Exploring Literature Unit 1 Fables Essay Example

Exploring Literature Unit 1 Fables Paper flat character A character that is based on a single trait or quality and is not well developed. plot The series of events in a story. moral A lesson or message about life told in a story. personification Giving characters such as animals or objects the characteristics or qualities of humans. symbol Something that represents something else. idiom A phrase that has a different meaning than its word really means. Aesop A Greek slave who introduced fables to the world. Leo Tolstoy A Russian writer who wrote War and Peace. irony The difference between what is expected to happen in a story and what does happen. hero The leading character in a story, novel, play, or film. authors purpose The reason which the author writes. emissaries People who are sent on a mission. jeered To make fun of. frenzy A state of near madness. genre A specific type, or kind of literature. setting A storys time and place. dialect The speech of a particular part of a country, or of a certain group of people. ballad A simple song. provocative Intended to stir up anger, or excite. impostor One who pretends to be someone else. dignitaries Important people. disarray Confusion and disorder. imperturbable Calm, steady, impossible to upset. consequence A result or effect. apologize To say you are sorry.

How to Get an ISBN Everything You Need to Know About ISBN Numbers

How to Get an ISBN Everything You Need to Know About ISBN Numbers How to Get an ISBN: Everything You Need to Know About ISBN Numbers Knowing how to get an ISBN as a selfAs of 2007, the ISBN is a 13-digit number. This came about in part because of the large volume of eBooks now being published every year.Knowing how to break down and interpret these 13 digits aren’t of much use and interest to most book readers, but for publishers and distributors, it’s a necessity.If you want to publish lots of books under your own publishing name then it’s something you may want to pay attention to. You can tell a lot about a book and its author by reading the ISBN number.The 13 digit ISBN number helps:Identify the specific titleIdentify the authorIdentify the type of book they are buyingIdentify the physical properties of that particular bookIdentify the geographical location of the publisherLet’s break it down and look at what all these numbers mean.Here is the ISBN for a particular book:978-3-16-148410-0You’ll notice this sequence is divided into 5 number combinations. But the first three dig its â€Å"978† indicates that this string of numbers is for an ISBN. If we remove these digits we have:3-16-148410-0First is the initial digit, in this case: 3The 3 is the language group identifier which here indicates German. For English speaking countries a 0 or 1 is used. Numbers for language identification generally range from 1-5.Here is a list of the most common Group identifiers:0 or 1 for English2 for French3 for German4 for Japan5 for Russian7 for Peoples Republic of ChinaIt’s worth mentioning that the rarer the language, the longer the number identifier will be. For example, Indonesia is 602 whereas Turkey is 9944. You can reference the complete list at the International ISBN Agency.Next is â€Å"16†. This is the â€Å"publisher code,† and it identifies the publisher on any book that has this number. This number can be as long as 9 digits.â€Å"148410† - This six-digit series represents the title of the book. The publisher assigns this t o a specific book or edition of the book, such as a hardcover version or paperback. This could be a single digit or stretch to multiple digits.â€Å"0† is the last digit and is known as the â€Å"check digit†. This number is mathematically calculated as a fixed digit. This is always a single digit.This number indicates that the rest of the ISBN numbers have been scanned and is calculated based on the other digits in the code.Where is the ISBN number on books?The ISBN is usually found above the barcode on the back of the book.However, theyre not the same.The barcode is much different than the ISBN number.This is an important distinction because:When you purchase an ISBN you don’t automatically get a barcodeThe barcode of your book can change, while your ISBN can remain the same.We’ve already discussed what data the ISBN carries, however,the barcode includes extra information such as the book’s fixed price and the currency it’s being sold in.B arcodes are a necessary element of your book as they allow for most retailers and distributors to scan your ISBN for retail and inventory reasons.The standard barcode is known as the EAN (European Article Number) barcode, and your barcode must be in this format to sell your book in bookstores.(Breakdown of the typical EAN barcode on the back of a book by Publisher Services)Do ISBNs expire?No, ISBN numbers never expire or go bad. In fact, if you have one from a long time ago, you can simply reconstruct it for use.But what if my old ISBN is really old and only has 10 digits?Thats not a problem, either. With this handy tool from Bowker, you can convert the ISBN easily and immediately.The Book Designer also has a great resource for learning how to reconstruct an ISBN if you finally decided to write and self-publish the book youve been thinking about since you bought the ISBN.ISBN Search: How to Find Your Books ISBNIf you want to look up the ISBN of any book out there, you can do so easi ly by visiting the website ISBNSearch.org.Youll be greeted with a screen like the one above where you will be prompted to type in the ISBN, author name, or book title.After hitting search, you will have a list of books matching your searched items with the both the 13-digit ISBN and the 10-digit, like in the example below.How to Read a BarcodeIf you look at the picture of a standard barcode, you’ll notice two barcodes side by side. The barcode that appears on the left is the EAN generated from the ISBN number.The other number appearing on the right is a 5-digit add-on, called an EAN-5, that contains the price of the book. The first digit is a 5 and is a must for scanners to read. The 4-digits after the five indicates the price of the book.For example, if the number reads 52995, this means the price of the book is set at $29.95. If the price of the book changes, a new barcode must be used, though the ISBN wouldn’t change.This would only be replaced by a new ISBN number if the book is published as a new edition or as a new version.To buy a barcode you must first purchase an ISBN. You can buy your barcodes at Bowker and they even offer a barcode-ISBN combo:1 barcode + 1 ISBN is $150.1 barcode + 10 ISBNs is $320.The Difference Between ASIN and ISBNIf you’ve used Amazon’s Kindle Direct Publishing (KDP) program you’ve probably come across an ASIN. ASIN numbers are used by Amazon to manage and identify the products they are selling on their site. It’s a 10-character alphanumeric unique identifier that’s assigned by Amazon.com and its partners.You can find this on your book page. In your browser, the Amazon ASIN will be after the product’s name and â€Å"dp†. The next place to find this is in your book or product details area of your book page.However, an ASIN is not the same as an ISBN. You can only use it with Amazon. If you want to sell through other platforms or in brick and mortar stores, you’r e going to need an ISBN.Reasons Self-Published Authors Need an ISBNIf you want to publish and sell your eBook on Amazon, then the quick answer is no, it isn’t necessary. Amazon will assign your eBook an ASIN number which will be used to identify and track your title.However, that’s only with Amazon, and only with eBooks.If you want your readers to get a hold of a print version of your book, then you’re going to need an ISBN.This might be important if you have a brick and mortar marketing strategy, or if you want your book to be accessible through libraries (more on this later), or if you’re looking to deal with wholesalers or other online retailers.Here’s a simple rule of thumb: if you want to sell your book by means other than as an ebook on Amazon, then you’ll need an ISBN.How do I buy an ISBN Number?You might not even have to buy your ISBN number because of services offered toself-published authors. You can get assigned a free ISBN by Cre atespace, the On-Demand publishing company that has now