Input: [Start] 7:50pm [Artist] Girls [Track] Hellhole Ratrace [Album]

Output: Girls

Playlist - WNUR 89.3 FM » Rock » Thursday, October 1st, 2009 6:30PM - 9:00PM


Input: [Start] 7:57pm [Artist] Ida Maria [Track] Oh My God [Album]

Output: Fortress Round My Heart

Playlist - WNUR 89.3 FM » Rock » Thursday, October 1st, 2009 6:30PM - 9:00PM


Input: [Start] 8:00pm [Artist] Phantom Tails [Track] All Good Things [Label] s/p [New] N [Album]

Output: Take a Look at Those Cakes

Playlist - WNUR 89.3 FM » Rock » Thursday, October 1st, 2009 6:30PM - 9:00PM


Input: [Start] 8:05pm [Artist] Jesu [Track] Silver [Label] Hydra Head Records [Album]

Output: Silver EP

Playlist - WNUR 89.3 FM » Rock » Thursday, October 1st, 2009 6:30PM - 9:00PM


Input: [0] 1M [Total Returns] -9.28% [Returns]

Output: -9.28%

AFK - Stock Quote and Charts for Market Vectors Africa Index ETF


Input: [0] 3M [Total Returns] -17.17% [Returns]

Output: -17.17%

AFK - Stock Quote and Charts for Market Vectors Africa Index ETF


Input: [0] 6M [Total Returns] -11.99% [Returns]

Output: -11.99%

AFK - Stock Quote and Charts for Market Vectors Africa Index ETF


Input: [0] 1Y [Total Returns] -31.90% [Returns]

Output: -33.87%

AFK - Stock Quote and Charts for Market Vectors Africa Index ETF


Input: [0] 3Y [Total Returns] -13.48% [Returns]

Output: -20.99%

AFK - Stock Quote and Charts for Market Vectors Africa Index ETF


Input: [0] 5Y [Total Returns] -17.44% [Returns]

Output: -28.13%

AFK - Stock Quote and Charts for Market Vectors Africa Index ETF


Input: [Benefits] High IOPS ideal for database and VDI applications, while massive bandwidth enhances media editing and surveying jobs [Features]

Output: Up to 1.3M IOPS and 5,500 Mbps throughput


Input: [Benefits] Fast failover performance and high data availability [Features]

Output: Dual controllers and redundant power supplies


Input: [Benefits] Expand storage to 2,160TB using a total 360 drives via JBOD enclosures. "Pay-as-you-grow" scalability, no worries for present budget or what you will need in the future [Features]

Output: Up to 360 HDD support


Input: [Benefits] Combine diverse connectivity environments on one system for greater utility [Features]

Output: Hybrid host interface with optional onboard iSCSI


Input: [Benefits] Choose from up to 16Gb/s Fibre Channel, up to 10Gb/s iSCSI, or up to 12Gb/s SAS based on your needs and budget [Features]

Output: Multiple host interface options


Input: [Benefits] SSD cache solution - up to 16X more read IOPS and 88% lower latency for the hottest data Automated tiering - leverage SSD speed and HDD capacity [Features]

Output: SSD cache and tiering solutions


Input: [Benefits] Smarter media scan and effortless drive clone and replace [Features]

Output: Intelligent Drive Recovery (IDR)


Input: [Benefits] The backup to offsite locations provides very reliable and safe disaster recovery [Features]

Output: Secure remote replication


Input: [Benefits] Virtually unbreakable hardware encryption [Features]

Output: SED compatible


Input: [Benefits] Clear and easily actionable system notifications keep you informed and in control [Features]

Output: Tiered event messages


Input: [Benefits] Improve storage utilization up to 80% - get more for your investment [Features]

Output: Thin provisioning


Input: [Benefits] With up to 4096 targets, always have backups to recover vital data at different points in time [Features]

Output: Multi-target snapshot


Input: [Benefits] Up to 64 pairs ensure entire volumes can be backed up with minimal effort as data grows [Features]

Output: Multi-pair volume copy/mirror


Input: [Benefits] User friendly browser-based deployment and management [Features]

Output: SANWatch 3.0 interface


Input: [Benefits] Lower costs through reduced power draw and longer drive lifespan [Features]

Output: Intelligent drive spin-down and 80 PLUS power supplies


Input: [Benefits] Accommodates 60 drives in a single 4U chassis with a convenient 3-drawer design [Features]

Output: High Density


Input: [Benefits] Deliver power and securely save cached data to flash modules during electric grid outages [Features]

Output: Super capacitor backup with flash module


Input: [Topic] Choosing a System [Goal]

Output: reasons for choosing Linux and Slackware for server usage


Input: [Topic] Managing partitions [Goal]

Output: manage systems coexistence and get systems to boot


Input: [Topic] Installing Slackware [Goal]

Output: brief overview of the installation process


Input: [Topic] Linux basics [Goal]

Output: key information using a Linux system


Input: [Topic] Configuration files [Goal]

Output: key slackware configuration files locations


Input: [Topic] IPTables [Goal]

Output: firewall - filtering Internet communications


Input: [Topic] X11 configuration [Goal]

Output: configuration of the X11 graphical system


Input: [Topic] X11 over the network [Goal]

Output: using the X11 graphical system over the network


Input: [Topic] Compiling the Kernel [Goal]

Output: customizing and optimizing your kernel


Input: [Topic] Compiling from Source [Goal]

Output: installing sofware from source


Input: Intuition Results in a “good” or “bad” feeling Faster: automatic and effortless Associated with somatic (body) states (e.g., sweating) [Two systems in brain]

Output: 4 things of emotional system of brain

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Involves amygdala and ventromedial prefrontal cortex [Two systems in brain]

Output: Two parts of brain that emotional system covers

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Effortful Reasoning and Cognitive Control Utilitarian (considers costs vs. benefits) Slower: uses attention and working memory Resolves conflict when reason and emotion don’t agree Suppress inappropriate or unwanted automatic behavior [Two systems in brain]

Output: Cognitive system in brain

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Involves lateral prefrontal cortex and anterior cingulate cortex [Two systems in brain]

Output: Two parts of brain for cognitive system

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: ventromedial prefrontal damage [Two systems in brain]

Output: Head injuries cause

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Patients with ventromedial damage fail to show anticipatory sweating when contemplating a decision with negative consequences [Two systems in brain]

Output: In the lab...

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Role in emotional learning and responses, especially to aversive stimuli (fear) Role in perception of fearful facial expressions Lack of a fear response through conditioning or explicit learning Difficulty with Fearful Facial Expressions [Two systems in brain]

Output: Two roles of amygdala

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Detecting conflict between automatic and effortful processes Overcoming conflict Suppressing Inappropriate/automatic Behavior [Two systems in brain]

Output: Responsibilities of cog system

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Anterior cingulate cortex and lateral PFC activity when there is high response conflict and errors` [Two systems in brain]

Output: Evidence of cog system

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Experiment 1 Results Personal vs. impersonal: Activation of ventromedial PFC and amygdala (emotion) areas during personal moral dilemmas. People treat these dilemmas differently because the personal dilemma evokes an emotional response. [Two systems in brain]

Output: Greene test results

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Personal: Pushing the big guy over the bridge to stop the train Impersonal: Hitting the switch so the train hits the man [Two systems in brain]

Output: Personal and impersonal

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: Psychopaths lack a healthy emotional system that would normally make it aversive to harm others [Two systems in brain]

Output: Theory of psychopaths

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: fMRI response of Psychopaths in Moral Dilemma task Reduced amygdala activity in psychopaths, correlated with psychopathy score Glenn, Raine, & Schug, 2009 [Two systems in brain]

Output: Results of psychopath tests

PSYCH 240-Lecture 23 Flashcards - Cram.com


Input: [Track Name] The Speeding Train [Artist] The Van Pelt [Album]

Output: Imaginary Third


Input: [Track Name] Counter/Time [Artist] Friendo [Album]

Output: Cold Toads


Input: [Track Name] Simple as That [Artist] Death of Samantha [Album]

Output: If Memory Serves Us Well


Input: [Track Name] Bye Bye Kitty Cat [Artist] The Mice [Album]

Output: For Almost Every Scooter


Input: [Track Name] Turn Off Your Guns [Artist] Fugazi [Album]

Output: First Demos


Input: [Track Name] Right Here [Artist] Young Fresh Fellows [Album]

Output: It's Low Beat Time


Input: [Track Name] Meet Cute [Artist] Wingtip Sloat [Album]

Output: If Only For the Hatchery


Input: [Track Name] Around Again [Artist] Ought [Album]

Output: More Than Any Other Day


Input: [Track Name] Heat Distraction [Artist] Women [Album]

Output: Public Strain


Input: [Track Name] Clouds [Artist] Deep Time [Album]

Output: S/T


Input: [Track Name] Break a Promise [Artist] Guv'ner [Album]

Output: The Hunt


Input: [Track Name] A Girl Can Tell [Artist] Wild Seeds [Album]

Output: Brave Clean and Reverent


Input: [Track Name] Razor Strap [Artist] My Dad is Dead [Album]

Output: Out of Sight Out of Mind


Input: [Track Name] Truck Train Tractor [Artist] The Pastels [Album]

Output: Truckload of Trouble


Input: [Track Name] Clang of the Concrete Swans [Artist] Comet Gain [Album]

Output: Howl of the Lonely Crowd


Input: [Track Name] The Family Tree [Artist] Palaxy Tracks [Album]

Output: S/T 7"


Input: [Track Name] There is No Depression in New Zealand [Artist] Blam Blam Blam [Album]

Output: The Complete Blam Blam Blam


Input: [Track Name] Meet Me on Tuesdays [Artist] The Brilliant Corners [Album]

Output: Growing Up Absurd


Input: [Track Name] Hunt Again [Artist] Mission Of Burma [Album]

Output: Forget


Input: [Track Name] Flying Pizza [Artist] Swearing at Motorists [Album]

Output: Number Seven Uptown


Input: [Track Name] Treat the New Guy Right [Artist] Silkworm [Album]

Output: Lifestyle


Input: [Track Name] San Andreas [Artist] Portastatic [Album]

Output: Slow Note From a Sinking Ship


Input: [Track Name] For Ex-Lovers Only [Artist] Black Tambourine [Album]

Output: S/T


Input: [Track Name] Tabby and Lucy [Artist] Boston Spaceships [Album]

Output: Let it Beard


Input: [Track Name] Undeserving [Artist] Nothing Painted Blue [Album]

Output: Emotional Discipline


Input: [Track Name] Television Man [Artist] Naomi Punk [Album]

Output: Television Man


Input: [Track Name] Tree House [Artist] Nada Surf [Album]

Output: High/Low


Input: [Track Name] Someone Else's Dream [Artist] Youth Group [Album]

Output: Skeleton Jar


Input: [Track Name] Saccharine [Artist] Sunday's Best [Album]

Output: Poised to Break


Input: [Title] Valid licensee Element [Assertion]

Output: The uniqueid element matches the schema.


