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Soundings In This Issue

An Open Letter to the Faculty

President’s Corner

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SCCFT Membership Application

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Policy Changes

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Congrats to Anna Sterner!

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Overtures - Corki Budnick & Vanessa Hemovich 10 Making Waves—”Reference Roadshow” Comes to the PUB 12 Sabbatical Application Information

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SCCFT Executive Board

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Calendar Final Grades Due for Fall Tuesday, December 17th 10 PM Winter Quarter Classes Start Monday, January 7th

Kanpong Thaweesuk SCC Student Body Association President StudentPresident@shoreline.edu Dear Shoreline Community College Faculty, On behalf the Student Body Association (SBA), I am writing this message to apprise you regarding the student’s proposal to create a Student Trustee position. I am asking for your support on this matter. It is my firm view that having a representative of student voice on campus, on the Board of Trustees, will assure that the college will better serve the educational and cultural needs of the diverse community. It is my conviction that the creation of a Student Trustee position will hold the college more accountable on the decisions that are made. A Student Trustee will ensure that the most powerful board at the college is informed about the daily experiences of students on campus. It would provide a student perspective ensuring that board deliberations would be comprised of a genuine interest to benefit students. The Board’s ability to make a decision based on the student perspective will help promote more viable ways and means to address issues and enhance overall student learning experiences on campus. “A Student Trustee will be inherently and intimately connected to the needs and desires of the student body, which will allow for the Board of Trustees to be better informed of the challenges facing SCC students and will result in more effective governance,” stated in a letter of support from University of Washington student leaders. The President of California Community College Association of Student Trustees, Arthur Valenzuela, wrote a letter in support of the SBA’s proposal, which continued on page 6 Vo lume 4 0 Issue 3 De cembe r 1 1 , 2 0 1 2


President’s Corner The Benefits of Working Together Amy J. Kinsel Professor of History & AFT Local 1950 President akinsel@shoreline.edu The American Federation of Teachers (AFT) Higher Education division describes its mission as helping “our affiliates and their members prosper in the face of political, economic and technological forces challenging the most basic assumptions about the union’s role on campus.” AFT goes on to state:

As I observe higher education developments in our state and across the country, one of my biggest concerns is how easy it often seems for the perspectives and expertise of faculty to be ignored in higher education decision-making processes. Washington’s new Student Achievement Council, SBCTC staff, and Shoreline’s own administration genuinely seek to imPolitical attacks on public service in general and prove the educational attainment of the state’s colpublic higher education in particular have, in part, lege students and they are eager to try out educaresulted in: tional reform ideas. As faculty we share their focus  tight budgets, as well as anti-union college presi- on improving student success as the motivation for what we do every day in our face-to-face classdents and boards of trustees; rooms, online sections, clinicals, labs, libraries, tu exploitation of part-time/adjunct and other toring centers, and advising sessions with students. nontenure-track faculty, and graduate employWhile we share many common goals with state legisees; lators and college administrators, what faculty hope  increased intervention from state and federal for and expect to earn is respect as professional edulegislators; and cators working with others toward a common goal. We ask that all stakeholders in the higher education  attacks on tenure, shared governance and acasystem consult with faculty and include us when disdemic freedom. cussing and planning for educational changes. The past few years have generally not been happy times to be working in public higher education in Washington. The 2013 state budget outlook unfortunately does not provide much encouragement that the lack of public support—budgetary and political— we experience as community college faculty will change anytime soon. Although the State Board for Community and Technical Colleges (SBCTC) has put forward a biennial budget request that asks the legislature to expand funding to improve faculty salaries--including cost of living increases, increments, closing the pay gap between part-time and full-time faculty, and converting part-time to full-time faculty lines--because of declining state revenue and increased state obligations to fund K-12 education, the prospects for approval of the full SBCTC budget request are uncertain. 2

