EMS 401 - EMS LAB I

1. Integrate steps of 1 & 2 Rescuer CPR for Adults/Children/Infants into a complete pt. care scenario.
   1. Demonstrate Quality Chest compressions
   2. Demonstrate proper Bag-Mask ventilation technique
   3. Display proper use of an AED
   4. Follow steps of BLS resuscitation as outline by AHA
2. Demonstrate proficient use of cardiac monitoring techniques
   1. Identify proper 4 Lead and 12 Lead ECG placement
   2. Reproduce proper procedure for defibrillation/synchronized cardioversion/transcutaneous pacing
3. Assess and manage need for airway control
   1. Demonstrate proficiency of orotracheal/nasotracheal intubation
   2. Properly apply and administer CPAP/PEEP therapy
   3. Properly perform Pleural Decompression (Needle Thoracostomy)
4. Perform safe and effective medication administration procedures.
   1. Demonstrate inhaled medication administration procedure
   2. Demonstrate Intranasal administration procedure
   3. Demonstrate Intravenous administration procedure to include bolus and infusion techniques
   4. Demonstrate subcutaneous administration procedure
5. Perform aseptic venous cannulation
   1. Explain aseptic technique
   2. Demonstrate IV cannulation procedure
6. Perform endotracheal intubation
   1. Explain Oxygenation monitoring
   2. Demonstrate endotracheal intubation
7. Formulate an organized pt. assessment
   1. Construct an organized assessment outline
   2. Execute thorough assessment based on formed outline
   3. Prioritize critical findings and treat them appropriately
   4. Formulate and execute an appropriate treatment plan
8. Appropriately manage traumatic injury
   1. Demonstrate proper spinal immobilization technique
   2. Manage acute hemorrhage
   3. Demonstrate bone, joint, and traction splinting
   4. Convey understanding of appropriate transport destination decision making

EMS 402 - EMS LAB II

1. Integrate steps of 1 & 2 Rescuer CPR for Adults/Children/Infants into a complete pt. care scenario.
   1. Demonstrate Quality Chest compressions
   2. Demonstrate proper Bag-Mask ventilation technique
   3. Display proper use of an AED
   4. Follow steps of BLS resuscitation as outline by AHA
2. Demonstrate proficient use of cardiac monitoring techniques
   1. Identify proper 4 Lead and 12 Lead ECG placement
   2. Reproduce proper procedure for defibrillation/synchronized cardioversion/transcutaneous pacing
3. Assess and manage need for airway control
   1. Demonstrate proficiency of orotracheal/nasotracheal intubation
   2. Properly apply and administer CPAP/PEEP therapy
   3. Properly perform Pleural Decompression (Needle Thoracostomy)
4. Perform safe and effective medication administration procedures.
   1. Demonstrate inhaled medication administration procedure
   2. Demonstrate Intranasal administration procedure
   3. Demonstrate Intravenous administration procedure to include bolus and infusion techniques
   4. Demonstrate subcutaneous administration procedure
5. Perform aseptic venous cannulation
   1. Explain aseptic technique
   2. Demonstrate IV cannulation procedure
6. Formulate an organized pt. assessment
   1. Construct an organized assessment outline
   2. Execute thorough assessment based on formed outline
   3. Prioritize critical findings and treat them appropriately
   4. Formulate and execute an appropriate treatment plan
7. Appropriately manage traumatic injury
   1. Demonstrate proper spinal immobilization technique
   2. Manage acute hemorrhage
   3. Demonstrate bone, joint, and traction splinting
   4. Convey understanding of appropriate transport destination decision making

EMS 461 - Role of the Paramedic

1. Determine the role of a Paramedic within an EMS system
   1. Recognize the responsibilities of the role
   2. Determine how the role differs from other providers
   3. Identify the attributes of a paramedic
2. Describe the responsibilities of a Paramedic within an EMS system
   1. Describe the scope of practice
   2. Describe expanded scope of practice
3. Identify the characteristics of a paramedic
   1. Describe personal wellness
   2. List the characteristics of being a healthy role model
4. Explain the elements of paramedic education
   1. Describe the rationale for credentialing
   2. Determine how practice supports education

EMS 463 - Medical/Legal/Ethical Issues

1. Determine the legal issues that impact decisions in the pre-hospital setting
   1. Discuss how Do Not Resuscitate orders may change care in the pre-hospital setting.
   2. Discuss how Durable Power of Attorney impacts care in the pre-hospital setting
2. Differentiate types of paramedic responsibilities
   1. Define legal responsibilities
   2. Define ethical responsibilities
3. Differentiate paramedic practice
   1. Define scope of practice
   2. Define standard of care
4. Explain the concept of liability
   1. Describe physician medical direction
   2. Describe paramedic supervision of other health care providers
5. Evaluate the legal implications of medical direction
   1. Define on line medical direction
   2. Determine how to use a protocol
   3. Analyze the points of patient care where errors occur

EMS 465 - Prin of Pathophysiology I

1. Evaluate Anatomy, Physiology, and Pathophysiology
   1. Discuss the importance of human anatomy and physiology
   2. Determine how a paramedic utilizes anatomy and physiology in their profession
   3. Assess and discuss various aspects of the human body and how they function
   4. Describe homeostasis and how it affects the body
   5. Explain the anatomic position and categorize the various planes of the human body
   6. Categorize the structures that comprise the axial and appendicular regions of the body
2. Document the 11 major organ systems of the human body
   1. Label and diagram the major anatomic features of the organ systems of the human body
   2. Assess the functions of the various organ systems
   3. Determine the interrelationships between body systems
3. Examine the various components of the skeletal system
   1. Describe the function of the skeleton
   2. List the parts of the skeletal system and how they interact with one another
   3. Explain and give an example of how joints are classified
   4. Describe the bones of the upper and lower extremities
4. Explain the purpose of the muscular system
   1. List and describe the four basic properties of muscles
   2. State the three primary functions of muscles
   3. Identify the process of muscle movement
5. Name the three main functions of the nervous system
   1. Identify the divisions of the nervous system and state their functions
   2. Name and describe the three divisions of the brainstem
   3. List and describe the cranial nerves and their functions
   4. Identify the parasympathetic and sympathetic nervous systems
6. Clarify the various parts of the cardiovascular system.
   1. Describe the various parts of blood
   2. Identify the location of the heart.
   3. State the Frank-Starling Law
   4. Discuss the great vessels and their functions
   5. Name and describe the chambers of the heart
   6. Trace the pathway of blood through the heart and pulmonary system
   7. Explain the function of arteries, veins and capillaries.
7. Describe the parts of the respiratory system
   1. Describe the pathway of the respiratory system, including nasal cavities, larynx and pharynx
   2. Identify the larynx and pharynx and explain their functions
   3. Name the structures of the lower airway.
   4. State the roles of the visceral and parietal pleura in respiration
8. Analyze the general function of the digestive system.
   1. Identify the major divisions of the digestive system
   2. Differentiate between the various structures and functions of the gastrointestinal tract
   3. Name the location and general function of the urinary system
9. Illustrate the areas of the special senses
   1. Describe the sense of smell
   2. Describe the sense of taste
   3. Name the parts of the eye and explain their function
   4. Name the parts of the ear and explain their functions.
10. Evaluate the mechanisms that affect the distribution of body water.
    1. Identify the differences between intracellular and extracellular anions and cations
    2. Define ion, electrolyte, anion and cation.
    3. State the physiological mechanisms used to maintain acid-base balance.
    4. Determine values for Ph.
    5. Define the concepts of diffusion, osmosis and mediated transport
11. Distinguish and describe the various parts of the cell.
    1. Discuss cellular adaptation
    2. List the cellular factors that lead to disease in the human body.
    3. Differentiate between the systemic manifestations that result from cellular injury.
    4. Explain the difference between cellular injury and cellular death
12. Describe the cell
    1. Discuss the cellular environment
    2. Describe the Sodium Potassium pump
    3. Describe cellular destruction
13. Identify and Treat Shock
    1. Describe how a paramedic manages shock
    2. Analyze the concept of hypoperfusion and how it’s treated
    3. Define and treat cardiogenic shock.
    4. Define and treat hypovolemic shock
    5. Define and treat anaphylactic shock
14. Characterize the body’s defenses
    1. Discuss the aspects against disease
    2. Determine the body’s defenses against injury
15. Classify the body system milestones
    1. Distinguish the unique psychosocial characteristics of humans as they develop.
    2. Explain the psychosocial development of humans.
    3. Explain the physiological characteristics of older adults.
    4. Explain the emotional challenges faced by older adults.
16. Integrate the changes of human development
    1. Discuss physiological changes
    2. List psychological changes
    3. Describe sociological changes
17. Integrate communication strategies for patients of all ages
    1. Communicate with neonatal patients and families
    2. Use age specific communication tools for the pediatric patient
    3. Describe communication with geriatric patients.
18. Manage an emergency patient
    1. Assess the patient
    2. Form a general impression
    3. Perform a primary and secondary exam
19. Formulate a field impression for an emergency patient
    1. Assess the emergency patient
    2. Develop a general impression
    3. Categorize the severity of the illness/ injury
20. Determine the term public health
    1. Identify the potential public heath roles of EMS providers.
    2. Describe opportunities for EMS to enhance access to care.
    3. Define the public health role of EMS in emergency preparedness.
    4. Explain opportunities to reduce medical costs through appropriate use of EMS.

EMS 466 - Prin of Pathophysiology II

1. Implement a pharmacologic management plan for an emergency patient.
   1. Assess the medication plan for an emergency patient.
   2. Determine the types of medication to be given.
   3. Implement a pharmacologic management plan.
2. Differentiate the chemical, trade and generic names of various drugs.
   1. List the main sources of drug products.
   2. Describe how drugs are classified.
   3. Identify historic trends in pharmacology.
3. Analyze how the Food and Drug Administration classifies drugs.
   1. List legislative acts controlling drug use in the United States.
   2. Define the terms Schedule I, II, III, IV and V drugs.
   3. Explain the paramedic’s responsibilities and scope of management when giving meds.
   4. Discuss investigational drugs.
4. Review the specific anatomy and physiology pertinent to pharmacology.
   1. List and describe the general properties of drugs.
   2. List and describe liquid drug forms.
   3. List and describe solid drug forms.
   4. List and describe aerosol drug forms.
5. List and differentiate the different phases of drug activity.
   1. Analyze the theories of drug action, including adverse drug reactions.
   2. Review special considerations regarding drugs, including pregnancy and children.
   3. Discuss various options for storing and securing medications.
   4. List the components of a drug profile by classification.
6. Analyze drugs that a paramedic may administer according to local protocol.
   1. Give examples of prescription and non-prescription forms of drugs.
   2. Analyze the various routes f medication administration.
   3. Give examples of medications that the paramedic may use.
7. Discuss how medications that the paramedic administers will affect the patient.
   1. Analyze medications that affect the cardiovascular system.
   2. Review medications that affect the respiratory system.
   3. Discuss medications that affect the gastrointestinal system.
   4. Review medications that affect the renal system.
   5. Learn the difference between drugs that brocho- and vaso- construct and dilate.
8. Review drugs of abuse and toxic substances.
   1. List how alcohol and amphetamines affect the human body.
   2. Discuss environmental chemicals, including herbicides and insecticides.
   3. Review household chemicals and hazardous materials.
9. Determine basic mathematic principles regarding medication administration.
   1. Review mathematical equivalents.
   2. Discuss formulas as a basis for performing drug calculations.
   3. Differentiate between different ways to calculate drug dosages.
10. Describe the various routes of medication administration.
    1. List the technique and general principles of giving medications orally.
    2. List the technique and general principles of giving medications intravenously.
    3. List the technique and general principle of giving medications via inhalation route.
    4. List the technique and general principle of giving medications subcutaneously.
    5. List the technique and general principle of giving medications intramuscularly.
11. Review techniques of medications administration.
    1. Describe the equipment and method for peripheral venous access.
    2. Describe the equipment and method of obtaining a blood sample.
    3. Describe the equipment and method of intraosseous needle placement and infusion.
    4. Describe the equipment and method of drawing medications from an ampule.
    5. Describe the equipment and method of drawing medications from a vial.
12. Properly administer medications.
    1. Precisely access the venous circulation.
    2. Safely administer medication.
    3. Perform the five patient rights of medication administration.
13. Assess the patient with breathing difficulty.
    1. Assess lung sounds.
    2. Determine work of breathing.
    3. Describe accessory muscle use.
14. Explain the primary objective of airway maintenance.
    1. Identify commonly neglected prehospital skills related to the airway.
    2. Describe why airway management is an important component of prehospital care.
    3. List ways in which poor airway management could be detrimental to patient care.
15. Demonstrate the anatomy of the upper airway and lower airway.
    1. Explain the differences between adult and pediatric airways anatomy.
    2. Explain the relation between pulmonary circulation and respiration.
    3. Describe the measurement of oxygen on the blood.
    4. Describe the measurement of carbon dioxide in the blood.
    5. List the factors that cause decreased oxygen concentration in the blood.
    6. List the factors that cause decreased carbon dioxide concentrations in the blood.
16. Analyze causes of respiratory distress.
    1. Define normal respiratory rates in adults, children and infants.
    2. List the factors that affect respiratory rate and depth.
    3. Differentiate between hypoxia and hypoxemia.
    4. Describe the voluntary and involuntary regulation of respiration.
    5. Analyze the modified forms of respiration.
17. Determine types of oxygen cylinders and pressure regulators.
    1. List the steps for delivering oxygen from a cylinder to a regulator.
    2. Explain the safety considerations of oxygen storage and delivery.
    3. Describe the use of an oxygen humidifier.
    4. Review the different options for the settings of oxygen flow meters.
18. Distinguish the different types of airway obstructions.
    1. Describe a partial airway obstruction.
    2. Describe a complete airway obstruction.
    3. Identify the causes of upper airway obstructions.
    4. Identify causes of lower airway obstructions.
    5. Demonstrate maneuvers for opeing obstructed airways.
19. Explain the purpose for suctioning the airway.
    1. Identify different types of suction equipment.
    2. Describe the indications for suctioning the airway.
    3. Review different types of suction catheters.
    4. Review the techniques for suction the airway.
    5. Identify special considerations regarding suctioning the airway.
20. Review the different adjuncts for airway management.
    1. Describe the indications and technique of inserting a nasopharyngeal airway.
    2. Describe the indications and technique of inserting an oropharyngeal airway.
    3. Review the indications and technique for utilizing a bag valve mask.
    4. Identify the indications and technique for utilizing an endotracheal tube.
    5. Identify the indications and technique for utilizing a King LT airw device.
21. Evaluate and practice the technique of endotracheal intubation.
    1. Differentiate between endotracheal intubation and other forms of airway mismanagement.
    2. Review the indications and advantages of endotracheal intubation.
    3. Describe methods for confirming correct placement of an endotracheal tube.
    4. Describe methods of endotracheal intubation of the pediatric patient.
22. Examine and practice the technique of nasotracheal intubation.
    1. Differentiate between nasotracheal intubation and other forms of airway management.
    2. Review the indications and advantages of nasotracheal intubation.
    3. Describe the methods for confirming correct placement of a nasotracheal tube.
    4. Describe the methods of masotracheal intubation of the pediatric patient.
23. Critique and practice the technique of cricothyrotomy.
    1. Differentiate between cricothyrotomy and other forms of airway management.
    2. Review the indications and advantages of cricothyrotomy.
    3. Describe the methods for confirming the anatomical landmarks for cricothyrotomy.
24. Analyze the practice and technique of rapid sequence intubation.
    1. Differentiate between rapid sequence intubation and other forms of airway management.
    2. Identify the neuromuscular blocking drugs used in rapid sequence intubation.
    3. Identify sedative agents used in rapid sequence intubation.

EMS 474 - Patient Assessment

1. Assess a history on a patient.
   1. Obtain a medical history from a patient.
   2. Differentiate the pathological significance of history exam findings.
   3. Use the SAMPLE approach to obtain a patient history.
2. Perform a comprehensive physical exam on any patient.
   1. Differentiate the pathophysiological significance of physical exam findings.
   2. Integrate the principles of history taking to the physical exam.
   3. Integrate the techniques of physical exam to perform a patient assessment.
   4. Apply a process of clinical decision making to form a field impression.
3. Communicate patient assessment findings to others.
   1. Follow an accepted format for dissemination of patient information in person.
   2. Follow an accepted format for dissemination of patient information over the radio.
4. Formulate a field impression of the trauma patient.
   1. Integrate the principles of kinematics to enhance the patient assessment.
   2. Predict the likelihood of injuries based on the patient’s mechanism of injury.
5. Examine the prevalence and significance of trauma.
   1. Identify prevalence of trauma.
   2. Determine the number of trauma victims every year.
   3. Determine the cost of trauma every year.
6. Evaluate the trauma triage criteria.
   1. Describe green patients.
   2. Describe yellow patients.
   3. Determine criteria for red patients.
7. Assess how trauma emergencies differ from medical emergencies in the scene size-up.
   1. Determination of scene hazards.
   2. Describe how kinematics assists in scene size up.
8. Describe how trauma emergencies differ from medical emergencies in assessment.
   1. Describe how kinematics assists in patient assessment.
   2. Describe the differences between the conscious and unconscious patient.
9. Evaluate how trauma emergencies differ from medical emergencies in pre-hospital emergency care.
   1. Describe differences in primary and secondary exams.
   2. Differentiate conscious medical and conscious trauma.
   3. Differentiate between unconscious medical and unconscious trauma.
10. Examine the value of air transport service in patient care.
    1. Describe rotary craft use.
    2. Describe fixed wing use.
    3. Determine the use of transport teams in trauma care.
11. Complete a comprehensive patient assessment.
    1. Identify life-threatening conditions.
    2. Develop a general impression.
    3. Develop a detailed and focused assessment.
12. Identify factors which influence the systematic process of the physical examination.
    1. List factors in the environment (weather, pat accessibility).
    2. Identify special considerations (cultural diversity).
13. Identify the use of provider’s senses when conducting a physical examination by observation/inspection, auditory-auscultation, tactile - touching/palpation and olfactory - smelling/tasting.
14. Analyze assessment adjuncts utilized during physical examination.
    1. Use a sphygmomanometer.
    2. Listen through a stethoscope.
    3. Use a standardized scoring index - Glasgow Coma Scale.
15. Demonstrate the application of physical examination techniques in multiple scenarios.
    1. Role play a trauma scenario.
    2. Role play a medical scenario.
16. Demonstrate the application of physical examination techniques in various age groups.
    1. Perform a neonatal assessment.
    2. Perform a pediatric assessment.
    3. Perform an assessment on a geriatric patient.
    4. Perform an assessment on all genders.
17. Document the essential elements of patient assessment.
    1. Document patient’s past medical history.
    2. Document patient’s physical exam findings.
    3. Document patient’s history of illness.
    4. Document treatment provided.
18. Analyze a written EMS report.
    1. Determine complete documentation.
    2. Select accurate documentation.
    3. Describe reportable clinical data.
    4. Determine administrative information.
19. Prepare a written EMS report.
    1. Utilize correct medical terminology.
    2. Utilize correct medical abbreviations.
    3. Document all pertinent data.
20. Demonstrate a comprehensive patient assessment.
    1. Perform a neonatal patient assessment.
    2. Perform a pediatric patient assessment.
    3. Perform a geriatric patient assessment.
    4. Perform a patient assessment on all genders.

EMS 477 - Medical Emergencies

1. Describe various disorders of the eye, ear, nose and throat.
   1. Describe and develop a treatment plan for patients with headaches and lesions.
   2. Describe and develop a treatment plan for conjunctivitis, glaucoma and retinal detachment.
   3. Identify and develop a treatment plan for vertigo and tinnitus.
   4. Describe and develop a treatment plan for epistaxis and rhinitis.
   5. Identify and describe a treatment plan for thrush and epiglottitis.
2. Assess the importance of the respiratory tract in the human body.
   1. Explain the basic role of pulmonary diagnostic testing in the prehospital setting.
   2. Conduct a systematic approach to assessing patients with respiratory problems.
   3. Learn the differences between pulse oximetry and capnography.
3. Examine the anatomy of the upper airway.
   1. Devise a treatment plan for patients with pulmonary edema or a pneumothorax.
   2. Develop a treatment plan for patients with pleurisy or pleural effusion.
   3. Develop a treatment plan for patients with croup or epiglottitis.
4. Examine the anatomy of the lower airway.
   1. Develop a treatment plan for patients with COPD or bronchitis.
   2. Devise a treatment plan for a patient with pneumonia or tuberculosis.
   3. Develop a treatment plan for patients with inhalation exposure to hazardous chemicals.
5. Describe the importance of the cardiovascular system.
   1. Identify risk factors associated with coronary heart disease.
   2. Discuss prevention strategies that reduce the morbidity associated with heart disease.
   3. Discuss prevention strategies that reduce the mortality associated with heart disease.
6. Outline the major structures of the cardiovascular system.
   1. Locate and describe the functions of the major vessels of the heart.
   2. Identify and describe the functions of the chambers of the heart.
   3. Describe the anatomy of the heart and its location in the thoracic cavity.
7. Evaluate the components of cardiac output and factors affecting venous return.
   1. Define the terms preload and afterload and their affects on the cardiovascular system.
   2. Describe the clinical significance of Starling’s Law.
   3. Assess the functional properties of cardiac muscle.
8. Evaluate the various EKG rhythms, segments and intervals.
   1. Identify the structure and course of the cardiac conduction system.
   2. Assess how the heart’s pacemaking control, rate and rhythm are determined.
   3. Differentiate the primary mechanisms responsible for producing cardiac dysrhythmias.
   4. Differentiate between various cardiac rhythms
9. Assess the purpose of EKG monitoring.
   1. Identify the limitations of the EKG.
   2. Relate the cardiac areas represented by the EKG leads.
   3. Learn the correct anatomic placement of the chest leads.
   4. Identify how heart rhythms are determined by EKG recordings.
   5. Describe how EKG waveforms are produced.
   6. Interpret various cardiac dysrhythmias and disturbances.
   7. Explain the concept of defibrillation.
   8. Explain the concept of external pacing.
   9. Explain the concept of synchronized cardioversion.
10. Describe the details of inspection, auscultation and palpation specific to the heart.
    1. Identify and define heart sounds.
    2. Describe the differences between normal and abnormal heart sounds.
    3. Relate heart sounds to hemodynamic events in the caridac cycle.
11. Judge various conditions of the heart.
    1. Identify and develop a treatment plan for acute myocardial infarction.
    2. Identify and develop treatment plan for heart failure.
    3. Use patient history, identify and treat cardiogenic shock.
    4. Assess and treat cardiac arrest.
    5. Assess and treat aortic aneurysm.
    6. Use patient history, identify and treat pericardial tamponade.
12. Evaluate the anatomy and physiology of the nervous system.
    1. Assess the indications for a complete neurological assessment.
    2. Practice the components of the neurological assessment.
    3. Describe the etiology of seizures, syncope, stroke and altered mental status.
    4. Develop a treatment plan for seizures, syncope, stroke and altered mental status.
    5. Describe the risk factors that affect the nervous system.
13. Describe the epidemiology of various neurologic diseases.
    1. Identify and develop a treatment plan for meningitis and encephalitis.
    2. Identify and develop a treatment plan for Parkinson’s Disease and Guillain-Barre syndrome.
    3. Describe and manage patients with spinal cord disorders or injuries.
14. Discuss the anatomy and physiology of the organs involved in endocrine diseases.
    1. Identify what constitutes a medical emergency regarding the endocrine system.
    2. Describe the incidence, morbidity and mortality of endocrine emergencies.
15. Assess normal glucose metabolism.
    1. Explain the pathophysiology of Type 1 diabetes.
    2. Explain the pathophysiology of Type 2 diabetes.
    3. Discuss the pathophysiology of diabetic metabolism.
    4. Develop a treatment plan based on the hypoglycemic patient.
    5. Develop a treatment plan based on diabetic ketoacidosis.
    6. Develop a treatment plan based on diabetic coma.
16. Examine the pathophysiology of endocrine diseases.
    1. Discuss the pathophysiology of adrenal gland disorders.
    2. Develop a treatment plan based on adrenal gland disorders.
    3. Discuss the pathophysiology of nutritional disorders.
    4. Develop a treatment plan based on nutritional disorders.
    5. Discuss the pathophysiology of parathyroid gland disorders.
    6. Develop a treatment plan based on parathyroid disorders.
17. Review the anatomy and physiology of the immune system.
    1. Describe the characteristics of the immune system.
    2. Learn the processes of the immune system defenses.
    3. Define natural and acquired immunity.
    4. Define antigens and antibodies.
    5. Define allergic reaction.
    6. Define anaphylaxis.
18. Describe the incidence, morbidity and mortality rates of anaphylaxis.
    1. Identify the risk factors associated with anaphylaxis.
    2. Describe the prevention of anaphylaxis.
    3. Discuss the pathophysiology of anaphylaxis.
    4. Identify how to treat anaphylaxis.
19. Describe the incidence, morbidity and mortality rates of gastrointestinal emergencies.
    1. Identify the risk factors associated with gastrointestinal disorders.
    2. Discuss the questioning technique that a paramedic uses for gastrointestinal disorders.
    3. Describe the technique for performing a physical exam of gastrointestinal disorders.
20. Assess various gastrointestinal disorders.
    1. Define and treat abdominal wall hernia.
    2. Define and treat esophagitis.
    3. Define and treat Boerhaave syndrome.
    4. Define and treat gastroesophageal reflux.
    5. Define and treat esophageal strictures.
    6. Define and treat hiatal hernia.
    7. Define and treat acute hepatitis.
    8. Define and treat gastritis.
21. Evaluate the anatomy and physiology of renal and urogenital disorders.
    1. Describe questioning techniques that can be utilized for renal and urogenital disorders.
    2. Assess the incidence, morbidity and mortality rates of renal and urogenital disorders.
    3. Write a treatment plan for a patient with a renal or urogenital disorder.
    4. Learn how the kidneys function.
22. Examine the anatomy and physiology of the musculoskeletal system.
    1. Identify the treatment of patients with musculoskeletal injuries.
    2. Identify the causes of acute and chronic low back pain.
    3. Identify the causes of chronic neck pain.
    4. Identify generalized muscle disorders.
    5. Identify generalized joint disorders.
23. Evaluate the anatomy and physiology of the skin.
    1. Describe the three layers of the skin, their composition and functions.
    2. Assess the morphology of primary and secondary skin lesions.
    3. Identify and treat dermatitis.
    4. Identify and treat cellulitis.
    5. Identify and treat urticaria.
24. Evaluate the extent of injury and death associated with toxicological emergencies.
    1. Define the terms poison and toxicology.
    2. Assess the role of the poison control center.
    3. List the four routes of entry of poisons into the body.
    4. Describe the importance of decontaminating patients.
    5. Identify the available antidotes to poisons.
25. Review the anatomy and physiology pertinent to infectious and communicable diseases.
    1. Understand specific terminology regarding infectious and communicable diseases.
    2. Identify public health agencies involved in prevention of infectious diseases.
    3. Describe the importance of personal protection.
    4. Define what constitutes a significant exposure.
26. Critique the steps of the infectious disease process.
    1. List the stages of infectious diseases.
    2. List infectious agents, including bacteria and viruses.
    3. Identify the processes of the immune system.
    4. Describe the characteristics of the immune system.
    5. Assess the patient with a suspected diseases of the immune system.
27. Identify various diseases of the immune system.
    1. Define and treat HIV.
    2. Define and treat Hepatitis A, B and C.
    3. Define and treat meningitis.
    4. Identify and treat influenza.
    5. Identify sexually transmitted diseases.
    6. Define the protocol for reporting and documenting an exposure to an infectious disease.
28. Describe the pathophysiology of psychiatric disorders.
    1. Define behavior and distinguish the difference between normal and abnormal behavior.
    2. Identify what constitutes a behavioral emergency.
    3. Define appropriate measures to ensure safety during behavioral emergencies.
    4. Describe various psychiatric disorders.
    5. List the risk factors for suicide.
29. Evaluate safe care of a patient with a behavioral emergency.
    1. Assess the patient.
    2. Determine a personal protection plan.
    3. Initiate evasive moves during role play.
30. Assess the anatomy and physiology of hematological disorders.
    1. Identify the components of blood.
    2. Explain the significance of hemoglobin and hematocrit.
    3. Describe white blood cells and their role in the body.
    4. Differentiate between the various blood types.