Input: [Title] More Than One licensee Element [Assertion]

Output: The uniqueid element occurs more than once. This should be linked to a testable assertion in the spec.


Input: [Title] No name Attribute in licensee Element [Assertion]

Output: The uniqueid element does not contain the required name attribute. This should be linked to a testable assertion in the spec.


Input: [Title] Unknown Attribute in licensee Element [Assertion]

Output: The uniqueid element occures more than once. This should be linked to a testable assertion in the spec.


Input: [Title] Child Element in licensee Element [Assertion]

Output: The uniqueid element contains a child element. This should be linked to a testable assertion in the spec.


Input: [Title] Content in licensee Element [Assertion]

Output: The uniqueid element contains content. This should be linked to a testable assertion in the spec.


Input: [Categories/ Items] 3 [Categories/Items As Table] 2 [Categories As an Accordion] 3 [0]

Output: How many levels of hierarchy for categories exist?

FusionGPS: Design Patterns: Browse Pattern Set


Input: [Categories/ Items] 3 [Categories/Items As Table] 3 [Categories As an Accordion] 3 [0]

Output: What is the maximum number of levels that appear in one view?

FusionGPS: Design Patterns: Browse Pattern Set


Input: [Categories/ Items] Yes [Categories/Items As Table] Yes [Categories As an Accordion] No [0]

Output: Is a description required for categories?

FusionGPS: Design Patterns: Browse Pattern Set


Input: [Categories/ Items] Yes [Categories/Items As Table] Yes [Categories As an Accordion] Yes [0]

Output: Do items appear in the first level?

FusionGPS: Design Patterns: Browse Pattern Set


Input: [Categories/ Items] 1-2 [Categories/Items As Table] 1-2 [Categories As an Accordion] 3-4 [0]

Output: What is the maximum number of categories allowed to appear in one view?

FusionGPS: Design Patterns: Browse Pattern Set


Input: [Categories/ Items] No [Categories/Items As Table] Yes [Categories As an Accordion] No [0]

Output: Can you select and act on multiple items?

FusionGPS: Design Patterns: Browse Pattern Set


Input: [1] Yes [2] Showroom [3] Yes [0]

Output: Editorial

Artem Joutchkov Dallas, Texas Teen Model Hobbies making videos, acting, working out. Model agencies Mckinney United States of America Texas Artem Joutchkov


Input: [1] Yes [2] Print [3] Yes [0]

Output: Body part

Artem Joutchkov Dallas, Texas Teen Model Hobbies making videos, acting, working out. Model agencies Mckinney United States of America Texas Artem Joutchkov


Input: [1] Yes [2] Catalog [3] Yes [0]

Output: Fitness

Artem Joutchkov Dallas, Texas Teen Model Hobbies making videos, acting, working out. Model agencies Mckinney United States of America Texas Artem Joutchkov


Input: [1] Yes [2] Runway [3] Yes [0]

Output: Lingerie / Swimsuit

Artem Joutchkov Dallas, Texas Teen Model Hobbies making videos, acting, working out. Model agencies Mckinney United States of America Texas Artem Joutchkov


Input: [1] Yes [2] Tradeshow [3] Yes [0]

Output: Product

Artem Joutchkov Dallas, Texas Teen Model Hobbies making videos, acting, working out. Model agencies Mckinney United States of America Texas Artem Joutchkov


Input: [1] Yes [2] Lifestyle [3] Yes [0]

Output: Corporate

Artem Joutchkov Dallas, Texas Teen Model Hobbies making videos, acting, working out. Model agencies Mckinney United States of America Texas Artem Joutchkov


Input: [1] Yes [2] Stock Photography [3] Yes [0]

Output: Art

Artem Joutchkov Dallas, Texas Teen Model Hobbies making videos, acting, working out. Model agencies Mckinney United States of America Texas Artem Joutchkov


Input: [1] Yes [2] Website [3] Yes [0]

Output: Tv

Artem Joutchkov Dallas, Texas Teen Model Hobbies making videos, acting, working out. Model agencies Mckinney United States of America Texas Artem Joutchkov


Input: [Directive] no-cache [Behavior]

Output: Caches cannot use a particular response to satisfy subsequent requests without first revalidating that response with the server. If specific response header fields are specified with this value, the restriction applies only to those header fields within the response. If no response header fields are specified, the restriction applies to the entire response.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Directive] public [Behavior]

Output: Any cache can store the response.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Directive] private [Behavior]

Output: Public (shared) caches cannot store the response because the response is intended for a single user. If specific response header fields are specified with this value, the restriction applies only to those header fields within the response. If no response header fields are specified, the restriction applies to the entire response.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Directive] no-store [Behavior]

Output: Caches must not store any part of response or any part of the request that invoked it.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Directive] no-transform [Behavior]

Output: Caches must not modify the media type or location of the content in a response between a server and a client.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Directive] must-revalidate [Behavior]

Output: Caches must revaildate expired entries that relate to a response before that entry can be used in a subsequent response.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Directive] proxy-revalidate [Behavior]

Output: Means the same as must-revalidate, except that it can only be enforced on shared caches and is ignored by private unshared caches. If using this directive, the public cache directive must also be used.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Directive] max-age [Behavior]

Output: Clients can accept a response whose age is no greater that the specified number of seconds.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Directive] s-max-age [Behavior]

Output: Means the same as max-age, except that it can only be enforced on shared caches and is ignored by private unshared caches. The age specified by s-max-age overrides the age specified by max-age. If using this directive, the proxy-revalidate directive must also be used.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Directive] cache-extension [Behavior]

Output: Specifies additional extensions to the other cache directives. Extensions might be informational or behavioral. An extended directive is specified in the context of a standard directive, so that applications not understanding the extended directive can at least adhere to the behavior mandated by the standard directive.

Server HTTP Transport - Apache CXF Documentation - Apache Software Foundation


Input: [Sexy] Sexy [Dark] Dark [The Goth Girl] The Brooding Poet [Artsy]

Output: Not Artsy or Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Sexy [Dark] Dark [The Goth Girl] The Mistress [Artsy]

Output: Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Sexy [Dark] Not Dark or Light [The Goth Girl] The Hippie Chick [Artsy]

Output: Artsy

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Sexy [Dark] Not Dark or Light [The Goth Girl] The Hot Friend [Artsy]

Output: Not Artsy or Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Sexy [Dark] Not Dark or Light [The Goth Girl] The Sorority Girl [Artsy]

Output: Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Sexy [Dark] Light [The Goth Girl] The Actress [Artsy]

Output: Artsy

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Sexy [Dark] Light [The Goth Girl] Your Friend's Sister [Artsy]

Output: Not Artsy or Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Sexy [Dark] Light [The Goth Girl] The Prom Queen [Artsy]

Output: Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Cute [Dark] Dark [The Goth Girl] The Suicide Girl [Artsy]

Output: Artsy

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Cute [Dark] Dark [The Goth Girl] The Bad Girl [Artsy]

Output: Not Artsy or Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Cute [Dark] Dark [The Goth Girl] The Bettie Page Girl [Artsy]

Output: Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Cute [Dark] Not Dark or Light [The Goth Girl] The Art Student [Artsy]

Output: Artsy

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Cute [Dark] Not Dark or Light [The Goth Girl] The Girl Next Door [Artsy]

Output: Not Artsy or Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Cute [Dark] Not Dark or Light [The Goth Girl] The Debutante [Artsy]

Output: Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Cute [Dark] Light [The Goth Girl] The New Age chick [Artsy]

Output: Artsy

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Cute [Dark] Light [The Goth Girl] The Favorite Friend [Artsy]

Output: Not Artsy or Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Sexy] Cute [Dark] Light [The Goth Girl] The Cheerleader [Artsy]

Output: Stylish

Take The Your Type of Girl Test | OkCupid


Input: [Error-prone PCR] In vitro [Transposon] In vivo [AquaMutant *] In vitro and in vivo [0]

Output: Gene mutation


Input: [Error-prone PCR] Required [Transposon] Not required [AquaMutant *] Not required [0]

Output: Knowledge of target gene


Input: [Error-prone PCR] Required [Transposon] Required [AquaMutant *] Not required [0]

Output: DNA in vitro manipulation


Input: [Error-prone PCR] One gene [Transposon] Multiple but limited [AquaMutant *] Single to "all" genes [0]

Output: Scope of mutation


Input: [Error-prone PCR] Limited [Transposon] Limited [AquaMutant *] Get what's screened for [0]

Output: Phenotypes per library


Input: [Error-prone PCR] Difficult [Transposon] Difficult [AquaMutant *] Mutate related genes [0]

Output: Complex disease models


Input: [Error-prone PCR] Difficult [Transposon] Difficult [AquaMutant *] Mutate-select cycles [0]

Output: Directed evolution


Input: [Port] 67 [Direction] Inbound [Reason]

Output: Open this port to configure the Satellite system as a DHCP server for systems requesting IP addresses.


