# data[].attributes.body
Original SLO:
1. Demonstrate knowledge about the range of family transitions that impact children and families

2. Analyze the issues associated with these transitions.

Revised SLO:
1. Thoroughly explain the knowledge you have received through lectures, readings, and scholarly articles about family transitions that impact children and families.
2. Examine and direct the issues associated with the transitions you have learned throughout the course.

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Original LO:

1.     Understand the role and function of the family and cultural material

2.     Understand the theoretical models that provide the foundation for interpreting and explaining interfamilial violent behavior

Revised LO:

1.     By the end of the semester, students will be able to explain the role and function of the family and cultural material

2.     Students will be able to describe theoretical models that interpret and explain 4 forms of interfamilial violent behavior.

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Original SLO:

1.  Through the use of Moodle and database searchers, demonstrate information competence and the ability to use computers and technology.

2.  Understand how the study of emotions and motivation fits into the discipline of psychology while cutting across diverse disciplines.

Revised SLO:

1. Through the use of Moodle and database searchers, students will be able to develop information competence and the ability to use computers and technology.

2. Students will be able to summarize how the study of emotions and motivation fits into the discipline of psychology while cutting across diverse disciplines.

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Original SLO:
1. To trace the development of images of blacks/minorities in films produced in America.
2. To expose students to the role of the filmmaker and the film industry in the imagination, creation and negotiation of identities for both subjects and consumers of filmic images and narratives.

Revised SLO:
1. Students will be able to outline and summarize the development of images of blacks/minorities in films produced in America.
2. Students will be able to discover and distinguish the role of the filmmaker and the film industry in the imagination, creation and negotiation of identities for both subjects and consumers of filmic images and narratives.

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1.     Demonstrate knowledge of the major developmental theories addressing social and emotional development from birth through adolescence.

a.     Explain and Compare the major developmental theories addressing social and emotional development from birth through adolescence

2.     Understand knowledge of key theories in parent-child development

a.     Summarize and Discuss key theories in parent-child development

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SLO:
1. Comprehend the rationale and procedures for using Control and Experimental groups.
2. Demonstrate an understanding of theories that address the development of children within their families, schools, and communities.
Revised SLO:
1. Students will be able to define and explain the rationale and procedures for using Control and Experimental groups.
2. Students will be able to interpret their understanding of theories that address the development of children within their families, schools, and communities.

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Original LO:
1. Recognize and explain the diversity of contemporary families and the unique challenges and resources  associated with parenting  experiences as children develop  within these family systems.
2. Evaluate research in parent child development and understand professional development skills through reading primary research sources and analytical writing in APA style.

Revised LO:
1. Students will be able to identify and discuss the diversity of contemporary families and the unique challenges and resources associated with parenting experiences as children develop within these family systems.
2. Students will be able to justify research in parent child development and analyze professional development skills through reading primary research sources and analytical writing in APA style.

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Original Student Learning Outcomes

1)Evaluate the importance of key relationships during development, including parent-child

relationships, peer relationships, and romantic relationships.

2)Explain how to read a food label, including the nutrition facts panel and label claims, to

determine the nutritional profile of a given food.

Revised Student Learning Outcomes

1)Students will be able to discuss the importance of key relationships during development, including

parent-child relationships, peer relationships, and romantic relationships.

2)Students will be able to interpret how to read a food label, including the nutrition facts panel and

label claims, to determine the nutritional profile of a given food

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Original Student Learning Outcomes:
1. Understand the specific topics in life sciences as required by the new California Science Standards for multiple subject credentials.
2. Demonstrate an understanding of ethical and cultural issues involved in the professional contact with young children and families, and ethical conduct in studies of young children.

Revised Student Learning Outcomes:
1. Students will be able to define and memorize the specific topics in life science as required by the new California Science Standards.
2. Students will be able to detect and justify ethical and cultural issues involved in the professional contact with young children and families, and ethical conduct in studies of young children through their observations.