EMS 479 - Trauma

1. Differentiate between penetrating trauma and blunt trauma.
   1. Determine the treatment for penetrating trauma.
   2. Determine the treatment for blunt trauma.
   3. Discuss the percentages of patients with each type of trauma.
2. Describe the incident and scope of traumatic injuries and death.
   1. Identify and describe the different roles within a trauma system.
   2. Describe the different levels of trauma centers.
   3. List the differences between ground and air transport.
3. Formulate the treatment plan for shock or hemorrhage.
   1. Discuss how to assess the patient in shock.
   2. Determine how to decrease internal hemorrhage.
   3. Determine how to stop external hemorrhage.
4. Critique the history, etiology and physical findings of external bleeding.
   1. Predict hemorrhage on the basis of a patient’s injury.
   2. Distinguish between controlled and uncontrolled bleeding.
   3. Develop a treatment plan for controlled and uncontrolled bleeding.
   4. Demonstrate the various techniques for bleeding control.
5. Analyze the incidence, mortality and morbidity rates of soft tissue injuries.
   1. Identify the layers of the skin.
   2. Discuss the pathophysiology of soft tissue injuries.
   3. Distinguish between open and closed soft tissue injuries.
   4. Develop a treatment plan for soft tissue injuries.
6. Formulate a treatment plan for soft tissue trauma.
   1. Assess the patient.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
7. Evaluate the history, etiology and physical findings of burn injuries.
   1. Learn the anatomy and physiology associated with burn injuries.
   2. Describe the different types of burn injuries.
   3. Formulate a treatment plan for burn injuries.
8. Formulate the treatment plan for a suspected head injury.
   1. Assess the patient.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
9. Formulate the treatment plan for a suspected spinal cord injury.
   1. Assess the patient.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
10. Assess the incidence, mortality and morbidity of spinal injuries.
    1. Learn the anatomy and physiology of the spinal cord.
    2. Predict spinal injuries on the basis of mechanism of injury.
    3. Explain traumatic and non-traumatic spinal cord injuries.
    4. Learn the treatment of spinal cord injuries.
11. Formulate a treatment plan for a thoracic injury.
    1. Assess the patient.
    2. Determine a plan of care.
    3. Initiate a treatment plan.
12. Explain the relevance of thoracic injuries in the trauma patient.
    1. Discuss the types of thoracic injuries.
    2. Assess the pathophysiology of thoracic injuries.
    3. Predict thoracic injuries on the basis of mechanism of injury.
    4. Formulate a treatment plan for thoracic injuries.
13. Evaluate the incidence, mortality and morbidity of abdominal trauma.
    1. List the anatomy and physiology of organs and structures related to abdominal trauma.
    2. Predict abdominal trauma based on mechanism of injury.
    3. Explain the pathophysiology of abdominal trauma.
    4. Develop a treatment plan for abdominal injuries.
14. Formulate the treatment plan for a musculoskeletal injury.
    1. Assess the patient.
    2. Determine a plan of care.
    3. Initiate a treatment plan.
15. Assess the incidence, mortality and morbidity of musculoskeletal trauma.
    1. Predict musculoskeletal injuries on the basis of mechanism of injury.
    2. Explain the pathophysiology of musculoskeletal trauma.
    3. List the anatomy and physiology of organs and structures related to musculoskeletal trauma.
    4. Formulate a treatment plan for musculoskeletal trauma.
16. Evaluate the incidence of head, facial and neck injuries.
    1. Assess the patient.
    2. Determine a plan of care.
    3. Initiate a treatment plan.
17. Assess head and facial trauma.
    1. Describe common mechanisms of injury associated with facial trauma.
    2. Explain the anatomy and physiology of the head and face.
    3. Develop a treatment plan for head and facial trauma.
    4. Demonstrate the proper removal of a helmet from a head or facial trauma patient.
18. Formulate a treatment plan for a head, neck or facial injury.
    1. Assess the patient.
    2. Determine a plan of care.
    3. Initiate a treatment plan.
19. Assess the incidence, mortality and morbidity of environmental emergencies.
    1. Define environmental emergencies.
    2. Discuss the various types of environmental emergencies.
    3. Describe the anatomy and physiology of the body with environmental emergencies.
    4. Develop a management plan for environmental emergencies.
20. Identify common mechanisms of injury in the farm setting.
    1. Recognize organophosphate poisoning.
    2. Explain the urgency of caring for a patient with injuries in the farm setting.
    3. Identify the hazards associated with confined spaces.
21. Define and describe wilderness medicine and wilderness EMS.
    1. Describe a wilderness EMS system.
    2. Discuss the different protocols used in wilderness EMS.
    3. Identify current wilderness EMS systems in the United States.
    4. Identify challenges facing wilderness EMS systems.
22. Assess assessment of seriously and non-seriously injured trauma patients.
    1. Assess the patient.
    2. Determine a plan of care.
    3. Initiate a treatment plan.
23. Evaluate the value of research for trauma patients.
    1. Determine types of research.
    2. Interpret a research article on trauma.
    3. Discuss how research has changed trauma care.
24. Explain the “Golden Hour” concept.
    1. Discuss factors such as response time to the incident.
    2. Describe time needed to extricate a patient.
    3. Define the “golden hour”.
25. Examine the laws of inertia.
    1. Define inertia.
    2. Define motion.
    3. Describe conservation of energy.
26. Describe kinetic energy.
    1. Define mass.
    2. Define velocity.
    3. Describe how increasing mass directly increases kinetic energy.
27. Explain common blast injuries.
    1. Describe primary blast injuries.
    2. Describe secondary blast injuries.
    3. Describe tertiary blast injuries.
28. Describe special considerations of blast injury assessment.
    1. Recognize pulmonary blast trauma as life threatening.
    2. Explain the sudden compression and decompression in the abdomen.
    3. List the problems associated with the ears and blast wave forces.
29. Document the essential elements of trauma assessment.
    1. Document patient’s past medical history.
    2. Document patient’s physical exam findings.
    3. Document patient’s history of illness.
    4. Document treatment provided.
30. Demonstrate assessment of patients experiencing trauma.
    1. Perform a pediatric trauma assessment.
    2. Perform a geriatric trauma assessment.
    3. Perform an assessment on all genders.
31. Demonstrate assessment of trauma patients in a variety of scenarios.
    1. Demonstrate assessment during extrication.
    2. Demonstrate assessment in a confined space.
    3. Demonstrate assessment when hazardous materials are present.
32. Implement a management plan based on field impression.
    1. Implement a management plan on a pediatric patient.
    2. Implement a management plan on a geriatric patient.
    3. Implement a management plan on all genders.
33. Demonstrate assessment of patients experienceing soft tissue injuries.
    1. Perform a pediatric trauma assessment.
    2. Perform a geriatric trauma assessment.
    3. Perform an assessment on all genders.
34. Implement a management plan based on soft tissue injury field impression.
    1. Implement a management plan on a pediatric patient.
    2. Implement a management plan on a geriatric patient.
    3. Implement a management plan on all genders.
35. Prepare a written EMS trauma report.
    1. Utilize correct medical terminology.
    2. Utilize correct medical abbreviations.
36. Accurately document all pertinent data.

EMS 481 - Special Considerations

1. Formulate a treatment plan for the neonatal patient.
   1. Assess a neonate.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
2. Create a treatment plan for the pediatric patient.
   1. Assess a pediatric patient.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
3. Formulate a treatment plan for the chronically ill child.
   1. Assess a chronically ill child.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
4. Create a treatment plan for the child with special health care needs.
   1. Assess a child with special health care needs.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
5. Formulate a treatment plan for geriatric patients.
   1. Assess a geriatric patient.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
6. Construct a treatment plan for assult patients.
   1. Assess an assault patient.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
7. Formulate a treatment plan for those who face physical challenges.
   1. Assess a patient with physical challenges.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
8. Design a treatment plan for a patient with mental challenges.
   1. Assess a patient with mental challenges.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
9. Formulate a treatment plan for a patient with social challenges.
   1. Assess a patient with social challenges.
   2. Determine a plan of care.
   3. Initiate a treatment plan.
10. Formulate a treatment plan for a patient with financial challenges.
    1. Assess a patient with financial challenges.
    2. Determine a plan of care.
    3. Initiate a treatment plan.
11. Formulate a treatment plan for chronically ill patients.
    1. Assess a chronically ill patient.
    2. Determine a plan of care.
    3. Initiate a treatment plan.
12. Analyze the epidemiology of high risk patients.
    1. Discuss the factors promoting the growth of home care.
    2. Discuss the Medicare act of 1965.
    3. Determine the number of patients who are considered high risk.
13. Examine the incidence of high risk patients.
    1. Determine typical medical problems encountered.
    2. Describe commonly found medical devices.
    3. Discuss chronic diseases requiring home respiratory support.
14. Evaluate emergency medical services for children.
    1. Define the role of EMS-C.
    2. Identify pediatric health care concerns.
    3. Organize a program educating children about injury prevention.
15. Assess common lethal mechanisms of injury in the pediatric population.
    1. Identify the most common mechanisms of injury.
    2. Describe special considerations for airway control.
    3. Determine differences in immobilization between the adult and child.
16. Distinguish child abuse and neglect.
    1. Determine the perpetrators of abuse.
    2. Describe the types of abuse.
    3. Describe the management of the potentially abused child.
17. Interpret common issues surrounding children with special health care needs.
    1. Define tracheostomy tube.
    2. Describe common home care devices.
    3. Perform a gastrostomy feeding.
18. Determine the dosage for medication administration in infants and children.
    1. Exhibit how to calculate from pounds to kilograms.
    2. Discuss how dosages differ in children from adults.
    3. Discuss how some medications are not appropriate for children.
19. Evaluate the route of administration for medication administration in infants and children.
    1. Perform medication administration through a gastrostomy tube.
    2. Determine which medications need compounding to administer.
    3. Describe how some medications interact with feedings in infants and children.
20. Discuss the demographics of increasing size of the elderly population in this country.
    1. Describe population characteristics in America.
    2. Define gerontology.
    3. Describe societal issues surrounding the elderly.
21. Determine the impact of polypharmacy on the elderly patient.
    1. Define polypharmacy.
    2. Determine medication compliance with an elderly patient.
    3. Describe the factors which increase medication compliance in the elderly.
22. Examine the impact of dosing errors in the elderly patient.
    1. Discuss how physical changes in the elderly leads to overdose.
    2. Determine how mental status changes may be related to medication.
    3. Define drug toxicity problems due to renal efficiency decline.
23. Distinguish common complaints of elderly patients.
    1. Discuss the impact of falls and mobility.
    2. Describe communication difficulties.
    3. Determine problems with incontinence and elimination.
24. Apply principles to employ when communicating with the elderly.
    1. Demonstrate how to introduce oneself.
    2. Demonstrate ways of appropriate conversation.
    3. Simulate practices for preserving the patient’s dignity.
25. Evaluate patients who are culturally diverse.
    1. Integrate psychosocial principles for culturally diverse patients.
    2. Anticipate the patient needs.
    3. Manage the treatment plan.
    4. Determine different assessment techniques.

EMS 484 - Operations

1. Apply standards to ensure safe and effective ground transport.
   1. Define the concept of due regard.
   2. Identify the false sense of security with lights and sirens.
   3.  Describe how to park and load an ambulance.
2. Discuss standards to ensure safe and effective air medical transport.
   1. Describe the advantages of air transport.
   2. Describe the disadvantages of air transport.
   3. Describe how to activate air transport in your area.
3. Integrate the principles of general incident management and multiple casualty incident. (MCI) management techniques.
   1. Define Incident Command System.
   2. Define National Incident Management System.
4. Integrate the principles of rescue awareness and operations to safely rescue a patient from water.
   1. Describe how water temperature affects rescue.
   2. Demonstrate basic water rescue techniques.
   3. Define recirculating currents.
5. Examine the human hazard of crime and violence.
   1. Describe scenarios when you may observe violence.
   2. Describe safe operation at crime scenes.
   3. Define precautions which need to be taken when at the scene of any violent crime.
6. Evaluate when tactical considerations may be needed in EMS.
   1. Describe cover and concealment
   2. Describe shelter in place
7. Describe how to preserve the evidence at a crime scene.
   1. Describe types of evidence.
   2. Define particulate evidence.
   3. Describe chain of evidence.
8. Analyze situations unique to rural EMS.
   1. Define rural EMS.
   2. Describe communication difficulties in rural EMS areas.
   3. Describe how distance and time affect rural EMS areas.
9. Examine challenges facing rural EMS providers.
   1. Discuss quality assurance.
   2. Describe standards of same care.
   3. Determine ways to ensure standards of care.
10. Identify weapons of mass destruction.
    1. Define explosives.
    2. Define chemical weapons.
    3. Define biological weapons.
11. Evaluate safety precautions with terrorist acts.
    1. Determine special safety equipment.
    2. Describe precautions during nuclear attacks.
    3. Describe precautions during chemical attacks.
12. Analyze the elements of a scene size up.
    1. Describe the likely injuries.
    2. Describe special patient management considerations.

EMS 501 - EMS Clinical I

Credits: 2
Lecture Hours: 0
Lab Hours: 0
Practicum Hours: 0
Work Experience: 8
Course Type: Voc/Tech

Clinical settings include Emergency Department, Pre Operating Room, Operating Room, Post-Op, Respiratory Therapy, Cardiac Cath Lab, ICU, Peds ER, PICU, and Labor and Delivery.

In addition, students will apply skills being concurrently learned in EMS Lab 401   while in the EMS ride time portion of EMS Clinical 501 .  During this portion, students will utilize individual skills applied to real live EMS scenarios under the mentorship of a field preceptor paramedic.  During completion of these requirements, students will pay special attention to local protocol, in addition to EMS standards of care learned in previous classes.
Prerequisite: EMS 401  
Prerequisite OR Corequisite: EMS 402  
Competencies
 

1. Interpret purposeful and accurate medical and trauma assessments on live pt.’s
   1. Examine results of medical testing including vital signs, cardiac monitoring, lab results, and physical examination
   2. Recall uses of medications pt.’s are taking to support formulation of medical history
2. Distinguish critically ill pt.’s from non-priority pt.’s
   1. Classify pt. presentations as life-threatening, potentially life threatening, and non-life threatening
   2. Determine appropriate facility destination for a pt. who presented similarly in the field
3. Perform safe and appropriate medical interventions under the supervision of approved preceptors
   1. Apply skills mastered from Lab 401 appropriately based on pt. presentation and assessment
   2. Demonstrate therapeutic communication, when able, with pt. while interventions are being performed.
4. Incorporate effective interdisciplinary communication with other healthcare workers during assessment, care, and transfer of care.
   1. Prioritize pertinent information from information less essential to pt. care
   2. Demonstrate knowledge and use of appropriate medical terminology

EMS 503 - EMS Clinical II

Credits: 2
Lecture Hours: 0
Lab Hours: 0
Practicum Hours: 0
Work Experience: 8
Course Type: Voc/Tech

A portion of Clinical 503 will include the completion of the student’s clinical capstone requirements as outline in CoA appendix G.  During this time students will be expected to act as a team leader executing pt. assessments, treatment plan, individual skills, and pt. destination decisions, with the student preceptor acting as a safety net to the student acting as a team lead.

All learned skills, assessments, and treatments from the entirety of the previous coarse work, can and often will be utilized during EMS clinical 503.
Prerequisite: EMS 501  
Competencies
 

1. Interpret purposeful and accurate medical and trauma assessments on live pt.’s
   1. Examine results of medical testing including vital signs, cardiac monitoring, lab results, and physical examination
   2. Recall uses of medications pt.’s are taking to support formulation of medical history
2. Distinguish critically ill pt.’s from non-priority pt.’s
   1. Classify pt. presentations as life-threatening, potentially life threatening, and non-life threatening
   2. Determine appropriate facility destination for a pt. who presented similarly in the field
3. Perform safe and appropriate medical interventions under the supervision of approved preceptors
   1. Apply skills mastered from Lab 401 appropriately based on pt. presentation and assessment
   2. Demonstrate therapeutic communication, when able, with pt. while interventions are being performed.
4. Incorporate effective interdisciplinary communication with other healthcare workers during assessment, care, and transfer of care.
   1. Prioritize pertinent information from information less essential to pt. care
   2. Demonstrate knowledge and use of appropriate medical terminology
5. Perform and complete all requirements of Commission on Accreditation capstone requirements.
   1. Demonstrate entry level proficiency to act in all aspects expected of a paramedic with student preceptor inputs regarding assessment, treatment and transport of pt.s’
   2. Illustrate proficiency in writing clear and concise reporting of all relevant actions made during pt. care.

ENG 060 - College Preparatory Writing I

1. Construct clear, concise and effective sentences
   1. Develop grammatically correct sentences using a variety of sentence structures
   2. Write using the basic rules of Standard English grammar, spelling, and punctuation
   3. Use a variety of organizational patterns in structuring paragraphs
   4. Produce main ideas with relevant details that contribute to paragraph unity
2. Apply critical reading strategies
   1. Assess a selection based on content, organization, and style
   2. Determine main ideas and supporting details in a selection
   3. Construct well-reasoned and logical conclusions based on the information in a selection
3. Examine topics and/or ideas for an essay
   1. Illustrate comprehension of the expectations for an assignment 
   2. Choose a topic to suit the guidelines of the assignment
   3. Apply prewriting strategies
   4. Select and/or generate adequate support to develop the topic 
4. Organize information effectively in keeping with the purpose of the assignment
   1. Establish a clear direction and thesis
   2. Construct topic sentences to provide focus for each paragraph
   3. Structure supporting details and examples logically
   4. Use transitional devices to build coherence
5. Discuss a variety of common writing issues
   1. Discuss the function of topic sentences, details as support of ideas, and paragraphs within an essay
   2. Identify examples of denotative and connotative writing
   3. Review the definition of plagiarism
6. Evaluate essay drafts using a variety of strategies
   1. Apply editing strategies through workshops and individual or peer group editing
   2. Assess peer review feedback to address specific areas of focus, content and organization
   3. Demonstrate proofreading for word choice and sentence revision using Standard English grammar

ENG 061 - College Preparatory Writing II

1. Construct essays with well-developed paragraphs
   1. Assess ideas to establish a clear focus, thesis and/or topic sentence
   2. Use a variety of organizational patterns
   3. Develop main ideas with relevant details, support or evidence contributing to unity of ideas
   4. Show connections between ideas by using sentence variety for sentence level and essay fluency
   5. Relate material to a specific audience and purpose
   6. Select appropriate language for subject and audience
   7. Produce well-reasoned inferences and logical conclusions
   8. Demonstrate Standard English grammar appropriate to assigned content
2. Apply critical reading strategies
   1. Select ideas from reading or discussion to suit the guidelines of an assignment
   2. Develop well-reasoned inferences and logical conclusions based on the information in a selection
   3. Classify main ideas and supporting facts and ideas in a selection
   4. Discuss the function of paragraphs, topic sentences and analysis in effective reading
   5. Assess a selection for content, organization, and style
   6. Demonstrate paraphrasing, summary and annotating
   7. Identify examples of denotative and connotative writing
3. Organize information effectively in keeping with the purpose of the writing
   1. Use prewriting to explore topics and ideas for an essay
   2. Select a topic to suit the guidelines of the assignment
   3. Produce adequate supporting details and examples to develop the topic
   4. Construct supporting details logically
   5. Use transitional devices to build coherence
4. Evaluate essay drafts based on assigned criteria
   1. Apply editing techniques in workshops, peer groups and individually
   2. Assess peer review feedback to address specific areas of focus, content, and organization
   3. Demonstrate proofreading for sentence and word choice revisions using Standard English grammar
5. Show basic understanding of the process of writing a research paper
   1. Demonstrate research skills including locating credible sources
   2. Show a basic understanding of MLA or APA format
   3. Demonstrate a basic understanding of in-text citations and the use of a works cited/reference page
   4. Discuss the definition and ramifications of plagiarism

ENG 104 - Resources for Composition

1. Use word processing software to plan, create, and present text
   1. Be able to format papers according to assignment guidelines
   2. Be able to e-mail attachments
   3. Be able to save documents in personal DMACC P-file
2. Use a handbook or on-line writing resource
   1. Be able to look up information in a table of contents and index
   2. Know how to look up specific stylistic and mechanical problems
   3. Discover how to differentiate between database sources and web sources
   4. Be able to look up citation and documentation guidelines
3. Develop an active reading process
   1. Be able to annotate a book and keep notes in a journal
   2. Be able to paraphrase, summarize and quote texts
   3. Be able to recognize and articulate essay thesis statements
   4. Understand and follow assignment criteria
4. Develop a recursive writing process
   1. Understand pre-writing strategies
   2. Compose an effective thesis statement
   3. Compose consecutive, unified, and linked paragraphs
   4. practice revision strategies based on content, organization, and style
   5. Be able to reflect on the writing process
5. Integrate anecdotal and referenced material appropriately into an original text
   1. Use signal phrases
   2. Correctly format dialog in narrative papers
   3. Be able to synthesize lecture notes and instructions
6. Practice workshop strategies for editing
   1. Develop effective proof-reading skills
   2. Recognize one’s own pattern of error

ENG 105 - Composition I

1. Generate writing as an active process, using planning, drafting, revising, and editing
   1. Explore invention activities, such as brainstorming, listing, word-mapping, reading, freewriting, discussing, and journal writing
   2. Use planning and drafting techniques, such as outlining and freewriting
   3. Consider audience, purpose, and context
   4. Revise for clarity, coherence, and conciseness
   5. Use technology as appropriate given the task, assignment, and setting
2. Evaluate strategies and approaches for organizing content
   1. Write well-structured introduction, body, and conclusion paragraphs
   2. Organize essays using thesis statements and topic sentences
   3. Use paragraphs as an organizational method
   4. Incorporate effective transitional devices
   5. Integrate relevant, credible supporting details and evidence from source materials
   6. Incorporate quotations from source material
3. Examine college-level reading skills as an active part of the writing process
   1. Identify various genres of expository writing, including narrative, essay, and article
   2. Develop vocabulary, using relevant reference resources
   3. Examine various rhetorical and organizational methods
   4. Use effective reading techniques such as rereading, annotating, paraphrasing, and summarizing
   5. Analyze the content, expression, and context of verbal and/or visual texts
4. Synthesize research resources appropriate to the task and context
   1. Develop researching skills to locate credible sources, which may include interviews, observations, surveys, DMACC library resources, library databases, and other web resources
   2. Distinguish between credible and unreliable print or electronic sources
   3. Integrate research into writing when appropriate
   4. Acknowledge ownership of ideas when using source information
5. Integrate standard college-level documentation practices
   1. Understand definitions and consequences of plagiarism
   2. Identify reasons for documentation
   3. Distinguish between personal ideas and outside sources
   4. Develop summarizing, paraphrasing, and quoting skills using primary and secondary sources
   5. Integrate sources effectively within the given context
   6. Document sources in MLA or APA formatting style
6. Adapt to the rules of Standard English grammar appropriate to context
   1. Use standard rules of grammar, punctuation, mechanics, and spelling
   2. Construct syntactically sound sentences using varied, appropriate vocabulary

ENG 106 - Composition II

1. Apply college-level reading skills to academic and professional texts
   1. Read a variety of academic and professional texts, primarily non-fiction
   2. Develop vocabulary
   3. Identify language nuances, such as denotation, connotation, and figurative language
   4. Determine a text’s audience, purpose, thesis, and context
   5. Restate texts by summarizing, paraphrasing, and quoting
2. Analyze rhetorical strategies found in academic and professional texts
   1. Determine how ideas, structures, or other textual features influence interpretation, including rhetorical situations and social, cultural, and historical contexts
   2. Examine how multiple perspectives can operate at the same time
   3. Distinguish between types of evidence, such as primary, secondary, quantitative, and qualitative
   4. Determine logical fallacies, bias, slanted language, discriminatory language, and propaganda
3. Integrate sources to support research-based projects
   1. Determine research objectives and schedule
   2. Locate primary and secondary sources via library databases, catalogs, Internet, and other resources
   3. Analyze the relevance and credibility of sources
   4. Illustrate claims using research sources
4. Argue in response to continuing dialogues within and beyond academic disciplines
   1. Recognize various points-of-view
   2. Integrate audience-based persuasion techniques
   3. Evaluate multi-cultural, social or global perspectives for diverse audiences
   4. Synthesize ideas from multiple sources to reframe in new contexts
5. Evaluate individual writing processes to produce college-level essays and projects
   1. Generate early drafting and revision strategies, including conference, workshop, or individual and peer feedback
   2. Compose clear, concise prose
   3. Construct syntactically sound sentences using varied, appropriate vocabulary
   4. Use standard rules of grammar, punctuation, mechanics, and spelling
6. Integrate standard college-level documentation practices
   1. Understand definitions and consequences of plagiarism
   2. Identify reasons for documentation
   3. Distinguish between personal ideas and outside sources
   4. Integrate sources effectively within the given context
   5. Document sources using MLA or APA style

ENG 108 - Comp II: Technical Writing

Credits: 3
Lecture Hours: 3
Lab Hours: 0
Practicum Hours: 0
Work Experience: 0
Course Type: Core

1. Adapt communication for audience, purpose, and context
   1. Identify audience
   2. Establish purpose
   3. Modify communication for context
2. Produce business writing
   1. Analyze business correspondence conventions
   2. Generate letters, memos, e-mails, reports and proposals
3. Produce technical writing
   1. Analyze technical writing conventions
   2. Generate instructions, definitions, and descriptions
4. Construct clear, concise language using applicable revision strategies
   1. Select appropriate vocabulary
   2. Revise for conciseness
   3. Edit for language sensitivity
   4. Copyedit mechanics and punctuation
5. Design documents with effective visuals
   1. Analyze conventions of effective information design
   2. Create charts, graphs, and tables
6. Construct job-search communication
   1. Research employment opportunities
   2. Compose resume and employment correspondence
   3. Develop job interview skills
7. Demonstrate oral communication for audience, purpose, and context
   1. Develop  effective question-and-answer skills
   2. Produce oral presentations with effective visuals
8. Integrate collaborative skills into workplace interactions
   1. Analyze effective collaboration practices
   2. Produce collaborative projects
   3. Use technology in collaborative work
   4. Assess effective conflict resolution strategies

ENG 145 - Strategies for Composition

1. Develop an active reading process
   1. Identify effective reading techniques
   2. Demonstrate an understanding of assignment directions
   3. Review paraphrasing, summarizing, and quoting strategies
   4. Recognize genre, audience, purpose, thesis, context, and tone in a source
2. Develop an active writing process
   1. Explore invention activities to generate ideas
   2. Produce content appropriate to context and audience
   3. Produce effective thesis statements and topic sentences
   4. Practice revision throughout the writing process
   5. Edit for clarity, conciseness, and accuracy
   6. Use a handbook resource or online resource to support effective revision
3. Evaluate strategies and approaches for organizing content
   1. Produce effective thesis statements and topic sentences
   2. Construct organized and unified sentences, paragraphs, and essays
   3. Link paragraphs with transitional words, phrases, and sentences
   4. Integrate relevant, credible supporting details and evidence from source materials
4. Adapt to the expectations of the academic context
   1. Recognize the features of academic writing
   2. Organize for clarity, coherence, and conciseness
   3. Construct syntactically sound sentences using varied, appropriate vocabulary
   4. Use standard rules of grammar, punctuation, mechanics, and spelling
5. Integrate standard college-level documentation practices
   1. Choose credible sources
   2. Understand how to access academic sources through the library (databases, journals, etc.) and online
   3. Recognize how documentation format varies by discipline
   4. Identify signal phrases, parenthetical citations, and bibliographic information appropriate to MLA or APA style
   5. Understand definitions and consequences of plagiarism

ENG 221 - Creative Writing

1. Develop critical reading and writing skills 
   1. Identify literary elements in creative writing 
   2. Demonstrate active reading and rereading for the purpose of creative writing
   3. Apply reading of student and/or published texts to the act creative writing
2. Examine various approaches to crafting creative works 
   1. Comprehend creative writing techniques in multiple genres 
   2. Determine the purpose and effect of creative writing techniques
3. Compose original creative works in multiple genres
   1. Demonstrate effective creative writing process
   2. Construct multiple creative texts 
   3. Incorporate various creative writing approaches, such as plot, meter, point of view, etc.
4. Critique original student writing as part of the creative process
   1. Demonstrate awareness of craft elements in a peer’s writing
   2. Assess effectiveness use of techniques in a peer’s work 
   3. Synthesize critiques as an avenue to revision 
5. Revise one’s own work for the purpose of substantial development
   1. Review the use of creative techniques applied to individual written work
   2. Develop multiple drafts of creative works
6. Evaluate the role of diverse creative writing communities
   1. Identify creative writing communities that represent diverse cultures 
   2. Establish a participatory relationship with one or more literary or creative writing communities, such as literary publications, writing groups, public readings, etc.

ENG 225 - Creative Writing: Poetry

1. Develop critical reading and writing skills
   1. Identify literary elements in poetry
   2. Demonstrate active reading and rereading for the purpose of creative writing
   3. Apply reading of student and/or published texts to the act of creative writing
2. Examine various approaches to crafting works of poetry
   1. Comprehend poetry writing techniques
   2. Determine the purpose and effect of creative writing techniques as they relate to composing poetry
3. Compose original creative works of poetry
   1. Demonstrate effective creative writing process
   2. Construct multiple works of poetry
   3. Incorporate various creative writing approaches, such as metaphor, line break, imagery, etc.
4. Critique original student writing as part of the creative process
   1. Demonstrate awareness of craft elements in a peer’s writing
   2. Assess effectiveness use of techniques in a peer’s work
   3. Synthesize critiques as an avenue to revision
5. Revise one’s own work for the purpose of substantial development
   1. Review the use of poetry techniques applied to individual written work
   2. Develop multiple drafts of poetic works
6. Evaluate the role of diverse creative writing communities
   1. Identify creative writing communities that represent diverse cultures
   2. Establish a participatory relationship with one or more literary or creative writing communities, such as literary publications, writing groups, public readings, etc.