Input: [Port] 69 [Direction] Inbound [Reason]

Output: Open this port to configure Satellite as a PXE server and allow installation and re-installation of PXE-boot enabled systems.


Input: [Port] 80 [Direction] Outbound [Reason]

Output: Satellite uses this port to reach rhn.redhat.com, xmlrpc.rhn.redhat.com and satellite.rhn.redhat.com(unless running in a disconnected mode for Satellite)


Input: [Port] 80 [Direction] Inbound [Reason]

Output: WebUI and client requests come in via either http or https


Input: [Port] 443 [Direction] Inbound [Reason]

Output: WebUI and client requests come in via either http or https


Input: [Port] 443 [Direction] Outbound [Reason]

Output: To reach rhn.redhat.com, xmlrpc.rhn.redhat.com and satellite.rhn.redhat.com(unless running in a disconnected mode for Satellite)


Input: [Port] 4545 [Direction] Outbound [Reason]

Output: RHN Satellite Monitoring makes connections to rhnmd running on client systems, if Monitoring is enabled and probes are configured for registered systems.


Input: [Port] 5222 [Direction] Inbound [Reason]

Output: If you plan to push actions to client systems


Input: [Port] 5269 [Direction] Inbound [Reason]

Output: If you push actions to an RHN Proxy Server


Input: [Level] Friend [Cost] $50 [Benefits]

Output: Subscription to the printed Landmark newsletter and invitations to special programs and events

Memberships | Belvedere-Tiburon Landmarks Society


Input: [Level] Preservationist [Cost] $100 [Benefits]

Output: All of the above plus a set of Landmarks’ note cards

Memberships | Belvedere-Tiburon Landmarks Society


Input: [Level] Patron [Cost] $250 [Benefits]

Output: All of the above plus a selected Landmarks’ book

Memberships | Belvedere-Tiburon Landmarks Society


Input: [Level] Historian [Cost] $500 [Benefits]

Output: All of the above plus free access to the Archives Historical Collection for one hour

Memberships | Belvedere-Tiburon Landmarks Society


Input: [Level] Steward [Cost] $1,000 [Benefits]

Output: All of the above plus an invitation to a private reception

Memberships | Belvedere-Tiburon Landmarks Society


Input: [Level] Guardian [Cost] $2,500 [Benefits]

Output: All fo the above plus your private party with refreshments at a Landmarks site!

Memberships | Belvedere-Tiburon Landmarks Society


Input: [0] Agents [1] Classification [2] Mode of action [3] Rapidity [4] Ease of performance [6] Species suitability [7] Efficacy and comments [5]

Output: Safety


Input: [0] Blow to head [1] Physical damage to brain [2] Direct concussion of brain tissue [3] Rapid [4] Requires skill, adequate restraint, and appropriate force [6] Young pigs < 3 weeks old [7] Must be properly applied to be humane and effective [5]

Output: Safe


Input: [0] Carbon dioxide (bottled gas only) [1] Hypoxia due to depression of vital centers [2] Direct depression of cerebral cortex, subcortical structures and vital centers; direct depression of heart muscle [3] Moderately rapid [4] Used in closed container [6] Nonhuman primates, free ranging wildlife [7] Effective, but time required may be prolonged in immature and neonatal animals [5]

Output: Minimal hazard


Input: [0] Carbon monoxide (bottled gas only) [1] Hypoxia [2] Combines with hemoglobin, preventing its combination with oxygen [3] Moderate onset time, but insidious so animal is unaware of onset [4] Requires appropriately maintained equipment [6] Nonhuman primates, free ranging wildlife [7] Effective, acceptable only when equipment is properly designed and operated [5]

Output: Extremely hazardous, toxic and difficult to detect


Input: [0] Cervical dislocation [1] Hypoxia due to disruption of vital centers [2] Direct depression of brain [3] Moderately rapid [4] Requires training and skill [6] Poultry, birds, lab mice, and rats (< 200 g) or rabbits (<1 kg) [7] Irreversible. Violent muscle contractions can occur after cervical dislocation [5]

Output: Safe


Input: [0] Chloral hydrate [1] Hypoxia from depression of respiratory center [2] Direct depression of brain [3] Rapid [4] Personnel must be skilled perform IV injection [6] Horses, ruminants and swine [7] Animals should be sedated prior to administration [5]

Output: Safe


Input: [0] Decapitation [1] Hypoxia due to disruption of vital centers [2] Direct depression of brain [3] Rapid [4] Requires training and skill [6] Laboratory rodents, small rabbits, birds, some fish, amphibians, and reptiles (latter 3 with pithing) [7] Irreversible. Violent muscle contraction can occur after decapitation [5]

Output: Guillotine pose potential employee injury hazard


Input: [0] Electrocution [1] Hypoxia [2] Direct depression of brain and cardiac fibrillation [3] Can be rapid [4] Not easily performed in all instances [6] Used primarily in foxes, sheep, swine, mink (with cervical dislocation), ruminants, animals <5 kg [7] Violent muscle contractions occur at same time as loss of unconsciousness [5]

Output: Hazardous to personnel


Input: [0] Gunshot [1] Hypoxia due to disruption of vital centers [2] Direct concussion of brain tissue [3] Rapid [4] Requires skill and appropriate firearm [6] Large domestic and zoo animals, reptiles, amphibians, wildlife, cetaceans (<4 meters long) [7] Instant unconsciousness, but motor activity may continue [5]

Output: May be dangerous


Input: [0] Inhalant anesthetics [1] Hypoxia due to depression of vital centers [2] Direct depression of cerebral cortex, subcortical structures, and vital centers [3] Moderately rapid onset of anesthesia; excitation may develop during induction [4] Easily performed with closed container; can be administered to large animals by means of a mask [6] Nonhuman primates, swine [7] Highly effective provided that subject is sufficiently exposed [5]

Output: Must be properly scavenged or vented to minimize exposure to personnel


Input: [0] Nitrogen, Argon [1] Hypoxia [2] Reduces partial pressure of oxygen available to blood [3] Rapid [4] Use closed chamber with rapid filling [6] Cats, small dogs, birds, rodents, rabbits, other small species, mink, zoo animals, nonhuman primates, free ranging wildlife [7] Effective except in young and neonates; an effective agent, but other methods preferable [5]

Output: Safe if used with ventilation


Input: [0] Penetrating captive bolt [1] Physical damage to brain [2] Direct concussion of brain tissue [3] Rapid [4] Requires skill, adequate restraint, and proper placement of captive bolt [6] Dogs, rabbits, zoo animals, reptiles, amphibians, free ranging wildlife [7] Instant loss of consciousness but motor activity may continue [5]

Output: Safe


Input: [0] Pithing [1] Hypoxia due to disruption of vital centers, physical damage to brain [2] Trauma of brain and spinal cord tissue [3] Rapid [4] Easily performed, but requires skill [6] Some ectotherms [7] Effective, but death not immediate unless brain and spinal cord are pithed [5]

Output: Safe


Input: [0] Thoracic compression [1] Hypoxia and cardiac arrest [2] Physical interference with cardiac and respiratory function [3] Moderately rapid [4] Requires training [6] Small to medium sized free ranging birds [7] Apparently effective [5]

Output: Safe


Input: [Resource] Update single tax band [Description]

Output: Updates a tax band with the given ID


Input: [Resource] Update multiple tax bands [Description]

Output: Mass updates currency tax rates


Input: [Resource] Create new tax band [Description]

Output: Creates a new tax band


Input: [Resource] Get single tax band by criteria [Description]

Output: Gets a tax band based on the given criteria


Input: [Resource] Delete tax band by ID [Description]

Output: Deletes a tax band with a given ID


Input: [Resource] Get multiple tax bands by criteria [Description]

Output: Gets an array of tax bands


Input: [Resource] Get tax band by ID [Description]

Output: Returns a tax band of the given ID


Input: [Description] For only $325 US, belong to this exclusive community of supply chain and logistics professionals around the globe. Take advantage of the many benefits available to you as a member including networking, education, and knowledge based information. [Price] $325.00 [Join Online] Please login or create an account to add this item to your cart. [Member Types]

Output: Individual Membership

Member Types | Council of Supply Chain Management Professionals


Input: [Description] Purchase a two year membership package for only $600.00 US…that’s $50 off the standard price of membership. This membership package is good for 2 years or 24 months. [Price] $600.00 [Join Online] Please login or create an account to add this item to your cart. [Member Types]

Output: Individual Membership - Multi-Year

Member Types | Council of Supply Chain Management Professionals


Input: [Description] CSCMP and the Association for Manufacturing Excellence have partnered to create a joint membership. Become a member or renew your membership with CSCMP and include AME for 10% off the combined totals of the individual membership rates. In order to receive this discount, both memberships must be purchased at the same time. If you are outside the US or Canada, the rate is $464 US. [Price] $428.00 [Join Online] Please login or create an account to add this item to your cart. [Member Types]

Output: CSCMP/AME Joint Membership

Member Types | Council of Supply Chain Management Professionals


Input: [Description] Young professionals age 30 and under are eligible for the 50% discounted rate. Benefits are the same as an individual membership. This is an excellent way to get engaged with CSCMP while networking and leveraging your career by becoming more well versed in supply chain. [Price] $175.00 [Join Online] Please login or create an account to add this item to your cart. [Member Types]

Output: Young Professional Membership

Member Types | Council of Supply Chain Management Professionals


Input: [Description] This is a web-based membership which is offered in select countries only, details can be found on the web membership page. All benefits are web-based and can be accessed online whenever you need them. [Price] $175.00 [Join Online] Please login or create an account to add this item to your cart. [Member Types]