merged with Amazon.You can also get an ISBN when dealing with a whole host of On-Demand or self-publishing companies, like Draft2Digital, Smashwords or IngramSpark, and even Lulu.If you can get a free or cheap ISBN with them, then what’s the use in paying for your own one?Here’s the problem: most of the time, you can only use those free ISBNs with the channels those companies distribute through.Let’s say you get a free ISBN with Draft2Digital, but then you notice that there are some retail channels you can access through Smashwords that you can’t with Draft2Digital.You can’t use the Draft2Digital ISBN with Smashwords.Smashwords will only let you use your own ISBN or an ISBN they assign to you. So what do you do?You get a free ISBN with Smashwords.And now you have two ISBNs for the same book. Same book title, same book format, but two ISBNs.You then hear of some exclusive channels you can get t hrough eBookPartnership. The only wrinkle? You need an ISBN and they won’t take your Smashwords’ or Draft2Digital’s ISBN. So you sign up for their free ISBN instead.Now you have three ISBNs for the same book.The Problem with Multiple ISBNsThis problem can repeat itself again and again as you discover more ways to distribute your book. Sometimes you’ll have to pay for the ISBN, sometimes you won’t. But it leads to you having several ISBNs, all from different publishers, for the same book.Can you picture how unprofessional that looks to a bookstore?Wouldn’t it have been easier to start off by buying your own ISBN? Wouldn’t that make you look more professional?On top of this, each of those free ISBNs identifies the self-publishing company as a publisher. It’s the equivalent of using your business email address as [emailprotected] or [emailprotected] instead of [emailprotected] (assuming you’re named Matt).Not only does this make you look unprofessional, but there are some stores that will refuse to stock your book on this basis. If you have a CreateSpace ISBN, there are a number of bookstores that will refuse to carry your book. All of these issues can be sidestepped by simply purchasing your own ISBN through Bowker.Libraries and ISBN NumbersWe briefly mentioned that if you want to stock your book in libraries, you’ll need an ISBN. However, that might be the furthest thing from your mind. You might have decided to focus purely on eBook publishing and what part do libraries play in eBooks?A big one. Libraries are becoming more important to the distribution of eBooks. Overdrive  is the largest supplier to schools and libraries in the world (serving more than 30,000), and they circulated more than 105 million eBooks in 2014, a 33% increase from their previous year. They also supply to retail stores globally, making $100 million in sales in 2013.And guess what you need to be able to partner with Overdrive? Yup. An ISBN.Howto get an ISBNISBNs are free in many countries, provided either by the government or a publicly administered branch. However, in the US and the UK, ISBN numbers are administered by Bowker and Nielsen respectively and require you to pay.If you’re located outside the USA you can find out your local ISBN Agency here. While ISBNs are assigned locally, you can use them internationally.If you live in the USA, you have to get an ISBN through myidentifiers.com, run by Bowker, the only company that is authorized to administer the ISBN program in the United States. You can purchase ISBNs as a single unit or in bulk of 10, 100 or 1000.How to Register Your Book and ISBN NumberAs soon as you purchase your ISBN through Bowker or the International equivalent in your local area, and you publish your book, you should register here at Bowkerlink.This is an automated tool that will add your book to Bowker’s Books In Print and Global Books In Print.I recommend y ou download the free PDF â€Å"ISBN Guides: Title Set Up Registration† with step-by-step instructions on setting up your title.How Many ISBN Numbers To GetSo how many ISBNs should you get?First off let’s clarify a few common mistakes:You can only use an ISBN once. The ISBN is a unique number for that particular book, and can be assigned once, and only once, to that title. It can’t be used with any other book in the future, even second versions of the same book.You don’t need an ISBN to sell in each individual country. ISBNs are international, they are just assigned locally. A US-based publisher can purchase their ISBN through Bowker, but can stock their book worldwide using that ISBN.You need an ISBN for every specific format of the book and any new versions. Want to sell your book in print, as an eBook, and also as an audiobook? That’s great, however, you need a different ISBN for each one. If you want to publish a revised and updated version you ’ll also need a new ISBN. (This doesn’t cover fixing some typos and errors).If you create a series of books you can’t use the same ISBN for them. You can use the same ISSN, however. Many fiction and nonfiction authors have an ISSN number assigned to their book series. ISSN stands for International Standard Series Numberand can be purchased from the Library of Congress. However, each book in the series will need its own ISBN.We mentioned that in the USA you can buy ISBNs as a single unit, a bulk of 10, 100 or 1000. Here are the prices:Number of ISBNsCost1$12510$295100$575First off, it rarely makes sense to purchase a single ISBN. A single ISBN would cost you $125, but a bulk of 10 only costs $295. Meaning if you purchased 10, each ISBN would cost you $29.50, a 76% discount.Buying a single ISBN might seem feasible if you only want to publish one title, but remember that you need an ISBN for each format. So if you want to publish your book as an audiobook, you†™d need a brand new ISBN for that. As well as needing different ISBN numbers for your eBook and print versions.Not to mention that you’ll need an ISBN number for any future books you publish, perhaps as sequels to your book.We recommend that if youre serious about making book sales, you should purchase at least a bulk of 10 ISBNs. That gives you 3 ISBN numbers to use for publishing as an eBook, in print, and as an audiobook. You can keep the remainder for any future books you might publish.How to Get an ISBN final stepsNow that you have a very good idea how to buy and use ISBNs for your own books, all the best on setting this up. If you want to be recognized as a publisher and have your books available to a larger global audience by registering through Bowker, consider investing in your own ISBN numbers.Think of it as buying a piece of property: You own it and it is registered in your name.For more information, you can find out anything you want to know by visiting the offi cial Bowker page or at myidentifiers.comHere’s a simple actionable checklist for ISBNs.To buy an ISBN for your next book, here is what you should do:Go to the website https://www.myidentifiers.comUnder the ISBN drop down tab, click on ISBNs- Buy Here. You can select 1, 10 or 100. For a bulk purchase, go to â€Å"Buying ISBNs in Bulk† and you can contact Bowker directly to discuss your options.Once you have your ISBN assigned, you can then use it everywhere that requires your ISBN number.At Createspace, under the â€Å"Setup† channel, you can choose to have Createspace assign you an ISBN. When you buy your own ISBN at Bowker, just put in the 13-digit number and Createspace will use this in your paperback.If you publish your paperback through KDP (Kindle Direct Publishing), you can fill in your number in the â€Å"Paperback Content† section of your book when you log into your bookshelf. If you choose to have Createspace assign you an ISBN, KDP will ask for your 13-digit number if you are transferring your physical version over to KDP.Register your ISBN here at Bowker as soon as your book is ready for sale. Download the free ISBN Guides: Title Set Up Registration step-by-step guide.ISBN Links ResourcesThese links appeared throughout the post but here they are for easy access.International ISBN Agency https://www.isbn-international.orgISBN.org by Bowker https://www.isbn.org/faqs_general_questionsBowkerlink Publisher Access System https://commerce.bowker.com/corrections/common/home.aspBowker Identifier Services https://www.myidentifiers.comU.S. Copyright Office https://www.copyright.govISBN Set Up GuideISBN Guides: Basic Information

