against girls would be presented to girls aged five to seven. some parents of my girls where initially hesitant about us discussing this topic with their girls. but once we explained what we would be doing and that it is an age - appropriate curriculum they where very supportive. with the curriculum, we first began with setting a safe space with the girls to be able to complete the activities and discuss the topics. we created ‘ pippin rules ’ or a code of conduct. one of the activities we focused on was gender inequality and discrimination. for this we gave traditional ‘ boys toys ’ : blocks, trains, marble game and slot cars for them to play with and didn ’ t say anything to them. we just let them have fun. at the end we then got the group together and explained to them that some people believe that only boys are allowed to play with these. do you think this right? this session was extremely beneficial for the girls. they were given the opportunity to play with toys of a problem solving type nature which they are not “ normally ” given at this young age. one girl commented that it does not matter if it is a girl ’ s toy or a boy ’ s toy, they should be able to play with them all. this session enabled the girls to connect gender - stereotypes in their everyday lives without understanding the adult terminology. | education is key in making a social change. | the curriculum ends with a take action section. this session is aimed at getting young people to deliver projects about violence against girls in their community. the girls in my pippin unit chose to write a letter to our mayor and ask him to help children who are not as lucky as us. the girls also drew pictures for the children at the local women ’ s refuge to put on their walls to make feel better. the women ’ s refuge were pleased to accept the pictures and the children really enjoyed making them. even at a young age, this programme makes a challenging topic accessible and gives girls an opportunity to make a difference in their community. when the parents witnessed the positive outcome of ‘ voices against violence ’ in their daughters, they were impressed and understood how beneficial it is to educate young people on this topic. one mother especially liked the activity where the girls drew around their hand and wrote who they could trust inside it. it gave the mother an honest reflection of what her daughter views as safe space. by having a structured non - formal education environment issues were discussed and explored with the girls that are otherwise ignored in formal education settings. girl guides across the world provides a safe


it gave the mother an honest reflection of what her daughter views as safe space. by having a structured non - formal education environment issues were discussed and explored with the girls that are otherwise ignored in formal education settings. girl guides across the world provides a safe space, a forum where girls have the opportunity to discuss topics that are important to them. after piloting this programme, i understand how important it is to teach this curriculum to girls aged five to seven as it helps build their basic building block for life which will be developed on as they move the curriculum. education is key in making a social change. you need to focus on the girls in your life, whether it is your own daughter, granddaughter, niece - or girls in your neighbourhood. by giving them an avenue for education in their lives, you are empowering them to change our world. a world that is free from violence. girls are our future leaders and will soon be the ones making the decisions to make our world a better place. mary mc phail, chief executive i am delighted to be part of the launch of our voices against violence education programme. working with our partners un women, the world association of girl guides and girl scouts has developed a unique and remarkable curriculum which forms one part of our response to the on - going and unacceptable injustice of violence against girls and women. that six in ten girls and women will experience some form of violence in her lifetime is a horrendous crime, a dreadful abuse of power and a violation of human rights that the global community has not yet been able to eliminate despite decades of declarations, resolutions and actions. we know that this ongoing pandemic, and the absence of an effective global or national responses to stop gender - based violence is crushing individual lives, tearing families and communities apart and destroying the life opportunities and the potential of girls and women all over the world. it is happening, every day, in every community and in every country in the world. we are all touched in some way by violence and the fear of violence and i would suggest quite simply, that it is in the air that hundreds of millions of girls and young women breathe every day. for far too long girls and young women have had to live within this air of intimidation in fear and in silence. imagine for a moment how this intimidation and the ever present threat of violence in our homes, in our schools, on the streets, influences the decisions that we make every day – both consciously and unconsciously? and now i invite you to imagine a world where all girls and women


