Input: [Concept] Controller [Class] SrsReportRunController [When to override] Override when you must do the following: Change the contract before you run it. For example, to change the query based on parameters in the form, override the modifyReportContract method. React to form control events. In this case, override the method, and provide the override events. Add basic validation that is not part of the contract, or not at the table level. In this case, override the validate method, and call the super method. Change the name of the report that is being run based on a parameter. In this case, override the modifyReportContract method, and set parmReportName. Modify the company or culture. In this case, override the modifyReportContract method, and set the company and culture on SrsReportRdlDataContract. [Description]

Output: The controller of the Model View Controller (MVC) pattern. Given the report name, the controller does the following: Call SrsReportRunInterface to parse RDL. Get the report contracts. Create the necessary UI builders and invoke them. Call validate on contracts. Validation occurs on the server through a service call. Save to the SysLastValue table. After the form is displayed, and the user clicks OK, run the report.


Input: [Concept] Group and order [When to override] In Visual Studio, you can create groups and orders, and preview them in Visual Studio and the Microsoft Dynamics AX client. [Description]

Output: You specify the group and order as follows: If you are using an RDP class, specify them on the contract or in Visual Studio. If you are using a query or data method, specify them by using report designer. If you are using a mix of an RDP class, query, and data method, specify them by using Visual Studio.


Input: [Concept] UI Builders [Class] SrsReportDataContractUIBuilder SysOperationAutomaticUIBuilder [When to override] Override when you must do the following: Provide additional grouping or ordering. For example, you can provide radio buttons for groups. Change the layout from one column to multiple columns. For example, you can display three columns of parameters on the form. Note: To react to control events, you do not need to override the UI builder, because the control override methods need to be specified in the controller. Evaluate how much you need to override. For example, you can change the layout from one to three columns without an override. In the UI builder, override the build method, update the current form group property columns to 3, and then call super(). The base class lays out the fields. [Description]

Output: UI builders do the following Lay out the fields on the contract. Transfer data from a field to the contract, and bind fields to contract members. The group and order are specified in the contract in the Visual Studio designer. The SrsReportDataContractUIBuilder class provides the capability to show the date effective tab and valid values that are specified in the report. The SysOperationAutomaticUIBuilder class provided by the SysOperation framework renders the UI for a given data contract.


Input: 1 [Fault Description] Battery needs recharging [Actions]

Output: The battery voltage has dropped below 23.3V in neutral. Recharge the batteries soon.

Service Repair Shop Technician for Mobility Scooter, Power Wheelchair


Input: 2 [Fault Description] Battery voltage too low [Actions]

Output: The battery voltage has dropped to 16.5V. Check the battery condition and the connections .

Service Repair Shop Technician for Mobility Scooter, Power Wheelchair


Input: 3 [Fault Description] Battery voltage too high [Actions]

Output: The battery voltage is greater than 32V. Check the battery condition and the connections. Suspect a charger malfunction. For a temporary solution, turn on the lighting system for a while in order to lower the battery voltage.

Service Repair Shop Technician for Mobility Scooter, Power Wheelchair


Input: 4 [Fault Description] Current limit time out [Actions]

Output: The controller has detected a shorted motor. Check the loom for shorts and check the motor. Contact your authorized dealer.

Service Repair Shop Technician for Mobility Scooter, Power Wheelchair


Input: 5 [Fault Description] Free Wheeling Lever fault [Actions]

Output: Check the Free Wheeler Lever connections, the condition of the motor and loom(s). Contact your authorized dealer.

Service Repair Shop Technician for Mobility Scooter, Power Wheelchair


Input: 6 [Fault Description] Thumb control levers out of neutral [Actions]

Output: Return Thumb Control Levers to of neutral neutral and reset system. Contact your authorized dealer to readjust the wigwag to neutral if necessary .

Service Repair Shop Technician for Mobility Scooter, Power Wheelchair


Input: 7 [Fault Description] Thumb control levers fault [Actions]

Output: Check thumb control levers wiring for open or short circuits and thumb control levers set-up. Contact your authorized dealer.

Service Repair Shop Technician for Mobility Scooter, Power Wheelchair


Input: 8 [Fault Description] Motor volts error [Actions]

Output: Contact your authorized dealer.

Service Repair Shop Technician for Mobility Scooter, Power Wheelchair


Input: 9 [Fault Description] Other internal errors [Actions]

Output: Contact your authorized dealer.

Service Repair Shop Technician for Mobility Scooter, Power Wheelchair


Input: [Explanation] Tab that has been included with all versions of Windows except Windows 8. The Applications tab shows all open programs running on the computer. For most users, this is the tab they visit the most, as it is the tab you'll want to go to when a program has locked up and you need to End Task that program. [Tab]

Output: Applications


Input: [Explanation] Tab that has been included with all versions of Windows including Windows 8. The Processes tab shows all Windows processes currently running on the computer. In Windows 8, Microsoft combined the Applications and Processes tab into the Processes tab, so in addition to the processes and services, Windows 8 also shows all running programs. [Tab]

Output: Processes


Input: [Explanation] Tab that has been included with all versions of Windows that shows all of the Windows Services currently running on the computer. [Tab]

Output: Services


Input: [Explanation] Tab that has been included with all versions of Windows that displays the computers system available system resources including how [Tab]

Output: Performance


Input: [Explanation] Tab that has been included with all versions of Windows except Windows 8. The Networking tab shows all network traffic happening on the computer this will include any LAN or Wireless networking traffic. [Tab]

Output: Networking


Input: [Explanation] Tab that has been included with all versions of Windows. The Users tab shows all the users who are logged into the computer. In Windows 8, the Users tab also shows the processes that each user is running. [Tab]

Output: Users


Input: [Explanation] A tab introduced with Windows 8 that shows the overall history of each of the Windows 8 Apps that have ran on the computer (not to be confused with the traditional Windows programs). [Tab]

Output: App history


Input: [Explanation] A tab introduced with Windows 8 that shows each of the programs that startup each time the computer starts, as well as the impact they have on the computer's load time. From the Startup tab you can also disable the startup programs from this section of Task Manager. [Tab]

Output: Startup


Input: [Explanation] A tab introduced with Windows 8 that gives full details of each of the processes running on the computer. [Tab]

Output: Details


Input: Fungi – Fungi [Rank]

Output: Kingdom

Plants Profile for Candelaria (lemon lichen)


Input: Ascomycota – Sac fungi [Rank]

Output: Division

Plants Profile for Candelaria (lemon lichen)


Input: Ascomycetes [Rank]

Output: Class

Plants Profile for Candelaria (lemon lichen)


Input: Lecanorales [Rank]

Output: Order

Plants Profile for Candelaria (lemon lichen)


Input: Candelariaceae [Rank]

Output: Family

Plants Profile for Candelaria (lemon lichen)


Input: Candelaria A. Massal. – lemon lichen [Rank]

Output: Genus

Plants Profile for Candelaria (lemon lichen)


Input: [Variable] documents_num [Description]

Output: The total number of documents you expect in your working set


Input: [Variable] ID_size [Description]

Output: The average size of document IDs


Input: [Variable] value_size [Description]

Output: The average size of values


Input: [Variable] number_of_replicas [Description]

Output: number of copies of the original data you want to keep


Input: [Variable] working_set_percentage [Description]

Output: The percentage of your data you want in memory.


