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Horticulture/Iris sibirica

Iris sibirica, the Siberian Iris, is a flowering plant, native to eastern and central Europe and northern Asia. It is grown for its showy flowers and good foliage, which is narrower and less coarse than many of the other Iris species.

Description
Siberian iris is an herbaceous perennial plant growing to 50–120 cm tall. The leaves are glaucous green, narrow and fairly rigid, blade-shaped, 40–80 cm long and 2–4 cm broad. The flowers are typical of an iris, borne in late spring or early summer on unbranched or sparsely-branched stems held above the leaves, each flower 4–7 cm diameter. Flowers of the species are mid- to purple-blue, often with a paler whitish or yellowish centre, though cultivars are sometimes much paler or white.

Growing conditions
This iris requires full sun and ample drainage. When planting, the roots should be slightly above the level of the surrounding soil (the exposed edges can be hidden with compost or mulch). They will appreciate composts, but nitrogenous fertilizers will encourage heavy vegetative growth and few flowers.

This plant will not flower in shady locations, and will die in deep shade.

Varieties
There are several cultivars selected for flower color and form. Most cultivars of this species are likely hybrids with related species of Iris.

Uses
In the garden, siberian iris is commonly grown as an accent plant for its showy flowers and tidy, erect form. The plants are often left up during the winter, as the foliage develops a good color, and the seed pods have ornamental interest.

The long-stemmed flowers are often harvested for the vase as a fresh flower. The seed pods are also used in winter arrangements.

Maintenance
After a few years growing in the garden, Siberian iris will develop a "hollow center", growing in a ring around the old roots. The foliage then begins to point outwards, losing some of its ornamental appeal. When the hollow center develops, simply dig up and divide the plant after flowering.

The foliage can be left up for winter interest, but as it begins growth early in the spring, it should be cut back in mid- to late winter.

Propagation
This plant is easy to propagate through division, though the thick roots can be difficult to separate. An axe or mattock is recommended.

Harvesting
Cut flowers should be immediately placed in water.

Pests and diseases
Siberian iris has few serious pest and disease issues.

title: Horticulture/Iris sibirica


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Talk:Horticulture/Iris sibirica

Transwiki notes
Copied from Iris sibirica 16:01, 6 October 2006 (UTC) using this revision.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Talk:Horticulture/Iris sibirica


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Horticulture/Requests

If you would like to see a topic addressed in Horticulture, please add your request below:

 * Lemon Grass

/Project

title: Horticulture/Requests


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Adventist Youth Honors Answer Book/Nature/Stars (General Conference)

b. What governs the tides?
The tides are governed by the Moon, and to a lesser extent, by the Sun. The Moon's gravitational pull causes the oceans to bulge out and that causes high tides.

c. What causes an eclipse?
An eclipse is caused when the Sun, Earth, and Moon are in a direct line with one another. When the Earth is between the Sun and the Moon, we see a lunar eclipse, which is the Earth's shadow falling on the moon. When the Moon is between the Sun and the Earth, we see a solar eclipse, which is when the Moon's shadow falls on the Earth (blocking the Sun).

d. What is a shooting star?
A shooting star is not a star at all, but rather a meteor. A meteor is any celestial body (usually quite small) that falls to the Earth. Most burn up in the atmosphere before reaching the surface, leaving a bright, short-lived streak in the sky. It is not a comet.

2. Make a diagram showing relative positions and movements of the Earth, Sun, and Moon. Show positions and area events for eclipses of the Sun and Moon.
One may demonstrate by using an orange, walnut, and marble, or similar objects, to show positions and movements of the earth, sun, and moon when there is an eclipse of the sun and when there is an eclipse of the moon.

Place the "sun" model in the center. Place the "earth" some distance from the sun, and show how it travels in a near circle around the sun. The moon travels around the earth, but it always shows the same face to the earth (its rotation on its axis takes the same amount of time as its orbit around the earth}.

4. How fast does light travel? How far does light travel in a year?
Light travels at 186,000 miles per second (not miles per hour), which is 300,000 kilometres per second. In one year, light will travel 5.88 trillion miles (9.4 quadrillion km). This distance is also called a light-year.

5. What is the difference between planets and fixed stars? Identify in the sky eight fixed stars.
The word planet means wanderer because the planets appear to wander about the sky relative to the stars. The stars do not move in relation to one another (although they all appear to move together because of the Earth's rotation on its axis).

Which eight stars you choose to teach your Pathfinders to identify will depend on the season (spring, summer, winter, or fall), although some stars are visible year-round.

Polaris
Polaris is one of the most useful stars for a person in the Northern Hemisphere to be able to identify, as it can tell you two things: which way is north, and what is your latitude (if your latitude is 38°, Polaris will be 38° above the horizon etc.).

Capella
Capella can be found by following the line made by the two stars in the Big Dipper's handle and extending it across the Dipper's bowl.

Arcturus
Arcturus is the brightest star in the constellation Boötes, and the third brightest star in the night sky. Arcturus can be found in the summer by following the arc made by handle of the Big Dipper (away from the dipper's bowl).

6. What is a constellation? Name and point out six. Name two constellations visible throughout the year.
A constellation is any one of the 88 areas into which the sky - or the celestial sphere - is divided. The term is also often used less formally to denote a group of stars visibly related to each other in a particular configuration or pattern.

 * Ursa Major: Ursa Major is better known as the Big Dipper. It appears in the north and is fairly easy to identify.  It is illustrated in a previous requirement.

 * Ursa Minor: Ursa Minor is better known as the Little Dipper. Use the instructions given previously for finding Polaris, which is the end of the Little Dipper's handle.  Unfortunately, the stars that make up Ursa Minor are relatively dim, making this one a bit more difficult to find.

 * Cassiopeia: Cassiopeia is illustrated in the next requirement and is generally visible (at some time during the night) all year round. It is on the opposite side of Polaris from the Big Dipper.

 * Boötes: Instructions for finding Arcturus, and thus the constellation Boötes are given in a previous requirement.

 * Cygnus, Altair, and Lyra: These are easily identified summer constellations. The brightest stars in each of these three make up the Summer Triangle.  Once the stars are found, it is easy to find the constellations they are part of.  Vega is the brightest star in the Summer Triangle, and it is a member of the constellation Lyra.  Cygnus is also known as the Northern Cross.  The triangle is completed by Altair which is a member of the constellation Aquila.

The Winter Circle is made up of several bright stars visible in the Northern hemisphere's winter. The easiest constellation to find in the Winter Circle is Orion. Following Orion's belt will lead to Sirius, the brightest star in the sky and a member of Canis Major (the "big dog"). Canis Minor (the "little dog") is clockwise from Sirius. Continuing clockwise, we come to Gemini, Auriga, and Taurus.

The constellations that are visible throughout the year are the ones near the celestial poles:

8. What is the Milky Way? Observe the Milky Way in the night sky.
A large gathering of stars and bodies making up one of many galaxies. The portion visible in the night sky of Earth is only a single dimensional or flat view of the galaxy as our solar system is part of the same galaxy we have lack for a broader perspective.

9. What is the morning star and evening star? Why does it carry both names? Observe the morning and evening star in the sky.
This is not a star at all but the Planet Venus and draws in part its modern status as the Morning Star and Evening Star from mythology. Venus never appears on the opposite horizon from the sun due to its relative location to the sun and Earth. Mercury too fits this profile but is rarely actually visible.

10. Explain zenith and explain nadir.
Zenith is the point in space directly overhead. If you extend a line from the zenith to the point on Earth upon which you are standing and continue that line through the Earth and out the other side, it would point to the nadir. In other words, nadir is the direction pointing directly below a particular location. The line connecting the zenith and nadir passes through the point on Earth where you're standing and also passes through the center of the Earth and out the other side.

11. What is the Aurora Borealis? What causes it?
An Aurora is a beautiful natural phenomenon that often occurs in the polar regions of Earth.

The immediate causes of aurora are precipitating energetic particles. These particles are electrons and protons that are energized in the near geo space environment. This energization process draws its energy from the interaction of the Earth's magnetosphere with the solar wind.

12. Discuss the statement made by Ellen G. White in Early Writings, page 41, concerning the opening in Orion.

 * “December 16, 1848, the Lord gave me a view of the shaking of the powers of the heavens. I saw that when the Lord said "heaven," in giving the signs recorded by Matthew, Mark, and Luke, He meant heaven, and when He said "earth" He meant earth. The powers of heaven are the sun, moon, and stars. They rule in the heavens. The powers of earth are those that rule on the earth. The powers of heaven will be shaken at the voice of God. Then the sun, moon, and stars will be moved out of their places. They will not pass away, but be shaken by the voice of God.

 * Dark, heavy clouds came up and clashed against each other. The atmosphere parted and rolled back; then we could look up through the open space in Orion, whence came the voice of God. The Holy City will come down through that open space. I saw that the powers of earth are now being shaken and that events come in order. War, and rumors of war, sword, famine, and pestilence are first to shake the powers of earth, then the voice of God will shake the sun, moon, and stars, and this earth also. I saw that the shaking of the powers in Europe is not, as some teach, the shaking of the powers of heaven, but it is the shaking of the angry nations.” – Passages from Ellen G. White Early writings, page 41

The above statement clearly mentions the events that would occur during Christ’s second coming to this earth. The passage also mentions that God’s voice would be heard through the open space in the Orion and also the “New Jerusalem” would descend from that open space. It is in agreement with the Holy Bible in Revelation 3:12 “Him that overcometh will make a pillar in the temple of my God, and he shall go no more out: and I will write upon him the name of my God, and the name of the city of my God, which is New Jerusalem, which cometh down out of heaven from my God: and I will write upon him my new name.”

