○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○The Science of Getting Rich iThe Science ofGetting RichTimeless wisdom and a practical prosperity programfrom the forgotten 1910 classic!©1999-2002 Rebecca Fine & Certain Way Productions www.scienceofgettingrich.netBy Wallace D. WattlesEdited by & with a new introduction by Rebecca FineA gift to you from The Science of Getting Rich Networkwww.scienceofgettingrich.net ii Wallace D. Wattles○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○The Science of Getting Rich©1999, 2000, 2001, 2002 Rebecca Fine. All rights reserved.For information on sharing this book with others ethically (and evenprofitably!), see Appendix D.This book is a gift to you from the original and only .The Science of Getting Rich Networkwww.scienceofgettingrich.netDownload this free book and more!Online discussion groupsExclusive: Audiobook on tape or CDExclusive: Free ezine, The Certain Way™Exclusive: The Science of Getting Rich for Practical Geniuses™Online CourseAnd MUCH more!Certain WayCertain WayCertain WayCertain WayCertain WayPPPPPRRRRROOOOODDDDDUUUUUCCCCCTTTTTIIIIIOOOOONNNNNSSSSS2400 NW 80th Street #304Seattle, WA 98117-4449 USAPhone 206.782.2115certainway@scienceofgettingrich.net ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○The Science of Getting Rich iiiTable of ContentsNote: This book isdesigned to be printed onboth sides of the paper(as with any regularbook), and the pagenumbers here are correctfor that printed-outversion.For viewing online,Acrobat uses a differentnumbering system,starting with “1” for thecover.To read onscreen (notrecommended), click onthe Table of Contentsbutton on your AcrobatReader toolbar to showAcrobat’s Table ofContents on the left sideof your screen. Click onany chapter title to jumpto that chapter.Then, choose one ofthe three sizing buttons toadjust the page size toyour liking.Table of Contents Button:Sizing Buttons:Click on any title to jump thereTable of Contents iiiIntroduction vAuthor’s Preface ixChapter 1: The Right To Be Rich . 1Chapter 2: There Is A Science of Getting Rich 5Chapter 3: Is Opportunity Monopolized? . The Science of Biology The Science of Biology Bởi: OpenStaxCollege Formerly called blue-green algae, these (a) cyanobacteria, shown here at 300x magnification under a light microscope, are some of Earth’s oldest life forms These (b) stromatolites along the shores of Lake Thetis in Western Australia are ancient structures formed by the layering of cyanobacteria in shallow waters (credit a: modification of work by NASA; credit b: modification of work by Ruth Ellison; scale-bar data from Matt Russell) What is biology? In simple terms, biology is the study of living organisms and their interactions with one another and their environments This is a very broad definition because the scope of biology is vast Biologists may study anything from the microscopic or submicroscopic view of a cell to ecosystems and the whole living planet ([link]) Listening to the daily news, you will quickly realize how many aspects of biology are discussed every day For example, recent news topics include Escherichia coli ([link]) outbreaks in spinach and Salmonella contamination in peanut butter Other subjects include efforts toward finding a cure for AIDS, Alzheimer’s disease, and cancer On a global scale, many researchers are committed to finding ways to protect 1/17 The Science of Biology the planet, solve environmental issues, and reduce the effects of climate change All of these diverse endeavors are related to different facets of the discipline of biology Escherichia coli (E coli) bacteria, seen in this scanning electron micrograph, are normal residents of our digestive tracts that aid in the absorption of vitamin K and other nutrients However, virulent strains are sometimes responsible for disease outbreaks (credit: Eric Erbe, digital colorization by Christopher Pooley, both of USDA, ARS, EMU) The Process of Science Biology is a science, but what exactly is science? What does the study of biology share with other scientific disciplines? Science (from the Latin scientia, meaning “knowledge”) can be defined as knowledge that covers general truths or the operation of general laws, especially when acquired and tested by the scientific method It becomes clear from this definition that the application of the scientific method plays a major role in science The scientific method is a method of research with defined steps that include experiments and careful observation The steps of the scientific method will be examined in detail later, but one of the most important aspects of this method is the testing of hypotheses by means of repeatable experiments A hypothesis is a suggested explanation for an event, which can be tested Although using the scientific method is inherent to science, it is inadequate in determining what science is This is because it is relatively easy to apply the scientific method to disciplines such as physics and chemistry, but when it comes to disciplines like archaeology, psychology, and geology, the scientific method becomes less applicable as it becomes more difficult to repeat experiments These areas of study are still sciences, however Consider archeology—even though one cannot