Biology 2e is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand—and apply—key concepts. The 2nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources.

By the end of this section, you will be able to do the following:

Discuss the need for a comprehensive classification system
List the different levels of the taxonomic classification system
Describe how systematics and taxonomy relate to phylogeny
Discuss a phylogenetic tree's components and purpose

This is a course for those who are interested in the challenge posed by massive and persistent world poverty, and are hopeful that economists might have something useful to say about this challenge. The questions we will take up include: Is extreme poverty a thing of the past? What is economic life like when living under a dollar per day? Why do some countries grow fast and others fall further behind? Does growth help the poor? Are famines unavoidable? How can we end child labor - or should we? How do we make schools work for poor citizens? How do we deal with the disease burden? Is micro finance invaluable or overrated? Without property rights, is life destined to be "nasty, brutish and short"? Has globalization been good to the poor? Should we leave economic development to the market? Should we leave economic development to non-governmental organizations (NGOs)? Does foreign aid help or hinder? Where is the best place to intervene?

Early Childhood Education / ECE-102 Child, Family and Community

Examines the developing child in a societal context focusing on the interrelationship of family, school, and community and emphasizing historical and socio cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families.

Generic/Non-COC version (a derivative):
In Word: https://drive.google.com/file/d/1B4Y2EEp7HoECRBh_vXP3BCrg84QYOnjD/view?usp=sharing
In PDF: https://drive.google.com/file/d/11EETGrZW8__4DYWI_78e89Ru9S4OvM13/view?usp=sharing
The attribution for this derivative is: "Child, Family, and Community" by Rebecca Laff and Wendy Ruiz, College of the Canyons is licensed under CC BY 4.0 / A derivative from the original work

The COC version:
The Word version (to be easily edited) of the book can be found at https://drive.google.com/file/d/13xMpfZloGnrZyPQVOHvSIYwVYsH_24gX/view?usp=sharing
The PDF version of the book can be found at https://drive.google.com/file/d/1jOkejB_wKLZYpDaaUJpfRceQ01LA9Fth/view?usp=sharing

Over the years researchers have found the necessity to develop theories of behavior that are specific to family settings. These theories have been developed by people with a variety of areas of emphasis, from family therapists to gerontologists to child development specialists. In this chapter we will briefly discuss six such theories: Bioecological Model, Family Systems, Functionalism, Conflict Theory, Symbolic Interactionism, and Psychological Perspectives.

This course will introduce the student to the history of Latin and South America from the year in which European explorers first discovered and began to colonize the region to the early 19th century, when many Latin and South American colonies declared their independence from European rule. The student will learn about the major political, economic, and social changes that took place throughout Latin and South America during this 400-year period. By the end of the course, the student will understand how the interaction between native peoples and European settlers created diverse and complex colonial societies throughout Latin and South America, and why the colonies of the region eventually declared their independence from European political control. Upon successful completion of this course, student will be able to: Think critically about the history of Latin and South America from the pre-colonial period though the beginning of the 19th century; Compare and contrast the political, economic, and social practices of the peoples of Iberia, Africa, and the Americas in the pre-colonial period; Analyze the political, social, and military interactions between Iberian explorers and conquerors and the indigenous peoples of the Americas in the 15th and 16th centuries; Identify how Spanish colonists settled Latin and South America in the 16th century and analyze the role played by imperial and religious institutions in colonization efforts; Assess the role of European Mercantile policies in the formation of colonial economies and trade networks; Analyze the structure of Spanish and Portuguese colonial societies and assess the role of women, indigenous peoples, and Afro-Latinos in these societies; Students will be able to assess the status of Latin and South American colonies in the Spanish and Portuguese Empires of the 17th and 18th centuries and identity how European conflicts affected political and economic life in the colonies; Identify how the Napoleonic Wars of the early 19th century led to the rise of independence movements in the colonies of Latin and South America; Assess how political revolutions and wars for independence throughout Latin and South America ended European colonial control of the region, and compare and contrast the consequences of these revolutions for ethnic European and indigenous populations; Analyze and interpret primary source documents from the pre-colonial period though the beginning of the 19th century using historical research methods. (History 221)