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Original LO:
1.Demonstrate knowledge of the characteristics of interpersonal relationships as they vary over the life cycle.

2.Identify and discuss pivotal theoretical issues related to language and language

development.

Revised Learning Objectives

1. Demonstrate record of the characteristics of interpersonal relationships as they vary over the life cycle.

2.Students will analyze and recognize pivotal theoretical issues related to language and language

development.

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SLO:

1. Understanding the risk factors of of a family in poverty. The abuse, the neglect, violence, and the environment and the effects on a child.

2. Demonstrate knowledgeof a child’s emotions, vulnerability during their stay in a hospital setting.

Revised:

1. Students will be able to describe the effects neglect, abuse, and violence has on a child and their development.

2. Students will understandthe different emotions a child can have in a hospital setting.

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SLO:

1.  Demonstrate an understanding of the basic tenets and theories underlying family resource

management

2. Understand and discuss family needs and the environmental and contextual influences that affect

family resource management.

Revised SLO:

1. Define the basic tenets and theories that underline family resource

management

2. Analyze family needs and the environmental and contextual influences affecting

family resource management.

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LO:
1. Understand health risk factors and the health benefits of physical activity
and nutrition.

2. Demonstrate knowledge of the psychology of activity and behavior
change

Revised LO:
1. By the end of the semester, students will be able to identify at least 5 of the health risk factors and at least 5 of the health benefits of physical activity and nutrition.

2. By the end of the semester, students will be able to analyze the psychology of activity and justify behavior change.

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SLO:
1. Comprehend the rationale and procedures for using Control and Experimental groups.
2. Evaluate the importance of key relationships during development, including parent-child

relationships, peer relationships, and romantic relationships.

Revised SLO:
1. Restate the rationale and procedures for using Control and Experimental groups.
2. Justify the importance of keys relationships during development, including parent-child relationship, peer relationships, and romantic relationships.

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SLO:

1. Explore strategies contemporary urban families employ to overcome social problems and
maintain health family functioning

2. Demonstrate knowledge of the relationship between early language skills and literacy skills.

Revised SLO:

1. Analyze and identify strategies contemporary urban families employ to overcome social problems and maintain health family functioning

2. Students will define and explain the relationship between early language skill and literacy skills.

# data[].attributes.body
SLO:
1. Critically evaluate processes of social development and their practical implications for

families, schools, and public policies.
2. Describe the major developmental theories addressing social and emotional development from

birth through adolescence.
Revised SLO:
1. Critically review processes of social development and their practical suggestions for

families, schools, and public policies.
2. Tell of the major developmental theories addressing social and emotional development from

birth through adolescence.

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LO:
1. Use multiple writing strategies including informal writing, outlining, drafting, and revising to

demonstrate the outcomes 1-5 above.
2. Have completed written assignments that total at least 5,000 words, of which at least 2,500

words are polished and revised based on responses from readers, such as instructors, peers via

workshops, or writing center tutors.
Revised SLO:
1. Students will be able to analyze and identify multiple writing strategies including informal writing, outlining, drafting , and revising to generate and construct the outcomes 1-5 above.
2. Students will be able to construct and illustrate multiple written assignments that total at least 5,000 words, of which at least 2,500 words are polished and revised based on responses from readers, such as instructors, peers via workshops, or writing center tutors.

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SLO:
1. Demonstrate knowledge of the relationship between early language skills and

literacy skills.

2. Demonstrate basics of data collection, transcription and analysis of speech

samples collected of children

Revised SLO:
1. Students will be able to define and explain the relationship between early language skills and

literacy skills.

2. Students will be able to identify and illustrate the basics of data collection, transcription and analysis of speech samples collected of children.

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SLO: Recognize risk and protective factors in children, families, and communities.

Revised: Students will  RECOGNIZE and LIST risk and protective factors in children, families, and communities.

SLO: Recognize the impact of poverty, violence, trauma in community upon urban children and

families

Revised: Students will RECOGNIZE and  GIVE EXAMPLES  of the impacts poverty, violence, and trauma have in a community upon urban children and families.