On a small scale at Shoreline, and despite a few bumpy patches, I have recently noticed encouraging signs that faculty, staff, students, and administrators can develop positive working relationships that allow us to tackle operational and policy decisions in ways that should facilitate student success. A fundamental working conditions complaint the Federation has heard about repeatedly from faculty concerns the functionality—or not—of media equipment and other technology installed in classrooms on campus. As a result of these faculty complaints, the Federation is working with administration and staff to identify ongoing equipment concerns and performance issues. VPAS Daryl Campbell, Dean of Social Sciences/Library/Media Bob Francis, TSS Director Gary Kalbfleisch, and media technology spe-


cialist Paul Fernandez, among others, have committed themselves to work with the Federation to address continuing faculty concerns as quickly as possible. Thanks go to faculty who responded to requests from the Federation and the administration to supply detailed information about continued classroom technology issues. Look for an announcement soon inviting faculty to try out prototypes of modified equipment that is intended to address the faculty’s most significant classroom technology concerns.

And whether faculty teach in a physical or an online classroom, or in some mixture of the two, how the College responds to unexpected weather and other closures affects all campus constituencies. In hopes of being better prepared this winter than we were last winter to meet the challenge of a significant weather-related campus closure, the Federation leadership has worked with Faculty Senate leadership, PIO Director Jim Hills, and VPHR Stephen Smith to revise a number of College policies to improve the College’s ability to cope with a lengthy campus cloAnd what of working conditions for our virtual class- sure similar to the one we experienced last Winter. rooms? Faculty Revised procedures athave long extached to Policy 6030, pressed frustraSuspended Operations tion with the vadefine two options for garies and idiosuspending college opsyncrasies of the erations in the event of Blackboard learninclement weather or ing management other emergency, the system (LMS), and first of which closes have sometimes campus and cancels onfelt they were not campus classes and acadequately contivities but allows faculsulted when upty to determine whethgrades to the er classes will continue Blackboard system occurred. This year, by contrast, online or through previously-announced assignments, many faculty have worked with Virtual College Direc- and the second of which cancels all classes whether tor Ann Garnsey-Harter and staff in eLearning Suponline or face-to-face. The default position of Colport Services to test and provide feedback on wheth- lege will be to disrupt instruction as little as possible er the College should join other colleges and univer- should the campus need to be closed for any reason. sities across the state in moving from our current LMS to a new platform, Canvas. Thanks in part to Changes to Policy 6030 go hand in hand with revised cooperation between administration, staff, students, procedures attached to Policy 6100, Required Syllabi and faculty, a decision to move to Canvas has been for Credit Courses that urge faculty to include in announced, and there is now a transition plan in their syllabi “information about class contingency place that aims to support both faculty and students plans for when the campus is closed.” in making this significant change. continued on page 4

“I have recently noticed encouraging signs that faculty, staff, students, and administrators can develop positive working relationships that... facilitate student success."

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President’s Corner continued from page 3

“classes are cancelled” really means we can’t continue to teach our students online, we feel that we The intent of this change is to allow faculty who are not fulfilling our promise to our students to do teach hybrid and web-enhanced courses to specify in the best we can to give them the instruction and advance in their syllabi whether their courses will support they need. continue to meet online in the event of campus closure. Working together to fix these mundane problems may seem like a modest accomplishment. When the Faculty who teach fully-face-to-face classes also road ahead becomes less bumpy, however, and we have the option to inform students in advance don’t have to contend with daily frustrations like whether their students in their courses will continue these, I hope we remember the benefits of working to “meet” in some fashion or complete alternate together. assignments during a campus closure. These may seem like three fairly small and even insignificant examples of cooperation between faculty, administration, staff, and students. But sometimes it is the little things we deal with day after day and year after year that can make a difference for our students. When we find ourselves teaching in classrooms without functional media equipment, faculty cannot provide the enriched instruction our students expect from us. When we are frustrated by clicking 10 buttons to change one date in Blackboard, faculty waste precious time fiddling with software applications rather than interacting with students. And when we lose the entire first week of the quarter to confusion over whether an announcement that

Join Us! Even though all Shoreline faculty automatically have union fees deducted from their paychecks, you must elect to become a member. If you work as full-time or part-time faculty at Shoreline Community College and wish to join the union, then please fill out and sign the form on page 11 and return it to SCCFT Vice President Kira Wennstrom: kwennstrom@shoreline.edu 4