ENG 230 - Creative Writing: Fiction

1. Develop critical reading and writing skills
   1. Identify literary elements in fiction
   2. Demonstrate active reading and rereading for the purpose of creative writing
   3. Apply reading of student and/or published texts to the act creative of writing
2. Examine various approaches to crafting works of fiction
   1. Comprehend fiction writing techniques
   2. Determine the purpose and effect of creative writing techniques as they relate to composing fiction
3. Compose original creative works of fiction
   1. Demonstrate effective creative writing process
   2. Construct multiple works of fiction
   3. Incorporate various creative writing approaches, such as character, plot, point of view, etc.
4. Critique original student writing as part of the creative process
   1. Demonstrate awareness of craft elements in a peer’s writing
   2. Assess effectiveness use of techniques in a peer’s work
   3. Synthesize critiques as an avenue to revision
5. Revise one’s own work for the purpose of substantial development
   1. Review the use of fiction techniques applied to individual written work
   2. Develop multiple drafts of fictional works
6. Evaluate the role of diverse creative writing communities
   1. Identify creative writing communities that represent diverse cultures
   2. Establish a participatory relationship with one or more literary or creative writing communities, such as literary publications, writing groups, public readings, etc.

ENG 235 - Playwriting and Screenwriting

1. Understand and perform critical analysis of plays and screen-plays
   1. Identify and define advanced aspects of plays
   2. Demonstrate an understanding of how various dramatic techniques work
2. Compose and revise plays/screen plays
   1. Write and submit two one-act plays/film shorts for class discussion
   2. Provide critical suggestions for revision of other class members’ submissions
   3. Use critical terminology in workshop discussions
   4. Revise the two plays substantially
   5. Submit the revised work to the instructor for evaluation
3. Incorporate into written work the following elements
   1. Character defining actions, consistency and plausibility
   2. Thematic unity
   3. Visual and auditory elements which complement meaning
   4. Language: craft in dialogue
   5. Research
   6. Correctness in format
4. Develop an awareness of local and contemporary playwrights and screen-writers
   1. Attend the performance of two local theatre/film productions
   2. Interact with production participants before and after performances
   3. Write and submit to the instructor critical responses to each performance
5. Submit original work for possible production in various markets
   1. Research theatre and film magazines, contests, and other markets
   2. Match recently written and revised work to appropriate markets
   3. Correctly submit work to appropriate publications

ELL 098 - Reading and Comm Fluency

1. Examine different types of texts and literacy resources
   1. Describe the differences between non-fiction and fiction.
   2. Identify the purpose and layout of textbooks, news articles, journals, literature, and biographies.
   3. Locate and become familiar with college and neighborhood public library.​​​
2. Evaluate active reading  strategies
   1. Predict image(s) and graphic(s) connection to text prior to reading.
   2. Interpret meaning of title, headings, and subheadings.
   3. Locate key vocabulary and concepts in selected reading.
   4. Review questions prior to reading text.
3. Assess details in academic reading selections
   1. Identify author(s) and evaluate author’s creditability.
   2. Locate main idea or thesis statement.
   3. Locate supporting details and their examples.
   4. Recognize implied meaning.
4. Apply speed reading skills
   1. Increase rate of words per minute.
   2. Skim texts for main ideas and details.
   3. Scan texts for numbers, dates, and key words. 
5. Evaluate various techniques to build academic vocabulary in context
   1. Identify textual clues to aide in understanding.
   2. Recognize target words’ collocations.
   3. Analyze word families, roots, prefixes, and suffixes.
   4. Apply synonyms and antonyms to target words. 
6. Apply spoken academic language in classroom context
   1. Demonstrate learned academic vocabulary in classroom questions and responses.
   2. Use target vocabulary in formal and informal receptive assessments.
   3. Use target vocabulary in formal and informal productive assessments. 
7. Apply the use of textual annotations.
   1. Demonstrate the difference between annotation summaries and reactions.
   2. Write a summary of text by defining main ideas, details, and target vocabulary.
   3. Show reaction of text by examining opinions, beliefs, and questions from author(s) and self.
   4. Relate learned annotations skills to speaking activities.
8. Develop summarizing and paraphrasing skills through reading activities
   1. Identify and describe DMACC’s plagiarism policy.
   2. Read and label receptive and productive academic summaries through locating and embedding texts’ purpose.
   3. Read and label receptive and productive academic paraphrases through locating and interpreting text’s purpose. 
9. Apply receptive listening strategies
   1. Construct inferences before listening to an excerpt.
   2. Construct predictions after listening to an excerpt.
   3. Select main point(s) of an excerpt.
   4. Select details such as names, dates, ratios, and percentages to an excerpt.
   5. Practice indirect instructions, commands, requests, invitations, and embedded questions.
10. Apply productive speaking skills
    1. Reduce response time in forming questions and responses.
    2. Use Cornell note-taking skills.
    3. Orally report text information.
    4. Show platform speaking skills: eye contact, voice, gesture, movement, and posture in class presentations.
    5. Show effective group discussion skills and roles: eye contact, voice, movement, initiator, challenger, and interrupter in classroom group discussions.
    6. Practice indirect instructions, commands, requests, invitations, and embedded questions.
11. Apply pronunciation skills to be better understood
    1. Chart and produce the correct International Phonetic Alphabet symbol with its sound.
    2. Use vowel sounds and consonant sounds correctly.
    3. Develop the use of syllables correctly.
    4. Show the differences in alphabet and relative vowel sounds.
    5. Produce singular and plural endings.
    6. Show contractions and reduced word forms.
    7. Demonstrate the differences in tag and information questions.

ELL 099 - Grammar and Writing Fluency

1. Examine English verb tenses in sentence and paragraph writing.
   1. Distinguish between present and progressive verb tenses.
   2. Use the past tense and its past tense time frames correctly.
   3. Use the future tense and its future time clauses correctly.
   4. Identify the difference between present perfect and present perfect progressive tenses.
   5. Formulate WH-questions correctly.
   6. Use the imperative form correctly.
   7. Use phrasal verbs correctly. 
2. Apply English grammar functions in sentence and paragraph writing.
   1. Compare the use of modal, modal-like expressions, and their tense forms.
   2. Identify gerunds and infinitives using correct prepositions, verbs, and adverbs.
   3. Explain the use of adjectives and adverbs using the correct base, comparative, and superlative forms.
   4. Use proper, common, count, and non-countable nouns with correct quantifiers.
   5. Select definite and indefinite nouns correctly.
   6. Identify reflexive and reciprocal pronouns correctly.
3. Apply English syntax to sentence and paragraph writing.
   1. Define simple, compound, and complex sentence and identify various parts of speech within the sentence.
   2. Identify complete and incomplete sentences.
   3. Practice converting incomplete sentences into complete ones. 
   4. Develop sentences for subject-verb agreement rules.
   5. Identify and use direct and indirect speech.
4. Apply writing skills within well-developed paragraphs.
   1. Demonstrate the ability to format the paragraph correctly.
   2. Demonstrate the four main steps of writing a paragraph: prewriting, organizing, writing and editing.
   3. Develop free writing skills.
   4. Produce topic, supporting, and concluding sentences.
   5. Use time, space, and rank order.
   6. Construct transitions and connectors in writing.
   7. Show unity and coherence.
5. Apply English language grammar mechanics in writing.
   1. Use capital letters appropriately.
   2. Use commas correctly.
   3. Demonstrate improved spelling skills.
   4. Develop proof-reading skills
   5. Develop guided- peer editing.
6. Analyze the components of an academic paragraph and essay.
   1. Label the sentences in a paragraph.
   2. Recognize and create a topic sentence.
   3. Recognize and create effective supporting sentence with examples.
   4. Recognize and create an effective closing sentence
   5. Label the five-paragraph essay’s parts: introduction, body, and conclusion.
   6. Identify the different types of essays (narrative, description, compare/contract, and argumentative).
7. Explain what plagiarism is and DMACC’s policy on plagiarism.
   1. Identify the different types of internet sources.
   2. Identify different types of plagiarism.
   3. Describe ways to avoid plagiarism.
8. Use the Academic Achievement Center to assist in grammar and writing skills.
   1. Identify self-errors in grammar rules and structures
   2. Identify self-errors in writing sentences and paragraphs.
   3. Develop the skill of asking relevant questions based on your areas of growth opportunities.
   4. Apply correction(s) when editing sentences and paragraphs.

ELL 108 - Reading and Comm Accuracy

Credits: 4
Lecture Hours: 3
Lab Hours: 2
Practicum Hours: 0
Work Experience: 0
Course Type: General

1. Examine college-level textbook(s) and its components.
2. Distinguish the differences of scholarly articles and online scholarly publications.
3. Critique purpose and intent of academic articles and journals.
4. Discern the different types of DMACC’s library resources.

2. Analyze active reading  strategies

1. Examine image(s) and graphic(s) prior to reading.
2. Infer meaning of title, headings, and subheadings.
3. Classify key vocabulary, footnotes, appendix, and other concepts in reading.
4. Outline questions prior to reading text.
5. Examine how the reading is connected to self and other known texts.

3. Evaluate details in academic reading selections

1. Assess author(s) and evaluate author’s credibility.
2. Choose and interpret main idea or thesis statement.
3. Choose and interpret supporting details and their examples.
4. Assess implied meaning.

4. Evaluate individual speed reading skills

1. Rank individual progress of rate of words per minute and interpret gains.
2. Appraise and interpret texts for main ideas and details.
3. Appraise and interpret texts for numbers, dates, and key words.

5. Evaluate vocabulary in college-level reading texts.

1. Compare and contrast textual clues to aide in understanding.
2. Determine word families, roots, prefixes, and suffixes.
3. Assess synonyms and antonyms to target words.
4. Decide target vocabulary’s part of speech.

6. Evaluate spoken academic language in classroom context

1. Differentiate learned academic vocabulary in classroom questions and responses.
2. Compare and contrast target vocabulary in formal and informal receptive assessments such as academic lectures, interviews, academic listening segments, and college-level reading texts.
3. Compare and contrast target vocabulary in formal and informal productive assessments such as group discussions and college-level writing.

​​​​​​7. Synthesize annotations in college-level reading texts.

1. Produce summary of text by defining main ideas, details, and target vocabulary.
2. Produce reaction of text by examining opinions, beliefs, and questions from author(s) and self.
3. Integrate learned annotations skills to speaking activities.
4. Incorporate skimming and scanning annotations into study habits.

8. Synthesize the use of summarizing and paraphrasing skills through college-level reading texts

1. Develop an individual code of academic integrity and compare with DMACC’s plagiarism policy.
2. Produce receptive and productive academic summaries through evaluating and synthesizing texts’ purpose.
3. Produce receptive and productive academic paraphrases through evaluating and synthesizing text’s purpose.

9. Evaluate receptive listening strategies

1. Predict before listening to an excerpt.
2. Appraise and critique speaker after listening to an excerpt.
3. Evaluate and defend main point(s) of an excerpt.
4. Appraise details such as names, dates, ratios, and percentages to an excerpt.
5. Compare and contrast lecturers’ spoken and written discourse.

10. Evaluate productive speaking skills

1. Appraise and evaluate individual and peer platform speaking skills: eye contact, voice, gesture, movement, and posture in class presentations.
2. Appraise and evaluate effective group discussion skills and roles: eye contact, voice, movement, initiator, challenger, and interrupter in classroom group discussions.
3. Compare and contrast Cornell note-taking skills with academic annotations.

11. Assess pronunciation skills to be better understood

1. Outline the correct International Phonetic Alphabet symbol with correct sound.
2. Compare and contrast content, function, and structure words in sentences.
3. Classify individual stress, rhythm, and prosody.
4. Classify the sound differences in various consonants.
5. Compare and contrast the differences in voicing and sibilants.
6. Discriminate individual consonant errors.

ELL 109 - Grammar and Writing Accuracy

1. Analyze English verb tenses in paragraph and essay writing.
   1. Contrast the simple present, stative, and present progressive tenses.
   2. Differentiate between usage of simple past and past progressive.
   3. Compare usage of simple past, present perfect, and present perfect progressive.
   4. Demonstrate understanding of the past perfect tenses.
   5. Identify the difference between present perfect and present perfect progressive tenses.
   6. Illustrate the correct irregular forms and their spelling of the verbs.
2. Evaluate gerunds and infinitives in paragraph and essay writing.
   1. Differentiate the correct verb after the infinitive or gerund.
   2. Examine gerunds as objects of prepositions.
   3. Discriminate simple and past gerunds.
3. Analyze count and non-count nouns in paragraph and essay writing.
   1. Differentiate the ability to use count and non-count nouns.
   2. Apply correct quantifiers to their countable and non-count nouns.
   3. Learn modifications of nouns.
4. Evaluate when to use adjective clauses in paragraph and essay writing.
   1. Compare adjective clauses with subject relative pronouns and object relative pronouns.
   2. Demonstrate proper placement of an adjective clause within a sentence.
   3. Punctuate adjective clauses correctly.
5. Evaluate the impact of passive formation in paragraph and essay writing.
   1. Compare passive tense with modals in present, past and future tenses.
   2. Characterize passive causative.
   3. Illustrate the impact of passive verbs on results of action in writing.
   4. Use passive to describe situations and report opinions.  
6. Apply the uses of factual and unreal conditions in present, future, and past tenses.
   1. Produce present and real conditions in paragraph and essay writing.
   2. Use subjunctive correctly in paragraph and essay writing.
   3. Use correct punctuation in sentence formation with if and result clauses.
7. Analyze the differences between direct and indirect speech.
   1. Show correct tense changes in indirect speech.
   2. Select correct time phrases in indirect speech.
   3. Practice question formation using direct and indirect speech.
   4. Use correct punctuation with direct speech.
8. Analyze English language grammar mechanics in writing.
   1. Illustrate the use capitalization.
   2. Differentiate when to use commas correctly.
   3. Locate misspelled words and provide correction.
   4. Illustrate proof-reading skills by evaluating self-audits.
   5. Discriminate errors in peer writing through guided- peer editing.
   6. Create recommendations for peer writing.
9. Examine the components of an academic essay.
   1. Name the five-paragraph essay’s parts: introduction, body, and conclusion.
   2. Identify the different types of essays (narrative, description, compare/contract, and argumentative).
   3. Recognize and create a direct or indirect thesis statement.
   4. Recognize and create a hook.
   5. Recognize and create effective supporting paragraph with examples.
   6. Recognize and create an effective closing paragraph.
10. Examine documentation with research writing.
    1. Develop how to format an essay’s header, title, and page number.
    2. Give examples of basic academic in-text citation methods.
    3. Write a works cited page.
    4. Develop how to paraphrase
11. Evaluate what plagiarism is and DMACC’s policy on plagiarism.
    1. Explain the different types of internet sources.
    2. Summarize different types of plagiarism.
    3. Explain ways to avoid plagiarism.
12. Use the Academic Achievement Center to assist in grammar and writing skills.
    1. Identify self-errors in grammar rules and structures.
    2. dentify self-errors in writing sentences and paragraphs.
    3. Develop the skill of asking relevant questions based on your areas of growth opportunities.
    4. Apply correction(s) when editing paragraphs and essays. 

ENV 103 - Sustainable Living

1. Explain the concept of sustainability and need for sustainable thinking in all human activities
   1. Define the concepts of sustainability, sustainable development and sustainable living
   2. Analyze the effects and consequences of their own lifestyles on the natural environment through Eco-Footprint and Carbon Footprint assessments
2. Assess their values, practices, and commitment to the environment
3. Improve upon their own resource management practices within their homes and communities
   1. Identify a plan to reduce household waste
   2. Identify a household plan to conserve and protect water supplies
   3. Identify a plan to reduce household energy usage
   4. Identify a plan to incorporate sustainable transportation practices into their lifestyle
   5. Identify a plan which will allow them to reduce unnecessary consumption of goods and services without reducing perceived quality of life

ENV 115 - Environmental Science

1. Explain key concepts in environmental science
   1. Understand the scientific method.
   2. Demonstrate competence in basic scientific literacy.
   3. Describe the field of environmental science.
   4. Explain the importance and variety of natural resources.
   5. Identify current large-scale and local environmental issues.
2. Describe environmental policy and assess its societal context.
   1. Discuss the history of the conservation movement.
   2. Recognize major legislation pertaining to US and global environmental policy.
   3. Demonstrate an understanding of environmental ethics.
3. Investigate key concepts in sustainability.
   1. Define sustainability and the concept of sustainable development.
   2. Demonstrate how human population growth drives sustainability issues.
   3. Discuss the relationships between the envrionment and the economy.
4. Identify basic ecological principles.
   1. Describe the principles and concepts of ecology.
   2. Outline the processes of natural selection and biological evolution.
   3. Identify causes of species extinctions and mass extinction events.
   4. Discuss topics relating to population and community ecology.
5. Analyze issues related to biodiversity and conservation biology.
   1. Characterize the scope of biodiversity on Earth.
   2. Specify the benefits of biodiversity and the primary causes of biodiversity loss.
   3. Assess the science and practice of conservation biology.
6. Summarize key issues related to our use of energy.
   1. Discuss nonrenewable energy.
   2. Discuss renewable energy.
   3. Generalize strategies for energy conservation.
7. Identify environmental issues related to water resources.
   1. Examine the hydrologic cycle.
   2. Discuss human use of aquatic systems, including impacts.
   3. Identify sources and types of water pollution and related toxicology.
   4. Assess problems of water supply and quality, and propose solutions to address threse problems.
8. Investigate environmental issues relating to modern agriculture.
   1. Discuss the challenge of feeding a growing human population.
   2. Describe various modern agricultural methods.
   3. Explain the goals and practices of sustainable agriculture.
   4. Examine practices related to soil conservation.
   5. Discuss the science behind and debate over genetically modified food.
9. Investigate important concepts in atmospheric science.
   1. Understand basic processes relating to the Earth’s atmosphere.
   2. Describe sources and types of air pollution and related toxicology.
   3. Describe the causes and consequences of ozone depletion and acid precipitation.
10. Analyze issues related to global climate change.
    1. Explain the Earth’s energy balance and natural cycles.
    2. Explain greenhouse gases and the greenhouse effect.
    3. Discuss the human impact on Earth’s climatic cycles.
    4. Examine the potential impacts and implications of global climate change. 
11. Compare various methodologies related to waste management.
    1. Describe the components and management of municipal solid waste.
    2. Identify the components and management of industrial solid waste.
    3. Discuss the components and management of hazardous solid waste.

ENV 116 - Environmental Science Lab

1. Explain the safety procedures and health rules of the environmental science laboratory
   1. Identify the locations of safety equipment in the environmental science laboratory
   2. Comply with safety and health rules of the environmental science laboratory
2. Identify scientific issues, concepts, and hypotheses related to environmental science, which may include sustainability, human population growth, population ecology, biodiversity, energy, water resources, soul conservation, modern agriculture, atmospheric
   1. Identify key components of the issue, concept or hypothesis
   2. Explain the importance of the issue, concept or hypothesis
   3. Relate basic scientific principles to the issue, concept or hypothesis
3. Relate scientific literature to scientific issues, concepts and hypotheses in environmental science
   1. Review relevant scientific information
   2. Select appropriate literature
   3. Distinguish scientific literature from popular, non-science based literature
4. Design a strategy for scientific investigation
   1. Select appropriate investigative activities
   2. Describe how each activity will be completed
   3. Explain how each activity will aid in the investigation
   4. Organize activities into an appropriate timeline for completion in the allotted timeframe
5. Investigate scientific issues, concepts, and hypotheses related to environmental science

ENV 145 - Conservation Biology

1. Explain what is meant by the terms conservation biology and biodiversity
   1. Differentiate between species, ecosystem, and genetic biodiversity
   2. Outline various methodologies used to measure biodiversity
2. Assess biodiversity of key ecosystems
   1. Examine global patterns of biodiversity
   2. Discuss the field of taxonomy within a historical and a modern framework
   3. Identify key elements of biodiversity in Iowa
3. Assess biodiversity of key ecosystems
   1. Explain how economic values are assigned to biological diversity
   2. Examine non-consumptive use and other indirect economic values of biodiversity
   3. Identify ethical values of biological diversity
4. Compare historic and modern extinction events and extinction rates
   1. Explain previous mass extinction events and their contributing factors
   2. Analyze the current mass extinction event and the contributing factors
   3. Compare historic, modern and background extinction rates
5. Explain the factors that make a species vulnerable to extinction
6. Assess how changes in habitat and climate affect biodiversity and extinction rates
   1. Explain how human population growth affects global biodiversity
   2. Examine the ways in which habitat destruction and fragmentation affect wild populations
   3. Examine the current and predicted effects of global climate change on the Earth?s biological diversity
7. Summarize the effects of overexploitation, invasive species, and disease on native wild populations
   1. Develop a model of maximum sustainable yield for a local population
   2. Investigate the characteristics that allow a species to become invasive
8. Explain conservation problems specific to small populations
   1. Identify the components of a minimum viable population analysis
   2. Discuss the consequences of reduced genetic variability in small populations
   3. Explain the concepts of habitat sources and habitat sinks
9. Explain common practices in the field of applied conservation biology
   1. Describe methodologies used to study wild populations
   2. Develop a population viability analysis for a local population
   3. Describe methodology used for long-term ecosystem and population monitoring
10. Summarize the principles of threatened and endangered species management
    1. Explain the processes used to evaluate populations and to determine the level of threat to the population
    2. Discuss how predictive modeling is used as a tool in conservation
    3. Develop a management strategy for threatened species
11. Summarize the methodologies utilized in establishing protected areas
    1. Identify proprieties for protecting biodiversity
    2. Describe elements of reserve design
    3. Compare strategies utilized in reserve management
12. Explain issues relating to conservation outside of protected areas
    1. Examine conservation in urban areas
    2. Examine conservation in agricultural areas
    3. Discuss ecological restoration techniques
13. Explain how conservation and human societies interact at local, national, and international levels
    1. Explain legislation related to the conservation of biodiversity
    2. Discuss funding opportunities related to conservation biology
    3. Discuss the future of conservation biology
14. Perform modeling, measurement, and analysis tasks relevant to conservation biology
    1. Plan the design of an ecological monitoring program
    2. Conduct a field study based on ecological monitoring and data measurement protocol
    3. Analyze site biodiversity using a species-area curve
    4. Develop a site-specific habitat management plan based on monitoring and research findings
    5. Apply an existing mathematical model to a problem in conservation biology

ENV 160 - Restoring Plant Communities

1. Differentiate between woodland plant communities
   1. Identify factors determining which woodland plant communities are found in certain locales
   2. Identify characteristic plants of woodland plant communities
   3. Identify animals characteristic of woodland plant communities
   4. Identify human practices affecting woodland plant communities
   5. Characterize woodland borders
2. Identify strategies for restoration of woodland plant communities
3. Differentiate between prairie plant communities
   1. Identify factors determining which prairie plant communities are found in certain locales
   2. Identify characteristic plants of prairie plant communities
   3. Identify animals characteristic of prairie plant communities
   4. Identify human practices affecting prairie plant communities
   5. Identify food chains in prairie plant communities
   6. Characterize prairie borders
4. Identify the benefits of planting only with local ecotype seed
5. Identify strategies for restoration of prairie plant communities
6. Differentiate between wetland plant communities
   1. Identify factors determining which wetland plant communities are found in certain locales
   2. Identify characteristic plants of wetland plant communities
   3. Identify animals characteristic of wetland plant communities
   4. Identify human practices affecting wetland plant communities
   5. Identify food chains in wetland plant communities
   6. Characterize wetland boarders
7. Identify strategies for restoration wetland plant communities
8. Identify strategies for establishing riparian buffers
9. Assist in restoration of a native Iowa plant community
   1. Use appropriate tools and techniques
   2. Describe year-round timing for restoration activities
   3. Evaluate choices for obtaining plant material
10. Discuss ethical considerations in plant community restoration

FIN 101 - Principles of Banking

1. Demonstrate the effect of full service commercial banking on the economy, the community, businesses, and individuals
2. Explain the relationship between the deposit function, the credit function, and the payments function
3. Evaluate the history of banking to judge the future of banking based on where it is today
4. Identify the basic banking terms
5. Describe the services that banks offer to governments, businesses, individuals, and correspondents
6. Explain the different types of accounts
7. Demonstrate how deposits are made, examined, sorted, proved and processed
8. Identify the bank’s legal relationship with various types of depositors
9. Explain check processing and collection
10. Recognize the difference between paying and cashing a check
11. Identify the various types of bank loans and investments
12. Relate bank regulations to the operations of a bank

FIN 121 - Personal Finance

1. Outline the life-cycle approach to financial planning
   1. Describe why setting financial and non-financial goals are an important first step in financial planning
   2. Define marginal analysis and opportunity costs
   3. Define the importance of career planning to financial planning
   4. Define time value of money in the context of financial planning
2. Evaluate cash management strategy
   1. Compare the various services offered by commercial banks, savings and loan associations, and credit unions
   2. Differentiate the various types of savings investments and the characteristics associated with each type of savings account
   3. Illustrate the process of reconciling a bank statement
   4. Define compounding and the effects on your deposits over time
3. Assess the various types and sources of credit and characteristics associated with obtaining credit
   1. List reasons for and against using credit
   2. Define credit history and the necessary steps to establish a credit history
   3. Analyze a credit contract or installment loan contract
4. Explain the purpose of taxation
   1. Identify the individual components which determine the amount of income taxes
   2. Explain effective tax planning strategies to save or defer income taxes.
5. Relate financial statements to your individual financial goals
   1. Identify the components of a balance sheet
   2. Identify the components of an income statement
   3. Identify pertinent consumer financial ratios used to evaluate financial position and financial performance
6. Explain the role of the cash budget in financial planning
   1. Identify the major steps involved in the budgeting process
   2. Compare monthly income and expenses to budget amounts
   3. Review year end activities as part of next year’s budget
7. Identify how a consumer durable purchase would fit into budget planning
   1. Identify a consumer durable
   2. Outline the different trade-off between purchase price and cost of operations
8. Describe the characteristics of warranties and lemon laws
   1. Define between express and implied warranties
   2. State your rights under lemon laws
9. Examine the automobile purchase decision
   1. Outline the sources of information about various brands and models of cars
   2. Distinguish between the lease vs. buy decision when purchasing an automobile
10. Compare housing options
    1. Summarize the own vs. rent decision involved in housing
    2. List the steps taken when purchasing a home
11. Explain the importance of insurance in your life cycle
    1. Identify the various characteristics of life insurance
    2. Identify the various characteristics of health insurance
    3. Identify the various characteristics of property and casualty insurance
12. Assess investment tools
    1. Evaluate stock investment strategies
    2. Evaluate bond investment strategies
    3. Evaluate mutual fund investment strategies

FIN 180 - Introduction to Investments

1. Examine the various types of securities and other investment opportunities
   1. Identify possible investments
   2. Differentiate between various risks in investing
2. Identify the risks and returns with different investments
3. Explain how the securities business operates and how to utilize the services of stockbrokers
   1. Distinguish between stock, option, and other trading mechanisms
   2. Identify various types of stock brokerage services
   3. Separate the functions of a full service broker and one who offers little service other than market executions
   4. Explain the different charges for broker services
4. Relate the steps utilizing research from available library sources to research stock and bond investments
   1. Compare stock analysis by various kinds of stock services
   2. Generate reports on individual stocks utilizing these services
   3. Relate this advice with annual reports from various businesses
5. Explain commonly used stock averages and how to judge trends shown by these averages
   1. Explain how these averages were originated
   2. Compare the trends of these averages with actual stock movements vs. general business conditions
6. Perceive the relationship of general and specific industry economic activities as they affect investment decisions
7. Explain how various government actions, social trends and technology influence potential investments
   1. Relate government laws and regulations towards investment decisions
   2. Examine social trends as they affect the stock market and individual industries
   3. State how state-of-the-art technology can affect individual stock performances
8. Analyze financial statements in relationship to making an investment
   1. Show the various financial ratios in terms of making investment plans
   2. Relate how changes in the status of reported numbers might affect an investment decision
   3. Compare individual companies’ reports with industry standards
9. Explain various portfolio tactics in building an investment plan for people with different financial objectives
   1. Illustrate how the age of an investor should influence investment decisions
   2. Assess an individual’s personality towards speculating
   3. Measure the amount of risk that an individual might take when building a portfolio
10. Recognize the tax considerations of each kind of investment
11. Define different types of option buying and selling and how they can be part of good portfolio management
12. Explain the mechanics of stock splits, dividends, rights, convertible securities, and warrants
    1. Distinguish between regular and reverse stock splits
    2. Explain the value of a stock holding before and after a stock split or dividend
    3. Contrast an investment in a convertible issue and in the common stock of the same company
    4. Explain how a warrant comes about and how it works
13. Measure the role of other investments such as real estate, insurance, art, coins, and collectibles in building a diversified portfolio
    1. Analyze a portfolio of stocks and other investments
    2. Relate the affect of inflation on investments
    3. Compare the flexibility of stock investments and other investments
    4. Compare the ease of estimating the value of stocks vs. other investments