Input: [Variable] per_node_ram_quota [Description]

Output: How much RAM can be assigned to Couchbase


Input: [Love] 27% [Addicted] 63% [0]

Output: You encourage your co-workers or clients to call on weekends

FC-Roper Starch Survey: Expectations | Fast Company | Business + Innovation


Input: [Love] 47% [Addicted] 53% [0]

Output: You're annoyed with mate's lack of knowledge about your work

FC-Roper Starch Survey: Expectations | Fast Company | Business + Innovation


Input: [Love] 23% [Addicted] 77% [0]

Output: You check your voice mail before brushing teeth in the morning

FC-Roper Starch Survey: Expectations | Fast Company | Business + Innovation


Input: [Love] 83% [Addicted] 17% [0]

Output: You explain your work to kids because it's fascinating

FC-Roper Starch Survey: Expectations | Fast Company | Business + Innovation


Input: [Love] 30% [Addicted] 70% [0]

Output: The last thing you think about at night in bed is your work

FC-Roper Starch Survey: Expectations | Fast Company | Business + Innovation


Input: [Love] 21% [Addicted] 79% [0]

Output: You're convinced your company would fold if you were out sick

FC-Roper Starch Survey: Expectations | Fast Company | Business + Innovation


Input: [Air Compressors] Air-Conditiong Compressor [Spark Plugs] Specialty Tools [Gas Cap]

Output: GPS

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Alternator & Starter [Spark Plugs] Thermostat [Gas Cap]

Output: Hand Tools

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Antifreeze & Coolant [Spark Plugs] Tie Rods [Gas Cap]

Output: Headlights

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Ball Joints [Spark Plugs] Timing Belt [Gas Cap]

Output: Ignition Coil

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Battery Charger [Spark Plugs] Tires [Gas Cap]

Output: Interior & Exterior Accessories

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Belts & Hoses [Spark Plugs] Tool Storage [Gas Cap]

Output: Jacks, Ramps & Lifting Tools

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Body Repair [Spark Plugs] Trailer & Towing [Gas Cap]

Output: Mobile Phone Accessories

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Booster Pack [Spark Plugs] Truck & SUV Accessories [Gas Cap]

Output: Motor Mounts

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Brake Caliper [Spark Plugs] Wash and Wax [Gas Cap]

Output: Motor Oil

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Brake Pads [Spark Plugs] Water Pump [Gas Cap]

Output: Oil Filters

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Brake Rotor [Spark Plugs] Wheel Bearings [Gas Cap]

Output: Oxygen Sensor

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Car & Truck Wheels [Spark Plugs] Window Lift Motor [Gas Cap]

Output: Paint

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Car Alarms [Spark Plugs] Wiper blades & Fluid [Gas Cap]

Output: Performance Products

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Car Batteries [Spark Plugs] Wiring & Electrical [Gas Cap]

Output: Rack & Pinion

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Car Covers [Spark Plugs] And So Much More [Gas Cap]

Output: Radar Detectors

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Car Electronics [Gas Cap]

Output: Radiators

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Car Stereo Equipment [Gas Cap]

Output: Remote Starters

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] CV Axle [Gas Cap]

Output: Repair Manuals

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Filters [Gas Cap]

Output: Replacement Bulbs

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Air Compressors] Fuel Pumps [Gas Cap]

Output: Shocks & Struts

Pep Boys Auto Parts & Car Repair in FL 33165


Input: [Xcode name] “Installation directory base file URL” [Summary] A URL-based path to the files you want to install. See APInstallerURL for details. [Key]

Output: APInstallerURL

Table 1 Summary of OS X keys


Input: [Xcode name] “Installation files” [Summary] An array of dictionaries describing the files or directories that can be installed. See APFiles for details. [Key]

Output: APFiles

Table 1 Summary of OS X keys


Input: [Xcode name] “Application fonts resource path” [Summary] The path to a single font file or directory of font files in the bundle’s Resources directory. See ATSApplicationFontsPath for details. [Key]

Output: ATSApplicationFontsPath

Table 1 Summary of OS X keys


Input: [Xcode name] “Resources should be file-mapped” [Summary] If true, Core Services routines map the bundle’s resource files into memory instead of reading them. See CSResourcesFileMapped for details. [Key]

Output: CSResourcesFileMapped

Table 1 Summary of OS X keys


Input: [Xcode name] “Main storyboard file base name” [Summary] Specifies the name of the app’s storyboard resource file. See NSMainStoryboardFile for details. [Key]

Output: NSMainStoryboardFile

Table 1 Summary of OS X keys


Input: [Xcode name] None [Summary] Specifies that a Quick Look plug-in does not support sandboxing. See for details. [Key]

Output: QLSandboxUnsupported

Table 1 Summary of OS X keys


Input: [Xcode name] None [Summary] Specifies whether the app uses Quartz GL. See QuartzGLEnable for details. [Key]

Output: QuartzGLEnable

Table 1 Summary of OS X keys


Input: [Chain] INPUT [Desciption]

Output: The regular built-in INPUT chain in iptables


Input: [Chain] OUTPUT [Desciption]

Output: The regular built-in OUTPUT chain in iptables


Input: [Chain] fast-input-queue [Desciption]

Output: Input chain dedicated to identifying specific protocols and shunting the packets to protocol specific chains.


Input: [Chain] fast-output-queue [Desciption]

Output: Output chain dedicated to identifying specific protocols and shunting the packets to protocol specific chains.


Input: [Chain] icmp-queue-out [Desciption]

Output: Output queue dedicated to ICMP


Input: [Chain] icmp-queue-in [Desciption]

Output: Input queue dedicated to ICMP


Input: [Pos] QB [What it Means] Quarterback [Who is Eligible]

Output: Only quarterbacks

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] RB [What it Means] Running Back [Who is Eligible]

Output: Only running backs

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] WR [What it Means] Wide Receiver [Who is Eligible]

Output: Only wide receivers

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] TE [What it Means] Tight End [Who is Eligible]

Output: Only tight ends

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] W/R [What it Means] Wide Receiver/Running Back [Who is Eligible]

Output: Any wide receiver or running back

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] W/T [What it Means] Wide Receiver/Tight End [Who is Eligible]

Output: Any wide receiver or tight end

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] Q/WR/RB/TE [What it Means] Quarterback/Wide Receiver/Running Back/Tight End [Who is Eligible]

Output: Any quarterback, wide receiver, running back or tight end

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] WR/RB/TE [What it Means] Wide Receiver/Running Back/Tight End [Who is Eligible]

Output: Any wide receiver, running back or tight end

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] K [What it Means] Kicker [Who is Eligible]

Output: Only kickers

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] DEF [What it Means] Defensive Team [Who is Eligible]

Output: Only team defenses

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] D [What it Means] Defensive Player [Who is Eligible]

Output: Any defensive player

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] DL [What it Means] Defensive Lineman [Who is Eligible]

Output: Only defensive linemen

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] DB [What it Means] Defensive Back [Who is Eligible]

Output: Only defensive backs

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] LB [What it Means] Linebacker [Who is Eligible]

Output: Only linebackers

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] CB [What it Means] Corner Back [Who is Eligible]

Output: Only corner backs

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] S [What it Means] Safety [Who is Eligible]

Output: Only safties

MAC Confrence - | Fantasy Football | Yahoo Sports


Input: [Pos] BN [What it Means] Bench [Who is Eligible]

Output: Any player

MAC Confrence - | Fantasy Football | Yahoo Sports


Output: EXAMPLES

G.R. Little Library Serials - Elizabeth City State University, Elizabeth City NC


Input: [SCHOLARLY] Authors is usually an expert or specialist in the field [POPULAR] Author is usually a staff writer or a journalist [0]

Output: AUTHOR

G.R. Little Library Serials - Elizabeth City State University, Elizabeth City NC


Input: [SCHOLARLY] Articles are longer, provides in-depth analysis of topic, contains specialized jargon of the discipline [POPULAR] Articles are short and written in laymen's terms [0]

Output: LENGTH

G.R. Little Library Serials - Elizabeth City State University, Elizabeth City NC


Input: [SCHOLARLY] Written for scholarly readers(professors, researchers, students etc. [POPULAR] Basic reading level for general audience, usually written in non-technical language [0]

Output: AUDIENCE

G.R. Little Library Serials - Elizabeth City State University, Elizabeth City NC


Input: [SCHOLARLY] Illustrations that support the text, such as statistics, graphs, maps or photographs [POPULAR] Illustration are glossy or color photographs, usually advertisement [0]