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continued from page 1

members on the board of trustees, regents, and the higher education coordinating board, providing asked, “How can a body put forward policies on a greater depth in board deliberations and a wellgroup with no representation?” educated conduit for students to voice ideas and concerns.” The WPDSS club’s letter of support states The Board and Administration appear to be reluctant that the language expresses a clear argument and to support the willingness of students to contribute precedence for the creation of a student trustee poto the continual improvement of the college. I am sition. prompted to wonder that if the college truly values student success, why does it not empower students Despite the uncertainty of Board and Administrative to contribute to their own successes? support for a Student Trustee position, I will continue communicating with othAs you might have known, er colleges and universities earlier this year a state law to best understand how to “A Student Trustee will ensure was passed that encourages, advocate for the Student but does not require, the Trustee position in the hope that the most powerful board governing boards at commuof producing a proposal that at the college is informed nity/technical colleges in would satisfy the Board of about the daily experiences of WA State to create an addiTrustees. tional seat on the Boards of students on campus.” Trustees to be filled by a Finally, I sincerely thank the student. On September 26th, Faculty Senate and the Facthe SBA requested that the ulty Federation Union for board consider creating a Student Trustee position. their current support of students. I ask that the facOn December 5th, Faculty Senate chair, Terry Tayulty continue to communicate on this issue and aclor, the President of Faculty Federation Union, Amy tively support the creation of the Student Trustee Kinsel, and a student representative from the Afriposition. If you have any advice, comments, or quescan student club, Untura Negash, and a student oftions, please feel free to contact me at Studentpresficer from the Worldly Philosophers & Dismal Scien- ident@shoreline.edu. More information available at tists’ Society (WP&DSS) club, Bradley Brown, collab- www.shoreline.edu/sba/studentvoices oratively spoke in support the creation of the Student Trustee position. Warmest regards, Kanpong Thaweesuk Prior to any comments on the subject, the Board President, Shoreline Community College Student Chair, Phil Barrett, announced that the board would Body Association Parliament revisit the proposal at an unidentified time in Spring 2013, stating that he had doubts about the ability of a Student Trustee and the benefits they could provide. Both the Shoreline Community College Faculty The state law relating to the student trustee position states, “Students serving on governing boards of higher education have proven effective in Washington and in over thirty other states. For well over a decade students at Washington's four-year institutions of higher education have served as voting 6

Senate and the Shoreline Community College Federation of Teachers support the SBA in their campaign to add a student position to the SCC Board of Trustees. On page 7 you can read the Faculty Senate resolution that was presented at the December 5th Board meeting.


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Policy Changes for Winter 2013 Amy J. Kinsel Professor of History & AFT Local 1950 President akinsel@shoreline.edu As faculty prepare their course syllabi for Winter 2013, they should note three new or revised College policies that directly affect instruction.

For similar reasons, Shoreline faculty should communicate with students via College-issued shoreline.edu accounts. The College will also no longer send official communications to faculty except First, a new Policy 5050, Official Student Email Com- through Shoreline employee email accounts. These munication, reads in its entirety: parallel email procedures protect administrators, The College requires that all students have a staff, students and faculty alike by providing verifiaShoreline Community College (SCC) student eble email accounts for all parties, making it less likemail account for the purpose of receiving offily that student communications will be lost when the cial Shoreline Community College communicaShoreline server rejects messages from unknown tion which may include but is not limited to: email address, and making it easier for students to campus security alerts, campus closures, Infor- search for and find email addresses for College emmation Technology (IT) security alerts, financial ployees. aid notifications, enrollment and registration transactions, or instructor messages. Second, the College has revised the procedures assoThe College will send all official administrative and ciated with Policy 6030, Suspended Operations, to instructional communications to students’ Shoreline incorporate additional emergency text and voice student e-mail accounts. communication methods into these procedures, and to allow faculty the flexibility to continue to teach Procedures attached to this policy explain that new their courses online or through alternative assignstudents will be assigned official Shoreline email ac- ments even when on-campus classes have been cancounts upon application to or enrollment at the Col- celled. Previous procedures called for the College lege, that current students will be required to reto cancel classes when inclement weather or other quest Shoreline email accounts, and that all students emergencies forced the closure of campus, but did should be aware that official College communicanot account for new technology that allows instructions will be sent to their Shoreline email accounts. tion to continue remotely for many students. The Official communications include but are not limited revised Suspended Operations procedures include a to information from Cashiering, Enrollment Services, provision for classes to continue to meet online or and Financial Aid, as well as information from invia alternate assignments according to previouslystructional divisions. announced instructor guidelines. Announcements of campus closures will henceforth state that onFaculty should soon see go.shoreline.edu addresses campus class meetings and student activities are listed for students on their course rosters and in cancelled, and ask students to check their course Blackboard (now) or Canvas (Spring quarter) email syllabi for instructions from faculty about contingensystems. Because official Shoreline student email cy plans for continued instruction during a campus accounts can be verified as connected with a specif- closure. ic individual (unlike email account from open services such as yahoo and hotmail), faculty may send This brings us to the third change, which consists of information to students via Shoreline email and be in two small but important revisions to the procedures compliance with the Family Educational Rights and attached to Policy 6011, Required Syllabi for Credit Privacy Act of 1974 (FERPA). Courses. Previously, syllabus procedures asked in8