Output: Web Membership

Member Types | Council of Supply Chain Management Professionals


Input: [Description] A full-time student is an individual whose principle career is an academic pursuit. The faculty advisor must confirm that the individual is a full-time student. NOTE: If you are attending graduate school and working full-time, your primary career is not an academic pursuit and you would not qualify for a student membership. [Price] $40.00 [Join Online] Please login or create an account to add this item to your cart. [Member Types]

Output: Student Membership

Member Types | Council of Supply Chain Management Professionals


Input: [Description] If you are a current CSCMP member, but are no longer employed, then our in-transition membership could be a perfect fit. CSCMP will consider requests to reduce the payment of dues for a period of one year if you have been a member in good standing with CSCMP for three or more years and can demonstrate financial hardship derived from job loss. To join, contact member services at +1 630.574.0985 or membership@cscmp.org. [Member Types]

Output: In-Transition Membership

Member Types | Council of Supply Chain Management Professionals


Input: [COURSE] MUS 580 [UNITS] 3 units [DESCRIPTION] Study of the present and the future of the Music Industry including new developments related to copyright, legal/illegal downloading, file sharing, emerging sales models, traditional and digital distribution, technology, and globalization's effect on music consumption. [NAME]

Output: Music Industry Developments

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] MUS 593 [UNITS] 3 units [DESCRIPTION] Introduction of interdisciplinary concepts, principles, and skills considered essential for a successful career in the Music Industry. Subject matter varies weekly. [NAME]

Output: Current Trends in the Music Industry I

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] GBUS 600 [UNITS] 3 units [DESCRIPTION] Interdisciplinary course introducing new graduate students to the field of business. Focuses on the nature of organizations and the inter-relatedness of the functional areas. Explores intellectual and historic roots of management theories through readings of primary source materials. Students develop communication and research skills through individual and group projects that focus on organizations and their environment. [NAME]

Output: Analysis of Contemporary Organizations

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] BLAW 651 [UNITS] 3 units [DESCRIPTION] This course covers the recurring legal problems that arise in the business context of the entertainment industry and the legal relationships between the parties involved in the film, television, theater, music, and online entertainment fields. In particular, the course will address tort law issues, including defamation, invasion of privacy, and the right of publicity; intellectual property protection, including copyright and trademark law and the protection of ideas; contract law issues, including contract formation, contractual obligations, and remedies; and government regulation of entertainment content and industry practices. International aspects of each of these areas will be emphasized. [NAME]

Output: Entertainment Business Law

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] ACCT 505 [UNITS] 3 units [DESCRIPTION] Study of financial practices relevant to particular industries. Includes general financial and managerial accounting processes, the recording and analysis of financial transactions and statements, and the use of accounting data for planning and budgeting purposes. The course will include significant coverage of topics specific to the industry of emphasis. For example, for the Masters in Music Industry Administration, the course will include a survey of music industry income and royalty streams (performance, mechanical, synchronization, copyright), licensor/licensee accounting, inventory, and tax issues. If no particular industry focus is needed, the course will include a survey of industries with unusual, specialized, or atypical accounting practices. [NAME]

Output: Financial and Managerial Accounting in Industry

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] MUS 680 [UNITS] 3 units [DESCRIPTION] Study of traditional and online music publishing and copyright administration of art music, educational music and popular music. Study of Electronic Commerce as applied to music distribution and the online sale of music, games, and music-related merchandise, the implementation and operation of websites, FTC regulations, e-commerce licenses and the exploitation of intellectual property rights. [NAME]

Output: Music Publishing & Copyright Administration

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] MKT 640 [UNITS] 3 units [DESCRIPTION] Advanced approach to marketing policy. Analysis of problems in marketing management. Emphasis on development of competence in adjusting marketing policies to changes in the general economic, competitive, and social climate. [NAME]

Output: Marketing Management

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] MGT 620 [UNITS] 3 units [DESCRIPTION] Covers the behavioral issues facing organizations and their managers, the methods and systems for addressing them, and the interpersonal and analytical knowledge and skill needed to apply these methods and systems effectively. Focuses on practical experience, skill-building, and theory about motivation, leadership, interpersonal communication, group processes and team building, decision making, and job and organizational design. [NAME]

Output: Behavior in Organizations

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] MUS 683 [UNITS] 3 units [DESCRIPTION] Study of the processes and procedures involved in launching entrepreneurial enterprises that monetize Music Industry-related intellectual property, products and services. Emphasis on opportunity recognition, commercialization of intellectual property, use of established and developing distribution models, and organizational and capitalization structures for new ventures within the Music Industry. [NAME]

Output: Entrepreneurship in the Music Industry

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] MUS 693 [UNITS] 3 units [DESCRIPTION] Extended practice of interdisciplinary concepts, principles, and skills considered essential for a successful career in the Music Industry. Subject matter varies weekly. [NAME]

Output: Current Trends in the Music Industry II

Music Industry Administration - Curriculum | Tseng College


Input: [COURSE] MUS 697 [UNITS] 3 units [DESCRIPTION] Examination will allow students to demonstrate their ability to integrate content knowledge, independent thinking, and critical analysis. Only available to students who have completed or are currently completing their course requirements and have only the Comprehensive Examination to take. Prerequisite: Permission of Music Industry Administration Option Coordinator; Credit/No Credit Only. Comprehensive examination of the subject matter covered in the student's graduate program. [NAME]

Output: Comprehensive Exams

Music Industry Administration - Curriculum | Tseng College


Input: [When] 2005/4/30/00 [Who] NCO [What]

Output: Switched NAM parallel to use parallel T382 GFS for lateral boundary conditions.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2005/4/28/00 [Who] NCO [What]

Output: Switched DGEX parallel to use parallel T382 GFS for lateral boundary conditions.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2005/3/18/00 [Who] Rogers [What]

Output: Switched web graphics and real-time verification jobs to use the NCO production parallel NAM and DGEX. A parallel NDAS will still run on blue as a backup to the production parallel NDAS.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2005/3/3/00 [Who] Ek, Mitchell [What]

Output: Changed value of the leaf-area index from 4.0 to 2.0 in the post-processor so that it is consistent with the value used in the land-surface model. Because of this error the post-processed canopy conductance was twice as large as it should be.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2005/2/10/18 [Who] Ek, Mitchell, Rogers [What]

Output: Removed this change to subroutine SFCDIF : for the profile functions for the very stable boundary layer (z/L=>1), impose a consistent limit on z0/L. Revert back to ops formulation due to non-meteorological 10-m winds on high mountain peaks.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2005/2/8/18 [Who] Rogers [What]

Output: Due to system problems causing a break in the full cycle, the NDAS-X cycle was restarted from ops NDAS atmopsheric states and NDAS-X land states. Began use of modified greenness fraction file with corrected values for this parameter north of 58N

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2005/1/1/12 [Who] Rogers [What]

Output: Start of DGEX parallel with winter 2005 change package, consisting of a 00z Alaska DGEX parallel and an 06Z CONUS DGEX parallel.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/12/27/12 [Who] Bender, Keyser [What]

Output: Turned back on use of Level 2.5 NEXRAD data in 3DVAR, only sites with good lat/lon data (about 15-20% of original total) are included in the data dump.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/12/10/00 [Who] Ferrier [What]

Output: Absorption coefficient for ice is made to be the same as in operations. Reset the maximum number concentration of large ice back to 20 per liter as in operations.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/12/08/00 [Who] Bender, Keyser, Rogers [What]

Output: Revert back to ops radial wind data due to 75-85% of the Level 2.5 supob reports in /dcom/us007003/*/b006/xx002 having a missing superob longitude (SUPLON) and a superob latitude (SUPLAT) equal to 65.530 (for every report with a missing SUPLON). It appears that something is corrupt in the incoming Level 2.5 raw files from which SUPLAT and SUPLON are generated.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/12/03/12 [Who] Ek, Mitchell, Ferrier, Rogers [What]

Output: Snow emissivity changes from 0.9 to 0.95

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/12/03/00 [Who] Ek, Mitchell [What]

Output: Added the effects of snow emissivity in the calculation of effective snow-ground sfc temperature. This was done by changing the value from 1.0 to 0.9.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/12/02/12 [Who] Ferrier [What]

Output: Changed the standard deviation of RH for grid-scale condensation from 2% to 1% Changed "RHsat=.5*(RHgrd+H1)" to "RHsat=RHgrd", which will have the effect of an earlier onset for partial cloudiness, which will be mitigated by the change in the first bullet. These changes make the cloud cover more "binary"

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/12/01/00 [Who] Ferrier [What]

Output: The absorption coefficients for ice are changed back to their earlier values, which are slightly less than what's currently used in the ops Eta.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/11/22/12 [Who] Ferrier [What]

Output: The original exponential factor (0.75) was put back into the relationship used to calculate longwave emissivities from cloud optical depths. This change should have been made along with the other changes on 2004/11/20/12 when reverting back to operational values for cloud calculating cloud optical depths. Prior to this change the solar absorption by clouds was made to be the same as in the EtaZ parallel, but the longwave emissivities were (inadvertently) larger than what's parameterized in operations.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/11/20/12 [Who] Ferrier [What]

Output: Revert back to ops Eta values for the cloud water and cloud ice absorption coefficients Increased the assumed number concentration of cloud droplets from 100 back to 200 /cm**3, which increases the threshold cloud water mixing ratio for autoconversion to rain from 0.419 to 0.838 g/m**3. Also increased the maximum number concentration of precipitation ice particles from 10 back to 20 per liter.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/11/16/12 [Who] Ferrier, Manikin [What]

Output: Added changes to forecast model and pre-processing to output convective rain rate, to use convective rain rate in the visibility algorthim, and to output instantaneous TOA outgoing long-wave radiation.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [When] 2004/11/05/12 [Who] Ferrier [What]

