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carpenter-ant-wood-damage-images-to-pdf Interior wood outdoor was was damaged by termite. Ants walking, detail of ants in nature. Two ants meet on a stem of a flower with blurry green background. Two ants meet on a stem of a flower with blurry background. Worker ant on a green leaf in an anthill. Interior wood was was damaged by termite because this area not spray chemical to protect it. Interior wood was was damaged by termite because this area not spray chemical to protect it. Background texture of a termite mound Bark. Damaged chair eaten by termite.  Wildlife Photos - Ants. Carpenter ant damage stock photos and royalty-free imagesRelated image searches: ants home. new technology. slug. black ants home. ant nest. house damage. This wood was damaged as a result of a Carpenter Ant infestation. If you notice black carpenter ants, contact a professional immediately to discuss a proper course of ant control. House Insects. Natural Pesticides. Organic Soil. How To Attract Birds. Beneficial Insects. Spoil Yourself.  ISO, f/9, 1/s, white paper diffused flash. Slightly cropped image (had Beautiful Bugs. Amazing Nature. Beautiful Creatures. Animals Beautiful. Animal Photography. Nature Photography. Carpenter ants damage wood by excavating and creating galleries and tunnels for their nest. These areas are clean, i.e. they do not contain sawdust or other debris, and are smooth, with a well sanded appearance. The damage to wood structures is variable. The longer a colony is present in a structure, the greater the damage that can be done. Structural wood can be weakened when carpenter ant damage is severe. Generally, damage occurs slowly, often taking years to occur. Prevention and control. Open all. | Close all. Prevention. To prevent carpenter ant problems indoors, eliminate high moisture. The workers fly off early in the morning to forage, as soon as their optimal light intensity is reached. Inside your home, hold a stethoscope or other device against different walls. The crew of a given ship was naturally only concerned with how far round they were from their own particular home base. Then they give up all attempts at learning words. Chronological means in order of time. Make up your own definition.

But a vocabulary con sist ing of words like these isn't nec es sar i ly a "good" vocabulary. Because almost no one knows what jactitation, demulcent, and saxi colous mean.

If you used these words in conversa tion, the chances are that no one listening to you would know what you were talking about. Big, difficult words have im por tant uses, but improving a vo cab u lary involves much more than merely decorating your speech or your writing with a few polysyllabic zingers.

The goal of communication is clarity. We write and speak in order to make ourselves understood. A good vocabulary is one that makes com mu ni ca tion easy and efficient. One mark of an effective speaker or writer is his or her ability to express complex ideas with rel a tive ly simple words. Most discourse among educated people is built on words that are fairly ordinary-words you've heard before, even if you aren't exactly certain what they mean.

The best way to improve your vocabulary isn't to comb the dic tio nary for a handful of tongue-twisters to throw at unsuspecting strang ers.

Instead, you need to hone your understanding of words that turn up again and again in intelligent communication. A person who had a clear un der stand ing of every word in an issue of The New York Times, The Wall Street Journal, or Harper's would have a powerful vo cab u lary-a vo cab u lary so phis ti cat ed enough to im press almost any teach er, ad mis sions officer, colleague, or em ploy er.

Do you know what inveterate means? Do you know the difference between flaunt and flout? Do you know why an artist might be insulted if you called his or her work artful? None of these words is particularly difficult. But each has its own mean ing or meanings. If you misuse these words, you communicate that you are in over your head. Using them cor rect ly can identify you as a member of that most elite of elites: people who know what they're talking about.

When people get into trouble with words, it usually isn't because they don't know the meaning of a seldom-used word like ter ma gant but because they are confused about the mean ing of a much more common word-a word they hear, read, and even use with reg u lar i ty.

Peruse, for example. Many people think that it means "skim" or "glance over. In fact, it means very nearly the op po site. To peruse a document is to read it carefully.

Misuse of this useful word is one of the most com mon vocabulary errors we encounter in our SAT-prep a ra tion students. The number of words you know is less important than the care you have taken in learning the ones you really use. Speaking or writing well doesn't require an enormous vo cab u lary-but it does require a confident one. And the way to gain confidence in your vo cab u lary is to buckle down and learn the words you need to make yourself clearly un der stood.