structors to include an email address on their syllabi “if available.” That limitation is now removed; faculty should provide students with their Shoreline email addresses. In addition, faculty should include the following in their course syllabi: “Information about class contingency plans for when the campus is closed (compliant with Policy #6030, Suspended Operations).” Under this provision, each instructor should inform his or her students in advance whether an online class will continue as usual notwithstanding campus closure, for instance, whether a hybrid class will continue with additional online work should on-campus meetings be cancelled, or whether the instructor will make arrangements for alternative or make-up assignments that are suitable for each course. Given the week-long campus snow and ice closure during Winter 2012, faculty would be well-advised to take a few minutes to add information to their Winter 2013 course syllabi about contingency plans should the College need to suspend on-campus operations next quarter. Faculty might also wish to inform students about the new Policy 5050 requirement that students ask for and use go.shoreline.edu addresses to receive official College communications. Students can do this at the Student Email web page: http:// new.shoreline.edu/currentstudents/email/. Students must already request a Shoreline email address in order to access many of the College’s online services, including Library databases, from off campus. Now there is an additional reason for faculty to remind continuing students to request and use their go.shoreline.edu accounts.

Congratulations Anna Sterner! At the December 5th Board of Trustees meeting Anna Sterner (Nursing) was granted tenure. You can read more about Anna’s achievements on the Shoreline Community College blog. Congratulations!

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Overtures Introducing: Corki Budnick Dennis Chang Tenure Track Faculty, Nursing dchang2@shoreline.edu

Corine (Corki) Budnick Tenure Track Faculty, Nursing It is my distinct pleasure to introduce Corki Budnick. Corki has joined the nursing department as full time tenured tracked faculty this year. She is an alumna of our program and graduated with her associate’s degree in nursing in 1974. Since then, she has had a long and distinguished career at Evergreen Hospital where she worked in critical care for eighteen years and worked in the cardiac catheterization laboratory for thirteen years. Corki received her Masters of Nursing degree from University of Washington-Bothell in 2008. Corki has been given the critical assignment of teaching the first quarter of our program with our illustrious faculty member, Sharon Stewart. They are tasked with the awesome responsibility of teaching incipient nursing students the foundational knowledge and values that they will need in order to be successful in the rest of the program, and to become excellent nurses. Corki team teaches the following courses with Sharon Stewart—Foundations of Nursing Practice, Nursing Foundations Practicum, and Skills Practice Laboratories. On her days off from teaching, Corki channels her energy to other interests, such as biking, raising chickens, hiking, and saving various furry creatures from harm’s way. To maintain her surgical dexterity and physical agility, Corki engages in sewing, crafts, and home improvement projects. In addition, Corki loves to ski, and after a two year hiatus from her favorite sport, she will return to the slopes this winter. Would anyone like to join her?