The same is also mentioned in the book of Revelation, chapter 21:2 & 3 '''“And I John saw the holy city, New Jerusalem, coming down from God out of heaven, prepared as a bride adorned for her husband. And I heard a great voice out of heaven''' saying, Behold, the tabernacle of God is with men, and He will dwell with them, and they shall be His people, and God Himself shall be with them, and be their God.”

The passage also mentions on many things that would happen at the end of time whereby it affects nature terribly and also war between world countries with no more peace and safe place for humans.


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Free ABA Basics/Assessment

Early Intervention Age - Reorder

 * Cooperation & Reinforcer Effectiveness
 * Visual Performance
 * Motor Imitation
 * Receptive Language
 * Verbal Imitation/Echoics
 * Manding/Requesting
 * Tacting/Labeling
 * Intraverbals/Fill In the Blank/Wh?
 * Spontaneous Vocalizations (ask Sue & Patty)
 * Play
 * Fine Motor
 * Leisure
 * Social Interaction
 * Gross Motor
 * Toilet Training
 * Eating
 * Self Help

Early Special Education Grade K+

 * Group Interactions
 * Classroom routines
 * General Responding
 * Grooming

Special Education Grade 1+

 * Math
 * Reading
 * Writing
 * Spelling

title: Free ABA Basics/Assessment


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Talk:Free ABA Basics/Assessment

= Other Possible Discussions =

 * Talk:Free_ABA_Student_Skills_Assessmen/Contributing

= Current Discussions =

Naming Convention
Early - beginning, intro, initiate, onset, inception, start, naïve, basic, essential, fundamental, prime, novice
 * 1) Naming convention for sections to be developed. Suggestions:

Intermediate - medium, middle

Advanced – later, higher

Prioritize!

 * 1) Decide which module to start with:
 * Tacting section?
 * How to assess - make rubric-like wikibook, directions?

title: Talk:Free ABA Basics/Assessment


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Parkour/Basic Moves/Tic Tac

Steps

 * Take in a breath through your nose as you take a stride into this motion. Bring one leg up to the surface you are performing the tic tac off of. Think of this first step as pushing off of the apparatus rather than kicking off.
 * Let out a sharp and powerful breath through the mouth (it helps to make a "su" or "shu" sound to ensure that the breath comes from the abdomen) as you pounce off of the object. Twist your body out and upwards. Throw your arms in the direction you'd like to land and let your eyes guide you from there.

Variations
Variations include wall running and just a tac.

First, the wall run is basically the same as the tic tac but is done with only one wall and more than two steps (not that it should be numbered).

To execute it run at a wall head on or at an angle, then with your non-preferred foot kick up the wall. Quickly place your preferred foot onto the wall and push off or in the same direction as the first kick. This allows you either to continue the wall run or finish it. if you find that your dominant foot goes on the wall first, and your dominant foot is the one closest to the wall, you may want to lean more away from the wall, to give you the best chance of having more than one step. You may want to also take quicker steps to prevent slipping.

The tac is were you simply kick off a wall at an angle to get over an object or gap. of course this is simple but effective and can be used in combination with vault, catleap, etc.

title: Parkour/Basic Moves/Tic Tac


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Nomenclatural Citations/Allium/scorodoprasum

Original description (Latin)
Allium caulo planifolio bulbifero, foliis crenulatis: vaginis ancipitibus, staminibus tricuspidatis. ''Hort. ups. 77'' Allium capitulo bulboso erecto, foliis planis subcrenatis, vaginis ancipitibus. ''Fl. Suec. 266. It. xl. 60'' Allium staminibus alterne trifidis, capite bulbifero, foliis gramineis laeviter ferratis. ''Hall. all. 3'' Allium montanum bicorne latifolium, flore dilute purpurascente. ''Baub. pin. 74. Rudb. clyf. 2. p. 155.'' Foliis caulinis teretibus. Allium staminibus alterne trifidis, capite bulbifero, scapo ante maturitatem contorto. ''Hall. all. 2'' Allium fativum alterum s. Allioprasum caulis fummo circumvoluto. ''Bauh. pin. 73'' Allii genus Ophioscorodon dictum quibusdam. ''Bauh. hist. 2. p. 559. Porrum radice laterali cordata solida, pedunculo revoluto, capite bulbifero. ''Hort. cliff. 136  Habitat in Oelandia, Dania, Pannonia.


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Practical Electronics/Logic/Boolean Identities

There are several laws that can be used to simplify or modify Boolean expressions. This page will explain them, this page will list them for easy reference.

Axioms
Axioms are propositions that are deemed obvious and therefore are not required to be proved - in fact they cannot be proved because they are defined to be true by the structure of the algebra. They form the foundation of the rest of boolean algebra by defining the two values, 1 and 0 and the three operators, AND, OR, FLO, and NOT.

DeMorgan's Law
DeMorgan's Law is a very powerful tool for grouping or ungrouping logical statements. It basically states that either logical function AND or OR may be replaced by the other, given certain changes to the equation. It is usually expressed as two distinct identities. First is the following:

 * $$\overline{A+B}=\overline A \cdot \overline B$$

At first, it may not be clear how this result is found, but if you look at the first Venn Diagram to the left, it is clear. Imagine a variable called X, which is defined by:

 * $$X=\overline{A+B}$$

This means that X is NOT in group A OR B, so it must be in the blue region. Now, this is the same as saying that X is NOT in A AND also NOT in B. This means that we can also define X as:

 * $$X=\overline A \cdot \overline B$$

This can also be seen by drawing up a truth table: working in from each end of the table, we can see that the two give identical results:

The second expression is basically the same but with exchanged symbols

 * $$\overline{A \cdot B}=\overline A + \overline B$$

If we do the same trick with X again, we see that it must NOT be in both A AND B. Therefore it must be in the light blue, dark blue or red regions, and not in the centre. We can now say that X is either not in A, not in B or not in either. This is the same as saying that X is NOT in A OR NOT in B (using the logical kind of "or"). Therefore,

 * $$X=\overline A + \overline B$$

Again, this can be shown by a truth table:

An easy way to remember the laws given above is: "Split the line, change the sign." With these two rules, it can be shown that any logical statement can be changed using the following method:

 * 1) Compliment all terms in the expression
 * 2) Change all ANDs to ORs and all ORs to ANDs
 * 3) Invert the result


text: Practical Electronics/Logic/Boolean Identities Summary


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Morphological Flows and Sustainable Growth

Abstract: This is an e-book and e-course. The first part of the e-book integrates the tale of material morphogenesis, biological morphogenesis and our social/cultural morphogenesis in a hierarchical continuum of complexity. I call it The Morphological Flow Model, how energy coalesces to create shape. It forms the basis of a comprehensive, fact based evolutionary philosophy that answers the question of where we came from. In the second part of the e-book, we'll use morphologiclal flow principles analytically for problem solving in general and to specifically tackle the existential dilemma of the age: can we achieve sustainable growth. This work is intended for college and perhaps senior high school students. Presently the subject is being taught but in a fragmented and incoherent manner through departments of physics, astronomy, chemistry, biology, anthropology, sociology, philosophy, engineering, etc. This effort consolidates those disciplines in an umbrella survey course. This e-course is an automated, self study course offered on the Internet and accredited under the banner of evolutionary philosophy, as a general elective.

Table of Contents
/Introduction/- Read this before moving on

Section 1- Material Morphogenesis - Creation of material
1- /Creation of elementary particles/- Staring point of morphological flows: Elementary Particles; Creation of the universe- The Big Bang/Inflationary model; Dark Energy and Dark Matter; Galaxy Formation; Chaotic Morphological Flows

2- /Creation of atoms/- Creation of Nuclei; Creation of Electron Orbitals; Deriving the Periodic Table of Elements

3- /Creation of molecules/- Atomic Bonds; Shape of Molecules

4- /Creation of Proto-Biota/- Creation of Intermediate Organic Material from Base Material; Creation of Biotic Material from Intermediate Organic Compounds; Exactly what is life anyway?

Section 2- Biotic Morphogenesis - Creation of life - The tree of life
5- /Creation of Biota I/- Historical Perspective on Genetics- Manmade Natural Selection and the Evolution of Genetics; Gene Structures; Genetic Networks and the Shape of Life; Natural Selection and Genetic Evolution

6- Creation of Biota II- The Fossil Record; Comparative Anatomy; The Tree of Life (a pictorial family album)

-- 6.1- /The tree of life from single cells to reptiles/

-- 6.2- /From Reptiles to Us/

7- /Creation of Biota III/- Biotic Neural Networks; Evolution of the Central Nervous System and the Brain

Section 3 - Social Morphogenesis - Creation of us
8- /Creation of Us I/- Physiological Basis for Behavior: The Triune Brain and Evolutionary Psychology; Discerning Reality: Abstraction and the Widening Aperture of Perception; Incremental and Transcendental Abstraction; Memetic Evolution

9- /Creation of Us II/- Evolution of Social Morphologies; Evolution of Governance, Religion, Science and Economics

Segue - Defining a Unified Morphological Flow Model as an Analytical Tool to address scientific, social and personal dilemmas
10-/The Cascade Model of Morphological Flows/- Rendering the Flow in a Unified Model; Flow Oriented Thinking and Problem Solving; Applying the Analytical Model to solve scientific, social and personal dilemmas

Section 1 - Analytic Flow Oriented Thinking To Help The Human Dilemma of The Age - The Question of Sustainable Growth
11- /Introduction to the sustainable growth dilemma, Exponential Population Growth/ - World Population Growth; Population Growth in the Developed and Underdeveloped Countries; Flattening the Population Growth Curve

12- /Exponential Growth In Demand/ - Developed, developing and underdeveloped World's Demand Model; A possibly sustainable Energy Supply-Demand model in a knowledge worker world

13- /Social Rifts/ - Or Clubby Nature; Anatomy of Social Rifts; The Anatomy of The Jihadi vs Western Civilization Rift; How to Close Rifts: Dah, build up the middle

14- /Action Items/ - Now that we have dissected the sustainability problem, what can we do to be a part of the solution and not the problem

Section 2 - Analytic Flow Oriented Thinking To Help One's Self - and for bonus some Fun Stuff
15- /Define your attractor set and build a sustainable relationship/- Use the triune brain model to define what you gravitate towards; compare it with your partner's attractor set and see whether you're paths are are likely to come together or drift apart

16- /Define and plot your intellectual attractor set, find and pursue your passion/- ''What is your passion? Major? Career?''