Output: SPECIAL FEATURES

G.R. Little Library Serials - Elizabeth City State University, Elizabeth City NC


Input: [SCHOLARLY] Reviewed and evaluated by a board of experts in the field (refereed) [POPULAR] Articles are not evaluated by experts in the field, by editors on staff [0]

Output: EDITORS

G.R. Little Library Serials - Elizabeth City State University, Elizabeth City NC


Input: Total Loss No total loss reported to CARFAX. [Owner 2] No Issues Reported [Owner 1]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2012 CHEVROLET CRUZE LT: 1G1PE5SC8C7321292


Input: Structural Damage No structural damage reported to CARFAX. [Owner 2] No Issues Reported [Owner 1]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2012 CHEVROLET CRUZE LT: 1G1PE5SC8C7321292


Input: Airbag Deployment No airbag deployment reported to CARFAX. [Owner 2] No Issues Reported [Owner 1]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2012 CHEVROLET CRUZE LT: 1G1PE5SC8C7321292


Input: Odometer Check No indication of an odometer rollback. [Owner 2] No Issues Indicated [Owner 1]

Output: No Issues Indicated

CARFAX Vehicle History Report for this 2012 CHEVROLET CRUZE LT: 1G1PE5SC8C7321292


Input: Accident / Damage No accidents or damage reported to CARFAX. [Owner 2] No Issues Reported [Owner 1]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2012 CHEVROLET CRUZE LT: 1G1PE5SC8C7321292


Input: Manufacturer Recall At least 1 manufacturer recall requires service. Check for open recalls or schedule dealer service on GM vehicles at recalls.gm.com. [Owner 2] Recall Reported [Owner 1]

Output: No Recalls Reported

CARFAX Vehicle History Report for this 2012 CHEVROLET CRUZE LT: 1G1PE5SC8C7321292


Input: Basic Warranty Original warranty estimated to have expired. [Owner 2] Warranty Expired [Owner 1]

Output: Warranty Expired

CARFAX Vehicle History Report for this 2012 CHEVROLET CRUZE LT: 1G1PE5SC8C7321292


Input: [Field Name] Application ID [Export ID] 95 [CLI] collect application name [Description]

Output: exports application ID field (coming from NBAR2) to reporting tool.


Input: [Field Name] Client Bytes [Export ID] 1 [CLI] collect counter client bytes [Description]

Output: Total bytes sent by initiator of the connection. Counted up to the second FIN if for a TCP flow.


Input: [Field Name] Client Packets [Export ID] 2 [CLI] collect counter client packets [Description]

Output: Total packets sent by initiator of the connection. Counted up to the second FIN if for a TCP flow.


Input: [Field Name] Interface Input [Export ID] 10 [CLI] collect interface input [Description]

Output: Interface name from which flow is entering the box.


Input: [Field Name] Interface Output [Export ID] 14 [CLI] collect interface output [Description]

Output: Interface name from which flow is exiting out the box.


Input: [Field Name] Server Bytes [Export ID] 23 [CLI] collect counter server bytes [Description]

Output: Total bytes sent by responder of the connection. Counted up to the second FIN if for a TCP flow.


Input: [Field Name] Server Packets [Export ID] 24 [CLI] collect counter server packets [Description]

Output: Total packets sent by responder of the connection. Counted up to the second FIN if for a TCP flow.


Input: [Field Name] Datalink Mac Source Address Input [Export ID] 56 [CLI] collect datalink mac source address input [Description]

Output: MAC address of source device from Input side


Input: [Field Name] IPv4 DSCP [Export ID] 195 [CLI] collect ipv4 dscp [Description]

Output: IPv4 DSCP value


Input: [Field Name] IPv6 DSCP [Export ID] 195 [CLI] collect ipv6 dscp [Description]

Output: IPv6 DSCP value


Input: [Title] Advanced Research in Environmental Studies Dylan Fischer, Gerardo Chin-Leo, Carri LeRoy, Abir Biswas, Erik Thuesen and Alison Styring agriculture botany community studies ecology environmental studies geography geology health hydrology law and government policy marine science zoology Signature Required: Fall Winter Spring [Offering] Program [Standing] JR–SRJunior–Senior [Credits] V [Credits_5] V [When] Day [F] F 14 Fall [W] W 15Winter [S] S 15Spring [Description] Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. studies in nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. studies marine phytoplankton and bacteria. His research interests include understanding the factors that control seasonal changes in the biomass and species composition of Puget Sound phytoplankton. In addition, he is investigating the role of marine bacteria in the geochemistry of estuaries and hypoxic fjords. studies plant ecosystem ecology, carbon dynamics and nutrient cycling in forests of the Southwest and western Washington. This work includes image analysis of tree roots, molecular genetics, plant physiology, carbon balance, nitrogen cycling, species interactions, community analysis and restoration ecology. He also manages the EEON project (blogs.evergreen.edu/eeon/). See more about his lab's work at: blogs.evergreen.edu/ecology. Students participating in this program work closely with ongoing research in the lab, participate in weekly lab meetings and develop their own research projects. conducts research on linkages between terrestrial and aquatic environments. She is trained as a freshwater ecologist and primarily studies in-stream ecosystem processes and aquatic communities. She and her students study leaf litter decomposition in streams as a major input of organic material to aquatic systems. In addition, she conducts research on aquatic macroinvertebrate community structure, aquatic fungal biomass and standard water quality and hydrology measurements in stream and river environments. studies birds. Current activity in her lab includes avian bioacoustics and avian monitoring and research in Evergreen’s campus forest and other nearby locations. Bioacoustic research includes field monitoring of local birds using bioacoustics methods and editing and identifying avian songs and calls from an extensive collection of sounds from the campus forest as well as tropical forest sites in Borneo. Local research projects in the campus forest and nearby locations include mapping and monitoring snags (standing dead trees) for wildlife use and monitoring bird populations and communities using a variety of standard approaches. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology and biochemistry. [Faculty] Dylan Fischer Gerardo Chin-Leo Carri LeRoy Abir Biswas Erik Thuesen Alison Styring [Multiple Standings] Junior JR Senior SR [Open Quarters] Fall Winter Spring [Start Quarters]

Output: Fall

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Agricultural Sciences Steven Scheuerell and Michael Paros agriculture biology botany physiology zoology Signature Required: Winter [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 14 Fall [W] W 15Winter [Description] A basic understanding of agriculture, with its central role in civilization, is a critical part of a liberal arts education. The United Nations recently announced that agricultural production should increase 70% by the year 2050 to meet development and consumption projections; do you understand the demand this will place on natural resources and the role of agricultural sciences in responding to this challenge? Can you explain the biology, chemistry, and technology that underlie agricultural production systems? Whatever your philosophical and political perspectives may be on food and agriculture, it is essential to have a fundamental understanding of agricultural sciences and technology to foster informed debate about one of the most critical and pressing planetary issues - agriculture.Focusing on key Northwest crop and livestock species such as orchard fruit, wheat, potatoes, cattle, and poultry, this program will teach the fundamentals of agricultural science. During fall quarter, day and overnight field trips will take students to a variety of agriculture operations and processing/storage facilities in the Pacific Northwest to learn about key species and to familiarize ourselves with intensification technologies commonly utilized by organic and conventional farms, such as mechanization, irrigation, herbicides, pesticides, and biotechnology. Students will study the anatomy and physiology of animals and plants in order to learn how things grow and function in response to nutrients and other environmental variables that are managed in farming systems. The basic chemistry required to understand plant and animal nutrition, nutrient cycling and fertilizers will be taught. Applied and environmental microbiology will be taught to learn about the role of microbes in nutrient cycling, and to show examples of how plant-microbe and animal-microbe interactions are managed to optimize the nutrition and health of crops and livestock.In winter quarter we will continue our disciplinary studies and integrate an understanding of plants, animals, microbes, and chemistry to learn the science of soil conservation. This will focus on organic matter management via the utilization of animal manure, compost, crop residues, cover crops, and conservation tillage. Taking a systems approach to combine learning in biology, chemistry, technology, and farm management, we will address on-farm energy flow and nutrient cycling to understand how farms may increase production while minimizing fossil fuel use, pollution, and soil loss. Program format will consist of lectures, readings, and labs that relate to what students see firsthand on fieldtrips. In Winter quarter, a week-long field trip to California’s vast agricultural production areas and the World Ag Expo will serve to integrate program themes. Students unable to participate in the California field trip will complete a case study project to remain eligible to earn full credit. [Faculty] Steven Scheuerell Michael Paros [Days] Tue Thu Fri [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Open Quarters] Fall Winter [Start Quarters]