# data[].attributes.body
LO:
1. Demonstrate understanding of interpersonal dynamics of marriage, family, and close relationships in a diverse society. 2. Students develop habits of critical inquiry and mastery of critical thinking skills in regards to relationships.

Revised LO:
1. Students will define and recognize interpersonal dynamics of marriage, family, and close relationships in a diverse society.
2.  Students will construct habits of critical inquiry and recall critical thinking skills in regards to relationships.

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Learning Objective

1. Students can use information learned in this course to better understand their values and beliefs about

sexuality.

2. Students can use information learned in this course to understand implications of sexual development in

health.

Revised Learning Objective

1. Students can use information learned in this course to better discuss their values and beliefs about

sexuality.

2.  Students can use information learned in this course to outline implications of sexual development in

health.

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student learning objectives
1. Identify and Discuss pivotal theoretical issues related to language and language development.
2. Define and Explain how language continues to develop in the elementary school years.
Revised LO:
1. Recall and Summarize pivotal theoretical issues related to language and language development
2.Recognize and interpret how language  continues in the elementary school years.

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OG Student Learning Objectives:
1. Define and apply relevant theories in parent-child development (family systems theory; systematic

family development theory; ecological theory; psychosocial theory; attachment theory; and

effective parenting theory) to parent child relations over the life-span.
2.  Identify and discuss pivotal theoretical issues related to language and language development.

Revised SLO:
1. Interpret and illustrate the theories in parent-child development  (family systems theory; systematic

family development theory; ecological theory; psychosocial theory; attachment theory; and

effective parenting theory) that coincide with parent-child relations over time.
2. Analyze and assess the theoretical issues that are related to language development and language.

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Learning Objectives
1. Students will develop knowledge about theories associated with loss, mourning and grief and demonstrate capacities to define the strengths and limitations of the paradigmatic  on grief, loss and mourning. 
2. Students will learn to develop skills for interpreting theoretical knowledge about attachment 

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Learning Objectives
1. Understand the study of development as a scientific and theory-driven process
2. Develop awareness of the major social, cognitive, and physical changes in adults from early/emerging adulthood through the end of life and the factors that influence that development
Revised LO
1.  Recognize the study of development as a scientific and theory-driven process
2. Give Examples of the major social, cognitive, and physical changes in adults from early/emerging adulthood through the end of life and the factors that influence that development

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Learning Objectives
1. Students will develop knowledge about theories associated with loss, mourning and grief and demonstrate capacities to define the strengths and limitations of the paradigmatic  on grief, loss and mourning.
2. Students will learn to develop skills for interpreting theoretical knowledge about attachment experiences and grief in consideration of child and family developmental stages by understanding how developmental stages influence the grief and mourning processes in children.

Revised Learning objectives:
1. Students will be able to identify theories associated with loss, mourning  and grief which will demonstrate capacities to define strengths and limitations of grief.
2. Students will be able to identify and describe skills needed for interpreting theoretical knowledge about attachment experiences and grief in consideration of child and family developmental stages by understanding how developmental stages influence the grief and mourning processes in children.

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Student Learning Objectives
1. Students can demonstrate their learning through successful performance in assessments of multiple types
2. Understand the ways in which cultural differences and diversity statuses influence health

behaviors and health outcomes associated with wellness in children and families.
Revised Learning Outcomes
1. Students can illustrate their learning through successful performance in assessments of multiple types
2. Express the ways in which cultural differences and diversity statuses influence health

behaviors and health outcomes associated with wellness in children and families.

