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South African Journal of Education
On-line version ISSN 2076-3433
Print version ISSN 0256-0100
S. Afr. j. educ. vol.34 n.3 Pretoria Mar. 2014
A study on preschoolers' conceptual perceptions of states of matter: a case study of Turkish students
Murat DemirbaşI; Nurcan ErtuğrulII
IKirikkale University, Education Faculty, Science Education Department, Yahjihan, Kirikkale/Turkey firstname.lastname@example.com,
IIKirikkale University, Institute of Natural Sciences, Yahjihan, Kirikkale/Turkey email@example.com
The purpose of the present study is to identify preschoolers' conceptual perceptions of states of matter, this issue that they often come across in their daily and social life. The study was designed as a qualitative case study. The population of the study was comprised of 25 preschoolers studying at two primary schools located in Kirikkale and Kirşehir, Turkey. The data were collected through the Science Concepts Perception Test (SCPT), which contained 10 semi-structured questions suitable for the level of preschoolers. The data were subject to content analysis, a qualitative method of data analysis, in order to identify how the students perceived science concepts.
Keywords: concept education, misconceptions, misconceptions about matter, perception test, pre-school education, primary education, science education, Turkish students.
Starting with childhood, human beings learn about concepts, which are units of ideas, and words, which are their names, as well as classifying concepts and forming connections between them. In this way, they give meaning to what they are learning and generate new knowledge. Such learning continues in human mind regardless of one's age. Concepts are names that we assign to things, phenomena, humans and ideas by grouping them depending on their similarities. Concepts are building blocks for knowledge whereas connections between them constitute scientific principles. Concepts are not concrete but abstract thoughts; they exist in one's thought system rather than in the outside world (Cepni, Ayas, Johnson & Turgut, 1997). A concept is a word that is more often used to name objects or things. Starting from infancy, human beings learn about concepts. As they get older, they start structuring these concepts through their experiences, which is a life-long process (Novak & Gowin, 1984 as cited in Kilinç, 2007).
Sciences and Concept Learning
Humans learn about concepts not through memorization but by studying opposing examples. If students are allowed to establish and test their own hypotheses, and concepts are presented in a concrete way, a greater contribution can be made to their development of concepts. It is a well-known fact that concepts are learned starting from birth. Therefore, students should be enabled to develop basic concepts first, subsequently proceeding to use them to generate new information in reference to their similarities and differences (Cepni, Ayas, Akdeniz, Özmen, Yiğit & Ayvaci, 2008).
Concept learning is a planned activity carried out at schools. It consists of two stages, namely concept formation and concept attainment. The former is a prerequisite for the latter. Concept formation pertains to descriptive knowledge while concept attainment is about operant knowledge. Concept formation is most common in childhood, although it lasts for a life-time. Children who start learning at a school are often not beginners when it comes to concepts. They have perceptions, whether they are right or wrong, about properties of concepts to some extent (Ülgen, 2004). Today's approaches to teaching acknowledge that permanent learning is not operant but conceptual (Çepni et al., 1997). A number of approaches have been proposed and tested in particular curricula to explain how learning works and what kind of mental construct leads to it. In recent years, one alternative approach, constructivism, has been developed and included in the Turkish curriculum; constructivism involves a lot of methods and techniques and asserts that learning happens as a result of an active process (Evrekli, İnel, Balim & Kesercioğlu, 2009).
In order for meaningful learning to take place in constructivism-based teaching, learners are supposed to form a connection between their previous learning and experiences and new learning situations, to construct knowledge rather than memorize it, and to adjust themselves to it. Basic building blocks for one's cognitive structure, concepts, as maintained by constructivism, play a key role in efficient and permanent learning (Malatyali & Yilmaz, 2010).
The Processes of Concept Development in Sciences Concepts are formed in human mind. One of the processes whereby concepts are developed is generalization. In general, one attempts to group objects or things under certain groups by their similarities. He/she develops concepts by making generalizations depending on their experiences and observations. Another process of concept development is distinction. In this process, one is involved in coming up with categories by taking into account the distinctions between objects or situations. Definition is another process of concept development. In this type of concept development, verbal expression of ideas in our minds involves the process of defining concepts (Kilinç, 2007). Concepts are formed in different ways. These ways are influenced by individual learning, prior knowledge about a given subject, and evaluation. Whereas concrete concepts are structured in a different way, it is more complicated to form abstract concepts such as politics and faith (Carey, 2009).
It is known that concept teaching is significant in physical sciences. Therefore, science educationalists have focused on concepts for teaching students about science subjects rather than conducting studies on general subjects (Coştu, Ayas & Ünal, 2007). It is essential that students should use and understand science and technology terminology. In order to help them gain and use science and technology terminology, students should always be encouraged to express what they have learned and to use new concepts (The Ministry of National Education [MEB], 2006).
As a matter of fact, it has recently been acknowledged that students' early perceptions of science concepts are so important to assess their understanding of scientific events and to enhance science education (Çalrk & Ayas, 2003). The period of preschool education, which takes places between the ages of zero and six, is one of the periods that witness fast physical, mental and social development on the part of students (Poyraz & Dere, 2003). Kalley and Psillos (2001) maintain that it is during this period that basic science concepts start to get formed (as cited in Karamustafaoğlu & Kandaz, 2006).
Science Teaching and Misconceptions
The information that a student has acquired before entering the classroom will have an influence on his/her future learning. Erroneous information brought by a student into the classroom is called misunderstanding, alternative conception, or misconception. The process by which such information is replaced by correct information is described as conceptual change. One of the many methods of eliminating misconceptions is conceptual change texts. When an attempt is made to eliminate misconceptions, students should be convinced that what they already know is wrong, new information should be presented in a clear and explicit way, and it should be not only meaningful but also useful (Çepni et al., 2008).
Misconceptions are acknowledged to be caused by many unfamiliar words included in a subject, erroneous information in textbooks, inability to associate concepts with daily life, and different connotations of concepts in daily life (Şendur, Toprak & Şahin Pekmez, 2008). What we already know is continuously replaced by newly-acquired information. In fact, what we have learned as scientific information could turn out to be a misconception. Concepts are of a complicated structure that can be modified as a result of new observations, facts, and ideas (Zirbel, 2004).
Language enables one to form new concepts. As with natural selection, more complicated concepts are thought about and formed in a holistic way. Similarly, more abstract concepts can be formed by means of theories in mathematics, such as the one about the Big Bang. In other words, concepts help us to make deductions in a given structure and explain more complicated ideas (Zirbel, 2004).