Most of them, we believe, aren't that useful. Some contain too many words. Others contain too many absurdly difficult words. Some claim to be based on surefire tricks or "pain less" learn ing methods. Most aren't very good at helping people learn new words of any kind. This book is different. We were founded in the early s, and just a few years later, we grew to have the largest SAT course in the country.

Our success is in dis put able. We're proud to compare our results with those of any preparation course in the nation. In preparing students for the SAT and other stan dard ized tests, we spend much of our time working on vo cab u lary.

Despite what many people think, many "intelligence" or "ap ti tude" tests are large ly tests of vo cab u lary. The students who earn high scores on such tests are the students who know the right words.

The success of our method is in part a result of our success in teaching vo cab u lary. As a result, we've put a lot of thought into how people learn-and retain-new words.

The methods we have developed are easy to use and, we believe, ex treme ly effective. There's nothing particularly star tling about them. They rely mostly on common sense. But they do work. And although they were de vel oped pri ma ri ly for high school students, they can be used profitably by any one who wants to build a stron ger, smarter vo cab u lary. We'll also explain our general tech niques for learn ing new words.

You should apply these tech niques as you work through the rest of the book. The more carefully you work, the more rapidly you'll enhance your ability to use words effectively. The heart of Word Smart is the large central section con tain ing the thou sand or so words we think an educated person ought to know.

Each word is ac com pa nied by a def i ni tion and one or more ex am ples intended to help you un der stand how to use the word properly. Many entries also include discussions of related words or cer tain shades of meaning. Scattered throughout the book are drills that should help you strength en your new vo cab u lary and make it possible for you to assess your progress as you work along. At the end of the book are several specialized lists of words, including our famous Hit Parade.

This is the vo cab u lary list we use to help our students boost their Verbal scores on the SAT. It con tains the words most frequently tested on the SAT, in the order of their importance on the test. Some times simply know ing that a par tic u lar word is in clud ed on the Hit Pa rade is enough to lead our students to a correct answer on the SAT, since the Hit Parade em pha siz es words appearing in cor rect an swer choic es.

Other specialized lists include frequently misused words, useful foreign words and phrases, common ab bre vi a tions, and words as so ci at ed with com put ers and technology, fi nance, the arts, and science.

If you learn the words on these lists, you'll be able to follow important articles in the na tion's best-written news pa pers and mag a zines and to keep up your end of con ver sa tions with your undoubtedly well ed u cat ed friends.

Toward the end of this book is a Final Exam covering all the words in the main section. You can use this test to help firm up your new vocabulary knowledge and to help ensure that you'll retain all the new words you've learned. You can also use the test as a diagnostic tool. By trying your hand at the questions before working your way through the book, you'll give yourself a good idea of which words cause you the most trouble.

The result is a list of the most important words tested on the SAT. We assembled our other Word Smart lists in much the same way, by monitoring a broad sampling of lit er ate publications and looking for chal leng ing words that appear regularly. For the pri ma ry Word Smart list, we se lect ed the difficult words that ap peared most fre quent ly. We also sought the advice of teachers, writers, and oth ers. In brief, we assessed all available sources in an effort to com pile a powerful working vocabulary that will help you com mu ni cate.

You'll learn much more if you tackle it a little at a time. You may feel comfortable with a number of the words already. You don't need to spend much time on these, but be certain you really do know a word as well as you think you do before you skip ahead.

Some of the most embarrassing vocabulary blunders occur when we boldly misuse words we feel certain we un derstand. The words in Word Smart are arranged al pha bet i cal ly. You'll find a Quick Quiz every ten words or so. You may find it con ve nient to tackle words in the main list in tenword chunks, pausing at each Quick Quiz to make certain you have retained what you just learned.

Don't forget to check your answers. If you're trying to build your vocabulary in preparation for a test, you should set a schedule for yourself and work methodically from beginning to end. If you're simply trying to improve your vo cab u lary, you may find it more in terest ing to dip into the text at ran dom.

You can also use the book as a companion to your dic tio nary to help you zero in on the meanings of new words you've en coun tered in your reading or in conversation. The list of words that forms the main portion of this book will provide a foun da tion on which you can build your own educated vo cab u lary.

Word Smart II picks up where this book leaves off. So many of you finished this book and looked up from your plate, demanding, "More words! The words in Word Smart II are some what more diffi cult, and they don't appear quite as fre quent ly, but oth er wise they are just as important for you to know. When you finish this book, and certainly when you finish Word Smart II, you will have a working vocabulary better than that of most college grad u ates.