perform repeatable experiments, hypotheses may still be supported For instance, an archeologist can hypothesize that an ancient culture existed based on finding a piece of pottery Further hypotheses could be made about various characteristics of this culture, and these hypotheses may be found to be correct or false through continued 2/17 The Science of Biology support or contradictions from other findings A hypothesis may become a verified theory A theory is a tested and confirmed explanation for observations or phenomena Science may be better defined as fields of study that attempt to comprehend the nature of the universe Natural Sciences What would you expect to see in a museum of natural sciences? Frogs? Plants? Dinosaur skeletons? Exhibits about how the brain functions? A planetarium? Gems and minerals? Or, maybe all of the above? Science includes such diverse fields as astronomy, biology, computer sciences, geology, logic, physics, chemistry, and mathematics ([link]) However, those fields of science related to the physical world and its phenomena and processes are considered natural sciences Thus, a museum of natural sciences might contain any of the items listed above The diversity of scientific fields includes astronomy, biology, computer science, geology, logic, physics, chemistry, mathematics, and many other fields (credit: “Image Editor”/Flickr) There is no complete agreement when it comes to defining what the natural sciences include, however For some experts, the natural sciences are astronomy, biology, chemistry, earth science, and physics Other scholars choose to divide natural sciences into life sciences, which study living things and include biology, and physical sciences, which study nonliving matter and include astronomy, geology, physics, and chemistry Some disciplines such as biophysics and biochemistry build on both ... The Science of Influence Over the past several decades, behavioral scientists have conducted studies on the process of social influence — the ways in which people can influence others’ attitudes and actions. Now a substantial body of systematic research demonstrates that certain interactions can lead people to accept a proposal or comply with a request that they might otherwise reject. This research has identified six fundamental principles of influence. These principles do not involve the merits of the proposal or request itself, but the way in which it is communicated. In the pages that follow, we describe the six basic principles of influence. In addition, we offer suggestions for how mediators and negotiators can harness these principles effectively and responsibly. The applicability of the science of social influence to mediation and negotiation is corroborated by the overlap between the research outcomes and the practices that have emerged as successful in these settings. I. The Principle of Liking Although it may be fairly obvious that people are more easily influenced by those they like, social science research on the topic can help us employ this straightforward principle to become more influential in our professional interactions. Research has uncovered several factors that affect how much one person will like another (e.g., physical attractiveness, compliments and cooperative efforts). But one factor stands out as the most powerful and the easiest to implement: similarity. In a simple but telling demonstration of the effects of similarity on influence, researchers mailed a set of surveys to random individuals. These surveys were accompanied by a cover letter, which for some of the recipients was “signed” by a researcher with a name designed to be similar to the recipient’s (e.g., Patty James might receive a letter signed Patricia Jones). Although identical in all other aspects, the surveys sent with similar names were completed twice as often as the others. If something as trivial as similarity of names can affect compliance with a request, imagine how much more compelling a meaningful commonality, such as a shared interest, group membership, or goal, might be. Thus, a mediator or negotiator should spend the time necessary to locate such parallels among relevant parties and bring them to the surface. Applications To emphasize the parties’ similarities, negotiators and mediators can point out the interests the parties have in common. For example, in a contract case, a negotiator could mention that both parties have expressed an interest in maintaining their business relationship, minimizing negative publicity, and avoiding the uncertainty and cost of trial. In a domestic relations case, a mediator could note that both parents have said they want to resolve the dispute quickly and to work out residential and visitation arrangements that would be least disruptive for the children. II. The Principle of Authority People are more easily influenced by those they perceive to be legitimate authorities. This response makes great sense because legitimate authorities have typically attained their positions by virtue of greater knowledge or skill or experience in the matter at hand. But for all their specialized knowledge, these experts frequently act like Hegel’s analysis of mind and world: the Science of Logic Hegel’s Phenomenology