RULES OF SUBJECT VERB AGREEMENT IN STANDARD ENGLISH 1. Subjects and verbs must agree in number.

This is the cornerstone rule that forms the background of the concept. The dog growls when he is angry. The dogs growl when they are angry. 2. Dont get confused by the words that come between the subject and verb; they do not affect agreement. The dog, who is chewing on my jeans, is usually very good. 3. Prepositional phrases between the subject and verb usually do not affect agreement. The colors of the rainbow are beautiful. 4. When sentences start with there or here, the subject will always be placed after the verb, so care needs to be taken to identify it correctly. There is a problem with the balance sheet.Here are the papers you requested. 5. Subjects don't always come before verbs in questions. Make sure you accurately identify the subject before deciding on the proper verb form to use. Does Lefty usually eat grass? Where are the pieces of this puzzle. 6. If two subjects are joined by and, they typically require a plural verb form. The cow and the pig are jumping over the moon. 7. The verb is singular if the two subjects separated by and refer to the same person or thing. Red beans and rice is my mom's favorite dish. 8. If one of the words each, every, or no comes before the subject, the verb is singular. No smoking or drinking is allowed.Every man and woman is required to check in. 9. If the subjects are both singular and are connected by the words or, nor, neither/nor, either/or, and not only/but also the verb is singular. Jessica or Christian is to blame for the accident. 10. The only time when the object of the preposition factors into the decision of plural or singular verb forms is when noun and pronoun subjects like some, half, none, more, all, etc. are followed by a prepositional phrase. In these sentences, the object of the preposition determines the form of the verb. All of the chicken is gone.All of the chickens are gone. 11. The singular verb form is usually used for units of measurement. Four quarts of oil was required to get the car running. 12. If the subjects are both plural and are connected by the words or, nor, neither/nor, either/or, and not only/but also, the verb is plural. Dogs and cats are both available at the pound. 13. If one subject is singular and one plural and the words are connected by the words or, nor, neither/nor, either/or, and not only/but also, you use the verb form of the subject that is nearest the verb. Either the bears or the lion has escaped from the zoo. Neither the lion nor the bears have escaped from the zoo. 14. Indefinite pronouns typically take singular verbs. Everybody wants to be loved. 15. * Except for the pronouns (few, many, several, both, all, some) that always take the plural form. Few were left alive after the flood. 16. If two infinitives are separated by and they take the plural form of the verb. To walk and to chew gum require great skill. 17. When gerunds are used as the subject of a sentence they take the singular verb form of the verb, but when they are linked by and they take the plural form. Standing in the water was a bad idea.Swimming in the ocean and playing drums are my hobbies. 18. Collective nouns like herd, senate, class, crowd, etc. usually take a singular verb form.