Teachers should enable their students to actively structure the concepts they have acquired. In this respect, students should be made to get involved in higher-level thinking, analysis, synthesis, and evaluation. While teaching animals and plants, for example, a teacher should organize those activities that allow students to detect the distinctions between concepts, to come up with new concepts, and to adapt what they have learned to new situations, instead of simply presenting them with potential facts about animals and plants (Birbili, 2007). Concepts learned in a detailed way are better structured and associated. In-depth thinking leads to formation of new structures on the basis of what is already known (Zirbel, 2005).
As part of pre-school education, science activities not only contribute to the realization of the objectives and attainments specified in the science curriculum but also help children acquire basic concepts and develop science process skills. According to Kamay and Kaşker (2006), experiences that children have during this period provide them with a favorable environment for acquiring concepts, which are building blocks for knowledge. Children are observed to construct and use these concepts in their daily life. During this period, children learn about and start to use basic math and science concepts. Acquired in early childhood, these concepts play a pivotal role in the development of abstract scientific concepts in later years. In order to determine the extent to which concepts could be developed, Awan, Khan, Mohsin and Doger (2011) conducted a study in which tenth grade students were asked to provide their opinions as to the components of matter. They concluded that these students had too many misconceptions. In their study, Thomson and Logue (2006) analyzed the misconceptions of six students of varying ages about floating of light and heavy objects, rain clouds and classification of animals. Similarly, they discovered that the students had misconceptions. In another study, Nadeem, Sadaf, Parveen and Iqbal (2013) investigated primary school textbooks in reference to several criteria. They asserted that textbooks with inadequate visuals might cause students to develop misconceptions. In another study, Kubiatko and Prokop (2009) asked for the opinions of students that were 10 to 15 years old about mammals. With this purpose in mind, they designed a measuring instrument that contained 35 multiple-choice questions. They concluded that each age group experienced misconceptions. In another study, De Villiers (2011) asked prospective teachers to comment on the science curriculum in South Africa. The participants reported that it was more difficult to learn biodiversity, change and continuity. Botha and Reddy (2011) emphasized the importance of knowledge acquired by prospective teachers during pre-service training and stressed that such knowledge should be acquired in a meaningful way.
Aim of the study
Science education for preschoolers should be shaped in a way that will cover all the countries in the world, not just developed ones. Considering this, the results of the present study, which is on preschoolers, and sample findings will hopefully be useful for such students in South Africa, too. In this way, the findings will guide future amendments as well as ensuring an identification of what can be done. It is essential to know how students understand concepts starting from childhood and what factors are involved in the process. In this way, preschool teachers will be able to know what ideas children have about matters, thereby planning instructional activities accordingly. In this respect, the findings of the present study will hopefully provide data for similar studies in other countries on the same age group. The purpose of the present study is to identify preschoolers' conceptual perceptions of states of matter, this issue that they often come across in their daily and social life.
In this respect, the following research questions were posed:
1) What are students' perceptions of the concept "solid"?
2) What are students' perceptions of the concept "liquid"?
3) What are students' perceptions of the concept "gas"?
4) What are students' perceptions of the concept "melting"?
5) What are students' perceptions of the concept "freezing"?
6) What are students' perceptions of the concept "evaporation"?
Study Model
The study was designed as a case study, a qualitative research model, to determine preschoolers' conceptual perceptions of states of matter. Case studies are used as a distinguishing approach to seek for an answer to scientific questions. They are defined as a method that explores one or more events, environments, programs, social groups or other interdependent systems (Büyükoztürk, Çakmak, Akgün, Karadeniz & Demirel, 2008).
The population of the study was decided upon through criterion sampling. The basic principle of criterion sampling is that one studies all situations that meet a number of criteria specified in advance (Yildirim & Şimşek, 2008). The criterion for the present study was that the participants were supposed to be six years old and to be attending a kindergarten.
Sample of Study
The study was conducted on a total of 25 preschoolers who studied at two primary schools located in Kirikkale and Kirsehir, Turkey, during the 2011-2012 Academic Year. Table 1 presents the distribution of the students by gender.
While 14 of the students (56%) were female, the remaining 11 (44%) were male.
Data Collection Instrument
The researchers designed a data collection instrument to identify the students' conceptual misconceptions about states of matter. Before the researchers developed the measurement tool, they had analyzed studies on the extent to which concepts about states of matter could be understood. In this way, they attempted to determine how preschoolers formed concepts (Erdem, Yilmaz, Atav & Gücüm, 2004; Şendur et al., 2008; Co°tu et al., 2007; Devetak, Vogrinc & Glažar, 2010; Awan et al., 2011).
The first draft contained questions as to solids, liquids, gases, melting, freezing, evaporation. It was submitted to three individuals specializing in science education and preschool education so as to make sure that the questions could identify the students' perceptions of science concepts and that they were appropriate for the level of preschoolers. The questions were rearranged in accordance with learned opinion. The final draft had 10 semi-structured questions embellished with certain pictures. The instrument was called The Science Concepts Perception Test (SCPT). The items and the concepts they correspond to are presented below. (Appendix: 1).
In order to make sure that the data were reliable, the themes designed by the researchers were submitted to certain researchers competent in qualitative research and they were asked to comment on the suitability of the structure. Afterward, a comparison was made between the categories of the researchers and those of the experts so that the number of agreements and disagreements would be determined. Next, the reliability of the study was tested through Miles and Huberman's (1994) formula (Reliability = number of agreements/total number of agreements + disagreements). In qualitative research, an agreement of 90% and more between the expert and researcher is accepted as desired reliability level. Two disagreements were revealed as to the themes, which meant that the reliability was 76/76+2 = 0.97.
Data Collection Process
The data were collected through the SCPT in May, 2012. Since the students were not able to read or write yet, each question was addressed to the students separately and their answers were recorded in a written way. Moreover, the records were read aloud in order that they could be confirmed by the students.
Data Analysis
The data were subject to content analysis. Content analysis is a systematic and replicable technique in which some words of a text are summarized with smaller content categories in reference to the coding based on certain rules (Büyükoztürk et al., 2008). First, the data were divided into meaningful parts and an attempt was made to determine the conceptual meaning of each part. During the process, the parts that could make up a meaningful whole were coded; the similarities and differences between the codes were evaluated. The next step was to theme interdependent codes. Finally, the themes were supported by direct quotations from the students.
Perceptions of Solids
Question 1. (Concerning the picture that contains a comb, tea and vapor) Which one resembles wood and why? The students' answers were grouped under three headings given in Table 2.
Whereas 88% of the students thought that wood resembled a comb, 8% of them believed that it resembled tea. However, 1% of them thought that wood did not resemble either a comb or tea or vapor. Out of 22 students who thought that wood resembled a comb, 10 did not prove any justification. An analysis was made of the justification provided by the remaining 12 students and related findings are presented in Table 3.
