unpredictable/unpredictable_full · Datasets at Hugging Face

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c3607406_Overview__Meaning	[Element] Bold [Meaning]	Bold is applied to file names and user interface elements.	[]	Overview	Meaning	https://technet.microsoft.com/en-us/library/bb490856.aspx	6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json
c3607406_Overview__Meaning	[Element] Italic - or - [Meaning]	Italic is applied to characters that the user types, but which they can choose to change. Italic characters that appear within angled brackets are placeholders which need specific values. Example: indicates that you should replace the italicized filename.ext with another file name that is appropriate for your configuration. Italic is also used to represent new terms. Example: A disk partition is a logical compartment on a physical disk drive.	[]	Overview	Meaning	https://technet.microsoft.com/en-us/library/bb490856.aspx	6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json
c3607406_Overview__Meaning	[Element] Screen Text font [Meaning]	This font defines output text that displays on the screen.	[]	Overview	Meaning	https://technet.microsoft.com/en-us/library/bb490856.aspx	6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json
c3607406_Overview__Meaning	[Element] Left margin text [Meaning]	The left margin is used for terms and definitions.	[]	Overview	Meaning	https://technet.microsoft.com/en-us/library/bb490856.aspx	6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json
c3607406_Overview__Meaning	[Element] Note [Meaning]	A Note alerts you to information that can help you to complete a task or understand a concept.	[]	Overview	Meaning	https://technet.microsoft.com/en-us/library/bb490856.aspx	6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json
c3607406_Overview__Meaning	[Element] Important [Meaning]	An Important notice alerts you to information that is essential to completing a task. This notice might also be used to warn you to take or avoid a specific action.	[]	Overview	Meaning	https://technet.microsoft.com/en-us/library/bb490856.aspx	6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json
4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option	[Note] Ability to dim backlight, turn on and off GSM, GPS, and other devices outside the CPU Huge (700mW) [Status] Implemented [Option]	External peripheral control	[]	Neo 1973 GTA01 Power Management - Openmoko	Option	http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444	6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json
4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option	[Note] The CPU clock is 12MHz, this is the lowest power mode with the CPU awake Huge(300mW) [Status] Not implemented [Option]	Slow Mode	[]	Neo 1973 GTA01 Power Management - Openmoko	Option	http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444	6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json
4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option	[Note] Dynamically alter CPU core voltage according to frequency Large(50mW) [Status] Not implemented [Option]	Variable CPU core voltage	[]	Neo 1973 GTA01 Power Management - Openmoko	Option	http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444	6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json
4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option	[Note] Turn off CPU clock while rest of SoC remains awake Moderate(150mW) [Status] Not implemented [Option]	CPU Idle mode	[]	Neo 1973 GTA01 Power Management - Openmoko	Option	http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444	6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json
4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option	[Note] Vary CPU frequency to lower power consumption. Huge(250mW) [Status] Not implemented [Option]	Variable CPU frequency ~20Mhz to 266Mhz	[]	Neo 1973 GTA01 Power Management - Openmoko	Option	http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444	6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json
4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option	[Note] Remove periodic timer interrupts in kernel Modest(10mW?) [Status] Not implemented [Option]	Tickless Kernel	[]	Neo 1973 GTA01 Power Management - Openmoko	Option	http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444	6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json
4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option	[Note] Suspend CPU totally and resume when required in under 1s. Huge (50mW) [Status] Not implemented [Option]	Rapid Suspend-RAM	[]	Neo 1973 GTA01 Power Management - Openmoko	Option	http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444	6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] QB [Who is Eligible] Only quarterbacks [What it Means]	Quarterback	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] RB [Who is Eligible] Only running backs [What it Means]	Running Back	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] WR [Who is Eligible] Only wide receivers [What it Means]	Wide Receiver	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] TE [Who is Eligible] Only tight ends [What it Means]	Tight End	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] W/R [Who is Eligible] Any wide receiver or running back [What it Means]	Wide Receiver/Running Back	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] W/T [Who is Eligible] Any wide receiver or tight end [What it Means]	Wide Receiver/Tight End	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] Q/WR/RB/TE [Who is Eligible] Any quarterback, wide receiver, running back or tight end [What it Means]	Quarterback/Wide Receiver/Running Back/Tight End	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] WR/RB/TE [Who is Eligible] Any wide receiver, running back or tight end [What it Means]	Wide Receiver/Running Back/Tight End	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] K [Who is Eligible] Only kickers [What it Means]	Kicker	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] DEF [Who is Eligible] Only team defenses [What it Means]	Defensive Team	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] D [Who is Eligible] Any defensive player [What it Means]	Defensive Player	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] DL [Who is Eligible] Only defensive linemen [What it Means]	Defensive Lineman	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] DB [Who is Eligible] Only defensive backs [What it Means]	Defensive Back	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] LB [Who is Eligible] Only linebackers [What it Means]	Linebacker	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] CB [Who is Eligible] Only corner backs [What it Means]	Corner Back	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] S [Who is Eligible] Only safties [What it Means]	Safety	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means	[Pos] BN [Who is Eligible] Any player [What it Means]	Bench	[]	Yahoo Public 290795 - Kenyon Woods's Team \| Fantasy Football \| Yahoo Sports	What it Means	http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013	6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] There is no such medical condition as ADHD. [Fact]	ADHD is a medical disorder, not a condition of the child's will. A child with ADHD does not choose to misbehave.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] ADHD is caused by bad parenting. All the child needs is good discipline. [Fact]	ADHD is not caused by bad parenting. But parenting techniques can often improve some symptoms and make others worse.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] ADHD is a life sentence. [Fact]	Although ADHD symptoms usually continue into adulthood, the person learns ways to cope with the symptoms. People with ADHD have plenty of energy, are creative, and can often accomplish more than people who do not have the condition.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] Having ADHD means the person is lazy or dumb. [Fact]	ADHD has nothing to do with a person's intellectual ability. Some highly intelligent people have ADHD.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] The diagnosis of ADHD is confirmed if certain medicines (psychostimulants) have a positive effect on what seem to be symptoms of ADHD. [Fact]	Children without ADHD respond to psychostimulants similarly to children with ADHD. A trial of medicine is not used to diagnose the condition.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] Medicine for ADHD will make a person seem drugged. [Fact]	Properly adjusted medicine for ADHD sharpens a person's focus and increases his or her ability to control behavior.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] Medicine prescriptions for ADHD have greatly increased in the past few years, because the condition is being overdiagnosed. [Fact]	ADHD is estimated to affect about 3 to 7 out of 100 school-age children in the United States. footnote 1 There is little evidence to support claims that ADHD is overdiagnosed and that ADHD medicines are overprescribed.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] Psychostimulants are no longer useful after puberty. [Fact]	Teens and adults with ADHD continue to benefit from medicine treatment.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] Children with ADHD are learning to use the condition as an excuse for their behavior. [Fact]	ADHD is a disability. Children with ADHD have to learn ways to deal with their symptoms (inattention, impulsivity, and hyperactivity) that cause them to have difficulties in life.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] Children outgrow ADHD. [Fact]	About 70 out of 100 children with ADHD continue to have symptoms during their teen years and about 50 out of 100 have symptoms into adulthood. footnote 2	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact	[Myth] If a child has ADHD, he or she can always be diagnosed in the doctor's office. [Fact]	A child may not always show symptoms of ADHD, especially in an unfamiliar setting. Evaluating a child from one office observation may result in failure to recognize or diagnose symptoms.	[]	Health Information Library	Fact	http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits	6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json
f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities	[Vehicle] Flatbed [Unique Color] No [Unique Handling] No [Mission] Rigged to Blow [Special Abilities]	Load of Explosives	[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]	Special Vehicles - Grand Theft Wiki, the GTA wiki	Special Abilities	http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995	6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json
f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities	[Vehicle] Laundromat [Unique Color] No [Unique Handling] No [Mission] Hung Out to Dry [Special Abilities]	None	[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]	Special Vehicles - Grand Theft Wiki, the GTA wiki	Special Abilities	http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995	6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json
f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities	[Vehicle] Police Stockade [Unique Color] No [Unique Handling] No [Mission] Three Leaf Clover [Special Abilities]	None	[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]	Special Vehicles - Grand Theft Wiki, the GTA wiki	Special Abilities	http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995	6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json
f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities	[Vehicle] Police Stockade [Unique Color] No [Unique Handling] No [Mission] Tunnel of Death [Special Abilities]	None	[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]	Special Vehicles - Grand Theft Wiki, the GTA wiki	Special Abilities	http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995	6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json
f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities	[Vehicle] Romero [Unique Color] No [Unique Handling] No [Mission] Undertaker [Special Abilities]	None	[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]	Special Vehicles - Grand Theft Wiki, the GTA wiki	Special Abilities	http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995	6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json
f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities	[Vehicle] Voodoo [Unique Color] White and Pink [Unique Handling] No [Mission] Have a Heart [Special Abilities]	Bodies in the Trunk	[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]	Special Vehicles - Grand Theft Wiki, the GTA wiki	Special Abilities	http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995	6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	There will be an excellent job out there for me.	There won't be a good job out there for me.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	One day I can own a business if I want to.	I could never own my own business.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	My future is looking fine!	I have no future.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	I have a good memory.	I have a poor memory.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	I CAN do this.	I can't do this.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	That person will be glad I said hello; so what if we don't become friends? I'm saying hello!	That person won't like me anyway no point in saying hello.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	I am likable, and I make a great friend.	I'm not a very likable or valuable person.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	I have a good, perfectly fine mind.	I feel mentally off, defective somehow.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	Things are getting better.	The country is going downhill.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	The whole world is becoming more aware and honest.	The whole world is going downhill.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	Life is great! I'm going to do just fine out there!	Life stinks it's too hard out there.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	My parents may not have much money, but we have a LOT of happy times. My parents like their jobs, and would rather work than stay home all the time.	My parents seem to have even less money now than they did just a few years ago and they both work.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	The world has so much to offer me there will be PLENTY!	What's going to be left for me?	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN	I have an amazing, wondrous future, and I'm NOT going to blow it by making irresponsible choices and tragic mistakes.	There's no future for me. I may as well have fun now.	[]	Anti-smoking websites & Master index of anti-tobacco links	NEGATIVE THOUGHTS PULL YOU DOWN	http://www.tobaccofree.com/children.htm	6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Branching Out: An Ethnobotanical Garden in Community Marja Eloheimo Native American studies botany community studies consciousness studies environmental studies health natural history sustainability studies writing [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 12 [Credits_5] 12 [When] Weekend [F] F 15 Fall [W] W 16Winter [S] S 16Spring [Description] Working as a project team, this program has a mission. Students will continue to tend and refine habitat and theme areas in the Longhouse Ethnobotanical Garden, including the Sister Garden (patterned after a medicinal garden we created on the Skokomish Indian Reservation) as well as create valuable educational resources that contribute to the Evergreen community, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability. Our work will also contribute to the new Indigenous Arts Campus. During , we will become acquainted with the garden and its plants, habitats, history, and existing educational materials. We will begin to engage in seasonal garden care and development, learning concepts and skills related to botany, ecology, Indigenous studies, and sustainable medicine. We will also establish goals related to further developing educational materials and activities, including a Web presence. Students will have the opportunity to select and begin specific independent and group projects that include learning knowledge and skills pertinent to their completion. During , we will focus on the garden's "story" through continued project work at a more independent level. Students will work intensively on skill development, research, and project planning and implementation. We will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season. During , we will add plants to and care for the garden, wrapping up all of the work we have begun. We will establish opportunities to share the garden and our newly created educational materials, effectively enabling the garden to "branch out." This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community within the program by nurturing each member's contributions and growth, and acknowledges the broader contexts of sustainability and global transformation. [Faculty] Marja Eloheimo [Days] Sat Sun [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter Spring	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Civic Intelligence Laboratory Douglas Schuler communications community studies media studies political science sociology sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 8, 12 [Credits_5] 08 12 [When] Evening and Weekend [F] F 15 Fall [W] W 16Winter [S] S 16Spring [Description] 21st Century inhabitants of the earth find no shortage of complex problems that demand our attention. They run the gamut from pandemics to unsafe neighborhoods, economic collapse to unemployment, climate change to institutional racism. But why are some groups more likely than others to successfully address the issues they face? In this program we hypothesize that humankind must become "smarter" about its affairs if there is to be any chance of making social and environmental progress. Everywhere we see how money and power control how things are managed — or not. The playing field is not level, but positive change occur. Civic intelligence is the name for the type of collective intelligence that addresses significant shared problems effectively and equitably. Intelligence, whether in a single person or collectively, in classes, cities, nations or the world, is a complex ecosystem of interacting ideas, visions, perceptions, assertions, and questions. And intelligence is not just in the head: it is deeply intertwined with action — planning, evaluating, doing — and interacting with other people. We will explore civic intelligence through seminars, films, workshops, lectures and group projects throughout the program. But because civic intelligence is not enough — we also will learn about civic intelligence by it. Throughout the three quarters we will use the lens of a laboratory to employ and explore civic intelligence. We will read and other writings that focus on a problem-solving, experimental approach and that John Dewey and other authors advanced. We will strive to make our own program into a "lab" of sorts and collect data as we move forward. We plan to consciously leverage Evergreen's underlying philosophy as a non-traditional, experimental school that integrates theory and practice to explore how students can take a more active role in their education and in their interactions in the world. We will also work with one or more research and action efforts. Possibilities include an innovation network of people working in small to mid-sized cities, towns, or neighborhoods in Washington State; Evergreen's Center for Community Based Learning and Action (CCBLA), and a county-wide health initiative. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills. [Faculty] Douglas Schuler [Days] Wed Sat [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter Spring	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Ecological Agriculture: Healthy Soil, Healthy People Martha Rosemeyer, Thomas Johnson and Carolyn Prouty agriculture biology botany environmental studies health international studies political economy sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [W] W 16Winter [S] S 16Spring [Description] More than three-quarters of the arable land mass of the planet is influenced by human needs and desires for food and fiber. There are competing visions for the future of our agriculture and food systems. A global, fossil-fuel-based system provides large quantities of inexpensive food along with significant environmental and social impacts. Another vision is a local, community-based system that produces higher quality, but more expensive, food while seeking to minimize environmental and social impacts. Critical questions that will inform our inquiry include: Can we grow high-quality food that is available to everyone? How did we get into this current agricultural predicament of industrial production and a global population that is simultaneously both “stuffed” and “starved?” How can an individual make a difference?This program will provide an interdisciplinary study of agriculture in the context of food systems. We will explore competing ideas while developing ecological and holistic thinking, which will be applied in hands-on laboratory and field exercises, expository and scientific report writing, critical analysis of film, and quantitative reasoning. Seminar will examine history, policy, and socioeconomic and political contexts of agriculture and health.In winter, we will focus on soil science, particularly soil ecology and nutrient cycling in lecture and lab. We will also examine food and agricultural policy at the national, state and local level, as well as the prospects for creating more sustainable food systems. Our learning will be supported by an extended field trip to the Ecological Farming Conference in California and visits to a number of rural farms and urban agriculture projects. Seminar will examine U.S. agricultural history, food system policy, economics, and moral and ethical dimensions of food production. In spring, we will combine the topics of tropical farming systems, global health, and the health of agricultural workers. We will study agroecology, indigenous agriculture, and permaculture in a tropical context. As a final project, students will apply their knowledge to create a farm plan in a geographic area of their choice. Tropical farming intersects with larger questions of occupational health, including health-related burdens of workers in agriculture broadly and specifically in migrant laborers in the United States. Integrating scientific and political population-based analyses, students will examine public health principles and policies related to pesticide exposure and other chemical, biological, and physical risks faced by agricultural workers. Seminar will focus on understanding structural causes of global hunger, poverty, and disease, exploring the common roots of both malnutrition and obesity. [Faculty] Martha Rosemeyer Thomas Johnson Carolyn Prouty [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Winter [Open Quarters]	Winter Spring	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Ecological Agriculture: Crop Botany and Plant Genetics Donald Morisato and Martha Rosemeyer agriculture biology botany ecology sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [Description] How do seeds form? How do plants develop from seeds? How do plants adapt to particular environmental conditions? The modification of plant evolution by human selection has played a major role in the history of agriculture. Ecological agriculture is based on an understanding of plant biology, either through the grazing of livestock or the growing of food crops. This program focuses on the science of crop botany and genetics as a basis for propagation, seed-saving, and plant breeding. In one strand, the basic life cycle and reproductive botany of crop members of the most important plant families will be explored. This systematic survey will make connections to their center of diversity and origin. In a second strand, the principles of plant breeding will be presented through an introduction to Mendelian and quantitative genetics. Some of the agricultural methods of plant reproduction, by both sexual and vegetative propagation, will be considered. Readings may include Kingsbury's Nabhan's , and Navazio’s . The adaptation of crop plants to specific environments, especially in this era of climate change, becomes increasingly critical for the future of sustainable agriculture. Laboratory and field experiments, as well as field trips to local farms and plant breeding centers, will provide an applied context for our inquiry. [Faculty] Donald Morisato Martha Rosemeyer [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies Signature Required: Winter [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Description] This interdisciplinary program will study how energy is harvested and transformed, used or abused by humans. We will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth system. What is the evidence for, what are the consequences of, and what can be done about global warming? How can we find our personal roles in addressing the challenges facing Earth and its inhabitants?We will study solutions ranging from renewable energy to sustainable farming and (insert your idea here). Our approach is based in natural science, with an emphasis on critical thinking. This challenging and rewarding two-quarter program will include lectures and workshops by faculty and guest lecturers; seminars on books and articles; inquiry-based writing and peer feedback; qualitative and quantitative reasoning and problem solving; and hands-on research projects in spring, to engage our inquiry and learning together.In fall, our work will include research planning for students interested in more advanced studies in spring. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to participating in face-to-face seminars. Small teams will meet at least twice weekly to discuss readings and prepare for class together. Students will make presentations in class on current topics of interest, and teams will facilitate discussions. No mathematical or technical design texts or prerequisites are required in winter quarter.Our efforts in winter will include more challenging quantitative work, including research projects. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Students will build on quantitative problem solving begun together in the classroom. Small teams of your choice will meet weekly to discuss readings and prepare for class together. Students will do research projects, make presentations in class and at regional meetings, and write research reports. Research projects typically range from greenhouse gas reduction projects to sustainable energy, agriculture, building, or urban planning. [Faculty] EJ Zita [Days] Tue Thu [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Engaging with the Endangered Northwest Rebecca Chamberlain and Nancy Parkes Native American studies communication cultural studies ecology environmental studies literature natural history sustainability studies writing [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 8 [Credits_5] 08 [When] Evening and Weekend [F] F 15 Fall [W] W 16Winter [Description] The Pacific Northwest is home to pressing environmental issues, including coal and oil exports, loss of habitat, water quality, fisheries, and effects of global warming. The coal industry wants to use Northwest ports for shipping to Asia, which could result in 100 million tons of coal being shipped through the region by rail. A dozen oil pipelines are proposed, and trains carrying oil have derailed in other regions. Will these projects, as opponents contend, endanger both Northwest peoples and the environment? Or as proponents--including many labor unions--argue, would they bring critical jobs to economically dislocated and disadvantaged areas? What entities have the power to decide whether these projects will be built? What methods can be used to get clear information to those who are affected? What are the human health and environmental risks from coal dust, train wrecks, and potential oil spills? How do citizens become engaged? What is the role of indigenous communities? What are the roles of advocates, allies, and supporters--on both sides--and how do these positions grow out of environmental and other histories?In engaging with these issues, we will ask, how do we speak meaningfully about our relationship to the natural world? We will learn how stories and ethnography empower individuals and communities to understand their connection to place. Through a practice of writing, and study of both eco-criticism and natural history literature, we will examine concepts and values around wilderness and the human connection to the natural world. We will consider the traditional division between labor and environmental interests, its roots, and whether these two groups may be able to foster collaborations that address both jobs and environmental protection. Our work will include analysis of disparate views and values, and common ground among environmental groups, tribes, citizens, workers, and other stakeholders holding diverse perspectives on these and other critical environmental issues that affect the future of the Northwest. For our first case study and field trip in fall, we will review the history of the controversies and impacts on tribes and local economies surrounding removal of the Elwha dam. We will visit this site and hear from local residents, scientists, and Tribal members, now that salmon are returning, and hear how scientists from throughout the world have collaborated on removal of the dam. [Faculty] Rebecca Chamberlain Nancy Parkes [Days] Mon Mon Wed Wed Sat Sun Sun [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Environmental Health: Science, Policy and Social Justice Cheri Lucas-Jennings American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Description] How do we make health a public priority? How do we respond to potential hazards? This introductory program considers problems related to public and environmental health in a broader context of the key frameworks of population, consumption and sustainability. We will explore the broad conditions that shape environmental health, both for humans and for ecosystems. Examining the workings of non-governmental organizations, we will be moving across and between questions of science, public policy (from municipal to international) and social justice. The program goal is to understand emerging strategies and solutions for ecological sustainability - from regional monitoring to UN negotiations. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, and a broad array of community responses.In the fall, we will dedicate ourselves to bridging scientific, policy and social perspectives by means of lecture, seminar, workshops and field trips. In the winter, students will engage in small group, quarter-long research projects on a topical issue to further investigate the chemical, biologic and physical risks of modern life, with an emphasis on industrial pollutants. Throughout the program, students will engage in a range of learning approaches, including computer-based collaboration with regional experts, officials and activists. [Faculty] Cheri Lucas-Jennings [Days] Tue Wed Fri [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Health vs. Wealth Mary Dean health sustainability studies [Offering] Course [Standing] FR–SRFreshmen–Senior [Credits] 4 [Credits_5] 04 [When] Evening [S] S 16Spring [Description] We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need. [Faculty] Mary Dean [Days] Tue [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Spring [Open Quarters]	Spring	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Introduction to Environmental Studies Ted Whitesell, Krishna Chowdary, Rob Cole and Alison Styring biology ecology environmental studies field studies geography international studies law and public policy natural history sustainability studies zoology Signature Required: Winter [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Description] This two-quarter program is designed to introduce the interdisciplinary field of environmental studies. This field employs the tools of natural and social sciences as well as the humanities to understand and effectively address the enormous environmental challenges of this generation. The program will use a variety of teaching styles, including field trips, films, guest speakers, case study and research projects, as well as lectures and seminars on a wide array of critical environmental issues. Readings will include classics of environmental literature that have inspired and informed citizens for generations, notable contemporary books in the field, textbooks, scientific articles, and a novel. A central goal of this program is to advance students' ability to think critically and in-depth about environmental challenges and solutions. The program will expose students to the following range of topics: climate change; pollutants in our air, freshwater, oceans, and soils; the mass extinction of species; sustainability and sustainable development; ecological restoration; environmental justice; protected areas; sustainable energy; human population and the environment; science and advocacy; and threats to Puget Sound, along with efforts to protect it.Focusing on ecosystems and environmental issues in the Pacific Northwest, the fall quarter will emphasize development of the skills and tools necessary to pursue environmental studies at a more advanced level. This means instruction and practice in using the following: systems-thinking; the principles of population, community, ecosystem, and landscape ecology; ornithology; the study of landscapes and soundscapes; urban ecology; social science principles essential for understanding sustainability and conservation; field research methods; introductory statistics and qualitative analytical methods; and the general nature of biogeochemical cycles. Emphasis will also be placed on developing skill in analytical writing as practiced in the social and natural sciences, based on research using library databases of peer-reviewed journal articles, and demonstrating competency in formatting citations and references.The winter quarter will take a more global perspective on environmental studies. Students will be challenged to apply and more fully develop the skills and knowledge introduced in the fall quarter through in-depth research projects on critical environmental problems and associated solutions. Lectures and seminars will expose students to a more advanced and in-depth examination of critical environmental problems and solutions around the world. [Faculty] Ted Whitesell Krishna Chowdary Rob Cole Alison Styring [Days] Tue Tue Wed Thu Thu [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Living Well: The Anthropology of Sustainability Karen Gaul anthropology sustainability studies [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [S] S 16Spring [Description] What can we learn from past and current cultures about how to best live on this planet? How have people throughout time met their basic needs, and what systems appear to be more sustainable? What are your own goals for sustainable living today? From foraging cultures of the past, to off-the-grid communities or urban neighborhoods of today, we will explore cultural approaches to life that demonstrate prudent use of resources while maintaining thriving, healthy communities. Students will build vocabularies, analyses, and hands-on skills in the fields of both anthropology and sustainability.Student work will include careful reading, reflection and critical analysis based on program materials. Readings will include ethnographic studies of various cultural groups, as well as guides for contemporary sustainable living. Students will design and craft their own ethnographic interviews, focusing on sustainability and justice change agents in the local area. The program will include field trips to local communities where students can interact with people building intentional sustainable communities. Additionally, a community partnership component will enable us to connect to local initiatives, apply our knowledge, and offer something to the community. We will spend some portion of each week in a community partnership setting. [Faculty] Karen Gaul [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Spring [Open Quarters]	Spring	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Local Knowledge: Building Just and Sustainable Communities Anne Fischel and Grace Huerta community studies cultural studies education media arts sustainability studies Signature Required: Winter [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Description] In this program students will develop skills to support collaboration and learning with local communities, including the study of education, media and qualitative research methods. Our starting place will be the identification of local knowledge: how communities view themselves; their sense of place, history and identity; the issues that challenge them and the solutions they envision. In these days of globalization, mass marketing and celebrity, what people know at the local level is often trivialized or ignored. We will explore the dynamics of community life through collaborative efforts with people in our region as they work to create sustainability and justice.Our program is largely focused on Mason County. One of our goals is to build a place-based, multi-disciplinary portrait of this complex region. We’ll learn about local history and changes in livelihood, study the distinctive ecology of the region, and explore community cultures and traditions. By learning about literacy, immigration, K-adult education, and economic development, we’ll develop our sense of global context in relationship to local experience and action. We’ll learn about organizations and individuals that are tackling issues in innovative ways. Our work will be informed by perspectives from popular education and community-based research that represent respectful, effective approaches to community work. Workshops will be offered in qualitative research, ethnographic observation, documentary video, art as activism, ESL methods, grant writing, media literacy, and oral history.In fall we’ll learn about people and organizations doing significant work in the region. Once a week, classes will be held off campus, and students will be able to observe and collaborate with Mason County school and community programs. Students will explore the importance of dual language programs and culturally relevant pedagogy to a diverse, changing community. We will develop case studies of the region, contextualized by research drawn from other areas of the United States. Through these studies we’ll build a foundation for collaborative community work.In winter we will continue developing research and media skills. We’ll deepen our understanding of how culture, language and place shape personal and social identity. We’ll continue working with organizations that are building sustainability and justice in Mason County. We’ll carry out community-based collaborative projects that put into practice the skills, knowledge and relationships we have developed. [Faculty] Anne Fischel Grace Huerta [Days] Mon Tue Thu [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Political Ecology of Land: Urban Planning, Property Rights, and Land Stewardship Jennifer Gerend and Ralph Murphy community studies environmental studies geography government law and government policy political economy political science sustainability studies Signature Required: Spring [Offering] Program [Standing] JR–SRJunior–Senior [Credits] 16 [Credits_5] 16 [When] Day [W] W 16Winter [S] S 16Spring [Description] This two-quarter upper-division program will provide an interdisciplinary, in-depth focus on how land has been viewed and treated by humans historically and in contemporary times. How can today’s built environments be explained, and what should be preserved? We will give special attention to the political, legal, economic, social/cultural, environmental, and justice contexts of land use. We will also look at land ethics, concepts of land ownership, and efforts to regulate land uses and protect lands that have been defined as valuable by society. We will consider more sustainable development patterns to accommodate population growth and improve public health, especially walkable urban density.To understand the purpose of land use policy and regulation, the following topics and disciplines will be used to evaluate the human treatment of land, primarily in the United States: history and theory of land use planning; economic and community development; the structure and function of American government and federalism; public policy formation and implementation; contemporary land use planning and growth management; elements of environmental and land use law; economics; fiscal analysis of state and local governments; and selected applications of qualitative and quantitative research methods, such as statistics and Geographic Information Systems (GIS). Our goal is to have students leave the program with a comprehensive understanding of the complexity of issues surrounding land use planning, restoration, urban redevelopment, stewardship, conservation, and the specific skills sets required for professional level work in this dynamic field.The program will include lectures, seminars, guest speakers, films, workshops and in-class simulations (e.g., a mock public hearing), field trips in western Washington and individual and group research projects and presentations. Students will also acquire professional writing skills through instruction and practice in formats such as the policy briefing paper. Students will develop an understanding of the political and economic history that brought about the need for land use regulation. This will include understanding the political, legal, theoretical, and economic context. Students will apply these themes to contemporary applications and the professional world of land use planning, such as understanding the legislative and public policy processes in Washington at the state and local government levels, major policies such as the Washington State Growth Management Act, historic preservation, and economic development. During spring quarter, additional subtopics of interest to the program will be explored through major group projects and presentations or internships. Students will leave the program with credits for an emphasis in land use planning—an excellent preparation for potential professional careers and the prerequisites for many graduate programs in land use planning, public administration, and public policy. [Faculty] Jennifer Gerend Ralph Murphy [Days] Tue Wed Thu Fri [Multiple Standings] Junior JR Senior SR [Start Quarters] Winter [Open Quarters]	Winter Spring	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Practice of Organic Farming: Fall David Muehleisen and Paul Przybylowicz agriculture biology botany ecology field studies sustainability studies Signature Required: Fall [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [Description] Have you ever wondered what it takes to be successful at farming? The Practice of Organic Farming, formerly the Practice of Sustainable Agriculture, is a 3-quarter long program (spring, summer and fall quarters) that can help you answer this question and more. This program will explore the knowledge and skills needed to be successful in organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (plant science, soils, horticulture, animal husbandry, organic regulations, business etc.) will be presented throughout all three quarters, and our primary focus will be on small-scale, direct market, organic production. We will emphasize the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products, to preparing the farm for winter. All students will work on the farm every week to gain practical experiential learning (1 day/wk. in spring, 2 days/wk. in summer and fall). This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.The topics will follow the activities on the Farm throughout the growing season. During spring quarter, our primary focus will be exploring soil and plant sciences, gaining quantitative skills, and developing a working knowledge of the yearly planning documents that guide the Organic Farm. Beginning with the organic system plan and the farm crop plan, we will study the documents and recordkeeping systems needed to guide our work throughout the growing season. In summer, the main focus will be integrated pest management for insects, weeds, and diseases. Marketing, water management, irrigation system design, and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning and cover crops.The farm practicum provides students with the opportunity to integrate theory with the practice of farming. Students will learn the various elements and systems of the Farm and hands-on skills throughout the growing season. These skills and topics will include: livestock care, greenhouse management, crop establishment and management (seeding, transplanting, irrigating, weeding, harvesting, marketing), monitoring for pests/diseases, equipment maintenance/repair, and composting, Students will also learn how to market produce primarily through a student market stand on Red Square.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015. [Faculty] David Muehleisen Paul Przybylowicz [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Resource Rebels: Environmental Justice Movements Building Hope Karen Gaul and Zoltan Grossman Native American studies anthropology communication environmental studies geography sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Faculty] Karen Gaul Zoltan Grossman [Days] Tue Wed Fri [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Science Seminar in Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 8 [Credits_5] 08 [When] Day [W] W 16Winter [Description] How is energy harvested and transformed, used or abused? What effects do human systems have on Earth’s climate? What are the consequences for human societies? What can we learn from the past? How can we live more sustainably?We will investigate questions such as these, as a learning community seeking deeper knowledge and wisdom together. One of our primary means of inquiry is seminar: small teams pre-seminar on weekly readings in advance, we all seminar together twice a week, and we share essays and peer responses online. This seminar is shared with students in Energy Systems and Climate Change.Students will share questions and growing understanding about readings, and will discuss ideas and concern for the future. Students will write three to four essays and many peer responses individually, and will post pre-seminar assignments with teams. Learning goals include deeper understanding of sustainability and climate change, science and scientific methods, and improved skills in writing, teamwork, and communication. Details will be available at [Faculty] EJ Zita [Days] Tue Thu [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Winter [Open Quarters]	Winter	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Student-Originated Studies: Community-Based Learning and Action Ted Whitesell community studies field studies sustainability studies Signature Required: Spring [Offering] SOS [Standing] JR–SRJunior–Senior [Credits] 16 [Credits_5] 16 [When] Day, Evening and Weekend [S] S 16Spring [Description] This Student-Originated Studies (SOS) program is intended for upper-level students with a background in community-based learning, who have made arrangements to carry out a focused project within an organized community center, workshop, agency, organization, or school setting. Community projects are to be carried out through internships, mentoring situations, or apprenticeships that support students’ interests in community development. Students will submit weekly written progress/reflection reports, and will meet as a whole group in a weekly seminar on Wednesday mornings to share successes and challenges, and to discuss occasional short readings. Students will also organize small interest/support groups to discuss their specific projects and to collaborate on a final presentation. Occasionally, seminars will be replaced with relevant campus and community workshops or events. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA). As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center.The range of activities suited to this program includes working in an official capacity as an intern with defined duties at a community agency, organization, or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enrich the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need.A combination of internship and academic credit will be awarded in this program. Students may arrange an internship of up to 36 hours a week for a 12-credit internship. Four academic credits will be awarded for seminar participation and weekly journal writing. Students may distribute their program credits to include less than 12 credits of internship when accompanying research, reading, and writing credits associated with their community work are included. [Faculty] Ted Whitesell [Days] Wed [Multiple Standings] Junior JR Senior SR [Start Quarters] Spring [Open Quarters]	Spring	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Student-Originated Studies: Community-Based Learning and Action at Evergreen Mukti Khanna community studies psychology sustainability studies Signature Required: Fall [Offering] SOS [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [Description] This Student-Originated Studies program is intended for students interested in psychology, health, sustainability, and community development who have made arrangements to carry out a project in a community-based setting, such as health care agencies, schools, and organizations. The range of academic/community work suited to this program includes working in an official capacity as an intern with defined duties at a community agency, organization, or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enriches the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need.A combination of internship and academic credit will be awarded in this program. Students may arrange an internship up to 25 hours a week, for up to 10 credits. Four academic credits will be awarded for seminar work on community-based studies and social science writing. Students with less than 10 credits of internship may supplement their project with accompanying research, reading, and writing associated with their community work. The program also includes a required weekly program meeting that will focus on social science writing, community-based learning, and integrating theory and practice. Students will also organize small interest/support groups to discuss issues related to their specific projects and to collaborate on a presentation at the end of the quarter. Students will submit weekly written progress/reflection reports to the faculty sponsor. Contact faculty member Mukti Khanna if further information is needed. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center. [Faculty] Mukti Khanna [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Student-Originated Studies: Community-Based Learning and Action at Evergreen Lin Nelson community studies psychology sustainability studies Signature Required: Winter [Offering] SOS [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [W] W 16Winter [Description] This Student-Originated Studies program is intended for students interested in sociology, psychology, health, sustainability, public policy, social movements, and community development who have made arrangements to carry out a project in a community-based setting, such as health care agencies, schools, and nongovernmental or social movement organizations. The range of academic/community work suited to this program includes working as an intern with defined duties at a community agency, organization, or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enrich the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need.A combination of internship and academic credit will be awarded in this program. Students may arrange an internship up to 25 hours a week, for up to 10 credits. Six academic credits will be awarded for seminar work on community-based studies and social science writing. Students with less than 10 credits of internship may supplement their project with accompanying research, reading, and writing associated with their community work. The program also includes a required weekly program meeting that will focus on social science writing, community-based learning, and integrating theory and practice. Students will also organize small interest/support groups to discuss issues related to their specific projects and to collaborate on a presentation at the end of the quarter. Students will submit weekly written progress/reflection reports to the faculty sponsor. Contact faculty member Lin Nelson ( if further information is needed. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center. [Faculty] Lin Nelson [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Winter [Open Quarters]	Winter	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Sustainable Work and Workplaces Robert Knapp and Helena Meyer-Knapp architecture business and management environmental studies sustainability studies [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [S] S 16Spring [Description] This program will bring together students with a variety of talents and backgrounds—visual, design-based, technical, psychological, organizational—in ways that develop their skills and enrich their understanding of how to use them effectively in real-world situations. Issues of management, energy, sensory perception, ecology, and politics all weave together to make the fabric of work and workplaces, and we will attend to all these strands. The program will be genuinely all-level, and will share some activities with the graduate elective, Brave New Workplace. The topic calls on personal experience, societal patterns, and physical arrangements in ways that are rarely studied at any level. The concepts and methods will require good thinking but not extensive previous background. All students will find challenge; they will also find that their previous work experience and future work intentions are relevant raw material to our inquiry. Between studio time and required research and readings, students should expect to spend a full 40 hours per week on program work, in or out of class. [Faculty] Robert Knapp Helena Meyer-Knapp [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Spring [Open Quarters]	Spring	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Taking Care of Business: Developing Creative Options for Livelihood Kathy Kelly business and management law and government policy leadership studies sustainability studies [Offering] Program [Standing] JR–SRJunior–Senior [Credits] 8 [Credits_5] 08 [When] Evening and Weekend [F] F 15 Fall [W] W 16Winter [Description] In this two quarter program, students will consider how to earn a living in a way that aligns with their values, develops their talents, and brings satisfaction through creative business endeavors.We will explore the role played by business from an economic and societal perspective. We will study major global trends in business, identifying opportunities for business that capitalize on those trends. We will study the social and environmental responsibility of business, and models of governance and operations in light of corporate responsibility, and we will look at a variety of entrepreneurial endeavors that inspire our imaginations and illuminate the qualities possessed by those who innovate and create, considering individuals' strengths and deepest longings in light of the economic demands made on our lives.In fall quarter, students will be introduced to the creation and management of business, and essential functions including strategic planning, operations, marketing, human resources, finance and accounting. Students will develop business plans for their ideas for new business ventures. In the process, they will conduct market research and feasibility studies, and create start-up budgets and projections for operational revenue and expenses for the first few years of their proposed business. We will explore different ways of raising capital and the costs related to each option. Students will consult and advise with colleagues; and those wishing to do so may submit their projects for the Business Plan Competitions sponsored by the University of Washington.In winter quarter, continuing students may further their work on their business plans or mentor incoming students for a business venture. We will follow the state legislative process to gain an understanding of the issues related to creating a healthy business environment in Washington state. We will study the state's incentives for community and economic development including public infrastructure, research, and economic concessions. We will learn a framework called ecological economics (Daly, et al) that values the assets in our bioregion for consideration in public policy and business decisions.Throughout the program, students will learn key concepts of systems theory and develop skills in group process and collaboration.Resources will include Osterwalder, Wheatley, Meadows, Ries, Blank, Thiel, Friedman, Diamandis, and others. [Faculty] Kathy Kelly [Days] Sat [Multiple Standings] Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
0af886dc____The_Evergreen_State_College__Open_Quarters	[Title] Terroir: Chocolate, Oysters, and Other Place-Flavored Foods Sarah Williams, Steven Scheuerell and Abir Biswas agriculture anthropology environmental studies field studies gender and women's studies geology sustainability studies [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [S] S 16Spring [Description] "The day is coming when a single carrot, freshly engaged, will set off a revolution." – Paul Cezanne If you crunch on a carrot, savor a cacao nib, or sip a coffee while learning about with a geologist, a permaculturalist, and a cultural theorist, what will you taste? Often associated with wine, is a French word that distinguishes a food that is what it because of a taste of the place from which it comes. There are complex cultural traditions alongside the scientific factors we will explore for describing the effects of climate, soil, environment, and agricultural practices on our perception of flavor. We'll also explore the combined effects of smell and taste and their expression in terroir in relation to scientific and consumer objectivity. Throughout the year, we will focus on case studies of specific foods to explore terroir from a variety of methodologies and disciplinary perspectives via faculty lectures, readings, seminar, writing, field trips, films, community-based service learning, independent field studies, and an alumni lecture series. Fall quarter, we’ll focus on the terroir of coffee, chocolate, and wine. We’ll begin with a program retreat and service-learning project at a biodynamic vineyard, during which students will learn about terroir as a special quality of Oregon’s pinot noir grapes. Faculty members will provide an introduction to their disciplines in relation to terroir's expression in coffee, chocolate, and wine through a combination of lectures and tastings (grapes in the case of wine). Students will choose modules in physical geology, permaculture design, or cultural theory. The physical geology module will focus on the broader plate tectonics and volcanic processes. In the permaculture design module, students will study how the landscape properties of a particular place can be modified and combined to create a unique entity. Students in the cultural theory module will explore how terroir is a relation of reciprocity between subject and object using poststructuralist theory infused with gender and colonial critique as well as ethnographic strategies. We will engage the complexity of terroir as perception history, place soil. Winter quarter, we’ll focus on oysters, chocolate, and tea. Students will have the opportunity to travel to to the EcoFarm Conference in Monterey, Calif. Students will again choose a module: permaculture or cultural theory modules as offered in fall or a new module that will focus on soil development processes and the effects of climate change on the terroir of place-flavored foods, including the effects of changes in ocean chemistry on the terroir of oysters.Spring quarter will begin with the study of terroir's expression in honey, chocolate, and potatoes. Students will gain hands-on horticultural/gardening training at Demeter’s Garden on Evergreen’s farm to facilitate student engagement in agricultural and permaculture fieldwork. During the latter half of the quarter, everyone will complete an independent or small-group, multiweek research project, community-based service-learning experience, or field study, and will share their learning progress via a structured online program forum.Texts may include: Desert Terroir (Nabhan), The Taste of Place (Trubek), Voodoo Vintners (Cole), The New Taste of Chocolate (Presilla), Sweetness & Power (Mintz), Coffee & Coffeehouses (Hattox), American Terroir (Jacobsen), Puer Tea (Zhang), The Body of the Conquistador (Earle), Bittersweet Journey (Futterman), More than Honey (Imhoof), Neurogastronomy (Shepherd), Dirt (Logan or Montgomery), Consider the Oyster (Fisher). [Faculty] Sarah Williams Steven Scheuerell Abir Biswas [Days] Tue Wed Thu Fri [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]	Fall Winter Spring	[ [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r", " ", "S", "p", "r", "i", "n", "g" ], [ "F", "a", "l", "l" ], [ "F", "a", "l", "l", " ", "W", "i", "n", "t", "e", "r" ], [ "S", "p", "r", "i", "n", "g" ], [ "W", "i", "n", "t", "e", "r" ] ]	2015-16 Undergraduate Index A-Z \| The Evergreen State College	Open Quarters	http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies	6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Physically fit +69%	Sweet +46%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Ambitious +64%	Ambitious +39%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Perceptive +63%	Thoughtful +30%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Passionate +53%	Spontaneous +30%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Optimistic +44%	Physically fit +22%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Funny +38%	Funny +21%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Spontaneous +33%	Outgoing +19%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Thoughtful +21%	Optimistic +17%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Affectionate +17%	Hard working +17%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN	Outgoing + 17%	Passionate +16%	[ [ "S", "w", "e", "e", "t", " ", "+", "4", "6", "%" ], [ "A", "m", "b", "i", "t", "i", "o", "u", "s", " ", "+", "3", "9", "%" ], [ "T", "h", "o", "u", "g", "h", "t", "f", "u", "l", " ", "+", "3", "0", "%" ], [ "S", "p", "o", "n", "t", "a", "n", "e", "o", "u", "s", " ", "+", "3", "0", "%" ], [ "P", "h", "y", "s", "i", "c", "a", "l", "l", "y", " ", "f", "i", "t", " ", "+", "2", "2", "%" ], [ "F", "u", "n", "n", "y", " ", "+", "2", "1", "%" ], [ "O", "u", "t", "g", "o", "i", "n", "g", " ", "+", "1", "9", "%" ], [ "O", "p", "t", "i", "m", "i", "s", "t", "i", "c", " ", "+", "1", "7", "%" ], [ "H", "a", "r", "d", " ", "w", "o", "r", "k", "i", "n", "g", " ", "+", "1", "7", "%" ], [ "P", "a", "s", "s", "i", "o", "n", "a", "t", "e", " ", "+", "1", "6", "%" ] ]	Sheryl Stewart - 105.1 The Buzz	MOST ENTICING WORDS USED BY WOMEN	http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318	6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json
8826613d_MOVAL_patent_application_class__Description	402019000 16 [Description]	RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL	[]	RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class	Description	http://www.faqs.org/patents/class/000513036	6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json
8826613d_MOVAL_patent_application_class__Description	20120034019 02-09-2012 [Description]	REFILLABLE NOTEBOOK WITH RELEASE MECHANISM - A binding mechanism assembly for binding a sheet item, the binding mechanism assembly including a backing member having an upper surface, and a binding member directly or indirectly coupled to the backing member. The binding member includes a protrusion shaped and located to protrude through a hole of a sheet item to be bound thereto. The binding member further includes a generally flexible flange that is manually movable into engagement with the protrusion to form a generally closed loop and thereby bind the sheet item thereto. The loop is rotatable relative to the backing member from a first position in which the loop is generally located above the upper surface to a second position wherein at least part of the loop is located below the upper surface. A release mechanism is provided for opening the loop.	[]	RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class	Description	http://www.faqs.org/patents/class/000513036	6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json
8826613d_MOVAL_patent_application_class__Description	20100322701 12-23-2010 [Description]	NOVEL MODIFICATION OF PLASTIC LAY-FLAT BINDING COMB - This is a sheet binder or comb configured for use in lay-flat binding technology. This comb allows two- or three-ring binding of finished comb-bound booklets by the addition of a like number of round holes stamped into the comb. Obviously, any number of round holes can be used to accommodate two or more ring binders.	[]	RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class	Description	http://www.faqs.org/patents/class/000513036	6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json
8826613d_MOVAL_patent_application_class__Description	20090169287 07-02-2009 [Description]	RING MECHANISM BIASED TO CLOSED AND LOCKED POSITION - A ring binder mechanism that retains loose-leaf pages and has ring members that readily lock together in a closed position, preventing accidental opening of the ring members and loss of pages. The mechanism comprises a housing that supports two hinge plates for pivoting motion that brings the ring members to either an open position or the closed position. The mechanism further comprises a control structure supported by the housing for causing the pivoting motion of the hinge plates. A spring plate is engageable with the control structure for urging the control structure to move toward a position blocking pivoting motion of the hinge plates when the ring members move to the closed position.	[]	RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class	Description	http://www.faqs.org/patents/class/000513036	6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json
8826613d_MOVAL_patent_application_class__Description	20100150641 06-17-2010 [Description]	MULTI-FUNCTION ELEMENT FROM A SYSTEM FOR THE FILLING OR THE STORAGE OF AN ARTICLE - Multi-function element (	[]	RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class	Description	http://www.faqs.org/patents/class/000513036	6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json
8826613d_MOVAL_patent_application_class__Description	20100278583 11-04-2010 [Description]	RING BINDER MECHANISM - A ring binder mechanism has a housing supporting first and second hinge plates and rings, each ring including first and second ring members. The first ring member is mounted one of the hinge plates and moveable with the hinge plate relative to the second ring member between closed and open positions. An actuating lever for opening the rings is mounted on a pin secured to the housing. Pivoting of the actuator moves a travel bar relative to the hinge plates. A blocking element is secured to the travel bar for conjoint movement therewith between a locking position in which the blocking element blocks pivoting movement of the hinge plates to open the rings and a non-locking position in which the blocking element does not block pivoting movement of the hinge plates to open the rings. A torsion spring on the pin biases the actuating lever to its closed position.	[]	RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class	Description	http://www.faqs.org/patents/class/000513036	6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json
8826613d_MOVAL_patent_application_class__Description	20140241785 08-28-2014 [Description]	Loose-Leaf Paper Binder Ring - A loose-leaf paper binder ring comprising a generally tubular shaped body; a first connecting end of said body arranged for releasably connecting with a complementary second connecting end for opening and closing the ring; a series of lower locking teeth being laterally spaced and extending along the length of said first connecting end; a series of upper locking teeth being laterally spaced and extending along the length of said second connecting end; whereby said upper locking teeth engage said lower locking teeth when said first connecting end is directly overlapped with said second connecting end; and, whereby a lateral displacement of said upper and lower locking teeth causes said first and second connecting ends to release.	[]	RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class	Description	http://www.faqs.org/patents/class/000513036	6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json
8826613d_MOVAL_patent_application_class__Description	402020000 6 [Description]	Opposed sheet retainers	[]	RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class	Description	http://www.faqs.org/patents/class/000513036	6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json