But don't stop there. Continue to expand your vocabulary by mas ter ing the new words you encounter. Start reading! When a three-year-old hears a new word that catches her interest, she may use it repeat ed ly for a day or two until she feels comfortable with it. She es tab lish es its meaning from context, often by trial and error. She adds new words to her vocabulary because she needs them to make herself un der stood.

Children have an easier time learning new words than most adults do. As we grow beyond childhood, our brains seem to lose their magical ability to soak up language from the environment.

But adults can still learn a great deal from the way children learn new words. Sometimes they ask grown-ups directly, but more often they simply infer meanings from context.

They figure out what new words mean by paying attention to how they are used. You need to do the same. You need to make your mind receptive to new words by actively seeking to understand them. When you encounter an unfamiliar word in the newspa per, don't skim over it. Stop and try to figure out what it means. The words that surround it should provide a few clues. Put your mind to work on it.

Adults who want to build their vo cab u lar ies must do the same. You can't in cor po rate a new word into your vocabulary unless you give it a thorough workout, and then keep it in shape through reg u lar exercise. We tell our students to use new words over and over-at the dinner table, at school, among their friends-even at the risk of making them selves annoying, even at the risk of mak ing mistakes and appearing fool ish.

If a word isn't useful to you, you'll never remember it. Our stu dents have a powerful incentive for learning the words we teach them: If they learn them carefully, they'll do better on the SAT or GRE and improve their chances of being admitted to the schools they want to attend. An added bonus is that their writing and speaking skills improve along with their vocabulary, often leading to better grades.

Adults and other non stu dents may have other vocabulary needs, but the same general rule applies. With vo cab u lary, as with many other things in life, you have to use it if you don't want to lose it.

Remember that the size and quality of a person's vocabulary correlate powerfully with his or her success in school, at work, and beyond. The best way to build a solid, sophisticated vocabulary is to read vo ra cious ly.

Careful reading not only brings you into contact with new words, but it also forces you to use your head to figure out what those new words mean. If you read widely enough, you will find that your vocabulary will build itself. New words are contagious if you give yourself enough exposure to them.

Reading any good book is better for your vo cab u lary than watching television. Reading well-written mag a zines and newspapers can help, too. You've probably heard the same thing from your parents and teachers, and with good reason.

But reading isn't enough. In reading, you will come across words you don't know, and some will be critical to the meaning of the passages in which they appear. If you're serious about un der stand ing what you read, as well as improving your vo cab u lary, you'll have to use the dic tio nary.

While context may tell you how to use the word, relying on context is not without pitfalls. First, when you encounter a new word, you can't be cer tain how to pronounce it unless you hear it spoken by some one whose pro nun ci a tion is authoritative. You also can't be certain the word is being used correctly. Even skillful writ ers and speakers oc ca sion al ly misuse language. A writer or speak er may even misuse a word intentionally, perhaps for dramatic or comic effect.

Even more important, most words have many different mean ings or shades of meanings. Sometimes the difference between one meaning and another can be tiny; sometimes it can be enormous.

Even if you deduce the meaning from the context, you have no way of knowing whether the mean ing you've deduced will apply in other cases. Finally, context can be misleading. Below is an example of what we mean. It's a dialogue we find ourselves having over and over again with our students. The dialogue con cerns the meaning of the word formidable, al though you can substitute just about any me di um-difficult word.

Us: Do you know what formidable means? Student: Sure, of course. Us: Good. Define it. Student: Okay. A for mi da ble opponent is someone… Us: Sorry to cut you off. We want the def i ni tion of for mi da ble, not an example of how to use it in a sentence. Can you please define the word for mi da ble for us? Student: Sure. Ummm, let's see… The student is still thinking of the phrase for mi da ble opponent.

For mi da ble means good or skillful. Maybe big, ag gres sive. What about tre men dous? Us: Nice try, but it means frightening. Student: Really? I didn't know that. I thought it meant some thing else. Us: Well, it also means awe-inspiring. The point is that context can be misleading. Have you ever played the game Mad Libs? In it, one player is given a text from which a number of words are missing, and the other player is asked to supply those missing words with out look ing at the text.

The results are often funny. Something similar-and much less funny-can hap pen when you rely ex clu sive ly on context to supply you with the mean ings of new words.

