geography: Exploring Earth's Cultural Landscapes


Last Full Review: Nov 06, 2012

Last Curriculum Action: Nov 11, 2012


Official: Yes

Section 2: Basic Course Information

Identifier: GEOG 310

Title: Human Geography: Exploring Earth's Cultural Landscapes

Units: 3.00

Prerequisite: None.

Advisory: ENGRD 310 and ENGWR 101, or ESLR 320 and ESLW 310, with grades of "C" or better.



Description: This course investigates the diverse patterns of human activity on earth in relation to cultural and environmental factors. Major themes include human-environment interaction, globalization, spatial and cultural conflict, and cultural diversity. The following topical areas will be utilized to examine these dynamic concepts: population, migration, language, religion, ethnicity, political and economic systems, development issues, agriculture, urbanization, and resource issues.




• systematize the basic framework of geographic inquiry and identify where cultural geography fits into this spatial science.

• compare and contrast the global, regional, and local distribution of various cultural phenomena, including: population dynamics, language, religion, ethnicity, development, and resources.

• recognize contemporary geographic issues and their contexts. • analyze the roles of cultural diversity, natural resources distribution, and human systems on

global decision-making. • evaluate possible solutions to global issues.


The topics for this course are typically allocated as follows:

Lec Topic

3 Basic concepts and ideas: definition of discipline, locational dynamics, culture and regional studies, LDCs and MDCs, diffusion characteristics, mapping basics

3 Population: population distribution, global, regional and local demographics, demographic measures and their meanings, demographic transition, population issues

4 Migration: types of migrations, global migration patterns, reasons for migration, historical migration to the United States, obstacles to migration

4 Folk and Popular Culture: origins and diffusion, distribution patterns, globalization

4 Language: linguistic classifications, distribution of languages, origins and diffusion of English and Indo-European languages, dialects, preservation

4 Religion: universal and ethnic religions, distribution, origins and diffusion, holy places and sacred space, religious conflict

4 Ethnicity: ethnic distribution, ethnicity and race, nations and states, ethnic conflict

4 Political Geography: state definition problems, shapes of states, boundaries, supra-nationalism

4 Development: development indicators, MDCs and LDCs, development models, case-studies

4 Agriculture: origins and diffusion of agriculture, types of agricultural production, distribution of agricultural activity

3 Industry: industrial hearth areas, distribution of industrial activity, industrial location factors

3 Services: types of services, central place theory, world cities, central business district

3 Urban Patterns: distribution of urban space, urban models, suburban-urban issues

3 Resource Issues: energy and mineral resource distribution, pollution issues, alternatives

4 Exams and student presentations

54 Total Hours



• In-Person • Hybrid - Online and Onsite



Lectures, class discussion, student presentations, group activities, multi-media presentations


Lecture, class discussion, student presentations, group activities, multi-media presentations, on-line discussion boards and exercises, interactive learning activities via course website and/or textbook web site and CD-ROM



#1 - Use an atlas to determine the settlements (city, town, etc...) located at the following approximate coordinates. Provide the place name and either its state (if in U.S) or country of origin. It may be necessary to utilize small scale maps at first and then proceed to larger scale representations. 1. 43° N, 79° W etc. #2 - Catalog the number of children in each of the following segments of your family: current, each parent, two of your grandparents. Analyze this data for trends or anomalies and provide specific or speculated reasons for these occur. Lastly, does your data follow the trend you would expect for the United States? Explain why or why not.


#1 - Use an atlas to determine the settlements (city, town, etc...) located at the following approximate coordinates. Provide the place name and either its state (if in U.S) or country of origin. It may be necessary to utilize small scale maps at first and then proceed to larger scale representations. 1. 43° N, 79° W etc. #2 - Catalog the number of children in each of the following segments of your family: current, each parent, two of your grandparents. Analyze this data for trends or anomalies and provide specific or speculated reasons for these occur. Lastly, does your data follow the trend you would expect for the United States? Explain why or why not.



A combination of exams, quizzes, homework assignments, in-class exercises, a semester-long project, class presentations, and class participation may be utilized to assess student proficiency.


A combination of exams, quizzes, homework assignments, in-class exercises, a semester-long project, class presentations, and class participation may be utilized to assess student proficiency.