FIN 214 - Stocks, Bonds and Investments

1. Recognize the characteristics of and the roles played by financial institutions in the economy as a prerequisite to understanding the use of financial assets in personal investment activity
   1. Define terms in the context of their use of financial assets in personal investment activity
   2. Describe the function and role of financial markets
   3. Evaluate the relationship between risk, reward, and uncertainty
   4. Describe the function and role of financial service companies in evaluating financial assets
   5. Comprehend and apply time value of money concepts
2. Evaluate equity issues as a personal financial investment
   1. Differentiate between different types of equity investments
   2. Describe macroeconomic forces such as inflation and business cycles as they affect financial investments
   3. Assess the factors which determine the valuation of financial securities
   4. Examine the returns available to investors in stocks and other kinds of equity investments
   5. Explain the workings of stock markets and the role they play in personal investment decision making
   6. Differentiate between alternative investment analysis approaches: fundamental analysis, technical analysis, and the efficient market hypothesis
   7. Delineate the process of stock purchases and the sales and describe important terms and concepts related to the same
3. Evaluate debt issues as a personal financial investment
   1. Investigate bond markets and the forces affecting bond prices
   2. List and evaluate various types of corporate debt paper
   3. List and evaluate various types of state and local government debt paper
   4. List and evaluate various types of federal government debt paper
   5. List and evaluate agency bonds and other types of government “backed” debt paper.
   6. Delineate the process of buying and selling debt paper and describe important terms and concepts related to the same
4. Evaluate mutual funds as a personal financial investment
   1. Describe the rationale for the development of mutual funds and explore their application as a personal investment tool
   2. Identify the legal restrictions placed on and the parameters established by law on actions of investment companies
   3. Categorize mutual funds by objective and differentiate between them
   4. Categorize mutual funds by structure and differentiate between them
   5. Analyze mutual fund risk and return
   6. Review the mutual fund “prospectus” and “Statement of Additional Information
   7. Delineate the process of buying and selling mutual funds and comprehend important terms and concepts related to the same
5. Assess the state and federal tax implications of investing in stocks, bonds, and mutual funds

FIR 111 - Principles Emergency Services

1. Examine the history, mission, and functions of the fire service.
   1. Describe the history and culture of the fire service
   2. Explain the mission of the fire service. (NFPA® 1001, 5.1.1)
   3. Define fire department organizational principles. (NFPA® 1001, 5.1.1)
   4. State the functions of fire companies. (NFPA® 1001, 5.1.1)
   5. Summarize primary knowledge and skills the firefighter must have to function effectively. (NFPA® 1001,5.1.1)
   6. Cite the primary roles of fire service personnel. (NFPA® 1001, 5.1.1)
   7. Explain the policies, procedures, and standard operating procedures (SOPs). (NFPA® 1001, 5.1.1)
   8. Summarize components of the Incident Command System (ICS). (NFPA® 1001, 5.1.1)
   9. Restate the functions of the major subdivisions within the ICS structure. (NFPA® 1001, 5.1.1)
   10. Define ICS terms. (NFPA® 1001, 5.1.1)
   11. Discuss fire service interaction with other organizations. (NFPA® 1001, 5.1.1)
2. Analyze firefighter safety and health
   1. List ways to prevent firefighter injuries and the main goals of a safety program. (NFPA® 1001, 5.1.1)
   2. Discuss National Fire Protection Association standards related to firefighter health and safety and the importance of personnel accountability. (NFPA® 1001, 5.1.1)
   3. Outline Occupational Safety and Health Administration regulations. (NFPA® 1001, 5.1.1)
   4. Discuss firefighter health considerations and employee assistance and wellness programs. (NFPA® 1001,5.1.1)
   5. Recall the guidelines for riding safely on the apparatus and demonstrate the correct mounting and dismounting of an apparatus. (NFPA® 1001, 5.3.2)
   6. Discuss safety in the fire station. (NFPA® 1001, 5.1.1)
   7. Explain how to maintain and service equipment used in training. (NFPA® 1001, 5.1.1)
   8. Discuss emergency scene preparedness and scene safety. (NFPA® 1001, 5.1.1)
   9. Summarize general guidelines for scene management including highway incidents, crowd control, and cordoning off emergency scenes. (NFPA® 1001, 5.3.3)
   10. Summarize basic interior operations techniques. (NFPA® 1001, 5.1.1)
   11. Describe emergency escape and rapid intervention. (NFPA® 1001, 5.1.1)
   12. Set up and operate in work areas at an incident using traffic and scene control devices. (NFPA® 1001,5.3.3, Skill Sheet 2-I-2)
3. Assess fire behavior.
   1. Describe physical and chemical changes of matter related to fire. (NFPA® 1001, 5.3.11)
   2. Discuss modes of combustion, the fire triangle, and the fire tetrahedron. (NFPA® 1001, 5.3.11)
   3. Explain the difference between heat and temperature. (NFPA® 1001, 5.3.11)
   4. Give examples of sources of heat energy. (NFPA® 1001, 5.3.11)
   5. Paraphrase the transmission of heat. (NFPA® 1001, 5.3.12)
   6. Explain how the physical states of fuel affect the combustion process. (NFPA® 1001, 5.3.11)
   7. Asses how oxygen concentration affects the combustion process. (NFPA® 1001, 5.3.11)
   8. Discuss the self-sustained chemical reaction involved in the combustion process. (NFPA® 1001, 5.3.11)
   9. Describe common products of combustion. (NFPA® 1001, 5.3.11)
   10. Distinguish among classifications of fires. (NFPA® 1001, 5.3.16)
   11. Describe the stages of fire development within a compartment and the factors that affect fire development. (NFPA® 1001, 5.3.11)
   12. Chart methods used to control and extinguish fire. (NFPA® 1001, 5.3.8)
4. Evaluate building construction related to fire service.
   1. Describe common building materials. (NFPA® 1001, 5.3.10)
   2. Describe construction types and the effect fire has on the structural integrity of the construction type. (NFPA® 1001, 5.3.12)
   3. Compare and contrast the primary strengths and weaknesses of construction types. (NFPA® 1001, 5.3.12)
   4. Point out dangerous building conditions created by a fire or by actions taken while trying to extinguish a fire. (NFPA® 1001, 5.3.10)
   5. Identify indicators of building collapse. (NFPA® 1001, 5.3.12)
   6. List actions to take when imminent building collapse is suspected. (NFPA® 1001, 5.3.12)
   7. Describe hazards associated with lightweight and truss construction. (NFPA® 1001, 5.3.12)
5. Evaluate the use of firefighter personal protective gear and skills.
   1. Describe the purpose, characteristics, and guidelines of care for protective equipment. (NFPA® 1001,5.1.1)
   2. Distinguish among characteristics of respiratory hazards. (NFPA® 1001, 5.3.1)
   3. Describe physical, medical, and mental factors that affect the fire fighter’s ability to use respiratory protection effectively. (NFPA® 1001, 5.3.1)
   4. Discuss equipment, air-supply limitations, and effective air management of SCBA. (NFPA® 1001, 5.3.1)
   5. Describe basic SCBA component assemblies, storage, and safety checks for SCBA. (NFPA® 1001, 5.3.1)
   6. Summarize recommendations for the use of PASS devices. (NFPA® 1001, 5.3.5)
   7. Describe precautionary safety checks for SCBA. (NFPA® 1001, 5.3.1)
   8. Demonstrate donning and doffing PPE and SCBA at an emergency and prepare for reuse. (NFPA® 1001, 5.3.1)
   9. Summarize general items to check in daily, weekly, monthly, and annual SCBA inspections. (NFPA® 1001, 5.5.1)
   10. Demonstrate filling an SCBA cylinder from a cascade and compressor/purifier and look at safety precautions. (NFPA® 1001, 5.3.1)
   11. Discuss operating in areas of limited visibility, exiting areas with restricted openings, and actions to take in emergency situations. (NFPA® 1001,5.3.1 5.3.5)
   12. Inspect, clean, and sanitize PPE and SCBA for use at an emergency incident. (NFPA® 1001, 5.5.1, Skill Sheet 5-I-3)
6. Assess the use of portable fire extinguishers
   1. Describe methods by which agents extinguish fire. (NFPA® 1001, 5.3.16)
   2. List mechanisms by which portable extinguishers expel their contents. (NFPA® 1001, 5.3.16)
   3. Distinguish among classifications of fires and the most common agents used to extinguish them. (NFPA® 1001, 5.3.16)
   4. Name the types of extinguishers and their common uses. (NFPA® 1001, 5.3.16)
   5. Discuss extinguishers and agents for metal fires. (NFPA® 1001, 5.3.16)
   6. Explain the portable extinguisher rating system. (NFPA® 1001, 5.3.16)
   7. Describe factors to consider in selecting the proper fire extinguisher. (NFPA® 1001, 5.3.16)
   8. Cite items to check for immediately before using a portable fire extinguisher. (NFPA® 1001, 5.3.16)
   9. Paraphrase the PASS method of application. (NFPA® 1001, 5.3.16)
   10. Summarize procedures that should be part of every fire extinguisher inspection. (NFPA® 1001, 5.3.16)
   11. Discuss damaged portable fire extinguishers and obsolete portable fire extinguishers. (NFPA® 1001, 5.3.16)
   12. Operate a stored pressure water, dry chemical, and carbon dioxide extinguisher correctly. (NFPA® 1001, 5.3.16, Skill Sheet 6-I-1)
7. Apply basic use of ropes and knots.
   1. Compare and contrast the characteristics of life-safety rope and utility rope. (NFPA® 1001, 5.1.1)
   2. Summarize criteria for reusing life-safety rope. (NFPA® 1001, 5.1.1)
   3. Describe rope materials and the types of rope construction. (NFPA® 1001, 5.1.1)
   4. List the basic guidelines for rope maintenance and the storage of life-safety rope. (NFPA® 1001, 5.5.1)
   5. Label webbing and webbing construction. (NFPA® 1001, 5.1.1)
   6. Identify parts of a rope, characteristics, and knot elements. (NFPA® 1001, 5.1.1)
   7. Select commonly used rope hardware for specific applications. (NFPA® 1001, 5.1.1)
   8. Summarize hoisting safety considerations. (NFPA® 1001, 5.1.1)
   9. Discuss rescue rope and harness. (NFPA® 1001, 5.1.1)
   10. Coil and uncoil a rope. (NFPA® 1001, 5.5.1, Skill Sheet 7-I-2
   11. Tie the single overhand knot, bowline, clove hitch, clove hitch around an object, figure eight, figure eight on a bite, and becket bend. (NFPA® 1001, 5.1.2, Skill Sheet 7-I-3)
   12. Hoist an axe, pike pole, roof ladder, dry and charged hose line, and a power saw. (NFPA® 1001, 5.1.2, Skill Sheet 7-I-11)
8. Evaluate procedures and guidelines for rescue operations and basic victim removal.
   1. Distinguish between rescue and extrication operations. (NFPA® 1001, 5.3.9)
   2. Summarize safety guidelines for search and rescue personnel operating within a burning building.(NFPA® 1001, 5.3.9)
   3. Describe primary search and secondary search and its operations. (NFPA® 1001, 5.3.9)
   4. Explain what actions a firefighter should take when in distress. (NFPA® 1001, 5.3.9)
   5. Describe actions that should be taken by a rapid intervention crew (RIC) when a firefighter is in distress. (NFPA® 1001, 5.3.9)
   6. Discuss victim removal methods. (NFPA® 1001, 5.3.9)
   7. Discuss emergency power and lighting equipment. (NFPA® 1001, 5.3.17)
   8. Conduct a primary and secondary search. (NFPA® 1001, 5.3.9; Skill Sheet 8-I-1)
   9. Exit a hazardous area. (NFPA® 1001, 5.3.5; Skill Sheet 8-I-2)
   10. Demonstrate the incline, blanket, and webbing drag. (NFPA® 1001, 5.3.9, Skill Sheet 8-I-3)
   11. Demonstrate the cradle-in-arms lift/carry, seat lift/carry, and chair lift/carry - One & two rescuer method. (NFPA® 1001, 5.3.9, Skill Sheet 8-I-6)
   12. Illuminate the emergency scene. (NFPA® 1001, 5.3.17, Skill Sheet 8-I-11)
9. Analyze forcible entry through various types of doors, padlocks, windows, and walls.
   1. Select appropriate cutting tools for specific applications. (NFPA® 1001, 5.3.4)
   2. Discuss manual and hydraulic prying, pushing/pulling, and striking tools. (NFPA® 1001, 5.3.4)
   3. Summarize forcible entry tool safety rules and the care and maintenance of them. (NFPA® 1001, 5.3.4)
   4. Explain items to look for in sizing up a door. (NFPA® 1001, 5.3.4)
   5. Describe the characteristics of various types of metal swinging, sliding, revolving, overhead and wooden swinging doors. (NFPA® 1001, 5.3.4)
   6. Explain how fire doors operate. (NFPA® 1001, 5.3.4)
   7. Describe the characteristics of basic types of locks. (NFPA® 1001, 5.3.4)
   8. Describe rapid-entry lockbox systems. (NFPA® 1001, 5.3.4)
   9. Describe methods of forcible entry through doors, through-the ‘lock, and padlocks. (NFPA® 1001, 5.3.4)
   10. Describe ways of gaining entry through gates and fences. (NFPA® 1001, 5.3.4)
   11. Describe types of windows and entry techniques and the hazards. (NFPA® 1001, 5.3.4)
   12. Describe techniques for breaching walls and floors. (NFPA® 1001, 5.3.4)
10. Demonstrate various ways of forcing entry into a structure.
    1. Clean, inspect, and maintain hand tools, power tools. (NFPA® 1001, 5.5.1, Skill Sheet 9-I-1)
    2. Force entry through an inward-swinging door - Two-firefighter method. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-3)
    3. Force entry through an outward-swinging door - Wedge-end method. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-4)
    4. Force entry using the through-the-lock method assisted by a K and A tool. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-5)
    5. Force entry through padlocks. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-8)
    6. Force entry through a double-hung window, pane glass, and Lexan. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-9)
    7. Force entry through a wood-framed wall (Type V Construction) with hand tools. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-12)
    8. Force entry through a masonry and metal wall with hand and power tools. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-13)
    9. Breach a hardwood floor. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-15)
11. Analyze the selection, construction, care, and work from ladders.
    1. Describe parts, types, and materials used in fire service ladders. (NFPA® 1001, 5.3.6)
    2. Discuss ladder maintenance, cleaning, inspection and servicing of ladders. (NFPA® 1001, 5.3.6)
    3. Summarize factors that contribute to safe ladder operation. (NFPA® 1001, 5.3.6)
    4. Discuss selecting the proper ladder for the job. (NFPA® 1001, 5.3.6)
    5. Summarize items to consider before removing and replacing ladders on apparatus. (NFPA® 1001, 5.3.6)
    6. Describe various types of ladder carries. (NFPA® 1001, 5.3.6)
    7. Explain proper procedures for positioning and raising ground ladders. (NFPA® 1001, 5.3.6)
    8. Describe various types of ladder raises. (NFPA® 1001, 5.3.6)
    9. Describe procedures for moving ground ladders. (NFPA® 1001, 5.3.6)
    10. Describe heeling and tying in ground ladders. (NFPA® 1001, 5.3.6)
    11. List guidelines for climbing ladders. (NFPA® 1001, 5.3.6)
    12. Describe methods for lowering conscious or unconscious victims down ground ladders. (NFPA® 1001, 5.3.6)
12. Demonstrate the correct way to raise, carry and work from a ladder.
    1. Clean, inspect, and maintain a ladder. (NFPA® 1001, 5.5.1; Skill Sheet 10-I-1)
    2. Carry a ladder - One and two firefighter low-shoulder method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-2)
    3. Carry a ladder - Three-firefighter flat-shoulder method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-4)
    4. Tie the halyard. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-5)
    5. Raise a ladder - One-firefighter method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-6)
    6. Raise a ladder - Two, three, and four firefighter flat raise. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-7)
    7. Raise a ladder - Two-firefighter beam raise. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-8)
    8. Deploy a roof ladder - One-firefighter method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-10)
    9. Pivot and shift a ladder one and two-firefighter method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-11)
    10. Leg lock on a ground ladder. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-14)
    11. Assist and remove a conscious and unconscious victim down a ground ladder. (NFPA® 1001, 5.3.9; Skill Sheet 10-I-15)
    12. Select, carry, and raise a ladder properly for various types of activities. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-17)
13. Assess the various types of ventilation and their use within a structure
    1. Describe the reason and need for fireground ventilation and its effect on the fire. (NFPA® 1001, 5.3.11, 5.3.12)
    2. Paraphrase vertical ventilation and safety precautions when undertaking vertical ventilation. (NFPA®1001, 5.3.12)
    3. Discuss roof coverings and using existing roof openings for vertical ventilation purposes on various types of roofs. (NFPA® 1001, 5.3.12)
    4. Describe trench or strip ventilation. (NFPA® 1001, 5.3.12)
    5. Explain procedures for ventilation of a conventional basement. (NFPA® 1001, 5.3.12)
    6. List factors that can reduce the effectiveness of vertical ventilation. (NFPA® 1001, 5.3.12)
    7. Discuss horizontal ventilation and the considerations for use. (NFPA® 1001, 5.3.11)
    8. Distinguish between advantages and disadvantages of forced ventilation. (NFPA® 1001, 5.3.11)
    9. Compare and contrast positive-pressure and negative-pressure ventilation. (NFPA® 1001, 5.3.11)
    10. Describe hydraulic ventilation along with the disadvantages of its use. (NFPA® 1001, 5.3.11)
    11. Explain the effects of building systems on fires or ventilation. (NFPA® 1001, 5.3.11, 5.3.12)
    12. Ventilate a flat and pitched roof. (NFPA® 1001, 5.3.12, Skill Sheet 11-I-1)
    13. Ventilate a structure using mechanical positive-pressure and horizontal hydraulic ventilation. (NFPA® 1001, 5.3.11, Skill Sheet 11-I-3)
14. Evaluate hydrant connections and draft from static water source.
    1. Describe dry-barrel and wet-barrel hydrants. (NFPA® 1001, 5.3.15)
    2. Discuss fire hydrant marking and location. (NFPA® 1001, 5.3.15)
    3. Summarize potential problems to look for when inspecting fire hydrants. (NFPA® 1001, 5.3.15)
    4. Explain the process of fire hydrant testing. (NFPA® 1001, 5.3.15)
    5. Assess alternative water supplies. (NFPA® 1001, 5.3.15)
    6. Discuss rural water supply operations. (NFPA® 1001, 5.3.15)
    7. Operate a hydrant. (NPFA® 1001, 5.3.15, Skill Sheet 12-I-1)
    8. Make soft-sleeve and hard-suction hydrant connections. (NFPA® 1001, 5.3.15, Skill Sheet 12-I-2)
    9. Connect and place a hard-suction hose for drafting from a static water source. (NFPA® 1001, 5.3.15, Skill Sheet 12-I-3)
    10. Deploy a portable water tank. (NFPA® 1001, 5.3.15, Skill Sheet 12-I-4)
15. Judge maintenance fire hoses, couplings, hose appliances, and tools.
    1. Discuss fire hose sizes. (NFPA® 1001, 5.3.10)
    2. Describe types of fire hose damage and practices to prevent such damage. (NFPA® 1001, 5.3.10)
    3. Discuss general care and maintenance of fire hose. (NFPA® 1001, 5.5.2)
    4. Distinguish between characteristics of threaded couplings and non threaded couplings and there care.(NFPA® 1001, 5.3.10)
    5. Identify the characteristics of hose appliances and tools. (NFPA® 1001, 5.3.15)
    6. Compare and contrast common hose rolls. (NFPA® 1001, 5.3.10)
    7. Describe common hose loads and finishes. (NFPA® 1001, 5.3.10)
    8. Discuss preconnected hose loads for attack lines. (NFPA® 1001, 5.3.10)
    9. List guidelines when laying hose. (NFPA® 1001, 5.3.10)
    10. Identify the basic hose lays for supply hose. (NFPA® 1001, 5.3.10)
    11. Describe procedures for handling preconnected and other hose. (NFPA® 1001, 5.3.10)
    12. Discuss procedures, techniques and safety guidelines for advancing and operating a hose inside a burning structure. (NFPA® 1001, 5.3.10)
16. Perform various types of hose loads and finishes and caring for fire hose, couplings, appliances, and tools.
    1. Inspect and maintain hose. (NFPA® 1001, 5.5.2, Skill Sheet 13-I-1)
    2. Make a straight and donut hose roll. (NFPA® 1001, 5.5.2, Skill Sheet 13-I-2)
    3. Couple and uncouple a hose. (NFPA®1001, 5.3.10, Skill Sheet 13-I-4)
    4. Make the accordion, horseshoe, flat, preconnected flat, triple layer, and minuteman hose load. (NFPA®
    5. 1001, 5.5.2, Skill Sheet 13-I-6)
    6. Connect to a hydrant using a forward lay and make a reverse hose lay. (NFPA® 1001, 5.5.2, Skill Sheet 13-I-12)
    7. Advance the preconnected flat hose load. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-14)
    8. Advance the minuteman and triple layer hose load. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-15)
    9. Advance hose ’ Shoulder-load and working line drag method. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-17)
    10. Advance a line into a structure and down an interior stairway. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-19)
    11. Advance a charged and uncharged line up a ladder into a window and operate. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-21)
    12. Simulate the procedure for controlling a loose hoseline. (NFPA®1001, 5.3.10, Skill Sheet 13-I-24)
    13. Extend a hoseline and replace a burst hoseline. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-25)
17. Operate a solid stream, fog, and broken steam nozzle.
    1. List methods that are used with fire streams to reduce the heat from a fire and provide protection to firefighters and exposures. (NFPA® 1001, 5.3.10)
    2. Discuss the extinguishing properties of water. (NFPA® 1001, 5.3.10)
    3. Describe friction loss. (NFPA® 1001, 5.3.10)
    4. Define water hammer. (NFPA® 1001, 5.3.10)
    5. Distinguish among characteristics of fire stream sizes. (NFPA® 1001, 5.3.10)
    6. Discuss types of streams and nozzles. (NFPA® 1001, 5.3.10)
    7. Discuss handling handline nozzles. (NFPA® 1001, 5.3.10)
    8. Describe types of nozzle control valves. (NFPA® 1001, 5.3.10)
    9. List checks that should be included in nozzle inspections. (NFPA® 1001, 5.3.10)
    10. Operate a solid stream, fog stream, and broken stream nozzle. (NFPA® 1001, 5.3.10, Skill Sheet 14-I-1)
18. Attack various types of fires by using effective attack tactics.
    1. Describe initial factors to consider when suppressing structure fires and considerations before entering. (NFPA® 1001, 5.3.10)
    2. Explain the gas cooling technique when using direct, indirect, and combination attacks. (NFPA® 1001, 5.3.10)
    3. Discuss deploying master stream devices and the use of aerial devices. (NFPA® 1001, 5.3.10)
    4. Describe actions and hazards associated with suppressing Class C fires. (NFPA® 1001, 5.3.16)
    5. Discuss responsibilities of companies in structural fires. (NFPA® 1001, 5.3.10)
    6. Explain actions taken in attacking fires in below ground and upper levels of structures. (NFPA® 1001,
    7. 5.3.10)
    8. Explain actions taken when attacking a vehicle, trash container, and confined space fires. (NFPA® 1001,5.3.7)
    9. Summarize influences and parts of wildland fire behavior and methods of attack.
    10. Attack a structure fire ’ Interior and exterior attack. (NFPA® 1001, 5.3.8, Skill Sheet 15-I-1)
    11. Deploy and operate a master stream device. (NFPA® 1001, 5.3.8, Skill Sheet 15-I-2)
    12. Turn off building utilities. (NFPA® 1001, 5.3.18, Skill Sheet 15-I-3)
    13. Attack a passenger vehicle, trash container, stacked/piled material and ground cover fire. (NFPA® 1001,5.3.7, Skill Sheet 15-I-5)
19. Operate various fire detection, alarm, and suppression systems and operate at fires in protected properties.
    1. List functions of fire detection, alarm, and suppression systems. (NFPA® 1001, 5.3.14)
    2. Discuss general automatic sprinkler protection and types of coverage. (NFPA® 1001, 5.3.14)
    3. Identify control valves and operating valves used in sprinkler systems. (NFPA® 1001, 5.3.14)
    4. Describe major applications of sprinkler systems. (NFPA® 1001, 5.3.14)
    5. Discuss operations at fires in protected properties. (NFPA® 1001, 5.3.14)
    6. Operate a sprinkler system control valve. (NFPA® 1001, 5.3.14, Skill Sheet 16-I-1)
    7. Manually stop the flow of water from a sprinkler. (NFPA® 1001, 5.3.14, Skill Sheet 16-I-2)
    8. Connect hoseline to a sprinkler system FDC. (NFPA® 1001, 5.3.14, Skill Sheet 16-I-3)

FIR 112 - Principles Emergency Serv II

1. Perform loss control operations.
   1. Explain the philosophy of loss control and salvage operations. (NFPA® 1001, 5.3.14)
   2. Describe salvage covers, salvage cover maintenance, and equipment used in salvage operations. (NFPA® 1001, 5.3.14, 5.5.1)
   3. Summarize basic principles of salvage cover deployment. (NFPA® 1001, 5.3.14)
   4. Summarize methods used to catch and route water from firefighting operations and cover openings using salvage covers. (NFPA® 1001, 5.3.14)
   5. Discuss overhaul operations, safety, and the tools used in overhaul. (NFPA® 1001, 5.3.13)
   6. Discuss locating hidden fires. (NFPA® 1001, 5.3.13)
   7. Clean, inspect, and repair a salvage cover. (NFPA® 1001, 5.5.1, Skill Sheet 17-I-1)
   8. Roll a salvage cover for a one-firefighter spread. (NFPA® 1001, 5.3.14, Skill Sheet 17-I-2)
   9. Spread a rolled and folded salvage cover - One-firefighter method. (NFPA® 1001, 5.3.14, Skill Sheet 17-I-3)
   10. Fold a salvage cover for a one and two-firefighter spread and balloon throw. (NFPA® 1001, 5.3.14, Skill Sheet 17-I-4)
   11. Construct a water chute with and without pike poles and a catchall. (NFPA® 1001, 5.3.14, Skill Sheet 17-I-8)
   12. Locate and extinguish hidden fires. (NFPA® 1001, 5.3.10, 5.3.13, Skill Sheet 17-I-11)
2. Identify indicators of an incendiary fire and protect and preserve evidence after a fire.
   1. Describe signs and indications of an incendiary fire. (NFPA® 1001, 5.3.13)
   2. Summarize important observations to be made en route, after arriving at the scene, and during fire fighting operations. (NFPA® 1001, 5.3.13)
   3. Discuss firefighter conduct and statements at the scene. (NFPA® 1001, 5.1.1.1)
   4. Explain firefighter responsibilities after the fire. (NFPA® 1001, 5.1.1.1, 5.3.13)
   5. Discuss protecting and preserving evidence. (NFPA® 1001, 5.3.13)
3. Communicate effectively by radio and telephone.
   1. Describe communication responsibilities of the firefighter and the necessary skills. (NFPA® 1001, 5.2.1)
   2. Describe basic communications equipment used in telecommunications centers. (NFPA® 1001, 5.2.1)
   3. Describe basic business telephone courtesies. (NFPA® 1001, 5.2.2)
   4. Explain how a firefighter should proceed when receiving emergency calls from the public. (NFPA® 1001, 5.2.1)
   5. Summarize the types of public alerting systems. (NFPA® 1001, 5.2.1)
   6. Describe procedures that the public should use to report a fire or other emergency. (NFPA® 1001, 5.2.1)
   7. Discuss ways of alerting fire department personnel to emergencies. (NFPA® 1001, 5.2.1)
   8. Summarize guidelines for radio communications and tactical channels. (NFPA® 1001, 5.2.3)
   9. Describe information given in arrival, progress, personnel accountability, and evacuation signals reports. (NFPA® 1001, 5.2.3)
   10. Discuss calls for additional resources and emergency radio traffic. (NFPA® 1001, 5.2.3)
   11. Handle business calls and reports of emergencies. (NFPA® 1001, 5.2.1, 5.5.2, Skill Sheet 19-I-1)
   12. Use a portable radio for routine and emergency traffic. (NFPA® 1001, 5.2.3, Skill Sheet 19-I-2)
4. Identify the primary responsibilities of fire prevention personnel including code enforcement and public information.
   1. Describe a survey and an inspection.
   2. Discuss fire prevention activities of reviewing community data and code enforcement.
   3. Discuss the role of public information officer.
   4. Discuss when information should be given to the public.
5. Identify the responsibilities of both awareness and operations level personnel at hazardous materials incidents, summarize types of clothing and protection necessary at hazardous materials incidents, and discuss various clues for detecting the presence of and identifying hazardous materials.
   1. Summarize Awareness-Level and Operations-Level responsibilities at hazardous materials incidents.
   2. Summarize respiratory equipment limitations.
   3. Describe types of protective clothing and respiratory protection, NFPA 1994, and the proper selection of PPE.
   4. Explain proper procedures for inspection, testing, and maintenance of protective clothing and equipment
   5. Describe health and physical hazards that may be present at hazmat incidents.
   6. Describe physical properties of hazardous materials.
   7. Explain how the General Hazardous Materials Behavior Model (GEBMO) can help firefighters understand the likely course of an incident.
   8. Explain locations or occupancies clues to the presence of hazardous materials.
   9. Explain container shapes clues to the presence of hazardous materials and placards, labels and markings.
   10. Explain other markings and colors (non-transportation) clues to the presence of hazardous materials.
   11. Explain how written resources can be used to assist firefighters in identifying hazardous materials and the use of the Emergency Response guide (ERG).
   12. Explain how the senses and monitoring and detection devices can provide clues to the presence of hazardous materials.
   13. Summarize indicators of terrorist attacks and secondary attack.
6. Evaluate the basic operations at hazmat and terrorist incidents and perform emergency decontamination and defensive procedures.
   1. Summarize incident priorities, management structure, and problem-solving for all hazmat and terrorist incidents.
   2. Explain how the strategic goal of isolation, scene control, notification, and responder safety is achieved.
   3. Summarize general guidelines for decontamination operations.
   4. Describe the three types of decontamination.
   5. Discuss implementing decontamination.
   6. Discuss rescue at hazmat incidents.
   7. Explain how the strategic goal of spill control and confinement is achieved.
   8. Discuss crime scene management and evidence preservation.
   9. Explain actions taken during the recovery and termination phase of a hazmat or terrorist incident.
   10. Perform emergency decontamination. (Skill Sheet 23-I-1)
   11. Perform defensive control functions - Absorption, diking, damming, diversion, retention, dilution, and vapor dispersion. (Skill Sheet 23-I-2)
7. Implement and maintain an Incident Management System and transfer command
   1. Determine the need for command.
   2. Organize and maintain an Incident Command System until command is transferred
   3. Function within an assigned role in the Incident Command System
8. Identify the effects of fire and fire suppression activities on a structure and list actions to take when imminent building collapse is suspected.
   1. List signs of structural instability and potential building collapse
   2. Determine developing hazardous building or fire conditions
   3. List actions to take when imminent building collapse is suspected
9. Use various rescue and extrication tools.
   1. Safely set up fire service lighting equipment
   2. Service and maintain portable power plants and lighting
   3. Use hydraulic rescue and extrication tools
   4. Use manual jacks and cribbing
   5. Use a pneumatic chisel/hammer
   6. Use air lifting bag(s).
   7. Use block and tackle
10. Assist a rescue operation team, work as a member of a team to extricate a victim trapped in a motor vehicle, and Perform special rescue operations
    1. Remove automotive window glass
    2. Remove vehicle doors
    3. Move or remove vehicle roofs
    4. Remove steering wheels and columns
    5. Displace dashboards
11. Test the operability of and flow from a fire hydrant
    1. Match to their correct definitions terms associated with water flow and pressure
    2. Select from a list conditions that reduce hydrant effectiveness
    3. Measure and record hydrant flow pressures 
12. Identify and use hose tools and appliances and service test hose
    1. Select adapters and appliances for given fireground situations
    2. Use hose tools and appliances
    3. Service test hose
13. Mix foam concentrate and assemble and operate a foam fire stream system
    1. Select foams for specific fire situations
    2. Select nozzles for specific fire situations
    3. Install an in-line eductor and operate a high-expansion foam generator
14. Operate as part of a team to coordinate an interior attack and to control and/or extinguish ignitable liquid fires and flammable gas cylinder fires
    1. Use water to control an ignitable liquid in an open pan
    2. Control and/or extinguish a flammable gas cylinder fire
    3. Determine actions to take, including retreat, when dealing with specific Class B fire conditions
15. Discuss the operation of typical automatic fire detection and suppression systems. Identify the components of typical automatic sprinkler systems and inspect those systems
    1. Select fact about heat detectors
    2. Select facts about smoke detectors
    3. Complete statements about flame detectors
    4. Complete statements about fire-gas detectors
    5. Inspect protected property fire suppression systems
16. Identify his or her responsibilities in fire cause determination and protect evidence of fire cause and origin
    1. List the responsibilities of a fire investigator
    2. Select facts about securing the scene and legal considerations
    3. Protect evidence of fire cause and origin
    4. Assess the origins and causes of fires
17. Assess a basic incident report and communicate the need for team assistance
    1. Identify appropriate incident report codes
    2. Proofread incident reports
    3. Create incident reports using department equipment
18. Conduct a pre-incident survey, working as a member of a team
    1. List goals of pre-incident surveys
    2. Provide examples of the types of information that a pre-incident survey can provide
    3. Make field sketch and report drawings
    4. Perform a pre-incident survey and complete related documentation