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User:Jmoinian/Dogs

The History of Dogs Ten thousand years ago a group of hunters came across an abandoned gray wolf puppy. The little one was so cute that the hunters decided to raise him themselves and teach him to help them in their daily hunting’s. No one knows for sure how the descents of Gray Wolf became friends with our ancestors. Mt is it was companionship or the intelligence that make them each others best friends.

Marine Schwartz from the Yale University Press has quoted from Charles Darwin, the Descent of Man and selection in Relation

“Then the woman picked up a roosted mutton and throw Throw it to the wild dog, and said “wild thing out of wild Woods taste and try. Wild dog gnawed the bone, and it Was delicious than anything he had ever tasted, and said “My Enemy and wife of my enemy, give me another.” “Then the woman said” wild thing out of wild woods, help my Man to hunt through the day and guard this cave at night, and I will give you as much roost bone as you need…. Wild Dog crawled into the cave, and put his head on the woman’s Lap, and said “O my friend and wife to my friend, I will help your Man through the day and at night I will guard your cave.” Rudyard Kipling, just so stories 1912

Whatever the story is; the modern dogs are a multi billion industry. There are more than 400 breeds. The breeders are trying to come up with more gentle and friendlier dog to satisfy the different customer’s wishes. Why people do want to keep dogs as pets? There are many reasons. It could be their companionship, helping them with the farms’ chore, or it could be their being plain beautiful Dog’s life like humans has ups and downs. While in Europe and America Millions of dollars being spend for dog’s food, health and fashion. In some Middle Eastern and Asian countries these defenseless creatures are being chased by children with stones in their hand to corner them and stone the little beauty to death. The children feed them needles and poison and while the animal is suffering the children laugh their heads off. In this side of the world dogs are considered to be friends on the other side of the world they are unholy and unclean.

In every corner of the world you come about the story of dog’s unquestionable affection toward his master. During and excavation in Pompeii Italy. The team came across dogs’ skeleton which was next to a small child’s’ body.

Today society around the world is full of lonely people. The industrial revolution not only made the life more comfortable it made it more difficult to cope with. People are more loner than ever. Parents and children are living miles and even countries away from each other. Since humans are being born as a socialized individual it is hard for them to live by themselves. Marriages fall apart within a year or even in some cases within a week. Humans are in search of unconditional love and affection. Since they can not give and receive it from each other; the best thing to do is to bring a lovable pet home. I am grateful for the lord’s bounty and the friendship of my pet which is my closest friend.

title: User:Jmoinian/Dogs


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Morphological Flows and Sustainable Growth/Introduction

Morphological Flows and Sustainable Growth

Introduction

We are brought up as object oriented thinkers, typically emphasizing objects deemed important in the short time-span of one's life. Go to school, go to church, get a job, make money, buy a house, get married, have kids, grandkids. These are all objects, objectives, goals, static states formed by social consensus. In school you study subjects, but what does math have to do with English composition, what does basketball have to do with chemistry, home economics with astronomy, social studies with physics? All appear to be a series of random subjects somehow cobbled together by some anonymous school board. Yet another forged rendition of social consensus setting up a stage where you and whole bunch of other people that you may or may not know play assigned roles that may or may not have anything to do with one another. There is no big picture rendered in any shape or form, no essential truth that binds the pieces. You are but an object following objectives set forth by social consensus. Then if you are lucky you'll go to college. And instead of getting the big picture, you are forced to go the other way, specialize in yet smaller subsets of reality. And as you go on you would be further and further specialized as prescribed by the leaders of your specialty, and as promised you'll get a top job in your field. You may become an expert on history of 16th century Italian art, or an expert on gamma radiation signature of Quasars, or an expert in constitutional law and reproductive ethics, or oil shale geology, or bio-molecular chemistry, computer generated animation, rabbinical studies, thyroid oncology, film and stage set design, childhood education.

Do you get the picture? Where is the big picture? Wasn't philosophy supposed to render the big picture? Isn't philosophy supposed to be the love of truth? Well, philosophy seems to be equally specialized, philosophy of science, philosophy of religion, art, economics, governance? Thousand different truths, all unrelated? Do you get the picture? There is no big picture!

Well all of that is about to change. We are going to render the big picture, an Evolutionary Philosophy. We are going to map where we came from, in factual, corroborated detail. We are going to map how energy coalesces to create shape in a continuum of hierarchical complexity called Morphological Flows. Starting at the beginning of everything, we are going to see elementary particles in the cosmos bind to form atoms, how atoms bind to form molecules, how organic molecules on earth bind to create bio-molecular constituents of cells. That we call material morphogenesis. Then we'll follow biological evolution and map the tree of life. We are going to follow the branches of the tree from cells to reptiles to mammals until it reaches us. That we call biotic morphogenesis. Then we'll follow our evolution, how we have evolved to form the societies and cultures that you see around us, yes we will map our evolutionary history. That we call social morphogenesis. Together, material morphogenesis, biotic morphogenesis and our social morphogenesis will render the big picture. We will see how morphological flows create existence, of every thing in our space-time bubble, including us, in a continuum.

All of that is academically interesting, woopdidoo. You may even get college credit for it, make mom proud. But for us, the morphological flow model is but a tool to tackle the next section of this e-book: Sustainable Growth. You see in the past hundred years we have endured two world wars, a cold war, proliferation of weapons of mass destruction (including nuclear weapons). Now we are dealing with religious philosophies of Islam and Christianity that can't wait for Armageddon, and are arranging things to get it. If we look at the history of civilization: the Mesopotamians, Persians, Chinese, Greeks, Romans, Caliphates, Ottomans, Colonialists, they all crumbled just to rebuild back again, or not at all. Not a single one was sustainable, not a one, in the history of civilization. Now we are dealing with proliferation of weapons of extinction, global climate change, mass extinction of species, so the existential question becomes, can we survive? Is there a sane manner with which we can achieve sustainable growth?

To answer that question we need one hell of an analytical tool. A tool that can look at big patterns, a tool that can penetrate human behavior, a tool that can analyze existential flows in grand scales. The Morphological Flow Model provides just that.

Let me give you a quick example: being sexual with your spouse, being happy that your basketball team won, and finishing your project on time have everything to do with one another; they are psychological behavioral aspects that you exhibit in accordance with the physiological makeup of your brain. It is called evolutionary psychology and you'll learn about that in chapter 8 (really, you'll learn where these circuits are located in your noggin). There you'll find out why people buy giant cars and why politicians kiss babies, the subconscious tricks that ad agencies use to sell you crap and politicians use to get your vote. You'll learn about the stuff that people do without even knowing that they were doing it, or that these behaviors are even related, let alone explained.

Here's another dandy, did you now that religion predates civilization, that religion as early as 30000 years ago tried to explain the place of man in the universe, bore governance, was and is a glue in social cohesion. Did you know that religion is uniquely adept at constituting moral, ethical and legal frameworks for social conduct. And did you know that religion routinely tauts itself at being universal and able to render divinity, and routinely sucks at both. You'll learn all about that in chapter 9.

Or, what we touched upon earlier, what does religion have to do with science, plant growth with differential equations, cooking with astronomy, law with genetics? By the time you are a flow oriented thinker the answers will be obvious, these are aspects of us trying to understand us. The big picture is the morphological flows and we see it (all be it dimly) and are a part of it and try to survive in it and in doing so we cook and learn about the stars and planets, grow plants and do calculations, and build and sell, and conquer and vanquish; and prey, especially when all else fails prey.

Morphological Flows provide an incredible analytical model because they are real. The Flow model lets you deconstruct any morphology into its constituent makeup. It allows you to extrapolate the future of any morphology based on evolutionary patterns. This is precisely the tool that we need in trying to answer the question: is there such a thing as sustainable growth, or are we to crumble just like every civilization that preceded us.

There are answers. Read on.

+++++++++++++++++++++++++++++++++++

PS. 1- This e-book is not necessarily linear. If hard science puts you to sleep, no one will sue you in the world court for skipping to the human interest chapters, e.g. chapter 8. Having said that, there is a lot to be gained by knowing that you and I and everything else has had the same genesis point, in fact our entire space-time bubble is a subset of the genesis point. And no, God is not a bearded white dude with his picture in the Sistine Chapel.

2- This is an e-course as well. You can take tests online and get credit. It is in the accreditation process (these things take time, a lot of time as it turns out). I'll have the process described in the e-course section as soon as it is fleshed out.


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Morphological Flows and Sustainable Growth/Creation of elementary particles

Creation of elementary particles
1- Starting point of morphological flows: Elementary Particles

2.1-Creation of the universe- The Big Bang/Inflationary model

2.2- Dark Energy and Dark Matter

2.3- Galaxy Formation

3- Chaotic Morphological Flows

1- Starting point of Morphological Flows: Elementary Particles-

As we saw in the introductory piece, morphologies flow up in the order of hierarchical complexity. So naturally at the bottom we expect to find the simplest of morphologies. And we do, they are elementary particles and they bind to form everything in the periodic table of elements as we will see in the next chapter.