Section 9: Allocation of Instructional Time (Distance Education)

Hybrid - Online and Onsite Delivery Modality For this modality, the course's 54 instructional hours are typically allocated as follows:

Hours Type

18 Course Web Pages


2 Multimedia CD-ROM or DVD



4 Onsite Discussions


54 Total Hours

Section 10: Regular Instructional Contact (Distance Education)


For this modality, the minimum number of instructional contacts a single student may typically expect to have with the professor are:


16 Distribution Lists

1 Discussion Board





34 Total Contacts


• Rubenstein (2011). The Cultural Landscape: An Introduction to Human Geography (10th ed.). Prentice Hall. [ISBN: 9780321677358]

• Domosh, Mona, et al. (2010). The Human Mosaic: A Thematic Introduction to Cultural Geography (11th ed.). New York: W.H. Freeman. [ISBN: 9781429229784]

Section 12: Additional Course Information

Faculty Discipline(s): Geography

Short Title for Transcripts: Hum Geog: Earth Cultur Lndscps





Taxonomy of Programs (TOP) Code: 2206.00 (Geography)

Student Accountability Model (SAM) Code: E (Non-occupational)

Section 13: Advisory Justification

Advisory: ENGRD 310 and ENGWR 101, or ESLR 320 and ESLW 310, with grades of "C" or better.

Justification: "ENGRD 310 and ENGWR 101, or ESLR 320 and ESLW 310, with grades of "C" or better. "

Other Justification:

Students who are successful in these courses will have the proper level of English comprehension for this course.

ENGRD 310: Critical Reading as Critical Thinking

The following ENGRD 310 advisory skills are recommended in order to be successful in the course:

• demonstrate proficiency as an effective reader using a variety of skills, including knowledge of advanced vocabulary, a flexible reading rate, and comprehension of advanced texts.

• analyze any text with critical judgment and analytical thinking skills. • analyze an author's purpose, tone, bias, and point of view in college-level texts. • evaluate the logic of arguments.

ENGWR 101: College Writing

The following ENGWR 101 advisory skills are recommended in order to be successful in the course:

• compose fully developed, structured, and unified essays. • demonstrate knowledge of the writing process through pre-writing, drafting, and

revision. • support opinions and conclusions using appropriate evidence. • demonstrate ability to use varied sentence structures and types. • construct sentences with precise and appropriate words. • examine and evaluate writing for errors. • apply critical reading and reasoning skills. • analyze and respond to readings and incorporate the ideas of others into writing. • summarize short articles accurately and correctly.

ESLR 320: Advanced-Low Reading

The following ESLR 320 advisory skills are recommended in order to be successful in the course:

• demonstrate skill in reading longer and more complex passages than at the beginning of the course.

• demonstrate improved reading speed and ability to adjust reading style to material.

• use library resources effectively to carry out research on an academic topic. • demonstrate ability to paraphrase, summarize and synthesize research materials. • use context clues and word analysis skills for building vocabulary. • use active reading strategies and vary those strategies according to the reading

purpose: skim, scan, take margin notes and highlight key ideas. • use critical thinking skills to make inferences. • use critical thinking skills to recognize bias. • use a wide variety of academic and idiomatic vocabulary in discussions and

written responses. • demonstrate reading skills necessary for reading a standard college textbook. • outline, paraphrase and summarize passages from a range of texts. • compose written responses to synthesize and critically analyze ideas in readings.

ESLW 310: Intermediate-High Writing

The following ESLW 310 advisory skills are recommended in order to be successful in the course:

• compose well-developed, organized, unified essays in response to prompts and/or readings.

• compose multi-paragraph essays in a variety of rhetorical modes including persuasion/argumentation.

• use the writing process to generate ideas, plan, write, revise, and edit. • employ critical thinking skills in a variety of writing assignments.

• analyze and evaluate academic readings. • compose essays under time constraints. • apply level-appropriate grammar and usage patterns including verb tense

consistency, compound and basic complex sentences, and punctuation. • detect and correct grammatical errors through editing.

Section 14: Relationship to College Programs

Need/Purpose for the Course: This is a core course for the discipline and is an important GE and transfer course.

Associate Degree GE Pattern: V(b). Social and Behavioral Sciences: Other (Approved: Aug 01, 2012)

Ethnic/Multicultural Studies Requirement:

Approved: Sep 01, 1994 "Original effective date: Fall 1995"


Anthropology (A.A. Degree); Geography (A.A. for Transfer (AA-T) Degree); Intercultural Studies (A.A. Degree); Sociology (A.A. Degree)

Prerequisite To: None.


Advisory To: None.