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Introducing: Vanessa Hemovich Don Christensen Professor of Psychology dchristensen@shroeline.edu

Vanessa Hemovich Associate Faculty of Psychology Vanessa Hemovich received her Ph. D. is social psychology from Claremont Graduate University and began teaching psychology classes at Shoreline a little over two years ago. She has primarily taught sections of General Psychology though just last spring she taught a section of our Research Methods course. Before teaching this new class, she shared that she was extremely excited to about it, stating, “If I could only teach one psychology class, I’d want it to be research methods!” Vanessa has been an active member of our department, participating in information literacy sessions that we’ve been having with the library since last year. Outside of Shoreline, she works (virtually) in an addiction research lab at Loyola Marymount University that focuses on harm reduction and teaches online for New England College and Digipen. Vanessa brings an informed enthusiasm for psychology to her classes as well as a strong desire to share the joys and excitement of science. She says she particularly enjoys working with Shoreline students because they seem to be more goal-oriented and often have a clear plan in mind for where they are heading. In her “fleeting moments of spare time” Vanessa participates in the equine sport of dressage. You can find her competing on the Northwest show circuit. We are very fortunate to have Vanessa as a member of our department.

In the column, Overtures, we send out existing faculty and staff to interview new members of our campus community.

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Making Waves “Reference Roadshow” Comes to the PUB Michael R. Wood Associate Faculty Librarian mwood@shoreline.edu “Librarians? In the PUB?”

nered with Sukkar for a series of lunchtime “Ask a Librarian” drop in sessions, offered in the PUB’s second floor lobby area on Fridays in fall quarter.

That may have been a common lunchtime reaction in recent weeks, as two of SCC’s reference librarians brought their research services to students in the “Taking advantage of cross-campus wireless access, Pagoda Union Building (PUB). Mike and I have been using portable tablet computers to help answer reference questions in one of the While SCC Librarians are known for writing out help- centers of activity on campus. I think it’s a worthful “Reference Prescriptions“ for our students (a while experiment!” said Sukkar. take away form to record advice given during research help) Shoreline librarian “house calls” are “I thought Deanna’s idea was definitely worth a trisomething new. al, but at first I had doubts as to whether it would make sense to present library resources to students The effort originated with associate librarian Deanna in the PUB, while they were socializing or having Sukkar’s thought that an experiment in ‘roving’ lilunch.” added Wood. “It turned out to be a fun new brarian outreach might be another way to support way to connect with students who might not be frestudent success. Fellow reference librarian Mike quent library users.” Wood dubbed it the "Reference Roadshow" and partThe librarians report that results so far have been mixed and modestly successful, with some students seeming intrigued by the outreach, but few actually asking research related questions. However, a student who took advantage of the SCC Library’s research help outreach enthusiastically stated, “I felt more comfortable in the PUB. Do it more often!”

In the column Making Waves we take a closer look at the exceptional work of our faculty peers. What sort of research are you working on? What unique activities are you employing in your classroom? Got a performance coming up? An exhibition of your work? Let Soundings know how you are “making waves” on campus and in the community.

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Sabbatical Leave Applications Due January 11th Amy J. Kinsel Professor of History & AFT Local 1950 President akinsel@shoreline.edu By provision of the faculty contract, sabbatical leave is provided to academic employees “to deepen, enrich, and renew the individual for his/her primary task. Duties of an academic employee involve not only classroom instruction, counseling, reference and research, but also a wide range of related and supportive activities. The sabbatical leave should serve to make the academic employee more effective in as many of these roles as possible." (CBA, Article XIII, Section A.2) Proposals for the 2013-2014 year are due by 5:00 PM, Friday, January 11, 2013. Members of this year’s Sabbatical Selection Committee are Ruthann Duffy (ESL), Juliet Lovejoy (Math), Karen Toreson (Business Technology), Kira Wennstrom (Biology), and Paul Herrick (Philosophy). Email your proposal to the committee chair, Karen Toreson at ktoreson@shoreline.edu. The proposal should be attached as a Microsoft Word document or text file. Your proposal will be forwarded to members of the committee and becomes public information when submitted. If selected, it will be forwarded to the Board of Trustees for their approval. Provide a cover sheet as the first page of the application, including the following information:  Your name  Your division  How many quarters of sabbatical you are requesting  If you have had a sabbatical before and when The body of the proposal should include the following information:  What you plan to do on your sabbatical  How your sabbatical relates to the strategic plan  A brief summary of your current and previous contributions to the College The faculty contract, Article XIII, Section A.6 (page 40 of 62), lists sabbatical selection criteria: a. The Sabbatical Selection Committee shall use four (4) criteria for selection of academic employees to receive sabbaticals. These are: the merit of the sabbatical project, the applicant’s current and previous contributions to the College community, the proposal’s relevancy to the College’s Strategic Plan and whether or not the applicant has had a previous sabbatical. In instances where these criteria are equal, seniority shall be the determining factor. b. The Committee shall judge written sabbatical proposals along with oral interviews for merit of content. Please read Article XIII, Section A, of the faculty contract for additional information. Previously submitted sabbatical applications are available for review at the library circulation counter. A DVD on the sabbatical process is available in the Library; also available for one-day checkout is a notebook containing successful past proposals. After your application has been reviewed, an interview with the committee will be scheduled. 13