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Student Learning Objectives:
1. Recognize the perspective of social construction as a way to understand how society has defined terms such as family
2. Develop knowledge about challenges and stressors facing urban families particularly as it creates at risk status for children and families

Revised Learning Outcome:
1. Recall the perspective of social construction as a way to understand how society has defined terms such as family
2. Generate knowledge about challenges and stressors facing urban families particularly as it creates at risk status for children and families

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LO:
1. Demonstrate the ability to think and write critically and communicate orally

about children’s cognitive skills in the instructional setting.
2. Understand the role and function of the family and cultural material.
Revised LO:
1. State and evaluate the ability to think and write critically and communicate orally

about children’s cognitive skills in the instructional setting.
2. Analyze the role and function of the family and cultural material.

# data[].attributes.body
Original LO:
1.Demonstrate knowledge of the characteristics of interpersonal relationships as they vary over the life cycle.

2.Identify and discuss pivotal theoretical issues related to language and language

development.

Revised Learning Objectives

1. Demonstrate record of the characteristics of interpersonal relationships as they vary over the life cycle.

2.Students will analyze and recognize pivotal theoretical issues related to language and language

development.

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Student Learning Objectives:
1. Identify the stages of mourning and grief that children experience at different developmental

stages.

2.  Demonstrate an understanding of the basic tenets and theories underlying family resource

management .

Revised Learning Objectives:
1.  Students will be able to analyze the stages of mourning and grief that children experience at different developmental stages.

2. Students will be able to define and describe the basic tenets including theories underlying family resource management.

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LO:
1. Understand basic research paradigms and methodological issues in cross-cultural psychology to study culture and culturally different groups.

2. Understand basic definitions of abnormality, the goals of studying abnormal behavior, and the application of research design to understanding abnormal behavior

Revised LO:
1. Students will be able to describe basic research paradigms and methodological issues in cross-cultural psychology to study culture and culturally different groups.

2. Students will be able to explain and recognize the basic definitions of abnormality, the goals of studying abnormal behavior, and the application of research design to understanding abnormal behavior.

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Original LO:
1. Understand the competitive, political, legal and regulatory environments as well as
major public policy issues relevant to residential and care services.

2. Evaluate professional development skills through reading primary sources and conducting
library research.

Revised LO:
1. Classify the competitive, political, legal and regulatory environments as well as major
public policy issues relevant to residential and care services.
2. Discuss professional development skills through reading primary sources and
conducting library research.

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Student Learning Outcomes:
1. Demostrare knowledge of the relationship between early language skills and literacy skills.
2. Become proficient in and explaining how language is learned in the elementary school years.

Revised Learning Outcomes:
1. Students will be able to describe the relationships between early language skills and literacy skills
2. Students will be able to identify and describe how language is learned in the elementary school years

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LO:
1. Demonstrate knowledge about the range of family transitions that impact children and families
2. Recognize the types of events that are traumatizing to children.

Revised LO:
1. Students will be able to define and describe the range of family transitions that impact children and families.
2. Identify and describe the types of events that are traumatizing to children.

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LO:
1. Demonstrate understanding of the diversity of experiences or reproductive justice and ways in which issues of reproductive justice are relevant for cultures and communities in the United States or abroad. (WGSS 2021 syllabus)
2. Demonstrate knowledge of ways to make change in local and global communities with respect to reproductive justice. (WGSS 2021 syllabus)

Revised LO:
1. Students will be able to describe the diversity of experiences or reproductive justice and ways in which issues of reproductive justice are relevant for cultures and communities in the United States or abroad.
2. Students can list ways to make change in local and global communities with respect to reproductive justice.

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Lo:
1. Demonstrate knowledge about the theoretical perspectives associated with stress, coping, strengths and

resilience.
2. Students will learn the ability to recognize and explain age related changes in parent

child relations over the life span.

Revised LO:
1. State and evaluate about the theoretical perspectives associated with stress, coping, strengths and

resilience.

2. Students will be able to identify and describe the ability to recognize and explain age related changes in parent

child relations over the life span.

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Student Learning Outcomes
1. Demonstrate knowledge of child abuse and neglect, family and interpersonal violence, and the consequences of exposure to violence on child and family development.
2.    Show competency in public and private family abuse prevention, intervention and treatment systems.