E2F1 is crucial for E2F-dependent apoptosis Coursework

E2F1 is crucial for E2F-dependent apoptosis - Coursework Example These proteins have the ability to function at all parts of the cell. These genes also lead to the discovery of familial cancer syndromes. About 50 tumor suppressor genes were catalogued and pRb and p53 proteins were found to have preeminent importance in the human tumor pathogenesis. pRb is closely co ordinate with the cell cycle. pRb hyperphosphorylation occurs when the cells pass the M/G1 transition at the R point. pRb contains atleast 16 different sites for phosphorylation. Thus it proves that pRb is the molecular governor of the R point transition. After the findings that the DNA tumor-virus encoded oncoproteins can disrupt the regulation of cell growth, the importance of learning pRb became important. It was also found that 3 DNA tumor virus oncoproteins, though they are structurally unrelated, they targeted the pRb. pRb inactivation can be done in four pathways. Interaction with viral proteins, phosphorylation, gene mutation and caspase mediated deregulation. The binding of th e onco proteins at the site of pRb also promote cellular proliferation. The cell cycle dependent transcription was associated with the co ordination of the pRb and the E2F as the central mechanism. The pRB which are also called as rocket proteins helps to silence the E2F regulated promoters. The complexes between the pRb and the E2F family members were found to be formed at various phases of the cell cycle. The pRb/E2F complex helps to regulate growth arrest and cell cycle reentry. This association is released by phosphorylation of the pRb by the cyclin dependent kinase. In the absence of pRb protein, the cell death was found to be higher. Hence the effect of pRb on the apoptosis was studied. The E2F protein and the pRb complex formation and dissociation was extensively studied. Apoptosis in the absence of the pRb was found to be dependent on the activity of E2F1. The cell cycle progression is dependent upon the release of the E2F mediated by the phosphorylation of pRb. The E2Fs con tain a distinct domain at the C terminus which is more important for protein binding. The E2F1 mediated apoptosis is ascribed to two mechanisms both p53- dependent and p53- independent. When there occurs any DNA damage during the G0 and G1 phases, the p 53 tumor suppressor proteins induces apoptosis. E2F1 can proliferate and arrest the cell cycle at any stage. Thus it acts as both positive and negative regulator. The hypophosphorylation of pRb binds to the E2Fs and activates it through negative regulation. Thus E2Fs expression on regulated genes increases. Since E2F1 and E2F3 loss can induce apoptosis, this became the key factor in the study of human cancer. E2F transcription factor are associated with a number of promoters on the cell cycle at G1. These E2Fs are bound by many pocket proteins. These pocket proteins are the pRb proteins. When these pRbs undergo hyperphosphorylation, they lose their grip on E2Fs and they stimulate the transcription of the genes. The viral onco protein s target the pRb and they mimic pRb hyperhosphorylation and prevent pRb from binding to the E2Fs. E2Fs is a heterodimeric protein composed of E2F1, 2, 3, 4, 5 and 6 sub units. In this report, the ability of E2F3 to trigger apoptosis in vivo was analyzed and concluded that E2F3 deregulation will trigger apoptosis. It was also concluded that E2F1 and E2F3 association is required for

Continuity and Change of Scribal Education Essay

Continuity and Change of Scribal Education - Essay Example ole in the dissemination of cuneiform literacy, which firstly appeared as an educational institution in the Old Babylonian period and was referred as Eduba, a Sumerian word meaning ‘the tablet house’ (Sjà ¶berg, 1974). One of the literary sources frequently mentioned is the royal Hymn dedicated to Ã…  ulgi, the king of The Third Dynasty of Ur. Ã…  ulgi is presented describing his scribal education and proclaiming himself a perfect scribe. The passage became a background for the supposition that scribal schools had already existed in the twenty first century BC, however this is unlikely since all preserved versions of this Hymn came from the Old Babylonian period and primary from the school tablets in 18th century BC (Kuhrt, 1995). Archaeological evidence provides the tablets mostly referred to the administration system (lists of agricultural items, receipts, taxation documents etc.). Therefore, both the archaeological and literary sources hardly allow locating the appearance of the organized school practices earlier than the Old Babylonian epoch. However we can speculate that some scribal training was provided. A wide range of administration tablets could not be produced without the extensive knowledge of cuneiform literacy. Moreover, the texts from Ebla mention that the group of young scribes arrived from North Babylonian Mari. These tablets possibly indicate that Babylonian scribes were sent to teach their foreign colleagues, as Mieroop suggested. His assumption allows the suggestion that scribal schools probably existed already in the third millennium, and this is only not proved because of the absence of archaeological evidence (Mieroop, 2007). We know old Babylonian Eduba due to the references found in literary sources. Apart from royal hymns, Eduba is mentioned in Eduba-Dialogues, describing the student life. Examination Text A provides information about exams in scribal school. Another frequently quoted source is ‘Schooldays’ that contains a vivid