Soundings submission policy We welcome submissions of a variety of sorts to Sounding. Priority will be given to information that aids faculty in their professional pursuits, informs them of union-related issues and their understanding of the contract or provides information about campusrelated news and events. All submissions may be edited for length, factual accuracy, spelling and grammar. We also reserve the right not to publish any submis-

sions that are potentially libelous or which may violate a person’s right to privacy. All submissions must include the author’s name and contact information, including phone number and/or email address as well as a photo of the author. Soundings does not publish anonymous letters to the editor.

Soundings Staff Editor & Production Designer Ruth Gregory Associate Faculty of Cinema & Digital Filmmaking rgregory@shoreline.edu

To submit an article, please it is as an email attachment to the editor of Soundings, Ruth Gregory.

SCCFT Executive Board Office Officer Email President Amy J. Kinsel akinsel@shoreline.edu 1st Vice President/Parliamentarian Kira L. Wennstrom kwennstrom@shoreline.edu 2nd Vice President Davis Oldham doldham@shoreline.edu 3rd Vice President Bonnie Frunz bfrunz@shoreline.edu Secretary Elizabeth Hanson elhanson@shoreline.edu Treasurer Shannon Flynn sflynn@shoreline.edu Past President Gary Parks gparks@shoreline.edu COPE/Legislative Representative Leslie Potter-Henderson lhenders@shoreline.edu HO/PE/BUS Rep. 1 Alison Leahy aleahy@shoreline.edu HO/PE/BUS Rep. 2 Sueanne Seegers sseegers@shoreline.edu HO/PE/BUS Rep. 3 Dennis Chang dchang2@shoreline.edu Humanities Rep. 1 Ruthann Duffy rduffy@shoreline.edu Humanities Rep. 2 Ruth Gregory rgregory@shoreline.edu Humanities Rep. 3 Grace Rhodes grhodes@shoreline.edu Math/Science/Auto/Mfg Rep. 1 Steven Bogart sbogart@shoreline.edu Math/Science/Auto/Mfg Rep. 2 Leoned Gines lgines@shroeline.edu SS/ES/LIB/Media Rep. 1 Betsey Barnett bbarnett@shoreline.edu SS/ESJ/LIB/Media Rep. 2 Chip Dodd cdodd@shoreline.edu King County Labor Council Rep. 1 Tim Payne tpayne@shoreline.edu King County Labor Council Rep. 2 Sarah Zale szale@shoreline.edu The following positions do not include E-Board membership: King County Labor Council Rep. 3 Jonathan Betz-Zall jbetz-zall@shoreline.edu King County Labor Council Rep. 4 vacant King County Labor Council Rep. 5 vacant

Phone 206.546-4679 206.546-4578 206.546.4768 206.546-6987 206.546-4555 206.546-4705 206.546-4785 206.546-4554 206.546-5891 206.546-4710 206.546-2336 206.533-6766 206.546-4789 206.546-4101 x4308 206.546-6986 206.546-4543 206.546-4680 206.546-4653 206.546-4706 206.546.4655 206.546-6939

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