The underlying reasons given by the students were that both were hard and solids. Some of their answers are as follows:
S1 It resembles a comb, because it is hard. S8 Both comb and wood are solids. S19 It resembles a comb, because we can hold them both. S4 It does not resemble any of them. S11 It resembles tea.
Question 2. (Concerning the picture that contains a nylon bag, rope, fabric, pencil, rubber band and eraser) Which one is a solid and why? The students' responses to the question are presented in Table 4.
While 32% of the students reported that pencil and eraser were solids, 28% of them regarded only pencil as a solid. Another 12% believed that rubber band was a solid. The remaining students considered rope, all except for nylon bag and rubber band, fabric and eraser as a solid by 12%, 8%, 4% and 4% respectively. The themes regarding their justification are presented in Table 5.
An analysis of the answers suggests that the students mostly emphasized the hardness of things or their lack of softness. Some of their answers are as follows. S1 Pencil is a solid, because it is hard; others are soft. S22 Pencil and eraser are solids; others are soft. S2 Solid things are hard; neither rubber band nor nylon bag is a solid. S19 Pencil and eraser are solids, because both are hard. S20 Pencil is a solid, it cannot be soft.
An analysis of the answers to the questions suggests that the students could distinguish solids among others and that they could provide new examples of solids. Even so, they thought that the only criterion for something to be a solid was to be hard; thus, they did not regard soft or flexible things as a solid.
Perceptions of liquids
Question 3. (Concerning the picture that contains olive oil, candle and molasses) Which one is a liquid and why? The students' answers to the question are presented in Table 6.
Nearly two-thirds of the students (64%) reported that olive oil and molasses were liquids whereas 16% of them regarded only molasses as a liquid. While 8% of the students considered candle as a liquid, 4% of them reported that only olive oil was a liquid. Another 4% reported that both olive oil and candle were liquids. Finally, 4% of the students considered all of them as a liquid. Out of 16 students who reported that olive oil and molasses were liquids, five did not provide any justification. An analysis was made of the justification provided by the remaining 11 students and related findings are presented in Table 7.
The students based their answers on the fact that olive oil and molasses could flow, that they were wet, soft and like water, and that they could be drunk and poured. In fact, all these statements suggest how they perceived liquid. Some of the answers are as follows.
S2 Liquids flow, so olive oil and molasses are liquids. S21 Olive oil and molasses are liquids, because they are both like water. S4 Molasses and olive oil are liquids, because both are soft. S1 Molasses and olive oil are liquids, because they can be poured. S23 Molasses and olive oil are liquids, because they make our hands wet.
Question 4. (Concerning the picture that has lentil, salt and soup). Which one resembles coffee and why? The answers to the question were grouped under three headings presented in Table 8.
Whereas 68% of the students thought that soup resembled coffee, 24% of them reported that both salt and soup resembled coffee. The remaining 8% believed that all of them resembled coffee. An analysis of the justification by the students is presented in Table 9.
The underlying reason why certain students likened coffee to soup was that both were liquids. Even so, some students considered salt as a liquid. Some of their answers are as follows. S1 Coffee resembles soup; both are liquids. S19 Coffee resembles soup; both make our hands wet. S4 Coffee resembles salt and soup, because it can flow. S7 Coffee resembles salt and soup; it is not a solid. S8 Coffee resembles all of them; all are liquids and can be poured.
An analysis of the answers to questions suggests that the students could distinguish liquids from others, that they defined liquids as "something wet and soft, something that can flow and be poured, something that resembles water, and something that can be drunk." Even so, some students wrongly assumed that some non-liquid substances that could flow and be poured were liquids, too.
Perceptions of Gases
Question 5. What is air like? The students' answers were analysed and related findings are presented in Table 10.
The themes suggest that the students perceived air in different ways. In their descriptions of air, they commonly used words such as windy, invisible, cold, soft, external and unfelt. However, some students considered air as a solid or liquid. None of the students referred to the word "gas" when defining air. Some of their answers are as follows.
S2 It is a windy substance. S3 Air does not exist here; it exists out there and it is soft. S14 I cannot feel air. S9 We cannot see air. S8 Air is a liquid. S6 Air is soft and colorless. S5 It is solid and blows up some thin objects.
Question 6. (Concerning the picture that has a tire, ball and vapour). Which one contains gas and why? The students' answers were grouped under five headings presented in Table 11.
While 52% of the students considered only vapor as a gas, 24% of them picked up tire. Whereas 4% of them chose ball and tire, another 4% picked up tire and vapor. In addition, 16% of them reported that they did not know what gas meant. Out of 13 students who considered vapor as a gas, five did not provide any justification. An analysis was made of the justification by the remaining eight students and related findings are presented in Table 12.
Students justified their answers by reporting that vapor was soft and hot and that it disappeared by flying away like smoke. These statements are actually their perceptions of gas. Some of their answers are as follows.
S1 Gas means soft, vapour has gas, but ball and tire has
water. S5 Vapour has gas, because it is hot; ball has air. S23 Vapour is gas, because it can fly. S25 Vapour is gas; gas is hot. S4 Ball has nothing; vapour means hot, and tire has a very dirty gas.
An analysis of the answers suggests that students defined gases in such expressions as "something that is soft and hot" or "something that can fly away and disappear." Although they viewed vapor as a gas, they did not call air a gas substance.
Perceptions of Melting
Question 7. (Concerning the picture that has water and cube sugar) What happens to the sugar when we put it into water? The students' answers were analyzed and related findings are presented in Table 13.
All the students called the change in the sugar when put into water as melting. An analysis of their answers suggests that they considered dissolving as melting, that they could not discern the difference between melting, a concept they used in their daily lives, and dissolving, and that they experienced misconceptions. Table 14 presents the analysis of the answers by 13 students to the question " What happens to sugar when we put it into water?"
The students reported that sugar turned into water and a liquid, became invisible and disappeared when it got melted. In addition, they stressed that melting caused it to get smaller and to turn into something sweet. Some of their answers are as follows.
S2 When sugar is put into water, it turns into a liquid. S3 It melts and turns into something sweet. S23 It gets melted and we cannot see anything after mixing it. S25 It melts and turns into water. S21 It gets melted and becomes smaller.
Question 8. What does melting mean ? Six of the students had no idea. The answers by the other students were analysed and the findings are presented in Table 15.
The students commonly defined melting with such words as turning into water, turning into a liquid, becoming soft and disappearing. Some students associated melting with the appearance of the sun, becoming hot and changing. Some of their answers are presented below.
S1 It becomes soft when it melts. S23 When something melts, it changes. S7 Melting means becoming something like water. S22 It means turning into a liquid. S5 It means turning into water and going away. S4 It is called melting when the sun appears.