Revised Student Learning Outcomes
1. Student will be able to describe child abuse and neglect, family and interpersonal violence, and the consequences of exposure to violence on child and family development.
2. By the end of the semester student will be able to capable of describing in public and private family abuse prevention, intervention and treatment systems.

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Student Learning Outcomes

1. Knowledge of the historical , socio-cultural, and political roles of contemporary fathers across diverse family structures in the United States and Abroad

2. Understand the role and function of the family and cultural material

Revised Student Learning Outcomes

1. Student will be able to describe the historical, socio-cultural, and political roles of contemporary fathers across diverse family structures in the United States and Abroad

2. Students will be able to identify the role and function of family and cultural material

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Original LOs:

1.     Demonstrate the ability to understand the basics of data collection, transcription and

analysis of speech samples produced by children.

2.     Demonstrate understanding of the functional effects of environmental factors on exercise training, health, and human performance.

Revised LOs:

1.     Students will be able to identify and analyze data collection, transcriptions, and analysis of speech samples produced by children.

2.     By the end of the semester, students will analyze and describe the environmental factors on exercise training, health, and human performance by designing exercise intervention programs.

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Course Objectives and Expected Student Outcomes

1. Identify important growth and development of children during preschool years.

2. Make connections between developmental theories and practice

through self reflection and journaling.

Course Objectives and Expected Student Outcomes (Revised Learning Outcomes)

1. Students would be able to understand the important of growth and the development of children when attending Preschool.

2. Student would also be able to make connections between developmental theories and demonstrate self reflection and journaling.

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LO:
1. Know the seven steps of the research process when writing a research paper.
2. Understand the American Criminal Justice System.

Revised LO:
1. Describe the seven steps of the research process when writing a research paper.
2. Describe the history of the American Criminal Justice System.

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LO:
1. Knowledge of the sequences and processes that underlie the physical, cognitive, emotional, and social development during middle childhood through adolescence.
2. An appreciation of how context and culture impacts development during middle childhood though adolescence.
Revised Lo:
1. Students will identify and understand middle child development through adolescence.
2. Students will be able to develop culture meaning through improvement during center youth however immaturity.

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Original SLO: Understand the intersection of wellness and race, ethnicity, gender, gender identity, socioeconomic class, disability, sexuality, religion and age.

Updated SLO: Students will be able to exemplify the intersection of wellness and race, ethnicity, gender, gender identity, socioeconomic class, disability, sexuality, religion and age.

Original SLO: Adopt an intersectional analysis of the cultural values, attitudes, activities and norms that impact wellness and health outcomes.

Updated SLO: Students will be able to construct an intersectional analysis of the cultural values, attitudes, activities and norms that impact wellness and health outcomes.

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Learning Outcomes:

1. Demonstrate knowledge of the relationship between early language skills and literacy skills.

2. Demonstrate an understanding of an differentiate among different family resources such as time, money, energy, planning, and social support.

Revised Learning Outcomes:

1. State the relationship between early language skills and literacy skills.

2. Students will be able to analyze and differentiate among different family resources such as time, money, energy, planning, and social support.

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LO:
1. Knowing and understanding young children’s characteristics and needs.

2. Understand and practice responsible assessment to promote positive outcomes for each child.
Revised LO:
1. Define and describe young children’s characteristics and needs.

2. Identify and practice responsible assessment to promote positive outcomes for each child.

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LO's
1. Students will learn a visual vocabulary describing line including expressive, contour, and geometric lines

2. Students will learn about texture, lighting effects, negative and positive space, as well as terms for rendering in perspective.

Revised LO's
1. Students will be able to identify visual vocabulary by describing lines that include expressive, contour, and geometric lines.
2.  Students will analyze texture, lighting effects, negative and positive space. Also identify terms for rendering in perspective.

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LO's
1. Evaluate the credibility of scientific sources through reading and analysis of scientific research articles on the environment.
2. Demonstrate understanding of theoretical and practical factors of race, ethnicity, and socioeconomic class as manifested in environmental studies.