was completed, so Hegel liked to tell people, on the night of the battle of Jena. However, by the time he published the first volume of his Science of Logic in – the later two volumes appeared between and – he had lost his job as a professor, fathered an il- legitimate son, run a newspaper, found a position teaching philosophy to high-school students in Nuremberg, and gotten married to a womanfrom the Nuremberg patriciate (and, by the time the Logic was finished, had fa- thered a daughter who did not survive and two other sons who did). The period between the Phenomenology and the Logic covered Napoleon’s tri- umphant destruction of the Holy Roman Empire and the Prussian army, his disastrous invasion of Russia, his exile and comeback, the Congress of Vienna, and the battle of Waterloo. Whereas the Phenomenology was completed under the gaze of the Revolution triumphant, the Logic was completed under the gaze of German monarchs seeking a restoration of their powers and authority (but, in the case of the large kingdoms created in Napoleonic Germany, these monarchs also refusing to cede an inch of the land or property Napoleon had in effect given them). While in Jena, Hegel had been working on his “system,” which was to provide a unitary treatment of the philosophy of nature, the philoso- phy of mind, ethics and political philosophy, and philosophy of religion, along with a kind of “logic,” as he called it, that was intended to be the overall structure for the whole enterprise. In the post-Kantian context, Hegel’s ambition for his “system” was clear: he was trying to rewrite the Of course, it all depends on one’s notion of romance as to whether one judges the Logic to have been completed in more prosaic circumstances than the Phenomenology. Hegel noted in a letter to his friend, Immanuel Niethammer, that “it is no small matter in the first half year of one’s marriage to write a book of thirty proofsheets of the most abstruse contents,” Briefe, ,no.; Hegel: The Letters (trans. Clark Butler and Christiane Seiler) (Bloomington: University of Indiana Press, ), p. . The development of Hegel’s views in Jena are, of course, much more complex and much less linear than this sentence suggests. For a more complete account, see Pinkard, Hegel: A Biography, ch. . The Science of Logic three Kantian Critiques and the other parts of the Kantian system(such as Kant’s philosophy of nature as it was developed in Kant’s philosophy of science) in light of the various developments in the post-Kantian liter- ature and, just as important, in light of the rapidly changing social and political conditions in Europe. The Phenomenology was intended to be the introduction to that “sys- tem,” and the next work (the Logic) was supposed to provide the broad outlines of what the “system” was about. The link between the Jena Phenomenology and the Nuremberg Logic has to do with how each in its respective way takes up Hegel’s generalization of the “Kantian paradox” into a claimabout normative www.scienceofbeingwell.net The Science of Being Well 1 Timeless wisdom and a practical program for vibrant health from the forgotten 1910 classic! The Science of Being Well By Wallace D. Wattles Edited by & with new material by Dr. Alexandra Gayek A gift to you from The Science of Being Well Network www.scienceofbeingwell.net www.scienceofbeingwell.net The Science of Being Well 2 The Science of Being Well ©2004 Alexandra Gayek, N.D. All rights reserved. For information on sharing this book with others ethically (and even profitably!) visit www.scienceofbeingwell.net/copyright.html This book is a gift to you from the original and only The Science of Being Well Network www.scienceofbeingwell.net Download this free book and more! Online Discussion Forum Exclusive: Audiobook on tape or CD Exclusive: Free Fresh Air™ software Exclusive: Free ezine, Be Well!™ Exclusive: The Science of Being Well for Practical Geniuses™ Online Course (coming soon!) And MUCH more! Alexandra Gayek, N.D. 2400 NW 80th Street, Box 304 Seattle, WA 98117-4449 USA Phone: 206-654-5191 drgayek@scienceofbeingwell.net Disclaimer: Nothing in this book is intended to provide treatment for any disease, disability, or medical con- dition, nor to substitute for personal, individual medical care from a qualified physician. The reader is advised to check with his or her own physician prior to following any recommendations given in this book or any of its references. Every attempt has been made to provide accurate information. However, the reader is on notice that the information in this book has been compiled and written to address general principles. It is not in- tended as specific advice for any individual. Thus, the personal application of any information provided herein is the sole responsibility of the user and, if implemented, would be applied at his or her own risk. www.scienceofbeingwell.net The Science of Being Well 3 To read onscreen (not recommended), click on the Table of Contents button on your Acrobat Reader toolbar to show Acrobat’s Table of Contents on the left side of your screen. Click on any chapter title to jump to that chapter. Then, choose one of the three sizing buttons to adjust the page size to your liking. Table of Contents Button: Sizing