The herd is stampeding. 19. Titles of books, movies, novels, etc. are treated as singular and take a singular verb. The Burbs is a movie starring Tom Hanks. 20. Final Rule Remember, only the subject affects the verb! Set In mathematics, a set is a collection of distinct objects, considered as an object in its own right. For example, the numbers 2, 4, and 6 are distinct objects when considered separately, but when they are considered collectively they form a single set of size three, written {2,4,6}. Sets are one of the most fundamental concepts in mathematics. Developed at the end of the 19th century, set theory is now a ubiquitous part of mathematics, and can be used as a foundation from which nearly all of mathematics can be derived. In mathematics education, elementary topics such as Venn diagrams are taught at a young age, while more advanced concepts are taught as part of a university degree. LAW OF TOLERANCE Proposed by Victor Shelford in 1913. This is an extension of the Law of the Minimum. It refers to the upper and lower bounds to physical environment an organism can tolerate. These boundaries affect the ability to function, grow, and reproduce. These changes can be broad and narrow. There are seasonal shifts in tolerance ranges, but within physiological limits. Implication - no organism can live everywhere. The law of Tolerance states that the existence, abundance, and distribution of a species in an ecosystem are determined by whether the levels of one or more physical or chemical factors fall above or below the levels tolerated by the species. PRINCIPLE OF LIMITING FACTORS The plants and animals that succeed in occupying a particular niche are those that can easily adapt to the unique environmental conditions of a site. Each plant and animal in the community has a specific range of tolerance for particular environmental conditions. Climate factors are the most important influence over the successful establishment of plant and animal communities. Two climatic factors are important, sunlight and moisture. Not only is the amount of sunlight available important but the duration and quality of light are important too. For instance, at high altitudes the intense ultra violet light may inhibit the growth of particular plants. The intensity of light affects photosynthesis and rate of primary productivity. The duration of sunlight affects the flowering of plants and the activity patterns of animals. The availability of water is important for the survival of most life forms. But plants require water for a number of life processes like germination, growth and reproduction too. Principle of limiting factors says that the maximum obtainable rate of photosynthesis is limited by whichever basic resource of plant growth is in least supply. The availability of energy and moisture varies geographically. At high latitudes the limiting factor is generally energy availability while in low latitudes moisture is the limiting factor to growth. The diagram below shows the relationship between potential evapotranspiration, a moisture index, climate and vegetation.

The figure on the left shows the relationship between potential evapotranspiration (PE), a moisture index (MI), climate and vegetation. Potential evapotranspiration is the optimal amount of water entering the atmosphere as a result of evaporation and plant transpiration when there is an unlimited amount of moisture. Because evaporation and transpiration depend on energy availability, potential evapotranspiration is a measure of energy input. High values of potential evapotranspiration relate to warm climates while low values to cool climates. The moisture index is a measure of moisture availability. High values of the moisture index means that plenty of water is available. Combining the two variables, potential evapotranspiration and moisture index we have a notion of what the climate is like in any part of the diagrams. For instance, high PE and large values of MI are indicative of warm and moist climates. Note that tundra and taiga (mostly conifers) are successfully established over a wide range of moisture conditions, from dry to moist, but always in cool environments. Other vegetation systems have more narrowly defined moisture and temperature requirements. Plants of a particular region have adapted to the temperature and moisture conditions in which they live. Most gardeners are familiar with plant hardiness (growing) zone maps. The zones are based on the minimum temperature experienced and thus tolerated by different species of plants. There have been recent signs that these zones are starting to shift due to global warming. DIFFERENT TYPES OF THEORIES Social theories Among those who rejected Freuds id-based theory of personality, some reasoned that the individual develops a personality through numerous attempts to deal with others in a social setting. These social theorists, sometimes collectively called the neo-Freudian school, viewed individuals as striving to overcome, feelings of inferiority and searching for ways to obtain love, security and brotherhood. Their argument minimized the role of id-based instincts that Freud emphasized. Instead, they stressed that childhood experiences in relating to others produce feelings of inferiority, insecurity and lack of love. These feelings motivate individuals to perfect themselves and also to develop methods to cope with anxieties produced by such feelings of inferiority. The first major consumer behavior study using a neo-Freudian approach was based on the theoretical scheme of Karen Horney. Horney identified tem major needs which are acquired as a consequence of individuals attempting to find solutions to their problems in developing a personality and dealing with others in a social environment. These ten needs were then classified into three major orientations which describe general strategies for relating to others: 1) Compliant orientation: Those who move toward people and stress the need for love, approval, modesty and affection. These individuals tend to exhibit large amounts of empathy and humility and are unselfish. 2) Aggressive orientation: Those who move against people and stress the need for power, strength, and the ability to manipulate others. 3) Detached orientation: Those who move away from people. These individuals stress the need for independence, freedom and self reliance in their dealings with others. An important consideration is that no strong emotional ties develop between themselves and others. A CAD (Complaint Aggressive Detached) instrument was developed to measure peoples interpersonal orientations within a consumer context. Results of the study indicated that different

