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In this course, computers are used to apply the basic principles and procedures of accrual accounting.  Computer accounting applications include general ledger, accounts receivable, accounts payable, invoicing, payroll , inventory, job costs, and fixed assets depreciation.  This course will teach students about the interrelationships between the various modules contained within a computerized accounting system and how to process typical accounting transactions.

This course consists of four sections.  Section one will cover accounting essentials.  Understanding the accounting process, the relationship between the various modules in a computerized system and other accounting concepts will be covered.  Students will gain an understanding of the amount and usefulness of data a computerized system can provide.  Sections two to four will concentrate on one system each (QuickBooks, Peachtree, and Acclivity (MYOB) software packages) working through an accounting cycle. 

ARTZ105 Visual Language Drawing and ARTZ212 Drawing Studio is designed to provide students study and practice in the fundamentals of drawing with an emphasis on drawing from observation. Traditional and contemporary subjects, media, and techniques are used to produce a series of descriptive and expressive drawing exercises and projects. Students explore various concepts of visual organization utilizing the formal elements and the principles of design with the intention of learning to see and interpret volume, spatial and figure-ground relationships with additive and subtractive drawing processes. In addition, students are encouraged to integrate both the analytical and intuitive experience of drawing, to experiment, to cultivate self-discipline and individual style. Students participate in individual and group critiques, as well as, descriptive writing assignments of the process, technique, and meaning of their drawing projects. Students exhibit of their artwork.  Students develop a basic visual arts vocabulary for making, assessing and viewing drawings & to ultimately create a foundation for expressing individual creativity, vision and style. These traditional skills are a basic foundation for both technical and interpretive drawing, and in general promote critical thinking, communication skills and visual literacy. 

ARTH201 Art of World Civilization II is designed to provide students with a chronological overview of visual arts traditions from around the world from the Gothic period through the present including art of the Americas and Africa. The development of forms, techniques, styles and themes in painting, sculpture, and architecture as a reflection of values and conventions are explored. Artworks are presented in an aesthetic, as well as, a socio-political, cultural and geographical context specific to the relevant era and placed in the framework of the broad spectrum of interrelated artistic development and influence on succeeding generations across the globe that continue to inform contemporary aesthetics in art and architecture. Outstanding artworks of each period and culture will be viewed and discussed utilizing the critical tools, methodologies and art vocabulary necessary to analyze and interpret visual culture and its role in world history.

ARTH200 Art of World Civilization I is designed to provide students with a chronological overview of visual arts traditions from around the world including the Paleolithic period through the Early Medieval period. The development of forms, techniques, styles and themes in painting, sculpture, and architecture as a reflection of values and conventions are explored. Artworks are presented in an aesthetic, as well as, a socio-political, cultural, and geographical context specific to the relevant era and placed in the framework of the broad spectrum of interrelated artistic development and influence on succeeding generations across the globe that continue to inform contemporary aesthetics in art and architecture. Outstanding artworks of each period and culture will be viewed and discussed utilizing the critical tools, methodologies, and art vocabulary necessary to analyze and interpret visual culture and its role in history.

ARTH160 Global Visual Culture is designed as an introduction to a broad spectrum of the visual arts of world cultures with a focus on visual thinking & understanding art through critical analysis of form, content, function, & cultural context. Emphasis is on the visual language employed by artists who practice in a variety of media. The historical & cultural significance of specific works of art is examined, as well as the contributions made by specific artists. Students will be introduced to the critique process, a synthesis of description, analysis, interpretation & evaluation, as a means of honing observational skills & cultivating a greater appreciation of works of art & of the creative process. Fundamental concepts discussed include the themes & purposes of art, the vocabulary of art, the elements of art, & the principles of design. Students are introduced to the following art forms viewing reproductions of art work with discussion of: drawing, painting, sculpture, printmaking, craft & applied arts, camera arts, communication design & architecture.  In addition, art historical issues & topics are discussed.

Students will learn modern tactics and techniques to become a successful coach / teacher.

Those involved in Women's Varsity Basketball, interested in being a manager, those interested in exploring a career in coaching and those interested in learning more about Basketball are encouraged to take this Course. You will learn more about practice design, practice management, fundraising, recruiting, scouting, player and team development, weight training and film work.

Curriculum planning for young children. This course will include practical experience and observation in a licensed child care setting for 45 hours. 

Curriculum planning for young children. This course will include content and methods for planning developmentally appropriate activities and environment to enhance children's cognitive, creative, physical, and language development. Emphasis is placed on providing for the unique needs of a child. 

This course will explore the relationship between observation and assessment for young children. It will examine the benefits, limitations and uses of assessment and different assessment instruments, programs and strategies. 