An analysis of the answers to questions suggests that the students defined melting as turning into water, turning into a liquid, becoming soft and disappearing, becoming hot and changing. In addition, they called dissolving as melting, too.
Perceptions of Freezing
Question 9. What does freezing mean? Five of the students had no idea. Table 16 presents an analysis of the answers by the remaining students.
The common perceptions of the students included feeling cold, turning into ice, becoming cold, turning into a solid and becoming hard. Some of their answers are as follows.
S1 Freezing means becoming cold. S12 It means turning into ice. S5 Freezing means feeling cold; we stay where we are. S21 We freeze if we stay outside in cold weather. S3 Freezing means becoming very hard. S8 It means turning into a solid. An analysis of the answers suggests that the students perceived melting as feeling cold, turning into a solid, becoming cold, turning into ice, and becoming hard.
Perceptions of Evaporation
Question 10. How do we evaporate water? Four of the students had no idea. Table 17 presents an analysis of the answers by the remaining students.
The students thought that in order for water to evaporate it should get heat. Table 18 presents an analysis of the answers by 11 students to the question "What does evaporation mean?"
The students described evaporation with such expressions as becoming hot, turning into a gas and becoming soft. Some students associated it with turning into smoke, becoming white, flying away and disappearing. Some of their answers are as follows.
S6 If we put water somewhere cold, it evaporates; evaporation means becoming hot. S23 If we boil water, it evaporates; evaporation means smoke coming out. S12 We put water into a pot, then something happens; it is called evaporation. S7 We heat water and it turns into vapour; evaporation means becoming very soft. S25.
Conclusion and Discussion
The following conclusions were drawn from the present study designed to identify preschoolers' conceptual perceptions of states of matter.
The students could identify solids among given pictures and provide new examples of solid substances. Students believed that in order for a substance to be called a solid it should be hard; therefore, they did not call soft and flexible objects as a solid. For instance, one of the students picked up pencil among some pictures of a nylon bag, rope, fabric, pencil, rubber band and eraser as a solid substance. When asked to justify his/her choice, the student reported that pencil was solid because it was hard whereas others were soft. The finding is supported by that of Tasdemir and Demirbas (2010), who found that sixth and seventh grade students mostly provided accurate examples of solid and liquid substances from their daily life. In another study, Stavy (1991) focused on the views of students from different age groups, namely 6-7, 8-9, 10-11 and 12-13, about the structure of matter. "We use them to do something" or "they help us to do something" are how the students described matter.
In other words, they attempted to define the concept in reference to their daily lives, as was the case for the present study.
The students could distinguish liquids among given pictures and describe them as something wet and soft, something that could flow and be poured, something that resembled water and something that could be drunk. Even so, some of the students wrongly assumed that some non-liquid substances that could flow and be poured were liquids, too. For instance, students were asked whether coffee resembled soup, lentil or soup. Some of them replied that coffee resembled soup and salt because all of them could flow, that coffee resembles soup and salt and it was not a solid, and that coffee resembled all of them because all were liquids and could be poured.
The students did not have as clear an idea about gases as they did about solids and liquids. Some of them reported not knowing what gas meant while others defined it with such expressions as something soft and hot and something that would flow away and disappear. Whereas students viewed vapour as a gas, they did not call air among gases. The common words they used to describe gas included windy, invisible, cold, soft, external and unfelt. In addition, some of the students reported perceiving air as a solid and liquid. In their study on primary and secondary students, Doğar and Başibüyük (2005) reported that air could not be defined exactly by students almost regardless of their grade. Similarly, Stavy (1988) asked eight graders to express their ideas about gases. Whereas they defined gas in reference to their general properties before they received any training, they could define it as a state of matter and explain its properties following the training. In another study, Séré (1986) asked 11-year-old students to comment on gases. Their descriptions of gases were based on their daily-life experiences, as was the case for the present study.
The expressions that the students used to define melting involved turning into water, turning into a liquid, becoming soft, disappearing, the appearance of the stun, becoming hot and changing. They believed that melting entailed heat. In one study, Laçin Şimsek (2007) reported that most students could accurately explain melting since they frequently encountered it in their daily life and it could be explained with simple observations. The students maintained that hard substances could not get melted. Similarly, Laçin Şimşek (2007) reported that, according to students, solid substances should be soft to get melted and asserted that there was a limited image of the subject. Furthermore, the students called solution as melting, too. Some of the answers to the question "What happens to sugar if it is put into water?" were as follows: It melts and turns into a liquid, it melts and we can no longer see it after it has been mixed, and it melts and turns into water. This finding is supported by those of Canpolat and Pinarbaşi, (2003), Tezcan and Bilgin (2004), Çalik and Ayas (2005), Çalik, Ayas and Ünal (2006), Karaer (2007), Konur & Ayas (2008), Özalp and Kahveci (2011), Uluçinar Sağir, Tekin and Karamustafaoğlu (2012). Çalik et al. (2006) attributed the finding to the fact that melting is commonly used instead of solution in daily life.
The students associated freezing with feeling cold, turning into a solid, becoming cold, turning into ice, becoming hard and not being able to move. Some of the answers to the question "What does freezing mean?" were as follows: Freezing means becoming cold, freezing means becoming very hard, and it means turning into a solid. In another study, Boz (2006) concluded that 13 to 17-year-old students had difficulty in understanding states of matters and particular properties of each state, suggesting students' inability to fully understand states of matter or changes of states.
The students thought that evaporation entailed heat. The expressions they used to describe evaporation included becoming hot, turning into a gas, becoming soft, turning into smoke, becoming white, flying away and disappearing. Similarly, Laçin Şimşek (2007) reported that although states of matter is a subject taught starting from grade 4 it is only after grade 8 that students start being aware of the fact that vapour is the gas form of water. Likewise, Kirikkaya and Güllü (2008) reported that fifth graders experienced a number of misconceptions about boiling and evaporation. This is consistent with the finding of the present study that students wrongly defined evaporation as turning into smoke and disappearing.
Teaching concepts start early during childhood and lasts for a life time. Children can be made to learn about concepts in an incorrect way owing to their interactions with their surroundings, their observations, and daily uses of concepts for explaining events. In this respect, it is essential that children should accurately structure concepts starting from an early age. The findings of the present study suggest that students have a number of misconceptions about states of matter and properties of each particular state. Therefore, teachers, especially preschool teachers, are strongly recommended to organize those activities that will enable them to identify their students' basic knowledge of matters. They could conduct interviews with them; alternatively, they could analyze their answers to given questions to detect their misconceptions. Next, they could use conceptual change texts to eliminate these misconceptions and monitor the process continuously. In order for them to be able to do so, preschool teachers should be provided with in-service training sessions. Furthermore, parents should be informed of the process so that students can be enabled to use concepts in an accurate way. Those students that can associate concepts with one another and eliminate misunderstanding will find it easier to comprehend what they will be learning later in their lives.