products and brands were used by individuals having different personality types. For example, it was found that compliant types prefer known brand names and use more mouth wash and toilet soaps: aggressive types prefer to use razors instead of electric shavers, use more cologne and aftershave lotions and purchase Old spice and Van Heusen shirts and detached types appear to have the least awareness of brands. Other research has found that he detached personality type appears to be less involved in purchasing than are compliant or aggressive types. Although such findings are interesting social personality theories have not found great applications in the consumer behavior area. Additional research is necessary to refine scales and to generate wider base of findings from which to develop marketing strategies. Trait and factor Theories The most popular personality concepts used to explain the behavior of consumers have been trait and factor theories. The concept of a trait is based upon three assumptions or propositions: (1) individuals possess relatively stable behavioral tendencies, (2) people differ in the degree to which they posses these tendencies and (3) when identified and measured these relative differences between individuals are useful in characterizing their personalities. Therefore we see that traits are general and are relatively stable personality characteristics which influence tendencies to behave. Factor theories are based on the quantitative technique of factor analysis, which explores the interrelationship between various personality measures across a large number of individuals. Basically the underlying logic is that if responses to certain personality inventory items are correlated across many different testing situations, then these responses are probably each related to some underlying personality characteristics or trait. If the measures are highly correlated with each other they probably tend to measure the same dimension of the trait and if their correlation is lower, they probably reflect somewhat different aspects of the same trait. Therefore, a factor can be viewed as a general level variable that is based on a combination of test items and is used to identify personality traits. Various traits or factors are identified when subgroups of measures form. That is, factors emerge when certain measures show higher levels of correlation within themselves but quite low degrees of correlation across other subgroups of items. The task of the researcher is to use factor analysis to assist in identifying these interrelated groups of variables. The actual number of factors that will be identified depends on how well the variables in different subgroups correlate among themselves. Once factors are identified each one can be quantified with a factor score a weighted combination of the measures that have correlated together to identify the factor. A second task is to label or describe the factors that have been identified. This is accomplished by interpreting the factor loadings correlations between the original measures and the factor score that is based on these measures. For example, consider a factor score that had strong loading (correlations) with the personality measures of despondency, moodiness and pessimism. The researcher might use this information to label the factor as depression. It is important to note that even though the naming of factors is guided by reference to the factor loadings, a considerable amount of subjective interpretation is still involved in this process. After doing years of careful research some theorists have proposed that most personalities can actually be described by a small number of factors. In essence this view is that factor analyses of the results of many test situations has identified core personality traits. Therefore results of an

individuals testing using a personality inventory e nables the researcher to compare the individuals raw score and factor scores to the results of other subjects . This assists in the interpretation of the individuals personality. ECOLOGICAL PRINCIPLES Creating communities that are compatible with nature's processes for sustaining life requires basic ecological knowledge. We need, says Center for Ecoliteracy cofounder Fritjof Capra, to teach our children and our political and corporate leaders fundamental facts of life: Matter cycles continually through the web of life. Most of the energy driving the ecological cycles flows from the sun. Diversity assures resilience. One species' waste is another species' food. Life did not take over the planet by combat but by networking.

NATURE'S PATTERNS AND PROCESSES Understanding these facts arises from understanding the patterns and processes by which nature sustains life. In its work with teachers and schools, the Center for Ecoliteracy has identified several of the most important of these. It has helped teachers identify places in the curriculum where students can learn about them. They include networks, nested systems, cycles, flows, development, and dynamic balance. Networks All living things in an ecosystem are interconnected through networks of relationship. They depend on this web of life to survive. For example: In a garden, a network of pollinators promotes genetic diversity; plants, in turn, provide nectar and pollen to the pollinators. Nested Systems Nature is made up of systems that are nested within systems. Each individual system is an integrated whole andat the same time part of larger systems. Changes within a system can affect the sustainability of the systems that are nested within it as well as the larger systems in which it exists. For example: Cells are nested within organs within organisms within ecosystems.