Revised LO's
1. Students will be able to asses the credibility of scientific sources through reading and analysis of scientific research articles on the environment.
2. Students will be able to analyze and interpret the theoretical and practical factors of race, ethnicity, and socioeconomic class as manifested in environmental studies.

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LO:
1. Develop and demonstrate knowledge about Family Law concepts.
2. Explain age-related changes in parent-child relations from pregnancy to adulthood and the unique challenges and resources associated with parenting experiences as children develop.

Revised LO:
1. Students will be able to interpret family law concepts.
2. Students will be able to identify age-related changes in parent-child relations from pregnancy to adulthood and the unique challenges and resources that relate to parenting experiences.

# data[].attributes.body
Learning Objectives
1.Develop an understanding of the diversity of contemporary families and the  challenges and resources associated with parenting experiences as children develop within these family systems
2. Students will use multiple writing strategies including informal writing, outlining, drafting, and revising to demonstrate the outcomes .
Revised Outcomes
1. Students will be able to describe the diversity of contemporary families and the unique challenges and resources associated with parenting experiences as children develop within these family systems
2. Students will construct writing strategies including informal writing, outlining, drafting, and revising to illustrate  the outcomes.

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LO:
1. Identify important growth and development of children during preschool years.
2. Develop an awareness and understanding of ECE curricular approaches and lesson planning

Revised LO:
1. Students will be able to distinguish the growth and development of preschool children.
2. Students will identify an awareness and explain the ECE curricular approaches.

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Learning outcomes:

1. Knowledge of the key theories in parent-child development.

2. The ability to recognize and explain age-related changes in parent-child relations over the life span.

Revised Learning Outcomes:
1. Students will describe the key theories in parent-child development.
2. Students will describe and analyze age-related changes in parent-child relations over the life span.

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Learning Outcomes:
1. Identify milestones and key figures in the history and subfields of psychology.
2. Define and describe  key concepts and theories in the field of psychology.

Revised Learning Outcomes:
1. Students will be able to analyze the definitions of the history of psychology.
2. Students will describe the definition of the key concepts and theories in the psychology field.

# data[].attributes.body
Learning Outcomes:
1. Develop an awareness of the underlying biases and stereotypes that can exist in relation to culture, socioeconomic status, age, gender, sexual orientation, and the family.

2. Demonstrate the skills to promote effective family resource management.

Revised Learning Outcomes:

1. Students will be able to distinguish the underlying biases and stereotypes that can exist in relation to culture, socioeconomic status, age, gender, sexual orientation, and the family.

2. Students will show and explain the skills needed to promote effective family resource management.

# data[].attributes.body
Learning Outcomes:
1. To develop a working vocabulary of marketing terminology  and become familiar with marketing concepts.
2. Evaluate the role of segmentation, targeting,  and positioning process in marketing mix decisions.
Revised Learning Outcomes:
1. Apply a working vocabulary of marketing terminology and become familiar with marketing concepts.
2. Compare the role of segmentation, targeting, and positioning process in marketing mix decisions.

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Learning Outcomes:
1: Understand the fundamentals of logic of logic and critical thinking thinking and the relationship of logic to language.
2. Explore and evaluate a range of evidence use to support various types of claims.
Revised Learning Outcomes:
1.  Students will define and describe the fundamentals of logic of logic and critical thinking thinking and the relationship of logic to language.
2. Students will analyze and identify a range of evidence use to support various types of claims.

# data[].attributes.body
Learning Outcomes:
1. Develop an awareness of the intersection of multiple factors in development.

2. Demonstrate their learning through successful performance in assessments of multiple types

Revised Learning Outcomes:
1. Students will analyze an awareness of the intersection of multiple factors in development.

2. Students will describe and apply their learning through successful performance in assessments of multiple types.

# data[].attributes.body
Learning Outcomes:

1. Develop knowledge about the social, cultural, political, and psychological issues that can exacerbate loss experiences.