c3607406_Overview__Meaning

[Element] Bold [Meaning]

Bold is applied to file names and user interface elements.

[]

Overview

Meaning

https://technet.microsoft.com/en-us/library/bb490856.aspx

6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json

c3607406_Overview__Meaning

[Element] Italic - or - [Meaning]

Italic is applied to characters that the user types, but which they can choose to change. Italic characters that appear within angled brackets are placeholders which need specific values. Example: indicates that you should replace the italicized filename.ext with another file name that is appropriate for your configuration. Italic is also used to represent new terms. Example: A disk partition is a logical compartment on a physical disk drive.

[]

Overview

Meaning

https://technet.microsoft.com/en-us/library/bb490856.aspx

6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json

c3607406_Overview__Meaning

[Element] Screen Text font [Meaning]

This font defines output text that displays on the screen.

[]

Overview

Meaning

https://technet.microsoft.com/en-us/library/bb490856.aspx

6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json

c3607406_Overview__Meaning

[Element] Left margin text [Meaning]

The left margin is used for terms and definitions.

[]

Overview

Meaning

https://technet.microsoft.com/en-us/library/bb490856.aspx

6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json

c3607406_Overview__Meaning

[Element] Note [Meaning]

A Note alerts you to information that can help you to complete a task or understand a concept.

[]

Overview

Meaning

https://technet.microsoft.com/en-us/library/bb490856.aspx

6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json

c3607406_Overview__Meaning

[Element] Important [Meaning]

An Important notice alerts you to information that is essential to completing a task. This notice might also be used to warn you to take or avoid a specific action.

[]

Overview

Meaning

https://technet.microsoft.com/en-us/library/bb490856.aspx

6/1438042981576.7_20150728002301-00321-ip-10-236-191-2_877496733_0.json

4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option

[Note] Ability to dim backlight, turn on and off GSM, GPS, and other devices outside the CPU Huge (700mW) [Status] Implemented [Option]

External peripheral control

[]

Neo 1973 GTA01 Power Management - Openmoko

Option

http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444

6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json

4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option

[Note] The CPU clock is 12MHz, this is the lowest power mode with the CPU awake Huge(300mW) [Status] Not implemented [Option]

Slow Mode

[]

Neo 1973 GTA01 Power Management - Openmoko

Option

http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444

6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json

4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option

[Note] Dynamically alter CPU core voltage according to frequency Large(50mW) [Status] Not implemented [Option]

Variable CPU core voltage

[]

Neo 1973 GTA01 Power Management - Openmoko

Option

http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444

6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json

4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option

[Note] Turn off CPU clock while rest of SoC remains awake Moderate(150mW) [Status] Not implemented [Option]

CPU Idle mode

[]

Neo 1973 GTA01 Power Management - Openmoko

Option

http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444

6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json

4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option

[Note] Vary CPU frequency to lower power consumption. Huge(250mW) [Status] Not implemented [Option]

Variable CPU frequency ~20Mhz to 266Mhz

[]

Neo 1973 GTA01 Power Management - Openmoko

Option

http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444

6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json

4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option

[Note] Remove periodic timer interrupts in kernel Modest(10mW?) [Status] Not implemented [Option]

Tickless Kernel

[]

Neo 1973 GTA01 Power Management - Openmoko

Option

http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444

6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json

4425dac0_01_Power_Management___Openmoko_lative_saving_of_battery_life__Option

[Note] Suspend CPU totally and resume when required in under 1s. Huge (50mW) [Status] Not implemented [Option]

Rapid Suspend-RAM

[]

Neo 1973 GTA01 Power Management - Openmoko

Option

http://wiki.openmoko.org/index.php?title=Neo_1973_GTA01_Power_Management&diff=15446&oldid=15444

6/1438042988860.4_20150728002308-00022-ip-10-236-191-2_271547519_2.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] QB [Who is Eligible] Only quarterbacks [What it Means]

Quarterback

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] RB [Who is Eligible] Only running backs [What it Means]

Running Back

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] WR [Who is Eligible] Only wide receivers [What it Means]

Wide Receiver

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] TE [Who is Eligible] Only tight ends [What it Means]

Tight End

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] W/R [Who is Eligible] Any wide receiver or running back [What it Means]

Wide Receiver/Running Back

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] W/T [Who is Eligible] Any wide receiver or tight end [What it Means]

Wide Receiver/Tight End

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] Q/WR/RB/TE [Who is Eligible] Any quarterback, wide receiver, running back or tight end [What it Means]

Quarterback/Wide Receiver/Running Back/Tight End

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] WR/RB/TE [Who is Eligible] Any wide receiver, running back or tight end [What it Means]

Wide Receiver/Running Back/Tight End

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] K [Who is Eligible] Only kickers [What it Means]

Kicker

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] DEF [Who is Eligible] Only team defenses [What it Means]

Defensive Team

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] D [Who is Eligible] Any defensive player [What it Means]

Defensive Player

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] DL [Who is Eligible] Only defensive linemen [What it Means]

Defensive Lineman

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] DB [Who is Eligible] Only defensive backs [What it Means]

Defensive Back

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] LB [Who is Eligible] Only linebackers [What it Means]

Linebacker

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] CB [Who is Eligible] Only corner backs [What it Means]

Corner Back

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] S [Who is Eligible] Only safties [What it Means]

Safety

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

25d6dda7_antasy_Football___Yahoo_Sports__What_it_Means

[Pos] BN [Who is Eligible] Any player [What it Means]

Bench

[]

Yahoo Public 290795 - Kenyon Woods's Team | Fantasy Football | Yahoo Sports

What it Means

http://football.fantasysports.yahoo.com/f1/290795/4/team?stat1=S&stat2=S_2013

6/1438042981576.7_20150728002301-00178-ip-10-236-191-2_90422273_7.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] There is no such medical condition as ADHD. [Fact]

ADHD is a medical disorder, not a condition of the child's will. A child with ADHD does not choose to misbehave.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] ADHD is caused by bad parenting. All the child needs is good discipline. [Fact]

ADHD is not caused by bad parenting. But parenting techniques can often improve some symptoms and make others worse.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] ADHD is a life sentence. [Fact]

Although ADHD symptoms usually continue into adulthood, the person learns ways to cope with the symptoms. People with ADHD have plenty of energy, are creative, and can often accomplish more than people who do not have the condition.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] Having ADHD means the person is lazy or dumb. [Fact]

ADHD has nothing to do with a person's intellectual ability. Some highly intelligent people have ADHD.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] The diagnosis of ADHD is confirmed if certain medicines (psychostimulants) have a positive effect on what seem to be symptoms of ADHD. [Fact]

Children without ADHD respond to psychostimulants similarly to children with ADHD. A trial of medicine is not used to diagnose the condition.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] Medicine for ADHD will make a person seem drugged. [Fact]

Properly adjusted medicine for ADHD sharpens a person's focus and increases his or her ability to control behavior.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] Medicine prescriptions for ADHD have greatly increased in the past few years, because the condition is being overdiagnosed. [Fact]

ADHD is estimated to affect about 3 to 7 out of 100 school-age children in the United States. footnote 1 There is little evidence to support claims that ADHD is overdiagnosed and that ADHD medicines are overprescribed.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] Psychostimulants are no longer useful after puberty. [Fact]

Teens and adults with ADHD continue to benefit from medicine treatment.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] Children with ADHD are learning to use the condition as an excuse for their behavior. [Fact]

ADHD is a disability. Children with ADHD have to learn ways to deal with their symptoms (inattention, impulsivity, and hyperactivity) that cause them to have difficulties in life.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] Children outgrow ADHD. [Fact]

About 70 out of 100 children with ADHD continue to have symptoms during their teen years and about 50 out of 100 have symptoms into adulthood. footnote 2

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

140e1d78_Health_Information_Library__hyperactivity_disorder__ADHD__Fact

[Myth] If a child has ADHD, he or she can always be diagnosed in the doctor's office. [Fact]

A child may not always show symptoms of ADHD, especially in an unfamiliar setting. Evaluating a child from one office observation may result in failure to recognize or diagnose symptoms.

[]

Health Information Library

Fact

http://www.sutterhealth.org/healthwise/?A=C&type=info&hwid=hw164660&section=hw164660-Credits

6/1438042987135.9_20150728002307-00256-ip-10-236-191-2_746294036_0.json

f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities

[Vehicle] Flatbed [Unique Color] No [Unique Handling] No [Mission] Rigged to Blow [Special Abilities]

Load of Explosives

[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]

Special Vehicles - Grand Theft Wiki, the GTA wiki

Special Abilities

http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995

6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json

f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities

[Vehicle] Laundromat [Unique Color] No [Unique Handling] No [Mission] Hung Out to Dry [Special Abilities]

None

[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]

Special Vehicles - Grand Theft Wiki, the GTA wiki

Special Abilities

http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995

6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json

f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities

[Vehicle] Police Stockade [Unique Color] No [Unique Handling] No [Mission] Three Leaf Clover [Special Abilities]

None

[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]

Special Vehicles - Grand Theft Wiki, the GTA wiki

Special Abilities

http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995

6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json

f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities

[Vehicle] Police Stockade [Unique Color] No [Unique Handling] No [Mission] Tunnel of Death [Special Abilities]

None

[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]

Special Vehicles - Grand Theft Wiki, the GTA wiki

Special Abilities

http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995

6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json

f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities

[Vehicle] Romero [Unique Color] No [Unique Handling] No [Mission] Undertaker [Special Abilities]

None

[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]

Special Vehicles - Grand Theft Wiki, the GTA wiki

Special Abilities

http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995

6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json

f3179e9f_Grand_Theft_Wiki__the_GTA_wiki__Special_Abilities

[Vehicle] Voodoo [Unique Color] White and Pink [Unique Handling] No [Mission] Have a Heart [Special Abilities]

Bodies in the Trunk

[ [ "L", "o", "a", "d", " ", "o", "f", " ", "E", "x", "p", "l", "o", "s", "i", "v", "e", "s" ], [ "N", "o", "n", "e" ], [ "B", "o", "d", "i", "e", "s", " ", "i", "n", " ", "t", "h", "e", " ", "T", "r", "u", "n", "k" ] ]

Special Vehicles - Grand Theft Wiki, the GTA wiki

Special Abilities

http://www.grandtheftwiki.com/index.php?title=Special_Vehicles&oldid=127995

6/1438042981576.7_20150728002301-00007-ip-10-236-191-2_466180360_9.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

There will be an excellent job out there for me.

There won't be a good job out there for me.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

One day I can own a business if I want to.

I could never own my own business.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

My future is looking fine!

I have no future.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

I have a good memory.

I have a poor memory.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

I CAN do this.

I can't do this.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

That person will be glad I said hello; so what if we don't become friends? I'm saying hello!

That person won't like me anyway no point in saying hello.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

I am likable, and I make a great friend.

I'm not a very likable or valuable person.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

I have a good, perfectly fine mind.

I feel mentally off, defective somehow.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

Things are getting better.

The country is going downhill.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

The whole world is becoming more aware and honest.

The whole world is going downhill.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

Life is great! I'm going to do just fine out there!

Life stinks it's too hard out there.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

My parents may not have much money, but we have a LOT of happy times. My parents like their jobs, and would rather work than stay home all the time.

My parents seem to have even less money now than they did just a few years ago and they both work.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

The world has so much to offer me there will be PLENTY!

What's going to be left for me?

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

81c8d809_er_index_of_anti_tobacco_links__EGATIVE_THOUGHTS_PULL_YOU_DOWN

I have an amazing, wondrous future, and I'm NOT going to blow it by making irresponsible choices and tragic mistakes.

There's no future for me. I may as well have fun now.