this intimidation and the ever present threat of violence in our homes, in our schools, on the streets, influences the decisions that we make every day – both consciously and unconsciously? and now i invite you to imagine a world where all girls and women feel free and safe from intimidation and violence, and where they are fully empowered to fulfil their potential. this is the world that we want for girls and young women – nothing more and nothing less. in 2009 the world association carried out a consultation with girls and young women around the world and we asked them about what was important to them, what affected them every day and about what issues they really cared enough about to take action. this is when we began to hear the first whispers from girls themselves breaking this silence of intimidation. girls told us that they wanted to take a lead on tackling violence against girls and young women and that they wanted the world association to work alongside them to do this. voices against violence is our first response to that first whisper ; and with this programme we aim to go from a whisper of resistence to a shout of outrage. to stop the violence. in the next seven years, five million children and young people will take part in voices against violence. they will learn to talk about violence, understand its root causes, recognize their rights and develop the skills and confidence to claim those rights for themselves and others. - voices against violence is a non - formal education curriculum and non - formal education is a key tool in preventing violence against girls and women, tackling the underlying causes of violence such as gender inequality, gender stereotypes and discrimination. - voices against violence is a programme that empowers girls and boys, young women and young men to be leaders, to speak out and take action. children and young people are instrumental in changing the landscape of violence. - voices against violence helps create safe spaces, where children as young as five can learn and play and develop healthy and respectful relationships and break down negative stereotypes and gender norms. - voices against violence is a co - educational initiative which engages boys and men, parents and the community in the sometimes challenging conversations about violence. breaking down barriers and working together is the only way we will end violence against girls and young women. - but voices against violence is also about building a movement for change, with children and young people the leaders at its heart. the curriculum is part of the world association ’ s broader campaign to “ stop the violence – speak out for girls ’ rights, ” which will engage 30 million people to add their voice and take


, with children and young people the leaders at its heart. the curriculum is part of the world association ’ s broader campaign to “ stop the violence – speak out for girls ’ rights, ” which will engage 30 million people to add their voice and take action to end violence. as well as this education programme, we are also running a global awareness campaign, advocating for girls ’ rights, investing in research and evaluation, and supporting local and national campaigns to deliver change at the community level. we want to understand more about what does work and to spread that message around the world. as powerful a force as 10 million girl guides and girl scouts around the world are, we can not do this alone. and that is why i give my warmest thanks to four remarkable organizations that have joined us in our campaign to stop violence and speak out for girls ’ rights. the world organization of the scout movement, the ywca, the ymca, and the duke of edinburgh ' s awards have all committed to the world associations ’ campaign, stop the violence, speak out for girls ’ rights. with a combined membership base of 100 million girls and young women, boys and young men, surely this is the real beginning of the end of the toleration of violence against girls and women. millions of children and young people with strong voices, empowered to take action to eliminate violence against girls and young women, to break gender norms and stereotypes, to develop respectful relationships, to negate discrimination and embrace equality, i cannot wait to hear those voices raised in outrage even louder than they already are with the clear message that violence against girls and women can never be tolerated or excused whoever or wherever the perpetrators are. we invite each of you to join us in raising your voices against violence. the curriculum is not just for girl guides and girl scouts. deliver it to your members, use the activities at your events and training, come along to our trainings and so much more. together we can end this tragedy and i urge you to commit to break the silence. thank you for your on - going commitment to ensuring that all girls and young women have the right to live their lives free from violence and from the threat of violence. gender inequality is the root cause of violence against women and girls. gender roles and stereotypes create power dynamics whereby men have control over women. in most communities, patriarchal societies have created situations where men have control and dominate. this gender inequality will only be exacerbated and worsened by environmental degradation. worryingly, factors that increase girls ’ risk to gender -


have control over women. in most communities, patriarchal societies have created situations where men have control and dominate. this gender inequality will only be exacerbated and worsened by environmental degradation. worryingly, factors that increase girls ’ risk to gender - based violence, such as poverty, are only set to worsen due to climate change. in malawi, just like other developing countries, gender roles means that women and girls have to carry the domestic tasks of gathering fuel and fetching water, both in urban and rural areas. fulfilling these tasks often require girls to walk long distances, often by themselves, through isolated and unsafe areas. this puts them at risk of physical and sexual assault. environmental degradation, such as deforestation and pollution, is making wood for fuel and safe drinking water increasingly scarce. this results in girls walking longer distances and incurring increasing risks. the longer and more time - consuming these tasks become, a vicious cycle ensues as girls will have less time to attend school and study. meaning girls ’ access to education is being challenged further. however, i know the solution to this problem. girls are the solution. investment in girls and young women is key in tackling both gender - based violence and environmental degradation. as the custodians of the future, younger generations need to be invested in. they are integral to developing a sustainable society. the key to this investment is to provide education to girls, both formal and non - formal education. in girl guides, we have seen the powerful role that education can play in dealing with such big topics. for example, voices against violence, wagggs and un women ’ s non - formal education programme, is helping girls from as young as five learn how to identify violence and reclaim their rights to stop it. in malawi, we have been running a stop the violence campaign on ending early child marriage, by running workshops and awareness campaigns. the non - formal education work we do is impactful as we are able to reach girls that cannot access the formal system. girl guides have also been busy addressing environmental change. in 2012 i led my girl guide unit in a local environmental project to try and deal with the problem of deforestation in my community. fire wood in my community was scarce. people had to walk long distances to access wood. so myself and my girl guides planted 1, 000 fast growing trees in the local school garden. as a result of this project, women and girls now have a local source of fire wood. additionally, inspired by the project, girls and women in


