THE PERFECT CREATION IN THE VOICE BOX (LARYNX)

Just as in the entire universe, miraculous systems that are created by our Lord exist also within the human body. One of these systems, the voice box or larynx is one of these superior miracles of creation. The voice box is the name given to the part of the windpipe, or trachea, that opens to the mouth, or oral cavity. Right at the entrance of the larynx are located the vocal cords. Thanks to the muscles that govern them, these cords can assume different shapes and as a result, we can make various sounds, including speech.

One reason why other living beings can not make sounds like human beings is that their voice boxes are located at a higher part of the mouth cavity than in human beings. The human larynx is lower in the windpipe than in any other animal, including monkeys. Thanks to this position, the breath coming out of the lungs is transformed by the voice box into a wide variety of different sounds.

Evolutionists fail to answer many questions. But when they try to explain them by offering the thesis of “selection of advantageous traits through natural selection,” at this point, they face another deadlock— for the lower position of the voice box is by no means a physical advantage. Due to this position, the food we eat may easily get into the windpipe and choke us, or the liquids we drink may accidentally get into the lungs.

In order to prevent this, while we are eating or drinking anything, a “little tongue” has been created that closes the voice box. When we try to eat or drink something and speak at the same time, these two actions interfere with each other and—as each you have certainly experienced during your life—we develop an immediate cough. But animals have a different system. The windpipes of animals—of monkeys, for instance—is higher up in their throat. For this reason, whatever food they swallow never gets into their windpipe and consequently, they do not run the risk of choking.

Despite our dangers and difficulties in taking nutrition, our unique voice box structure allows for speech. The constant risk of getting food into the windpipe, on the other hand, is eliminated by reflexes gained during infancy and by an organ called the uvula, which is a little flap of tissue. Briefly, this lower position for the voice box’s structure is unique to human beings.

Evolutionists, of course, assert that natural selection has “chosen” the more advantageous structure over time, but the “more advantageous” larynx would only result in incoherence. But the true situation is exactly the opposite, and entirely at variance with the evolutionary rationale. This “odd fact” is something that Charles Darwin tried to explain away:

“ . . . [it]s an odd fact that every food and liquid we swallow has to pass over the opening to the windpipe with the risk of slipping into our lungs.” (Darwin C.1859 On the Origin of Species, Facsimile edition. Cambridge: Harvard University Press, p. 191.)

When we examine the features of the voice box, we discover a miracle of creation with details that have been meticulously calculated. The voice boxes of babies are positioned higher up in the throat than in adults. This way, the infants can breathe while suckling, without running the risk of getting their mothers’ milk down into the windpipes and lungs. Yet before the infant gains the ability to speak, this voice box—which is up until now has been a hindrance for speech— lowers itself in the throat. In other words, it develops in the right way just at the right time.
This example once again reveals that human beings enjoy a perfect creation. Allah, the Lord of all the universes, the One Who creates Man, Grants him a body proper for its needs, Protects babies against choking, and Lets them speak by placing their voice box at the right position with an ideal timing. . In one verse, Allah proclaims:

"He created Man and taught him clear expression.” (Surat ar-Rahman: 3)

from : www.harunyahya.com

Platypus Genome Analysis and Evolutionists’ Distortions

In its 8 May, 2008, Nature magazine carried a report titled “Genome analysis of the platypus reveals unique signatures of evolution.” The report stated that scientists have deciphered the genetic code of the platypus, which has various mammal, bird and reptile characteristics. “It is hoped that genetic analysis of the platypus will help explain how mammals, including human beings, in some way evolved millions of years in the past,” it said.

However, there are no objective grounds for this claim regarding the supposed evolution of mammals on the basis of the genome of the life form in question. Scientists who accept evolution as a dogmatic truth right from the outset assume that the platypus shares an evolutionary history with mammals and interpret the structural and sequential features in their genomes accordingly. In fact, the platypus constitutes a huge dilemma for the theory of evolution and provides no evidence whatsoever for the supposed evolution of mammals.