Output: Decreased the assumed number concentration of cloud droplets from 200 to 100 /cm**3, which reduces the threshold cloud water mixing ratio for autoconversion to rain from 0.838 to 0.419 g/m**3. Also decreased the maximum number concentration of precipitation ice particles from 20 to 10 per liter. Both changes are intended to lower the amount of suspended condensate in the atmosphere, which should help reduce the cool bias that has developed below clouds in the parallel. Fixed a minor bug in ADJPPT1 that limits the amount of cloud water from exceeding the autoconversion threshold A new cloud cover scheme is introduced in order to increase the presence of forecast partial cloudiness. Two adjustable parameters in the scheme have been tuned to match the AFWA total cloud cover product. The first parameter (STSDM) is the assumed standard deviation of total grid-scale relative humidity in the grid box, and it is set to 2%. The second parameter (RHsat) is the total relative humidity associated with an assumed cloud fraction of 50%, and it is set to the average of the threshold relative humidity for the onset of grid-scale condensation (RHgrd) and a value of 100% (i.e., 98.3% for the 32-km runs). In calculating longwave emissivities in cloudy layers, the optical depths for cloud water are obtained using the downwelling longwave (LW) relationships of Smith and Shi (1992). This change has resulted in nearly a factor of two increase in the LW absorption coefficient for cloud water. The LW absorption coefficient for ice remains the same as what's currently running in the operational Eta In calculating solar absorption, the optical depths for cloud water and for ice (cloud ice and snow) are obtained using the relationships described by eqs. (5.2), (5.3), and Table 9 from Hou et al. (2002), assuming a constant effective radius of 10 microns for cloud water and 75 microns for ice. For cloud water optical depths, equal weighting is assumed for absorption of UV-VIS and near IR radiation. The net effect of this change is to double the solar absorption from liquid water clouds and halve the absorption from ice clouds. In the operational radiation, a minimum optical depth is assumed for grid-scale liquid water clouds consistent with a minimum mixing ratio of 0.1 g/kg. This lower limit has been removed.

Mesoscale Parallel Experiment Change Log for " Eta-12 with winter 2005 Eta change package microphysics "


Input: [Printed No.] 539A Refer to Finance [Sponsor] Klein [Title]

Output: An act to amend the vehicle and traffic law and the public health law, in relation to establishing a pilot program authorizing the department of motor vehicles to include certain health information on persons who elect to participate in such program


Input: [Printed No.] 698 [Sponsor] Saland [Title]

Output: An act to amend the highway law, in relation to creating a state trooper highway memorial task force


Input: [Printed No.] 4417 [Sponsor] Martins [Title]

Output: An act to amend the vehicle and traffic law, in relation to the operation of authorized emergency vehicles


Input: [Printed No.] 4488A [Sponsor] Fuschillo [Title]

Output: An act to amend the vehicle and traffic law, in relation to signs on school buses


Input: [Printed No.] 4657 [Sponsor] Lanza [Title]

Output: An act to amend the public authorities law, in relation to procurements by the New York city transit authority and the metropolitan transportation authority


Input: [Printed No.] 4659 [Sponsor] Lanza [Title]

Output: An act to amend chapter 468 of the laws of 2006, amending the highway law relating to access to a certain parkway by certain construction vehicles during a period of landfill remediation, in relation to extending the effectiveness thereof


Input: [Printed No.] 4670 [Sponsor] Flanagan [Title]

Output: An act to amend the highway law, in relation to the limitation on certain highway expenses in the town of Brookhaven, Suffolk county


Input: [Printed No.] 4686 [Sponsor] Flanagan [Title]

Output: An act to amend the highway law, in relation to the limitation on certain highway expenses in the town of Smithtown, Suffolk county


Input: [Printed No.] 4765 [Sponsor] Flanagan [Title]

Output: An act to amend the vehicle and traffic law, in relation to the use of seatbelts by volunteer firefighters


Input: Total Loss No total loss reported to CARFAX. [Owner 3] No Issues Reported [Owner 4] No Issues Reported [Owners 1-2]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2010 MAZDA MX-5 MIATA: JM1NC2EF7A0210778


Input: Structural Damage No structural damage reported to CARFAX. [Owner 3] No Issues Reported [Owner 4] No Issues Reported [Owners 1-2]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2010 MAZDA MX-5 MIATA: JM1NC2EF7A0210778


Input: Airbag Deployment No airbag deployment reported to CARFAX. [Owner 3] No Issues Reported [Owner 4] No Issues Reported [Owners 1-2]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2010 MAZDA MX-5 MIATA: JM1NC2EF7A0210778


Input: Odometer Check No indication of an odometer rollback. [Owner 3] No Issues Indicated [Owner 4] No Issues Indicated [Owners 1-2]

Output: No Issues Indicated

CARFAX Vehicle History Report for this 2010 MAZDA MX-5 MIATA: JM1NC2EF7A0210778


Input: Accident / Damage No accidents or damage reported to CARFAX. [Owner 3] No Issues Reported [Owner 4] No Issues Reported [Owners 1-2]

Output: No Issues Reported

CARFAX Vehicle History Report for this 2010 MAZDA MX-5 MIATA: JM1NC2EF7A0210778


Input: Manufacturer Recall Check with an authorized Mazda dealer for any open recalls. [Owner 3] No Recalls Reported [Owner 4] No Recalls Reported [Owners 1-2]

Output: No Recalls Reported

CARFAX Vehicle History Report for this 2010 MAZDA MX-5 MIATA: JM1NC2EF7A0210778


Input: Basic Warranty Original warranty estimated to have expired. [Owner 3] Warranty Expired [Owner 4] Warranty Expired [Owners 1-2]

Output: Warranty Expired

CARFAX Vehicle History Report for this 2010 MAZDA MX-5 MIATA: JM1NC2EF7A0210778


Input: [Title] Advanced Research in Environmental Studies Dylan Fischer, Abir Biswas, Lin Nelson, Erik Thuesen, Alison Styring and Gerardo Chin-Leo 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 13 Fall [W] W 14Winter [S] S 14Spring [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 ecology and physiology in the Intermountain West and southwest Washington. This work includes image analysis of tree roots, genes to ecosystems approaches, plant physiology, carbon balance, species interactions, community analysis and restoration ecology. He also manages the EEON project (academic.evergreen.edu/projects/EEON). See more about his lab's work at: academic.evergreen.edu/f/fischerd/E3.htm. studies and is involved with advocacy efforts on the linkages between environment, health, community and social justice. Students can become involved in researching environmental health in Northwest communities and Washington policy on phasing out persistent, bio-accumulative toxins. One major project students can work on is the impact of the Asarco smelter in Tacoma, examining public policy and regional health. studies birds. Current activity in her lab includes avian bioacoustics, natural history collections and bird research in the EEON. Bioacoustic research includes editing and identifying avian songs and calls from an extensive collection of sounds from Bornean rainforests. Work with the natural history collections includes bird specimen preparation and specimen-based research, including specimens from Evergreen's Natural History Collections and other collections in the region. Work with EEON includes observational and acoustic surveys of permanent ecological monitoring plots in The Evergreen State College campus forest. 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. Please go to the catalog view for specific information about each option. [Preparatory] botany, ecology, education, entomology, environmental studies, environmental health, geology, land use planning, marine science, urban agriculture, taxonomy and zoology. [Faculty] Dylan Fischer Abir Biswas Lin Nelson Erik Thuesen Alison Styring Gerardo Chin-Leo [Multiple Standings] Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Output: Fall Winter Spring

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] American Frontiers, Homelands, and Empire Zoltan Grossman and Kristina Ackley American studies Native American studies community studies cultural studies education geography history international studies Signature Required: Winter [Offering] Program [Standing] FR–SOFreshmen–Sophomore [Credits] 16 [Credits_5] 16 [When] Day [F] F 13 Fall [W] W 14Winter [Description] Students will explore the juxtaposed themes of Frontier and Homeland, Empire and Periphery and the Indigenous and Immigrant experience. We will use historical analysis (changes in time) and geographic analysis (changes in place) to critique these themes, and will turn toward cultural analysis for a deeper understanding of race, nation, class and gender. We will take as our starting point a critique of Frederick Jackson Turner’s “Frontier Thesis”—that the frontier is "the meeting point between savagery and civilization"—as a racist rationale for the colonization of Native American homelands. We will consider alternative histories of Anglo-American expansion and settlement in North America, with interaction, change, and persistence as our unifying themes.We will study how place and connection is nurtured, re-imagined and interpreted, particularly in Indigenous and recent immigrant communities. We will connect between the ongoing process of "Manifest Destiny" in North America and subsequent overseas imperial expansion into Latin America, the Pacific and beyond. The colonial control of domestic homelands and imperial control of foreign homelands are both highlighted in recent patterns of recent immigration. These patterns involve many "immigrants" who are in fact indigenous to the Americas, as well as immigrants from countries once conquered by the U.S. military. The American Empire, it seems, began at home and its effects are coming back home and will be contested again.In fall quarter, we will track the historical progression of the frontier across North America and overseas and the territorial and cultural clashes of immigrant and colonized peoples. We will hear firsthand the life stories of local individuals and communities to understand their narratives of conflict, assimilation, resistance and survival. In the winter quarter, we will look at contemporary case studies that show the imprint of the past in the present and how 21st-century North American communities (particularly in the Pacific Northwest) are wrestling with the legacies of colonization, imperialism and migration. In particular, we will examine the overlapping experiences of Native Americans and recent immigrants, and Indigenous territories and migrations that transgress or straddle the international border as defined by "Homeland Security. This program offers ideal opportunities for students to develop skills in writing, research, and analysis. [Faculty] Zoltan Grossman Kristina Ackley [Days] Tue Wed Fri [Multiple Standings] Freshmen FR Sophomore SO [Start Quarters] Fall [Open Quarters]