FIR 124 - Building Construction

1. Describe building construction as it relates to firefighter safety, building codes, fire prevention, code inspection, firefighting strategy and tactics.
   1. Recognize the significance of methods and materials historically used in building construction, as well as importance of the age of the building.
   2. Discuss building variables as they relate to the work of firefighters.
   3. Identify the ways roofs can affect structural firefighting.
   4. Exam usual code requirements for buildings with limited access.
   5. Discuss the building code requirements to minimize the effect of the forces of nature on building stability.
2. Classify major types of building construction in accordance with local/model building codes.
   1. Discuss the basic building classifications as they relate to fire resistance.
   2. Exam wood construction and properties related to wood construction.
   3. Describe the properties of masonry products used in building materials.
   4. Identify properties of steel and iron used in building construction.
   5. Discuss the production, and methods used in concrete construction.
3. Analyze the hazards and tactical considerations associated with the various types of building construction.
   1. Describe the impact of conditions found at construction sites on firefighting tactics.
   2. Discuss the methods of providing fire protection at construction sites.
   3. Identify and discuss hazards associated with building remodeling and renovation as they impact firefighting.
   4. Describe the hazards presented by buildings being demolished as they relate to firefighting tactics.
   5. Describe the characteristics of high-rise buildings and their impact on firefighting tactics.
4. Explain the different loads and stresses that are placed on a building and their interrelationships.
   1. Explain the various loads exerted on a building resulting from environmental sources.
   2. Distinguish between the classifications of loads based on origin and movement.
   3. Recognize and discuss the internal forces resulting from the loads and forces applied to a structural member.
5. Identify the function of each principle structural component in typical building design.
   1. Describe basic structural components.
   2. Describe the basic structural systems.
   3. Discuss the various types of stairs, elevators, and structural requirements related to each.
   4. Exam the functions and components of HVAC systems and how they impact firefighting.
   5. Describe systems used to support roofs.
6. Differentiate between fire resistance, flame spread, and describe the testing procedures used to establish ratings for each.
   1. Define fire resistance.
   2. Discuss methods of determining fire resistance and the limitations of each method.
   3. Identify fire testing organizations and discuss the significance of fire test results.
   4. Discuss factors affecting combustibility of various interior finishes and their effect on fire behavior.
7. Classify occupancy designations of the building code.
   1. Exam International Building Code Classifications.
   2. List NFPA 500 classifications and NFPA Life Safety Code and the use of 12 major occupancies.
   3. Discuss mixed occupancies.
   4. Analyze the hazards of occupancy change.
8. Identify the indicators of potential structural failure as they relate to firefighter safety.
   1. Discuss building failure, structural integrity, building systems, and design deficiencies as building design considerations.
   2. Describe the forces of nature that can result in partial or total building collapse.
   3. Look at scenarios that resulted in human-caused building collapse.
9. Identify the role of GIS as it relates to building construction.

FIR 127 - Fire Behavior and Combustion

1. Prepare students to understand importance of fire behavior and dynamics.
   1. Identify and define the various roles of fire safety professionals.
   2. Describe the importance of understanding fire behavior and fire dynamics as it applies to all fire safety professions.
   3. Summarize fire fatality statics and be able to analyze these statics.
2. Use algebra and trigonometry related to fire development.
   1. Perform conversions and use formulas needed to understand fire from a mathematical concept.
   2. Understand units of measure and conversion between the systems of these units of measure.
   3. Interpret concepts of math and reduce apprehension related to understanding fire through math.
3. Examine important chemical reactions and chemistry related to fire development.
   1. Comprehend chemical terms related to fire dynamics.
   2. Use the periodic table to describe characteristics of specific elements.
   3. Identify the chemical composition of various fuels.
   4. Differentiate among elements, compounds, mixtures, and solutions.
   5. Explain how the oxidation reaction occurs with specific chemicals.
   6. Define the concept of heat
   7. Explain conduction, convection, and radiation heat transfer.
4. Assess properties of matter and physics related to fire dynamics.
   1. Identify the physical elements that affect the combustion process.
   2. Identify the properties that characterize the three physical states of matter.
   3. Understand the relationship of mass, volume, density, pressure, and the physical characteristics of the states of matter.
   4. Compare and contrast temperature and heat.
   5. Describe how thermodynamics, energy, and work play an important role in fire dynamics.
5. Analyze the phenomenon known as fire and the process of combustion.
   1. Describe similarities and differences in the fire triangle and fire tetrahedron models used to describe fire.
   2. Describe and explain similarities and differences in premixed and diffusion flames.
   3. Describe and explain laminar and turbulent flames.
   4. List five classes of fire and describe what differentiates each.
   5. Describe the terms flame plume, fire plume, flame jet, and flame spread.
   6. Describe and explain the term heat of combustion as it relates to fuel.
   7. Describe and explain combustion efficiency as it relates to fuels.
   8. Define heat release rate.
6. Analyze the process of gaseous combustion and its properties.
   1. Describe and explain conditions that separate matter that exists in the gaseous state from other states of matter.
   2. Describe and explain flammable limits of a gaseous fuel, including upper flammable limits, lower flammable limit, and stoichiometric mixture.
   3. Diagram a simple oxidation reaction.
   4. Describe and explain three atmospheric conditions that affect gaseous combustion.
   5. Explain the difference in auto ignition temperature and minimum ignition energy for gaseous fuels.
   6. Explain the term vapor density and how it affects fire hazards.
7. Examine ignitable liquids and point out there properties.
   1. Explain changes in matter that occur for ignitable liquids to enter into an oxidation reaction.
   2. List and describe factors that differentiate flammable and combustible liquids.
   3. Explain the similarities and differences in an ignitable liquid?s flash point and fire point..
   4. Describe and explain the terms vapor pressure and boiling point of ignitable liquids.
   5. Describe and explain ignition hazards associated with aerosols.
   6. Calculate the heat release rate of a pool fire for a given ignitable liquid.
8. Analyze the process of solid combustion and its properties.
   1. Explain thermal decomposition in solids.
   2. Explain and describe pyrolysis.
   3. Distinguish among and categorize different types of solid fuels and their fuel characteristics.
   4. Identify and explain the variables affecting solid combustion.
9. Analyze the process of ignition and related materials.
   1. Explain the difference between piloted and auto ignition.
   2. Define the concept of ignition.
   3. Understand the concept of ignition temperature for solids.
   4. Use formulas to predict the ignition time of solids.
10. Examine the fire modeling and its relationship the fire behavior.
    1. Explain the history and origin of modeling.
    2. Describe the different types of computer fire models available.
    3. Summarize the general uses and limitations of fire models.
    4. Identify potential uses of fire modeling for the various fire safety professions.
11. Assess the ways fire are extinguished and the agents used.
    1. Understand and cite four methods of extinguishing fires.
    2. Describe how removal of fuel can extinguish fires.
    3. Describe how water extinguishes fire by cooling.
    4. Describe how water reacts when heated above its vaporization point.
    5. Describe how the chemical chain reaction of fire can be interrupted to facilitate extinguishment.

FIR 138 - Principles of Fire Prevention

1. Define the national fire problem and the main issues relating thereto
   1. Discuss the fire problem in the United States and give reasons for its existence.
   2. Contrast the fire record of the United States with other countries
   3. Name organizations that have been instrumental in our nation”s fire prevention efforts
   4. Discuss the effect that timing has on the adoption and enforcement, or lack of enforcement, of fire prevention regulations
2. Recognize the need, responsibilities, and importance of fire prevention as part of an overall mix of fire protection
   1. Discuss the role of the federal and state governments in the prevention of fires and the reduction in fire deaths and injuries
   2. Contrast the roles between the two levels of government in the prevention of fires
   3. Name the watershed federal fire programs, and describe the events or national conditions that led to their creation
   4. List the fire prevention functions performed by traditional fire prevention bureaus, and describe nontraditional systems for delivery of those services
   5. List federal agencies with fire prevention missions, and describe their missions and programs
3. Review minimum professional qualification at the state and national level for Fire Inspector, Fire Investigator, and Public Educator
   1. Discuss the benefits of staffing fire prevention bureaus with uniformed firefighters, civilian personnel, and a combination of both
   2. Discuss the value of national certification for fire prevention staff
   3. Name the MFPA professional qualifications standards for their prevention personnel
   4. Define the term job performance requirement and discuss the impact of JPRs on certification
   5. Define and contrast accreditation and certification as it applies to fire prevention bureau personnel
4. Define the elements of a plan review program
   1. Discuss the reasons construction plans are reviewed prior to construction
   2. List the types of plans that fire departments typically review
   3. Discuss the benefits of fire department involvement in plan review for the business community
5. Identify the laws, rules, codes, and other regulations relevant to fire protection of the authority(s) having Jurisdiction
   1. Describe the origin of the model code system in the United States
   2. List the major model code organizations and describe the evolution of model code organizations in the United States
   3. Describe the code change process used by the model code organizations
   4. Describe the methods of code adoption by states and local governments
   5. Discuss the impact of the agendas of groups participating in the model code process
6. Discuss the inspection process as part of a fire prevention effort
   1. Define the term acceptable risk and discuss its impact on the level of code enforcement
   2. Discuss the potential impact of inspections on a jurisdiction’s fire record
   3. Define the term selective enforcement as applied to fire codes
7. Discuss fire prevention through investigation
   1. Identify local, state, and federal agencies involved in the investigation of fires
   2. Describe the benefits of effective fire investigation
   3. Identify the various roles adopted by fire departments to investigate fires
   4. Identify agencies and organizations that provide fire investigations training
   5. Discuss the use of case closure rate and conviction rate as a measure of effectiveness for fire investigation units
8. Discuss the major programs for public education
   1. Discuss and contrast the use of local and national fire statistics in the developing fire safety education programs
   2. Describe the impact of “America Burning” on the role of fire departments in public fire safety education
   3. Describe the five step “Process for Public fire Safety Education Planning”, and discuss the importance of planning in the development of fire safety education programs
   4. Discuss the role of media in public fire safety education
9. Identify and discuss the importance of fire prevention records and record keeping
   1. Describe what is meant by the terms public record and retention schedule
   2. Describe the Freedom of Information Act (FOIA), and its impact on the day-to-day working of government
   3. Discuss the reasons for the exemptions included in the FOIA
   4. Discuss the benefits of electronic information management systems (IMS) in the operation of a fire prevention program
   5. Discuss the potential impact of poor planning and implementation of an electronic IMS

FIR 145 - Strategy and Tactics

1. Examine the need for preparation for the fire service in the arena of strategy and tactics.
   1. Discuss the behavior of fire.
   2. Understand the benefits of training firefighters, company officers, and the fire department.
   3. Discuss the benefits of preplanning
   4. Understand how to calculate needed fire flow.
   5. Recognize the duties of both company and chief officers.
   6. Identify the traits of a person with command presence
   7. Identify and discuss the 16 firefighter life safety initiatives.
2. Investigate the tools for managing the fire ground
   1. Understand the origin of the Incident Command System.
   2. Understand the implementation of the National Incident Management System.
   3. Understand the positions of an incident management system.
   4. Discuss the position of Command.
   5. Know the different types of status reports and the information required in each type of report.
3. Analyze several avenues for decision making on the fire ground
   1. Describe an Incident Action Plan.
   2. Understand the difference between cue-based and classical decision making.
   3. Identify and discuss the 13 points of size-up.
   4. Discuss strategy, tactics, and tasks found in the classical decision making process.
   5. Discuss the modes of fire attack.
4. Outline company operations on the fire ground.
   1. Discuss engine company duties.
   2. Discuss hose-line placement considerations.
   3. Discuss sprinkler and standpipe operations.
   4. Discuss truck company duties
5. Describe the several different types of building construction and scene safety.
   1. Identify and discuss the five basic types of building construction.
   2. Discuss the benefits and safety concerns of fires involving timber trusses.
   3. Discuss the benefits and safety concerns of lightweight building components.
6. Analyze building collapse and scene safety.
   1. Describe building collapse indicators
   2. Describe a plan to address search at a building collapse.
   3. Discuss the role and responsibilities of an incident scene Safety Officer.
7. Classify special situations and occupancies and analyze tactics during their operation.
   1. Understand the special occupancies discussed and the types of fires that may confront firefighters.
   2. Identify pertinent characteristics of these occupancies.
   3. Recognize the 13 points of size-up that pertain to these special occupancies.
   4. Recognize the strategic considerations for these special occupancies.
   5. Understand the incident management considerations of special occupancies
8. Point out special strategies and tactics during incidents involving health care and high-risk populations.
   1. Understand the special occupancies discussed and the types of fires that may confront firefighters.
   2. Identify pertinent characteristics of these occupancies.
   3. Recognize the 13 points of size-up that pertain to these special occupancies.
   4. Recognize the strategic considerations for these special occupancies.
   5. Understand the incident management considerations of special occupancies.
9. Identify the needs during commercial and industrial incidents.
   1. Understand the special occupancies discussed and the types of fires that may confront firefighters.
   2. Identify pertinent characteristics of these occupancies.
   3. Recognize the 13 points of size-up that pertain to these special occupancies.
   4. Recognize the strategic considerations for these special occupancies.
   5. Understand the incident management considerations of special occupancies.
   6. Be able to identify the basic components needed in an operational guideline for high-rise fires.
   7. Have a basic understanding of high-rise building systems.
   8. Identify the specific components of a high-rise command system.
10. Investigate technical operations and their hazards.
    1. Discuss the initial concerns at a hazard materials incident.
    2. Set up initial exclusion zones at a suspected hazardous materials incident.
    3. Identify the difference between evacuation and protecting in place.
    4. Discuss boilover, slopover, and frothover at a burning storage tank.
    5. Discuss the weapons of terrorism.
    6. Discuss problems associated with natural disasters.

FIR 152 - Fire Protection Systems

1. Describe the steps and general specifications for installation of a dry fire hydrant
   1. Demonstrate the use of the ISU “rate of flow formula” for assessing fire risk in buildings
   2. List considerations in site selection for dry hydrants
   3. Use sample forms to secure legal access to water and sites for use and installation od fry fire hydrants from land and water owners
   4. Describe principles in the use of dry fire hydrants and water movement for rural fires
   5. List the maintenance steps and intervals for dry fire hydrants
2. Explain the extinguishing properties of water
   1. Describe the advantages and disadvantages of using water as an extinguishing agent.
   2. Describe different types of pressure as they relate to water
   3. List the basic components of municipal water supply system
   4. Describe the fundamental components of a water distribution system
   5. Describe the water supply requirements for a standpipe and hose system
3. Identify and describe factors governing the installation, inspection and maintenance of portable extinguishers and extinguishing agents
   1. Describe the different symbol systems used on portable extinguishers
   2. Identify five classifications of portable fire extinguishers
   3. Identify the types of extinguishing agents used in portable fire extinguishers
   4. Describe the methods by which extinguishers are rated
   5. Identify the safety hazards associated with certain extinguishing agents
   6. Describe the method of determining the proper distribution of portable fire extinguishers
4. Describe the basic components of modern fire detection and signaling systems
   1. List the types of initiating devices that are used in fire detection and signaling systems
   2. Describe the function and operation of manual alarm-initiation devices
   3. Identify different automatic alaram-initiating devices
5. Describe the three most common types of fire pumps
   1. List the types types of pump drivers that are acceptable for use with fire pumps, including their advantages and disadvantages
   2. Describe the operation of a pump controller
   3. Descibe the function of a relief valve on a fire pump
6. Describe the types, components, and operation of standpipes
   1. Describe the different classes of standpipe systems and their intended uses
   2. Describe the function of a fire department connection
   3. Determine water pressure considerations for standpipes in high-rise buildings
   4. Describe the use of pressure-regulating devices
7. Describe the types, components and operation of special extinguising systems
   1. Describe the major distinction between an automatic sprinkler system and a specialized extinguishing system
   2. Describe the hazards for which a wet chemical system is best suited
   3. Name at least four hazard areas for which dry chemical extinguishing systems are well suited
   4. Name at least four hasard areas for which gaseous extinguishing systems are well suited
   5. Describe the most serious safety problem associated with the use of carbon dioxide systems
   6. Describe the typical areas in which foam extinguishing systems are likely to be installed
8. Identify and describe the types, installation, inspection, and maintenance of automatic sprinkler systems
   1. Name three reasons why sprinkler systems are installed
   2. Identify the three componenents of a sprinkler
   3. Name the two major types of heat-sensitive devices
   4. Name the basic types of sprinkler design and their uses
   5. Discuss the theory and function of early-suppression fast-response (ESFR) sprinklers
   6. Describe the function of a check valve
   7. Name the four main types of sprinkler systems
   8. Describe the operating action of a dry-pipe sprinkler
   9. Describe the purpose of a quick-opening device
   10. Describe the way in which a deluge sprinkler system operates
9. Provide the reasons for an unsatisfactory automatic sprinkler systems performance
10. Demonstrate an understanding of the design and construction techniques for specific applications of alarm and fire suppression systems for the following
11. Describe the design, construction and installation of various types of suppression and detection systems

FIR 158 - Fire Officer I

1. Outline the transition to the role of company officer.
   1. Recall and examine the importance of the company officer.
   2. Select facts about the challenges a new company officer will encounter.
   3. Indicate the types of expectations facing a new company officer.
   4. Identify solutions that may need to be attained by a new company officer.
   5. Recall the individuals or groups to which a company officer may be responsible.
   6. Compare the Fire Officer Level I human resources management community relations, administrative duties, inspection and investigation and health and safety duties.
2. Examine leadership and the company officer.
   1. Match leadership terms to their definitions.
   2. Recall information about the leadership trait theory.
   3. Select facts about the behavioral theory of leadership.
   4. Choose correct responses about the principle-centered leadership theory.
   5. Identify characteristics of the basic leadership, situational leadership, social-change, and alpha leadership models.
   6. Select facts about leadership concepts and skills.
   7. Identify various types of power.
   8. Identify personality attributes needed and steps to be taken to achieve command presence.
3. Identify and analyze logic, ethics, and decision-making.
   1. Match to their definitions terms associated with logic.
   2. Identify the four types of reasoning.
   3. Identify types of fallacies.
   4. Identify facts about ethical conduct
   5. Place in correct order the steps for dealing with ethical issues.
   6. Recall the elements of making a decision.
   7. Select correct responses about the steps of the decision-making process.
   8. Identify barriers to decision making.
   9. Identify the questions of the four-way test for ethical decision-making.
4. Analyze the legal responsibilities and liabilities as a company officer
   1. Select facts about the major sources of law and identify the seven classifications.
   2. Match to their definitions legal terms.
   3. Recall various forms of liability.
   4. Select facts about federal and statutory laws of importance to the company officer’s duties.
   5. Identify national consensus standards that relate to emergency activities.
5. Demonstrate interpersonal communications.
   1. Identify the six basic elements of all forms of communication.
   2. Select facts about the five purposes for interpersonal communication
   3. Identify correct responses about words as symbols.
   4. Recall information about the cultural concept of words.
   5. Select facts about the actions that a company officer can take to improve verbal and nonverbal communication skills.
   6. Recall information about the listening process and improving listening skills.
   7. Apply the interpersonal communication model to an emergency and non-emergency situation scenario.
6. Demonstrate interpersonal communications.
   1. Identify elements of the speech communication process.
   2. Distinguish between interpersonal communication and speech communication.
   3. Identify characteristics of effective speakers.
   4. Match to their definitions the three types of formal speeches.
   5. Select facts about the persuasive and informative speech.
   6. Identify facts about various speaking opportunities available to the company officer
   7. Recall information about public relations speeches.
   8. Choose correct responses about the steps of the speech preparation process.
7. Analyze and demonstrate written communications.
   1. Identify common paragraph transitions, parts of an outline, and accepted writing guidelines.
   2. Select facts about writing letters, memos and e-mail messages.
   3. Identify guidelines to follow when writing a press release.
   4. Given a scenario, write a news release over a fire and emergency services event.
   5. Select facts about various types of reports.
   6. Write a report on a specific fire department topic
   7. Select facts about executive summaries, agendas, and minutes.
   8. Identify basic information to be included in a policy or procedure.
   9. Recall information about requests for proposals (RFPs) and bid specifications.
8. Examine the administrative functions of the company officer.
   1. Select facts about the main objectives of the customer service concept.
   2. Identify various information-gathering methods and steps to interpret information.
   3. Apply the customer service concept to a citizen inquiry
   4. Select facts about written policies and procedures.
   5. Recall information about the policy and procedures revision and monitoring process.
   6. Given a scenario, recommend changes to an existing policy or implement a new departmental policy.
   7. Identify various budget systems, types, and revenue sources.
   8. Prepare a budget request for a specific fire service need.
9. Analyze and dissect safety and health issues.
   1. Identify facts about emergency scene casualties and nonemergency workplace casualties.
   2. Identify facts about safety initiatives and resources that focus on ensuring a safe work environment.
   3. Recall various safety policies and procedures.
   4. Distinguish among activities to ensure a safe work environment at the emergency scene, en route to and from the emergency scene, and at facilities.
   5. Select facts about information included in a safety and health program.
   6. Recall information about conducting accident investigations and complete an accident investigation.
   7. Identify facts about collecting data and completing accident report forms.
   8. Select facts about investigating injuries, illnesses, and exposures.
10. Examine organizational structure and the company officer.
    1. Identify purposes of fire protection organizations.
    2. Identify public and private fire and emergency services organizations.
    3. Match to their definitions various types of staffing.
    4. Select facts about the three types of resource allocation.
11. Outline and generalize company-level training.
    1. Distinguish between the two levels of fire and emergency services training.
    2. Recall information about the four-step method of instruction.
    3. Select facts about lesson plans.
    4. Identify various methods of training and training evolutions.
12. Discuss human resources management.
    1. Recall information about company-level planning.
    2. Select facts about issues involving personnel assignments.
    3. Select facts about promotion and retention.
    4. Select correct responses about performance evaluations.
    5. Select correct responses about specific human resources issues a company officer may face.
    6. Respond to scenarios about human resources policies and procedures.
    7. Recall information about discipline as it applies to the company officer.
13. Analyze labor/management relationship.
    1. Identify components of the history of the labor movement in North America.
    2. Recall information about the negotiating process.
    3. Select facts about grievance procedures.
14. Investigate community relations and public fire and life-safety education.
    1. Recall information about community demographics and the diversity of a community.
    2. Respond to scenarios about community needs.
    3. Select facts about the purpose and scope of a public fire and life-safety education program.
    4. Identify different types of public education programs.
    5. Select correct responses regarding the five-step process in creating a public education program.
    6. Deliver a fire and life-safety presentation.
    7. Select facts about dealing with customer concerns, complaints, and inquiries
    8. Respond to scenarios about concerns of citizens.
    9. Select facts about the public information officer (PIO) and media relations.
15. Examine and outline record management.
    1. Identify the steps in the management information system (MIS) process.
    2. Select facts about types of records normally maintained by a fire and emergency services organization.
    3. Recall information about the components of the electronic storage/retrieval system.
    4. Distinguish between private and public records.
16. Highlight and examine pre-incident planning.
    1. Select facts about preincident planning.
    2. Match to their definitions the NFPA 220 types of building construction.
    3. Match to their definitions the International Building Code® (IBC®) types of building construction.
    4. Identify different types of roofs.
    5. Select facts about conducting the preincident survey.
    6. Select facts about fire loading, fire protection and structure ventilation systems.
17. Outline and identify incident scene management practices.
    1. Recall the common characteristics of the National Incident Management System/Incident Command System (NIMS-ICS).
    2. Identify facts about incident priorities and incident size-up.
    3. Identify the five steps in the size-up process as developed by Lloyd Layman.
    4. Choose correct facts about the various scene-control methods.
    5. Select true statements concerning traffic control at an emergency scene.
    6. Choose correct facts about crowd control and on-scene occupant services.
    7. Apply the NIMS-ICS model to an emergency incident plan.
    8. Implement an incident action plan (IAP) at an emergency scene
18. Discuss and analyze incident scene operations.
    1. Recall each of the elements of the Layman Decision-Making Model.
    2. Select facts about the application of size-up theory to three specific time periods
    3. Recognize condition indicators that may be present at a structure fire.
    4. Identify facts about operational implementation and modes.
    5. Recall facts about apparatus placement and positioning at structural, high-rise, haz-mat medical, aircraft fire scenes.
    6. Identify the incident termination activities of the Company Officer.
19. Identify post-incident activities.
    1. Define scene security and chain of custody.
    2. Distinguish between an interview and an interrogation.
    3. Place in order the steps of an interview.
    4. Identify characteristics of an incident report.
    5. Identify the common causes of fires.
    6. Select facts about determining the point of origin for various types of fires.
    7. Apply the evaluation process to the fire cause and determination task.
    8. Identify the most common sources of contamination at fire scenes.
    9. Select facts about the elements of a postincident analysis and critique.