Macroeconomics Essay Example | Topics and Well Written Essays - 1500 words - 5

Macroeconomics - Essay Example s New Zealand’s low rate of unemployment related to its slow economic growth, or is the low rate of unemployment related to its high rate of inflation? Is tight monetary policy contributing to the slow economic growth of the country? Is the high inflation contributing to low economic growth? These and many other questions remain unanswered. This paper aims at providing answers to the above questions. The paper intends to do this by gathering relevant information on unemployment, economic growth, inflation and monetary policy in New Zealand and evaluate it in relation to relevant theories so as to gain a reasonable basis for explaining seeming controversies identified above. The rest of the paper is organised as follows: section 2 provides information on economic growth, inflation, unemployment, monetary and fiscal policies in New Zealand; Section 3 provides a discussion of the facts outlined in section 2 in relation to relevant economic theories; and section 4 provides some conclusions and recommendations. According to Evans et al. (1996) New Zealand launched into a sequence of economic reforms following a constitutional and foreign exchange crisis in 1984. These reforms have been described by David Henderson (1995) cited by Evans et al. (1996) as â€Å"one of the most notable episodes of liberalisation that history has to offer†. The economic reforms included macroeconomic stabilisation and structural change. According to the OECD (2007) New Zealand began economic reforms 2 decades ago, which have laid the foundations for entrepreneurship and innovation in the country. The country maintains a well functioning product market, as well as a flexible labour market. In addition, the economy has been very open. (OECD, 2007). New Zealand also maintains world-class Public research organisations in many areas, especially in education and health. (OECD, 2007). Despite these positive aspects of the economy, the country has failed to maintain record levels of economic