Output: Fall Winter

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] American Frontiers, Homelands, and Empire Kristina Ackley and Zoltan Grossman American studies Native American studies community studies cultural studies education geography history international studies [Offering] Program [Standing] FR–SOFreshmen–Sophomore [Credits] 16 [Credits_5] 16 [When] Day [S] S 14Spring [Description] Students will explore the juxtaposed themes of Frontier and Homeland, Empire and Periphery and the Indigenous and Immigrant experience. We will use historical analysis (changes in time) and geographic analysis (changes in place) to critique these themes, and will turn toward cultural analysis for a deeper understanding of race, nation, class and gender. We will take as our starting point a critique of Frederick Jackson Turner’s “Frontier Thesis”—that the frontier is "the meeting point between savagery and civilization"—as a racist rationale for the colonization of Native American homelands. We will consider alternative histories of Anglo-American expansion and settlement in North America, with interaction, change, and persistence as our unifying themes.We will study how place and connection is nurtured, re-imagined and interpreted, particularly in Indigenous and recent immigrant communities. We will connect between the ongoing process of "Manifest Destiny" in North America and subsequent overseas imperial expansion into Latin America, the Pacific and beyond. The colonial control of domestic homelands and imperial control of foreign homelands are both highlighted in recent patterns of recent immigration. These patterns involve many "immigrants" who are in fact indigenous to the Americas, as well as immigrants from countries once conquered by the U.S. military. The American Empire, it seems, began at home and its effects are coming back home and will be contested again.We will track the historical progression of the frontier across North America and overseas and the territorial and cultural clashes of immigrant and colonized peoples. We will hear firsthand the life stories of local individuals and communities to understand their narratives of conflict, assimilation, resistance and survival. In particular, we will examine the overlapping experiences of Native Americans and recent immigrants, and Indigenous territories and migrations that transgress or straddle the international border as defined by Homeland Security. This program offers ideal opportunities for students to develop foundational skills in writing, research, and analysis. [Faculty] Kristina Ackley Zoltan Grossman [Multiple Standings] Freshmen FR Sophomore SO [Start Quarters] Spring [Open Quarters]

Output: Spring

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Andean Roots: Language and Cultural Landscape Rachel Hastings and Steven Scheuerell agriculture cultural studies environmental studies geography international studies language studies linguistics study abroad sustainability studies Signature Required: Winter [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 12, 16 [Credits_5] 12 16 [When] Day [F] F 13 Fall [W] W 14Winter [S] S 14Spring [Description] This is a yearlong interdisciplinary program that incorporates sociolinguistics, geography, history, cultural ecology, global change, biocultural diversity conservation, food systems and sustainable development studies to explore how societies evolve and survive in relation to their environment and a globalizing world. Our studies are based on the belief that many cultures have developed rich linguistic and ecological traditions that have provided the means for communication, food, clothing and shelter based on a sustainable relationship with the land. More recently, cultural and economic globalization are increasingly impacting local knowledge systems worldwide, in particular when measured by changes to language, land-use and food systems. These changes, together with such factors as increasing human population, environmental degradation, loss of biodiversity and climate change, compel us to explore the ways in which knowledge systems are preserved or lost. In particular, we recognize the urgent need to preserve cultural knowledge that allows a society to be rooted in place, recognize ecological limits and provide for its needs. The Andean region of South America is an ideal region to study these issues.The academic program consists of two phases. The first phase over fall quarter will focus on program themes using texts, lectures, workshops, film, writing and local field trips. Fall quarter the program will be offered for 12 credits to provide students with the option to separately register for an appropriate Spanish language course. Selection for the second phase over winter and spring quarters will be based upon criteria including successful completion of fall quarter work, demonstrated readiness for study abroad and Spanish language ability. In winter and spring, students will be full time in the program, which will be offered for 16 credits per quarter. Winter quarter will begin with 5 weeks of travel preparations and intensive study on Peru, followed by a 15-week study abroad experience in the Cusco region of the Peruvian Andes that incorporates intensive Spanish or Quechua language study, regional travel, seminars, urban and rural home stays and independent research or service learning with local organizations. At the end of the independent project period, we will reconvene for final student presentations and evaluation conferences in the Sacred Valley near Cusco.As the former Incan capital, and home to vibrant cultures and immense biodiversity, the Cusco region of Peru offers immersion in the study of biocultural diversity and how the preservation of linguistic diversity is related to the preservation of traditional ecological knowledge, biodiversity and local food systems. While in Peru, we will continue language and cultural studies while experiencing regional initiatives to preserve cultural landscapes and indigenous knowledge systems in the midst of development pressure. Given the region's rich history, knowledge systems, architecture, agriculture, weaving, ceramics and music, we will ask how is knowledge transferred across generations and between communities, and how can traditional knowledge be maximized in sustainable development projects? As we address these academic questions, our own experiences will also lead us on to consider on a more individual level how learning another language and traveling abroad can increase our understanding of culture and what it means to fit into place. [Faculty] Rachel Hastings Steven Scheuerell [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Output: Fall Winter

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Climate Change and Sustainability in the Fiji Islands Brittany Gallagher climate change environmental studies geography study abroad [Offering] Course [Standing] JR–GRJunior–Graduate [Credits] 2, 4 [Credits_5] 02 04 [When] Day, Evening and Weekend [Su] Su 14 Session II Summer [Description] The Republic of Fiji is a collection of 322 islands in the South Pacific Ocean, home to about 858,000 people. Although Fijians have done little to exacerbate the problem of global climate change, they and their neighbors in the South Pacific are among the first people on the planet to experience its effects. Issues Islanders currently face include coral bleaching, threats to mangroves and other nearshore ecosystems, rising sea levels, and declining terrestrial biodiversity, including the loss of important endemic species.MES students traveling to Fiji will observe firsthand how the Fijian government, NGOs, and everyday people address the effects of climate change; from adaptation activities at a local level to lobbying the international community through regional partnerships with other Small Island Developing States (SIDS).The social, cultural, and political dimensions of these complex environmental issues will be explored through visits to coastal and inland villages, government offices, NGOs, and the University of the South Pacific (USP). Students will visit major environmental sites on Viti Levu, Fiji’s largest island, including two national parks and other private reserves. Guest speakers from USP and various governmental and non-governmental organizations will visit or host our group in their offices to speak about island biodiversity, geography, political economy, and community development. Religion in Fiji is an important and complex beast: students will have the opportunity to visit the most famous Hindu temple in the country, attend village church services, and learn about Islam in Fiji. We will spend several days at an “eco-resort” in the Mamanuca islands, snorkeling on healthy and degraded reefs and engaging in mangrove conservation activities. Students will also spend several nights in rural villages for an immersive experience alongside Fijians and expatriates working on community development initiatives. Academic credit will be awarded in Pacific Island Sustainability for either two or four credits. Four credits will be awarded for those participating in the trip, keeping a detailed field journal, writing a summary of the experience, and researching and writing a paper on a topic of island sustainability. Two credits will be awarded for participating in the field trip, maintaining a field journal, and writing a summary of the experience. All students are required to write a self-evaluation for the instructor.Students are encouraged to contact the instructor by emailing well prior to May 1 to express interest in the course, arrange travel, and indicate topic areas of interest to be explored during the trip.More practical information will be shared during three pre-trip on-campus meetings, to be arranged at the convenience of the student cohort. , has a background in international development and sustainability. She is a Returned Peace Corps Volunteer and former Rotary International Ambassadorial Scholar. She lived in Suva, Fiji while earning a graduate certificate at the University of the South Pacific, where she studied geography and biodiversity protection. Her research at USP focused on the intersections of religion and ecology in the region and the associated mix of social and environmental policy and local and national levels. At Evergreen, where she earned her MES degree, she was a graduate research associate who coordinated education programs for the Sustainability in Prisons Project and she focused her thesis research on the effects of science and sustainability education on prison inmates. [Faculty] Brittany Gallagher [Start Quarters] Summer [Open Quarters]

Output: Summer

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Conquest East, Conquest West: Comparative "Manifest Destinies" Thomas Rainey and John Baldridge anthropology cultural studies ecology geography history political economy [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 8 [Credits_5] 08 [When] Evening and Weekend [W] W 14Winter [S] S 14Spring [Description] This interdisciplinary program offers comparative study of the Russian conquest of northern Eurasia (Siberia) and the Euro-American conquest of North America. It will explore the impact of what environmental historian Alfred Crosby calls "ecological imperialism" on native populations, economic development of the nations based on the exploitation of natural and agricultural resources, the ecological consequences of this exploitation, and the successes and failures of conservation efforts in Russia east of the Urals and in the United States west of the Mississippi. It will also consider the religious, economic, and social motivations and apologias for the ecological conquests. During the winter quarter, the program will examine these two world historical examples of ecological expansion and its consequences from 1600-1900; during the spring quarter, the program will explore the course and legacy of these conquests in the twentieth century as well as the current ecological state of these two continent-wide environments. Students can expect to read and write about bio-geographical, environmental-historical, ethnographic, natural historical, demographic, and political economic texts focusing on the western United States and on northern Eurasia. Personal and fictional accounts as well as films will also be used to enhance understanding of the environmental, economic, and social consequences of conquest. During the spring quarter, students can also expect to research and write short environmental histories of local areas in Western Washington. Credit will largely be in environmental history, bio-geography, and political economy. [Faculty] Thomas Rainey John Baldridge [Days] Tue Thu [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Winter [Open Quarters]