You may hit upon a mean ing that seems to fit the context only to discover later that your guess was far wide of the mark.

To keep this from happening, use a dic tio nary. Most students who embark on this seldom get beyond the first page. Then they give up all attempts at learning words. Trying to learn new words in this way is virtually im pos si ble. Besides, there are easier and more effi cient ways.

Like starting with this book. Like cars, not all dictionaries have the same features. Dic tio nar ies can range from children's editions with lots of pic tures to humongous, unabridged dictionaries with lots of entries in tiny type.

By the way, abridged means short ened. An unabridged dictionary is one that in cludes almost every single word in the English language! And then there's the twenty-volume Oxford En glish Dictionary. For most people, however, a good college-edition dic tio nary is suf fi cient. Carrying around a large hard cov er dictionary isn't prac ti cal. So buy yourself a small paperback dictionary to carry with you wherever you go. That way, whenever you encoun ter a new word, you can look it up on the spot and increase the like li hood that you will remember its meaning.

By the way, the definitions in even the best small pa per back dic tio nar ies are not always exact or complete. It's a good idea to verify the definition of a word in a college dictionary when you have access to one.

A "college" dic tio nary is not for use in col lege only; the phrase "col lege dic tio nary" is simply a rough in di ca tion of the vo cab u lary level of the readers for whom the dictionary is appropriate. Some of us may have developed a fear of dictionaries at about the age when we formed a fear of dentists. Some times the main entry includes stress marks to tell you which syllables to stress when pronouncing the word.

Always observe the pronunciation of a word when you look it up. If you know how to pro nounce a word, you're more likely to use it. If you don't know how to pronounce a word, you're more likely to embarrass yourself at cock tail par ties.

And the more you use a word, the more likely you'll be able to remem ber it. Part of speech-this abbreviation means that abridge is a verb, spe cif i cal ly a transitive verb.

A transitive verb is one that carries action from a subject to a direct object. For example, in the sentence The dog ate the book, the verb ate car ries action from the dog to the book. Sim i lar ly, in The editor abridged the book, the verb abridged car ries action from the editor to the book.

An example of an intransitive verb is to sleep. In The dog sleeps, the verb does not carry any ac tion from the subject dog to any other thing. Notice, for example, that we drop the e before adding ing. The most common definition of the word-The Random House Webster's College Dictionary is one of the few that include helpful phras es or sen tenc es to show you how to use the word in con text.

This feature is quite useful. The example tells us that we would not use abridge this way: The tailor abridged Susan's long skirt to make it a mini.

Other def i ni tions, generally in order of im por tance-some times a def i ni tion will include close synonyms. See ab bre vi ate] The et y mol o gy-some dic tio nar ies include the et y mol o gy be fore the def i ni tions.

You don't have to be a linguist, but the word abridge de vel oped from medieval Latin to Mid dle French to Middle En glish: abbreviare meaning "to shorten" , in medieval Latin be came abreg i er in Middle French, which became abregge or abrigge in Middle English, which finally became abridge. The et y mol o gy suggests that we look up ab bre vi ate. If you have the time you should do so. It will re in force your un der stand ing of abridge.

We will discuss etymology in more detail lat er, because it is a pow er ful mnemonic. Look It Up! Other parts of speech, along with an alternative British spelling. See shorten. An abridged! The entry suggests that we look up shorten. Not all dictionaries include it. Short en, ab bre vi ate, abridge, cur-tail mean to make shorter or briefer. Shorten is a general word meaning to make less in ex tent or duration: to shorten a dress, a pris on er's sentence.

The other three words sug gest meth ods of short en ing. To ab bre vi ate is to make shorter by omis sion or con trac tion: to ab bre vi ate a word. To abridge is to reduce in length Carpenter Ant Wood Damage Images List or size by con dens ing, sum ma riz ing, and the like: to abridge a doc u ment.

Curtail suggests dep ri va tion and lack of com plete ness because of cutting off part: to cur tail an ex pla na tion. This entry distinguishes shorten from a number of syn onyms, in clud ing abridge. The digression took Carpenter Ant Wood Damage Images Youtube another minute or so, but we've come away with a better un der stand ing of the meanings and their nuances LIU! We will con sid er syn onyms in detail when we discuss how to use a thesaurus.