2. Demonstrate knowledge of how developmental stages/eras influence the grief and mourning processes in children.

Revised Learning Outcomes:

1. Students will recall the social, cultural, political, and psychological issues that can exacerbate loss experiences.

2. Students will give examples of how developmental stages/eras influence children's grief and mourning processes.

# data[].attributes.body
LO:
1. Define the major developmental theories from infants to adolescence
2. Research in parent child development and obtain professional skills.

Revised LO:
1. Understand major developmental theories from birth to adolescence.
2. Evaluate research in parent child development and obtain professional skills.

# data[].attributes.body
LO:
1. Demonstrate knowledge of the relationship between early language skills and literacy skills.
2. Have completed written assignments that total at least 5,000 words, of which at least 2,500 words are polished and revised based on responses from readers, such as instructors, peers via workshops, or writing center tutors.

Revised LO's
1. Students will be able to translate the relationship between early language skills and literacy skills.
2. Students will be able to
arrange writing assignments that total at least 5,000 words, of which at least 2,500 words are polished and revised based on responses from readers, such as instructors, peers view workshops, or writing center tutors.

# data[].attributes.body
LO:
1. Evaluate research in parent-child development and obtain professional development skills through reading primary research sources, conducting library research, analytical writing in APA style, peer evaluation, and oral presentation.
2. Critically evaluate processes of social development and their practical implications for families, school, and public policies.

Revised LO's:
1. Interpret research in parent-child development and obtain professional development skills through reading primary research sources, conducting library research, analytical writing in APA style, peer evaluation, and oral presentation.

2. Critically identify and measure processes of social development and their practical implications for families, school, and public policies.

# data[].attributes.body
LO:
1. Become familiar with the elements of editing.

2.  Explain the benefits of various exercise modalities for an elderly person.

Revised :
1. Identify elements of editing, including composition, setting and lighting.
2. Determine the most appropriate exercise modality for health maintenance in the patient who is elderly.

# data[].attributes.body
LO’s:

1. Demonstrate knowledge of the relationship between early language skills and literacy skills.

2. Demonstrate the ability to understand the basics of data collection, transcription and analysis of speech samples produced by children.

Revised LO’s:

1. Define and describe the relationship between early language skills and literacy skills.

2. Demonstrate the ability to evaluate the basics of data collection, transcription and analysis of speech samples produced by children.

# data[].attributes.body
(un-measurable) LO:

1. Become proficient in defining and explaining how language is learned in the elementary school years. (note: “become proficient” is non-measurable, therefore, we need to make it measurable.)

2. Share thoughtful critiques of power structures. (note: both “share” and “thoughtful” are un-measurable, so we change it to make it measurable.)

Revised LO:

1. At the end of semester, students will recognize and describe how language is learned in. elementary school years.

2. During the lesson, students will give examples of power structures.

# data[].attributes.body
LO:

1. Develop an awareness of the intersection of multiple factors in the construction of sexuality.

2. Use information of this course to better understand their values and beliefs
about sexuality.

Revised LO:

1. Students will identify and explain the influence of cultural values, gender, and sexual orientation on sexuality.

2. Students will reflect and evaluate on how their personal beliefs and values influence their sexual scripts.

# data[].attributes.body
LO:
1. Evaluate the importance of key relationships during development, including parent-child relationships, peer relationships, and romantic relationships.

2. Critically analyze potential and actual methods cities use to regulate civil activities to mitigate geological hazards.
Revised:
1. Students will value the importance of key relationships during development, including parent-child relationships, peer relationships, and romantic relationships.

2. Students will critically examine potential and actual methods cities use to regulate civil activities to mitigate geological hazards.

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LO:
1) Understand the history and philosophies that have shaped our child welfare system
REVISED
Discuss the history and philosophies that have shaped our child welfare system

2) Analyze California child abuse laws
REVISED
Criticize California child abuse laws

# data[].attributes.body
LO:
1.Develop an awareness and understanding of ECE curricular approaches and lesson planning.
Revised:

1.Analyze an awareness and examine ECE curricular approaches and lesson planning.