Output: Fall

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Earth Dynamics: Climate, People and History EJ Zita, Bret Weinstein and Nancy Koppelman American studies agriculture biology ecology economics environmental studies history physics sustainability studies [Offering] Program [Standing] FR–SOFreshmen–Sophomore [Credits] 16 [Credits_5] 16 [When] Day [F] F 14 Fall [W] W 15Winter [Description] Earth’s environment has been shaped by human activity for hundreds of thousands of years, since early humans discovered fire. More recently, since Earth warmed out of the last ice age, humans developed agriculture and stable societies enabled the rapid development and self-transformation of cultures. Agricultural activities began to emit greenhouse gases and to change Earth’s air, water and land. People changed as well and began to document their activities, ideas and reflections. Millennia later, modern human societies use fossil fuels and modify landscapes with such intensity that Earth is unlikely to experience another ice age. Both contemporary industrial and ancient subsistence practices are part of the same long story of how human beings have used and shaped the environment and, through it, ourselves.This program will examine how changes in the Earth system facilitated or necessitated human adaptations or evolutions. To Western eyes, until perhaps 150 years ago, the Earth’s resources seemed virtually inexhaustible. Organized human thought and activity unleashed unprecedented powers which reshaped the Earth. Life expectancy increased; arts flourished. The ideas of Enlightenment thinkers and the energies they harnessed seemed to promise unlimited progress. Yet some wondered if progress might have a dark side. They developed critiques of the practices changing how people produced food and materials, traveled and warmed their homes. What can we learn from their voices in the historical record, given what we now know about global warming and other anthropogenic impacts on Earth systems?We’ll ask how human practices changed not only local environments but large-scale global processes. We’ll note patterns of interaction between people and Earth over time. We'll study natural as well as human drivers of climate change, including Sun-Earth interactions, volcanoes and greenhouse gases. We’ll consider the changing role of science in providing the understanding required for people and planet to thrive together. We’ll examine whether/how modern consumer societies are uniquely positioned to hasten and/or slow the dangerous direction in which modern resource use is driving our planet’s ecosystem. Is global warming a disaster, an opportunity or both? How do we adapt now, in the face of the most dramatic change to the Earth system in human history?Our work will include lectures, discussions, workshops, labs, quantitative homework, expository essays, responses to peers’ essays, teamwork and field trips. [Faculty] EJ Zita Bret Weinstein Nancy Koppelman [Multiple Standings] Freshmen FR Sophomore SO [Open Quarters] Fall Winter [Start Quarters]

Output: Fall

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Ecology of Grazing and Grasslands in the Pacific Northwest Michael Paros agriculture biology ecology Signature Required: Spring [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [S] S 15Spring [Description] This academically rigorous field-based program will provide students with the fundamental tools to manage livestock and grasslands by exploring the ecological relationships between ruminants and the land. We will begin the quarter learning about the physiology of grasses and their response to grazing and fire. Practical forage identification, morphology and production will be taught. Ruminant nutrition, foraging behavior, and digestive physiology will be covered as a precursor to learning about the practical aspects of establishing, assessing and managing livestock rotational grazing operations. Ecological assessments of energy flow and nutrient cycling in grassland systems will be emphasized. We will divide our time equally between intensive grazing west of the Cascades and extensive rangeland systems in the east. Classroom lectures, workshops and guest speakers will be paired with weekly field trips to dairy, beef, sheep and goat grazing farms. There will be overnight trips to Willamette Valley where we will study managed intensive grazing dairy operations and forage production, and Eastern Washington/Oregon where students can practice their skills in rangeland monitoring and grazing plan development. Other special topics that will be covered in the program include: co-evolutionary relationships between ruminants and grasses, targeted and multi-species grazing, prairie ecology and restoration, riparian ecosystems, controversies in public land grazing, interactions between wildlife and domestic ruminants, and analysis of large scale livestock production systems. [Faculty] Michael Paros [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Open Quarters] Spring [Start Quarters]

Output: Spring

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Entomology from Field to Museum Emilie Bess agriculture biology ecology natural history zoology [Offering] Course [Standing] FR–SRFreshmen–Senior [Credits] 4 [Credits_5] 04 [When] Weekend [Su] Su 15 Session II Summer [Faculty] Emilie Bess [Days] Sat [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Open Quarters] Summer [Start Quarters]

Output: Summer

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Food: Coevolution, Community and Sustainability Martha Rosemeyer, Lori Blewett, Thomas Johnson and Karen Hogan agriculture biology ecology history international studies law and public policy political economy sustainability studies Signature Required: Winter Spring [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 14 Fall [W] W 15Winter [S] S 15Spring [Description] What should we eat? How do we define "organic" and "local" food? Are current food system practices sustainable? What does food sovereignty mean? Why are approximately 1 billion of the world’s population starving and another 1 billion “stuffed” or overstuffed? Is change possible and where does one begin?Throughout history, food and cooking have not only been essential for human sustenance, but have played a central role in the economic and cultural life of civilizations. This interdisciplinary exploration of food will take a systems approach as it examines the biology and ecology of food, while also incorporating political, economic, historical and anthropological perspectives around the issue of food security and sovereignty.More specifically, our interaction with nature through the food system will be viewed through the lens of both science and policy. We will take a biological and ecological approach to the production of plants and animals for food, as well as examine the transformation of the “raw stuff of nature” through the processes of cooking, baking and fermentation. Topics span a range of scales from basic chemistry to agriculture, as we explore the coevolution of humans and their foodstuffs. A study of policy will examine origins of the current global food system and the challenges and opportunities of creating a more equitable food system at the local, national and global scale.In fall quarter, we will introduce the concept of food systems and analyze conventional and alternative agricultural practices. We will examine the botany of vegetables, fruits, seed grains and legumes that constitute most of the global food supply and their selection through evolution and domestication. Our policy focus will include a study of food system planning at the local level, the role of economics and national policies, the challenges posed by climate change and the role of various food movements.In winter quarter, we shift our attention to cooking and basic aspects of nutrition. We will examine animal products, as well as the chemistry of cooking, baking and food preservation. Additionally, the structure of proteins, carbohydrates and fats, as well as antioxidants, minerals and vitamins will be discussed. Seminar will focus on issues of global hunger, obesity, food sovereignty, farm-worker justice, and international food movements. Finally, we will study the basic physiology of taste and smell, critical for the preparation of food.In spring quarter, we will examine will examine the relationship between food and microbes from several different perspectives. Specifically we will examine fermentation, produce specific fermented foods, while studying the underlying microbial ecology. We will also consider topics in microbiology, as they relate to both food safety and food preservation, and the microbiome of the gut. Seminar will focus on cultural aspects of food.Students will directly apply scientific concepts learned in lectures to experiments in the laboratory and kitchen. Field trips will provide opportunities for observing food production, processing and citizen participation in the making of local food policy. Program themes will be reinforced in workshops and seminar discussions focused on topics addressed by such authors as Pollan, Patel and Mintz. [Faculty] Martha Rosemeyer Lori Blewett Thomas Johnson Karen Hogan [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Open Quarters] Fall Winter Spring [Start Quarters]