. so myself and my girl guides planted 1, 000 fast growing trees in the local school garden. as a result of this project, women and girls now have a local source of fire wood. additionally, inspired by the project, girls and women in the community started to grow their own trees in their own garden creating a more sustainable fuel, and food, source. by empowering girls and women to tackle climate change and work towards sustainability. by investing in them and using their knowledge. by empowering future leaders we will work towards equality. by creating a world of equality, we create a world where more girls will live lives free from violence and the fear of violence. at csw i want to see decision - makers make a commitment to education on both the environment and gender - based violence, and ensure environmental sustainability and social justice for girls across the world. people need to stand up and make a change. only last year did malawi government implement legislation to tackle environmental change. this is taking too long. the girl child deserves a better future. i want to tell you about the issues in madagascar.. we can see many forms of violence, such as prostitution, forced marriage, early workers and domestic violence. we can find all of these things everywhere in madagascar. 65 per cent of girls and women experience some form of violence during their lifetime. many girls don ' t study because they don ' t have money to attend. they want to find money for school and survival. parents try and find a husband for the girl. this supplies the family with some money. in the rural areas, parents stop educating their children at seven or ten years old, in order for the children to help the family get money. children go to the towns to find jobs where they risk exploitation and violence in order to survive. every year over 1, 000 children disappear in antananarivo. in madagascar, we refused to stay silent. we wanted to act. as such, madagascar became a pilot member organization for the wagggs and un women ’ s voices against violence curriculum along with 19 countries from around the world. in my association we had a meeting with a pilot group of 50 girls to discuss the curriculum. we had six days to discuss and plan together. we talked about definitions of violence and the different forms of violence. we learned how to make an action plan and put that into place. in my action plan, i decided i want to discuss violence against girls everywhere, especially in schools with my peers. i also want to make the campaign more public. the other


. we learned how to make an action plan and put that into place. in my action plan, i decided i want to discuss violence against girls everywhere, especially in schools with my peers. i also want to make the campaign more public. the other girls in the pilot held meetings and interviews on tv, gave speeches and had discussions with government officials. people started to understand the impact of violence against girls and women. girls and women started to understand and realize their rights. we have a plan to raise awareness among the people of madagascar about the stop the violence : speak out for girls ’ rights campaign. we can sensitize and educate the people about the consequences of violence against girls. sometimes inmadagascar, the law does not care about violence. it does not protect the girls. as an organization, we can and do. girl guides is a safe space for girls. girl guides and girl scouts across the world can help with solutions to end violence against girls. and we have begun making a change. all of us can support. make a commitment to supporting voices against violence and making sure that all girls and boys have a safe space to discuss such a horrible issue. rosy burgess ( uk ) i ' m from the uk and i am at csw as a youth delegate with the world association of girl guides and girl scouts ( wagggs ). today i will discuss teen dating violence and the importance of education in empowering girls and young women. a recent report by the nspcc on teen dating violence in the uk found that one third of girls aged between 13 and 16 had experienced some form of sexual partner violence. there is a strong association between adolescent partner violence and domestic violence in adulthood, so this begins a cycle in which violence becomes normal behaviour. it has become normal for teenagers to treat each other abusively and this is often passed off as “ just messing around ”. where teens would once flirt with each other in the playground, they are now using technology to create a level of flirting that has gone way beyond this. the phenomenon of “ sexting ” - creating, sharing and forwarding sexually suggestive nude or nearly nude images through mobile phones and the internet - is now common among teenagers as young as 11 and 12 years old. the use of social media means that what was once confined to the school playground can now go viral. these viral images often receive media attention but society as a whole hasn ' t seen this as a form of violence that is happening to their children and young people. the use of technology is exacerba