In the first place, because this isn't a dictionary. We've tried to make Word Smart easier to read and understand than a big dictionary. Don't get us wrong. We use dictionaries, we rely on dic tio nar ies, but sometimes we wish that lexicographers those fun-loving peo ple who write dictionaries would com mu ni cate in basic En glish. We aren't as sophisticated as lexicographers. So for each word in Word Smart, we give you a basic definition.

Some times a close synonym is enough. Then we give you-and this is important-a sentence or two so that you can see how to use the word.

An abridged dictionary is one that has been short ened to keep it from crushing desks and people's laps. An abridgment is a shortened or condensed work.

The problem with most dictionaries is that they don't tell you how to use the word. You can always spot someone who has learned new words almost exclusively through the dic tio nary rath er than through general read ing sup ple ment ed with a dic tio nary.

When you ask such people the def i ni tion of a word, it's al most as if they fall into a trance-their eyes glaze over as they rattle off the definition almost word for word from a dic tio nary. Use a dictionary, but don't become a slave to it. Don't settle for the dictionary definition. For that matter, don't settle for our def i ni tion. Make up your own definition. You'll understand the mean ing better. What's more, you'll be more likely to re mem ber it.

A thesaurus can be another use ful tool in your word-building cam paign, but only if you use it properly. Many people don't. Thesaurus abuse is common. Students often try to make their vocabularies seem bigger than they actually are by us ing a thesaurus to beef up the papers they write.

Neophytes chron i cal ly endeavor to induce their par lance to por tend more magisterially by employing a lexicon of synonyms to amplify the theses they inscribe. They write their papers in their own words, then plug in words from a thesaurus. That's what we did with the silly-sounding sen tence in the parentheses above.

You'd be surprised how many stu dents actually com pose their papers that way. The best way to use a thesaurus is as a supplement to your dic tio nary, as a reference work that can help you find the word that expresses precisely what you are trying to say.

A good thesaurus is intended to help a speaker or writ er dis tinguish the shades of difference between words of sim i lar meaning. Randolph examines his month ly bank state ment with a calculator to make sure that his interest has been properly computed to the penny. Ran dolph is someone who, like Jack Benny, would have to think long and hard if a mugger pre sent ed him with the dilemma "Your money or your life.

Being the careful writer you are, you de cide to see whether cheap is the most precise word you can come up with. Chicken is not as cheap as it was: in ex pen sive, low-priced, economical, rea son able. Talk is cheap: effort less, costless, easy. The coat may be expensive, but it looks cheap: shoddy, shabby, inferior, worthless, poor, sec ond-rate, trashy, mea ger, pal try, gim crack, flashy, gaudy, in bad taste, tawdry, tacky, com mon, inelegant.

Spreading gossip is a cheap thing to do: contempt ible, pet ty, des pi ca ble, sordid, ignoble, wretch ed, mean, base. Slang two-bit; vul gar, im mor al, inde cent. He's too cheap to pick up the check: tight, stingy, miserly, pe nu ri ous, tightfisted, close.

The entry cheap lists five primary meanings, each pre ced ed by an il lus tra tive sentence. You scan the sentences until you find the one you want: the last one. Now you ex amine the synonyms. Forget this one. You decide to look this one up in the regular dic tionary.

Before leaving the thesaurus, however, you decide to check out the listing for miserly and come up with the following additional words: grasping: More a synonym of greedy. Randolph isn't pre cise ly greedy. He doesn't want to accumulate a lot; he just wants to hold on to what he has. Just to be orderly, you look up the seven words al pha bet i cal ly in The Random House College Dictionary: avaricious characterized by avarice insatiable greed for riches; in ordi nate desire to gain and hoard wealth ; cov et ous Nope, you don't mean greedy.

Avaricious is out. The first definition means careful with money. Economical and pru dent both have positive connotations, but Randolph's obsession with money is not something good.

The second definition is not the one we want-out. Nope, none of these seems to convey the meaning you want. Well, this might be right. You have to think about Ran dolph a little more.

What are his circumstances like? Is he willing to live in wretched circum stanc es? It's a possiblity. Let's take a look at the last few before you de cide. Now you have es tab lished that parsimonious means stin gi er than frugal.

This seems to hit the mark. The first definition works, but the second definition seems to imply a stin gi ness perhaps resulting from poverty.