FIR 160 - Fire Inspector I

1. Describe the the functions, objectives, and roles of the inspection unit with a fire department.
   1. Explain the code enforcement system and the fire inspector’s role in that system.
   2. Understand the development and adoption process for codes and standards.
   3. Know the differences between prescriptive and performance based codes.
   4. Recognize ethical practices for the code enforcement officer.
   5. Identify the professional development process for code enforcement practitioners. 
2. Understand the relationship between building construction and the inspection process.
   1. Describe the characteristics of the following building materials: masonry, concrete, steel, glass, gypsum board, and wood.
   2. Identify the types of building construction.
   3. List the characteristics of each of the following types of building construction: fire-resistive construction, noncombustible construction, ordinary construction, heavy timber construction, and wood-frame construction.
   4. Describe the function of each of the following building components: foundations, doors, ceilings, roofs, trusses, walls, doors, windows, interior finishes, and door coverings.
3. Understand the different types of occupancies.
   1. Describe how the occupancy classification of a building is determined.
   2. List the fifteen specific occupancy groupings.
   3. Describe the identifying characteristics of one- and two- family dwellings,lodging, hotels and dormitories, apartment buildings, healthcare, day-care, educational, business, industrial, mercantile, storage, assembly, detention, multiple occupancy, and mixed occupancies.
4. Assess fire behavior and its relationship to the inspection process.
   1. Describe the ignition, growth, fully developed, and decay phases of fire process.
   2. Examine the characteristics of a room and contents fire through each of the four phases of fire.
5. Demonstrate the applicable use of the appropriate codes and their relationship to other requirements for the fire inspection process.
   1. Describe the types of fire inspections.
   2. Describe when the fire inspector should begin to inspect a building.
   3. Describe the fire inspection process.
   4. Describe how to verify the proper installation and maintenance of heat, ventilation, and air conditioning systems; kitchen cooking equipment; laundry chutes; elevators; and escalators.
   5. Describe how to verify that a new construction project meets all applicable codes, standards, and polices.
   6. Describe how to verify that a remodeling project meets all applicable codes, standards, and polices.
   7. Describe when and how to cite code violations.
   8. Describe how to investigate a complaint against an occupancy and ensure that the complaint is resolved.
6. Understand the reasons for performing plan checks, the objectives of a proposed plans review program, the impact of such a program, and how the program will enhance current fire prevention programs.
   1. List the reasons why a plan review may be required.
   2. Describe how to evaluate a plan review application.
   3. Describe the types of drawings included in a plan.
   4. Describe how to determine the occupancy of a structure using a set of plans.
   5. Describe how to determine if adequate access for fire apparatus is provided in the plans for a structure.
   6. Describe how to evaluate a building’s fire protection system using a set of plans.
   7. Describe how to evaluate the building’s life safety systems and building services equipment using a set of plans.
7. Determine occupancy classification, construction type:calculate occupant load and, the height and area of a building.
   1. Discuss the importance of calculating the occupant load in determining the egress requirements of the building.
   2. Describe how to ensure that the means of egress meet all applicable codes and standards.
   3. Describe how to ensure that emergency access for an existing site meets all applicable codes and standards.
   4. Describe how to evaluate emergency evacuation plans to ensure they meet all applicable codes and standards.
   5. Describe how to evaluate evacuation drills in various occupancies.
8. Evaluate fire flow and the fire suppression system requirements.
   1. Describe the elements of a plan review of a fire suppression system.
   2. Describe the two types of water distribution systems and the sources of water for a municipal water supply system.
   3. Describe dry-barrel and wet-barrel hydrants.
   4. Describe the factors to be considered during the design phase of an automatic sprinkler system.
   5. Identify the six types of sprinkler systems.
   6. Identify the three types of standpipes.
   7. Describe how to test the readiness of fire suppression systems.
9. Verify the compliance of a heating, ventilating, and air conditioning (HVAC) system, review sources requiring venting and combustion air, verify the proper location of ?re dampers, and evaluate a stairwell pressurization system.
   1. Describe the components of an electrical system.
   2. Describe the protective practices and equipment of an electrical system.
   3. Describe the common hazards of an electrical system.
   4. Describe how to identify and seek correction of electrical hazards.
   5. Describe the components and operation of heating, ventilation, and air conditioning systems.
   6. Describe the impact of heating, ventilation, and air conditioning systems on smoke movement throughout a building.
   7. Describe how to identify and seek correction of heating,ventilation, and air conditioning systems.
   8. Analyze proper storage and handling practices.
10. Analyze proper storage and handling practices.
    1. List the classifications of flammable and combustible liquids and gases.
    2. Describe the classifications of hazardous materials and their labeling systems.
    3. Describe how to properly store hazardous materials, including flammable and combustible liquids and gases.
    4. Describe how to ensure that hazardous materials, including flammable and combustible liquids and gases, are stored, handled, and used in accordance with all applicable codes, standards, and policies.
    5. Describe the fire protection systems and equipment that are appropriate for use with hazardous materials, including flammable and combustible liquids and gases.
11. Evaluate the importance of writing reports and record keeping.
    1. Describe the common elements of effective written documentation.
    2. Discuss the barriers that affect written communications.
    3. Describe how field notes, sketches, diagrams, and photographs are used to complete a fire inspection report.
    4. Describe how to properly reference a code or standard.
    5. Describe how to comply with Freedom of Information Act requests.
    6. Describe how to present evidence during a legal proceeding.

FIR 235 - Fire Investigation I

1. Examine the challenges of Fire and Emergency Services Instruction.
   1. Identify obligations of fire and emergency service instructors to students, the organization, the profession and themselves.
   2. List characteristics of effective instructors.
   3. Identify solutions to challenges that instructors must meet.
2. Analyze safety and the training function in during instruction.
   1. Define accident and list places where injuries and fatalities occur.
   2. Identify facts about the instructor’s role in providing a safe training environment and prevention.
   3. Describe the instructor’s role in an accident investigation.
3. Examine legal and ethical considerations.
   1. Identify facts about how legal considerations and liability affect the instructor.
   2. Distinguish among the types of laws.
   3. Identify legal requirements for recordkeeping.
   4. Discuss the basic components of ethics.
4. Analyze and discuss effective interpersonal communications.
   1. Identify facts about the elements of interpersonal communications.
   2. List the purposes of interpersonal communications.
   3. Identify facts about the verbal component of interpersonal communications.
   4. List verbal and nonverbal skills improvement guidelines.
   5. Identify components of the listening process.
5. Examine instructional facilities and props.
   1. Identify infrastructure requirements and mobile training facilities.
   2. List live-fire training area characteristics.
   3. Discuss portable training props.
   4. Identify facts about using acquired structures for live-fire training and responsibilities for using them
6. Outline report writing and record keeping.
   1. List fire and emergency services activities that are documented by reports
   2. Identify general considerations in report writing.
   3. Identify guidelines for report development and writing styles.
   4. List types of training records.
   5. Described steps in the record-keeping systems development process.
7. Examine principles of learning.
   1. Identify characteristics of pedagogy and andragogy.
   2. Identify terms associated with the learning process
   3. Describe the three domains of learning.
   4. Identify the levels of learning in the cognitive and psychomotor domain
   5. List the three basic categories of learning styles.
   6. Explain the cone of learning model.
   7. Identify characteristics of the traditional and mastery approach to teaching.
8. Examine student attributes and behaviors.
   1. Identify how student characteristics affect learning.
   2. Identify characteristics of categories of learning abilities and ways instructors can manage each type.
   3. Identify accurate statements about behavior management.
   4. List example of student-caused disruption behavior.
   5. Discuss methods of dealing with student-caused disruptive behavior.
9. Analyze and identify preparation for instruction.
   1. Define lesson plan and its components.
   2. Distinguish among the steps in the four-step methods of instruction.
   3. Discuss methods of ensuring course continuity.
   4. Identify types of classroom seating arrangements and indoor environments.
10. Examine and discuss instructional delivery.
    1. Discuss types of instructional delivery methods.
    2. List advantages and disadvantages of the lecture format.
    3. List guidelines for using visual aids in an illustrated lecture and demonstration.
    4. Discuss types of technology-based training.
    5. Identify accurate statements about self-directed learning and individualized instruction.
    6. List the characteristics of effective speaker.
    7. Describe the components of an oral presentation.
    8. List advantages of active learning.
    9. Discuss responding to student answers or new questions students may ask.
11. Examine audiovisual technology.
    1. List the guidelines and benefits of using audiovisual training aids.
    2. List purposes of transitions.
    3. Describe a verbal and a nonverbal transition.
    4. Identify facts about non-projected training aids.
    5. Identify accurate statements about front-screen and rear-screen projection devices.
    6. List cleaning guidelines for audiovisual training aid devices
12. Outline and analyze structured exercises, demonstrations, and practical training evolutions.
    1. Identify facts about structured exercises.
    2. Explain the steps in a psycho motor skills demonstration and benefits of practical training.
    3. List types of tasks or situations applicable to practical training evolutions.
    4. Discuss locations used for practical training evolutions.
    5. Describe methods used to control an evolution.
    6. Discuss complex and technical training evolutions.
    7. List guidelines for interior and exterior structural fire training.
    8. Identify accurate statements about instructor preparation when planning practical training evolutions.
13. Outline and examine student progress evaluation and testing.
    1. Explain the purpose of student evaluations and testing.
    2. Define criterion-referenced and norm-referenced tests.
    3. Distinguish among prescriptive, formative, and summative.
    4. Identify accurate statements about performance, oral, and written tests.
    5. Identify guidelines for administering written and performance tests.
    6. List guidelines regarding test security.
    7. Identify facts about feedback.

FIR 335 - Fire Instructor I

1. Examine the challenges of Fire and Emergency Services Instruction.
   1. Identify obligations of fire and emergency service instructors to students, the organization, the profession and themselves.
   2. List characteristics of effective instructors.
   3. Identify solutions to challenges that instructors must meet.
2. Analyze safety and the training function in during instruction.
   1. Define accident and list places where injuries and fatalities occur.
   2. Identify facts about the instructor’s role in providing a safe training environment and prevention.
   3. Describe the instructor’s role in an accident investigation.
3. Examine legal and ethical considerations.
   1. Identify facts about how legal considerations and liability affect the instructor.
   2. Distinguish among the types of laws.
   3. Identify legal requirements for recordkeeping.
   4. Discuss the basic components of ethics.
4. Analyze and discuss effective interpersonal communications.
   1. Identify facts about the elements of interpersonal communications.
   2. List the purposes of interpersonal communications.
   3. Identify facts about the verbal component of interpersonal communications.
   4. List verbal and nonverbal skills improvement guidelines.
   5. Identify components of the listening process.
5. Examine instructional facilities and props.
   1. Identify infrastructure requirements and mobile training facilities.
   2. List live-fire training area characteristics.
   3. Discuss portable training props.
   4. Identify facts about using acquired structures for live-fire training and responsibilities for using them
6. Outline report writing and record keeping.
   1. List fire and emergency services activities that are documented by reports
   2. Identify general considerations in report writing.
   3. Identify guidelines for report development and writing styles.
   4. List types of training records.
   5. Described steps in the record-keeping systems development process.
7. Examine principles of learning.
   1. Identify characteristics of pedagogy and andragogy.
   2. Identify terms associated with the learning process
   3. Describe the three domains of learning.
   4. Identify the levels of learning in the cognitive and psychomotor domain
   5. List the three basic categories of learning styles.
   6. Explain the cone of learning model.
   7. Identify characteristics of the traditional and mastery approach to teaching.
8. Examine student attributes and behaviors.
   1. Identify how student characteristics affect learning.
   2. Identify characteristics of categories of learning abilities and ways instructors can manage each type.
   3. Identify accurate statements about behavior management.
   4. List example of student-caused disruption behavior.
   5. Discuss methods of dealing with student-caused disruptive behavior.
9. Analyze and identify preparation for instruction.
   1. Define lesson plan and its components.
   2. Distinguish among the steps in the four-step methods of instruction.
   3. Discuss methods of ensuring course continuity.
   4. Identify types of classroom seating arrangements and indoor environments.
10. Examine and discuss instructional delivery.
    1. Discuss types of instructional delivery methods.
    2. List advantages and disadvantages of the lecture format.
    3. List guidelines for using visual aids in an illustrated lecture and demonstration.
    4. Discuss types of technology-based training.
    5. Identify accurate statements about self-directed learning and individualized instruction.
    6. List the characteristics of effective speaker.
    7. Describe the components of an oral presentation.
    8. List advantages of active learning.
    9. Discuss responding to student answers or new questions students may ask.
11. Examine audiovisual technology.
    1. List the guidelines and benefits of using audiovisual training aids.
    2. List purposes of transitions.
    3. Describe a verbal and a nonverbal transition.
    4. Identify facts about non-projected training aids.
    5. Identify accurate statements about front-screen and rear-screen projection devices.
    6. List cleaning guidelines for audiovisual training aid devices
12. Outline and analyze structured exercises, demonstrations, and practical training evolutions.
    1. Identify facts about structured exercises.
    2. Explain the steps in a psycho motor skills demonstration and benefits of practical training.
    3. List types of tasks or situations applicable to practical training evolutions.
    4. Discuss locations used for practical training evolutions.
    5. Describe methods used to control an evolution.
    6. Discuss complex and technical training evolutions.
    7. List guidelines for interior and exterior structural fire training.
    8. Identify accurate statements about instructor preparation when planning practical training evolutions.
13. Outline and examine student progress evaluation and testing.
    1. Explain the purpose of student evaluations and testing.
    2. Define criterion-referenced and norm-referenced tests.
    3. Distinguish among prescriptive, formative, and summative.
    4. Identify accurate statements about performance, oral, and written tests.
    5. Identify guidelines for administering written and performance tests.
    6. List guidelines regarding test
    7. Identify facts about feedback.

FIR 400 - Emergency Safety & Survival

1. Define and describe the need for cultural and behavioral change within the emergency services relating to safety, incorporating leadership, supervision, and accountability and personal responsibility.
   1. Define Culture.
   2. Discuss the need for culture change in the fire service relating to safety.
   3. Discuss the aspects of a safety culture within fire and emergency services.
   4. Discuss the gaps between a safety culture and the existing culture of emergency services.
   5. List examples of how an organization can use change to its advantage.
   6. Discuss ways to use the successes of other industries as a catalyst for advocating a safety culture within fire and emergency services.
2. Explain the need for enhancements of personal and organizational accountability for health and safety.
   1. Define personal and organizational accountability and list their advantages.
   2. Discuss ways that accountability can affect health and safety within fire and emergency services.
   3. Explain the process of using NFPA 1500 to improve the accountability related to health and safety of an organization.
   4. Discuss implementing the combination of accountability and no-fault management together.
   5. Discuss the need to create health and safety parameters for organizational accountability.
3. Define how the concepts of risk management affect strategic and tactical decision-making.
   1. Define risk management and why it is important component of incident management.
   2. Describe a risk-benefit analysis and its application to emergency services.
   3. Apply the United States Coast Guard’s risk management model to emergency services.
   4. Identify the features of recognition-primed decision making (RPD).
   5. List five safety features of the incident management in the incident action plan.
   6. Describe OSHA?s “two-in, two-out” rule and its effect on rapid intervention.
   7. Identify risk management practices at the strategic, tactical, and task levels.
   8. Explain the components of effective communication from the aviation industry.
4. Describe and evaluate circumstances that might constitute an unsafe act.
   1. Define what constitutes an unsafe act.
   2. List some examples of energy conversion and how they cause injury.
   3. List some of the perceived problems with using PPE.
   4. List examples for each of the four categories of unsafe acts.
5. Explain the concept of empowering all emergency services personal to stop unsafe acts.
   1. Explain empowerment and how it relates to the fireground.
   2. List examples of using education, engineering, environment, and enforcement to prevent injuries.
   3. Describe the differences between training fires and real fires, and why it’s important to understand them.
   4. Describe ways to address a safety concern with your supervisor.
6. Validate the need for national training standards as they correlate to professional development inclusive of qualifications, certifications, and re-certification.
   1. Explain national standards for training, qualifications, and certification.
   2. Describe the purpose and advantages of credentialing for emergency responders.
   3. Identify ways to use cognitive learning skills and apply them to an effective psychomotor lesson plan.
   4. Explain the advantages of the professional qualification standards with regard to safety.
   5. List the components of a job performance requirement.
   6. Describe some of the differences in training requirements between volunteer and career firefighters, as well as state to state and the effects on safety.
   7. Describe how methods of training should be adjusted for various risk scenarios you may encounter.
7. Defend the need for annual medial evaluation and the establishment of physical fitness criteria for emergency services personnel throughout their careers.
   1. Discuss what national medical and physical fitness standards are and the relevance to fire and emergency services.
   2. Explain why improving the health, wellness, and fitness of emergency responders is important.
   3. List the reasons heat dissipation is difficult for firefighters.
   4. Explain maximum heart rate and the influence that emergency responses have on it.
   5. Describe the importance of a responder?s ability to use oxygen.
   6. List the components of a firefighter?s criterion task test, such as CPAT.
   7. Describe the difference between wellness and fit-for-duty.
   8. Identify the NFPA standards developed for medical and fitness application.
   9. Explain the application of maintenance versus repairs when discussing health.
8. Explain the vital role of local departments in national research and data collection systems.
   1. Explain what a data collection system is and how it relates to the 16 initiatives.
   2. Explain how research and development could be used by emergency services to add another element of safety.
   3. Describe some ways research can benefit risk management.
   4. List some of the dangers of implementing changes without research.
   5. Explain the uses of statistical data from incident reports and the importance of accuracy.
   6. Discuss the differences between qualitative and quantitative data.
   7. Identify the effective components of hypothesis, and how it can be used in research.
   8. Discuss the unique problem of “exposure” as related to injury and LODD data.
   9. Explain how data collection, analysis, and utilization are used in conjunction with each other.
9. Illustrate how technological advancements can produce higher levels of emergency services safety and survival.
   1. Describe how technology can produce higher levels of health and safety.
   2. Describe some safety improvements that have evolved since the introduction of newer technologies in the fire service.
   3. Explain the problems that can arise by over relying on technology.
   4. Discuss the use of technology in improving the medical monitoring of personnel.
   5. List the ways technology can be adopted from other industries to reduce injuries and deaths from motor vehicle crashes.
   6. Explain the theory of using time, distance, and shielding to prevent injuries.
   7. Discuss the design aspects of simulators that are necessary to improve training systems.
   8. Describe the application of robotics to improve safety.
10. Explain the importance if investigating all near misses injuries and fatalities.
    1. Explain the reasons for thoroughly investigating firefighter fatalities, injuries, and near-misses.
    2. List the two reasons for thorough investigation.
    3. Describe the causes for injuries and explain how it affects events that have already occurred.
    4. Explain the advantages of indemnity in the near-miss reporting process.
    5. Explain the disadvantages of voluntary reporting as it applies to near-miss reporting.
    6. Describe the process of near-miss reporting, and the information needed.
    7. List the five leverage points that can be used when implementing a safety system.
    8. Explain how sharing information can reduce future injuries and LODDs.
11. Describe how obtaining grants can support safety and survival initiatives.
    1. Explain the importance of safe practices as an eligibility requirement for obtaining a grant.
    2. List the advantages of using community organization for finding opportunities.
    3. Name some of the companies that support the fire service on the national level.
    4. Explain the benefits gained by using research and education grants to firefighter safety.
    5. Describe how a program seed grant can benefit for volunteer recruitment.
    6. Illustrate the importance of compiling a list of FLSI 16- registered organizations.
    7. Explain the relationship between developing effective grant requests and grant priorities.
    8. Explain the influence of an effective grant narrative in being awarded a grant.
12. Formulate an awareness of how adopting standardized policies for responding to emergency scenes can minimize near-misses, injuries, and deaths.
    1. Define a standards developing organization (SDO) and how it can affect safety.
    2. Explain the importance of terminology in policies and procedures.
    3. Differentiate between standard operating procedures (SOP) and standard operating guideline. SOG).
    4. List seven components of an effective procedure or guideline
    5. Explain the differences among the three series of procedures.
    6. Discuss the assembling, modeling, and adoption of procedures.
    7. Explain how safety would be improved with national standards
13. Explain how the increase in violent incidents impacts safety for emergency services personnel when responding to emergency scenes.
    1. Explain the difference between terrorism and other violent events such as riots.
    2. Describe the similarities between standard procedures developed by journalists in dangerous areas and procedures that can be developed for emergency services.
    3. Explain the importance of establishing better training to be prepared for violent incidents.
    4. List specific types of violent incidents that should have national standards.
    5. List the reasons fire and EMS uniforms should be professional yet unique.
    6. Explain the benefits if using Level II staging for violent events.
    7. Describe a situation in which “staging for a safe scene” is not an opinion.
    8. Describe how to best prepare for violent incidents.
14. Recognize the need for counseling and psychological support for emergency services personnel, their families, as well as, identify access to local resources and services.
    1. Compare the effects of physical and psychological stresses of a critical incident on health and well-being of responders.
    2. Explain the myths of relying on alcohol or drugs to cure depression.
    3. List the differences between critical incident stress am post-traumatic stress disorder.
    4. Compare the components of an Alcoholics Anonymous (AA) meeting and a critical incident debriefing.
    5. Define psychotherapy and how it is normally applied to fire and emergency services.
    6. Explain the differences between demobilizing, defusing, and debriefing in critical incident stress management.
    7. List some of the ways individual therapy is offered to emergency responders.
    8. Explain the features of an effective chaplaincy program.
    9. Describe how technology influences confidentiality for psychological support.
15. Describe the importance of public education as a critical component of life safety programs.
    1. Discuss why public education must receive more resources in order to be championed as a critical fire and life safety program.
    2. Discuss the difference between prevention and preparation.
    3. Describe the advantage of using local statics to develop a fire and life safety program to address a need.
    4. Describe what resources are available for public education in relation to fire and life safety.
    5. Explain the purpose of using an action plan to ensure safety during equipment demonstrations.
    6. List the components of NFPA’s Champion Model and how they can be applied to project management while building major programs.
    7. Describe the link between fire and life safety education and firefighter safety.
16. Discuss the importance of fire sprinklers and code enforcement.
    1. Discuss the importance of code enforcement and home fire sprinklers.
    2. Cite some examples of how NFPA 13D makes it easy to comply with.
    3. Discuss some of the arguments against residential sprinklers.
    4. Explain how fire and life safety education can promote the message and importance of residential fire sprinklers.
    5. Discuss the advantages of partial systems in addressing immediate safety concerns.
17. Explain the importance of safety in design of apparatus and equipment.
    1. Discuss why safety should be a primary consideration in the design of apparatus and equipment.
    2. List some of the groups responsible for originating safety.
    3. Describe how manufactures can improve safety thus better serving the fire service.
    4. Discuss the advantages of creating a fire-based safety invention clearinghouse.
    5. Compare the level of safety when designed into equipment versus safety that is retrofitted into it.
    6. Explain how a cost-benefit analysis can justify investing in safety techniques.
18. Explain the safe use of various exercise equipment and techniques.
    1. Examine the use of exercise equipment and techniques.
    2. Describe the purpose of each exercise.

FLA 141 - Elementary Arabic I

1. Produce orally and in writing the Arabic alphabets
   1. Pronounce/write the Arabic letters
   2. Pronounce/write the Arabic vowel letters
   3. Build basic vocabulary list
   4. Pronounce/write the Arabic “sun” letters.
   5. Pronounce/write the Arabic “moon” letters.
   6. Pronounce/write short and long letters.
   7. Write Arabic alphabets in 3 word locations (start/middle/end).
2. Pronounce basic Arabic statements sufficient for survival.
   1. Ask for directions.
   2. Follow directions
   3. Ask a question
   4. Seek information
   5. Interpret Arabic signs and ads
3. Demonstrate ability to be social
   1. Use appropriate Arabic greeting messages
   2. Use names and titles appropriately
   3. Introduce oneself in an appropriate way
   4. Give brief personal information to others
4. Demonstrate ability to tell time in Arabic
   1. Ask about time in Arabic
   2. Answer questions about time in Arabic
   3. Read the written time
5. Differentiate between the three types of verbs in Arabic
   1. Recognize the past, present, and imperative verbs
   2. Conjugate selected verbs in three forms.
   3. Use each in a sentence in an appropriate form
6. Orally respond, in 2 statements, to limited Arabic questions
   1. Regarding weather
   2. Regarding residence
   3. Regarding health.
   4. Regarding job.
   5. Regarding money
   6. Regarding travel
   7. Regarding hotel
   8. Regarding country
   9. Regarding hobby
   10. Regarding sport
   11. Regarding marriage
   12. Regarding family
   13. Regarding clothes
   14. Regarding food
   15. Regarding study
   16. Regarding politics
   17. Regarding religion
7. Identify Arabic speaking countries, and their characteristics
   1. Name each Arab country and its capital
   2. Mention something about their culture, products, weather.
   3. Show their locations on the world map
   4. Write the names of each country from memory (dictation).
   5. Recognize their flags
   6. Tell about their type of government
   7. Write down their names and pronounce them loudly.
8. Discuss a general issue related to Arabic language and/or culture.
   1. Share something that is known about the Arabic language and/or culture.
   2. Share one’s opinion with others
   3. Describe prejudices and stereotyping of Arabic culture.
   4. Identify three popular American personalities of Arabic origin.

FLA 142 - Elementary Arabic II

1. Demonstrate an ability to understand simple statements made by Arabic native speakers
   1. Ask specific questions
   2. State opinion in clear statements
   3. Appropriately react to the surrounding cultural situations.
   4. Show cultural sensitivity when necessary
   5. Give information about self to others.
   6. Build basic vocabulary list.
   7. Write simple words from memory (dictation).
2. Use basic Arabic statements sufficient for survival.
   1. Ask for directions clearly
   2. Follow directions.
   3. Negotiate a price in buying or selling.
   4. Ask for time and appointments.
   5. React to Arabic media.
   6. Respond correctly to Yes/No questions.
3. Demonstrate ability to be social in an appropriate manner.
   1. Read and use all appropriate Arabic greeting messages.
   2. Use gender appropriately
   3. Respond correctly to Yes/No questions
   4. Arrange for a meeting with others, specifying time and date.
   5. When necessary request help in a correct fashion.
4. Demonstrate ability to read simple Arabic prose
   1. Read simple Arabic prose
   2. Verbally answer questions about what has been read
   3. Write the few answers as a writing test
   4. Look up Arabic words in an Arabic/English dictionary.
5. Learn the differences of Arabic verbs, nouns and articles.
   1. Recognize the past, present and imperative verbs.
   2. Use each in a sentence in an appropriate form
   3. Recognize male/female nouns and use relevant verbs.
   4. Make up short sentences from memory.
   5. Use correct Arabic grammar during a short talk
   6. Conjugate some verbs and use them in sentences
6. Respond orally and in writing (up to 5 statements), to basic Arabic questions.
   1. Regarding weather.
   2. Reagarding residence.
   3. Regarding health.
   4. Regarding job.
   5. Regarding money.
   6. Regarding hotel.
   7. Regarding travel.
   8. Regarding country.
   9. Regarding hobby.
   10. Regarding sport.
   11. Regarding marriage.
   12. Regarding family.
   13. Regarding clothes.
   14. Regarding food.
   15. Regarding study.
   16. Regarding politics.
   17. Regarding religion.
7. Translate simple selected English passages to Arabic language
   1. Identify the culture in each statement before translating it.
   2. Memorize a script from Arabic culture and show its meaning.
   3. Point to some differences between Arabic and English novels.
   4. Name important figures in Arabic culture and find similar ones in English.
   5. Pronounce and write down famous Arabic names.
   6. Compare some proverbs in Arabic and English
   7. Find few English words of Arabic origin.
8. Discuss a general issue related to Arabic language and/or culture.
   1. Share something that is known about the Arabic language and/or culture.
   2. Share one’s opinion with others
   3. Describe prejudices and stereotyping of Arabic culture.
   4. Identify three popular American personalities of Arabic origin.

FLA 241 - Intermediate Arabic I

1. Demonstrate an ability to correctly respond to general Arabic communications (orally and in writing).
   1. Answer questions in short answers
   2. Follow directions given by the teacher in Arabic.
   3. Write directions to others
   4. Build basic vocabulary list
   5. Write words or statements from memory (dictation).
   6. Ask the teacher about information in Arabic
   7. Write a short description of self.
2. Use of basic Arabic grammar
   1. Distinguish verbs from nouns
   2. Classify verb tense and type of noun
   3. Correctly use articles and adverbs in writing.
   4. Show knowledge of adjectives
   5. React to Arabic media
   6. Respond correctly to opinion questions
3. Demonstrate ability to be sensitive to the Arabic cultures
   1. Read and use all appropriate Arabic greeting messages
   2. Use gender appropriately
   3. Identify the type of customs of each Arabic speaking region.
   4. Differentiate between styles of greetings and expectations.
   5. Learn about prominent historical figures in each country.
4. Demonstrate ability to read and comprehend common Arabic printed materials.
   1. Read short Arabic passages from any Arabic source
   2. Answer questions, both written and orally, on the information read from the printed materials.
   3. Summarize the articles read
   4. Look up new Arabic words in an Arabic/English dictionary
   5. Learn new words and use them in sentences
   6. Find words which sound similar in English
5. Interpret simple literary writings in Arabic
   1. Read an Arabic short story and write a summary about it.
   2. Discuss in Arabic the story with other class members
   3. Find similar story in English literature and analyze it.
   4. Write few descriptive sentences about the story
   5. Express opinions related to the story
   6. Explain few lines of famous poetry
   7. Show the difference between styles of language used in prose and in poetry.
6. Respond orally and in writing (up to 10 statements), to ordinary questions in Arabic.
   1. Regarding weather.
   2. Regarding residence.
   3. Regarding health.
   4. Regarding job.
   5. Regarding money.
   6. Regarding hotel.
   7. Regarding travel.
   8. Regarding country.
   9. Regarding hobby.
   10. Regarding sport.
   11. Regarding marriage.
   12. Regarding family.
   13. Regarding clothes.
   14. Regarding food.
   15. Regarding study.
   16. Regarding politics.
   17. Regarding religion.
7. Interpret Arabic TV shows, and/or Radio announcements
   1. Identify the culture described in each show
   2. Interpret the theme of the each show
   3. Point to some differences between Arabic and English shows.
   4. Name important figures in Arabic show business and find similar ones in English.
   5. Pronounce and write down famous Arabic names
   6. Compare some proverbs, topics and customs in Arabic and English.
   7. Find common grounds between Arabic and English cultures using these shows.
   8. Give a short presentation about the show and provide a written summary.
8. Discuss a general issue related to Arabic language and/or culture.
   1. Share something that is known about the Arabic language and/or culture.
   2. Share one’s opinion with others.
   3. Describe prejudices and stereotyping of Arabic culture.
   4. Identify three popular American personalities of Arabic origin.