[]

Anti-smoking websites & Master index of anti-tobacco links

NEGATIVE THOUGHTS PULL YOU DOWN

http://www.tobaccofree.com/children.htm

6/1438042987135.9_20150728002307-00141-ip-10-236-191-2_760872964_14.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Branching Out: An Ethnobotanical Garden in Community Marja Eloheimo Native American studies botany community studies consciousness studies environmental studies health natural history sustainability studies writing [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 12 [Credits_5] 12 [When] Weekend [F] F 15 Fall [W] W 16Winter [S] S 16Spring [Description] Working as a project team, this program has a mission. Students will continue to tend and refine habitat and theme areas in the Longhouse Ethnobotanical Garden, including the Sister Garden (patterned after a medicinal garden we created on the Skokomish Indian Reservation) as well as create valuable educational resources that contribute to the Evergreen community, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability. Our work will also contribute to the new Indigenous Arts Campus. During , we will become acquainted with the garden and its plants, habitats, history, and existing educational materials. We will begin to engage in seasonal garden care and development, learning concepts and skills related to botany, ecology, Indigenous studies, and sustainable medicine. We will also establish goals related to further developing educational materials and activities, including a Web presence. Students will have the opportunity to select and begin specific independent and group projects that include learning knowledge and skills pertinent to their completion. During , we will focus on the garden's "story" through continued project work at a more independent level. Students will work intensively on skill development, research, and project planning and implementation. We will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season. During , we will add plants to and care for the garden, wrapping up all of the work we have begun. We will establish opportunities to share the garden and our newly created educational materials, effectively enabling the garden to "branch out." This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community within the program by nurturing each member's contributions and growth, and acknowledges the broader contexts of sustainability and global transformation. [Faculty] Marja Eloheimo [Days] Sat Sun [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter Spring

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Civic Intelligence Laboratory Douglas Schuler communications community studies media studies political science sociology sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 8, 12 [Credits_5] 08 12 [When] Evening and Weekend [F] F 15 Fall [W] W 16Winter [S] S 16Spring [Description] 21st Century inhabitants of the earth find no shortage of complex problems that demand our attention. They run the gamut from pandemics to unsafe neighborhoods, economic collapse to unemployment, climate change to institutional racism. But why are some groups more likely than others to successfully address the issues they face? In this program we hypothesize that humankind must become "smarter" about its affairs if there is to be any chance of making social and environmental progress. Everywhere we see how money and power control how things are managed — or not. The playing field is not level, but positive change occur. Civic intelligence is the name for the type of collective intelligence that addresses significant shared problems effectively and equitably. Intelligence, whether in a single person or collectively, in classes, cities, nations or the world, is a complex ecosystem of interacting ideas, visions, perceptions, assertions, and questions. And intelligence is not just in the head: it is deeply intertwined with action — planning, evaluating, doing — and interacting with other people. We will explore civic intelligence through seminars, films, workshops, lectures and group projects throughout the program. But because civic intelligence is not enough — we also will learn about civic intelligence by it. Throughout the three quarters we will use the lens of a laboratory to employ and explore civic intelligence. We will read and other writings that focus on a problem-solving, experimental approach and that John Dewey and other authors advanced. We will strive to make our own program into a "lab" of sorts and collect data as we move forward. We plan to consciously leverage Evergreen's underlying philosophy as a non-traditional, experimental school that integrates theory and practice to explore how students can take a more active role in their education and in their interactions in the world. We will also work with one or more research and action efforts. Possibilities include an innovation network of people working in small to mid-sized cities, towns, or neighborhoods in Washington State; Evergreen's Center for Community Based Learning and Action (CCBLA), and a county-wide health initiative. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills. [Faculty] Douglas Schuler [Days] Wed Sat [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter Spring

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Ecological Agriculture: Healthy Soil, Healthy People Martha Rosemeyer, Thomas Johnson and Carolyn Prouty agriculture biology botany environmental studies health international studies political economy sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [W] W 16Winter [S] S 16Spring [Description] More than three-quarters of the arable land mass of the planet is influenced by human needs and desires for food and fiber. There are competing visions for the future of our agriculture and food systems. A global, fossil-fuel-based system provides large quantities of inexpensive food along with significant environmental and social impacts. Another vision is a local, community-based system that produces higher quality, but more expensive, food while seeking to minimize environmental and social impacts. Critical questions that will inform our inquiry include: Can we grow high-quality food that is available to everyone? How did we get into this current agricultural predicament of industrial production and a global population that is simultaneously both “stuffed” and “starved?” How can an individual make a difference?This program will provide an interdisciplinary study of agriculture in the context of food systems. We will explore competing ideas while developing ecological and holistic thinking, which will be applied in hands-on laboratory and field exercises, expository and scientific report writing, critical analysis of film, and quantitative reasoning. Seminar will examine history, policy, and socioeconomic and political contexts of agriculture and health.In winter, we will focus on soil science, particularly soil ecology and nutrient cycling in lecture and lab. We will also examine food and agricultural policy at the national, state and local level, as well as the prospects for creating more sustainable food systems. Our learning will be supported by an extended field trip to the Ecological Farming Conference in California and visits to a number of rural farms and urban agriculture projects. Seminar will examine U.S. agricultural history, food system policy, economics, and moral and ethical dimensions of food production. In spring, we will combine the topics of tropical farming systems, global health, and the health of agricultural workers. We will study agroecology, indigenous agriculture, and permaculture in a tropical context. As a final project, students will apply their knowledge to create a farm plan in a geographic area of their choice. Tropical farming intersects with larger questions of occupational health, including health-related burdens of workers in agriculture broadly and specifically in migrant laborers in the United States. Integrating scientific and political population-based analyses, students will examine public health principles and policies related to pesticide exposure and other chemical, biological, and physical risks faced by agricultural workers. Seminar will focus on understanding structural causes of global hunger, poverty, and disease, exploring the common roots of both malnutrition and obesity. [Faculty] Martha Rosemeyer Thomas Johnson Carolyn Prouty [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Winter [Open Quarters]

Winter Spring

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Ecological Agriculture: Crop Botany and Plant Genetics Donald Morisato and Martha Rosemeyer agriculture biology botany ecology sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [Description] How do seeds form? How do plants develop from seeds? How do plants adapt to particular environmental conditions? The modification of plant evolution by human selection has played a major role in the history of agriculture. Ecological agriculture is based on an understanding of plant biology, either through the grazing of livestock or the growing of food crops. This program focuses on the science of crop botany and genetics as a basis for propagation, seed-saving, and plant breeding. In one strand, the basic life cycle and reproductive botany of crop members of the most important plant families will be explored. This systematic survey will make connections to their center of diversity and origin. In a second strand, the principles of plant breeding will be presented through an introduction to Mendelian and quantitative genetics. Some of the agricultural methods of plant reproduction, by both sexual and vegetative propagation, will be considered. Readings may include Kingsbury's Nabhan's , and Navazio’s . The adaptation of crop plants to specific environments, especially in this era of climate change, becomes increasingly critical for the future of sustainable agriculture. Laboratory and field experiments, as well as field trips to local farms and plant breeding centers, will provide an applied context for our inquiry. [Faculty] Donald Morisato Martha Rosemeyer [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies Signature Required: Winter [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Description] This interdisciplinary program will study how energy is harvested and transformed, used or abused by humans. We will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth system. What is the evidence for, what are the consequences of, and what can be done about global warming? How can we find our personal roles in addressing the challenges facing Earth and its inhabitants?We will study solutions ranging from renewable energy to sustainable farming and (insert your idea here). Our approach is based in natural science, with an emphasis on critical thinking. This challenging and rewarding two-quarter program will include lectures and workshops by faculty and guest lecturers; seminars on books and articles; inquiry-based writing and peer feedback; qualitative and quantitative reasoning and problem solving; and hands-on research projects in spring, to engage our inquiry and learning together.In fall, our work will include research planning for students interested in more advanced studies in spring. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to participating in face-to-face seminars. Small teams will meet at least twice weekly to discuss readings and prepare for class together. Students will make presentations in class on current topics of interest, and teams will facilitate discussions. No mathematical or technical design texts or prerequisites are required in winter quarter.Our efforts in winter will include more challenging quantitative work, including research projects. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Students will build on quantitative problem solving begun together in the classroom. Small teams of your choice will meet weekly to discuss readings and prepare for class together. Students will do research projects, make presentations in class and at regional meetings, and write research reports. Research projects typically range from greenhouse gas reduction projects to sustainable energy, agriculture, building, or urban planning. [Faculty] EJ Zita [Days] Tue Thu [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Engaging with the Endangered Northwest Rebecca Chamberlain and Nancy Parkes Native American studies communication cultural studies ecology environmental studies literature natural history sustainability studies writing [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 8 [Credits_5] 08 [When] Evening and Weekend [F] F 15 Fall [W] W 16Winter [Description] The Pacific Northwest is home to pressing environmental issues, including coal and oil exports, loss of habitat, water quality, fisheries, and effects of global warming. The coal industry wants to use Northwest ports for shipping to Asia, which could result in 100 million tons of coal being shipped through the region by rail. A dozen oil pipelines are proposed, and trains carrying oil have derailed in other regions. Will these projects, as opponents contend, endanger both Northwest peoples and the environment? Or as proponents--including many labor unions--argue, would they bring critical jobs to economically dislocated and disadvantaged areas? What entities have the power to decide whether these projects will be built? What methods can be used to get clear information to those who are affected? What are the human health and environmental risks from coal dust, train wrecks, and potential oil spills? How do citizens become engaged? What is the role of indigenous communities? What are the roles of advocates, allies, and supporters--on both sides--and how do these positions grow out of environmental and other histories?In engaging with these issues, we will ask, how do we speak meaningfully about our relationship to the natural world? We will learn how stories and ethnography empower individuals and communities to understand their connection to place. Through a practice of writing, and study of both eco-criticism and natural history literature, we will examine concepts and values around wilderness and the human connection to the natural world. We will consider the traditional division between labor and environmental interests, its roots, and whether these two groups may be able to foster collaborations that address both jobs and environmental protection. Our work will include analysis of disparate views and values, and common ground among environmental groups, tribes, citizens, workers, and other stakeholders holding diverse perspectives on these and other critical environmental issues that affect the future of the Northwest. For our first case study and field trip in fall, we will review the history of the controversies and impacts on tribes and local economies surrounding removal of the Elwha dam. We will visit this site and hear from local residents, scientists, and Tribal members, now that salmon are returning, and hear how scientists from throughout the world have collaborated on removal of the dam. [Faculty] Rebecca Chamberlain Nancy Parkes [Days] Mon Mon Wed Wed Sat Sun Sun [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Environmental Health: Science, Policy and Social Justice Cheri Lucas-Jennings American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Description] How do we make health a public priority? How do we respond to potential hazards? This introductory program considers problems related to public and environmental health in a broader context of the key frameworks of population, consumption and sustainability. We will explore the broad conditions that shape environmental health, both for humans and for ecosystems. Examining the workings of non-governmental organizations, we will be moving across and between questions of science, public policy (from municipal to international) and social justice. The program goal is to understand emerging strategies and solutions for ecological sustainability - from regional monitoring to UN negotiations. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, and a broad array of community responses.In the fall, we will dedicate ourselves to bridging scientific, policy and social perspectives by means of lecture, seminar, workshops and field trips. In the winter, students will engage in small group, quarter-long research projects on a topical issue to further investigate the chemical, biologic and physical risks of modern life, with an emphasis on industrial pollutants. Throughout the program, students will engage in a range of learning approaches, including computer-based collaboration with regional experts, officials and activists. [Faculty] Cheri Lucas-Jennings [Days] Tue Wed Fri [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Health vs. Wealth Mary Dean health sustainability studies [Offering] Course [Standing] FR–SRFreshmen–Senior [Credits] 4 [Credits_5] 04 [When] Evening [S] S 16Spring [Description] We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need. [Faculty] Mary Dean [Days] Tue [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Spring [Open Quarters]