A part of this study was presented as an oral presentation at the 3rd International Congress on Early Childhood Education, 12-15 September 2012, Adana-Turkey.
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Appendix 1
The science concepts perception test (SCPT)
8. What does melting mean?
9. What does freezing mean?


text:
Flint Spring Tap
Date: September 3, 2017
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text:
From Look Ma! I made a WoW Blog, April 7, 2009
A bossy pally can only chase people around to talk to them about WoW for so long before said people become good at getting away. Then, all thats left is the internet. You can still run away on the internet, oh yes. But sometimes you unknowingly run towards trouble and accidently read things.
So I started a blog because I wasn't getting enough WoW talk. I'm not yet sure where I want to go with this or if I'm going to go anywhere at all. Only time will tell, I guess?
We were running short on Shared Topics at Blog Azeroth (so you should all totally go and suggest some) and it was therefore my turn to come up with a Topic. And what do I like reading about? That's right. Big, fat, juicy, behind the scenes blogging stories. Hence the Topic: Your Autoblogography.
The Topic starts next week and you can prepare for it by reading this post and by checking the thread at Blog Azeroth.


text:
ASCAP honors Rhythm & Soul songwriters at its 18th Annual Rhythm & Soul Music Awards.
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The ultimate 'self-help' guide for becoming more graceful and elegant.
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Kevan Hall reminds us of the beauty of femininity by taking us back to the Golden Age Of Hollywood through fashion.
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San Francisco Folsom Street Fair 2005
Where black leather meets broad daylight
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Breasts go on the auction block for a good cause.
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Opening May 18, the darkest chapter in the Star Wars saga - Episode III: Revenge of the Sith.
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TTE - perfect summer upgrade to your skincare collection.
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Turn your whole body into a sweet treat with this smoothing brown sugar scrub from Cake Beauty Products.
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Learn how you can get your own little bottle of youth with Skin Spa.
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A mix of Eastern Geisha girls socializing in nightclubs inspired Maggie Barry for her collection at LAFW.
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Beach-goers armed with Keune's Ultimate Sun Care Line, hit the sands worry free.
Drew Barrymore is the queen of quirky Romantic Comedies and shes back at it again in her new flick, Fever Pitch.
The acting is terrific, the direction subtle. But the writing is the real star of this movie.
Vegetarians can keep busy at the salad bar, but - let's be honest - this is a restaurant for meat lovers.
Challenging, edgy, even difficult. But there is plenty of meat here to dig into.
LushSpa, a unique new Day spa in Studio City, opened with a benefit for Friends & Helpers charity organization
NTi introduces Dragon Burn 4.0, the next generation of its affordable, effective CD/DVD Burning application for Mac OS X users.
FX Luminaire teams with Flower to the People to offer designers quality lighting and landscapes for stunning exterior projects.
Girls with curls will love this new option for straightening.
Face up to the facts! SCO offers the latest and greatest innovations in skin care today, offering a full range of customized skin care designed especially for YOU!
March 3, 2005, Los Angeles, CA.
Sony has unveiled its newest monster to take over the world. It's a revolutionary portable device that can change the way we perceive personal entertainment
Playing through Shin Megami Tensei: Nocturne reinforces a lesson that everyone learns as a child?you can't judge a book by its cover.
Charm is this movie's strong suit, and it's got plenty to burn.
Here's a breakthrough device that lets you cruise LA's freeways and watering holes while talking on your cellphone without having to raise your voice over the din.
Marketing and Publishing execs get ready for Adobe's latest creation, the "Creative Suite Premium Edition." This all you need to get your business to run smoother than ever before. Everything you need to become a publisher. Six powerful programs working together as one.
This Japanese imported title has a good blend of racing and RPG action for a 10 year-old child!
Even her ensemble of cartoon voices can't distinguish Daily's stereotypical Hollywood tale.
Be a Celebrity or just look like one, with the new mascaras from Eyeko.
That's right, less is more incredibly more, when it comes to luscious, full lips to complement a more natural toned look.
Saddle up ladies. Sephora introduces wild west-inspired spring products for that urban cowgirl in you.
Neutrino: A Comedy about Love, Coincidence, and Particle Physics
Stila Cosmetics offers countless options for a perfect pout - just in time for Valentine's.
Ready for that Valentine's close up? Transform your skin to satin using a personal microdermabrasion kit from the privacy of your own home.
A timeless, touchingly funny, delightful play at the Norris Performing Arts Center.
Brunettes: indulge in four new products designed to enhance shine and reflect rich tones.
Stuck in a beauty rut? Change your look with these new shades of silver and gold from stila.
Don't let winter weather ruin your beauty routine! Try these quick fixes to keep looking your best year-round.
This hillarious new comedy proves that not all fan mail goes unoticed.
Samsung, the global consumer electronics and information technology leader, has named Jung Soo Shin President and General Manager, Digital Consumer Electronics Division of Samsung Electronics America, Inc.
Tired of dry winter skin wreaking havoc on your skin? Revitalize and replenish that glow with a Caribbean-inspired shower cream.
If you really want to make an impression on your sweetheart this February 14th then try a gift that's a little different then flowers and chocolate
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Italy throws its hat into the foreign language Oscar race with a powerfully affecting yet unsentimental look at father-son relations.
Richard Brinsky Sheridan's "The School For Scandal" reminds us that misunderstanding and coy sexual innuendo are not merely the stuff of television sitcoms.
Fans at Key Club heard many hours of heavy rock on December 2nd, as The Panic Channel, Doheny and The Tints performed for Indie 103.1's Christmas Show. Read the review and view pictures here.
Blink 182's Travis Barker creates a new sound of alternative rock with controversial new band The Nervous Return.
Joseph Beck's modern adaptation of 'The Merchant of Venice' debuts at the MET Theatre.
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Attempts at epic storytelling raise too much expectation, and ultimately fall short of the mark in this Macedonian Oscar submission
Hip Hop sportswear company takes a vacation.
Director Lars Buechel tells us an unusual story that proves that love is blind.
Kristen Stewart shines in "Speak," Jessica Sharzer's brilliant and inspiring feature debut.
Almodovar tribute at AFI Fest gives us "Talk To Her" - reminding us why Spain's finest auteur won the 2002 Oscar for best original screenplay
"Innocent Voices," Mexico's entry for the foreign language film Oscar is an inspiring story of life amid war.
The Frankie B Spring 2005 collection is a funky fashion fiesta.