FLA 242 - Intermediate Arabic II

1. Communicate with others in a more advanced Arabic skill (orally and in writing).
   1. Answer questions in short answers
   2. Follow directions given by the teacher in Arabic
   3. Write directions to others
   4. Ask the teacher about information in Arabic
   5. Build basic vocabulary list
   6. Use Arabic proverbs, idioms and sayings
2. Use advanced Arabic grammar.
   1. Write in classical Arabic correctly
   2. Write words or statements from memory (dictation).
   3. Distinguish between functions of words in Arabic.
   4. Correctly use articles and adverbs in writing.
   5. Show knowledge of adjectives, nouns, pronouns.
   6. Analyze words in selected Arabic statements
   7. Show correct usage of words in selected Arabic ads
   8. Comment on usage of words in a selected literary work.
3. Demonstrate ability to be sensitive to the Arabic personality.
   1. Read simple Arabic historical passages
   2. Read about general Arabic personality
   3. Identify the type of customs of each Arabic speaking region.
   4. React to Arabic expectations of others
   5. Learn about prominent figures in each country
4. Demonstrate ability to write in simple Arabic
   1. Use the correct verb tense when writing short reports.
   2. Write one’s brief opinion
   3. Use a variety of grammatical forms.
   4. Use new words by using an Arabic/English dictionary.
   5. Write a short personal invitation
   6. Write a short response for the invitation
   7. Use famous Arabic opening statements in communications.
5. Interpret customs of Arabic regions
   1. Read some Arabic article about Arabic customs.
   2. Orally discuss the Arabic article with other class members.
   3. Find similar issue in English literature and compare it.
   4. Explain the pros and cons of these customs
   5. Give a short presentation in classical Arabic
6. Respond orally and in writing (up to 10 statements), to ordinary questions in Arabic.
   1. Regarding weather
   2. Regarding residence.
   3. Regarding health
   4. Regarding job
   5. Regarding money.
   6. Regarding hotel
   7. Regarding travel.
   8. Regarding country
   9. Regarding hobby
   10. Regarding sport
   11. Regarding marriage
   12. Regarding family
   13. Regarding clothes
   14. Regarding food
   15. Regarding study
   16. Regarding politics
   17. Regarding religion
7. Interpret/summarize Arabic TV and/or Radio shows, and journal ads.
   1. Identify the culture described show or ad.
   2. Interpret the theme of each show or ad.
   3. Point to differences between Arabic and USA shows or ads.
   4. Name important figures in Arabic and find similar ones in USA.
   5. Pronounce and write down famous Arabic names
   6. Compare some proverbs, topics and customs in Arabic and USA
   7. Find common grounds between Arabic and USA cultures using these shows.
   8. Give a short presentation about the show and provide a written summary.
8. Discuss a general issue related to Arabic language and/or culture.
   1. Share something that is known about the Arabic language and/or culture.
   2. Share one’s opinion with others
   3. Describe prejudices and stereotyping of Arabic culture.
   4. Identify three popular American personalities of Arabic origin.

FLC 141 - Elementary Chinese I

1. Produce memorized utterances and sequences in oral and written form.
   1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative
   2. Repeat such basic questions and ask them of other students.
   3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
   4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing
2. Demonstrate listening and speaking skills sufficient to meet some basic survival needs.
   1. Seek information
   2. Express confusion or lack of understanding
   3. Follow directions
   4. Make excuses and ask permission
3. Demonstrate reading and writing skills sufficient to meet survival needs.
   1. Translate selected signs and announcements
   2. Follow selected written directions
4. React, in a limited way, in a social situation without complications.
   1. Use appropriate greetings and leave-takings
   2. Use typical names and titles appropriately
   3. Give personal information in one-or-two sentence sequences
5. Interpret, in written and oral form, a one-sentence structured question about real, personal experiences.
   1. Identify yes/no questions
   2. Identify questions which elicit information
   3. Distinguish between different grammatical structures used to create questions.
6. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
   1. Choose appropriate subject and verb forms to create a response.
   2. Select appropriate verbs for responses to specific questions
   3. Vary responses without changing meaning
7. Ask, in written and oral form, a structured question about real, personal experiences.
   1. Choose appropriate subject and verb forms to create a question.
   2. Create questions using different grammatical constructions
   3. Use intonation as an interrogative form
8. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
   1. Respond realistically to basic questions used in class.
   2. Manipulate memorized material to fit a situation
   3. Give a one-sentence description of items using color and size.
   4. give one-word or one sentence answers to factual questions based on cultural information
   5. Express likes and dislikes in single sentences
   6. Express agreement and disagreement with others’ likes and dislikes.
9. Demonstrate, in written form, some spontaneity and creative language used in response to an oral or written question or a situation or visual.
   1. Respond realistically to basic questions used in class.
   2. Manipulate memorized material to fit a situation.
   3. give a one-sentence description of items using color and size.
   4. Give one-word or one-sentence answers to factual questions based on cultural information
   5. Express likes and dislikes in single sentences
   6. Express agreement and disagreement with others’ likes and dislikes.
10. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
    1. Display knowledge of basic vocabulary about the everyday world.
    2. Manipulate grammatical constructions to fit a situation.
    3. Make necessary agreements with subjects, verbs, and adjectives.
11. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
    1. Display knowledge of basic vocabulary about the everyday world.
    2. Manipulate grammatical constructions to fit a situation
    3. Make necessary agreements with subjects, verbs, and adjectives.
    4. Use accurate intonation and pronunciation at a novice level
12. Write English language equivalents to selected short passages in the target language.
13. Distinguish meaning from selected listening comprehension passages in the target language.
    1. Listen to selections in the target language.
    2. Identify correct responses to questions
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLC 142 - Elementary Chinese II

1. Demonstrate ability to get into, through and out of typical cultural situations.
   1. Make simple oral inquires
   2. Get people to restate things more simply or slowly
   3. Complain and refuse politely
   4. Give more extended personal information
2. Attend to the welfare of people in the target language with culturally appropriate responses.
   1. Express physical discomfort and needs, and describe medical needs in very simple terms (i.e., hunger, fatigue, illness).
   2. Request help in attending to needs and/or uncertainties.
   3. Buy items in a street market or various stores.
   4. Cash a check and change money
3. Interact socially in an appropriate manner.
   1. Use a variety of appropriate greeting/leave-taking and social formulas
4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
5. Produce, in written form, a paragraph describing the known and concrete environment.
6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
8. Translate selected passages in the target language to English, in oral and written form
9. Translate selected English sentences into their target language equivalents, both orally and in writing
10. Respond appropriately in the target language to ?situations? described in English.
11. Performa a character role in the target language
    1. Memorize a scripted role
    2. Play the role in a skit or dramatic production
    3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech)
12. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
13. Generate correct grammatical structures, orally and in writing.
    1. Identify correct usage of tenses in addition to the present.
    2. Produce correct compound and complex sentences
14. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
15. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLC 241 - Intermediate Chinese I

1. Respond correctly to both written and oral instruction given in the target language
   1. Follow directions for homework and classwork exercises and test procedures given the target language.
   2. Ask for information in the target language
2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
   1. Demonstrate familiarity with grammatical terms in the target language.
   2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and adjective forms.
   3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
3. Describe selected aspects of the culture of areas where the target language is spoken.
   1. Identify individual countries and/or regions of the world where the target language is spoken
4. Interpret, in written form, various representations of authentic print material used in the classroom.
5. Interpret, in written and oral form, selected short essays and short stories.
6. Discuss, with other class members, assigned stories, essays and other readings.
7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers
9. Describe one’s family, friends, places and personal reactions in the target language.
10. Comment on an event in progress (sports event, theater, television, or some observed action).
11. Discuss selected current and past actions and events.
12. Discuss events and gossip in a restaurant setting.
13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly 

FLC 242 - Intermediate Chinese II

1. Interpret nuances of language in written and oral form
   1. Identify idiomatic expressions
   2. Use appropriate verb forms in the target language where their usage differs from English
2. Demonstrate speaking skills which include a variety of styles.
   1. Use idiomatic expressions in speech
   2. Use appropriate informal and formal patterns of speaking, depending on the situation
   3. Present factual information, in the form of a short classroom presentation.
   4. Converse with native speakers or non-native speakers.
3. Interpret abridged or annotated versions of literary works
4. Interpret selected aspects of the history and literature of areas where the target language is spoken
5. Demonstrate writing skills for both formal and informal writing tasks.
6. Demonstrate persuasive discourse
7. Assess the influence of the language and culture of focus areas on American culture, history and language
8. Demonstrate knowledge of the culture and customs of a particular region or area where the target language is spoken
9. Express discomfort about physical and emotional conditions
10. Express impression about selected topics and circumstances.
11. Express intentions, preferences, opinions, needs, and wishes about selected topics and circumstances.
12. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
13. Discuss plans for the future
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLF 151 - Elementary French I

1. Produce memorized utterances and sequences in oral and written form
   1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative.
   2. Repeat such basic questions and ask them of other students.
   3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
   4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing 
2. Demonstrate listening and speaking skills sufficient to meet survival needs.
   1. Seek information
   2. Express confusion or lack of understanding
   3. Follow directions
   4. Make excuses and ask permission
3. Demonstrate reading and writing skills sufficient to meet survival needs
   1. Translate selected signs and announcements
   2. Follow selected written directions
4. React, in a limited way, in a social situation without complications.
   1. Use appropriate greetings and leave-takings
   2. Use typical names and titles appropriately
   3. Give personal information in one-or-two sentence sequences.
5. Interpret, in written and oral form, a one-sentence structured question about real, personal experiences
   1. Identify yes/no questions
   2. Identify questions which elicit information
   3. Distinguish between different grammatical structures used to create questions.
6. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
   1. Choose appropriate subject and verb forms to create a response.
   2. Select appropriate verbs for responses to specific questions
   3. Vary responses without changing meaning
7. Ask, in written oral form, a structured question about real, personal experiences.
   1. Choose appropriate subject and verb forms to create a question.
   2. Create questions using different grammatical constructions.
   3. Use intonation as an interrogative form
8. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
   1. Respond realistically to basic questions used in class.
   2. Manipulate memorized material to fit a situation
   3. Give a one-sentence description of items, using color and size.
   4. Give one-word or one-sentence answers to factual questions based on cultural information
   5. Express likes and dislikes in single sentences.
   6. Express agreement and disagreement with others’ likes and dislikes
9. Demonstrate, in written form, some spontaneity and creative language use in response to an oral or written question or a situation or visual.
   1. Respond realistically to basic questions used in class.
   2. Manipulate memorized material to fit a situation
   3. Give a one-sentence description of items, using color and size.
   4. Give one-word or one-sentence answers to factual questions based on cultural information
   5. Express likes and dislikes in single sentences
   6. Express agreement and disagreement with others’ likes and dislikes.
10. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
    1. Display knowledge of basic vocabulary about the everyday world.
    2. Manipulate grammatical constructions to fit a situation.
    3. Make necessary agreements with subjects, verbs, and adjectives.
11. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
    1. Display knowledge of basic vocabulary about the everyday world
    2. Manipulate grammatical constructions to fit a situation.
    3. Make necessary agreements with subjects, verbs, and adjectives.
    4. Use accurate information and pronunciation at a novice level.
12. Write English language equivalents to selected short passages in the target language
13. Distinguish meaning from selected listening comprehension passages in the target language
    1. Listen to selections in the target language
    2. Identify correct responses to questions
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLF 152 - Elementary French II

1. Demonstrate ability to get into, through and out of typical cultural situations.
   1. Make simple oral inquiries
   2. Get people to restate things more simply or slowly
   3. Complain and refuse politely
   4. Give more extended personal information
2. Attend to the welfare of people in the target language with culturally appropriate responses
   1. Express physical discomfort and needs, and describe medical needs in very simple terms (e., hunger, fatigue, illness).
   2. Request help in attending to needs and/or uncertainties.
   3. Buy items in a street market or various stores
   4. Cash a check and change money
3. Interact socially in an appropriate manner
   1. Use a variety of appropriate greeting/leave-takings and social formulas.
   2. Issue and react to simple invitations
   3. Arrange a meeting with someone at a specific time, place and date.
   4. Use common and appropriate telephone phrases
4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
   1. Respond correctly to true/false questions
   2. Answer simple questions based on theme and information contained in the essay.
   3. Produce simple, grammatically correct answers that involve some original thinking
5. Produce, in written form, a paragraph describing the known and concrete environment.
   1. Use basic vocabulary without the aid of a dictionary.
   2. Relate an event in the present, past, or future, using the appropriate grammatical forms
   3. Use direct and indirect object pronouns in appropriate constructions.
6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
   1. Manipulate grammatical constructions, including the past, present, and future, as necessary
   2. Respond to another person’s information with appropriate questions to elicit further information
   3. Use accurate intonation and pronunciation at a novice high level.
7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
   1. Respond correctly to true/false questions based on the listening passage or dialogue
   2. Answer questions, in written or oral form, based on information given in the listening passage or dialogue
   3. Express an opinion, in written or oral form about information given in the listening passage or dialogue
   4. Create original responses, in written or oral form, to questions posed in an open-ended dialogue exercise
8. Translate selected passages in the target language to English, in oral and written form. Translate selected passages in the target language to English, in oral
9. Translate selected English sentences into their target language equivalents, both orally and in writing
10. Respond appropriately in the target language to “situations” described in English.
11. Perform a character role in the target language
    1. Memorize a scripted role
    2. Play the role in a skit or dramatic production
    3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech).
12. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
13. Generate correct grammatical structures, orally and in writing
    1. Identify correct usage of tenses in addition to the present.
    2. Produce correct compound and complex sentences
14. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
15. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly 

FLF 241 - Intermediate French I

1. Respond correctly to both written and oral instructions given in the target language.
   1. Follow directions for homework and classwork exercises and test procedures given the target language
   2. Ask for information in the target language
2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
   1. Demonstrate familiarity with grammatical terms in the target language.
   2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and adjective forms
   3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
3. Describe selected aspects of the culture of areas where the target language is spoken.
   1. Identify individual countries and/or regions of the world where the target language is spoken
   2. Distinguish linguistic or cultural differences that occur in different countries or regions where the language is spoken
   3. Contrast major differences between customs or celebrations of the United States and countries where the target language is spoken
   4. Identify important personalities who have influenced the culture or history of focus countries
4. Interpret, in written form, various representations of authentic print material used in the classroom
   1. Read newspaper and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English
   2. Answer questions, both written and oral, on information from printed articles.
   3. Identify special idiomatic uses, and translate them into standard English expressions
   4. Summarize articles in the target language
5. Interpret, in written and oral form, selected short essays and short stories
   1. Read short essays and short stories, with the aid of a dictionary
   2. Answer questions, both written and oral, about information in the printed selections
   3. Write short descriptions of events or characters in the printed selections.
6. Discuss, with other class members, assigned stories, essays, and other readings.
   1. Formulate questions about the characters or events
   2. Express personal opinions on a topic related to the readings.
   3. React to the opinions and interpretations of other students.
7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
   1. Memorize unfamiliar vocabulary used in assigned readings.
   2. Use new vocabulary in original writing assignments
8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers
   1. Answer questions, in written and oral form, based on information presented in the discourse
   2. Summarize, in written and oral form, the content of the discourse.
   3. Discuss the subject matter or give personal reactions.
   4. Create original presentations, alone or with a partner, based on models used in class.
9. Describe one’s family, friends, places and personal reactions in the target language.
10. Comment on an event in progress (sports event, theater, television, or some observed action).
11. Discuss selected current and past actions and events.
12. Discuss events and gossip in a restaurant setting.
13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLF 242 - Intermediate French II

1. Interpret nuances of language in written and oral form.
   1. Identify idiomatic expressions.
   2. Use appropriate verb forms in the target language where their usage differs from English
2. Demonstrate speaking skills which include a variety of styles.
   1. Use idiomatic expressions in speech.
   2. Use appropriate informal and formal patterns of speaking, depending on the situation
   3. Present factual information, in the form of a short classroom presentation.
   4. Converse with native speakers or non-native speakers.
3. Interpret abridged or annotated versions of literary works
   1. Read passages from literary works with the aid of a dictionary.
   2. Answer questions, both written and oral, about characters, events, and themes in the works
   3. Write about characters, events and themes in the works
4. Interpret selected aspects of the history and literature of areas where the target language is spoken
   1. Identify some of the major writers of the language.
   2. Identify some of the important historical figures of focus areas.
   3. Describe some of the more important literary trends or movements in the language
5. Demonstrate writing skills for both formal and informal writing tasks.
   1. Use correct grammatical forms, including subject, verb, and adjective agreement and verb tenses
   2. Display variety in style, using appropriate language for formal and informal tasks
   3. Write a short essay on a given topic.
   4. Demonstrate creative expression in writing
   5. Write a business letter
   6. Write a personal letter
6. Demonstrate persuasive discourse
   1. Argue, orally, for or against a controversial issue.
   2. Argue, in writing, for or against a controversial issue.
7. Assess the influence of the language and culture of focus areas on American culture, history, and language
   1. Recognize influences from the target language on English
   2. Recognize influences from the focus area on American traditions, customs, and lifestyles
8. Demonstrate knowledge of the culture and customs of a particular region or area where the target language is spoken
   1. Answer questions, in written and oral form, about a specific area.
   2. Give a short oral presentation about a specific area.
9. Express discomfort about physical and emotional conditions.
   1. Describe symptoms and feelings
   2. Complain about circumstances relating to personal conditions.
10. Express impressions about selected topics and circumstances.
11. Express intentions, preferences, opinions, needs, and wishes about selected topics and circumstances
12. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
13. Discuss plans for the future
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLG 141 - Elementary German I

1. Memorized utterances and sequences in oral and written form.
   1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative
   2. Repeat such basic questions and ask them of other students.
   3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
   4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing
2. Demonstrate listening and speaking skills sufficient to meet some basic survival needs.
   1. Seek information
   2. Express confusion or lack of understanding
   3. Follow directions
   4. Make excuses and ask permission
3. Demonstrate reading and writing skills sufficient to meet survival needs.
4. Translate selected signs, menus and announcements
5. Follow selected written directions
6. React, in a limited way, in a social situation without complications.
   1. Use appropriate greetings and leave-takings
   2. Use typical names and titles appropriately
   3. Give personal information in one or two sentence sequences
7. Interpret, in written and oral form, a one-sentence structured questions about real, personal experiences
   1. Identify yes/no questions
   2. Identify questions which elicit information
   3. Distinguish between grammatical structures used to create questions 
8. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
   1. Choose appropriate subject and verb forms to create a response.
   2. Select appropriate verbs for responses to specific questions.
   3. Vary responses without changing meaning
9. Ask, in written and oral form, a structured question about real, personal experiences.
   1. Choose appropriate subject and verb forms to create a question.
   2. Create questions using different grammatical constructions.
   3. Use intonation as an interrogative form
10. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
    1. Respond realistically to basic questions used in class
    2. Manipulate memorized material to fit a situation
    3. Give a one-sentence description of items, using color and size.
    4. Give one word or one-sentence answers to factual questions based on cultural information
    5. Express likes and dislikes in single sentences
    6. Express agreement and disagreement with the likes and dislikes of others.
11. Demonstrate, in written form, some spontaneity and creative language used in response to an oral or written question or a situation or visual
    1. Respond realistically to basic questions used in class
    2. Manipulate memorized material to fit a situation
    3. Give a one-sentence description of items, using color and size.
    4. Give one word or one-sentence answers to factual questions based on cultural information
    5. Express likes and dislikes in single sentences.
    6. Express agreement and disagreement with others’ likes and dislikes
12. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid
    1. Display knowledge of basic vocabulary about the everyday world.
    2. Manipulate grammatical constructions to fit a situation
    3. Make necessary agreements with subjects, verbs, and adjectives.
13. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
    1. Display knowledge of basic vocabulary about the everyday world.
    2. Manipulate grammatical constructions to fit a situation
    3. Make necessary agreements with subjects, verbs, and adjectives.
    4. Use accurate intonation and pronunciation at a novice level.
14. Distinguish meaning from selected listening comprehension passages in the target language
    1. Listen to selections in the target language
    2. Identify correct responses to questions
15. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLG 142 - Elementary German II

1. Demonstrate ability to get into, through and out of typical cultural situations
   1. Make simple oral inquires
   2. Get people to restate things more simply or slowly
   3. Complain and refuse politely
   4. Give more extended personal information
2. Attend to the welfare of people in the target language with culturally appropriate responses
   1. Express physical discomfort and needs, and describe medical needs in very simple terms (i.e., hunger, fatigue, illness)
   2. Request help in attending to needs and/or uncertainties.
   3. Buy items in a department store or various stores
   4. Paying a bill
3. Interact socially in an appropriate manner
   1. Use a variety of appropriate greeting/leave-taking and social formulas.
   2. Issue and react to simple invitations
   3. Arrange a meeting with someone at a specific time, place and date
   4. Use common and appropriate telephone phrases.
4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
   1. Respond correctly to true/false questions
   2. Answer simple questions based on theme and information contained in selected reading pieces
   3. Produce simple, grammatically correct answers that involve some original thinking
5. Produce, in written form, a paragraph describing the known and concrete environment.
   1. Use basic vocabulary without the aid of a dictionary
   2. Relate an event in the present, past, or future, using the appropriate grammatical forms
   3. Use direct and indirect object pronouns in appropriate constructions.
6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
   1. Manipulate grammatical constructions, including the past, present, and future, as necessary
   2. Respond to another person’s information with appropriate questions to elicit further information
   3. Use accurate intonation and pronunciation at a novice high level.
7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
   1. Respond correctly to true/false questions based on the listening passage or dialogue
   2. Answer questions, in written or oral form, based on information given in the listening passage or dialogue
   3. Express an opinion, in written or oral form about information given in the listening passage or dialogue
   4. Create original responses, in written or oral form, to questions posed in an open-ended dialogue exercise
8. Translate selected English sentences into their target language equivalents, both orally and in writing
9. Respond appropriately in the target language to ?situations? described in English.
10. Perform a character role in the target language
    1. Memorize a scripted role
    2. Play the role in a skit or dramatic production.
    3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech).
11. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
12. Generate correct grammatical structures, orally and in writing.
    1. Identify correct usage of tenses in addition to the present.
    2. Produce correct compound and complex sentences
13. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLG 241 - Intermediate German I

1. Respond correctly to both written and oral instructions given in the target language
   1. Follow directions for homework and class work exercises and test procedures given the target language
   2. Ask for information in the target language
2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
   1. Demonstrate familiarity with grammatical terms in the target language.
   2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and direct object
   3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
3. Describe selected aspects of the culture of areas where the target language is spoken.
   1. Identify individual countries and/or regions of the world where the target language is spoken.
   2. Distinguish linguistic or cultural differences that occur in different countries or regions where the language is spoken
   3. Contrast major differences between customs or celebrations of the United States and countries where the target language is spoken
4. Interpret, in written form, various representations of authentic print material used in the classroom.
   1. Read newspaper and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English
   2. Answer questions, both written and oral, on information from printed articles.
   3. Identify special idiomatic uses, and translate them into standard English expressions
   4. Summarize articles in the target language
5. Interpret, in written and oral form, selected short essays and short stories.
   1. Read short essays and short stories, with the aid of a dictionary.
   2. Answer questions, both written and oral, about information in the printed selections
   3. Write short descriptions of events or characters in the printed selections.
6. Discuss, with other class members, assigned stories, essays, and other readings.
   1. Formulate questions about the characters or events.
   2. Express personal opinions on a topic related to the readings.
   3. React to the opinions and interpretations of other students
7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
   1. Memorize unfamiliar vocabulary used in assigned readings
   2. Use new vocabulary in original writing assignments
8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers.
   1. Answer questions, in written and oral form, based on information presented in the discourse
   2. Summarize, in written and oral form, the content of the discourse
   3. Discuss the subject matter or give personal reactions
   4. Create original presentations, alone or with a partner, based on models used in class.
9. Describe one’s family, friends, places and personal reactions in the target language.
10. Comment on an event in progress (sports event, theater, television, or some observed action).
11. Discuss selected current and past actions and events.
12. Discuss events and gossip in a restaurant setting
13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLG 242 - Intermediate German II

1. Interpret nuances of language in written and oral form
   1. Identify idiomatic expressions
   2. Use appropriate verb forms in the target language where their usage differs from English
2. Demonstrate speaking skills which include a variety of styles.
   1. Use idiomatic expression in speech
   2. Use appropriate informal and formal patterns of speaking, depending on the situation
   3. Present factual information, in the form of a short classroom presentation.
   4. Converse with native speakers or non-native speakers
3. Demonstrate writing skills for both formal and informal writing tasks.
   1. Use correct grammatical forms, including subject, verb, and adjective agreement and verb tenses
   2. Display variety in style, using appropriate language for formal and informal tasks.
   3. Write a short essay on a given topic
   4. Demonstrate creative expression in writing
   5. Write a business letter
   6. Write a personal letter
4. Assess the influence of the language and culture of focus areas on American culture, history, and language
   1. Recognize influences from the target language on English
   2. Recognize influences from the focus area on American traditions, customs, and lifestyles
5. Demonstrate knowledge of the culture and customs of a particular region or area where the target language is spoken
   1. Answer questions, in written and oral form, about a specific area.
   2. Give a short oral presentation about a specific area
   3. Give a short oral presentation about an imaginary trip to a German speaking country
6. Express discomfort about physical and emotional conditions.
   1. Describe symptoms and feelings
   2. Complain about circumstances relating to personal conditions.
7. Express impressions about selected topics and circumstances.
8. Express intentions, preferences, opinions, needs, and wishes about selected topics and circumstances
9. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
10. Discuss plans for the future
11. Demonstrate basic knowledge of autos
    1. Identify traffic signs
    2. TUV.
    3. Label and use car parts in conversation
12. Interpret, in written form, various representations of authentic print material used in the classroom
    1. Read newspapers and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English.
    2. Answer questions, both written and oral, on information from printed articles
    3. Identify special idiomatic uses, and translate them into standard English expressions
    4. Summarize articles in the target language
13. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers
    1. Answer questions, in written and oral form, based on information presented in the discourse
    2. Summarize, in written and oral form, the content of the discourse.
    3. Discuss the subject matter or give personal reactions.
    4. Create original presentations, alone or with a partner, based on models used in class
14. Discuss events in a restaurant setting
    1. Discuss differences between American and German restaurants.
    2. Demonstrate how to order from a menu.
    3. Demonstrate restaurant etiquette
15. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLI 141 - Elementary Italian I

1. Produce memorized utterances and sequences in oral and written form
   1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative
   2. Repeat such basic questions and ask them of other students.
   3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
   4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing
2. Demonstrate listening and speaking skills sufficient to meet some basic survival needs.
   1. Seek information
   2. Express confusion or lack of understanding
   3. Follow directions
   4. Make excuses and ask permission
3. Demonstrate reading and writing skills sufficient to meet survival needs.
   1. Translate selected signs and announcements.
   2. Follow selected written directions
4. React, in a limited way, in a social situation without complications.
   1. Use appropriate greetings and leave-takings
   2. Use typical names and titles appropriately
   3. Give personal information in one or two sentence sequences.
5. Interpret, in written and oral form, a one-sentence structured question about real, personal experiences
   1. Identify yes/no questions
   2. Identify questions which elicit information.
   3. Distinguish between different grammatical structures used to create questions.
6. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
   1. Choose appropriate subject and verb forms to create a response
   2. Select appropriate verbs for responses to specific questions
   3. Vary responses without changing meaning
7. Ask, in written and oral form, a structured question about real, personal experiences.
   1. Choose appropriate subject and verb forms to create a question.
   2. Create questions using different grammatical constructions
   3. Use intonation as an interrogative form
8. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
   1. Respond realistically to basic questions used in class
   2. Manipulate memorized material to fit a situation
   3. Give a one-sentence description of items, using color and size.
   4. Give one word or one-sentence answers to factual questions based on cultural information
   5. Express likes and dislikes in single sentences
   6. Express agreement and disagreement with the likes and dislikes of others.
9. Demonstrate, in written form, some spontaneity and creative language used in response to an oral or written question or a situation or visual
   1. Respond realistically to basic questions used in class.
   2. Manipulate memorized material to fit a situation.
   3. Give a one-sentence description of items, using color and size.
   4. Give one word or one-sentence answers to factual questions based on cultural information
   5. Express likes and dislikes in single sentences.
   6. Express agreement and disagreement with others’ likes and dislikes.
10. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
    1. Display knowledge of basic vocabulary about the everyday world.
    2. Manipulate grammatical constructions to fit a situation.
    3. Make necessary agreements with subjects, verbs, and adjectives.
11. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid
    1. Display knowledge of basic vocabulary about the everyday world.
    2. Manipulate grammatical constructions to fit a situation.
    3. Make necessary agreements with subjects, verbs, and adjectives.
    4. Use accurate intonation and pronunciation at a novice level.
12. Distinguish meaning from selected listening comprehension passages in the target language.
    1. Listen to selections in the target language
    2. Identify correct responses to questions
13. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLI 142 - Elementary Italian II