An Empty World To A Full World Environmental Sciences Essay

An Empty World To A Full World Environmental Sciences Essay For much of human history, the human population was low; its ability to harvest or extract natural resources and harness energy was within the carrying capacity of the biosphere; and anthropogenic waste, both quantitatively and qualitatively, was within the capacity of ecosystem sinks to absorb. As human population has grown and technology has advanced, consumption of resources and production of waste have vastly exceeded sustainable levels and now threaten to overwhelm ecosystem functions. An economic system designed for a world of unlimited resources and unlimited sinks is no longer functional in a world of finite resources and overflowing sinks. Prize-winning economist and former Senior Environmental Economist at the World Bank Herman Daly (born 1938) has devoted much of his professional life to creating a new conceptual framework for understanding the implications of these changes. Daly coined the term empty world to mean our earlier, if erroneous, view of the human role in relat ion to the biosphere and its resources, and full world to describe the present reality. In an empty world, it was possible to view human activity and the human economy as all encompassing, and the ecosystem as a subset of the economy, valuable primarily for its ability to supply throughput in the form of energy and stock-fund resources. When labor and human artifacts the things people make were in scarce supply, they were the limiting factors in human and economic development. Much of the focus of human endeavor was therefore on developing an infrastructure of technology to efficiently turn natural resources into needed manmade capital and artifacts. Throughput flowed from an apparently limitless abundance of resources to environmental sinks so apparently infinite that their services in absorbing and assimilating waste were not even assigned economic value or ownership. CONCEPTUAL FRAMEWORK FOR A FULL WORLD This picture is no longer realistic. The global economy, driven by surging population and consumption levels, has depleted both renewable and nonrenewable resources and degraded the air, water and land surfaces in the process. The ability of the biosphere to absorb and process the waste generated by economic processes is rapidly becoming overwhelmed. As natural capital is drawn down, we lose the very ecosystem services on which we rely to sequester carbon, regulate atmospheric gases, maintain climate, control flooding and erosion, form new soils, and recycle nutrients. [is this mine?] [full world graphic] This is the critical flaw in economic theory: it fails to take into account how economic processes consume resources and generate wastes, deplete resources and reduce assimilative capacities. Herman DalyNeoclassical economics was based on a preanalytic vision of unlimited growth unconstrained by questions of resource depletion or overwhelmed sinks. The framework for dealing with the new full world paradigm is provided by the emerging transdisciplinary field of ecological economics. If traditional, or neoclassical, economics is the study of the allocation of scarce resources among competing interests using the market as the mechanism of distribution, then ecological economics is the study of how to balance competing needs for resources justly and sustainably among competing human and environmental interests within the constraints and limitations of the biosphere. While neoclassical economics has defined human welfare as the ability to satisfy wants, ecological economics searches for ways to reduce and redistribute consumption. Where neoclassical economics sees growth as a panacea, ecological economics, with its awareness of finite resources, sees growth as the problem. Where neoclassical economics measures progress in terms of per capita income and Gross Domestic Product (GDP), ecological economics utilizes alternative indicators of development such as the Genuine Progress Indicator (GPI). ECONOMIC CONCEPTS Some of the concepts which have emerged from ecological economics which are useful in understanding the full world paradigm are: Sustainable Scale is the level of consumption at which the economy functions within the bounds of biophysical carrying capacity, without drawing on natural capital. Optimal Scale is a concept from macroeconomics meaning the point at which marginal costs are equal to marginal benefits, ie the cost of producing a unit of product is equal to the benefit received. This concept can be extended to environmental impacts and social consequences as well. Uneconomic Growth All economic activities involve the throughput of materials and energy and a consequent cost to the environment. When the value of the natural capital being taken from the system is greater than the value of the manmade capital which is generated, Daly it uneconomic growth. This is a specific application of optimal scale to ecological economics. ENVIRONMENTAL CONCEPTS Natural Capital to draw an analogy from the monetary system, the ecological system can be visualized as being built upon a store of natural capital which yields interest in the form of natural resources and ecosystem services. If we are careful to live on the interest, the capital will last forever. When we dip into capital, as when we extract nonrenewable resources, overuse renewable resources, or overwhelm sinks, future income is reduced. Ecosystem Services The interactions of the plants, animals and resources within an ecosystem, and the results of those interactions, are called ecosystem functions. When an ecosystem function has a value to human beings, we call it an ecosystem service. In an empty world, ecosystem services were treated as open-access free goods. In a full world, ecosystem services are increasingly valuable. CAUSES OF A FULL WORLD HUMAN POPULATION GROWTH Sometime in July 2011, a baby will be born who brings the living human population of this planet to 7 billion. Using an exponential growth model, at our current 1.17% rate of growth, the population would be projected to double from 7 billion to 14 billion people in another 58 years. Although the historic population growth curve exhibits the classic hockey stick shape of exponential growth, most population scientists believe that a logistic growth equation, which adds calculations for death rates and ?, is a better model for predicting the future growth of the human population. Due to OVERCONSUMPTION LIVING IN A FULL WORLD SOURCE LIMITS Source limits: (see definition of source in Daly glossary, pg 440: That part of the environment that supplies usable raw materials that constitute he throughput by which the economy produces, and which ultimately returns as was to environmental sinks. ) Hubbert curve (graphic?) and resource scarcity (this will be a substantial section). I need to understand Hubbert curves. Check to see whether the graphics in EOE are sourced outside and write for permission to include an outside graphic. Vocab: depletion, Hubbert curve, The other huge change in carrying capacity is related to the new scarcity of natural resources. Economics has great difficulty in acting on the new scarcity and limits to growth. Distribution is also a problem with natural resources. RENEWABLE RESOURCES For every economically significant renewable resource, from forests to fisheries, the rate of extraction is now limited by scarcity, not by a lack of technology or equipment to extract it.-Herman Daly The term renewable resources is deceptive in a full world. If a resource is theoretically renewable but is being depleted faster than it can regenerate, the resource will eventually become exhausted. The worlds forests and fisheries are already critically depleted and are being consumed faster than they can regenerate. This issue has been called the tragedy of the commons.[link?] As stocks of a resource fall, it is in the common interest for individuals to use less. However, the individual forester, or the individual fisherman, has a family to feed and an investment in equipment which require that he continue to take as much of the resource as possible. Resources already depleted from overconsumption face additional threats from environmental degradation and climate change. Renewable resources depend heavily on ecosystem services such as rain. In turn, depletion of the natural capital through resource exhaustion threatens the ecosystem of which those populations are a part, thereby putting the ecosystem services provided by that ecosystem at risk. [graphic of this cycle] WATER Water occupies a unique position, not only because it is essential to life on the planet and plays a pivotal role in so many environmental processes, but because it has properties of both renewable and nonrenewable resources. Although the amount of water on earth is considered to be finite, the natural hydrologic cycle cleans and redistributes the supply in what have, until recently, been fairly predictable patterns. Human activities have made significant direct changes in the availability and distribution of water resources through pumping of aquifers, and the redirection, cooption, and pollution of natural flows of surface water. Human activity has also begun to make noticeable indirect changes in the distribution of rainfall and surface water through climate change. Water shortages may become the defining crisis for much of the worlds population in less time than it will take to test other facets of planetary carrying capacity. Worldwide, climate-related changes in rainfall are already being felt. A recent study by the Environmental Defense Fund, which added climate change projections to existing models of population growth and human water consumption patterns shows that 70% of the United States will be at risk for water shortages by the year 2050. In 35% of the country, the crisis is expected to be severe. NONRENEWABLE RESOURCES Every resource on the planet is limited to what is already here, with the exception of energy, which falls onto the earth at a fixed rate in the form of sunlight. This wealth is called natural capital. Some resources are nonrenewable, such as minerals [needs work] M. King Hubbart, a petroleum geologist, demonstrated that if you create a graph for the cumulative extraction of a nonrenewable resource over time, plotting the total extraction for a given period on a vertical axis, and time on the horizontal axis, the graph will form a bell curve starting at zero, before extraction began, rising gradually to a peak, and falling off again as the resource is depleted. The area under the curve measures the total available resource reserves. This type of graph is called a Hubbert curve. As the richest and most readily available resources are extracted first, many other mineral and other nonrenewable resources are now at or approaching peak on their respective Hubbart curves. [graph] FOSSIL FUELS AND ENERGY Fossil fuels are currently the predominant energy source in the world and a major component in vast numbers of manufactured products, from fertilizer and pesticides to plastic. Fossil fuels drive both the world economy and, through the release of greenhouse gases during combustion, climate change. A Hubbart curve demonstrates that oil production has peaked worldwide and is on the downward side of the curve. While oil reserves remain in the ground, both as crude and in oil shales, extraction of these reserves will be increasingly difficult and expensive, while the quality of the available reserves will decrease, requiring more technology to refine. SINK LIMITS Every economic activity produces waste. At one time, the earths ability to absorb waste was imagined to be unlimited. However, the sheer quantity of anthropogenic waste, much of which has no natural processes developed to break it down, means that land, air and water-based ecosystems are overwhelmed. Waste, of course, occurs during natural processes. However, the post-industrial waste stream has changed both qualitatively and quantitatively. Quantitative changes are due to human population and excessive consumption of manufactured goods. Anthropogenic waste includes chemicals and compounds not found in nature, naturally occurring substances purified or concentrated beyond what would be found in nature, and chemicals and minerals previously sequestered underground, has created a qualitative change in anthropogenic waste CARBON SINKS All living things are made up of carbons. Plants uptake waste carbon in the form of CO2 from the air and use it as building blocks, storing the carbon until it is released again through decay or combustion after the death of the plant. This process is called carbon sequestration. The cumulative ability of the earths plant life, as well as the phytoplankton in the oceans, to sequester carbon is called the carbon sink. Mathematicians are working to calculate the total capacity of the carbon sink. Excess carbon dioxide remains in the atmosphere as a greenhouse gas. While debates occur over the exact amount of carbon which can be sequestered in the earths carbon sinks, the rising levels of atmospheric CO2 responsible for climate change are evidence that anthropogenic CO2 emissions are exceeding the capacity of the biospheric carbon sink. CLIMATE CHANGE CARRYING CAPACITY The total impact of the human population on the environment is dependent on the combination of the number of people and their per capita consumption of resources. Thus estimates of global carrying capacity are highly variable and controversial. The carrying capacity of the earth means the number of people who can be supported at a given rate of consumption with a given level of technology. Currently, 9.5 billion is considered to be the conservative estimate of the carrying capacity of the planet for human population, with some theorizing upper limits as high as 50 billion. However, it should be remembered that with a population approaching 7 billion today, over 1 billion people are chronically hungry or malnourished. One person dies of starvation every 3.6 seconds. Over the next decade, water issues are likely to be the largest threat to ecosystems and human survival in many parts of the globe. Estimates of the planets ability to support vast population increases assume empty-world a ccess to unlimited resources, a continued supply of ecosystem services, and development of new and unspecified technologies, which may or may not be consistent with the Second Law of Thermodynamics. [one planet-6 planets graphic] While waste and distribution problems play a part in the one billion people who are currently starving on Earth, it is highly unlikely that the planet can sustain another 7 billion with any reasonable quality of life. Estimates of the carrying capacity of the earth vary from 9.5 billion to 50 billion, but in point of fact, we have been drawing on reserves of many of the earths nonrenewable resources since 1980, when the earth only supported 3.5 billion people. This is analogous to spending the principle out of a savings account rather than drawing only the interest. It is likely that 3.5 billion is the number of people which the planet can comfortably support. FOOD The future of food production depends on human population, the impact of population growth on arable land, climate and weather, rates of topsoil depletion and degradation, and how decreasing stocks of oil will be allocated between the energy sector and the agricultural sector CHANGING THE PARADIGMS It is clear that we live in a full world and probably have for over a generation. It is imperative that we reduce both human population and levels of consumption, end the use of fossil fuels, and develop technologies to recycle close to 100% of scarce minerals and other resources, and focus on non-consumptive measures of quality of life. This will require a new economic paradigm. The neoclassical model, built on the empty world view of constant increases in system throughput, must be revisioned to conceptualize ways to optimize human welfare at or below current levels of throughput. This will require an emphasis on development rather than growth planet-wide, and reductions in consumption levels in the developed world. THE CRITICAL IMPORTANCE OF ECOSYSTEM SERVICES The interactions of the plants, animals and resources within an ecosystem, and the results of those interactions, are called ecosystem functions. When an ecosystem function has a value to human beings, we call it an ecosystem service. These interactions are vast, complex, and incompletely understood, but without the natural ecosystems which surround us, we would have no air to breathe, no rain to water crops, no ability to assimilate any of the CO2 and other greenhouse gasses generated by human activity. Even the insects which pollinate our crops are an ecosystem service. Maintaining the requirements of life for other species is often seen in terms of the threat to competing human interests and becomes the focus of intense controversy. Because of the complexity of ecosystems, the subtle nature of the services they provide, and the fact that small losses to the web of life which makes up the living portion of the ecosystem often seem, at least at a casual glance, to have caused no damage, we have been slow to develop any system of valuation for ecosystem services. Efforts to assign value to natural capital have focused instead on stock-fund resources lumber, fish, maple syrup, pharmaceuticals, and crops. When environmental damage threatens a stock-fund resource, an industry, which represents a section of the economy, is threatened, and that is worthy of response, if only because if it is an industry, it has lobbyists and voters. Ecosystem services to the planet are reduced when their structural components are harvested as resources, and by unsustainable or toxic waste. One benefit of defining ecosystem services as services in the economic sense is that it places these services on a par with other economic services CONCLUSION SOURCES: Development, Heresy, And The Ecological Revolution:An open letter to the industrialized world by David C. Korten, Dancing Toward The Future (IC#32),Summer 1992, Page 30, The Context Institute An Essay on the Principle of Population by T. R. Malthus. 1798. _________

