envs final

Flashcard #1
Term: You desire an excused absence in ENVS 160. Which of the below is/are true?
Definition: ALL of the above are true for excused absences in ENVS 160.

Flashcard #2
Term: Of the three criteria for a tipping point included in Wang et al. (2023), which one was NOT true for sea level rise-related change, according to the authors?
Definition: Undergo rapid change

Flashcard #3
Term: Based on our lecture and discussion, "climate crisis" is best understood as a/an:
Definition: Narrative

Flashcard #4
Term: What kind of a question is this: "Is biodiversity loss more a result of direct harvesting or of general habitat loss?"
Definition: Explanatory

Flashcard #5
Term: What kind of a question is this: "How have rates of biodiversity loss changed in the last 100 years?"
Definition: Descriptive

Flashcard #6
Term: You hear a climate activist say "We must fight fossil fuel companies!" This is an example of what way of navigating difference?
Definition: Counting to two

Flashcard #7
Term: We emphasized in class one major demographic differentiator of 2023-24 EcoTypes Knowledge types; it was
Definition: None of the above resulted in different Knowledge types

Flashcard #8
Term: Say your EcoType is Earth Action. What is/are true about it?
Definition: Its complementary EcoType (phrase) is Land Stewardship.

Flashcard #9
Term: Which of the below is/are correct about the U.N. SDGs?
Definition: They arose after several years of input from people across the world.

Flashcard #10
Term: The logical and statistical order of EcoTypes components proceeds from:
Definition: 12 EcoTypes axes to 3 EcoTypes themes to various EcoTypes based on these themes.

Flashcard #11
Term: As mentioned in class, a good deal of contemporary sustainability resonates with which EcoTypes axis pole?
Definition: The stable Ecosystems pole.

Flashcard #12
Term: One example of a Big Green Word is:
Definition: Natural

Flashcard #13
Term: The Guthman and Greenberg readings we did both seem to agree that sustainability:
Definition: Does not mean just one thing; there are different sustainabilities.

Flashcard #14
Term: Here is an actual press release: "August 1st marks Earth Overshoot Day, the date when humanity’s demand on nature’s resources surpasses Earth’s capacity to regenerate them for the given year." This is a good example of:
Definition: The Limits to Growth framework.

Flashcard #15
Term: We studied two frameworks, Limits to Growth and sustainability. When treating them as frameworks, we focus on:
Definition: The assumptions that underly them.

Flashcard #16
Term: Our ENVS 160 panel this week featured representatives of:
Definition: Both of the above.

Flashcard #17
Term: Our overview lecture of Portland city planning suggested that:
Definition: Neither of the above is correct.

Flashcard #18
Term: In comparing the NYT reading "Fighting for Anthony" with PDX Street Roots panelist stories, we agreed that:
Definition: Panelists did not offer the same experience as we read about Anthony.

Flashcard #19
Term: Which of the following is/are true of your ENVS 160 portfolio?:
Definition: Each entry will address one of eight career competencies.

Flashcard #20
Term: In the context of homelessness, "revanchism" is when the government:
Definition: Reclaims land (e.g., public spaces) previously occupied by the unhoused.

Flashcard #21
Term: While discussing options to address the urban housing crisis in future, we learned about YIMBYs. They are:
Definition: "Yes In My Backyard:" people who support building more housing in cities, even next to where they live.

Flashcard #22
Term: Which of the following quotes has an essentialist assumption?
Definition: All of the above are essentialist in their assumptions.

Flashcard #23
Term: Actor-network theory and ANT mapping build on an approach to environment as:
Definition: A network of connections among different actors defining our surroundings.

Flashcard #24
Term: From what we learned in lecture, the most historically (etymologically) accurate use of "environment" is:
Definition: Our surroundings, or "environs."

Flashcard #25
Term: We read "Love your monsters." Latour's point was that:
Definition: Both of the above are a correct reading of this article.

Flashcard #26
Term: Last Friday, we compared three environmental frameworks we've discussed at length in class, including:
Definition: The limits to growth, sustainability, and post-naturalism.

Flashcard #27
Term: Situated research grounds environmental issues in particular
Definition: Places

Flashcard #28
Term: We read a proposal to reconcile competing approaches to global biodiversity conservation by:
Definition: Situating these diverse approaches to apply each in its suitable location/habitat.