To the best of our understanding thus far, we have the following elementary particles table:

Lets consider the twins paradox. One twin (Jim) is on earth and his brother (John) travels on a spaceship at near the speed of light holding a clock and a yard stick. To Jim, John's yardstick shrinks and his clock's ticks expand (slow down). In fact from Jim's perspective, at the speed of light, John's yardstick shrinks to zero and his time clock takes an infinity to tick. So should John come back he'll find that his brother died forever ago, while he aged next to nothing. Of course that can't happen because at the speed of light John is all photons and no matter. And that is the whole point. From a photon's perspective, our concept of space-time is irrelevant. It is only when particles are created that their speed drops to below the speed of light. Only then space-time is born. But even then it is nothing like you and I know. You see at those speeds and scales, particles live in a quantum world. In that world a particle is like a blob of energy that occupies a space-time range, not a fixed point. A particle is here and there, sooner and later, all be it in extremely small space-time scales. It is when particles bind to form atoms (proton-neutron-electron combinations) that their speed drops to something closer to ours. And as they bind to create molecules (the stuff all around us) our familiar notion of space-time comes to form.

I know this sounds out-of-worldly to us because it is. But space-time transform (known as Lorentz transform) is regularly used in particle physics calculations. And we owe every digital device to the knowledge of the quantum world (quantum mechanics). These concepts simply don't register within our notion of what is physical. And that is the whole point: reality is in fact abstract. As we form abstractions and corroborate them and do calculations with them and build devices with them, then our notion of reality expands. Our aperture of perception expands. So reality is abstract, the subset of it that registers on our minds and are commonly corroborated form our sense of known reality. And the subset of known reality that registers on our 5 physical senses form our sense of what is physical. Back to the matter (pun intended) at hand. Particles have mass, and therefore gravity. It is this force that binds matter in large scales to create galaxies and stars. Particles may have charge, as in proton (positive) and electron (negative). These electric charges give rise to electro-magnetic forces. It is the electro-magnetic force that binds electrons and protons (and neutrons) to create molecules. As atoms come in contact in stars, as we will see in the next chapter, the strong nuclear forces bind the nuclei of matter to create hierarchy of elements. Finaly the weak nuclear force can break up radioactive nuclei. These four forces, gravitation, electro-magnetism, strong and weak nuclear forces are responsible for the reactions that bring about galaxies, stars, planets, organic material, life and us. As we traverse the morphological flows we will follow the shapes (morphologies) and the forces that act on the morphologies. Simply put, morphological flows consists of shapes and forces that act on them to create further shapes.

Of all of the permutations of combinations of particles, the proton-neutron-electron combinations have proved to be stable enough to form massive hydrogen-helium gas clouds, the simplest atoms (as morphological flows would predict). As you see consistently through out all of the morphological flows that is the signature of creation and destruction. Lower morphological entities mix and match in a chaotic manner, the resulting forms that are stable perpetuate and the unstable ones decay into their constituent parts.

Continuing the tale, the hydrogen clouds condense to form galaxies. The stars in the galaxies go on to produce the basis of the matter in the universe that we see today (as you will observe in the next chapter). And that is the realm of cosmology, understanding the big picture. So lets cover that next.

2.1- Creation of the universe- The Big Bang/Inflationary model- The prevailing theory says that all energy-matter in our space-time bubble was created in a Big Bang event. The event created an inflating space-time bubble full of super-hot elementary particles. As the bubble expanded, the particle soup cooled down to the point that the present protons, neutrons and electrons had a chance to bind and create elemental atoms of hydrogen. Massive hydrogen clouds, under gravitational attraction, coalesced to form galaxies (Source: http://www.gsfc.nasa.gov/topstory/2003/0206mapresults.html).

Let's start with some observations and see how they lead to the big bang and inflationary models for the creation of the universe. The main observation, now termed Hubbell's law (named after the person who made the observation), is that galaxies are moving away from each other, i.e. the universe is expanding. He did that by looking at the radiation signature of known elements like hydrogen in distant galaxies. Say, hydrogen when thermally excited radiates at a given frequency. If the object is moving towards you, the wavelengths squeeze together making it appear a bit bluer, if it moves away from you the opposite happens and it appears redder. We call this the red shift. Almost every thing is red shifted regardless of what direction we look, meaning everything is moving away from everything. The exception is nearby galaxies (in galaxy groups) that are relatively moving towards one another, but all distant galaxies appear to be moving apart. So imagine in your mind, a movie of these objects moving away from each other. Now reverse the movie and look at it going backwards in time, everything will be moving towards each other. The logical conclusion would be that at some particular point and time every thing would come together. The big bang theory then proposes that it all started with a big bang that started the movie. Another observation that lends credence to the big bang idea is that of the cosmic background radiation. No matter in what direction we look, we find a radiation signature that corresponds to a temperature of ~3 degrees Kelvin. One explanation is that it is the after glow of the big bang event. So you had this initial explosion. Then everything cooled down (other than the regions where stars formed and heated back up again). And what we see today is the uniformly cooled aftermath of the big bang event that after some 14 billion years is now at a uniform ~3 K, regardless of where you look.

Big Bang Theory explains a lot of the observations but not all. You see, all matter at any given temperature vibrates. That motion results in it radiating at a given frequency. We can detect any frequency, so theoretically we should have a radiation signature of anything (any matter that is out there). There in is the problem, as we are about to see.

2.2- Dark Energy and Dark Matter- Suppose Big Bang is a given, it did explode 14 billion years ago and everything started to expand out as the result of the momentum of the explosion. So you have all these objects receding from one another. The only force exerting on them will be their mutual gravitational attraction pulling them towards one another, thereby counteracting the initial outward momentum. So over time you expect that the rate of expansion will slow down. People started to look at certain super-novas at large distances away, expecting to see slowed expansion the further out they looked. There would be more matter between us and the observed object, therefore more gravitational attraction, therefore more of a slow down. And taking that logic to conclusion, the objects farthest away, say 14 billion light years or so, would have all of the gravitational force of the universe acting on it and pulling it back and very little matter in front of it to attract it forward. At least that's what people thought. Well, the observations showed the exact opposite result. Not only distant objects aren't slowing down, the further out we look the more they are speeding away. And that is true for all directions. So there is something that is continually pushing these objects away from one another, something with negative gravity. And, this stuff, called dark energy, is evenly distributed because its effects are uniform regardless of what direction we look at. The problem is that we can't detect it with anything so far. The only effect we observe is the repulsive gravitation that I just described. So it is not matter, because that has positive gravity, pulling other matter towards it. It's not pure energy, ala photons, because that has no mass and no gravitation. Somebody had to call it something, so they call it dark energy.

And here is another observation. When we look at some galaxies, say our own milky way, we find most of the stellar matter bunched up around the core. By contrast, you have relatively little star formation in the outer bounds. Again if gravity was the only force in effect, then you'd have very fast rotation in the middle and relatively little rotation out on the perimeter. Think of your kitchen sink. When you have a lot of soap water (for those of you that have actually washed dishes), you see fast rotation near the drain and relatively little rotation on the outside. You'd expect that. You only have one force, gravity, effective at the drain and exerting most force on the nearby material. We don't see that in the case of the spiral galaxy of our example. The stars on the perimeter are moving at the same relative rate as the stuff in the middle. The outer stars don't drift off. They keep formation. So some other force is hemming them in. But nothing can be detected that could exert such a positive gravitational force. The same thing holds when we look at galactic groups and clusters, e.g. the Virgo super-cluster. We see all of these far-flung galaxies in the cluster and they keep formation. But there aren't enough observed matter in the cluster to pull them together. And if one calculates the amount of matter that it takes to exert the gravitational force to pull the galaxies together, one comes up with far more than the observed matter that is accounted for. So there is something out there, in vast quantities, that doesn't radiate and has positive, matter-like, gravitation. So people started calling it dark matter.

There is a whole cosmic industry trying to theorize the nature of dark energy-dark matter. And it is noteworthy that per our current theories and observations, it is thought that that dark stuff comprises some 90 percent of the energy budget of the universe. Some call this the golden age of cosmology because there is so much to be discovered. I personally call it the nickel age of cosmology because there is little money in it.

2.3- Galaxy Formation- Regardless of the theories of the creation of the universe and the problems therein, there are these elementary particles that start off the morphological flows. Among them, the stable electron-proton-neutrons bind to create the simplest atom, hydrogen, in vast quantities of gasses. As gas clouds become denser due to gravitational attraction they heat up and eventually coalesce to form proto-galaxies. Proto-galaxies are dense gas (mainly hydrogen) clusters that act as stellar nurseries. As proto-galaxies settle, we end up with the galaxies that we observe today. We see spiral galaxies, lenticular galaxies (spiral galaxies with missing spirals), elliptical galaxies that look like cosmic footballs, and irregular galaxies.

We often find galaxies in groups and groups within clusters. Irregular galaxies are thought to be galaxies that, under the influence of nearby galaxies in their group, never had a chance to form. Our own milky-way galaxy is orbited by 2 irregular galaxies called the large and the small Magellanic Clouds. Sometimes one galaxy in a group absorbs another galaxy in the group. Within the galaxies you typically find:

- Globular star clusters, large, compact aggregates of hundreds of thousands of stars, often the oldest stars in the galaxy.

- Stellar nebula remnants - As the stars develop, many of them leave nebulous remnants (planetary nebulae or supernova remnants) which then populate the galaxies.