1. Evolutionists’ dilemma regarding the platypus

The scientific name for the platypus, which lives in lakes and rivers in Australia and Tanzania is Ornithorhynchus anatinus. Males reach up to 50 cm in length, and females around 20% less. As the report says, the platypus is classified as a mammal because it has fur and suckles its young. This animal, which is able to use its tail like a rudder, also possesses a bird-like beak and reptilian venom. These animals, which generally live underwater, carry their poison in their hind legs. The platypus is also covered in fur like a mammal and suckles its young, although it reproduces by laying eggs and produces venom, both reptilian characteristics. It has a beak, just like birds, but also spends most of its time in water, as do amphibians. As all these features make clear, the platypus is a “mosaic” life form which possesses characteristics belonging to very different living groups. Although evolutionists at one time sought to portray these animals as an intermediate form, this idea has been abandoned by leading palaeontologists. Stephen Jay Gould openly states that “mosaic creatures” such as the platypus cannot be regarded as intermediate forms. (S. J. Gould & N. Eldredge, Paleobiology, Vol 3, 1977, p. 147) In any case, evolutionists have no evidence, and no fossil remains, as to how these mosaic features might have evolved from one group to another.

Darwinism maintains that all the striking and very different mosaic characteristics must have evolved at the same time and in a flawless manner from different life forms. However, they have absolutely no scientific findings or any evidence at all with which to account for this proposition. The different features of the platypus are unique to it and are incapable of explanation by Darwinism. Attempts to depict a life form that represents such an insoluble dilemma for the theory of evolution as being evidence for evolution is enormously significant in terms of revealing the dimensions that evolutionist deceptions can assume.

2. The idea of mammalian evolution is based on no evidence whatsoever

In its report, It is hoped that genetic analysis of the platypus will help explain how mammals, including human beings, in some way evolved millions of years in the past. The fact is, however, that the idea of mammalian evolution is a myth, devoid of any scientific evidence and kept alive solely for reasons of dogma.

Evolutionist reference sources are silent when it comes to the origins of mammals. That is why the evolutionist palaeontologist Roger Lewin has had to admit that “the passage to the first mammal is still a mystery.” (Roger Lewin, "Bones of Mammals, Ancestors Fleshed Out", Science, Vol. 212, 26 June 1981, p. 1492)

George Gaylord Simpson, one of the most eminent evolutionist authorities of the 20^th century, refers to this state of affairs that comes as such as surprise in terms of the theory of evolution as follows:

The most puzzling event in the history of life on earth is the change from the Mesozoic, the Age of Reptiles, to the Age of Mammals. It is as if the curtain were rung down suddenly on the stage where all the leading roles were taken by reptiles, especially dinosaurs, in great numbers and bewildering variety, and rose again immediately to reveal the same setting but an entirely new cast, a cast in which the dinosaurs do not appear at all, other reptiles are supernumeraries, and all the leading parts are played by mammals of sorts barely hinted at in the preceding acts. (George Gaylord Simpson, Life Before Man, New York: Time-Life Books, 1972, p. 42.)

These statements by an evolutionist are in fact confessions. The point that evolutionists are reluctant to state openly, but which is still an absolute reality, is that there is not one example of an intermediate fossil from a period before mammals or other life forms.

Conclusion:

As we have seen, the platypus’s mosaic features represent no evidence for the theory of evolution, and there is no basis in the fossil record for the idea of mammalian evolution. Evolutionists are trying to pull the wool over the public’s eyes regarding the intermediate forms they have been unable to find by dotting the research into the platypus genome with evolutionary expectations. Our advice to the Nature magazine is that they accept the fact that such distortions can lead nowhere and that they abandon depicting the evolutionary presumptions they have adopted as a dogma as if they represented scientific evidence for Darwinism.
from : www.harunyahya.com

The Jokela High School Massacre: Another Application of Natural Selection

Pekka-Eric Auvinen was an 18-year-old Finnish student. On 7 November, 2007, he left his home for the Jokela High School in the town of Tuusula, 43 kilometres from Helsinki, as he did on every other school day. On that day, however, Auvinen had an extraordinary reason for going to school, one which the whole world would learn of in a matter of just a few hours.

Around 11.44 hours, the sound of gunfire began to be heard from the Jokela High School. Auvinen had begun firing at random at students in the main entrance to the school building. School principal Helena Kalmi called on the panicking students to run into classrooms. Students looking out of classroom windows and watching what was happening saw that Kalmi had set out to intercept Auvinen. However, he was in no mood to listen to her. He fired 7 bullets into the 61-year-old Kalmi, killing her before the students’ eyes. His next victim was the school nurse running to help those students who had been injured in the first burst of fire. Auvinen killed the 43-year-old nurse and then entered the main building.