Output: Winter Spring

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Discovering the Unknown Russia Elena Smith cultural studies geography history literature [Offering] Course [Standing] FR–SRFreshmen–Senior [Credits] 4 [Credits_5] 04 [When] Evening [Su] Su 14 Session I Summer [Description] This course attempts to inspire a better understanding of today's Russia and the people of Russia through a study of their history, literature, arts, and culture. Everyone who has an interest in exploring Russia beyond the stereotypes of mainstream headlines or history textbooks is welcome. The students will be introduced to certain dramatic events of Russian history through film, literature, and personal experiences of the Russian people. Besides the traditional academic activities, the students will have hands-on experiences of Russian cuisine, song, and dance. Armed with an open mind and lead by a passionate native Russian professor, you should find Russia irresistibly attractive, and learn to appreciate the similarities of Russian and American cultures. [Faculty] Elena Smith [Days] Tue Thu [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Summer [Open Quarters]

Output: Summer

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Ecological Agriculture: The Science and Policy of Food Systems Martha Rosemeyer, Sarah Williams and Thomas Johnson agriculture botany ecology environmental studies geography history international studies sustainability studies Signature Required: Winter Spring [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 13 Fall [W] W 14Winter [S] S 14Spring [Description] Spring emphasis: We will study agroecology, traditional agriculture and permaculture in a tropical context. Seminar will focus on international “sustainable development” and its contradictions, successes and challenges. As a final project, students will apply their knowledge of tropical crops and soils to create a farm plan in a geographic area of their choice. This would be excellent preparation for an internship abroad and/or Peace Corps. [Faculty] Martha Rosemeyer Sarah Williams Thomas Johnson [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Output: Fall Winter Spring

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Ecotourism and Adventure Travel in a Threatened Biosphere David Phillips business and management environmental studies geography international studies language studies literature media studies outdoor leadership and education sustainability studies [Offering] Program [Standing] SO–SRSophomore–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 13 Fall [Description] This interdisciplinary 16-credit program focuses on ecotourism, culture-based tourism and adventure travel. Ecotourism offers wildlife and nature experiences in protected habitats and pristine areas. Participative tourism is based on visits to traditional rural communities where travelers share in the daily lives of unique host cultures. Adventure travel involves endurance sports and high-skill challenges in natural settings. Ecotourism is often touted as a contributor to the conservation of ecosystems and wildlife habitats, and to economic development in rural communities. We explore the history, outcomes and future potential of ecotourism in different parts of the world.We study historic travel accounts and the literature of travel, changing modes of tourism, including solo travel and the global trend toward leisure travel. Creative writing and storytelling allow students to share their own travel experiences and goals. Travel media and journalism, books, films and the internet provide sources for discussion and writing, and topics for research.We study current theory of ecotourism, including policy and case studies, and acquire tools for critical analysis. Students study the ecotourism market, including planning, management, operations, and project outcomes. Sustainability criteria for ecotourism is a key topic. We study impacts of culturally-focused “participative” travel in developing countries, and the relationship of tourism to environmental changes. Students’ weekly essays, journals and narratives serve to elaborate on diverse topics and the learning process.The program includes a Spanish language component. Students are encouraged to study the language for the full 16 credits (or to take another foreign language or elective course, as a 12-credit option).Students collaborate in groups or work individually to design and present models for ecotourism and adventure travel. Term projects can focus on business development, operations, outdoor safety and environmental education, travel writing, eco-lodge design, photography, travel films, internet and other media, applied research in tourism, or other related areas of interest.Guest speakers relate their experiences in the adventure travel and ecotourism businesses. Day-long outdoor experiences and multi-day class trips add an experiential component to the program, and films and videos round out our learning about ecotourism and adventure travel. [Faculty] David Phillips [Days] Mon Wed Fri [Multiple Standings] Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Output: Fall

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Mammals and Birds in the Landscape Peter Impara and Dina Roberts biology ecology environmental studies geography law and public policy natural history zoology Signature Required: Winter [Offering] Program [Standing] JR–SRJunior–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 13 Fall [W] W 14Winter [Description] How do we manage the habitat of mammals and birds, especially endangered species, in the Pacific Northwest? Mammals and birds are intelligent, complex animals that often have very specific habitat needs for successful living and reproduction. They interact in very elaborate ways with members of their species, other species, and with the landscape as a whole. A detailed understanding of habitat needs and how these habitats are distributed across the landscape is crucial to managing landscape to ensure future survival of particular species.This upper-division program will focus on examining and analyzing the habitat needs of specific species. Students will learn, develop and apply an intricate interdisciplinary suite of knowledge and techniques that include spatial analysis, ecological modeling, integration of scientific, legal and political information, and computer tools such as Geographic Information Systems (GIS) to develop habitat conservation plans for threatened and endangered species as listed under the Endangered Species Act of 1973.Students will learn about the natural history of specific mammals and birds of the Pacific Northwest and other regions. Habitat analysis will be conducted at the landscape scale, integrating the disciplines of landscape ecology with wildlife habitat analysis, wildlife biology, and habitat conservation planning. A final two-quarter project will be to develop and present a formal habitat conservation plan (HCP) for a threatened or endangered Pacific Northwest mammal or bird. Students will be required to understand and apply legal concepts associated with the Endangered Species Act of 1973 (as amended) as well as develop an understanding of stakeholders’ concerns and related issues surrounding resource users that may or may not come into conflict with the conservation of their selected species.Lectures will cover the areas of landscape ecology, wildlife habitat analysis, wildlife biology, evolution, and habitat conservation planning. Guest speakers will present recent case studies and approaches to conservation planning. Field trips to locations where wildlife management and conservation are occurring will expose students to methods of habitat assessment, conservation and restoration. [Faculty] Peter Impara Dina Roberts [Multiple Standings] Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Output: Fall Winter

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Mapping for Change John Baldridge geography [Offering] Course [Standing] FR–SRFreshmen–Senior [Credits] 4 [Credits_5] 04 [When] Evening [W] W 14Winter [Description] Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue. [Faculty] John Baldridge [Days] Wed [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Winter [Open Quarters]

Output: Winter

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Mapping for Change John Baldridge geography [Offering] Course [Standing] FR–SRFreshmen–Senior [Credits] 4 [Credits_5] 04 [When] Evening [S] S 14Spring [Description] Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue. [Faculty] John Baldridge [Days] Wed [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Spring [Open Quarters]

Output: Spring

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Shipwrecked! Imperialism, Capitalism, Racism and Cannibalism in the Golden Age of Sail John Baldridge geography history maritime studies [Offering] Program [Standing] FR–SRFreshmen–Senior [Credits] 8 [Credits_5] 08 [When] Evening [F] F 13 Fall [Description] Explore the history of imperialism and early globalization through real-life stories of shipwrecks and mutiny in this 8-credit Evening & Weekend Studies program. Learn the history behind , experience the true-life story of the shipwreck that inspired Melville’s , and read the horrific tale of incompetence and cannibalism following the wreck of the tall ship , which inspired one of the most famous paintings of an era. Then, set sail on the waters of the Puget Sound/Salish Sea to "learn the ropes" for real on an actual wooden sailing ship. This program is not for the faint of heart but is open to any and all! We will study historical accounts of famed shipwrecks and mutiny and the political, economic, and social contexts in which they took place. The "Age of Sail" constituted the genesis of western ideas about nationalism, globalization and cannibalism, and early European exploration by ship helped create and perpetuate enduring (and all-too-inaccurate) racial narratives that persist to this day. Together, we will debunk the distortions of history; sail the seas of literature, film, music, art, and rhetoric; and explore how the stories, language, and traditions of tall-ship sailors continue to shape the way we understand and describe the world. You won’t have to "walk the plank" before you learn what it means to be "three sheets to the wind" or "have the devil to pay." Above all—and this is guaranteed—no one will be "keel hauled" in the course of this program!Look forward to guest speakers in such areas as music, art, and maritime studies. Texts and films will be accompanied by lectures on historical geographies of globalization, imperialism, and culture, as well as workshops on art and music of the period. Be prepared to learn and/or compose sea shanties and, weather permitting, sing them on the deck of a wooden ship under sail! Book-length readings (and/or excerpts) will include: (Caroline Alexander); (Nathaniel Philbrick); (Jonathan Miles); (Neil Hanson); (Andrew Jampoler); (Caroline Alexander); and others. Film screenings may include: (2011); (1962); (2002); and more. Seminars on readings and films, along with workshops on art, music, history and geography will be complemented by a full-day Saturday field trip aboard a wooden sailing ship in the South Sound, so program participants can experience some of the conditions of life experienced by the sailors whose stories we will learn.A rollicking time will be had by all, and we’ll have salt in our veins by the end of the quarter, for sure! [Faculty] John Baldridge [Days] Tue Thu [Multiple Standings] Freshmen FR Sophomore SO Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Output: Fall

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [Title] Small World: Poverty and Development on a Shrinking Planet Peter Dorman anthropology economics environmental studies geography health history international studies mathematics political economy political science sociology [Offering] Program [Standing] JR–SRJunior–Senior [Credits] 16 [Credits_5] 16 [When] Day [F] F 13 Fall [W] W 14Winter [S] S 14Spring [Description] There are of poor people in the world today, and even more who have limited access to health care, education and political and cultural opportunities. The word commonly used to refer to the process of economic growth and the expansion of opportunity is development—but there is enormous disagreement over how this word should be understood or even whether it should be used at all. This program will examine development on multiple levels: historical, philosophical, political and economic. It will place the quest for development in the context of European colonial expansion, military conflict and the tension between competing cultural frameworks. In doing this, it will combine “outside” views of development, as seen by administrators and experts, with the “inside” views of people who are most directly affected by development and its absence. At the same time, there will be a strong push toward usable knowledge: learning the skills that are essential for people who work in the field of development and want to make a dent in this radically unequal world. Economics will be an important contributor to our knowledge base; the program will offer introductory-level micro- and macroeconomics, with examples drawn from the development experience. Just as important is statistics, since quantitative methods have become indispensable in development work. We will learn about survey methodology and techniques used to analyze data. Another basis for this program is the belief that economics, politics and lived experience are inseparable. Just as quantitative techniques are used to shed light on people’s experiences, their own voices are essential for making sense of the numbers and can sometimes overrule them altogether. We will read literature that expresses the perspective of writers from non-Western countries, view films and consider other forms of testimony. The goal is to see the world, as much as possible, through their eyes as well as ours.Spring quarter will be devoted primarily to research. It will begin with a short, intensive training in research methods, based on the strategy of deeply analyzing a few papers to see how their authors researched and wrote them. After this, depending on the skills and interests of students, an effort will be made to place them as assistants to professional researchers or, if they prefer, they can pursue their own projects. We will meet as a group periodically to discuss emerging trends in development research and practice, as well as to help each other cope with the difficulties in our own work. By the end of three quarters, students should be prepared for internships or further professional studies in this field. [Faculty] Peter Dorman [Days] Mon Mon Wed Thu Thu [Multiple Standings] Junior JR Senior SR [Start Quarters] Fall [Open Quarters]