Confession Essay example -- Theology, Jesus, God

There are several assumptions with which I will begin prior to discussing my confession. The first assumption is that Jesus, who was crucified, is Lord and that God has raised him from the dead. A second assumption is that apart from the first assumption, any and all other aspects of my confession could be flawed or wrong. My beliefs about the nature of Scripture, God, Creation, Humanity and Sin, Jesus Christ, Salvation, Holy Spirit, and the Church, though related to the centrality of the gospel, the gospel in itself is not contingent upon many these things. Therefore, though my confession in relation to the aforementioned beliefs could change over time and with experience, the central belief of the gospel of Jesus Christ, however, will never change. In relation to the centrality of the gospel, I also believe that the God who raised Jesus from the dead is the creator of all things, and is inherently good, that God is opposed to evil in the world. I believe that God will eventu ally bring a final judgment and healing to all things, which will restore the universe and the evil within it. While I believe all of these things, provided by the evidence of scripture, I do not believe I will ever know all things of God and theology in this life and possibly should not be concerned with the knowledge of all things of God and those things related to God. The writers of the biblical text were not concerned with knowing all things of God, but instead, having relationship with God and trusting in that relationship. It is with these assumptions that I begin my confession. This confession seeks to: (1) Convey a theology of Scripture, God, Creation, Humanity and Sin, Jesus Christ, Salvation, Holy Spirit, the Church and Ministry; and (2)... ...s the fellowship of the body of Jesus Christ. It exists wherever two or three are together in the name of Jesus Christ to worship and serve. The church is holy in that the church is set apart to God by the Holy Spirit. The church serves as the dwelling place of God on earth and has a unique purpose to glorify God among all people. It is also a community of discipleship and repentance. The church is universal because as Roger E. Olson states, â€Å"it exists across barriers of language, ethnicity, culture and nationality.† (Olson, 304) The universal church extends from Pentecost, until the return of Christ and throughout eternity. The church is apostolic in that it is a continuation of the faith of the apostles of Jesus Christ who received the Holy Spirit on the Day of Pentecost. Wherever the apostles proclaim the gospel, the church is present. (Olson, 305)