Auvin hammered on classroom doors, telling students to rebel against the school administration. Around 11.55 he heard the police calling on him to “give himself up.” He answered with another burst of fire and continued moving through the school, firing at any students he encountered. Shortly after the police surrounding the building had entered inside they found Auvinen in the toilets, where he had committed suicide. The death toll from that bloody assault was 9, consisting of 7 students, including Auvinen himself, and the 2 school employees, with another 11 people injured. ⁽¹⁾

But who was Auvinen? What propelled him to carry out that bloody attack and then commit suicide? What was the hatred that led him to kill his fellow students without batting an eyelid?

The facts about the person who committed that attack that stunned all Finland soon began to emerge. Auvinen set out his ideas on life and human beings prior to the attack in files published on a number of internet video sites. Interestingly, one of these was titled “The Jokela High School Massacre – 7 November 2007.” The video starts with the Jokela High School building, and then moves on to Auvinen posing in his room with a gun in his hand. Auvinen had posted videos on various sites employing different user names. These consisted of violent images accompanied by pessimistic and aggressive songs. There was nothing surprising in an individual so prone to violence carrying out such a bloody killing. However, one of these videos was particularly noteworthy in terms of the light it shed on the motif behind that violence. Under the user name "ikillyouall667,” Auvinen described in that video, titled “My Philosophy,” how the massacre was a requirement of natural selection.

Natural selection is a concept on which Charles Darwin based his theory of evolution, and is an expression of weaker animals being eliminated by stronger ones in the struggle for survival. Because it described human beings as the result of natural events devoid of any consciousness and since it is itself based on violence, natural selection was to become the indispensable foundation for both atheist philosophies and violent ideologies and movements. The dictators who sent millions to their deaths during the Second World War regarded war as a requirement of natural selection, and make a great many references to Darwinism in their propaganda.

Natural selection also appears before us in the Jokela High School massacre. Auvinen calls for the implementation of natural selection in the video in which he set out his “philosophy.” Auvinen expressed the following thoughts, attaching the same value, or rather lack of value, to human beings as does Darwinism:

"I am just a normal anarchist that believes in natural selection. Humans need to put natural selection back on tracks. The animals live that way, why won’t the humans. We are animals after all. We were made that way now we just screw everything up and pollute the Earth that birthed us. Humans are the worst animals on the planet. We humans came up with a screwed up society. The whole world is screwed. All of the society shall fall. That is what should happen. The sooner, the better… Law is the opinion of the “higher in power”… That’s why you should take control of your own life. Live in anarchy. Do what you want and don’t let others tell you what to do. This is your own life. The weak should die while the strong live. Itis survival of the fittest, natural selection. Animals die all the time. You don’t see some dog crying their eyes out after they figure out that some other dog died. because another dog has died. Humans die too. It should be the same reaction. It is just all natural, not a big deal. Do not cry for someone you don’t know, this is not sad…My personal phylosophy, THE GENOCIDE OF THE HUMAN RACE MUST HAPPEN.” ⁽²⁾ (Capital letters in original text)

In his manifesto setting out his views, Auvinen made the following statements that clearly demonstrate the influence of Darwinism on his views:

"I am ready to fight and die for my cause I, as a natural selector, will eliminate all who I see unfit, disgraces of human race and failures of natural selection. No, the fact is that I am merely an animal, a human being and a dissident…The time has come to set the principle of the survival of the fittest and natural selection back on its feet.” ⁽³⁾

Jokela was not the first

The Jokela High School massacre represents a clear example of the tragic consequences that Darwinism being taught to young people as a scientific reality can have. What is more, it is not the only such example. On 20 April, 1999, two students at the Columbine High School in the U.S. state of Colorado, 18-year-old Eric Harris and 17-year-old Dylan Klebod, arrived at their school carrying guns and bombs, slaughtering 12 students and a teacher in 30 minutes before killing themselves. Harris was wearing a T-shirt with the words “NATURAL SELECTION” on it. ⁽⁴⁾ The majority of the documents seized by police from Harris’ home in the wake of the attack referred to natural selection and feelings of superiority. In video tapes previously uploaded onto the internet, Harris and Klebold constantly spoke of their being “more evolved” and of what it felt like to be “superhuman.” ⁽⁵⁾