LO:

2.Identify and incorporate the California Preschool Learning Foundations into the planning and implementing of early learning experiences for young children.
Revised:

2. List and recall the California Preschool Learning Foundations into the planning and implementing of early learning experiences for young children

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LO
1. Understand the history and philosophies that have shaped our child welfare system.
2.Understand basic laws regarding establishment of

Parent/Child relationships

Revised LO
1. Define and describe the history and philosophies that have shaped our child welfare system.
2. Identify and discuss the basic laws regarding establishment of Parent/Child relationships.

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LO:
1. Students can exhibit advanced knowledge of and adept at critically assessing, pivotal theories and research findings in child development.
2. Students develop an awareness of the intersection of multiple factors in the construction of sexuality.

Revised LO:
1. Students can name and identify pivotal theories and research findings in child development.
2. Students recognize an awareness of the intersection of multiple factors in the construction of sexuality.

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Learning Outcomes:

1. Students will familiarize themselves on the theory and empirical literature pertaining to child development.

2. Students will analyze and explain key concepts associated with major developmental school of thought.

Revised Learning Outcomes:

1.     Students will be able to understand and memorize theories and empirical literature that relates to Child Development.

2.     Students will be able to identify and discuss some key concepts/definitions that have a connection with all major developmental school of thought.

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1.  Evaluate  the  credibility  of  sources  of  scientific  information

Validate the credibility of sources of scientific notation.

2. Apply the fundamental knowledge of chemistry and demonstrate the basic skills of a chemist.

Classify the fundamental knowledge and demonstrate the basic skills of a chemist.

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Unmeasurable Learning Outcomes:
1. Understand family needs and the environmental and contextual influences that affect family resource management.
2. Analyze therapeutic and play therapy through structured and non-structured activity.

Revised Learning Outcomes:
1. Give examples of family needs and the environmental and contextual influences that affect family resource management.
2. Discuss therapeutic and play therapy through structured and non-structured activity.

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LO:
1. Identify important growth and development of children during preschool years.
2. Ariculate and connect Learning Foundations to assessment using the Desire Results Developmental Profile (DRDP).

Revised LO:
1. Students will be classify  important growth and development of children during preschool years.
2. Students will be able to Apply and connect learning foundations to assessment using the Desire Results Developmental Profile (DRDP).

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LO:
1. Demonstrate knowledge of the relationship between early language skills and literacy skills
2. Develop an awareness of the intersection of multiple factors in development

Revised LO:
1. Compare and recall knowledge of the relationship between early language skills and literacy skills
2. Discuss the awareness of the intersection of multiple factors in development

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Learning Outcomes

Demonstrate a basic understanding of theoretical perspectives relevant to infant development.

Analyze an infant care setting and understand what factors contribute to a quality early learning environment for infants.

Discuss important cultural issues relevant infant development.

revised learning outcomes
1. we will be able to witness the basic understanding of theoretical perspective relevant to infant development.
2. Analyze the place of infant care and understand the different factors that contribute to a quality early learning environment for infants
3.Describe the important culture issues that relate to infant development

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LO:

1. “Students will be able to calculate and understand independent and dependent events.”

2. “Students will be able to develop an awareness and understanding of ECE curricular approaches and lesson planning.”

Revised LO:

1. Students will be able to calculate and categorize independent and dependent events.

2. Students will be able to describe and demonstrate ECE curricular approaches and lesson planning.

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LO:
1) An understanding of the major theories, research, and applications of development existing during the ages from 6-20.
2) Knowledge of the sequences and processes that underlie the physical, cognitive, emotional, and social development during middle childhood through adolescence.

Revised LO:
1) Students will be able to define and describe major theories, research, and applications of development existing during the ages from 6-20.
2) Students will be able to identify sequences and processes that underlie the physical, cognitive, emotional, and social development during middle childhood through adolescence.