Output: Fall Winter

2013-14 Undergraduate Index A-Z | The Evergreen State College


Input: [0] Degree Level [Common Requirements]

Output: Certificate, degree or partial completion of postsecondary program required for entry-level work; education requirements increase with advancement

How to Become a Medical Instrument Technician


Input: [0] Degree Field [Common Requirements]

Output: Dependent on the medical field; practical nursing, operating room technology and surgical technology majors are common at the entry level

How to Become a Medical Instrument Technician


Input: [0] Experience [Common Requirements]

Output: At least six months of experience required for GS-3 employment

How to Become a Medical Instrument Technician


Input: [0] Key Skills [Common Requirements]

Output: Ability to work as part of a team, sense of personal responsibility, communication skills, sensitivity when dealing with patients, strong attention to patient response

How to Become a Medical Instrument Technician


Input: [0] Technical Skills [Common Requirements]

Output: Knowledge of specific medical instruments and devices, like ultrasound and Doppler devices, spirometers, dialysis machinery and endoscopic instruments

How to Become a Medical Instrument Technician


Input: [0] Additional Requirements [Common Requirements]

Output: Basic understanding of medical sciences

How to Become a Medical Instrument Technician


Input: [Root Operation] Alteration [Definition]

Output: Modifying the Anatomic Structure of a Body Part Without Affecting the Function of the Body Part

Root Operations (Medical and Surgical Section 0)


Input: [Root Operation] Bypass [Definition]

Output: Altering the Route of Passage of the Contents of a Tubular Body Part


Input: [Root Operation] Change [Definition]

Output: Taking Out or Off a Device From a Body Part and Putting Back an Identical or Similar Device in or on the Same Body Part Without Cutting or Puncturing the Skin or a Mucous Membrane


Input: [Root Operation] Control [Definition]

Output: Stopping, or Attempting to Stop, Postprocedural Bleeding


Input: [Root Operation] Creation [Definition]

Output: Making a New Genital Structure That Does Not Take Over the Function of a Body Part


Input: [Root Operation] Destruction [Definition]

Output: Physical Eradication of All or a Portion of a Body Part by the Direct Use of Energy, Force or a Destructive Agent


Input: [Root Operation] Detachment [Definition]

Output: Cutting Off All or Part of the Upper or Lower Extremities


Input: [Root Operation] Dilation [Definition]

Output: Expanding an Orifice or the Lumen of a Tubular Body Part


Input: [Root Operation] Division [Definition]

Output: Cutting Into a Body Part Without Draining Fluids and/or Gases from the Body Part in Order to Separate or Transect a Body Part


Input: [Root Operation] Drainage [Definition]

Output: Taking or Letting Out Fluids and/or Gases from a Body Part


Input: [Root Operation] Excision [Definition]

Output: Cutting Out or Off, Without Replacement, a Portion of a Body Part


Input: [Root Operation] Extirpation [Definition]

Output: Taking or Cutting Out Solid Matter From a Body Part


Input: [Root Operation] Extraction [Definition]

Output: Pulling or Stripping Out or Off All or a Portion of a Body Part by the Use of Force


Input: [Root Operation] Fragmentation [Definition]

Output: Breaking Solid Matter in a Body Part Into Pieces


Input: [Root Operation] Fusion [Definition]

Output: Joining Together Portions of an Articular Body Part Rendering the Articular Body Part Immobile


Input: [Root Operation] Insertion [Definition]

Output: Putting in a Non-Biological Appliance That Monitors, Assists, Performs or Prevents a Physiological Function but Does NOT Physically Take the Place of a Body Part


Input: [Root Operation] Inspection [Definition]

Output: Visually and/or Manually Exploring a Body Part


Input: [Root Operation] Map [Definition]

Output: Locating the Route of Passage of Electrical Impulses and/or Locating Functional Areas in a Body Part


Input: [Root Operation] Occlusion [Definition]

Output: Completely Closing an Orifice or the Lumen of a Tubular Body Part


Input: [Root Operation] Reattachment [Definition]

Output: Putting Back in or on All or a Portion of a Separated Body Part to Its Normal Location or Other Suitable Location


Input: [Root Operation] Release [Definition]

Output: Freeing a Body Part From an Abnormal Physical Constraint by Cutting or by Use of Force


Input: [Root Operation] Removal [Definition]

Output: Taking Out or Off a Device From a Body Part


Input: [Root Operation] Repair [Definition]

Output: Restoring, to the Extent Possible, a Body Part to Its Normal Anatomic Structure and Function


Input: [Root Operation] Replacement [Definition]

Output: Putting in or on Biological or Synthetic Material That Physically Takes the Place and/or Function of All or a Portion of a Body Part


Input: [Root Operation] Reposition [Definition]

Output: Moving to Its Normal Location or Other Suitable Location All or a Portion of a Body Part


Input: [Root Operation] Resection [Definition]

Output: Cutting Out or Off, Without Replacement, All of a Body Part


Input: [Root Operation] Restriction [Definition]

Output: Partially Closing an Orifice or the Lumen of a Tubular Body Part


Input: [Root Operation] Revision [Definition]

Output: Correcting, to the Extent Possible, a Portion of a Malfunctioning Device or the Position of a Displaced Device


Input: [Root Operation] Supplement [Definition]

Output: Putting in or on Biological or Synthetic Material That Physically Reinforces and/or Augments the Function of a Body Part


Input: [Root Operation] Transfer [Definition]

Output: Moving, Without Taking Out, All or a Portion of a Body Part to Another Location to Take Over the Function of All or a Portion of a Body Part


Input: [Root Operation] Transplantation [Definition]

Output: Putting in or on All or a Portion of a Living Body Part Taken From Another Individual or Animal to Physically Take the Place and/or Function of All or a Portion of a Similar Body Part


Input: [Word] Conference [Definition]

Output: Used to denote a noncredit educational program or activity of brief duration sponsored by a college/school, department, student organization, or other agency of the University.


Input: [Word] Course [Definition]

Output: A program of instruction that systematically explores a specified subject area offered under the guidance of an instructor in a series of sessions over an extended period of time.


Input: [Word] Self-supporting Activity [Definition]

Output: A program which operates on the basis of revenues generated rather than general funding from the University. Self-supporting activities are designed to generate sufficient revenues to cover all direct costs of the program as well as CEC administrative costs and, in the case of credit programs, University facility and administrative costs.


Input: [Word] Distance Learning [Definition]

Output: A structured learning process by which a student is physically removed (from both) the instructor and the instructional setting associated with the campus, but has the opportunity to interact with the instructor, or, also, other students in educational activities.


Input: [Word] Consortial Programs [Definition]

Output: Courses or programs offered in cooperation with other institutions or groups of institutions organized into a consortium to meet specific needs. These programs may require special arrangements to suit the agreed upon policies of the consortium.


Input: [Word] Sponsor [Definition]

Output: Used to designate the academic college/school and/or a department that assumes responsibility for the content and/or academic quality of the event. Events may be conducted �in cooperation with" (non-financial assistance) or may be �supported by" (financial assistance) outside agencies provided there is internal sponsorship.


Input: [Word] Chairperson [Definition]

Output: Used to designate the University faculty or staff member who is assigned by the department head to represent the sponsoring college/school or department in the discharge of its responsibilities.


Input: [Word] Coordinator/Program Manager [Definition]

Output: Used to designate the Continuing Education and Conferences staff member assigned to the conference or continuing education activity. The coordinator/program manager will be responsible for all aspects of the conference/meeting, with the exception of the program content. The coordinator/program manager is responsible for all administrative matters connected with the operation of the program. This includes, but is not limited to, developing the Letter of Agreement and the preliminary budget and advising the chairperson of all financial matters during the planning process, reservations of all facilities, coordinating food service, audio visual and transportation needs, coordinating the registration process, etc.


Input: [Kind] Package [Name] dbconfig [Docs]

Output: Package providing interface implementations for interacting with the various databases.


Input: [Kind] Module [Name] dbobject [Docs]

Output: Code relating to the base DBObject object.


Input: [Kind] Module [Name] exceptions [Docs]

Output: All Exception classes.


Input: [Kind] Module [Name] registry [Docs]

Output: Module handling global registration of variables and classes.


Input: [Kind] Module [Name] relationships [Docs]

Output: Module descripting different types of object relationships.


Input: [Kind] Package [Name] tests [Docs]

Output: Undocumented


Input: [Kind] Module [Name] utils [Docs]

Output: General catchall for functions that don't make sense as methods.


Input: [Kind] Module [Name] validation [Docs]

Output: Package providing validation support for DBObjects.


Input: [Register] MODE [Size] 2 bits [Purpose]

Output: Controls the format of data which follows various instructions. In some cases, it also controls whether certain filter coefficients are zeroed or left unmodified. The exact meaning of MODE varies by instruction. MODE is sticky, meaning that once it is set, it retains its value until it is explicitly changed by Opcode 1000 (SETMODE) or the sequencer halts.