Flashcard #29
Term: How does the Half-Earth conservation proposal respond to the Anthropocene?
Definition: It essentially accepts the Anthropocene for the one-half of Earth dedicated to humans, but dedicates the other half to biodiversity conservation, consistent with nonhuman Place.

Flashcard #30
Term: One important characteristic of the situated research focus question is that it:
Definition: All of the above are characteristics of focus questions.

Flashcard #31
Term: As discussed in class, an intensive, "land-sparing" approach to agriculture generally supports:
Definition: Greater agricultural outputs per acre.

Flashcard #32
Term: Perfect Balance USA is a nonprofit affiliated with which organization that appeared on our Mon panel?
Definition: Young Farmers & Ranchers

Flashcard #33
Term: The National Research Council definition of agricultural sustainability considers:
Definition: All of the above are considered in the NRC definition (and more).

Flashcard #34
Term: We gave a sample framing question in class: "Is Big Agriculture Bad?" One problem noted with this question is that:
Definition: It is a binary, yes/no question; good questions should allow for a range of answers.

Flashcard #35
Term: When you follow the situated hourglass in researching an environmental issue, the first step is to:
Definition: Come up with a big (framing) question for your research.

Flashcard #36
Term: Last Fri, Prof. Jessica Kleiss presented on her research. What is fetch?
Definition: The distance that a steady wind blows over the water.

Flashcard #37
Term: On Mon, I presented some charts summarizing LC student EcoTypes responses this fall. Which is/are correct?
Definition: We tend to lean toward the "sacred" (vs. "secular") pole of the Spirituality axis.

Flashcard #38
Term: Lynn White's essay on religion and environment ultimately prescribes what solution?
Definition: Seek greener role models in Western religion; one example is St. Francis of Assisi.

Flashcard #39
Term: "People of color deserve a place at the table alongside city officials, to make decisions affecting their neighborhoods." This statement is an example of what kind of justice?
Definition: Restorative

Flashcard #40
Term: The history of Black environmental thought can be summarized in terms of what EcoTypes theme(s)?
Definition: Small Action, based on the historical success of incremental change.

Flashcard #41
Term: Say you used EJScreen to make a map exploring whether PM 2.5 pollutants are more concentrated in neighborhoods with greater proportions of people of color. Which form of environmental justice does this map primarily suggest?
Definition: Restorative

Flashcard #42
Term: We discussed some possible new narratives in class. Which of the below is true?
Definition: Neither of the above is correct.

Flashcard #43
Term: "This place was once so beautiful here; then people came and destroyed everything." This is an example of what kind of environmental narrative?
Definition: Declensionist

Flashcard #44
Term: We watched the ELF video in part to polish our framing/focus question skills. Say you posed this focus question: "What was ELF?" It's not a good focus question because it:
Definition: Is not geographically situated

Flashcard #45
Term: The Tillamook Forest video we watched in class was a good example of a/an:
Definition: Progressive narrative

Flashcard #46
Term: One psychological or social force that lead you to be more conformist than creative is:
Definition: All of the above were mentioned as leading to conformist thinking.

Flashcard #47
Term: A Curriculum for Change focuses on two main components, including:
Definition: Both of the above.

Flashcard #48
Term: You desire an excused absence. Which of the below is/are true?
Definition: All of the above are true for excused absences.

Flashcard #49
Term: The five minute attendance rule in Prof. Proctor's classes means which of the following?
Definition: You may enter class up to five minutes after the official start time, but no later.

Flashcard #50
Term: You would like to do well in Prof. Proctor's courses. What are some strategies he recommends?
Definition: All of the above are good strategies he recommends.

Flashcard #51
Term: You forgot to do a Moodle post due by the start of class. What can you do?
Definition: Please remember to post on time in future; you cannot get credit for late posts.

Flashcard #52
Term: You prefer to take notes on your laptop in class. In Prof. Proctor's classes, you should:
Definition: Bring and use it, but make sure to guard against digital distraction.

Flashcard #53
Term: Prof. Proctor's approach to grading is best summarized by which of the below?
Definition: He reports scores to you, and you propose a fair grade based on these scores.

Flashcard #54
Term: You desire feedback on a course assignment. What should you do?
Definition: Schedule office hours (and optionally submit a consultation form) to discuss directly.

Flashcard #55
Term: Which of the following virtues informs my Curriculum for Change?
Definition: None of the above correctly describe my approach to a Curriculum for Change.