Spring

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Introduction to Environmental Studies Ted Whitesell, Krishna Chowdary, Rob Cole and Alison Styring biology ecology environmental studies field studies geography international studies law and public policy natural history sustainability studies zoology Signature Required: Winter [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Description] This two-quarter program is designed to introduce the interdisciplinary field of environmental studies. This field employs the tools of natural and social sciences as well as the humanities to understand and effectively address the enormous environmental challenges of this generation. The program will use a variety of teaching styles, including field trips, films, guest speakers, case study and research projects, as well as lectures and seminars on a wide array of critical environmental issues. Readings will include classics of environmental literature that have inspired and informed citizens for generations, notable contemporary books in the field, textbooks, scientific articles, and a novel. A central goal of this program is to advance students' ability to think critically and in-depth about environmental challenges and solutions. The program will expose students to the following range of topics: climate change; pollutants in our air, freshwater, oceans, and soils; the mass extinction of species; sustainability and sustainable development; ecological restoration; environmental justice; protected areas; sustainable energy; human population and the environment; science and advocacy; and threats to Puget Sound, along with efforts to protect it.Focusing on ecosystems and environmental issues in the Pacific Northwest, the fall quarter will emphasize development of the skills and tools necessary to pursue environmental studies at a more advanced level. This means instruction and practice in using the following: systems-thinking; the principles of population, community, ecosystem, and landscape ecology; ornithology; the study of landscapes and soundscapes; urban ecology; social science principles essential for understanding sustainability and conservation; field research methods; introductory statistics and qualitative analytical methods; and the general nature of biogeochemical cycles. Emphasis will also be placed on developing skill in analytical writing as practiced in the social and natural sciences, based on research using library databases of peer-reviewed journal articles, and demonstrating competency in formatting citations and references.The winter quarter will take a more global perspective on environmental studies. Students will be challenged to apply and more fully develop the skills and knowledge introduced in the fall quarter through in-depth research projects on critical environmental problems and associated solutions. Lectures and seminars will expose students to a more advanced and in-depth examination of critical environmental problems and solutions around the world. [Faculty] Ted Whitesell Krishna Chowdary Rob Cole Alison Styring [Days] Tue Tue Wed Thu Thu [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Living Well: The Anthropology of Sustainability Karen Gaul anthropology sustainability studies [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [S] S 16Spring [Description] What can we learn from past and current cultures about how to best live on this planet? How have people throughout time met their basic needs, and what systems appear to be more sustainable? What are your own goals for sustainable living today? From foraging cultures of the past, to off-the-grid communities or urban neighborhoods of today, we will explore cultural approaches to life that demonstrate prudent use of resources while maintaining thriving, healthy communities. Students will build vocabularies, analyses, and hands-on skills in the fields of both anthropology and sustainability.Student work will include careful reading, reflection and critical analysis based on program materials. Readings will include ethnographic studies of various cultural groups, as well as guides for contemporary sustainable living. Students will design and craft their own ethnographic interviews, focusing on sustainability and justice change agents in the local area. The program will include field trips to local communities where students can interact with people building intentional sustainable communities. Additionally, a community partnership component will enable us to connect to local initiatives, apply our knowledge, and offer something to the community. We will spend some portion of each week in a community partnership setting. [Faculty] Karen Gaul [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Spring [Open Quarters]

Spring

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Local Knowledge: Building Just and Sustainable Communities Anne Fischel and Grace Huerta community studies cultural studies education media arts sustainability studies Signature Required: Winter [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Description] In this program students will develop skills to support collaboration and learning with local communities, including the study of education, media and qualitative research methods. Our starting place will be the identification of local knowledge: how communities view themselves; their sense of place, history and identity; the issues that challenge them and the solutions they envision. In these days of globalization, mass marketing and celebrity, what people know at the local level is often trivialized or ignored. We will explore the dynamics of community life through collaborative efforts with people in our region as they work to create sustainability and justice.Our program is largely focused on Mason County. One of our goals is to build a place-based, multi-disciplinary portrait of this complex region. We’ll learn about local history and changes in livelihood, study the distinctive ecology of the region, and explore community cultures and traditions. By learning about literacy, immigration, K-adult education, and economic development, we’ll develop our sense of global context in relationship to local experience and action. We’ll learn about organizations and individuals that are tackling issues in innovative ways. Our work will be informed by perspectives from popular education and community-based research that represent respectful, effective approaches to community work. Workshops will be offered in qualitative research, ethnographic observation, documentary video, art as activism, ESL methods, grant writing, media literacy, and oral history.In fall we’ll learn about people and organizations doing significant work in the region. Once a week, classes will be held off campus, and students will be able to observe and collaborate with Mason County school and community programs. Students will explore the importance of dual language programs and culturally relevant pedagogy to a diverse, changing community. We will develop case studies of the region, contextualized by research drawn from other areas of the United States. Through these studies we’ll build a foundation for collaborative community work.In winter we will continue developing research and media skills. We’ll deepen our understanding of how culture, language and place shape personal and social identity. We’ll continue working with organizations that are building sustainability and justice in Mason County. We’ll carry out community-based collaborative projects that put into practice the skills, knowledge and relationships we have developed. [Faculty] Anne Fischel Grace Huerta [Days] Mon Tue Thu [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Political Ecology of Land: Urban Planning, Property Rights, and Land Stewardship Jennifer Gerend and Ralph Murphy community studies environmental studies geography government law and government policy political economy political science sustainability studies Signature Required: Spring [Offering] Program [Standing] JR–SRJunior–Senior [Credits] 16 [Credits_5] 16 [When] Day [W] W 16Winter [S] S 16Spring [Description] This two-quarter upper-division program will provide an interdisciplinary, in-depth focus on how land has been viewed and treated by humans historically and in contemporary times. How can today’s built environments be explained, and what should be preserved? We will give special attention to the political, legal, economic, social/cultural, environmental, and justice contexts of land use. We will also look at land ethics, concepts of land ownership, and efforts to regulate land uses and protect lands that have been defined as valuable by society. We will consider more sustainable development patterns to accommodate population growth and improve public health, especially walkable urban density.To understand the purpose of land use policy and regulation, the following topics and disciplines will be used to evaluate the human treatment of land, primarily in the United States: history and theory of land use planning; economic and community development; the structure and function of American government and federalism; public policy formation and implementation; contemporary land use planning and growth management; elements of environmental and land use law; economics; fiscal analysis of state and local governments; and selected applications of qualitative and quantitative research methods, such as statistics and Geographic Information Systems (GIS). Our goal is to have students leave the program with a comprehensive understanding of the complexity of issues surrounding land use planning, restoration, urban redevelopment, stewardship, conservation, and the specific skills sets required for professional level work in this dynamic field.The program will include lectures, seminars, guest speakers, films, workshops and in-class simulations (e.g., a mock public hearing), field trips in western Washington and individual and group research projects and presentations. Students will also acquire professional writing skills through instruction and practice in formats such as the policy briefing paper. Students will develop an understanding of the political and economic history that brought about the need for land use regulation. This will include understanding the political, legal, theoretical, and economic context. Students will apply these themes to contemporary applications and the professional world of land use planning, such as understanding the legislative and public policy processes in Washington at the state and local government levels, major policies such as the Washington State Growth Management Act, historic preservation, and economic development. During spring quarter, additional subtopics of interest to the program will be explored through major group projects and presentations or internships. Students will leave the program with credits for an emphasis in land use planning—an excellent preparation for potential professional careers and the prerequisites for many graduate programs in land use planning, public administration, and public policy. [Faculty] Jennifer Gerend Ralph Murphy [Days] Tue Wed Thu Fri [Multiple Standings] Junior JR Senior SR [Start Quarters] Winter [Open Quarters]

Winter Spring

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Practice of Organic Farming: Fall David Muehleisen and Paul Przybylowicz agriculture biology botany ecology field studies sustainability studies Signature Required: Fall [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [Description] Have you ever wondered what it takes to be successful at farming? The Practice of Organic Farming, formerly the Practice of Sustainable Agriculture, is a 3-quarter long program (spring, summer and fall quarters) that can help you answer this question and more. This program will explore the knowledge and skills needed to be successful in organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (plant science, soils, horticulture, animal husbandry, organic regulations, business etc.) will be presented throughout all three quarters, and our primary focus will be on small-scale, direct market, organic production. We will emphasize the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products, to preparing the farm for winter. All students will work on the farm every week to gain practical experiential learning (1 day/wk. in spring, 2 days/wk. in summer and fall). This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.The topics will follow the activities on the Farm throughout the growing season. During spring quarter, our primary focus will be exploring soil and plant sciences, gaining quantitative skills, and developing a working knowledge of the yearly planning documents that guide the Organic Farm. Beginning with the organic system plan and the farm crop plan, we will study the documents and recordkeeping systems needed to guide our work throughout the growing season. In summer, the main focus will be integrated pest management for insects, weeds, and diseases. Marketing, water management, irrigation system design, and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning and cover crops.The farm practicum provides students with the opportunity to integrate theory with the practice of farming. Students will learn the various elements and systems of the Farm and hands-on skills throughout the growing season. These skills and topics will include: livestock care, greenhouse management, crop establishment and management (seeding, transplanting, irrigating, weeding, harvesting, marketing), monitoring for pests/diseases, equipment maintenance/repair, and composting, Students will also learn how to market produce primarily through a student market stand on Red Square.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015. [Faculty] David Muehleisen Paul Przybylowicz [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Resource Rebels: Environmental Justice Movements Building Hope Karen Gaul and Zoltan Grossman Native American studies anthropology communication environmental studies geography sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [Faculty] Karen Gaul Zoltan Grossman [Days] Tue Wed Fri [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Science Seminar in Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 8 [Credits_5] 08 [When] Day [W] W 16Winter [Description] How is energy harvested and transformed, used or abused? What effects do human systems have on Earth’s climate? What are the consequences for human societies? What can we learn from the past? How can we live more sustainably?We will investigate questions such as these, as a learning community seeking deeper knowledge and wisdom together. One of our primary means of inquiry is seminar: small teams pre-seminar on weekly readings in advance, we all seminar together twice a week, and we share essays and peer responses online. This seminar is shared with students in Energy Systems and Climate Change.Students will share questions and growing understanding about readings, and will discuss ideas and concern for the future. Students will write three to four essays and many peer responses individually, and will post pre-seminar assignments with teams. Learning goals include deeper understanding of sustainability and climate change, science and scientific methods, and improved skills in writing, teamwork, and communication. Details will be available at [Faculty] EJ Zita [Days] Tue Thu [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Winter [Open Quarters]

Winter

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Student-Originated Studies: Community-Based Learning and Action Ted Whitesell community studies field studies sustainability studies Signature Required: Spring [Offering] SOS [Standing] JR–SRJunior–Senior [Credits] 16 [Credits_5] 16 [When] Day, Evening and Weekend [S] S 16Spring [Description] This Student-Originated Studies (SOS) program is intended for upper-level students with a background in community-based learning, who have made arrangements to carry out a focused project within an organized community center, workshop, agency, organization, or school setting. Community projects are to be carried out through internships, mentoring situations, or apprenticeships that support students’ interests in community development. Students will submit weekly written progress/reflection reports, and will meet as a whole group in a weekly seminar on Wednesday mornings to share successes and challenges, and to discuss occasional short readings. Students will also organize small interest/support groups to discuss their specific projects and to collaborate on a final presentation. Occasionally, seminars will be replaced with relevant campus and community workshops or events. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA). As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center.The range of activities suited to this program includes working in an official capacity as an intern with defined duties at a community agency, organization, or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enrich the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need.A combination of internship and academic credit will be awarded in this program. Students may arrange an internship of up to 36 hours a week for a 12-credit internship. Four academic credits will be awarded for seminar participation and weekly journal writing. Students may distribute their program credits to include less than 12 credits of internship when accompanying research, reading, and writing credits associated with their community work are included. [Faculty] Ted Whitesell [Days] Wed [Multiple Standings] Junior JR Senior SR [Start Quarters] Spring [Open Quarters]

Spring

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Student-Originated Studies: Community-Based Learning and Action at Evergreen Mukti Khanna community studies psychology sustainability studies Signature Required: Fall [Offering] SOS [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [Description] This Student-Originated Studies program is intended for students interested in psychology, health, sustainability, and community development who have made arrangements to carry out a project in a community-based setting, such as health care agencies, schools, and organizations. The range of academic/community work suited to this program includes working in an official capacity as an intern with defined duties at a community agency, organization, or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enriches the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need.A combination of internship and academic credit will be awarded in this program. Students may arrange an internship up to 25 hours a week, for up to 10 credits. Four academic credits will be awarded for seminar work on community-based studies and social science writing. Students with less than 10 credits of internship may supplement their project with accompanying research, reading, and writing associated with their community work. The program also includes a required weekly program meeting that will focus on social science writing, community-based learning, and integrating theory and practice. Students will also organize small interest/support groups to discuss issues related to their specific projects and to collaborate on a presentation at the end of the quarter. Students will submit weekly written progress/reflection reports to the faculty sponsor. Contact faculty member Mukti Khanna if further information is needed. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center. [Faculty] Mukti Khanna [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Student-Originated Studies: Community-Based Learning and Action at Evergreen Lin Nelson community studies psychology sustainability studies Signature Required: Winter [Offering] SOS [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [W] W 16Winter [Description] This Student-Originated Studies program is intended for students interested in sociology, psychology, health, sustainability, public policy, social movements, and community development who have made arrangements to carry out a project in a community-based setting, such as health care agencies, schools, and nongovernmental or social movement organizations. The range of academic/community work suited to this program includes working as an intern with defined duties at a community agency, organization, or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enrich the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need.A combination of internship and academic credit will be awarded in this program. Students may arrange an internship up to 25 hours a week, for up to 10 credits. Six academic credits will be awarded for seminar work on community-based studies and social science writing. Students with less than 10 credits of internship may supplement their project with accompanying research, reading, and writing associated with their community work. The program also includes a required weekly program meeting that will focus on social science writing, community-based learning, and integrating theory and practice. Students will also organize small interest/support groups to discuss issues related to their specific projects and to collaborate on a presentation at the end of the quarter. Students will submit weekly written progress/reflection reports to the faculty sponsor. Contact faculty member Lin Nelson ( if further information is needed. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center. [Faculty] Lin Nelson [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Winter [Open Quarters]