Iron Fashions with bold colorful statements will make you stand up and take notice.
Jenni Kayne unites country club fashion and nightclub fashion in holy matrimony.
Rachel Pally's Spring 2005 collection is fun, feminine and colorful!
An thought provoking antiwar opus, Jean-Luc Godard's latest film is a masterpiece of cinematic poetry.
This Russian independent forces us to realize that war can destroy the minds of those who survive.
Santi Amodeo hurls us into the tumultuous journey of a recovering heroine addict as he faces love, fear, and possible rejection.
The official Oscar selection for Best Foreign Film warms us with the unique and resilient personalities of a community oppressed by war.
Asia Argento's controversial new film takes on child abuse.
Dick Rude captures Joe Strummer in the final months of his life displaying his passion for music, humanity, and his gratitude for the lives of those he touched.
A wild success in his native Germany, Marcus Mittermeier brings his shocking and darkly comedic directorial debut to the U.S.
Lenin at the Estonian Discotheque
Loren Marsh's darkly comic sophomore feature provides an affirmation of life by mocking death.
Tina Dupuy, a reputable stand up comic and satirist, delivers a one-women show that delves into the deepest realms of her life. The question is, "Does anyone care?"
Even paralysis can't stop her - Lyena Strelkoff comes out of her cocoon with 'Caterpillar Soup'
Pam Kay and The Tap Chicks bring some American classics to the Sierra Madre Playhouse.
Some say that comedy is tragedy plus time. But in Larry Gelbart's world, we can probably get there faster. Every joke, holds Gelbart, is a bitter truth. These truths are all-too self-evident in Gelbart's _Mastergate_.
UCLA hosts the 2004-2005 Year of the Arts celebration with hundreds of major cultural events planned throughout the academic year.


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Artwork description:
From the diptych collection 'The Sky Looked Beautiful On The Ground,' which comprises thoughts, images, and musings from a 2 month period in the fall of 2015. An absurd meditation on dreams, ponderous moments, and the mundane.
This piece features two separate pieces of paper. They can be framed: together, separately, one but not the other, or not at all. It's up to you!
Please note: the stated width does not include the white centre partition pictured.
Materials used:
Charcoal and Acrylic on 250 g/m 115 lb Paper
#absurdity #absurde #animal #conceptual #wolf #lies #lying #absurd #concept #fur
Soft Wolf (2015)
Mixed-media painting by Gabriel Böhmer
$196.99 Sold
- Mixed-media painting on Paper
- One of a kind artwork
- Size: 16.54 x 11.69 x 0.04 in (unframed) / 16.54 x 11.69 in (actual image size)
- Signed on the back
- Style: Graphic, illustrative and typographic
- Subject: Animals and birds
This artwork is sold by Gabriel Böhmer from United Kingdom


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Tom Riddles name
Posted on June 28, 2012 by 1859938blackmountain
Categories: Uncategorized | Tags: cool, funny, lord Voldemort, parchement, tom riddle, young | Leave a comment
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"Middle Men" finds Jack Harris (Luke Wilson) playing midwife to the birth of the Internet porn boom, helping two coke-addled idiot visionaries navigate their way through a maze of money, Russian mobsters, porn starlets and the FBI. Despite some slick camera work and fine performances, the film is ultimately a great story poorly told.
Structurally, "Middle Men" borrows so heavily from "Good Fellas" that Martin Scorsese could probably sue. The Rolling Stones soundtrack, the protagonist as omniscient narrator, the "How did it come to this?" timeline, the hyper-stylization are all taken straight from the master's playbook. As when Mickey Mouse tried using the Sorcerer's spells, what we end up with a bit of a mess.
The film, based in part on the experiences of one of the film's producers, Chris Mallick, who made millions in the '90s as founder of an Internet billing service, gets off to a rocky start with Harris' interminable and obvious narration. Did you know the Internet was unheard of in the mid-'90s? Did you know that you can now see porn it? And that people -- some of them shady -- makes lots and lots of money in cyberspace? Making matters worse is the string of time changes that serve to do little more than furrow the brow of audience members.
The reliably likable Wilson plays a former fixer for the mob who goes straight, putting his skills as a facilitator and problem solver to work in the business world. Harris knows, or knows someone who knows, everyone. Even before getting ensnared in the Internet boom, he knows just about all the players. Wilson lacks the edge and savvy, the shrewdness and duplicity, to play such a character, instead coming off as an in-over-his-head-schlub who manages to throw a couple of lucky punches. It's not a bad performance, it's bad casting.
Giovanni Ribisi is great as Wayne Beering, doing a riff on his hillbilly screenwriting savant on "Entourage," while Gabriel Macht does an equally nice job as his partner Buck Dolby, transforming from rocket scientist to pathetic mess over the course of the film. His character's development is helped along by a hilarious progression of clothing that hits every LA/Vegas partyboy d-bag cliche of the era. These guys were to porn what Gutenberg was to the Bible -- sure, there were plenty of fans before they came along, but their innovations made it cheap and accessible to everyone.
Writer-director George Gallo (best known for scripting "Midnight Run") makes plenty of mistakes along the way in telling this story, but to his credit, he resists sinking into a pit of gratuitous flesh, something easily done in a film about porn. There is no shortage of naked and gyrating bodies, but Gallo's camera doesn't stare, keeping the narrative moving. Not since "Caligula" have so many people in a film been so naked for so long without it being arousing.
As the story unfolds, one gets the sense that countless little moments were left on the cutting room floor -- can someone please explain why Jack's family never moves from Houston to the West Coast, which would've alleviated a lot of his and his family's problems? It was maddening. One line of dialog could've made the issue go away.
What makes "Middle Men" so disappointing is how much promise the story and the cast held. There was plenty of talent on hand, with a fascinating story to tell and they whiffed -- not by much, but they whiffed nonetheless. You almost hope someone decides to take a crack at remaking this in 10 years.
Review: "Middle Men" Misses the Mark
"Middle Men" finds Jack Harris (Luke Wilson) playing midwife to the birth of the Internet porn boom, helping two coke-addled idiot visionaries navigate their way through a maze of money, Russian mobsters, porn starlets and the FBI. Despite some slick camera work and fine performances, the film is ultimately a great story poorly told.


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One would think that sending a pedestrian to the hospital during your driving exam is a guaranteed fail.
Well, a woman taking the road test in the suburbs of New York City ended up pinning a bystander after losing control of the car on a snowy road, police said.
The 23-year-old driver rounded a corner Wednesday morning, lost traction and trapped a man cleaning snow off his car, New Rochelle police said.
U.S. & World
The Department of Motor Vehicles examiner tried to use the test car's secondary set of brakes, but they apparently failed.