Output: Fall

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Individual Study: Water Law, Cultural Studies and the Arts Cheri Lucas-Jennings American studies aesthetics agriculture community studies cultural studies ecology environmental studies field studies gender and women's studies government health hydrology international studies law and public policy media arts political economy political science sustainability studies visual arts writing Signature Required: Fall [Offering] Contract [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day and Evening [F] F 14 Fall [Description] Individual studies offers important opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individuals or small groups of students must consult with the faculty sponsor to develop an outline of proposed projects to be described in an Individual Learning Contract. If students wish to gain internship experience they must secure the agreement and signature of a field supervisor prior to the initiation of the internship contract.This faculty welcomes internships and contracts in the areas of the arts (including acrylic and oil painting, sculpture, or textiles); water policy and hydrolic systems; environmental health; health policy; public law; cultural studies; ethnic studies; permaculture, economics of agriculture; toxins and brownfields; community planning, intranational relations.This opportunity is open to those who wish to continue with applied projects that seek to create social change in our community; artists engaged in creative projects and those beginning internship work at the State capitol who seek to expand their experience to public agencies and non-profit institutions; and to those interested in the study of low income populations and legal aid. [Faculty] Cheri Lucas-Jennings [Multiple Standings] Sophomore SO Junior JR Senior SR [Open Quarters] Fall [Start Quarters]

Output: Fall

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Practice of Organic Farming: Spring David Muehleisen and Paul Przybylowicz agriculture botany business and management ecology environmental studies Signature Required: Spring [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [S] S 15Spring [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 the 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 [Open Quarters] Spring [Start Quarters]

Output: Spring

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Practice of Organic Farming: Summer David Muehleisen and Paul Przybylowicz agriculture biology botany ecology environmental studies field studies sustainability studies Signature Required: Summer [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [Su] Su 15 Summer [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 the 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 [Days] Tue Wed Thu [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Open Quarters] Summer [Start Quarters]

Output: Summer

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Practice of Sustainable Agriculture: 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 14 Fall [Description] This is the third quarter of a spring-summer-fall program.This three-quarter program (spring, summer and fall quarters) will explore the details of sustainable food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (botany, soils, horticulture, business etc.) will be presented throughout all three quarters, and while our primary focus will be on small-scale organic production, we will examine a variety of production systems. Our focus will be on 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. The farm includes an on-campus market stand and CSA as well as a variety of other demonstration areas. All students will work on the farm every week to gain practical experiential learning. 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.During spring quarter, we will focus on soil science, nutrient management, and crop botany. Additional topics may include introduction to animal husbandry, annual and perennial plant propagation, season extension, and the principles and practice of composting. In summer, the main topics will be disease and pest management, which include entomology, plant pathology and weed biology. Water management, irrigation system design, maximizing market and value-added opportunities and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning, crop physiology, storage techniques and cover crops.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. [Faculty] David Muehleisen Paul Przybylowicz [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Open Quarters] Fall [Start Quarters]

Output: Fall

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Proteins, Plastics, and Pandemics Carolyn Prouty and James Hutcheon agriculture biochemistry biology health physiology [Offering] Program [Standing] JR–SRJunior–Senior [Credits] 16 [Credits_5] 16 [When] Day [S] S 15Spring [Description] Xenobiotic compounds—chemicals not normally produced by the body—include natural products, drugs, pesticides, and other chemicals associated with human activity. How do xenobiotic compounds exert their biological effects? What evidence do we have for their beneficial and sometimes toxic effects, and how can we measure these effects at the subcellular, organismal, and population levels? This upper-division biology program will explore three biological/biomedical phenomena involving xenobiotic compounds: GMOs, vaccinations, and endocrine disruptors (substances mimicking hormones), as vehicles for learning skills, knowledge, and habits of inquiry in molecular cell biology, physiology, epidemiology, and public health. For each of these phenomena, we will examine in detail the molecular mechanisms by which they act on cellular or physiological processes. What are the molecular targets of GMO technology, and how does they alter protein production and metabolism? How are the pathogens used in vaccinations altered to specifically and safely provoke an immunologic response? Can we use molecular structures to understand the physiological effects of xenobiotic molecules such as plastics that provoke responses from the endocrine system? We will explore how these technologies alter physiologic processes, and may—or may not—cause pathological changes in the human body. Each of these phenomena is also a focus of fervent public controversy, and each elicits strong opinion, political debate, and regulatory response. Using tools from public health and epidemiology, we will examine the scientific evidence as well as the rhetorical arguments that are employed to sway individual behaviors and legislative actions.We will emphasize data analysis and interpretation obtained from primary literature reports or agency databases. Quantitative reasoning will be a major component of class examples, workshop and homework assignments. Embedded in these activities are principles of cell biology and biochemistry, organic chemistry, physiology and epidemiology. [Faculty] Carolyn Prouty James Hutcheon [Multiple Standings] Junior JR Senior SR [Open Quarters] Spring [Start Quarters]

Output: Spring

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Student-Originated Studies: Agricultural Systems David Muehleisen agriculture biology botany ecology zoology Signature Required: Winter [Offering] SOS [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [W] W 15Winter [Description] Interested in learning more about agriculture? Got an individual project that you’d like to complete? This Student-Originated Studies (SOS) will support students pursuing individual work in agricultural topics. Topics may include on-farm internships and/or research projects. Twelve credits of this SOS will focus on individualized learning goals. The remaining four credits will be earned through common work and a required weekly group meeting to help form a peer support group. This program is ideal for self-motivated students with an interest in agriculture and/or food systems.Students will hold in-program internships or research projects, which will be 25-30 hours per week in scope, and will come together as a class once a week. The common work will include a group meeting one day a week, maintenance of a field journal to capture field and on-farm learning, weekly readings and seminar, group discussion papers, and a final paper and presentation. In the required weekly group meetings, students will explore timely issues relevant to small scale, local, and direct market farming. These issues may include, but are not limited to, appropriate scale technology, nutrient cycling, water use and law, food production regulations, finances, farm and crop planning and farm business planning, sustainable production practices and other relevant issues decided upon by the group. Students’ individual projects/internships will provide the foundation for exploring relevant farming topics and give a richer and broader basis for discussion. [Faculty] David Muehleisen [Multiple Standings] Sophomore SO Junior JR Senior SR [Open Quarters] Winter [Start Quarters]

Output: Winter

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Visualizing Permaculture Lucia Harrison and Steven Scheuerell aesthetics agriculture botany ecology environmental studies natural history sustainability studies visual arts [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 16 [Credits_5] 16 [When] Day [S] S 15Spring [Description] Permaculture is a global movement that works to design sustainable human habitation systems embedded in local cultures and ecosystems. The permaculture design process is highly collaborative and relies on visual communication to share ideas on paper, create maps, and finalize design plans. In studying this design process students will learn observation skills, ecological principles including disturbance, competition, succession , polycultures, and an introduction to soils, plants, microclimates, hydrology, earthworks, ecobuilding, and energy and water storage systems. Students in this program will also study the philosophy of permaculture and visit local places for site evaluation and design inspiration. Students will learn basic drawing techniques to record observations of the physical, biological and social features of a space as well as imagine and communicate alternative visions. They will keep design journals to record ideas and build drawing skills. Students will collaborate in small groups to create and present a design project that encompasses the iterative client-based permaculture design process taught in class. [Faculty] Lucia Harrison Steven Scheuerell [Days] Tue Wed Thu Fri [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Open Quarters] Spring [Start Quarters]

Output: Spring

2014-15 Undergraduate Index A-Z | The Evergreen State College


Input: [Trainings and Seminars] Orientation Seminar [Who Can Avail] Newly-hired City Hall employees [Duration] 2 days [Contact Information] Adelina Pacana 412-0000 local 412 [Description]

Output: - Aims to give employees knowledge of Cebu City Government, its mission and vision, organizational structure and all offices comprise the City Government. - It gives information on the policies of the City Government-it welcomes the newly hired employees to the government service

Human Resource and Development Office - Page 4


Input: [Trainings and Seminars] Pre-retirement Seminar [Who Can Avail] All retireable employees of City Hall [Duration] 2 days [Contact Information] Adelina Pacana 412-0000 local 412 [Description]