The third def i ni tion does not apply. Now you have to think again about Randolph. Is he poor as well as cheap? If so, this is the right word. You're still left with stingy, tightfisted, penny-pinching, mi ser ly, nig gard ly, parsimonious, and penurious.

Oh, and there's still the blunt, if un as sum ing, cheap, which you started with. Which word is the right word? Stingy is the right word if you want to use a simple, nononsense word. Tightfisted is the word if you want something a little more slangy and graphic. Penny-pinching is right if you want the image to be a little more explicit than tightfisted.

Miserly could be the right word, depending on Randolph's liv ing cir cum stanc es. Niggardly is the right word if Randolph is merely reluc tant to spend money. If he's more than reluctant, this isn't the right word. Parsimonious is the right word if you want a multisyl labic syn onym for cheap or stingy. From the definitions, par si mo ni ous seems more extreme than stingy. Penurious is the right word if Randolph is poor as well as stingy.

To decide which word is the right word, you must give more thought to precisely what aspect of Randolph you're trying to cap ture and convey. Perhaps you want to achieve alliteration Randolph is a pre ten tious, penny-pinching poet or a certain rhyme Alimony drove Randolph to par si mo ny. Part of SpeechMiserly seems okay as an adjective, but miserliness seems a little awk ward as a noun. Vocabulary LevelWho will read your description of Randolph?

Your word choice may be limited by your potential reader or au di ence. Other things being equal, the simple word is the better word. VarietyIf you've used cheap several times already in the same piece of writing, you may want to use a different word. RepetitionOn the other hand, repeating the same word may have a powerful effect. Dramatic EffectA simple word in an academic setting, or an academic word in a simple setting, can have a dramatic effect.

Comic effects can also be achieved by using a word in an inappropriate or incongruous con text. Still, we want to note in passing that good editing is more than simply reviewing the words you use. Editing means refining your ideas. Editing means de cid ing on the order ing and presentation of your ideas. Edit ing means de cid ing which ideas you're going to present at all.

We rec om mend that the thesaurus you use be one that lists words al pha bet i cal ly in the text itself. Ideally, the the sau rus should include sam ple sentences that distinguish at least some of the different shades of meanings.

An oth er good book is Merriam-Webster's Collegiate The sau rus. But it's also a slow way. Which words you encounter in your reading depend on which words the writers happen to use. That's where we come in. The main section of Word Smart is a con cen trat ed source of the words you want to know-the words you need to help yourself build an educated vo cab u lary. We've also included fun facts, etymology, and usage, which are integral to the vocabulary learning methods you're about to encounter.

If you want to build an educated vocabulary, you have to work, too. We have had a great deal of success with our methods, and we think they're more successful than other methods. But there's noth ing magical about them. You'll just have to roll up your sleeves and get to work. We'll describe these methods in a moment. Then, at the end of this chapter, we'll outline an ef fective general regimen for learn ing new words per ma nent ly and for incorporating them into your life.

As you work through this book, you'll undoubtedly find that you need to tailor your approach to the way you think and learn best.

You may discover that for a particular word one method works best, and that for another word another method works best. That's fine. We'll show you the methods we have found to be the most suc cess ful for our students.

Use the one or ones that suit you best. The first letter in each word in this silly sentence stands for the letters in arithmetic. Remember the sentence and you remem ber how to spell the word.

Mnemonics can appeal to our ears, too. How about the history mne mon ic: In fourteen hundred ninety-two, Co lum bus sailed the ocean blue?

Or the spelling mnemonic: "i" before "e" except after "c," and in words that say "a," as in "neighbor" and "weigh"? When you make up a little game to remember your locker com bi na tion or a friend's birthday, you're using a mnemonic. How Do Mnemonics Work? All mne mon ics work in the same way: by forcing you to associate what you're trying to remember with something that you already know, or with something that is easier to memorize.

Patterns and rhymes are easy to mem o rize, which explains why so many mne mon ics use them. Incidentally, it may also explain why rhyming became a part of poetry. In its earliest iterations, it had a negative connotation , referring to someone who would rather read than participate in the world around them.

Over the years its meaning has drifted in a more positive direction. From Wikipedia, the free encyclopedia. For other uses, see Bookworm disambiguation. Any insect that is said to bore through books.

Main article: Psocoptera. Retrieved April 6, Retrieved July 11, Cornell University Library. Retrieved 20 June The Library: An Illustrated History.