Section 15: Relationship to Transfer Institutions

CSU Transfer: Approved: Jul 01, 2004

UC Transfer: Approved: Jul 01, 2004

CSU General Education: Area D5: Geography (Approved: Jul 01, 2003)

IGETC: Area 4E: Geography (Approved: Jul 01, 2003)






TCSU: GEOG 120 (Approved: Feb 01, 2007)

Section 16: Digital Signatures

Faculty Initiator: Craig Davis

Department/Subject: GEOG

Department Vote: Yes: 2

No: 0

Abstain: 0

Total: 2


Craig Davis (Signed: Sep 13, 2012)

Librarian:

Division Dean: Jesus Malaret (Signed: Oct 01, 2012)

ARC Contact: John Aubert (Signed: Sep 13, 2012)

CRC Contact: Debra Sharkey (Signed: Sep 17, 2012)

FLC Contact: Mikael Kroencke (Signed: Sep 14, 2012)







BUS 325: Investments and Financial Management Course Outline Sacramento City College Los Rios Community College District


Course: BUS 325: Investments and Financial Management


Last Full Review: Oct 28, 2012

Last Curriculum Action: Nov 11, 2012


Official: Yes


Identifier: BUS 325

Title: Investments and Financial Management

Same As: ECON 330 (Investments and Financial Management)

Units: 3.00

Prerequisite: None.


Description: Fundamentals of Investment Management and Financial Markets will provide important information that individuals should know before investing their funds or managing


investments. The course will be equally valuable to those who have little or no knowledge of investing and financial markets as well as those who are already investors and want to sharpen their skills. The course will provide a blend of the traditional and modern approaches to investment decision making (and financial markets). The traditional approach is largely descriptive, while the modern approach emphasizes quantitative techniques. Credit may be awarded for ECON 330 or BUS 325, but not for both.

[ Courses embedded in catalog description: BUS 325 and ECON 330]



• demonstrate understanding of investment objectives, economic needs, and financial goals and design financial models to achieve them.

• analyze the changing economic and financial environment and formulate strategies to attempt to adapt to this evolution.

• apply economic principles, concepts, and theories to individual economic and investment planning.

• demonstrate understanding of the conceptual basis of various economic tools and models (and the terminology) available to the individual to deal with decision-making in financial markets.

• develop a theory of money, interest rate determination, and the term structure of interest rates.



Lec Topic

2 Concepts in Investment: Investment Alternatives; Reasons for Investing; Investment Research

4 Risk and Return: Time Value of Money and Net Present Value; Return, Holding Period, and Compounding; risk and uncertainty; risk aversion

4 Marketplace: Role of capital markets; The Exchanges; and Regulation

4 Basic Banking Principles: Models of the demand for money; money market equilibrium; term structure of interest rates; and Types of accounts

4 Bond Fundamentals: Bond Principles; Information and the financial page; bond pricing and returns; bond risks; quiz

4 Common Stock: Shares and rights; dividends; stock splits; financial page; categories of stocks

3 Market Mechanics: Placing, types, and settlement of orders; the spread; limit and stop orders; types of accounts

5 Fundamental Stock Analysis: Valuation philosophies; value versus growth; analytical factors; also charting and technical indicators

3 Market Efficiency: Efficient Market Hypothesis and its relatives; random walk theory; anomalies; quiz

4 Investment Information: Research philosophies; Standard and Poor's and Moody's; annual reports and SEC reports; investment letters and seminars

2 Market Indexes: Index construction; popular indexes; international indexes; trends

4 Investing Internationally: Motivation and diversification; methods of investing; emerging markets; special risks

5 Diversification: Why diversify? Risk aversion; portfolio formation; (non)statistical principles of minimizing total risk

4 Topics in Investment Management: Convertible securities; derivative assets, managing portfolios; investment companies; performance measurement

2 Final Exam

54 Total Hours



• In-Person

• Hybrid - Online and Onsite • Internet/Online



The course includes lecture, demonstration, individual or group activities, case studies, problems, projects, online research, and news article reviews.


The course includes a combination of in-class lecture, demonstration, individual or group activities, case studies, problems, projects, online research, and news article reviews. In addition, online activities delivered through the course website include instructor-developed supplemental materials, book developed materials, related links, discussion boards, and online research activities.


The course includes instructor-developed supplemental materials including presentations, sample problems, and online resource information. In addition, the course includes online case studies, online news article summaries, discussion posts, online book developed materials, related links, and online research activities.



With a partner, evaluate a large cap stock fund (each group of students is given a different type of mutual fund) from both Vanguard and Fidelity using the mutual funds evaluation factors discussed in class as follows: • Fund objective • Top holdings • Fees • Risk • Management • Morningstar Rating • Total Return (1 yr, 5yr, and 10 yr.) Use Morningstar.com to complete your analysis. Which fund would you recommend (if any) and why? Be prepared to present your findings to the class.