American and North Vietnamese Perception of War

Austin Beeler American and North Vietnamese Perceptions of War To the American Soldiers and the NVA/VC soldiers, the Vietnam War was both very similar and very different. Most of soldiers in Vietnam went into the war with a purpose, and they had a very high morale levels. Both the Americans and the NVA soldiers left with many problems. The war left most soldiers with very severe cases of mental issues. There were also many things about the war that differed to the soldiers. One was the type of patriotism, and the other was the consequences of choosing to not fight.The American soldiers were fighting with a different type of patriotism than the communist soldiers. The Vietnamese soldiers were fighting for their freedom and to protect their homeland. The Americans were fighting for their government. They went into the war completely trusting their government no matter what they thought about the conflict. The war left both sides with huge wounds that would take a long time to heal. The American soldiers left for Vietnam knowing that they have been the victors in all of the other wars and conflicts they have been in.The morale among the soldiers was high at the beginning of the war. The Vietnamese soldiers had very high morale after beating the French in 1954. One American soldier wrote a letter to his fiance that was supposed to be given to her in the unfortunate event of his death. He told his fiance that he is proud that he was even able to fight for his country, and even though the war has taken his life, he wishes that she doesn’t hate the war because of it. The soldiers that were first sent over seas were proud of what they were doing.They believed in their country and they believed that the people back home would have their back. The Vietnamese soldiers had been victorious in beating the French empire just years before the American soldiers arrived. They were in high spirits and it gave them a sense of invincibility because they just defeated a huge power. The Vietnamese soldiers were fighting for their homeland. They saw the Americans as another colonial power that was trying to move in and take control again. The soldiers knew that they could navigate the land much better than the Americans and they carefully planned their attacks.Both of the sides were patriotic, but they were patriotic in different ways. The American soldiers were patriotic in the sense of they were serving for their government and their country. They were fighting because the government told them that they need to be over there stopping the spread of communism. For the Americans it was about making their country proud. The North Vietnamese soldiers were patriotic in a completely different sense. They were fighting for their freedom. They thought that if they didn’t fight, then they would be put back down to a lower level than the Americans.Just like the French had done to them when they were in control. The soldiers were fighting to protect their fa milies back north and to save their land. They had an obvious purpose to fight, while the Americans couldn’t see how the war affected them back home. Both the Americans and the North Vietnamese soldiers left the war affected deeply. Many soldiers returned to their homes and they were severely affected by PTSD. In the book, Kein has nightmares every night that he tries to sleep. That includes the nights he was in the military, and the nights after the war was over.Kein was talking to one of this soldiers and he said â€Å"their chaotic minds, their troubled speech, revealed how cruelly they were twisted and tortured by the war†(20). The NVA soldiers watched thousands of their fellow soldiers die right beside them. Throughout the war, the NVA/VC lost over a million soldiers. Seeing that many people die affected the soldiers greatly. One of the soldiers in Keins battalion is severely depressed and is thinking about deserting the rest of the soldiers and heading home. Kein tells him its suicidal and shameful. Can saying â€Å"Suicidal? Killing myself?I’ve killed so often it wont mean a thing if I kill myself. As for the shame†¦ In all my time as a soldier, I’ve never seen anything honorable†, shows how desensitized the soldiers are. They don’t care about death anymore. Many of them embrace it because they know its coming. The American soldiers were just as scarred by the war. One of the soldiers that reflected on the war in 1984 basically said that depression kills you faster than a bullet to the head. It â€Å"eats away at you inner being. It eats away at everything that you ever learned (5). † The soldiers with depression didn’t get help from anyone.The only people they got help from were the psychiatrists they paid to go see. Both sides used drugs to help cope with the sorrows of war. The Vietnamese soldiers smoked the Rosa Canina flower, and the American soldiers smoked marijuana and used heroin. The drugs helped the soldiers deal with the depression of war. The war was a very tough place for both sides. Both countries had a very hard time recovering from the war, but the people who had to overcome the most were the soldiers. They went through so many things in war that they left Vietnam with â€Å"young shoulders that bore rather old heads (2). †

Ap Biology Lab 1 Report Essays

Ap Biology Lab 1 Report Essays Ap Biology Lab 1 Report Essay Ap Biology Lab 1 Report Essay Lab 1 Diffusion, Osmosis, and Water Potential of Glucose Problem: What effects will glucose have on diffusion, osmosis, and water potential? Background: All living things have certain requirements they must satisfy in order to remain alive. These include exchanging gases (usually CO2 and O2), taking in water, minerals, and food, and eliminating wastes. These tasks ultimately occur at the cellular level, and require that molecules move through the membrane that surrounds the cell. There are two ways that the molecules move through the membrane: passive transport and active transport. Diffusion is the movement of molecules from a region in which they are highly concentrated to a region in which they are less concentrated. Diffusion occurs when a system is not at equilibrium. Several factors affect how fast a molecule will diffuse. The first of these is the kinetic energy of the molecule, which is most frequently measured as the temperature of the system. The size of the molecule also affects how rapidly it will diffuse. Diffusion can occur through a cell membrane. The membrane allows small molecules like water (H2O), oxygen (O2), carbon dioxide (CO2), and others to pass through easily. It is said to be permeable to these molecules. Osmosis is a special case of diffusion. In this case, a large molecule like starch, is dissolved in water. The starch molecule is too large to pass through the cell membrane, so it cannot diffuse from one side of the membrane to the other. The water molecules can, and do, pass through the membrane. Hence, the membrane is said to be semi-permeable, since it allows some molecules to pass through but not others. However, on the side of the membrane with the starch, the starch molecules interfere with the movement of the water molecules, preventing them from leaving as rapidly as they enter. Thus, more water flows into the side with the starch than flows out, and the starch gets diluted. If the starch is in a cell, the water moves into the cell faster than it leaves, and the cell swells. The cell membrane acts somewhat like a balloon, and if too much water enters the cell, the cell can burst, which kills the cell. So cells usually have some kind of mechanism for preventing too much water from entering or pumping the water out or simply making a tough outer coat that will not rupture. Data and Observations: ? ? ? Results and Discussion: Given the information recorded, it seems that the more sucrose is present the more water is taken away from the cell. That is when it comes to the potato. When only a dialysis bag is present however, the more sucrose, the more water that is taken in. References: Reece, Jane. Campbell, Neil. Biology Seventh Edition. San Francisco: Pearson, 2005 biologycorner. com/bio1/diffusion. html# http://hyperphysics. phyastr. gsu. edu/hbase/Kinetic/diffus. htm l