- Outer-bound regions- the interstellar gas and dust tends to accumulate in clouds near an equatorial disk and flatten out at the outer regions, most conspicuous in spiral and lenticular galaxies.

- Interstellar clouds - huge diffuse nebulae where clusters of stars are formed.

- Nucleus- A rather dense galactic nucleus, which is somewhat similar to a super-large globular cluster. In many cases, galactic nuclei contain super-massive dark objects, which are often considered as Black Hole candidates.

3- Conclusion - Chaotic Morphological Flows- Note that the nature of creation is chaotic from the start. All of these elementary particles formed a massive particle soup that interacted, bonded and annihilated in a variety of ways. Of all of those interaction pathways, the resulting stable proton-neutron-electron combination survived and all of the unstable ones didn't. This binding of energy-matter to create morphologies is the essence of morphological flows. In the signature of Morphological Flows we see polar opposite forces in action right from the get go. Strong nuclear forces bind protons and neutrons to form atomic nuclei, whereas weak atomic forces result in nuclear decay. Electricity and magnetism form polar opposites. Even gravity apparently has a recently discovered anti-gravity corollary. And as we'll see in the upcoming chapters, the flow marches right on, creating atoms, molecules, organic material, cells, the tree of life, collectives, groups and societies. But through out all of these evolutionary realms, construction and destruction, interactivity and the resulting chaotic dynamics prevail, leading to stable entities that survive and unstable entities that die off. That is the case for particles, atoms and molecules. It is the case for Darwinian-biological evolution. It is the case for human, anthropological evolution. And it is the case for the evolution of ideas. Another inescapable conclusion is the abstract nature of the universe. As we saw, in the quantum world and the cosmic world things are very different from our notion of what is physical. But if you accept the abstract notion of physics, and understand that you can perceive the abstract through the minds eye, then once the abstractions are corroborated the aperture of perception expands, the notion of what is physical expands. And that is the key to our morphological growth, both individually and collectively.

Links-

 * Article on big Bang Theory
 * Article on Inflationary model by Alan Guth
 * An article on a recently discovered proto-galaxy
 * A good Galaxy catalog - the Messier Catalog
 * Galaxies and the Universe- a WWW course
 * A nice, readable, article on elementary particles

 * An entire site dedicated to elementary particles
 * Super-string theory detailed- Acrobat PDF document

 * String theory's version of cosmology: M Theory
 * A good primer on astrophysics, nuclear physics and quantum mechanics, among others


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Adventist Youth Honors Answer Book/Nature/Worms

1. What is a worm?
A worm is an elongated soft-bodied invertebrate (boneless) animal. The best-known is the earthworm, but there are hundreds of thousands of different species that live in a wide variety of habitats other than soil.

2. Where do worms live?
Worms live in a variety of habitats, including in the soil, leaf litter, under rocks, in the water, and even inside the bodies of other animals.

3. What do worms eat?
Worms eat decayed vegetation (fruits and vegetables and dead plants in your garden). They also eat cardboard, crushed egg shells, ground coffee and tea bags.

4. What kingdom are worms found in?
Worms are found in the Animal Kingdom.

Annelida (segmented worms)
The annelids are a large phylum of animals, comprising the segmented worms, with about 15,000 species including the well-known earthworms and leeches. They are found in most wet environments, and include many terrestrial, freshwater, and especially marine species, as well as some which are parasitic or mutualistic. They range in length from under a millimeter to over 3 meters (the seep tube worm Lamellibrachia luymesi).

Nematoda (roundworms)
The nematodes or roundworms are one of the most common phyla of animals, with over 20,000 different described species (over 15,000 are parasitic). They are found in great quantities in almost all freshwater, marine, and terrestrial environments, where they often outnumber other animals in both individual and species counts. They are found in locations as diverse as Antarctica and oceanic trenches. Further, there are a great many parasitic forms, causing disease in most plants and animals, humans included.

Platyhelminthes (flatworms)
The flatworms are a phylum of relatively simple soft-bodied invertebrate animals. With about 25,000 known species they are found in marine, freshwater, and even damp terrestrial environments. Most are free-living forms, but many are parasitic on other animals.

Other Worm Phyla
According to Wikipedia, worms belong to ten different phyla. The three most familiar are listed above, but for completeness, we mention the other seven here:
 * Acanthocephala (spiny-headed worms)
 * Chaetognatha (arrow worms)
 * Gnathostomulida (jaw worms)
 * Nematomorpha (horsehair worms)
 * Nemertea (ribbonworms)
 * Onychophora (velvet worms)
 * Sipuncula (peanut worms)

6. What do “free living” and “parasitic” mean?
A parasitic creature (that is, a parasite) is one that lives off another, usually larger creature (a host) for a prolonged period of time. The parasite gains benefit from the relationship while the host is harmed. The "prolonged" portion of this definition distinguishes the predator/prey relationship from the parasite/host relationship. It also excludes brief relationships such as a mosquito bite. Examples of parasites include leeches, tapeworms, and nematodes.

A free-living creature is any creature that is not a parasite.

7. Which phyla, mentioned in question 5, are free living or parasitic?
Annelida include earthworms, which are free-living, and leeches, which are parasites. Most Nematodes (roundworms) are parasites, and most Platyhelminthes (flatworms) are free-living.

a. Where do they live?
Earthworms live all over the world except in polar and arid regions.

b. What do they eat?
Earthworms feed on organic matter found in the soil, such as leaf litter. They pass soil through the gut, extracting nutrients from it as it passes through their bodies.

c. How are they helpful to humans?
The major benefits of earthworm activities to soil fertility can be summarized as:

 * Biological: The earthworm is essential to composting; the process of converting dead organic matter into rich humus, a medium vital to the growth of healthy plants, and thus ensuring the continuance of the cycle of fertility. This is achieved by the worm's actions of pulling down below any organic matter deposited on the soil surface (e.g., leaf fall, manure, etc.) either for food or when it needs to plug its burrow. Once in the burrow, the worm will shred the leaf and partially digest it, then mingle it with the earth by saturating it with intestinal secretions. Worm casts (see below) can contain 40% more humus than the top 6" of soil in which the worm is living.

 * Chemical: As well as dead organic matter, the earthworm also ingests any other soil particles that are small enough—including stones up to 1/20 of an inch (1.25mm) across—into its 'crop' wherein minute fragments of grit grind everything into a fine paste which is then digested in the stomach. When the worm excretes this in the form of casts which are deposited on the surface or deeper in the soil, a perfectly balanced selection of minerals and plant nutrients is made available in an accessible form. Investigations in the US show that fresh earthworm casts are 5 times richer in available nitrogen, 7 times richer in available phosphates and 11 times richer in available potash than the surrounding upper 6 inches (150 mm) of soil. In conditions where there is plenty of available humus, the weight of casts produced may be greater than 4.5 kg (10 lb) per worm per year, in itself an indicator of why it pays the gardener or farmer to keep worm populations high.

 * Physical: By its burrowing actions, the earthworm is of great value in keeping the soil structure open, creating a multitude of channels which allow the processes of both aeration and drainage to occur. Permaculture co-founder Bill Mollison points out that by sliding in their tunnels, earthworms "act as an innumerable army of pistons pumping air in and out of the soils on a 24 hour cycle (more rapidly at night)" (Permaculture- A Designer's Manual, Tagari Press, 1988). Thus the earthworm not only creates passages for air and water to traverse, but is itself a vital component in the living biosystem that is healthy soil.

d. How short and how long do they get?
Earthworms range in size from two centimeters (less than one inch) to over three meters (almost ten feet) in the Giant Gippsland Earthworm.

e. How many are there in one square meter of soil?
Recent research has produced figures suggesting that even poor soil may support 62 worms per square meter, while rich fertile farmland may have up to 432 worms pers square meter. In optimum conditions, the worm population may even reach 62,000 worms per square meter, meaning that the weight of earthworms beneath the farmer's soil could be greater than that of his livestock upon its surface.

f. How many species are there?
There are over 5,500 named species of earthworms worldwide.

g. What is the clitellum?
The Clitellum is a thickened glandular section of the body wall that secretes a cocoon in which the eggs are deposited. Once the eggs have been deposited in the cocoon, the clitellum slides off of the earthworm's body.

b. Observe, and describe how it moves.
Earthworms travel by the means of waves of muscular contractions which alternately shorten and lengthen the body. The shortened part is anchored to the surrounding soil by tiny claw-like bristles (setae) set along its segmented length. The whole process is aided by the secretion of a slimy lubricating mucus.

c. How long does it take your worm to move one foot?
You'll have to measure this yourself! Instruction is given below.

d. Race your earthworms!
To solve the problem of enticing the worms to travel in a particular direction, you may place them in the center of a circle with a one-foot radius (two-foot diameter) and see which one gets out first. You may use different circles for each worm as long as the circles are the same size, or you may use the same circle and time each worm. Measure the amount of time that elapses between when the worm is released and when it gets to the edge of the circle. That way you will know how long it takes it to travel one foot.

a. Where do they live?
Leeches prefer warm shallow water where there is little to no current.

b. What do they eat?
All leech species are carnivorous. Some are predatory, feeding on a variety of invertebrates such as worms, snails, insect larvae, crustaceans, while a very few feed on the blood of vertebrates such as amphibians, reptiles, waterfowl, fishes, and mammals (including humans).

c. How are they harmful to humans?
A leech attaches itself when it bites, and it will stay attached until it has had its fill of blood. Due to an anticoagulant (hirudin) that leeches secrete, bites may bleed more than a normal wound after the leech is removed. The effect of the anticoagulant will wear off several hours after the leech is removed and the wound is cleaned. The amount of blood loss from a leech bite is more of a nuisance than a danger for humans.