1. Demonstrate ability to get into, through and out of typical cultural situations
   1. Make simple oral inquiries
   2. Get people to restate things more simply or slowly
   3. Complain and refuse politely
   4. Give more extended personal information
2. Attend to the welfare of people in the target language with culturally appropriate responses
   1. Express physical discomfort and needs, and describe medical needs in very simple terms (i.e., hunger, fatigue, illness).
   2. Request help in attending to needs and/or uncertainties.
   3. Buy items in a street market or various stores
   4. Cash a check and change money
3. Interact socially in an appropriate manner
   1. Use a variety of appropriate greeting/leave-taking and social formulas.
   2. Issue and react to simple invitations
   3. Arrange a meeting with someone at a specific time, place and date.
   4. Use common and appropriate telephone phrases
4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
   1. Respond correctly to true/false questions
   2. Answer simple questions based on theme and information contained in selected reading pieces
   3. Produce simple, grammatically correct answers that involve some original thinking
5. Produce, in written form, a paragraph describing the known and concrete environment.
   1. Use basic vocabulary without the aid of a dictionary
   2. Relate an event in the present, past, or future, using the appropriate grammatical forms
   3. Use direct and indirect object pronouns in appropriate constructions.
6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
   1. Manipulate grammatical constructions, including the past, present, and future, as necessary
   2. Respond to another person’s information with appropriate questions to elicit further information
   3. Use accurate intonation and pronunciation at a novice high level.
7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
   1. Respond correctly to true/false questions based on the listening passage or dialogue
   2. Answer questions, in written or oral form, based on information given in the listening passage or dialogue
   3. Express an opinion, in written or oral form about information given in the listening passage or dialogue
   4. Create original responses, in written or oral form, to questions posed in an open-ended dialogue exercise
8. Translate selected passages in the target language to English, in oral and written form.
9. Respond appropriately in the target language to ?situations? described in English.
10. Perform a character role in the target language
    1. Memorize a scripted role.
    2. Play the role in a skit or dramatic production
    3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech)
11. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
12. Generate correct grammatical structures, orally and in writing.
    1. Identify correct usage of tenses in addition to the present.
    2. Produce correct compound and complex sentences.
13. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLI 241 - Intermediate Italian I

1. Respond correctly to both written and oral instructions given in the target language
   1. Follow directions for homework and class work exercises and test procedures given the target language
   2. Ask for information in the target language
2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
   1. Demonstrate familiarity with grammatical terms in the target language.
   2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and adjective forms
   3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
3. Describe selected aspects of the culture of areas where the target language is spoken.
   1. Identify individual countries and/or regions of the world where the target language is spoken
   2. Distinguish linguistic or cultural differences that occur in different countries or regions where the language is spoken
   3. Contrast major differences between customs or celebrations of the United States and countries where the target language is spoken
   4. Identify important personalities who have influenced the culture or history of focus countries
4. Interpret, in written form, various representations of authentic print material used in the classroom
   1. Read newspaper and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English.
   2. Answer questions, both written and oral, on information from printed articles.
   3. Identify special idiomatic uses, and translate them into standard English expressions
   4. Summarize articles in the target language
5. Interpret, in written and oral form, selected short essays and short stories.
   1. Read short essays and short stories, with the aid of a dictionary.
   2. Answer questions, both written and oral, about information in the printed selections
   3. Write short descriptions of events or characters in the printed selections.
6. Discuss, with other class members, assigned stories, essays, and other readings.
   1. Formulate questions about the characters or events.
   2. Express personal opinions on a topic related to the readings.
   3. React to the opinions and interpretations of other students. 
7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
   1. Memorize unfamiliar vocabulary used in assigned readings.
   2. Use new vocabulary in original writing assignments.
8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers
   1. Answer questions, in written and oral form, based on information presented in the discourse.
   2. Summarize, in written and oral form, the content of the discourse.
   3. Discuss the subject matter or give personal reactions.
   4. Create original presentations, alone or with a partner, based on models used in class
9. Describe one’s family, friends, places and personal reactions in the target language.
10. Comment on an event in progress (sports event, theater, television, or some observed action).
11. Discuss selected current and past actions and events
12. Discuss events and gossip in a restaurant setting
13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLI 242 - Intermediate Italian II

1. Interpret nuances of language in written and oral form
   1. Identify idiomatic expressions
   2. Use appropriate verb forms in the target language where their usage differs from English.
2. Demonstrate speaking skills which include a variety of styles.
   1. Use idiomatic expressions in speech.
   2. Use appropriate informal and formal patterns of speaking, depending on the situation
   3. Present factual information, in the form of a short classroom presentation.
   4. Converse with native speakers or non-native speakers
3. Demonstrate writing skills for both formal and informal writing tasks.
   1. Use correct grammatical forms, including subject, verb and adjective agreement and verb tenses
   2. Display variety in style, using appropriate language for formal and informal tasks.
   3. Write a short essay on a given topic
   4. Demonstrate creative expression in writing
   5. Write a business letter
   6. Write a personal letter
4. Assess the influence of the language and culture of focus areas on American culture, history, and language
   1. Recognize influences from the target language on English
   2. Recognize influences from the focus area on American traditions, customs, and lifestyles
5. Demonstrate knowledge of the culture and customs of a particular region or area of Italy
   1. Answer questions, in written and oral form, about a specific area
   2. Give a short oral presentation about a specific area.
6. Express discomfort about physical and emotional conditions.
   1. Describe symptoms and feelings
   2. Complain about circumstances relating to personal conditions.
7. Express impressions about selected topics and circumstances.
8. Express intentions, preference, opinions, needs, and wishes about selected topics and circumstances
9. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
10. Discuss plans for the future
11. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLJ 141 - Elementary Japanese I

1. Produce memorized utterances and sequences in oral and written form.
   1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative
   2. Repeat such basic questions and ask them of other students.
   3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
   4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing 
2. Demonstrate listening and speaking skills sufficient to meet some basic survival needs.
   1. Seek information
   2. Express confusion or lack of understanding.
   3. Follow directions
   4. Make excuses and ask permission
3. Demonstrate reading and writing skills sufficient to meet survival needs
   1. Translate selected signs and announcements
   2. Follow selected written directions
4. React, in a limited way, in a social situation without complications.
   1. Use appropriate greetings and leave-takings
   2. Use typical names and titles appropriately
   3. Give personal information in one or two sentence sequences.
5. Interpret, in written and oral form, a one sentence structured question about real, personal experiences
   1. Identify yes/no questions
   2. Identify questions which elicit information
   3. Distinguish between different grammatical structures used to create questions.
6. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
   1. Choose appropriate subject and verb forms to create a response.
   2. Select appropriate verbs for responses to specific questions.
   3. Vary responses without changing meaning.
7. Ask, in written and oral form, a structured question about real, personal experiences.
   1. Choose appropriate subject and verb forms to create a question.
   2. Create questions using different grammatical constructions.
   3. Use intonation as an interrogative form
8. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
   1. Respond realistically to basic questions used in class.
   2. Manipulate memorized material to fit a situation.
   3. Give a one-sentence description of items, using color and size.
   4. Give one word or one-sentence answers to factual questions based on cultural information
   5. Express likes and dislikes in single sentences.
   6. Express agreement and disagreement with the likes and dislikes of others
9. Demonstrate, in written form, some spontaneity and creative language used in response to an oral or written question or a situation or visual.
   1. Respond realistically to basic questions used in class.
   2. Manipulate memorized material to fit a situation.
   3. Give a one-sentence description of items, using color and size.
   4. Give one word or one-sentence answers to factual questions based on cultural information
   5. Express likes and dislikes in single sentences
   6. Express agreement and disagreement with others’ likes and dislikes
10. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
    1. Display knowledge of basic vocabulary about the everyday world.
    2. Manipulate grammatical constructions to fit a situation.
    3. Make necessary agreement with subjects, verbs, and adjectives.
11. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
    1. Display knowledge of basic vocabulary about the everyday world.
    2. Manipulate grammatical constructions to fit a situation
    3. Make necessary agreements with subjects, verbs, and adjectives.
    4. Use accurate intonation and pronunciation at a novice level.
12. Write English language equivalents to selected short passages in the target language.
13. Distinguish meaning from selected listening comprehension passages in the target language.
    1. Listen to selections in the target language.
    2. Identify correct responses to questions
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLJ 142 - Elementary Japanese II

1. Demonstrate ability to get into, through and out of typical cultural situations.
   1. Make simple oral inquiries
   2. Get people to restate things more simply or slowly
   3. Complain and refuse politely
   4. Give more extended personal information
2. Attend to the welfare of people in the target language with culturally appropriate responses
   1. Express physical discomfort and needs, and describe medical needs in very simple terms (i.e., hunger, fatigue, illness)
   2. Request help in attending to needs and/or uncertainties.
   3. Buy items in a street market or various stores
   4. Cash a check and change money
3. Interact socially in an appropriate manner
   1. Use a variety of appropriate greeting/leave-taking and social formulas
   2. Issue and react to simple invitations
   3. Arrange a meeting with someone at a specific time, place and date.
   4. Use common and appropriate telephone phrases
4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
   1. Respond correctly to true/false questions
   2. Answer simple questions based on theme and information contained in the essay
   3. Produce simple, grammatically correct answers that involve some original thinking
5. Produce, in written form, a paragraph describing the known and concrete environment.
   1. Use basic vocabulary without the aid of a dictionary
   2. Relate an event in the present, past, or future, using the appropriate grammatical forms
   3. Use direct and indirect object pronouns in appropriate constructions.
6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
   1. Manipulate grammatical constructions, including the past, present, and future, as necessary
   2. Respond to another person’s information with appropriate questions to elicit further information
   3. Use accurate intonation and pronunciation at a novice high level.
7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
   1. Respond correctly to true/false questions based on the listening passage or dialogue
   2. Answer questions, in written or oral form, based on information given in the listening passage or dialogue.
   3. Express an opinion, in written or oral form about information given in the listening passage or dialogue
   4. Create original responses, in written or oral form, to questions posed in an open-ended dialogue exercises
8. Translate selected passages in the target language to English, in oral and written form.
9. Translate selected English sentences into their target language equivalents, both orally and in writing
10. Respond appropriately in the target language to ?situations? described in English.
11. Performa a character role in the target language.
    1. Memorize a scripted role
    2. Play the role in a skit or dramatic production.
    3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech).
12. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
13. Generate correct grammatical structures, orally and in writing.
    1. Identify correct usage of tenses in addition to the present.
    2. Produce correct compound and complex sentences
14. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
15. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLJ 241 - Intermediate Japanese I

1. Respond correctly to both written and oral instructions given in the target language.
   1. Follow directions for homework and class work exercises and test procedures given the target language
   2. Ask for information in the target language
2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
   1. Demonstrate familiarity with grammatical terms in the target language.
   2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and adjective forms
   3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
3. Describe selected aspects of the culture of areas where the target language is spoken.
   1. Identify individual countries and/or regions of the world where the target language is spoken
   2. Distinguish linguistic or cultural differences that occur in different countries or regions where the language is spoken
   3. Contrast major differences between customs or celebrations of the United States and countries where the target language is spoken.
   4. Identify important personalities who have influenced the culture or history of focus countries
4. Interpret, in written form, various representations of authentic print material used in the classroom.
   1. Read newspaper and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English
   2. Answer questions, both written and oral, on information from printed articles
   3. Identify special idiomatic uses, and translate them into standard English expressions
   4. Summarize articles in the target language
5. Interpret, in written and oral form, selected short essays and short stories.
   1. Read short essays and short stories, with the aid of a dictionary.
   2. Answer questions, both written and oral, about information in the printed selections
   3. Write short descriptions of events or characters in the printed selections.
6. Discuss, with other class members, assigned stories, essays, and other readings
   1. Formulate questions about the characters or events.
   2. Express personal opinions on a topic related to the readings.
   3. React to the opinions and interpretations of other students.
7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
   1. Memorize unfamiliar vocabulary used in assigned readings.
   2. Use new vocabulary in original writing assignments.
8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers.
   1. Answer questions, in written and oral form, the content of the discourse.
   2. Summarize, in written and oral form, the content of the discourse.
   3. Discuss the subject matter or give personal reactions.
   4. Create original presentations, alone or with a partner, based on models used in class.
9. Describe one;s family, friends, places and personal reactions in the target language.
10. Comment on an event in progress (sports event, theater, television, or some observed action).
11. Discuss selected current and past actions and events.
12. Discuss events and gossip in a restaurant setting.
13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English.
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines
    2. Attend class regularly

FLJ 242 - Intermediate Japanese II

1. Interpret nuances of language in written and oral form.
   1. Identify idiomatic expressions
   2. Use appropriate verb forms in the target language where their usage differs from English
2. Demonstrate speaking skills which include a variety of styles.
   1. Use idiomatic expressions in speech
   2. Use appropriate informal and formal patterns of speaking, depending on the situation
   3. Present factual information, in the form of a short classroom presentation.
   4. Converse with native speakers or non-native speakers.
3. Interpret abridged or annotated versions of literary works.
   1. Read passages from literary works with the aid of a dictionary.
   2. Answer questions, both written and oral, about characters, events, and themes in the works
   3. Write about characters, events and themes in the works.
4. Interpret selected aspects of the history and literature of areas where the target language is spoken
   1. Identify some of the major writers o the language
   2. Identify some of the important historical figures of focus areas
   3. Describe some of the more important literary trends or movements in the language
5. Demonstrate writing skills for both formal and informal writing tasks.
   1. Use correct grammatical forms, including subject, verb, and adjective agreement and verb tenses
   2. Display variety in style, using appropriate language for formal and informal tasks.
   3. Write a short essay on a given topic
   4. Demonstrate creative expression in writing.
   5. Write a business letter
   6. Write a personal letter
6. Demonstrate persuasive discourse
   1. Argue, orally, for or against a controversial issue.
   2. Argue, in writing, for or against a controversial issue.
7. Assess the influence of the language and culture of focus areas on American culture, history, and language
   1. Recognize influences from the target language on English.
   2. Recognize influences from the focus area on American traditions, customs, and lifestyles
8. Demonstrate knowledge of the culture and customs of a particular region or area where the target language is spoken.
   1. Answer questions, in written and oral form, about a specific area.
   2. Give a short oral presentation about a specific area
9. Express discomfort about physical and emotional conditions.
   1. Describe symptoms and feelings
   2. Complain about circumstances relating to personal conditions.
10. Express impressions abut selected topics and circumstances.
11. Express intentions, preferences, opinions, needs, and wishes about selected topics and circumstances
12. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
13. Discuss plans for the future
14. Demonstrate academic self-discipline
    1. Meet assigned deadlines.
    2. Attend class regularly

FLS 151 - Elementary Spanish I

Credits: 5
Lecture Hours: 5
Lab Hours: 0
Practicum Hours: 0
Work Experience: 0
Course Type: Core

1. Interpret information that is heard, read or viewed from a variety of sources, including culturally authentic messages and informational texts at novice-mid level.
   1. Comprehend isolated learned words and high-frequency phrases on very familiar topics.
   2. Classify places, people and things based on given information.
   3. Determine the main idea and viewpoint of selected texts.
   4. Follow simple instructions, directions or requests.
   5. Answer questions about information presented aurally, visually or in writing.
   6. Draw conclusions and make inferences about authentic messages and informational texts.
2. Derive meaning from texts using listening, reading, and viewing strategies at novice-mid level.
   1. Understand new words and phrases with the help of visuals and graphics.
   2. Use knowledge of cognates between English and Spanish to aid comprehension.
   3. Employ background knowledge of the situation, the purpose of communication or context clues to aid comprehension.
   4. Recognize identified idiomatic expressions that cannot be directly translated into their own language(s).
3. Interact with others using culturally appropriate language orally and in writing on familiar and some unfamiliar topics at novice-mid level.
   1. Engage in culturally appropriate formulaic greetings, introductions and leave-taking.
   2. Describe basic information about people, places, things and events.  
   3. Ask questions and provide answers on limited familiar topics (i.e. daily schedules, likes/dislikes, family).  
   4. Give and follow simple instructions or requests to engage in a variety on familiar social, educational and cultural tasks and activities. 
   5. Provide information using knowledge of the target language and culture. 
4. Negotiate meaning with requests, clarification and conversation strategies at novice-mid level.
   1. Use limited memorized expressions to seek clarification.   
   2. Use strategies such as circumlocution or observing nonverbal cues (gestures, visuals) to help clarify meaning.  
5. Present information, concepts and viewpoints on familiar and some unfamiliar topics at novice-mid level.
   1. Present information about self, interests and activities using a mixture of practiced or memorized words, phrases and simple sentences.
   2. Use appropriate rehearsed behaviors in familiar everyday situations when using the target language.
   3. Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases and simple sentences. 
6. Investigate the relationship between the products and perspectives of the cultures studied, using the target language at novice-mid level.
   1. Identify some typical products related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
   2. Recognize cross-cultural similarities and differences in the target culture products to understand their perspectives.
7. Explore the relationship between the practices and perspectives of the cultures studied while using the target language at novice-mid level.
   1. Identify some typical practices related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
   2. Recognize cross-cultural similarities and differences in the target culture practices or products to understand their perspectives.
8. Explore connections between Spanish and other disciplines while using the language to develop critical thinking and to solve problems creatively at novice-mid level.
   1. Identify places in which Spanish is spoken.
   2. Identify selected information and skills from other content areas in experiences related to Spanish and the target cultures.
   3. Identify global competency skills, relating them to possible career pathways and demonstrating how having global competency skills enables people to build collaborative relationships with others.
   4. Explore ways in which Spanish proficiency can aid in achieving personal and professional goals. 
9. Reflect on the nature of language through comparisons of the target language and the student’s own language at novice-mid level.
   1. Recognize cognates between English and Spanish. 
   2. Compare the sound and writing systems of Spanish to English, including stress, intonation and punctuation.
   3. Recognize common idiomatic expressions and phrases that cannot be directly translated from Spanish to English and vice versa.
   4. Identify differences in formal and informal requirements for language between the target language and the student’s language.
10. Experience the target language and culture(s) and share information and personal reactions with others at novice-mid level.
    1. Use media to experience language and culture in authentic contexts.
    2. Participate in a variety of cross-cultural activities and target culture events.
    3. Develop skills necessary to communicate with others from the target culture at a survival level in familiar everyday situations showing basic cultural awareness.
    4. Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them.

FLS 152 - Elementary Spanish II

Credits: 5
Lecture Hours: 5
Lab Hours: 0
Practicum Hours: 0
Work Experience: 0
Course Type: Core

1. Interpret information that is heard, read or viewed from a variety of sources, including culturally authentic messages and informational texts at novice-high level.
   1. Comprehend isolated learned words and high-frequency phrases on a wider range of familiar topics.
   2. Categorize places, people and things based on given information.
   3. Identify topics, main idea and some isolated facts from short informational or fictional texts.
   4. Follow multistep instructions, directions or requests.
   5. Understand familiar questions and statements from simple sentences in conversations, discussions and other sources.
   6. Draw conclusions and make inferences about authentic messages and informational texts.
2. Derive meaning from texts using listening, reading, and viewing strategies at novice-high level.
   1. Understand new words and phrases with the help of visuals and graphics.
   2. Use knowledge of cognates between English and Spanish to improve comprehension.
   3. Employ background knowledge of the situation, the purpose of communication or context clues to improve comprehension.
   4. Recognize identified idiomatic expressions that cannot be directly translated between English and Spanish.
3. Interact with others using culturally appropriate language orally and in writing on familiar and some unfamiliar topics at novice-high level.
   1. Interact with others to meet basic needs related to routine everyday activities using simple sentences most of the time.
   2. Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics in the past and present, using simple sentences most of the time.
   3. Give and follow instructions or requests to engage in a variety of familiar social, educational and cultural tasks and activities. 
   4. Provide information using knowledge of the target language and culture. 
4. Negotiate meaning with requests, clarification and conversation strategies at novice-high level.
   1. Use limited range of memorized expressions or questions to seek clarification.  
   2. Use strategies such as circumlocution or observing nonverbal cues (gestures, visuals) to help clarify meaning.  
5. Present information, concepts and viewpoints on familiar and some unfamiliar topics at novice-high level.
   1. Present personal information about their lives and activities using a mixture of simple and compound sentences with connector words.
   2. Use appropriate rehearsed behaviors in familiar everyday situations when using the target language.
   3. Express preferences on familiar and everyday topics of interest from the present and past, using simple sentences most of the time. 
   4. Relate a familiar experience or event in the past or present using phrases, simple sentences and/or practiced material. 
6. Investigate the relationship between the products and perspectives of the cultures studied, using the target language at novice-high level.
   1. Identify some typical products related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
   2. Recognize cross-cultural similarities and differences in the target culture products to understand their perspectives.
7. Explore the relationship between the practices and perspectives of the cultures studied while using the target language at novice-high level.
   1. Identify some typical practices related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
   2. Recognize cross-cultural similarities and differences in the target culture practices or products to understand their perspectives.
8. Explore connections between Spanish and other disciplines while using the language to develop critical thinking and to solve problems creatively at novice-high level.
   1. Explore  places in which Spanish is spoken.
   2. Identify selected information and skills from other content areas in experiences related to Spanish and the target cultures.
   3. Identify global competency skills, relating them to possible career pathways and demonstrating how having global competency skills enables people to build collaborative relationships with others.
   4. Explore ways in which Spanish proficiency can aid in achieving personal and professional goals.
9. Reflect on the nature of language through comparisons of the target language and the student’s own language at novice-high level.
   1. Recognize cognates between English and Spanish. 
   2. Compare the sound and writing systems of Spanish to English, including stress, intonation and punctuation.
   3. Recognize common idiomatic expressions and phrases that cannot be directly translated from Spanish to English and vice versa.
   4. Identify differences in formal and informal requirements for language between the target language and the student’s language
10. Experience the target language and culture(s) and share information and personal reactions with others at novice-high level.
    1. Use media to experience language and culture in authentic contexts.
    2. Participate in a variety of cross-cultural activities and target culture events.
    3. Develop skills necessary to communicate with others from the target culture at a survival level in familiar everyday situations showing basic cultural awareness.
    4. Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them.

FLS 181 - Spanish for Heritage Spkrs I

1. Express events and actions in the present and past tenses and in the subjunctive mood through spoken and written activities
   1. Recognize verb types tenses (past, present, and future) and use endings and tenses appropriately
   2. Identify the appropriate verb form to indicate tense and subject.
   3. Use the subjunctive mood in impersonal expressions, emotional expressions, with verbs of influence and after indefinite antecedents and expressions of doubt.
2. Identify and apply word types for the purpose of syllabification and accent.
   1. Form singular and plural forms of nouns and understand rules of pluralization and gender
   2. Learn spelling and syllabification rules identifying the voiced syllable and employing rules of syllabification and accentuation.
   3. Identify diphthongs and apply appropriately rules of accentuation and syllabification
3. Construct clear, concise, correct and effective sentences and paragraphs to share information to write formal and informal letters, articles, essays, descriptions, narratives, and resumes
   1. Write sentences that follow basic rules of grammar, spelling, punctuation, and accentuation.
   2. Construct effective paragraphs with good topic sentences and supporting details.
   3. Analyze individual writings for accuracy in spelling using rules of orthography in connection to sounds, letters and accentuation.
   4. Apply skills of organization and employ use of transition words.
   5. Identify and use synonyms to avoid repetition
4. Analyze and use appropriately formal and informal forms of speech and distinguish regional varieties of Spanish in written and oral form.
   1. Identify signs of formal and informal verb forms and determine when to use them appropriately
   2. Distinguish registers of writing through word choice and usage, and use distinct registers appropriately
   3. Identify cognates and calques and use them in appropriate contexts
   4. Identify words that are more regional in usage versus those that are more global.
5. Read and/or listen to various passages and literary forms such as news articles, poems, short stories, and other reading passages, and analyze them appropriately.
   1. Distinguish between main and supporting facts and ideas in a selection through summarizing selected readings
   2. Show comprehension by identifying theme and supporting information and providing accurate summaries of assigned materials.

FLS 241 - Intermediate Spanish I

Credits: 4
Lecture Hours: 4
Lab Hours: 0
Practicum Hours: 0
Work Experience: 0
Course Type: Core

1. Interpret information that is heard, read or viewed from a variety of sources, including culturally authentic messages and in informational or literary texts at novice-high to intermediate-low level.
   1. Identify main idea, flow of events and related information in various time frames and moods in informational or fictional texts.  
   2. Recognize a greater range of idiomatic expressions and multi-word phrases on familiar topics in limited settings.
   3. Use knowledge of cognates between English and Spanish to interpret higher-level vocabulary.
   4. Answer more complex questions about conversations, discussions and other sources.
   5. Formulate more detailed answers to questions about a text.
   6. Explain the viewpoint of an authentic source by summarizing in some detail who produced the text, when, why and for whom.
   7. Analyze the sequence of events in literary texts to understand how each event led to the next.
   8. Provide detailed descriptions of characters and settings in fictional texts.
   9. Predict the outcomes of fictional texts and justify the rationale for the predictions.
   10. Relate texts to self, current or historical events or world issues through discussions, journaling and/or creative representations.
2. Derive meaning from texts using listening, reading, and viewing strategies at novice-high to intermediate-low level.
   1. Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts.
   2. Utilize knowledge of word families and cognates to determine the meaning of new words and expressions.
   3. Implement limited idiomatic expressions and multi-word phrases on a wider range of topics.
   4. Employ background knowledge of the situation, the purpose of communication or context clues to aid comprehension.
   5. Interpret gestures, intonation and tone to comprehend more detailed verbal and nonverbal messages.
   6. Synthesize information about the same topic or event from multiple sources, noting important similarities and differences in the points of view they represent.
3. Interact in spoken or written conversations to share information, reactions, feelings and opinions using culturally appropriate language at novice-high to intermediate-low level. 
   1. Exchange information in conversations on familiar topics and some researched topics using created sentences and series of sentences as well as follow-up questions.   
   2. Interact with others to meet personal needs in a variety of familiar situations using created sentences and follow-up questions. 
   3. Exchange preferences, feelings, or opinions and basic advice on a variety of familiar topics.  
   4. Provide information using knowledge of the target language and culture.  
4. Negotiate meaning with requests, clarification and conversation strategies at novice-high to intermediate-low level.
   1. Use a range of expressions to make requests and seek clarification.
   2. Use strategies such as paraphrasing, elaboration or circumlocution to clarify meaning and ambiguities.
   3. Employ a variety of conversation strategies to steer interactions.
5. Present information, concepts and viewpoints on familiar and some unfamiliar topics at novice-mid to novice-high level.
   1. Present personal information about life, activities and other social experiences, using a mixture of simple and compound sentences with connector words.  
   2. Use appropriate rehearsed behaviors in familiar everyday situations when using the target language.  
   3. Express and explain preferences on familiar and everyday topics of interest in a variety of time frames and moods and providing reasons to support them.   
   4. Advise others about options, ideas, plans or perspectives using more complex language. 
6. Investigate the relationship between the products and perspectives of the cultures studied, using the target language at novice-high to intermediate-low level.
   1. Identify some typical products related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
   2. Discuss cross-cultural similarities and differences in the target culture products to understand their perspectives. 
7. Explore the relationship between the practices and perspectives of the cultures studied while using the target language at novice-high to intermediate-low level.
   1. Identify some typical practices related to a wider range of contexts in everyday life in the target cultures and the student’s own culture when using the target language at the appropriate level.
   2. Discuss cross-cultural similarities and differences in the target culture practices or products to understand their perspectives.
8. Examine connections between Spanish and other disciplines while using the language to develop critical thinking and to solve problems creatively at novice-high to intermediate-low level.
   1. Identify selected information and skills from other content areas in experiences related to Spanish and the target cultures.
   2. Compare preferences related to daily life of people in the student’s community and people in the target cultures.
   3. Transfer information and skills from other content areas to experiences related to the target language and its culture(s).
   4. Identify global competency skills, relating them to possible career pathways and demonstrating how having global competency skills enables people to build collaborative relationships with others.
   5. Explore ways in which Spanish proficiency can aid in achieving personal and professional goals.
9. Reflect on the nature of language through comparisons of the target language and the student’s own language at novice-high to intermediate-low level.
   1. Recognize common idiomatic expressions and phrases that cannot be directly translated from Spanish to English and vice versa.
   2. Recognize how different time frames are expressed in the target language in the three modes at the appropriate level.
   3. Use knowledge of sound and writing systems in the target language to refine use of accurate pronunciation and intonation.
   4. Demonstrate more consistent use of formal and informal language forms in the target language.
10. Experience the target language and culture(s) and share information and personal reactions with others at novice-high to intermediate-low level.
    1. Use media to experience language and culture in authentic contexts.
    2. Discuss short texts and videos from the target culture.
    3. Participate in a variety of cross-cultural activities and target culture events.
    4. Investigate institutions, contemporary and historical figures, contributions and time periods of the target culture(s).
    5. Develop skills necessary to communicate with others from the target culture at a conversational level in familiar everyday situations showing increasing cultural awareness.
    6. Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them.
    7. Recognize that learning about cultural perspectives contributes to a mutual understanding, a sense of global citizenship, and improved community connections. 

FLS 242 - Intermediate Spanish II