Cosmos Episode 9 Viewing Worksheet

Cosmos Episode 9 Viewing Worksheet Great educators know that in order for all students to learn, they need to adjust their teaching style to accommodate all types of learners. This means there needs to be an assortment of ways that content and topics are introduced and reinforced for the students. One way this can be accomplished is through videos. Luckily, Fox has come out with an amazingly entertaining and extremely accurate science series called Cosmos: A Spacetime Odyssey,   hosted by the very likable Neil deGrasse Tyson. He makes learning science fun and accessible for all levels of learners. Whether the episodes are used to supplement a lesson, as a review for a topic or unit of study, or as a reward, teachers in all science subjects should be encouraging their students to watch the show. If you are looking for a way to assess understanding or what the students were paying attention to during Cosmos Episode 9, called The Lost Worlds of Earth, here is a worksheet you can use as a viewing guide, a note-taking worksheet, or even a post-video quiz. Just copy-and-paste the worksheet below and tweak as you feel is necessary. Cosmos Episode 9 Worksheet   Name:___________________    Directions: Answer the questions as you watch episode 9 of Cosmos: A Spacetime Odyssey.    1.   On what day of the â€Å"cosmic calendar† is 350 million years ago?    2. Why could insects grow to be so much larger 350 million years ago than they can today?    3. How do insects take in oxygen?    4. How big was most vegetation on land before trees evolved?    5. What happened to the trees in the Carboniferous Period after they died?    6. Where were the eruptions centered during the mass extinction in the Permian Period?    7. What had the buried trees in the Carboniferous Period turned into and why was this bad during the time of the eruptions in the Permian Period?    8. What is another name for the Permian mass extinction event?    9. New England was a neighbor to which geographical area 220 million years ago?    10. The lakes that broke apart the great supercontinent turned into what eventually?    11. What did Abraham Ortelius say ripped America away from Europe and Africa?    12. How did most scientists in the early 1900s explain that certain dinosaur fossils were found in both Africa and South America?    13. How did Alfred Wegener explain why there were the same mountains on opposite sides of the Atlantic Ocean?    14. What happened to Alfred Wegener the day after his 50th birthday?    15. What did Marie Tharp discover in the middle of the Atlantic Ocean after drawing a map of the ocean floor?    16. How much of the Earth lies beneath 1000 feet of water?    17. What is the longest submarine mountain range in the world?    18. What is the name of the deepest canyon on Earth and how deep is it?    19. How do species get light at the bottom of the ocean?    20. What is the process bacteria use in the trenches in order to make food when sunlight doesn’t reach that far?    21. What created the Hawaiian Islands millions of years ago?    22. What is the core of the Earth made of?    23. What two things keep the mantle a molten liquid?    24. How long were dinosaurs on the Earth?    25. What did Neil deGrasse Tyson say the temperature of the Mediterranean basin was hot enough to do when it was still a desert?    26. How did tectonic forces bring North and South America together?    27. What two adaptations did early human ancestors develop in order to swing from trees and to travel short distances?    28. Why were human ancestors forced to adapt to living and traveling on the ground?    29. What caused the Earth to tilt on an axis?    30. How did the human ancestors get to North America?    31. How long is the current intermission in the Ice Age projected to last?    32. How long has the unbroken â€Å"string of life† been going?

Why Didn't The French Canadians Join The American Revolution Essay

Why Didn't The French Canadians Join The American Revolution - Essay Example Choosing to support Americans could jeopardize the conditions of the Act and leave them at the hands of the Americans. The essay shall look at these issues in further detail in order to set their behavior against the background of the historical occurrences at that time. The essay will encompass a series of historical events that had led to French Canada's surprising reaction to the United States. First of all, a small history of French Canada will be examined with regard to their emigration and settlement in Quebec. Thereafter, there will be a need to look into the French Canadians, social and religious practices; these will be examined against the background of the general social and religious climate in America. The reason for doing this is to establish the reason behind their participation in the 1774 Quebec Act. (Candaiana.org, 2008)This will also provide an understanding about the possible differences that could have emanated between the French Canada and the rest of the American population. Afterwards, it will be imperative to look into details that occurred prior to the American Revolution and during the revolution when the French Canadians were requested to join in the struggle. All the communication that occurred between the latter group and the Americans will be examined in detail to reveal why the French Canadians took their stance as neutral parties.... The province was mostly French Catholic at that time. In fact, statistics show that the English speaking inhabitants were British officials or members of the military. (Canadian encyclopedia, 2008)The other small proportion of English speakers in Quebec was mostly located in Quebec's urban centers with the largest percentage of the latter adhering to the Protestant religious faith. In fact, census during the year 1764 indicated that in Quebec and Montreal only two hundred households represented Protestant groups. (Parker, 1983) It is also imperative to realize that the English speaking population was distinctly different from the French population owing to their economic practices. The French Canadians were mostly interested in agriculture while their English speaking counterparts were largely interested in trade. The English speakers adhered to the following professions Artisanship Inn keeping Commodity Trade Merchant trade As a result, Quebec City itself found that it had become an importer and exporter of commodities. Large percentage of the English traders had arrived in Quebec to provide supplies to British army representatives and officials however, they found that they could engage in fur trade in this area and consequently chose to develop that trade. It should also be noted that in the fateful year 1763, the British had made a proclamation about Quebec. They wanted to treat this area just like any other province within America. The colonizers wanted Quebec to operate under English laws and they also wanted them to have representative government. Despite the fact that a large percentage of the people in Quebec were

Cuban culture Essay Example | Topics and Well Written Essays - 1000 words

Cuban culture - Essay Example Hernandez has your full attention could breed a form of distrust. To best show Mrs. Hernandez that her concerns are being addressed, appropriate interjections while she is talking to show that you are paying attention, but waiting to provide a more full response until she is complete should be sufficient. Through this manner, you are showing that you are practicing effective communication skills, offering information showing that you are familiar with the culture by the brief touches that handshakes afford, but still maintaining a professional distance by not attempting to become overly familiar with her, for in her eyes, you would be associated with the government, due to the messages that the government has been touting for over half a century. In order to assist Mrs. Hernandez in developing a plan for a 1500 calorie diet, instead of changing the way that she cooks food – plantains taste exceedingly different if they are fried versus when they are grilled, perhaps the better alternative would be to offer her alternative styles of Cuban foods that would fit into a 1500 calorie diet plan, such as Cuban Stuffed Pork Tenderloin, which has 160 calories per serving (Spark Recipes, 2013), or Cuban Garbanzo Bean Salad at 320.4 calories per serving (Spark Recipes, 2013). To assist her in getting on the path to regular exercise, the ideas of walking to the grocery store and carrying her purchases back herself is one good example of how she can increase her daily activity level, as is gardening, but showing her that every activity is a form of exercise may make her more active. Explaining that everything from vacuuming to house work, yard work to cooking can be a form of exercise should prompt her to be more active, and explaining how things that may seem like they are not exercise, such as kneading bread, offer therapeutic ways to increase activity levels to a healthy level should prompt her to become more active overall. I agree with your statement that I would not encourage Mrs. Hernandez to go to the botanica; however, I would not stop her either. It is a part of not just Cuban culture, but many other cultures that has its first inclination to look for an herbal alternative before it looks for a medical alternative. I believe that you are on the correct path, as well, in asking her that if she does so, to bring the items she purchases to you, as the herbs that she purchases may have an adverse effect on the medications that have been prescribed, as in the case of willow bark being taken at the same time a person is on an aspirin regimen. Due to the proliferation of complementary and alternative medicines in Cuban culture, the Institute of Medicine’s Academy of Science went so far as to suggest schools incorporate information on these alternative practices and folk remedies into their teachings in order to ensure that the treating physician, nurse, or pharmacist had ideas already in place about the potential alternative medicines that patients such as Mrs. Hernandez might use (Applebaum, Kligler, Barrett, Frenkel, Guerrera, Kondwani, Lee & Tattelman, 2006). Works Cited