Buttons: All URLs (web addresses) in this book are “clickable” if you are reading on your computer and have a live Internet connection. Contents Introduction .4 Author’s Preface 9 Chapter 1: The Principle of Health 11 Chapter 2: The Foundations of Faith .14 Chapter 3: Life and Its Organisms .18 Chapter 4: What To Think 21 Chapter 5: Faith .25 Chapter 6: Use of the Will 29 Chapter 7: Health from God .32 Chapter 8: Summary of the Mental Actions .35 Chapter 9: When To Eat .37 Chapter 10: What To Eat 43 Chapter 11: How To Eat 48 Chapter 12: Hunger and Appetites .53 Chapter 13: In a Nutshell .56 Chapter 14: Breathing 59 Chapter 15: Sleep 63 Chapter 16: Supplementary Instructions 65 Chapter 17: A Summary of the Science of Being Well .69 Historical Notes on When, What, and How to Eat .71 Afterword .79 Glossary .85 Get This Life-Changing Book on Tapes or CDs! 89 Get The Science of Getting Rich .90 Get your free subscription to Be Well!™ ezine .90 Join the Science of Being Well Network Affiliate Program! 90 www.scienceofbeingwell.net The Science of Being Well 4 Chapter Introduction T his is a radical book. It was radical when it was Monster frogs—what a great topic for an undergraduate research project! That’s what Stanford University sophomore Pieter John- son thought when he was shown a jar of Pacific tree frogs with ex- tra legs growing out of their bodies. The frogs were collected from a pond on a farm close to the old Almaden mercury mines south of San Jose, California. Scientists from all over the world were reporting alarming de- clines in populations of many different kinds of frogs, so perhaps these “monster” frogs would hold a clue to why frogs all over the world are in trouble. Possible causes of the deformities could have been agricultural chemicals or heavy metals leaching out of the old mines. Library research, however, suggested other possibilities to Pieter. Pieter studied 35 ponds in the region where the deformed frogs had been found. He counted frogs in the ponds and measured chemicals in the water. Thirteen of the ponds had Pacific tree frogs, but deformed frogs were found in only four ponds. To Pieter’s surprise, analysis of the water samples failed to reveal higher amounts of pesticides, industrial chemicals, or heavy metals in the ponds with deformed frogs. Also surprisingly, when he collected eggs from those ponds and hatched them in the laboratory, he always got normal frogs. The only difference he observed among the ponds he studied was that the ponds with the deformed frogs also contained fresh- water snails. Freshwater snails are hosts for many parasites. Many parasites go through complex life cycles with several stages, each of which requires a specific host animal. Pieter focused on the possibil- ity that some parasite that used fresh- water snails as intermediate hosts was infecting the frogs and causing their de- formities. Pieter found a candidate with this type of life cycle: a small flatworm called Ribeiroia, which was present in the ponds where the deformed frogs were found. Pieter then did an experiment. He collected frog eggs from regions where there were no records of deformed frogs or of Ribeiroia. He hatched the eggs in the laboratory in containers with and without the parasite. When the parasite was present in the contain- An Evolutionary Framework for Biology A Monster Phenomenon As a college sophomore,Pieter Johnson studied ponds that were home to Pacific tree frogs (Hyla regilla), trying to discover a reason for the presence of so many deformed frogs. What appears in the inset to be a tail is an extra leg. 1 ers, 85 percent of the frogs developed deformities. Further experiments showed why not all the frogs were deformed: The infection had to occur before a tadpole started to grow legs. When tadpoles with already developing legs were in- fected, they did not become deformed. Pieter’s project started with a question based on an ob- servation in nature. He formulated several possible answers, made observations to narrow down the list of answers, and then did experiments to test what he thought was the most likely answer. His experiments enabled him to reach a con- clusion: that these deformities were caused by Ribeiroia. Pieter’s project is a good example of the application of scien- tific methods in biology. Biology is the scientific study of living things. Biologists study processes from the level of molecules to the level of en- tire ecosystems. They study events that happen in millionths of seconds and events that occur over millions of years. Biol- ogists ask many different kinds of questions and use a wide range of tools, but they all use .. .The Science of Biology the planet, solve environmental issues, and reduce the effects of climate change All of these diverse endeavors are related to different facets of the discipline of biology. .. Pooley, both of USDA, ARS, EMU) The Process of Science Biology is a science, but what exactly is science? What does the study of biology share with other scientific disciplines? Science (from the Latin... in the field A good introduction also gives the rationale of the work; it justifies 12/17 The Science of Biology the work carried out and also briefly mentions the end of the paper, where the