Output: - Aims to orient all retireable employees on their expected benefits from government service upon retirement

Human Resource and Development Office - Page 4


Input: [Trainings and Seminars] Public Service Ethics and Accountability (PSEA) Seminar [Who Can Avail] All City Hall employees [Duration] 2 days [Contact Information] Adelina Pacana 412-0000 local 412 [Description]

Output: - Focuses on the government’s continuing effort to professionalize the entire public service through the establishment of a culture of accountability in the government instilling the importance of transparency and accountability in governance

Human Resource and Development Office - Page 4


Input: [Trainings and Seminars] Values Orientation Workshop (VOW) [Who Can Avail] All City Hall Employees [Duration] 5 days [Contact Information] Adelina Pacana 412-0000 local 412 [Description]

Output: - Emphasizes the need for the government officials and employees to be aware of the core working values required of them and the norms of conduct they ought to follow as public servants

Human Resource and Development Office - Page 4


Input: [Trainings and Seminars] Basic Customer Service Skills Training (BCSST) [Who Can Avail] All City Hall Employees especially Frontline employees [Duration] 2 days [Contact Information] Adelina Pacana 412-0000 local 412 [Description]

Output: - Aims to give employees the knowledge, skills and right attitude in giving efficient and customer oriented service - It orients the participants in effective customer service management

Human Resource and Development Office - Page 4


Input: [Trainings and Seminars] EHEM [Who Can Avail] All City Hall Employees [Duration] 2 days [Contact Information] Adelina Pacana 412-0000 local 412 [Description]

Output: - A graft and corruption sensitivity seminar conducted by the HRDO in cooperation and coordination of the Office of the Ombudsman-Visayas

Human Resource and Development Office - Page 4


Input: [Trainings and Seminars] Technical Writing Workshop [Who Can Avail] All City Hall Employees [Duration] 2 days [Contact Information] Perla Ortega 412-0000 local 409 [Description]

Output: - A training-workshop on the proper and correct preparation of business correspondence and office communications and reports.-enhances the writing skills of participants in the preparation of reports and communications

Human Resource and Development Office - Page 4


Input: [Trainings and Seminars] Performance Evaluation System (PES) Workshop [Who Can Avail] All City Hall Employees [Duration] 2 days [Contact Information] Mario Dennis Calvo 412-0000 local 409 [Description]

Output: - A workshop and orientation of the City’s approved Performance Evaluation System. - It gives information on the policies and process on the evaluation system

Human Resource and Development Office - Page 4


Input: [Trainings and Seminars] Policy Lectures [Who Can Avail] All City Hall Employees [Duration] 1 day [Contact Information] Adelina Pacana 412-0000 local 412 [Description]

Output: - A series of lectures designed to orient and re-orient employees of the existing policies of the city government

Human Resource and Development Office - Page 4


Input: [Material] PVC (Poly Vinyl Chloride)/vinyl/pleather/artificial leather/Moleskine notebooks [Cause/Consequence] Don't ever cut this material as it will ruin the optics, cause the metal of the machine to corrode, and ruin the motion control system. [DANGER!]

Output: Emits pure chlorine gas when cut!


Input: [Material] Thick ( >1mm ) Polycarbonate/Lexan [Cause/Consequence] Polycarbonate is often found as flat, sheet material. The window of the laser cutter is made of Polycarbonate because polycarbonate strongly absorbs infrared radiation! This is the frequency of light the laser cutter uses to cut materials, so it is very ineffective at cutting polycarbonate. Polycarbonate is a poor choice for laser cutting. [DANGER!]

Output: Cut very poorly, discolor, catch fire


Input: [Material] ABS [Cause/Consequence] ABS does not cut well in a laser cutter. It tends to melt rather than vaporize, and has a higher chance of catching on fire and leaving behind melted gooey deposits on the vector cutting grid. It also does not engrave well (again, tends to melt). [DANGER!]

Output: Emits cyanide gas and tends to melt


Input: [Material] HDPE/milk bottle plastic [Cause/Consequence] It melts. It gets gooey. Don't use it. [DANGER!]

Output: Catches fire and melts


Input: [Material] PolyStyrene Foam [Cause/Consequence] It catches fire, it melts, and only thin pieces cut. This is the #1 material that causes laser fires!!! [DANGER!]

Output: Catches fire


Input: [Material] PolyPropylene Foam [Cause/Consequence] Like PolyStyrene, it melts, catches fire, and the melted drops continue to burn and turn into rock-hard drips and pebbles. [DANGER!]

Output: Catches fire


Input: [Material] Fiberglass [Cause/Consequence] It's a mix of two materials that cant' be cut. Glass (etch, no cut) and epoxy resin (fumes) [DANGER!]

Output: Emits fumes


Input: [Material] Coated Carbon Fiber [Cause/Consequence] A mix of two materials. Thin carbon fiber mat can be cut, with some fraying - but not when coated. [DANGER!]

Output: Emits noxious fumes


Input: [Testcase] info domain [Privileges] Any [Approx. time required] 5 minutes [Description]

Output: This test case retrieves basic information about a domain.

Test Day:2013-05-09 SSSD Improvements and AD Integration - FedoraProject


Input: [Testcase] info server [Privileges] Any [Approx. time required] 5 minutes [Description]

Output: This test case retrieves basic information about a domain controller and the domain it is a part of.

Test Day:2013-05-09 SSSD Improvements and AD Integration - FedoraProject


Input: [Testcase] join simple [Privileges] Administrator [Approx. time required] 5 minutes [Description]

Output: This test case verifies that adcli join works with basic options.

Test Day:2013-05-09 SSSD Improvements and AD Integration - FedoraProject


Input: [Testcase] join nodns [Privileges] Administrator [Approx. time required] 5 minutes [Description]

Output: his test case verifies that adcli join can work without DNS.

Test Day:2013-05-09 SSSD Improvements and AD Integration - FedoraProject


Input: [Testcase] preset auto [Privileges] Administrator [Approx. time required] 5 minutes [Description]

Output: This test case precreates accounts in the domain using adcli join, using the default automatic 'reset' computer account password.

Test Day:2013-05-09 SSSD Improvements and AD Integration - FedoraProject


Input: [Testcase] preset otp [Privileges] Administrator [Approx. time required] 5 minutes [Description]

Output: This test case precreates accounts in the domain using adcli join.

Test Day:2013-05-09 SSSD Improvements and AD Integration - FedoraProject


Input: [Program] Advanced Technological Education (ATE) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] Yes [Q17A - Biological sciences] Yes [Q17A - Computer science] Yes Yes [Q17A - Engineering] Yes [Q17A - Mathematics] Yes [Q17A - Physics] Yes [Q17A - Social sciences] No [Q17A - Technology] Yes [Q17A - Other] Yes [Q17A - Chemistry]

Output: Yes

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Alliances for Graduate Education and the Professoriate (AGEP) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] No answer [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Broadening Participation in Computing (BPC) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] Yes No [Q17A - Engineering] No [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] CISE Pathways to Revitalized Undergraduate Computing Education (CPATH) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] Yes No [Q17A - Engineering] No [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] Not checked [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Centers for Ocean Science Education Excellence [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] No Yes [Q17A - Engineering] No [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Cyberinfrastructure Training, Education, Advancement, and Mentoring for Our 21st Century Workforce (CI-TEAM) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Yes [Q17A - Other] Yes [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Discovery Research K-12 (DR-K12) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] East Asia & Pacific Summer Institutes for U.S. Graduate Students (EAPSI) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Engineering Education (EE) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] No No [Q17A - Engineering] Yes [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Enhancing the Mathematical Sciences Workforce in the 21st Century (EMSW21) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] No No [Q17A - Engineering] No [Q17A - Mathematics] Yes [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] Yes [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Ethics Education in Science & Engineering (EESE) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Federal Cyber Service: Scholarship for Service (SFS) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] Yes No [Q17A - Engineering] No [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] Yes [Q17A - Other] Not checked [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Geoscience Education [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] No Yes [Q17A - Engineering] No [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Geoscience Teacher Training (GEO-Teach) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] No Yes [Q17A - Engineering] No [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Global Learning and Observations to Benefit the Environment (GLOBE) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] No Yes [Q17A - Engineering] No [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] Yes [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Graduate Research Fellowship Program (GRFP) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] Yes [Q17A - Biological sciences] Yes [Q17A - Computer science] Yes Yes [Q17A - Engineering] Yes [Q17A - Mathematics] Yes [Q17A - Physics] Yes [Q17A - Social sciences] Yes [Q17A - Technology] Yes [Q17A - Other] Yes [Q17A - Chemistry]