It is time to put an end to one-sided Darwinist education

By telling people that their lives have no purpose, Darwinist education turns them into mentally ill individuals, pessimistic and violent and devoid of hope and joy. Even leading atheist Darwinists admit this negative state of mind to which Darwinism leads. This effect can be seen in the foreword to the book Unweaving the Rainbow, by the atheist zoologist Richard Dawkins;

A foreign publisher of my first book confessed the he could not sleep for three nights after reading it, so troubled was he by what he saw as its cold, bleak message. Others have asked me how I can bear to get up in the mornings. A teacher from a distant country wrote to me reproachfully that a pupil had come to him in tears after reading the same book, because it had persuaded her that life was empty and purposeless. He advised her not to show the book to any of her friends, for fear of contaminating them with the same nihilistic pessimism. ⁽⁶⁾

Darwinist teachers actually hurt themselves

It is of course important to concentrate on those who carried out the Jokela and Columbine massacres and the ideas that led them to do so, but we also need to go a little deeper and consider another factor behind those events. That factor is the Darwinist education still being provided in schools. Students in the USA and Europe are taught the nonsense that life on Earth began spontaneously and that human beings are an advanced form of ape that emerged by way of natural selection, as if these things were scientific fact. The Jokela and Columbine killers were people who had received this Darwinist education provided in Western society. Therefore, although the attackers were school students, in effect the schools were themselves responsible.

For that reason, those responsible for education policies must realize that Darwinist education will create militants who will one day point their guns at their own heads. They must therefore adjust the curriculum accordingly and ensure that young people are made aware of the scientific collapse of Darwinism and of its ideological underpinnings.

from : www.harunyahya.com

Another blow to evolutionist claims regarding ''Homo floresiensis'': Similar miniature remains have been described as Homo sapiens

The ongoing debate among evolutionists over the miniature human remains described 4 years ago and discovered on Flores Island in Indonesia recently acquired a new dimension with the unearthing of similar human skeletons on Palau Island in Micronesia. The evolutionist researchers who unearthed the Flores bones described them as a separate human species, though many authorities on the subject subsequently opposed that claim, suggesting instead that the humans on Flores were abnormal individuals from a deformed Homo sapiens population. The latter view came to predominate as new bones were discovered, and it once again became clear that those evolutionists describing the bones of a separate human species were not behaving objectively.

The discovery in question appeared in a paper in the journal Public Library of Science One by Lee Berger, a National Geographic Society and Witwatersrand University in South Africa researcher Lee Berger and other researchers from Witwatersrand, Rutgers and Duke universities. ⁽¹⁾

The researchers dated the bones back some 1,400 to 3,000 years. Palau Island lies in the Caroline Islands and harbours a great many caves. The bones were unearthed on two caves on the island known as Ucheliungs and Omodokel. A large number of human bones were found in the caves, which were believed to have been used for burials. So much so that 1,200 fragments of human remains were found in a cavity just 1 square metre in area and 50 cm deep ^(2). It was calculated that among the more than a dozen humans to whom the remains belonged, there was a 43-kilo male and a 29-kilo female. Examinations of the skeletons show that these humans were 100-130 cm in height. Taxonomically, many characteristics in their facial and skull anatomies are unique to Homo sapiens. Because of this, the researchers believe that this group of humans belongs to Homo sapiens, and that they had shrunk in size for various reasons. These included dwarfism, or developmental diseases such as microcephaly or cretinism.

In addition, the Palau bones revealed significant similarities to the human remains unearthed on Flores Island. Like the humans on Flores, those on Palau had a retracted chin, eye sockets of an unusual shape, and large teeth. In those terms, the Palau bones reveal that at least some of the unusual Flores features were due to environmental factors rather than being inherited.