Leech bites tend to itch while healing, but this is normal. Itching is not reason for alarm, although the wound should be watched to ensure it is healing and to make sure there are no signs of infection.

Leeches do carry parasites in their digestive tract, but these cannot survive in humans and do not pose a threat. If the wound is cleaned, there is no more risk of infection than any other small wound. The wound should not be scratched as this may complicate healing and introduce other infections.

Many people believe that it is best not to remove a leech but to wait for the leech to have its fill and detach itself. This does prevent the risk of additional damage or complications from removal, but concerns about leaving portions of the leeches sucker attached to the wound are exaggerated. It is generally considered preferable to remove the leech promptly.

Leeches should not be removed by burning or applying harsh agents such as salt. This may damage the bite further and cause additional pain. Most importantly, damaging the leech may cause it to regurgitate stomach bacteria that may lead to infection of the wound.

Basic Instructions for Proper Removal and Treatment

 * 1) Do not attempt to crush or burn the leech. Do not squeeze the leech and attempt to pull it off.
 * 2) Find the oral sucker. This is the sucker at the small end of the leech.
 * 3) Place your fingernail next to the sucker. Push towards the bite.  Attempt to push the sucker to the side, away from the skin.
 * 4) Once the oral sucker is detached, quickly detach the sucker at the other end of the leech (the large end of the leech). This can be done by flicking the leech or by pushing the under the leech and up against the sucker.
 * 5) Clean the wound to prevent infection, to remove detached sucker parts, and to remove the anticoagulant that the leech has secreted.
 * 6) The wound may bleed for several hours but then should begin to heal normally.
 * 7) Keep the wound clean and dry.
 * 8) Allergic reactions can occur to leech bites. If there are signs of a severe reaction, seek medical help.
 * 9) Monitor the wound for infection, and contact a doctor if the wound becomes infected.

An alternate removal procedure is to apply a heat rub. Leeches have an adverse reaction to the menthol contained in heat rubs and will detach quickly upon contact with the substance.

d. How are they helpful to humans?
The leech has long been used in medicine, although today its use is mainly limited to limb reattachment procedures instead of the wide-ranging medical use of the past.

Leech saliva contains a number of compounds which assist in its feeding. An anaesthetic limits the sensations felt by the host (and thus reduces the chance of the host trying to detach the leech). A vasodilator causes the blood vessels near the leech to become dilated, and thus provide the leech with a better supply.

Lastly, the leech saliva contains a substance called hirudin, which keeps blood from clotting. The leech needs this to prevent blood clots (which would block its feeding) from forming in the wound created by its mouthparts. These properties are difficult to achieve using other medical techniques, and it is for this reason that leeches have come back into clinical practice in the last 25 years.

11. Find a verse in the Bible where worms are mentioned and demonstrate the story (through music, poem or drama)

 * Jonah 4:5-10.
 * Acts 12:19-23.
 * Job 7:5.


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User:Amrykid

Links

 * Wikipedia Account
 * Wikiversity Account

title: User:Amrykid


text:
User talk:Amrykid

This user has a Wikipedia Account ---

title: User talk:Amrykid


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User:Mattb112885

useful link for ICEP book

Useful templates for user talk space

/sandbox/

/Useful Links for Newcomers/

Category:All Subjects

About me
I enjoy singing, playing the guitar, and listening to classic rock.

I'm a red sox fan (hopeful for this year!), root for the dolphins whenever they're on TV, and do not follow the NBA much.

Contributions
In the past I made a pretty large number of contributions to the Matlab modules.

I've started a book on Stoichiometry (steady state energy and mass balances) for chemical engineers, since the chemical engineering bookshelf has nothing in it, and that's too bad. I've also done some work with User:Whiteknight on the Scientific Method book.

Plans
Trying to do these things later...

 * 1) Finish the stoichiometry book and copyedit to make sure everything is consistent (this will take a long time).
 * 2) Work on Scientific Method book.
 * 3) Eventually I'd like the category for books to be renamed to be empty. At least puzzles is finally done.

Links (for my reference)
| MatlabNav template

/Sandbox/ (I want to test something I'll put it here, anyone else is welcomed to put stuff in here too if they want!)

Introduction to Chemical Engineering Processes (ICEP also redirects here)

newsletter

TeX help

/monobook.js (I have no idea what this is about but its pretty cool)

How to cite references
In the text use tags around what you want to appear somewhere below, which appears like this:. Then add a tag to where you want the reference to go on the page:

Templates
Templates (not mine, but ones I use):

Commonly used math syntax
a\mbox{ space here} --> $$ a \mbox{ space here} $$

\dot= --> $$ \dot= $$

\rightarrow --> $$ \rightarrow $$

title: User:Mattb112885


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Cookbook:Homemade Biscuit Mix

| American cuisine | Midwestern U.S. cuisine | Vegetarian Cuisine | Holiday Recipes | Bread | Dessert

Procedure

 * 1) Blend together dry ingredients.
 * 2) Cut in shortening with a pastry blender to make mixture as granular as possible.
 * 3) Use in recipes like you would use Bisquick©.

title: Cookbook:Homemade Biscuit Mix


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Muggles' Guide to Harry Potter/Magic/Unbreakable Vow

Overview
An Unbreakable Vow is a method of making a vow that is magically reinforced. Breaking the vow apparently carries lethal consequences for the one who made it.

Extended Description
In Harry Potter and the Half-Blood Prince, Severus Snape makes an Unbreakable Vow to Narcissa Malfoy. Almost all of the preparation of the Vow is mental, and it requires a third party, the Bonder, who actually casts the spell, and whose wand is used to actually provide the magical power to reinforce the Vow. For the Vow mentioned here, the Bonder is Narcissa's sister, Bellatrix Lestrange.

Also in Harry Potter and the Half-Blood Prince, it is claimed that Fred and George Weasley attempted to force their 5-year-old brother, Ron Weasley, to make an Unbreakable Vow, but were caught by their father. It is unknown what the contents of the Vow were.

Analysis
It appears that the vow must be worded in three parts, with the receiver of the vow making three requests, each of which must be answered with something similar to "I will". Each question results in an enhancement of the magical bond between the maker and the receiver of the vow, made visible by a thread of red light emanating from the wand of the Bonder.

Very little has been mentioned of the nature of the Vow; it is likely that the role of the Bonder is somewhat similar to the role of the Secret-Keeper in the Fidelius charm, in that the vow is locked up in the soul of the Bonder.

Questions

 * 1) Given what happens when the Secret-Keeper dies, what would happen to the maker of an Unbreakable Vow should the Bonder of that oath die?

Greater Picture
We have been told two different things about what happens when a Secret-Keeper dies. On her web site, the author states that the secret becomes effectively frozen; everyone who knows it continues to know it but none of them can divulge it to anyone else. In Harry Potter and the Deathly Hallows, we learn that when the Secret-Keeper of a Fidelius charm dies, all those who were privy to the secret at that time become Secret-keepers in turn. There is no way to reconcile these two different interpretations, but it is possible that the first one is actually somehow based on the author's plans for the Unbreakable Vow.

Carrying this thought a little further, the Unbreakable Vow does not seem to be quite analogous, in that there can be only two parties to it, plus the Bonder, while the Fidelius charm can be opened to many people. While all parties to the Fidelius charm become central to its operation on the decease of the original center, there are only two parties to the Vow should the Bonder pass away. So if the Bonder dies, it is quite possible that the Vow remains in force; the Vow would then be Bonded by the two parties to the Vow.

This is, of course, speculation. The one Vow we see is fulfilled at the end of Harry Potter and the Half-Blood Prince, and so becomes inoperative before the death of the Bonder, Bellatrix; and in fact, one of the parties to the Vow, Snape, has died before Bellatrix does. This chain of events prevents us from learning much about the charm.


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Wikijunior:The Elements/Mixtures

=Mixtures II= There are a few more words you might hear when people talk about mixtures. We can't cover all of them, but we'll give you a quick overview of the important mixtures.

Alloys

Alloys are basically a mixture of two or more metals. Don't forget that there are many elements on the periodic table. Elements like calcium and potassium are considered metals. Of course, there are also metals like silver and gold. You can also have alloys that include small amounts of non-metallic elements like carbon. Metals are the key thing to remember for alloys.

The main idea with alloys is that they are better at something than any of the metals could be alone. Metallurgists (people who work with metals) sometimes add chromium and/or nickel to steel. While steel is already an alloy that is a very strong metal, the addition of small amounts of the other metals help steel resist rusting. Depending on what element is added, you could create Stainless Steel or Galvanized Steel. It's always about improving specific qualities of the original. Another good example of an alloy happens when metallurgists add carbon to steel. A tiny amount of carbon (a non-metallic element) makes steel stronger. These special carbon-steel alloys are used in armor plating and weapons.

Amalgams
Amalgams are a special type of alloy. Anyway, amalgams are alloys that combine mercury and other metals in the periodic table. You might know mercury as "quicksilver" or the metal that is liquid at room temperature. The most obvious place you may have seen amalgams is in old dental work. The fillings in the mouths of your grandparents may have been amalgams. We already talked about mercury's being a liquid at room temperature. That physical trait was used when they made fillings. Let's say you have an amalgam of mercury and silver. When it is created, it is very soft. As time passes, the mercury leaves the amalgam and the silver remains. The silver that is left is very hard. Voila! You have a filling!

NOTE: Never, ever, play with mercury! It is very poisonous. You shouldn't even touch it because it will seep into your skin. Dentists don't usually use amalgams with mercury anymore because it may have slowly poisoned people and gotten them sick.