Output: Yes

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Graduate STEM Fellows in K-12 Education Program (GK-12) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] Yes [Q17A - Computer science] Yes Yes [Q17A - Engineering] Yes [Q17A - Mathematics] Yes [Q17A - Physics] Yes [Q17A - Social sciences] Yes [Q17A - Technology] Yes [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Yes

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Informal Science Education (ISE) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] No answer [Q17A - Biological sciences] No answer [Q17A - Computer science] No answer No answer [Q17A - Engineering] No answer [Q17A - Mathematics] No answer [Q17A - Physics] No answer [Q17A - Social sciences] No answer [Q17A - Technology] No answer [Q17A - Other] No answer [Q17A - Chemistry]

Output: No answer

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Integrative Graduate Education and Research Traineeship (IGERT) Program [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences (UBM) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] Yes [Q17A - Computer science] No No [Q17A - Engineering] No [Q17A - Mathematics] Yes [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] Yes [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] International Research Experiences for Students (IRES) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Louis Stokes Alliances for Minority Participation (LSAMP) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] Yes [Q17A - Biological sciences] Yes [Q17A - Computer science] Yes Yes [Q17A - Engineering] Yes [Q17A - Mathematics] Yes [Q17A - Physics] Yes [Q17A - Social sciences] No [Q17A - Technology] Yes [Q17A - Other] Yes [Q17A - Chemistry]

Output: Yes

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Math and Science Partnership [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Nanotechnology Undergraduate Education in Engineering [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] No No [Q17A - Engineering] Yes [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] Yes [Q17A - Technology] Yes [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Opportunities for Enhancing Diversity in the Geosciences [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] No Yes [Q17A - Engineering] No [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Polar Education Program [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Research Experiences for Teachers (RET) in Engineering and Computer Science [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] No [Q17A - Computer science] Yes No [Q17A - Engineering] Yes [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] Yes [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Research Experiences for Undergraduates (REU) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Research and Evaluation on Education in Science and Engineering (REESE) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Research in Disabilities Education (RDE) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Yes [Q17A - Biological sciences] Yes [Q17A - Computer science] Yes Yes [Q17A - Engineering] Yes [Q17A - Mathematics] Yes [Q17A - Physics] Yes [Q17A - Social sciences] Yes [Q17A - Technology] Yes [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Yes

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Research on Gender in Science and Engineering (GSE) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Robert Noyce Teacher Scholarship Program [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Yes [Q17A - Computer science] Yes Yes [Q17A - Engineering] Yes [Q17A - Mathematics] Yes [Q17A - Physics] Yes [Q17A - Social sciences] Not checked [Q17A - Technology] Yes [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Yes

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Transforming Undergrad Education in STEM (TUES) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] No [Q17A - Biological sciences] Yes [Q17A - Computer science] Yes Yes [Q17A - Engineering] Yes [Q17A - Mathematics] Yes [Q17A - Physics] Yes [Q17A - Social sciences] Yes [Q17A - Technology] Yes [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Yes

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Tribal Colleges and Universities Program (TCUP) [Subagency] National Science Foundation No [Q17A - Agricultural sciences] Not checked [Q17A - Biological sciences] Not checked [Q17A - Computer science] Not checked Not checked [Q17A - Engineering] Not checked [Q17A - Mathematics] Not checked [Q17A - Physics] Not checked [Q17A - Social sciences] Not checked [Q17A - Technology] Not checked [Q17A - Other] Not checked [Q17A - Chemistry]

Output: Not checked

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Program] Undergraduate Research and Mentoring in the Biological Sciences (URM) [Subagency] National Science Foundation Yes [Q17A - Agricultural sciences] Yes [Q17A - Biological sciences] Yes [Q17A - Computer science] No No [Q17A - Engineering] No [Q17A - Mathematics] No [Q17A - Physics] No [Q17A - Social sciences] No [Q17A - Technology] No [Q17A - Other] No [Q17A - Chemistry]

Output: No

Survey of Programs Supporting Science, Technology, Engineering, and Math Education


Input: [Description] The interface or subinterface on which data is being collected. [Field]

Output: Serial2/1.1

Cisco IOS Quality of Service Solutions Command Reference - show auto discovery qos through show ip rsvp hello client lsp detail [Support] - Cisco


Input: [Description] Indicates that the data collection phase of AutoQoS has been enabled. [Field]

Output: AutoQoS Discovery enabled for trusted DSCP

Cisco IOS Quality of Service Solutions Command Reference - show auto discovery qos through show ip rsvp hello client lsp detail [Support] - Cisco


Input: [Description] Indicates the period of time in which data was collected. [Field]

Output: Discovery up time

Cisco IOS Quality of Service Solutions Command Reference - show auto discovery qos through show ip rsvp hello client lsp detail [Support] - Cisco


Input: [Description] Displays information for each AutoQoS class. [Field]

Output: AutoQoS Class information

Cisco IOS Quality of Service Solutions Command Reference - show auto discovery qos through show ip rsvp hello client lsp detail [Support] - Cisco


Input: [Description] Information for the named class, along with data pertaining to the detected applications. This data includes DSCP value, average rate (in kilobits per second (kbps)), peak rate (kbps), and total packets (bytes). [Field]

Output: Class Voice

Cisco IOS Quality of Service Solutions Command Reference - show auto discovery qos through show ip rsvp hello client lsp detail [Support] - Cisco


Input: [Description] Policy-map and class-map statistics based on a specified discovery time. [Field]

Output: Suggested AutoQoS Policy based on a discovery uptime of hours and minutes

Cisco IOS Quality of Service Solutions Command Reference - show auto discovery qos through show ip rsvp hello client lsp detail [Support] - Cisco


Input: [Description] Prints a list of selected users in the course. [Action]

Output: Print

Viewing user information | Desire2Learn Resource Center


Input: [Description] Email selected users. [Action]

Output: Email

Viewing user information | Desire2Learn Resource Center


Input: [Description] Page selected users. Tip Check for the Online icon beside users’ names before paging them. [Action]

Output: Page

Viewing user information | Desire2Learn Resource Center


Input: [Description] Change selected users' role. [Action]

Output: Enrollment

Viewing user information | Desire2Learn Resource Center


Input: [Description] Un-enroll selected users from the course. Tip You can view profile, grade, and user progress information for users that were unenrolled from a course in the Reports area. [Action]

Output: Unenroll

Viewing user information | Desire2Learn Resource Center


Input: [Description] Impersonate the selected user. Impersonating a user enables you to view, create, and edit content as if you were that user. [Action]

Output: Impersonate

Viewing user information | Desire2Learn Resource Center


Input: [Description] Changes users' password, and enables you to send them an email containing a link to reset their password. [Action]

Output: Change account settings

Viewing user information | Desire2Learn Resource Center


Input: [Description] Sends users an email containing a link to reset their password. [Action]

Output: Email password reset link

Viewing user information | Desire2Learn Resource Center


Input: [Description] View the User Progress page for a quick overview of a user’s progress on dropbox folders, quizzes, and other course content. [Action]

Output: View progress

Viewing user information | Desire2Learn Resource Center


Input: [Description] View locker files shared by the selected user. Users share locker content by selecting the Make uploaded file(s) public to others option when adding files to their locker. [Action]

Output: View shared locker files

Viewing user information | Desire2Learn Resource Center


Input: [Description] View which groups a user is enrolled in. [Action]

Output: View group enrollments

Viewing user information | Desire2Learn Resource Center


Input: [Description] View the selected user’s blog. You can only view items the user has made public. [Action]

Output: View blog

Viewing user information | Desire2Learn Resource Center


Input: [Website Platform] Blog (WordPress.com) [Cons] Any business larger than one person should skip this stage. You can still have a blog - but it ought to be part of your full-fledged website. FYI - on a blog, SEO is all on your to figure out. [Notes] If you're a solopreneur wellness professional, like a nutritionist, personal trainer, or health coach and you're comfortable getting clients through offline methods, this may be a fine place to start. Tools like Tumblr are blogging platforms by another name - and a viable alternative to WordPress. [Pros]

Output: Free. Best if all you want to do is blog. Easy to migrate your blog content to your website or to another blogging platform.