Berger states that the idea that Flores Man represents a “separate species” is invalid:

Palauen discovery suggests that given the many characteristics that the Palauen fossils share with Flores (that were typically considered "primitive" to modern humans), that these characters probably should not be used to define a new species, particularly when found in only a single skeleton. ⁽³⁾

Berger goes on to say the following in an analysis published in Science magazine:

A diseased member of the Palauan population might look as anomalous as the single skull of H. floresiensis. ⁽⁴⁾

Robert Eckhardt, a Pennsylvania State University anthropologist and another researcher who has emphasised the error of describing Flores Man as a separate species, maintains that Homo floresiensis consists of deformed Homo sapiens individuals, and makes the following comment regarding this study:

"The Berger paper is great because it shows that in the region you have small people with normal-sized brains, and you don't have to posit a new species to explain them." ⁽⁵⁾

One particularly renowned evolutionist authority has come out in opposition to the view regarding the miniature skull on which those evolutionists who seek to depict Homo floresiensis as a separate species most rely. Asked for his opinion on the Homo floresiensis miniature brain, the Columbia University anthropologist Ralph Holloway made the following comment:

I regard the 400 ml brain [comparable to a chimpanzee's, and one-third the size of a modern human brain] as pathological. ⁽⁶⁾

As we have seen, the remains that evolutionists portrayed as a new stage in the supposed evolution of man and that they submitted to the public as a widespread propaganda tool have now been determined to represent deformed members of Homo sapiens. It has thus once again been realised that evolutionists’ claims concerning these bones are biased and unscientific theses produced under the influence of their own dogmatic beliefs. Human beings are not descended from apes in a random process and under the influence of natural events, but were brought into existence by God’s commanding them to “Be!”

from : www.harunyahya.com

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Newly Revealed 3600-Year Old Wisdom Text Describes Extinction of the Dinosaurs

Newly Revealed 3600-Year Old Wisdom Text Describes Extinction of the Dinosaurs

n recent years, scientists have begun to challenge the popular K-T extinction event theory advanced by Nobel laureate physicist, Luis Alvarez. In 1990, he found evidence of a large impact resulting in an Extinction Level Event (E.L.E) in what is now Chicxulub, Mexico. His theory that this E.L.E. wiped out the dinosaurs some 65 million years ago was soon adopted. However, an increasing number of modern scientists are now casting doubts on his theory. Furthermore, a newly released 3600-year old wisdom text called The Kolbrin Bible supports these challenges to Alvarez�s theory with a prescient human account.

At the core of this E.L.E. debate is a thin global layer of iridium that capped the living presence of dinosaurs on this planet. It is called the KT boundary. Iridium is rarely found on the surface of the Earth, but it is common to asteroids, and there is a sharply defined global layer of Iridium that dates back to the Chicxulub impact event.

Doubts about Alvarez�s theory are founded in equally credible explanations of the KT boundary. One notable theory is the "KT-Deccan Traps volcanism-induced carbon cycle perturbation extinction theory" of Dewey McLean, Professor Emeritus of Geology in the Department of Geological Sciences, Virginia Polytechnic Institute, Blacksburg, VA. Besides the science, what makes McLean�s theory attractive is the amount of effort Alvarez has invested to suppress it.

While precise dating of deep time events is difficult at best, ample evidence exists to suggest that at about the same time Alvarez�s asteroid cratered the Yucatan peninsula, a hotspot volcano produced the Deccan Traps eruption with equally devastating results. Unlike an explosive supervolcano event such as the last Yellowstone eruption, the miles-thick Deccan Traps eruption flowed out over thousands of square miles, and released massive amounts of iridium into the atmosphere. Sizable remnants of this lava pile still exist on a volcanically active Reunion Island in the Indian Ocean.

Enter The Kolbrin Bible. The first part of this 11-book secular anthology was authored by Egyptian academics after the Jewish Exodus and is referred to as the Egyptian Texts. The last part was authored by Celtic priests shortly after the death of Jesus. Within the Book of Gleanings is one passage that clearly supports the K-T Deccan Traps of Dewey McLean:

"GLN:3:5 In olden times, there were spawned great monsters and beasts in fearful form, with frightful gnashing teeth and long ripping claws; an elephant was but a rat in comparison with them. Then, because of heavenly rebellion and turmoil, and the terror overwhelming the hearts of men, The Great One hardened the face of the land, which had become unstable, and the beasts were changed to stone. This was beforetimes, when the Destroyer still slumbered in the upper vaults of Heaven."

The reference to an object the Egyptians called the "Destroyer" is repeated often. The Kolbrin Bible and the Egyptian academics explain that it was a long-period orbiting object, which during its last two flyby events caused the Great Deluge (Noah�s Flood) and the Ten Plagues of Exodus. Unlike the Torah (Old Testament) this ancient work explains these events as natural disasters -- not the punishments of an angry deity.