Explores the changing map of the public and the private in pre-industrial and modern societies and examines how that map affected men's and women's production and consumption of goods and leisure. The reproductive strategies of women, either in conjunction with or in opposition to their families, is another major theme. How did an ideal of the "domestic" arise in the early modern west, and to what extent did it limit the economic position of women? How has it been challenged, and with what success, in the post-industrial period? Focuses on western Europe since the Middle Ages and on the United States, but some attention to how these issues have played themselves out in non-Western cultures. This course will explore the relation of women and men in both pre-industrial and modern societies to the changing map of public and private (household) work spaces, examining how that map affected their opportunities for both productive activity and the consumption of goods and leisure. The reproductive strategies of women, either in conjunction with or in opposition to their families, will be the third major theme of the course. We will consider how a place and an ideal of the "domestic" arose in the early modern west, to what extent it was effective in limiting the economic position of women, and how it has been challenged, and with what success, in the post-industrial period. Finally, we will consider some of the policy implications for contemporary societies as they respond to changes in the composition of the paid work force, as well as to radical changes in their national demographic profiles. Although most of the material for the course will focus on western Europe since the Middle Ages and on the United States, we will also consider how these issues have played themselves out in non-western cultures.

" This course explores the foundations of policy making in developing countries. The goal is to spell out various policy options and to quantify the trade-offs between them. We will study the different facets of human development: education, health, gender, the family, land relations, risk, informal and formal norms and institutions. This is an empirical class. For each topic, we will study several concrete examples chosen from around the world. While studying each of these topics, we will ask: What determines the decisions of poor households in developing countries? What constraints are they subject to? Is there a scope for policy (by government, international organizations, or non-governmental organizations (NGOs))? What policies have been tried out? Have they been successful?"

Introduction to French language and culture. Emphasis on the acquisition of vocabulary and grammatical concepts through active communication. Immediate exposure to authentic French via video sources and printed materials for developing cultural awareness as well as linguistic proficiency. Coordinated language lab program. For graduate credit see 21F.351.

Further development of linguistic proficiency through active communication. Expansion of vocabulary and completion of the basics of French grammar. Continued exposure to culturally authentic audio and video materials in the classroom and the language lab. Study of short texts. Increased practice in writing. For graduate credit see 21F.352.

Interpersonal Communication: A Mindful Approach to Relationships helps readers examine their own one-on-one communicative interactions using a mindfulness lens. The writing team of Jason S. Wrench, Narissra M. Punyanunt-Carter, and Katherine Thweatt incorporates the latest communication theory and research to help students navigate everyday interpersonal interactions. The 14 chapters in this book cover topics typically taught in an undergraduate interpersonal communication course: family interactions, interpersonal dynamics, language, listening, nonverbal communication, and romantic relationships, as well as exploring emerging areas such as self-compassion, body positivity, friendships, and “the dark side”. The writing takes on a purposefully informal tone to engage readers. Each chapter is broken into different sections that have unique instructional outcomes, key takeaways, and exercises, and concludes with real-world case studies and sample quiz questions. Also included is an extensive glossary with over 350 definitions.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Describe society’s current understanding of family
Recognize changes in marriage and family patterns
Differentiate between lines of decent and residence

In this class we will come to understand the vast changes in Spanish life that have taken place since Franco's death in 1975. We will focus on the new freedom from censorship, the re-emergence of movements for regional autonomy, the new cinema, reforms in education and changes in daily life: Sex roles, work, and family that have occurred in the last decade. In so doing, we will examine myths that are often considered commonplaces when describing Spain and its people.

Using examples from anthropology and sociology alongside classical and contemporary social theory, this course explores the nature of dominant and subordinate relationships, types of legitimate authority, and practices of resistance. The course also examines how we are influenced in subtle ways by the people around us, who makes controlling decisions in the family, how people get ahead at work, and whether democracies, in fact, reflect the "will of the people..

Explore where the prohibitions and permissions that occur in every day life come from, why they exist, and what gives them force. For example: food- you are only willing and able to eat a subset of the world's edible substances. Marriage- some marriages are prohibited by law or by custom. Addresses questions of prohibition and permission using psychological sources and literary works from ancient to modern. Includes texts by Shakespeare, Melville, Mary Rowlandson, and Anita Desai. Students give group and individual oral presentations.

Examines the experiences of ordinary Chinese people as they lived through tumultous change in the twentieth-century. Class discussion focuses on personal memoirs and films. Includes comparisons of the People's Republic of China, Taiwan, Hong Kong, and Singapore. 21F.991 is for students pursuing a minor in Chinese; students complete assignments in Chinese.