Emulsions
These special colloids (another type of mixture) have a mixture of oils and waters. Think about a botttle of salad dressing. Before you mix it, there are two separate layers of liquids. When you shake the bottle, you create an emulsion. As time passes, the oil and water will separate to their original states.

title: Wikijunior:The Elements/Mixtures


text:
Cookbook:Basic Pizza Crust

| Bread

Procedure

 * 1) In a mixing bowl, mix warm water, salt, oil, and honey. Start off with extra-warm water so that it is still at the proper temperature for yeast.
 * 2) With the honey and salt fully dissolved, stir in the yeast and set aside for 5 minutes.
 * 3) Add 1 cup of flour and stir completely.
 * 4) Keep mixing in flour until dough begins to form a ball and is not sticky.
 * 5) Now knead dough thoroughly for a minute then cover bowl with lid.
 * 6) Let rise 1 hour. Then punch dough down. Let dough rise again for 1 ½–5 hours.
 * 7) Preheat oven to 475°F (245°C)—add 20 minutes if using a pizza stone.
 * 8) At this point, the crust can be frozen for later use or used immediately. To freeze, place entire cookie sheet in the freezer. When it is frozen, remove crust from sheet, wrap tightly in plastic wrap and return to freezer.
 * 9) When ready to use crust, add desired toppings.
 * 10) Bake 15–25 minutes.

Notes, tips, and variations

 * This recipe will produce two 16-inch (40 cm) pizza crusts
 * Try adding crushed/pressed garlic to dough with first cup of flour.
 * Try substituting olive oil with sesame oil.
 * If you're baking on a cookie sheet, sprinkle flour lightly on the sheet and pat dough to desired shape and size.
 * If baking on a pizza stone, lightly flour a wooden pizza peel or paddle, and pat out dough on peel.

title: Cookbook:Basic Pizza Crust


text:
Meteorology/Layers of the Atmosphere

Layers
The atmosphere can be thought of as a collection of layers. Traveling upward through the atmosphere, they are the troposphere, stratosphere, mesosphere, and thermosphere. There is a region commonly called the ionosphere, but this is not really a layer and we will get into that later. The interfaces of layers are known as pauses (e.g., tropopause, stratopause). Each layer has characteristics that differentiate it from its neighbors, they are not defined simply by height. They stack on top of each other providing us with a roadmap to space.

The troposphere is the lowest and most dense of the layers. It contains most of the mass of the atmosphere, as the Earth's gravitational pull keeps all but the lightest molecules near the surface.

There is not a well-defined boundary dividing our atmosphere from the vacuum of space. As one moves farther from Earth, the molecules that make up the atmosphere become less and less likely of colliding (i.e., the mean free path of a particle gets very long), gradually giving way to the solar wind environment outside the influence of Earth. In the upper reaches of the atmosphere, the composition of the air changes to behave less like a classical fluid, and is strongly influenced by electromagnetic fields, such as the Earth's magnetic field or the solar wind. In this extreme environment, where satellites orbit, the "weather" is described as "space weather" and is governed by magnetohydrodynamics (MHD), which will not be dealt with in this book.

Temperatures
Each layer has its own temperature profile, or the average temperature versus altitude. When you go up in the troposphere from the surface of the Earth, the air around you starts to cool. During the stratopause the air temperature stays constant, but keep going up through the stratosphere and it will increase in temperature. It does the exact opposite in the Mesosphere and then increases in temperature again in the Thermosphere.

Clouds
As you will learn in the chapter entirely on clouds, they only form in the troposphere and the extreme lower portions of the stratosphere. This is because the moisture content is so little in the upper layers of the atmosphere due to the extreme temperatures. As you will find out, the cloud levels (high, middle, and lower) are quite deceiving as they do not go any higher than the troposphere.

気象学/大気の層

title: Meteorology/Layers of the Atmosphere


text:
American Government

This Wikibook follows the coursework of American Government, Institutions and Policies, Ninth Edition by James Q. Wilson. If you use the book, the following table of contents will make a lot of sense when following the course. The table of contents follows the book, but the content does not come from the book. Rather, it is based upon it and can be used as a study guide.

Each chapter will include, when completed, vocabulary terms, conceptual terms, brief outlines, and review questions. Feel free to add any additional resources. If adding questions, make sure to add answers under Appendix A.

Chapters

 * /Introduction/

 * 1) /Constitution/
 * 2) /Federalism/
 * 3) /American Political Culture/
 * 4) /Public Opinion/
 * 5) /Political Participation/
 * 6) /Political Parties/
 * 7) /Elections and Campaigns/
 * 8) /Interest Groups/
 * 9) /Media/
 * 10) /Congress/
 * 11) /Presidency/
 * 12) /Bureaucracy/
 * 13) /Judiciary/
 * 14) /Policy-Making Process/
 * 15) /Economic Policy/
 * 16) /Social Welfare/
 * 17) /Civil Liberties/
 * 18) /Civil Rights/
 * 19) /Foreign and Military Policy/
 * 20) /Environmental Policy/
 * 21) /Who Governs? To What Ends?/

Appendices

 * /Answer Key to Review Questions/

title: American Government


text:
American Government/Public Opinion

What is Public Opinion?
When looking at public opinion and polls, it is not easy to find out what the public thinks. The more people are active in and knowledgeable about politics, the more weight their opinions carry in governmental circles. Many polls ask voters the benefits of something, not the cost. In any poll, opinions on public issues may not be stable; they may change at any time.

The Role of the Family
Party identification is well known; children follow their parents' party. They become more independent as they get older. Party identification has declined within past years.

Religion
Catholics are mostly Democrats, Protestants are mostly Republican due to social status and religious tradition. Religion makes for many political differences.

The Gender Gap
Women are leaning towards being democrats, men are becoming republicans. Social issues differ greatly; women support them more than men.

Schooling and Information
Colleges have a more liberal outlook, and the most prestigious colleges are most liberal. Intellectuals require freedom to explore new ideas, which provides a possible theory as to why professors are liberal.

Cleavages in Public Opinion
Even if there was one group (such as white Protestants), many political conflicts would still occur. Three "cleavages" include:

Social Class
Blue collar and management people vote similarly because definitions overlap greatly. Higher-educated people, management, vote liberal because of their college experiences. Blue collar vote the same way even though they don’t have the education, but still they support the social issues.

Race and Ethnicity
There are some differences between black and white voters, such as the views about affirmative action and criminal justice system. There are some similarities (racial quotas, toughness of courts on criminals, abortion). The Latino population is mixed on political standings (Gray Davis in CA, democrat and George Bush, TX, republican). In general, the Asian population votes Republican.

Region
Geography affects the political attitudes; Northerners vote differently than southerners.

Political Ideology
Liberal and conservative overlap greatly in definitions. We think that each group has a patterned set of beliefs (political ideology). Except in polls, people do not call themselves liberal or conservative very often. People can have nonideological ideas even though they do not use the terms liberal or conservative correctly. Many people make decisions without using the political ideology rule of thumb.

What do Liberalism and Conservatism Mean?
Definitions have changed since their inception. After the New Deal, definitions began to change. Words still used as generalizations, not issue-by-issue definitions. There are three basic issues that can create "cleavages" in the liberal/conservative thought: economy, civil rights, and conduct.

Analyzing Consistency

 * Pure liberals: liberal on economic policy and personal conduct; want the government to reduce economic inequality; regulate business; allow abortions; protect freedoms of speech (17%)
 * Pure conservatives: conservative on both economics and personal conduct; want government to cut back on welfare spending; allow the market to allocate goods and services; keep taxes low; lock up criminals (28%)
 * Libertarians: conservative on economic matters; liberal on social ones; want minimal government (21%)
 * Populists: liberal on economic matters; conservative on social issues; want reduction in economic inequalities (24%)

Political Elites
People who are pure liberals or conservatives make up the political elite. They are elite in the sense of the fact that the person has a disproportionate amount of a resource (money, political power). They are also referred to as “activists”. The “new class” of political elites represent the power, resources, and growth of government, not business. Many have liberal (progovernment) views.

Political Elites, Public Opinion, and Public Policy
Elites influence public opinion in two ways: those who have access to the media raise political issues; elites state the norms by which issues should be settled (AIDS and homosexuality). Elites do not define economics problems, but they may define the problem as well as the policy options with respect to foreign affairs (Iraq, Panama); public cannot adequately judge issues

Vocabulary

 * conservative A political ideology that, although changing in meaning, adheres to the following principles and practices: on economic matters, it does not favor government efforts to ensure that everyone has a job; on civil rights, does not favor strong federal action to desegregate schools and increase hiring opportunities for minorities; and on political conduct, does not favor tolerance toward protest demonstrations, legalizing marijuana, or protecting the rights of the accused.
 * elite People with a disproportionate amount of a valued resource.
 * gender gap Differences between the political views of men and women.
 * John Q. Public The average man or woman on the street, often portrayed by cartoonists as befuddled.
 * liberal A political ideology that, although changing in meaning, adheres to the following principles and practices: on economic matters, it favors government efforts to ensure that everyone has a job; on civil rights, it favors strong federal action to desegregate schools and increase hiring opportunities for minorities; and on political conduct, it favors tolerance toward protest demonstrations, legalizing marijuana, and protecting the rights of the accused.
 * libertarians And adherent of a political ideology that is conservative on economic matters and liberal on social ones. The ideology's goal is the creation of a small, weak government.
 * Middle America A phrase coined by Joseph Kraft in a 1968 newspaper column to refer to Americans who have moved out of poverty but who are not yet affluent and who cherish the traditional middle-class values.
 * new class People whose advantages stem not so much from their connections with business as from the growth of government.
 * norm A standard of right and proper conduct. Elites tend to state the norms by which issues should be settled.
 * partisanship Identification with a political party.
 * political elite A person who possesses a disproportionate share of political power.
 * political ideology A coherent and consistent set of beliefs about who ought to rule, what principles rulers ought to obey, and what policies rulers ought to pursue.
 * poll A survey of public opinion.
 * populists An adherent of a political ideology that is liberal on economic matters and conservative on social ones. It believes the government should reduce economic inequality but regulate personal conduct.
 * pure conservatism A political ideology that is conservative on both economic and personal conduct.
 * pure liberalism A political ideology that is liberal on both economic and personal conduct.
 * random sample A sample selected in such a way that any member of the population being surveyed (e.g., all adults or voters) has an equal chance of being selected.
 * religious tradition The values associated with the major religious denominations in America: Protestant, Catholic, and Jewish. In general, Catholic families are somewhat more liberal on economic issues than white Protestant ones, while Jewish families are much more liberal on both economic and social issues than families of either Christian religion.
 * sampling error The difference between the results from two different samples of the same population. This difference in answers is not significant and its likely size can be computed mathematically. In general, the bigger the sample and the bigger the differences between the percentage of people giving one answer and the percentage giving another, the smaller the error.
 * silent majority A term referring to people, whatever their economic status, who uphold traditional values, especially against the counterculture of the 1960's.