This course will be an introduction to early childhood issues, practices and methodology. It will introduce what early childhood education is and the child care profession and various childcare programs. It will focus on personal attributes and characteristics needed for the child care provider. It provides a foundation on child development stages for children birth through age eight. This course is conducted in a lecture class format. This class is offered to on campus students as well as online students. We will also have discussion sessions and video segments. 

In this Lab the student is required to participate in 45 hours of lab experience at a registered child care setting (home, center, preschool or Head Start facility).  Students will demonstrate skills which encourage parent-teacher partnersships and will observe family structures and dynamics.

Curriculum planning and implementation for young children. This course will include practical experience in a public/private licensed childcare or preschool. Lab will include observation and participation of 45 hours in an early childhood setting.

Students will explore the benefits, barriers, foundations and techniques for encouraging parent-teacher partnerships and will examine family structures and dynamics.

This course has been specifically developed for individuals who teach preschool age children in early childhood settings.  Through course assignments and application of practices in current early childhood settings, participants synthesize the broad base of knowledge and skills around preschool education into core principles that serve as a guide in their roles directly with young children.  The knowledge and skills they develop during course activities strengthen their ability to support the healthy growth and development of each and every child in their program  or group.

PCG Lab - The lab experience will consist of 45 hours per semester at a licensed CC facility or Head Start. At the lab site the student will apply skills in positive guidance techniques, encourage self-esteem and practice developing children's pro-social skills.  The student will observe and interact with the children on a weekly basis.  The student will journal and analyze the growth, development and behaviors observed.

HSN Lab   Co-requisite to EDEC 130 - HSN class

This course focuses on health, safety and nutrition topics for children in child care settings.

This is a course which combines marterials from College Algebra and Trigonometry in order to prepare the student to be successful in a Calculus course.

Course Description:           A survey of mathematical processes focusing on solving technical problems and interpreting data. M 111 will cover a review of measurements and basic arithmetic, single variable algebra, creating and interpreting graphs, and simple geometric quantities.

 

Course Objectives:            

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

  • Utilize and apply mathematical operations, measurement (English and Metric Systems),
  • introductory geometric principles and applied algebra into technical applications in academic
  • and workplace situations;
  • Read, interpret, and produce solutions to applications at the introductory technical mathematics
  • level;
  • Apply ratio and proportion concepts to introductory technical mathematical situations;
  • Apply appropriate technology in a mathematical situation;
  • Determine the validity of results and data;
  • Solve any component of a right triangle with any two components given.

Beginning and intermediate keyboard class lessons

 

This course provides an introductory examination of popular music’s roots, history, and its social and political relationships. The context of the class will increase the awareness of the heritage of pop music and appreciation of its diversity, and develop a perception of the underlying kinship of its many styles. Students should check the catalog for transferability at their transferring institution. Formerly MU175 History of Pop Music in Americal. MUS update.

An introduction to the great thinkers and their thoughts from 600 BCE to the Present time--including American, British, Eastern and European--from China to Greece to the USA.

Complete Introduction to Psychology in 3.75 week of 4 daily sessions of 3 hours each instructed by Professor Bruno

Introducing concepts to help understand ourselves and other people. How we think, feel and behave.How it shanges memory through learning and experience.

Inroduction to psychology generally covering from the foundation to the current state of the science of psychology. See syllabus.  

Summary of biological principles on a "big picture" level.  Discussions will cover concepts such as evolution, phylogeny, plant and animal form and function.

Introductory to TIG Welding

"Never let it rest until your good is better and your better is best." - Tim Duncan

This course will serve as a tutorial for interested faculty and staff wanting to learn more about the distance ed offerings at DCC and will serve as a guide in developing your own course with Moodle.

9 Essential Skills for the Love & Logic Classroom: It is my sincere hope, as you take this course, you will fully engage yourself in the activities so that you will gain your own maximum benefit. This means seeing this course as helping you to prepare for one of the most important and rewarding jobs in our society today. A mentality of trying to earn a grade, with the minimum effort necessary, will be a great disservice to you, your community, and the children that you care for. If you do not now see yourself using all 9 skills, you are still expected to know what they are and one appropriate use for each one: (1) Neutralizing student arguing, (2) Delaying Consequences, (3) Empathy, (4) Recovery, (5) Developing Positive Relationships, (6) Limit setting via enforceable statements, (7) Choices that prevent power struggles, (8) Preventative interventions, and (9) Guiding students to solve problems. Each student taking this course for credit is required to write a 9-part essay covering the application of all 9-skills with a concrete example of how they might use each skill in their school situation (administrator, teacher, paraprofessional, or volunteer-leader).