With a partner, evaluate a large cap stock fund (each group of students is given a different type of mutual fund) from both Vanguard and Fidelity using the mutual funds evaluation factors discussed in class as follows: • Fund objective • Top holdings • Fees • Risk • Management • Morningstar Rating • Total Return (1 yr, 5yr, and 10 yr.) Use Morningstar.com to complete your analysis. Which fund would you recommend (if any) and why? Post your findings to the discussion board in the Mutual Fund evaluation forum. Also, respond to one classmate's evaluation.


Evaluate a large cap stock fund from both Vanguard and Fidelity using the mutual funds evaluation factors discussed in class as follows: • Fund objective • Top holdings • Fees • Risk • Management • Morningstar Rating • Total Return (1 yr, 5yr, and 10 yr.) Use Morningstar.com to complete your analysis. Which fund would you recommend (if any) and why? Submit the completed homework assignment for grading via the link in the course management system.



Assessments include theory and practice assignments, individual and group projects, discussion board posts, quizzes, and exams.







Hours Type

10 Course Web Pages



4 Online Assessment Activities


12 Onsite Discussions


54 Total Hours


Hours Type

22 Course Web Pages





1 Other: Onsite Orientation

54 Total Hours


Hybrid - Online and Onsite Delivery Modality For this modality, the minimum number of instructional contacts a single student may typically expect to have with the professor are:


2 Email


8 Discussion Board

8 Web Log or FAQ





48 Total Contacts



4 Email


16 Discussion Board

16 Web Log or FAQ

1 Telephone



48 Total Contacts


• Bodie, Kane, Marcus (2010). Essentials of Investments (8th ed.). Irwin. [ISBN: 9780077386269] • Hirt and Block (2011). Fundamentals of Investment Management (10th ed.). Irwin. [ISBN: 978-

0078034626] • Mayo, Herbert B. (2011). Investments: An Introduction (9th ed.). Cengage Learning. [ISBN:

9780538452090]

Supplementary Requirements:

Wall Street Journal, Investor's Business Daily, Money, Business Week, Barron's, Kiplinger Reports.


Faculty Discipline(s): Business, or Economics

Short Title for Transcripts: Invest and Fin Mgmt




Cross-listed Courses: ECON 330 (Investments and Financial Management)

Taxonomy of Programs (TOP) Code: 0506.00 (Business Management)

Student Accountability Model (SAM) Code: D (Possibly Occupational)


Need/Purpose for the Course:

The purpose for this course is to meet student demand for finance and investment education.


None.



Advisory To: None.

Section 14: Relationship to Transfer Institutions

CSU Transfer: Approved: Jun 01, 2009

UC Transfer: Denied: Aug 01, 2009 "Practical and applied"


Faculty Initiator: Dyan Pease

Department/Subject: BUS


No: 0

Abstain: 0

Total: 12


Shanna Stein (Signed: Sep 10, 2012)

Librarian:

Division Dean: Deborah Saks (Signed: Sep 10, 2012)

ARC Contact: Gregory Baker (Signed: Oct 23, 2012)

CRC Contact: Eric Granquist (Unsigned) Requested: Sep 04, 2012

FLC Contact: Curtis Ellerman (Signed: Sep 20, 2012)







Course Outline Sacramento City College Los Rios Community College District


Course: AH 110: Medical Language for Health-Care Providers


Last Full Review: Oct 19, 2012

Last Curriculum Action: Oct 27, 2012


Official: Yes


Identifier: AH 110

Title: Medical Language for Health-Care Providers

Units: 3.00

Prerequisite: None.


Description: This course is an orientation to medical language. Topics addressed include: basic structure of medical terms and their word-part components, term building and translation, spelling, pronunciation, and medical documentation formats. The course builds a medical vocabulary applicable to the specialties of medicine, the systems of the body, names of major diseases, and terms used in physical examination, diagnosis, and treatment.





• demonstrate knowledge of a fundamental medical vocabulary and related reference materials. • analyze, build, and translate medical terms. • spell and pronounce medical terms. • apply and interpret medical terms, abbreviations, and symbols as applied to systems of the human

body, disease, diagnosis, and treatment. • identify medical documentation formats, related abbreviations, and legal considerations. • translate health care reports into common English usage.