Review Questions

 * What did the Framers of the Constitution hope for with their goals?
 * What are some factors that determine the effectiveness of a poll for public opinion?
 * What are the four common origins of political attitudes?
 * College education has a liberalizing effect. What are some causes for this?
 * What are three “cleavages” in public opinion? Briefly explain each one.
 * What is ideology? Do most citizens display political ideology? Is there consistency with different political ideologies?
 * In regards to economic policy, civil rights, and public/political conduct, what does the liberal ideology explain about them?
 * What are the four general groups of political ideology?
 * What are political elites? Why are they ideologically consistent?
 * How do elites influence public opinion? Name three ways.

title: American Government/Public Opinion


text:
American Government/Answer Key to Review Questions

To check your answers to the chapter review questions, see your chapter below. Don't cheat!

Chapter 5: Public Opinion

 * Government not intended to do "what the people want"; Popular rule was only one of several means toward these goals; Large nations feature many "publics" with many "opinions."
 * Importance of wording of questions, affects answers; Questions may focus one side of an issue at the expense of another (benefits / costs); Instability of public opinion
 * The role of the family; Religion; The gender gap; Schooling and information
 * Personal traits: temperament, family, intelligence; Exposure to information on politics; Liberalism of professors
 * 1. Social class: Noneconomic issues now define liberal and conservative; 2. Race and ethnicity: Social class becoming less clear-cut source of political cleavage; Impact of race and ethnicity is less clear; 3. Region: Southerners more conservative than northerners on military and civil rights issues but difference fading overall
 * Ideology: patterned set of political beliefs about who ought to rule, their principles and policies; Most citizens display little ideology; moderates dominate; "Consistency" criterion somewhat arbitrary
 * Economic policy: liberals favor jobs for all, subsidized medical care and education, taxation of rich; Civil rights: liberals prefer desegregation, equal opportunity, etc.; Public and political conduct: liberals tolerant of demonstrations, favor legalization of marijuana, and so on
 * Pure liberals; Pure conservatives; Libertarians; Populists
 * Definition: those who have a disproportionate amount of some valued resource; More information than most people and Peers reinforce consistency and greater difference of opinion than one finds among average voters
 * Raise and form political issues; State norms by which to settle issues, defining policy options; Elite views shape mass views


text:
User talk:N!663R

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks.--Az1568 06:40, 7 October 2006 (UTC)

title: User talk:N!663R


text:
User talk:Doctormatt

Hello and welcome to Wikibooks!

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Good luck!. Az1568 06:42, 7 October 2006 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:10, 17 March 2015 (UTC)

title: User talk:Doctormatt


text:
User talk:Mikebaharmast

Welcome
Hello and welcome to Wikibooks!

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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 08:42, 7 October 2006 (UTC)

Image copyright problem with Image:MFSG-CH1-Galaxy-irreg.jpg
Thanks for uploading Image:MFSG-CH1-Galaxy-irreg.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

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Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Derbeth talk 08:42, 7 October 2006 (UTC)

added fairuse tag
added fairuse tag to this particular image --Mikebaharmast 15:39, 7 October 2006 (UTC)

Image copyrights problem
Scope of fair use on Wikibooks is not so broad as you may think. Fair use policy practically restricts fair use to logos and similar graphics and screenshots. So I'm afraid that there may be some problems with images taken from .edu pages.

Fortunately, situation with .gov domains is much better. According to Work of the United States Government, all works made by US federal agencies or their employees are public domain and they all can be tagged with PD-USGov.

In any case, it would be best if you provide link to original location for every image (naturally if it is possible). But I am afraid that images that come from universities and similar organisations cannot be used here. I am not an expert on copyright law, but I doubt that using educational materials from universities even only for purely educational purpose is legal. Provided that it was possible, other universities would be able to use for free educational materials that other university prepared spending much money. --Derbeth talk 16:41, 7 October 2006 (UTC)

 * Your solution will be in fact a copyright infringement. The fact that anyone is copying and using images which can be found in websites of universities etc. does not mean such action is legal. This is like MP3 sharing - lots of people do it not thinking of legal consequences, but nonetheless sharing is not right.

 * Wikimedia projects are creating free content - not a random pick one can find in the Internet. Instead of taking other's work and risking breaking the law, we are using materials we produce by ourselves - perhaps worse and in insufficient number, but always ours and fully legal. --Derbeth talk 18:25, 9 October 2006 (UTC)

Emails List
Personal information being disclosed in this way is against policy and has been deleted. Do not recreate this - thanks -- Herby talk thyme 06:57, 8 August 2007 (UTC)

title: User talk:Mikebaharmast


text:
User talk:Kloft003

Images
You cannot simply copy images from other websites, because they are protected by copyrights. --Derbeth talk 08:44, 7 October 2006 (UTC)

title: User talk:Kloft003


text:
User talk:HL-SDK

Welcome to Wikibooks, HL-SDK!  First steps tutorial Wikibooks is for freely-licensed collaboratively-developed textbooks. You don't need technical skills in order to contribute here. Be bold contributing and assume good faith about the intentions of others. Remember, this is a wiki, so you're allowed to change just about anything, and changes can be made easily. Come introduce yourself to everyone, and let us know what interests you.

If you're coming here from other Wikimedia projects, you should read our primer for Wikimedians to get quickly up-to-speed.  Getting help  Goodies, tips and tricks  Made a mistake? Thanks, DavidCary (talk) 13:08, 2 April 2009 (UTC) (P.S. Would you like to provide feedback on this message?)
 * See the Wikibooks help pages for common issues.
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Welcome. Thank you for your work on Digital Circuits. --DavidCary (talk) 13:08, 2 April 2009 (UTC)

title: User talk:HL-SDK


text:
User talk:Rdp

Image copyright problem with Image:Pixareyes-Eye mesh.gif
Thanks for uploading Image:Pixareyes-Eye mesh.gif. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Derbeth talk 08:49, 7 October 2006 (UTC)

title: User talk:Rdp


text: User talk:82.2.126.171

title: User talk:82.2.126.171


text:
English in Use/Adjective and Adverb Usage

An adjective is simply a word which modifies the noun it is related to. Adjectives usually come before the modified noun. An adjective could also be a phrase or a clause instead of being a single word. John bought a blue shirt. (single word) Last night, a man in a blue coat stole my wallet. (phrase) I love the car which just crossed the street. (clause)

Adverbs are like adjectives, but they modify the verb. Ordinarily, there are three types of adverbs (see above examples).

He carefully left the room. He left the room with a scared face. He left the room which was located on the seventh floor.

Most single word adverbs are made simply by adding -ly to the end of the respective adjective: Careful-ly = in a careful manner Usually = in a usual manner (often) Simply = in a simple way


text:
Wikijunior:The Elements/Overview

=Overview=

Atoms Around Us
Everything in the Universe is made of matter. All matter is made of tiny particles called atoms. Atoms are so incredibly tiny that trillions of them could fit into the period at the end of this sentence.

If you want to have a language, you will need an alphabet. Chemistry is no different. If you want to build molecules, you will need elements. Each element is a little bit different from the rest. Those elements are the alphabet to the language of molecules.

Let's stretch the idea a bit. If you read a book, you will read a language. Letters make up that language. But you need ink to create the letters on the page, and for each letter, it is the same type of ink.

Elements are like those letters — and atoms are like the ink they're written in. Each element is a particular kind of atom (a particular shape for the ink), and each atom is always an element (the ink is always in the shape of a letter).

While the atoms may have different weights and organization, they are all built in the same way. Electrons, protons, and neutrons make the universe go.

If you want to do a little more thinking, start with particles of matter. Matter, the stuff around us, is used to create atoms. Atoms are used to create the elements. Elements are used to create molecules. It just goes on. Everything you see is built using something else.

You could start really small...

 * -Particles of matter

 * -Atoms

 * -Elements

 * -Molecules

 * -Macromolecules

 * -Cell organelles

 * -Cells

 * -Tissues

 * -Organs

 * -Systems

 * -Organisms

 * -Populations

 * -Communities

 * -Ecosystems

 * -Biomes

 * -Biospheres

 * -Planets

 * -Planetary Systems with Stars

 * -Galaxies

 * -Galaxy Clusters

 * -The Universe

... And finish really big.

All of that is possible because of atoms.

title: Wikijunior:The Elements/Overview


text:
User:Operon~enwikibooks

I'm a science teacher in Georgia and am interested in created "living" textbooks.

title: User:Operon~enwikibooks


text: Category:Book:Introduction to World Issues