This account in The Kolbrin Bible is part of what remains of the Great Book as the Egyptians first called it. First penned in ancient hieratic, the Great Book was approximately 4 times the size of the King James Bible. The impetus for the work was the defeat the Egyptians suffered at the hands of Moses. Convinced their own gods had been proven to be impotent, they initiated the first regional anthropological study in the history of humankind.
Throughout the breadth of their trading sphere, their academics and scribes would do their business as usual, but in their off hours began interviewing local wise men. The aim was to record historical accounts and folklore in the hopes of uncovering any clue that might lead the Egyptians to the one true God of Abraham. The field notes of these interviews were then sent back to Egypt and incorporated into the Great Book.

One civilization that received special attention from the Egyptians was the seafaring Phoenicians. Enamored by the Great Book, the Phoenicians translated it to their own 22-leter alphabet and took a copy of the work to Britain during the late Bronze Age, which at that time was a major exporter of tin. The Celtic priests of Britain embraced the work, which was mostly destroyed during the 1184 arson of the Glastonbury Abbey. What remained was combined with other Celtic texts and translated into Old English and collectively published as The Kolbrin Bible. After WWI, the work was updated to Continental English and the first copies were released in the early 1990�s.

For interested researchers, this 3600-year old work offers vital corroboration of Dewey McLean�s KT-Deccan Traps eruption theory, plus an abundant source of prescient historical accounts of ancient global disasters. The details in these accounts are as crisp as the man-on-the-street interviews one sees in modern televised news broadcasts. Copies of the work are available online and can be purchased in book stores in the English speaking world.

from : www.valuablecontent.com

Geology Activities-Inspiring Life-long Learning with Fun

Geology Activities-Inspiring Life-long Learning with Fun

Do you need geology activities? For a classroom? Homeschooling? Something different for an after school program? Maybe you don�t know how much you need them.

If you�ve ever taken a walk in the woods with a young child, you�ve probably observed a natural love of rocks and minerals. Shape, color, texture�any of these can warrant special notice, a quick pick-up and a drop in the pocket. Once home, those same rocks can spark a memory or an imagination of how it came to be there at just that spot in the path.

A love for the natural world is so universal that if you drop �rocks and minerals� into a Google search you�ll find over 9 million websites from countries all around the world--and lots of these are directed to children or made by children. On a short search, I encountered sites by teachers for students, by avid rock hounds for aspiring rock hounds, by colleges, universities, and museums, and by folks who just LOVE rocks!

That�s why we recommend starting a geology club.

Geology Club In Ohio

Last year, Kathy Koenig of Cincinnati started a geology club for 7 and 8 year-olds. Being a teacher, she wanted to inspire kids in a subject she knew would be lots of fun. She also wanted to give the students plenty of opportunities for some genuine science work. She planned out a years worth of geology activities and lessons.

The Basic Plan

The club met for eight sessions monthly throughout the school year. Students paid $25 for the year-long club, all of which was to be used to purchase specimens, experimental materials, and geology activities, that could then be owned by the students. Kathy searched hard to find resources who would give her a lot for her money. (That�s how she found us at www.fossilicious.com!)

Attendance

Would you be surprised if you found out that this geology club had nearly 100% attendance, even on Friday afternoons after school? That�s what happened! Even on the last day of the week, kids were thrilled to spend time LEARNING!

The students worked with:

crystals and crystal growing

classification of minerals

the practical uses of minerals around the house

the rock cycle and the events that lead to different formations

how fossils are formed

how to identify and dig for fossils

and, of course, starting their own fossil,rock and mineral collections.

Careful Planning And a Little Help

While Kathy planned the sessions and led the meetings, parent volunteers were there to support the students in their geology activities. Most of the meeting time was spent in hands on geology activities with real specimens. The extra adult support allowed more of the children to be engaged and successful.

The Results

By the end of the year, students had not only learned a great deal, they had also begun personal collections, nicely labeled and ready for display. These budding paleontologists and geologists were becoming well-versed in the process of excavation and labeling�and they�d had a first-hand experience with creating good field notes.

Want to Start You own Geology Club?

Find out how you can get everything Kathy used to create a successful geology Club. Check out Geology Activities, and wholesale fossils, rocks, and minerals

from : www.valuablecontent.com