The 33-year-old bystander was taken to a local hospital with leg and shoulder pain.
Investigators will try to determine whether the accident was due to equipment failure or driver incompetence. No citations have been issued.
It was unclear whether the woman will have to retake the test, but we tend to think she should.


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JACKSONVILLE, Fla. – He's credited with turning a crumbling AA baseball franchise into one of the country's best minor-league teams.
Peter Bragan Sr. died Saturday of heart failure at age 89. On Tuesday evening, the legendary Jacksonville Suns owner was remembered in a special memorial service at the Baseball Grounds of Jacksonville.
A public viewing on the concourse at the ballpark was held from 5-7 p.m. for anyone who wanted to pay their respects. Then at 7:05 p.m., a special service was to be held for Bragan at home plate, where Channel 4's Sam Kouvaris was just one of the speakers to talk about Bragan's accomplishments.
"I said many times he always treated me like a son," Kouvaris said. "But I realized after a while, he treated everybody like they were family."
Kouvaris said Bragan was like a father figure to everyone who had the opportunity to spend time with him.
In 1984, Bragan purchased the Suns franchise for $330,000. Today, it's known as one of the country's most successful baseball teams, all credited to one man's passion for baseball.
"The people that knew him always smile when they talk about Mr. Bragan, a very tough businessman, probably the best businessman of the Bragan brothers," Kouvaris said. "Drove the mayors of Jacksonville crazy. From Jake Godbold to Ed Austin to John Peyton to Tommy Hazouri to Alvin Brown, because he was a very demanding guy. Instrumental in getting the team to go from Wolfson Park to the baseball grounds."
Kouvaris said Bragan commanded respect, but at the same time loved the people around him. He's known as being the city's most fan-friendly sports owner, whose core values revolved around family.
"He was always in good spirits. Every time you'd see him, he'd ask you how you're doing, how your family is doing," Suns general manager Chris Peters said. "He absolutely loved the city of Jacksonville, the Suns, this baseball team. The last 28 years was a big part of his life."
The Jacksonville family he loved mourned his loss together at the ballpark, remembering the impact he had on baseball and their own personal lives.
"He taught me a certain level of toughness but also that you could still be gentle and loving at the same time," Kouvaris said. "Those are the qualities I think sometimes are lost in the veneer of seeing Mr. Bragan on television or hearing about negotiations with the city or whatever. Every time you spoke to him, he says how are you doing, how's your family. He asked that all the time."
The Suns and the Bragan family wanted fans to wear Suns apparel rather than the traditional coat and tie. Fans were able to ring the bell that Bragan loved so much. No photography was allowed.
Free parking was available from 5 p.m. until the service was over. Limited popcorn and water was available to the public, and fans could bring in their own food and beverage if they please.


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New Year, Same Rating: J.P. Morgan Still Bullish on Facebook
Facebook's tough first six months on the Nasdaq soured some investors on the company's moneymaking prospects. But a few analysts are still keeping the faith.
Case in point: The latest "buy" rating coming from J.P. Morgan Chase, complete with a shiny new price target raised to $35, up six bucks from the firm's previous figure. That's courtesy of Doug Anmuth, JPM's Facebook analyst, who has been bullish on the social giant's prospects since early on. In his latest research note, Anmuth echoes Facebook's common refrain: Facebook's ad prospects are still in the early days.
This comes as Facebook continues trying to convince investors that its mobile monetization strategy will eventually yield strong returns, given consumers' massive shift to mobile devices in recent years. Facebook isn't there yet, mind you, as the company still continues to see the lion's share of its revenue come from desktop ads. But not for long, according to JPM: The firm expects Facebook's mobile revenue to surpass that of desktop revenue by 2014.
For the time being, Anmuth is impressed with Facebook's recent inroads. Facebook's Exchange product makes good use of third-party data; that hopefully should result in better ads being shown to users, and better returns to advertisers overall. And he believes that Facebook's most recent push into e-commerce with "Gifts" paid off significantly, bringing in a new revenue stream just in time for the holiday season.
Despite the bright outlook from J.P. Morgan, Goldman Sachs and Morgan Stanley — its three largest underwriters — Facebook's stock hasn't lived up to initial expectations. Share prices were cut in half during the first six months of trading, down from an opening price of $38 per share.
But Facebook has fared better on the market in recent days, hovering around the $26 to $28 range over the past two months. Shares closed at $26.62 on Monday, the last day of 2012 trading. The bulls expect that number to keep going up in the New Year.
Now Facebook needs to make its own New Year's resolution: Proving those analysts right.


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Coyotes have been frequent visitors, and this year skunks have made their presence known, but a visitor to Midway Park in Broomfield Tuesday morning was definitely one not seen often.
An elk was wandering the area, as Broomfield police officers, two on motorcycles, tried to wrangle the animal. Three patrol cars helped stop rush hour traffic when the animal wandered on to roadways.
This grainy photo taken at a distance with a cell phone around 7:15 a.m., shows the elk taking advantage of the walking path that runs between the back sides of Nativity of Our Lord Catholic Church and Emerald Elementary School, just east of South Midway Park. After it was taken, the elk headed west, followed by two motorcycle police officers.
The elk, a young bull, was first spotted near 120th Avenue and Reed Street about 6:25 a.m., said Broomfield Sgt. Rick Kempsell. Police then started receiving multiple reports of the elk in the greenbelt area between the church and the school. Given the time of day and that many children would soon be in the area, police worked to herd it west into th park.
They did so twice.
The first time, the elk darted back the way he came. The second, he headed into South Midway Park, then north across Main Street — with officers stopping traffic — to the Girl Scout Shelter. From there the elk went west to the Blue Star Memorial that sits just southeast of the corner of U.S. 287 and Sixth Avenue.
With officers stopping traffic again, the elk crossed U.S. 287, heading to Alter Street, then to Midway Boulevard, then to the railroad tracks that run parallel to Industrial Lane before heading into Boulder County open space, Kempsell said.
All the while the motorcycle officers were trailing, although they lagged back when it appeared the animal was agitated based on its heavy breathing, said Kempsell, who was one of the officers who navigated slick grasses to keep pace with the animal.
When police contacted Colorado Parks and Wildlife to report the elk and ask for guidance, they were told this is the time of year when young bull elks are kicked out of their herds and go on the move, Kempsell said, adding that caution is advised in the hours around sunrise when the animals are known to be mobile.
An elk also was spotted Monday afternoon near Sheridan Boulevard and Hampden Avenue.


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On eve of NBA draft, Kemba Walker says he's ready
NEW YORK -- The whirlwind that has been the last two months is all but over. On Thursday night, at the Prudential Center in Newark, N.J., a New York City kid will see his dream come true.