Winter

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Sustainable Work and Workplaces Robert Knapp and Helena Meyer-Knapp architecture business and management environmental studies sustainability studies [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [S] S 16Spring [Description] This program will bring together students with a variety of talents and backgrounds—visual, design-based, technical, psychological, organizational—in ways that develop their skills and enrich their understanding of how to use them effectively in real-world situations. Issues of management, energy, sensory perception, ecology, and politics all weave together to make the fabric of work and workplaces, and we will attend to all these strands. The program will be genuinely all-level, and will share some activities with the graduate elective, Brave New Workplace. The topic calls on personal experience, societal patterns, and physical arrangements in ways that are rarely studied at any level. The concepts and methods will require good thinking but not extensive previous background. All students will find challenge; they will also find that their previous work experience and future work intentions are relevant raw material to our inquiry. Between studio time and required research and readings, students should expect to spend a full 40 hours per week on program work, in or out of class. [Faculty] Robert Knapp Helena Meyer-Knapp [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Spring [Open Quarters]

Spring

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Taking Care of Business: Developing Creative Options for Livelihood Kathy Kelly business and management law and government policy leadership studies sustainability studies [Offering] Program [Standing] JR–SRJunior–Senior [Credits] 8 [Credits_5] 08 [When] Evening and Weekend [F] F 15 Fall [W] W 16Winter [Description] In this two quarter program, students will consider how to earn a living in a way that aligns with their values, develops their talents, and brings satisfaction through creative business endeavors.We will explore the role played by business from an economic and societal perspective. We will study major global trends in business, identifying opportunities for business that capitalize on those trends. We will study the social and environmental responsibility of business, and models of governance and operations in light of corporate responsibility, and we will look at a variety of entrepreneurial endeavors that inspire our imaginations and illuminate the qualities possessed by those who innovate and create, considering individuals' strengths and deepest longings in light of the economic demands made on our lives.In fall quarter, students will be introduced to the creation and management of business, and essential functions including strategic planning, operations, marketing, human resources, finance and accounting. Students will develop business plans for their ideas for new business ventures. In the process, they will conduct market research and feasibility studies, and create start-up budgets and projections for operational revenue and expenses for the first few years of their proposed business. We will explore different ways of raising capital and the costs related to each option. Students will consult and advise with colleagues; and those wishing to do so may submit their projects for the Business Plan Competitions sponsored by the University of Washington.In winter quarter, continuing students may further their work on their business plans or mentor incoming students for a business venture. We will follow the state legislative process to gain an understanding of the issues related to creating a healthy business environment in Washington state. We will study the state's incentives for community and economic development including public infrastructure, research, and economic concessions. We will learn a framework called ecological economics (Daly, et al) that values the assets in our bioregion for consideration in public policy and business decisions.Throughout the program, students will learn key concepts of systems theory and develop skills in group process and collaboration.Resources will include Osterwalder, Wheatley, Meadows, Ries, Blank, Thiel, Friedman, Diamandis, and others. [Faculty] Kathy Kelly [Days] Sat [Multiple Standings] Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

0af886dc____The_Evergreen_State_College__Open_Quarters

[Title] Terroir: Chocolate, Oysters, and Other Place-Flavored Foods Sarah Williams, Steven Scheuerell and Abir Biswas agriculture anthropology environmental studies field studies gender and women's studies geology sustainability studies [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 15 Fall [W] W 16Winter [S] S 16Spring [Description] "The day is coming when a single carrot, freshly engaged, will set off a revolution." – Paul Cezanne If you crunch on a carrot, savor a cacao nib, or sip a coffee while learning about with a geologist, a permaculturalist, and a cultural theorist, what will you taste? Often associated with wine, is a French word that distinguishes a food that is what it because of a taste of the place from which it comes. There are complex cultural traditions alongside the scientific factors we will explore for describing the effects of climate, soil, environment, and agricultural practices on our perception of flavor. We'll also explore the combined effects of smell and taste and their expression in terroir in relation to scientific and consumer objectivity. Throughout the year, we will focus on case studies of specific foods to explore terroir from a variety of methodologies and disciplinary perspectives via faculty lectures, readings, seminar, writing, field trips, films, community-based service learning, independent field studies, and an alumni lecture series. Fall quarter, we’ll focus on the terroir of coffee, chocolate, and wine. We’ll begin with a program retreat and service-learning project at a biodynamic vineyard, during which students will learn about terroir as a special quality of Oregon’s pinot noir grapes. Faculty members will provide an introduction to their disciplines in relation to terroir's expression in coffee, chocolate, and wine through a combination of lectures and tastings (grapes in the case of wine). Students will choose modules in physical geology, permaculture design, or cultural theory. The physical geology module will focus on the broader plate tectonics and volcanic processes. In the permaculture design module, students will study how the landscape properties of a particular place can be modified and combined to create a unique entity. Students in the cultural theory module will explore how terroir is a relation of reciprocity between subject and object using poststructuralist theory infused with gender and colonial critique as well as ethnographic strategies. We will engage the complexity of terroir as perception history, place soil. Winter quarter, we’ll focus on oysters, chocolate, and tea. Students will have the opportunity to travel to to the EcoFarm Conference in Monterey, Calif. Students will again choose a module: permaculture or cultural theory modules as offered in fall or a new module that will focus on soil development processes and the effects of climate change on the terroir of place-flavored foods, including the effects of changes in ocean chemistry on the terroir of oysters.Spring quarter will begin with the study of terroir's expression in honey, chocolate, and potatoes. Students will gain hands-on horticultural/gardening training at Demeter’s Garden on Evergreen’s farm to facilitate student engagement in agricultural and permaculture fieldwork. During the latter half of the quarter, everyone will complete an independent or small-group, multiweek research project, community-based service-learning experience, or field study, and will share their learning progress via a structured online program forum.Texts may include: Desert Terroir (Nabhan), The Taste of Place (Trubek), Voodoo Vintners (Cole), The New Taste of Chocolate (Presilla), Sweetness & Power (Mintz), Coffee & Coffeehouses (Hattox), American Terroir (Jacobsen), Puer Tea (Zhang), The Body of the Conquistador (Earle), Bittersweet Journey (Futterman), More than Honey (Imhoof), Neurogastronomy (Shepherd), Dirt (Logan or Montgomery), Consider the Oyster (Fisher). [Faculty] Sarah Williams Steven Scheuerell Abir Biswas [Days] Tue Wed Thu Fri [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Fall Winter Spring

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2015-16 Undergraduate Index A-Z | The Evergreen State College

Open Quarters

http://www.evergreen.edu/catalog/2015-16/index.htm?field=sustainability%20studies

6/1438042981576.7_20150728002301-00173-ip-10-236-191-2_435265305_0.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Physically fit +69%

Sweet +46%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Ambitious +64%

Ambitious +39%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Perceptive +63%

Thoughtful +30%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Passionate +53%

Spontaneous +30%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Optimistic +44%

Physically fit +22%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Funny +38%

Funny +21%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Spontaneous +33%

Outgoing +19%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Thoughtful +21%

Optimistic +17%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Affectionate +17%

Hard working +17%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

7f5efeae_heryl_Stewart___105_1_The_Buzz__T_ENTICING_WORDS_USED_BY_WOMEN

Outgoing + 17%

Passionate +16%

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Sheryl Stewart - 105.1 The Buzz

MOST ENTICING WORDS USED BY WOMEN

http://www.1051thebuzz.com/This-Guy-Has-Quite-The-Random-Talent/11600318

6/1438042988860.4_20150728002308-00061-ip-10-236-191-2_262541023_33.json

8826613d_MOVAL_patent_application_class__Description

402019000 16 [Description]

RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL

[]

RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class

Description

http://www.faqs.org/patents/class/000513036

6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json

8826613d_MOVAL_patent_application_class__Description

20120034019 02-09-2012 [Description]

REFILLABLE NOTEBOOK WITH RELEASE MECHANISM - A binding mechanism assembly for binding a sheet item, the binding mechanism assembly including a backing member having an upper surface, and a binding member directly or indirectly coupled to the backing member. The binding member includes a protrusion shaped and located to protrude through a hole of a sheet item to be bound thereto. The binding member further includes a generally flexible flange that is manually movable into engagement with the protrusion to form a generally closed loop and thereby bind the sheet item thereto. The loop is rotatable relative to the backing member from a first position in which the loop is generally located above the upper surface to a second position wherein at least part of the loop is located below the upper surface. A release mechanism is provided for opening the loop.

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RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class

Description

http://www.faqs.org/patents/class/000513036

6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json

8826613d_MOVAL_patent_application_class__Description

20100322701 12-23-2010 [Description]

NOVEL MODIFICATION OF PLASTIC LAY-FLAT BINDING COMB - This is a sheet binder or comb configured for use in lay-flat binding technology. This comb allows two- or three-ring binding of finished comb-bound booklets by the addition of a like number of round holes stamped into the comb. Obviously, any number of round holes can be used to accommodate two or more ring binders.

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RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class

Description

http://www.faqs.org/patents/class/000513036

6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json

8826613d_MOVAL_patent_application_class__Description

20090169287 07-02-2009 [Description]

RING MECHANISM BIASED TO CLOSED AND LOCKED POSITION - A ring binder mechanism that retains loose-leaf pages and has ring members that readily lock together in a closed position, preventing accidental opening of the ring members and loss of pages. The mechanism comprises a housing that supports two hinge plates for pivoting motion that brings the ring members to either an open position or the closed position. The mechanism further comprises a control structure supported by the housing for causing the pivoting motion of the hinge plates. A spring plate is engageable with the control structure for urging the control structure to move toward a position blocking pivoting motion of the hinge plates when the ring members move to the closed position.

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RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class

Description

http://www.faqs.org/patents/class/000513036

6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json

8826613d_MOVAL_patent_application_class__Description

20100150641 06-17-2010 [Description]

MULTI-FUNCTION ELEMENT FROM A SYSTEM FOR THE FILLING OR THE STORAGE OF AN ARTICLE - Multi-function element (

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RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class

Description

http://www.faqs.org/patents/class/000513036

6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json

8826613d_MOVAL_patent_application_class__Description

20100278583 11-04-2010 [Description]

RING BINDER MECHANISM - A ring binder mechanism has a housing supporting first and second hinge plates and rings, each ring including first and second ring members. The first ring member is mounted one of the hinge plates and moveable with the hinge plate relative to the second ring member between closed and open positions. An actuating lever for opening the rings is mounted on a pin secured to the housing. Pivoting of the actuator moves a travel bar relative to the hinge plates. A blocking element is secured to the travel bar for conjoint movement therewith between a locking position in which the blocking element blocks pivoting movement of the hinge plates to open the rings and a non-locking position in which the blocking element does not block pivoting movement of the hinge plates to open the rings. A torsion spring on the pin biases the actuating lever to its closed position.

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RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class

Description

http://www.faqs.org/patents/class/000513036

6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json

8826613d_MOVAL_patent_application_class__Description

20140241785 08-28-2014 [Description]

Loose-Leaf Paper Binder Ring - A loose-leaf paper binder ring comprising a generally tubular shaped body; a first connecting end of said body arranged for releasably connecting with a complementary second connecting end for opening and closing the ring; a series of lower locking teeth being laterally spaced and extending along the length of said first connecting end; a series of upper locking teeth being laterally spaced and extending along the length of said second connecting end; whereby said upper locking teeth engage said lower locking teeth when said first connecting end is directly overlapped with said second connecting end; and, whereby a lateral displacement of said upper and lower locking teeth causes said first and second connecting ends to release.

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RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class

Description

http://www.faqs.org/patents/class/000513036

6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json

8826613d_MOVAL_patent_application_class__Description

402020000 6 [Description]

Opposed sheet retainers

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RESILIENT SHEET RETAINER REQUIRING DEFLECTION FOR SHEET REMOVAL patent application class

Description

http://www.faqs.org/patents/class/000513036

6/1438042981576.7_20150728002301-00203-ip-10-236-191-2_440332870_2.json