Colonial Pest Control Inc. University of Florida. Penn State. Canadian Grain Commission. Pest Control Technology. Department of Primary Industries and Regional Development. Scientific American. Oxford English Dictionary. Retrieved June 19, Merriam Webster.

Retrieved June 18, Book collecting. Pour boiling water over the anthill. If you are able to follow an ant trail back to a nest or anthill, consider pouring salty boiling water down the hill opening. You may have to use many containers of water, but this will be a surefire way to eliminate a large amount of intruding ants. Part 2 of Seal any entryways.

When you have found areas through which ants are entering your home, barricade and seal these entryways. Consider filling in cracks and crevices with a silicone caulk treatment. Latex and siliconized acrylic caulks are not effective when trying to seal ant entryways, because ants can break down these caulking treatments.

Create a barrier. Consider creating a barrier around your house or garden to prevent ants from entering. Scatter coffee grounds around the foundation of your house, along the perimeter of your garden, and along any sites where you have noticed ant trails or a lot of ant activity. You could also lay down a ring of food grade diatomaceous earth around the perimeter of your house or garden.

DE is non-toxic to humans, but try your best not to directly breathe in powder particles. Eliminate ant trails. Since ants leave scented trails for other ants to follow, when you do find trails in your house, erase the scent with some soapy water.

Simply create a solution of dish soap and water, and use a sponge to wipe away the trail as well as some of the surrounding area. You could also use vinegar to remove scented trails. Simply spray white vinegar over areas known for a lot of ant activity, and wipe down surfaces where you have seen ants before. Use herbs and spices to repel ants. Cloves are an extremely effect ant repellant, and can be placed in various areas around your house to help combat pesky ants.

Along with cloves, there are a few other herbs and spices that can be left around your home or planted in your garden to repel ants: [20] X Research source Cayenne pepper Bay leaves [21] X Research source Peppermint Cinnamon Garlic.

Repel the ants with other natural ingredients. Along with spices and herbs, some natural foods and other ingredients are notorious for keeping ants away. Try sprinkling these various ingredients around entryways, other spaces where you have encountered ants, or your garden area.

Part 3 of Keep your sink clean. Consider pouring a small amount of bleach or vinegar down the sink drain to help clear away any remaining food particles that could attract ants.

Wipe down surfaces with bleach. Wipe down surfaces such as countertops, refrigerator tops, cabinets, and other areas to help keep ants at bay. Clean your kitchen floor. Kitchen floors are perfect areas for ants to find small particles of food to take back to their colony. Be sure to sweep and mop your floor regularly if not every night with warm water and bleach to keep ants from crawling around underneath your feet.

Vacuum areas where food is consumed. Along with sweeping and mopping, vacuum any areas where food is eaten. This could mean living rooms, dining rooms, or basements. You want to pick up any small particles of food that could entice ants to come into your house and feast.

Remove your trash regularly. Any sitting food or dripping juices in your garbage will immediately attract ants into your house. Be sure to take your garbage out everyday, and use strong, durable bags that are less likely to puncture and spill waste. Store food in sealed containers. Consider keeping sticky foods such as honey, molasses, and syrups in the refrigerator. Consider keeping baking goods sugar, flour, etc.

Replace decaying wood. Check around your house for any foundational wood pieces, shingles, or frames that might be starting to decay. Decaying wood is where a lot of ants like to nest and enter through, into homes. If you find any areas of decay, consider replacing those materials to better your chances of keeping ants out of your home.

Kevin Carrillo. Pepper-based compounds can help deter ants, but it's still best to treat them at the nest. If you can find products that are piperonyl-based, which is basically a type of pepper, those can work as an irritant to the ant's exoskeleton.

However, ants are very communicative, so if one or two ants come into contact with an irritating substance, they're going to use pheromones to mark off that area. Other ants who come to that area will just go around it. That's why the best approach is generally to remove their food and water sources and use a granular bait to treat the colony at the nest.

Not Helpful 0 Helpful 0. Not Helpful 13 Helpful There are very tiny ants on my counter top that scurry very quickly. I see no trail, they just scatter. I have set bait traps which don't seem to be working. What can I do? Salt has always worked for me. Sprinkle it on your counter tops and anywhere else you usually see them, inside your cupboards as well. Not Helpful 28 Helpful I have ants in my kitchen.

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