From those early days on the playgrounds in the South Bronx, days pretending that he was Michael Jordan, putting on the Chicago Bulls jersey and making the game-winning shot, Kemba Walker now will hear his name called, walk across the stage, shake hands with NBA commissioner David Stern and think to himself, "I've made it."
It has been a dream over a decade in the making. From the moment he first picked up the game -- when he wasn't hip-hop dancing in the basement of his family's apartment building -- Walker, like so many other kids on the playground, put his heart and his soul into becoming the best player he could be. UConn coach Jim Calhoun saw enough of that desire and determination to offer Walker a scholarship and then spent three seasons helping to sharpen the kid's skills to the point where on Thursday night, Walker is likely to hear his name called as a lottery pick in the NBA draft.
"It's going to be a special feeling. I've had some great things happen this season to me and my teammates at UConn, but now it's time for me to move on and hopefully I can go to a team that fits me," Walker said Wednesday at the Westin Hotel. "I'm really excited to make this next jump."
Where he lands remains to be seen. Walker worked out for five teams, Charlotte, Toronto, Detroit, Sacramento and Utah. He feels each workout was solid. None of the general managers, however, told him much more than that.
"I don't know what to expect. I don't know where I'm going," Walker said. "I felt good about every team that I worked out for. All the staffs were really good and I got to know them. Everyone was great but I have no idea what's going on in the GM's head and I really don't care. I just want to be in the NBA."
That will be a certainty. Walker is projected to be one of the top-10 picks in tonight's draft, and some see him going as early as No. 5.
"I'm anxious, I'm excited, I'm nervous and I'm ready," he said. "It doesn't matter where I end up. I'm going to be happy wherever I go."
Walker opened a lot of eyes this past year by having a season to remember. He scored 965 points, averaging 23.5 points a game as the Huskies reeled off 11 straight wins to capture the Big East tournament title and the national championship. Not only did he make a last-second, game-winning shot to eliminate Pitt, Walker also helped the Huskies to wins over Georgetown, Syracuse and Louisville -- four straight wins over nationally ranked opponents in the Big East. Once on that roll, there was no stopping the UConn express as it plowed through the NCAA field, beating Butler to win the title.
And as great as Walker was during that final run, his young teammates were just as good. Freshmen Jeremy Lamb, Roscoe Smith, Shabazz Napier, Niles Giffey and Tyler Olander, along with sophomore Alex Oriakhi, improved by leaps and bounds, and that's one talent Walker is looking forward to bring with him to the NBA.
"I bring leadership, I bring great character. I bring a winning attitude, that's what I bring to the table," he said. "I just try my best to make sure whatever team I'm on, I make my teammates better. I'm all about winning, I just want to do whatever's possible to win. I'm going to try and bring my hard work and my will to win."
UConn assistant coach Kevin Ollie, who spent 13 years in the NBA before returning to the Huskies, expects point guard Kemba Walker to be drafted early.
"I'm just hearing he's definitely going to be a top-10 pick," Ollie said. "He's just comfortable, taking it all in. The place he's at right now is great. He deserves everything he's going to get. He's just going to be a great player when he gets to the NBA because of his drive.
"His ability to win is off the charts. Every level he's been at, he's been a winner, and I don't see that changing when he gets to the NBA."
Ollie said he spoke to Walker during the season about taking his game to the next level.
"We talked throughout this year," he said. "Now he's just enjoying the process, listening to his agents and I'm sure he's called coach Calhoun. (I'm just) letting him enjoy this. This is his time and it's going to be a great, great opportunity for him to hear his name called by Commissioner Stern."
Tom Moore, the Quinnipiac coach and a former assistant at UConn, said he wished Walker the best. "I think he's going to be terrific," Moore said.
"I think he has a little extra inside," Moore added, pointing to his heart. "It will allow him to have a long career and a successful career."
Staff Writer William S. Paxton contributed to this story.


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Nice project by friends. Easily turn a Dropbox folder into a blog
Scriptogr.am is the first blog publishing tool I've tried which is truly dead-simple to use.
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|badge for STS-69
Flying past the ocean
Past the waves
Past the dolphins
Past Poseidon, his mighty trident gleaming in the setting sun
Past the horizon, past Helios and his chariot of fire
Past the stars and the milky river they swim in
Past the beautiful moon and her ever watchful eyes
Past the world...
-Ariadne's Maze by indy-lover
i am, and i am beyond i am. jupiter speaks to us of joy and love and rainbows and shit; all the while knowing the finger is simply the mark, and the dragon whispers to us of all that Heavenly glory. the king of love is a dead man Now living. again. to see...
burning is combustion, the breaking down of molecular bonds, the release of the compressed oppressed, the fiery death of us open.
the compliment to a fiery awakening is a wet dream, and to a fiery birth, death by drowning. but then death is the road to awe, after all, and in the context of our Inception, just another kick.
and so, we sink.
or swim
our world is dying and being birthed
we are then killers and being born
perceiving and creating all at once now here
we are nothing if not this
it, i, is ours
to freely give
what more is there for us all to do
as our creators?


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Vice President Joe Biden on Tuesday questioned Donald Trump's "moral center" as a result of the Republican presidential candidate's comments about America's housing collapse.
Biden told a Hillary Clinton rally at Drexel University in Philadelphia on Tuesday that Trump had bragged at Monday's presidential debate about profiting from the failed housing market.
The vice president said Trump "is a guy who said it was good business for him to see the housing market fail."
U.S. & World
Biden added, "What in the hell is he talking about?
"I've been there for eight presidents, Democrat and Republican, I've disagreed and I've agreed. But every president I have served with including the Republicans has had a moral center about what it was to be an American, about what we're supposed to do, about what basic fundamental rights are," Biden said.
At the debate, Clinton said Trump had rooted for the housing collapse in 2006 because he saw it as a way to go in and make money. Trump responded, "That's called business, by the way."
Biden said Trump "brags about gaming the system and bankruptcy."
Biden appeared at Drexel University on National Voter Registration Day. The Clinton campaign said he would launch a voter-registration drive and urge Pennsylvanians to register to vote.
"My name is Joe Biden and I work for Hillary Clinton," Biden told the crowd at the start of his remarks Tuesday.
He also mentioned his and his wife's excitement over the undefeated Eagles and rookie QB Carson Wentz. He complemented the tough Philly sports fans.
"Philly fans are the most informed fans in the world," he said.
Michelle Obama will also stump for Clinton at two universities in Philadelphia and one in Pittsburgh.
She plans to appear at La Salle University on Wednesday. People can sign up online to attend the noon event. She plans to appear at the University of Pittsburgh later that afternoon.