What Website Builder's Best for Your Wellness Business?


Input: [Website Platform] Drag-and-drop website builder (ex: Wix, Weebly, SquareSpace, Jimdo) [Cons] Jimdo's interface is not intuitive. [Notes] Site builders used to be lame and produce ugly sites. Now they're an excellent choice for small wellness businesses unless you plan to offer lots of tangible products (supplements, t-shirts, etc.) for sale on your site. If you need heavy-duty e-commerce capabilities, make sure they meet your requirements for features like inventory management or custom pricing, for example. [Pros]

Output: Cheap. Literally no development required. Extremely easy for non-technical folks (like the ones on your marketing team!) to create a site from scratch and update it in a flash. Developing the site is free; you pay when you're ready to go live. They provide hosting services and will register a domain name for you. You pick from a variety of professionally-designed themes, most of which look very good, and then tweak colors, fonts, etc. as you wish. They support social media integration and blogs. Wix is super-easy to use (note that Wix previously offered Flash websites which should be AVOIDED but now offers HTML5 websites). SquareSpace offers the ability to tweak the underlying code. E-commerce capabilities for digital products and the sale of services like health coaching packages or weight loss programs are strongest on SquareSpace and Weebly. SEO and indexing is generally seamless.

What Website Builder's Best for Your Wellness Business?


Input: [Website Platform] Hosted WordPress with a traditional theme (ex: WooThemes) [Cons] Very limiting as your needs change in the future. [Notes] It's important to choose a theme that fits your business strategy. For example, the right theme for a content business is not the right theme for an e-commerce business. [Pros]

Output: Inexpensive. Most small wellness businesses will need a WordPress developer to actually get the site they envision. Easy to migrate content over from a previous website.

What Website Builder's Best for Your Wellness Business?


Input: [Website Platform] Hosted WordPress platform + a drag-and-drop theme (ex: iThemes Builder) [Cons] WordPress is very popular as a website platform, so it's a target for hackers. It's important to keep your WP install and plugins updated. Don't assume your developer is doing this. [Notes] Don't choose the cheapest WP host. Choose one with great customer support. A clue: they're not advertising on the SuperBowl and they don't have cute names with colors in them. We use and recommend Pair.net. [Pros]

Output: Inexpensive. Good for DIY sites if you have someone in your business with some HTML and CSS skills. More power and flexibility than the drag-and-drop site builder platforms. Lots of great free plugins that add useful website features - but some technical skill required. Easy to update text; change or add images. Easy to migrate content over from a previous website.

What Website Builder's Best for Your Wellness Business?


Input: [Website Platform] Handcranked HTML + a "free" content management system (CMS) (ex: Drupal, Joomla) [Cons] Best avoided by smaller wellness businesses. WordPress provides the CMS features you need in a much easier-to-use package. Drupal and Joomla aren't nearly as intuitive. [4] I put "free" in quotes because although the tool is free, you will definitely need to hire developer resources to install, configure and modify these tools as your needs change. [Pros]

Output: These are popular situations, particularly among larger businesses with significant dedicated website resources.

What Website Builder's Best for Your Wellness Business?


Input: [Website Platform] Handcranked HTML website with CSS [Cons] You will always and forever need a trustworthy and affordable developer to maintain, enhance and update. If your developer doesn't recognize the term "CSS" run for the hills. [Notes] Almost no small or medium-sized fitness, nutrition or wellness business should go this route. It's hard to find affordable reliable developers. Your site probably won't be mobile-responsive. It's difficult to quickly update content and images on an HTML site. And if your team lacks even basic HTML skills, you'll realistically never touch your site again once it launches. Since search engines like fresh content, you're setting yourself up for failure from Day 1. [Pros]

Output: You can do anything in the world you can dream up--assuming you have the budget to pay for it.

What Website Builder's Best for Your Wellness Business?


Input: [Website Platform] Flash-based website [Cons] Many disadvantages. Less likely to be fully indexed by search engines. May not work properly on all devices and browsers. Very little ability to update content or images yourself; will require a Flash developer. [Notes] Really, just don't do this. Flash is becoming less and less important and you don't want to tie yourself to a fading technology. [Pros]

Output: Often looks very "pretty" and high-tech.

What Website Builder's Best for Your Wellness Business?


Input: [Website Platform] Website with e-commerce capabilities [Cons] Virtually no health and wellness business needs custom-developed shopping cart software. it's expensive, less secure, tough to support, and makes you completely reliant on your developer. Don't do it! [Notes] PayPal is a good option for small amounts of e-commerce activity and it can be easily added to your existing website in almost every scenario. If you're selling digital goods, most well-known e-commerce platforms will support that. If you run a WordPress site, check out the DLGuard plugin. [Pros]

Output: Hosted shopping carts like CoreCommerce or Shopify are the easiest way to add e-commerce capabilities to your site or business. Purchased e-commerce software like Volusion requires developer expertise and an ongoing commitment to keep the software current for security reasons.

What Website Builder's Best for Your Wellness Business?


Input: [2nd Word clue] Facial hair [1st Word clue]

Output: Animal that Stephen Colbert advocates fear of

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] A right to [1st Word clue]

Output: Seafood

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] Had been flying [1st Word clue]

Output: What a river does

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] One from a Mediterranean country [1st Word clue]

Output: A bookworm or avid Sporcler

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] Nervous [1st Word clue]

Output: What a skydiver does

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] Light source [1st Word clue]

Output: Upper leg area while sitting

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] Ancient grain name [1st Word clue]

Output: Often run through by mice

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] Hangman's tool [1st Word clue]

Output: Face part

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] One of five (esp. babies) [1st Word clue]

Output: Stop

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] Arouse [1st Word clue]

Output: Put on a facsimile demonstration of

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] A type of snake or car [1st Word clue]

Output: One who strives

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [2nd Word clue] Long for [1st Word clue]

Output: 365 days

Add a Letter, Get Another Word Quiz - By chillicothe20


Input: [Description] Click this button to add a new configuration to the list. [Shortcut]

Output: Alt+Insert

Move into new folder / Create new folder

PyCharm 4.5.3 Help :: Run/Debug Configuration: Python


Input: [Description] Click this button to remove the selected configuration from the list. [Shortcut]

Output: Alt+Delete

Move into new folder / Create new folder

PyCharm 4.5.3 Help :: Run/Debug Configuration: Python


Input: [Description] Click this button to create a copy of the selected configuration. [Shortcut]

Output: Ctrl+D

Move into new folder / Create new folder

PyCharm 4.5.3 Help :: Run/Debug Configuration: Python


Input: [Description] Click this button to edit the default configuration templates. The defaults are used for newly created configurations. [Shortcut]

Output: Edit defaults

Move into new folder / Create new folder

PyCharm 4.5.3 Help :: Run/Debug Configuration: Python


Input: [Item] or [Description] Use these buttons to move the selected configuration or folder up and down in the list. The order of configurations or folders in the list defines the order in which configurations appear in the Run/Debug drop-down list on the main toolbar. [Shortcut]

Output: Alt+Up or Alt+Down

Move into new folder / Create new folder

PyCharm 4.5.3 Help :: Run/Debug Configuration: Python