Lec Topic

1 Course introduction and overview of resources, including medical dictionaries and online references

4 Structure of medical language, including: prefixes, suffixes, and combining forms; building, translating and pronouncing medical terms; singular and plural forms; medical abbreviations and symbols

2 Spelling medical terms and related strategies for accuracy

5 Medical documentation formats, including: history & physical; progress notes; discharge summaries; SOAP; narrative; electronic health records; legal, confidentiality, and reimbursement considerations

35 Application of medical language to: the systems of the human body; symptoms, diagnosis, and treatment; testing and intervention; pharmaceuticals; medical specialties and allied health disciplines

4 Assessment (spelling tests, quizzes)

1 Midterm examination

2 Final examination

54 Total Hours



• In-Person • Hybrid - Online and Onsite • Internet/Online



The instructor will engage students through lecture, group discussion and classroom activities in the basics of building a medical language vocabulary including word origins, structural design of medical terms, pronunciation, and correct utilization. Students will also be instructed in interpretation of health care reports and the ability to translate and revise reports into clear, non-medical terms.


The instructor will engage students through lecture, group discussion, and interactive Internet activities in the basics of building a medical language vocabulary including word origins, structural design of medical terms, pronunciation, and correct utilization. Students will also be instructed in interpretation of health care reports and the ability to translate and revise reports into clear, non-medical terms.


The instructor will engage students through web presentations, textbook website activities and discussion boards in the basics of building a medical language vocabulary including word origins, structural design of medical terms, pronunciation, and correct utilization. Students will also be instructed in interpretation of health care reports and the ability to translate and revise reports into clear, non-medical terms.



1. Application exercises using brief medical reports that require the students to build their language comprehension skills at the word, phrase, sentence, and paragraph levels. 2. Case studies that require the students to comprehend medical language in the context of individual patients, including cultural considerations. 3. Reading brief professional-level articles to reinforce comprehension of acquired language skills, as well as requiring the students to seek answers from medical dictionaries and Internet resources.


1. Web-based application exercises using brief medical reports that require the students to build their language comprehension skills at the word, phrase, sentence, and paragraph levels. 2. Case studies that require the students to comprehend medical language in the context of individual patients, including cultural considerations. 3. Reading brief professional-level articles to reinforce comprehension of acquired language skills, as well as requiring the students to seek answers from medical dictionaries and Internet resources.


1. Web-based application exercises using brief medical reports that require the students to build their language comprehension skills at the word, phrase, sentence, and paragraph levels. 2. Case studies that require the students to comprehend medical language in the context of individual patients, including cultural considerations. 3. Reading and brief professional-level articles to reinforce comprehension of acquired language skills, as well as requiring the students to seek answers from medical dictionaries and Internet resources.



Students will demonstrate subject matter proficiency through submission of written assignments whereby students show an understanding of the components of medical terms and the proper utilization and spelling of medical terms. Spelling quizzes and word-part quizzes will be given to assess proficiency in key terminology. A midterm and a final examination will also be utilized as evaluation methods.







Hours Type

14 Course Web Pages





54 Total Hours


Hours Type

15 Course Web Pages





2 Software Simulations


54 Total Hours


Hybrid - Online and Onsite Delivery Modality For this modality, the minimum number of instructional contacts a single student may typically expect to have with the professor are:



2 Web Log or FAQ




14 Total Contacts



2 Email


2 Discussion Board

6 Web Log or FAQ



16 Total Contacts


• Turley, S. M. (2010). Medical Language: Immerse Yourself. (2nd ed.). Pearson. [ISBN: 9780135055786]

• Student's choice (). Medical Dictionary.


Faculty Discipline(s): Health Care Ancillaries

Short Title for Transcripts: Med Lang for Hlth Care Provid





Taxonomy of Programs (TOP) Code: 1201.00 (Health Occupations, General)

Student Accountability Model (SAM) Code: D (Possibly Occupational)


Need/Purpose for the Course:

This course provides a background in medical language for students entering fields such as occupational therapy, physical therapy, nursing, pharmacy, x-ray technology, medical technology, respiratory therapy, and paramedics. It is a required prerequisite for the OTA and VN programs.


Nursing, Vocational (A.S. Degree); Nursing, Vocational (Certificate); Occupational Therapy Assistant (A.S. Degree)



Advisory To: BIOL 100, BIOL 430, BIOL 431, and PTA 110


Faculty Initiator: Susan Hussey

Department/Subject: AH







No: 0

Abstain: 0

Total: 18


Patricia Warrell (Signed: Sep 13, 2012)

Librarian:

Division Dean: James Collins (Signed: Sep 14, 2012)

ARC Contact: Susan Peterson (Signed: Sep 13, 2012)

CRC Contact: Cori Burns (Signed: Sep 13, 2012)

FLC Contact: Eric Wada (Signed: Oct 19, 2012)






stat 300: introduction to probability and statistics … 300: introduction to probability and...

Documents