confined to the school playground can now go viral. these viral images often receive media attention but society as a whole hasn ' t seen this as a form of violence that is happening to their children and young people. the use of technology is exacerbated by films and media. films aimed at children are full of images and stories of how women “ should be ” and what a “ normal ” relationship should be like. for example, what disney really tells us is that, to be popular and to win the boy, you need to be beautiful, to change yourself, to leave your family. this theme in films follows children as they develop and become teenagers. books and films like fifty shades of grey and twilight have seen massive success over the last 12 months, particularly amongst teenagers. in the uk in 2012, amazon sold more copies of the fifty shades trilogy than the harry potter series. these are stories which popularise abusive, controlling, manipulative relationships, with women submitting and making drastic changes to their lives to please a man. so how do we make this stop? education is critical in ending all forms of violence. non - formal education can be a powerful tool as it empowers girls and young women to understand and assert their rights, and to challenge the root causes of violence – such as gender stereotypes and inequality. childhood and adolescence is a critical stage of personal and collective development, during which times values, understanding and attitudes around gender equality, norms and roles are instilled. non - formal education provides a unique space for children and young people to discuss these topics in a forum that is rarely provided in the formal education system. through its mission to “ enable girls and young women to discover their fullest potential as responsible citizens of the world ”, wagggs is already placing the girl child at the centre of the solution. through wagggs ' approach of non - formal education, community action and advocacy, we are empowering the rights and changing the understandings and attitudes of 10 million girls and young women and their communities in 145 countries. as part of the stop the violence : speak out for girls ' rights campaign wagggs is demonstrating the effectiveness of non - formal education in empowering girls and ending the violence. in 2012, i piloted wagggs ' “ voices against violence ” non - formal education syllabus with a group of 20 brownies, members of girlguiding uk aged between 7 and 10 years old. before we started the pilot, we were worried that parents wouldn ' t want us to introduce this


violence ” non - formal education syllabus with a group of 20 brownies, members of girlguiding uk aged between 7 and 10 years old. before we started the pilot, we were worried that parents wouldn ' t want us to introduce this syllabus to their daughters as it ' s so different to anything they ' ve learned before. we gave parents the opportunity to speak to us and raise any concerns before we started. the feedback we received was really positive, and it was great to hear at the end of the project that girls had been speaking to their families and friends about what they had learnt during the project. over five hour - long sessions, we tackled a huge range of issues within a safe space. one of the highlights was introducing media and what gender issues are highlighted within their favourite films. all of the activities we carried out were appropriate for the age range and experiences of the girls in the group, and we made it clear that they could step out of any activity if they felt uncomfortable. no - one did. this speaks volumes to the effectiveness and the adaptability of the curriculum. this project has shown me the power of non - formal education in empowering girls of all ages, and it is for this reason that i believe non - formal education should be a key priority for this year ' s csw. together we can change our world.


white space, in a communications context, refers to underutilized portions of the radio frequency ( rf ) spectrum. large portions of the spectrum are currently unused, in particular the frequencies allocated for analog television and those used as buffers to prevent interference between channels. - cleaning up database white space ( searchdomino. com ) tv white space spectrum and the enterprise network with newly available tv white space spectrum in... ( searchnetworking. com ) in the united states, frequency allocations in the rf spectrum are made by the federal communications commission ( fcc ). in november 2008, the fcc voted unanimously to make unlicensed portions of the spectrum available for use. at that time, at least three - quarters of the spectrum allocated for analog television was unused. these frequencies will become available once the changeover to digital television is complete in february 2009. white space allocation is expected to stimulate development of wireless technologies and services. according to google co - founder larry page, white space operation will be like " wi - fi on steroids, " because the signals in that portion of the spectrum have much longer ranges than those currently used for wi - fi. the increase in range means that fewer base stations will be required to give better coverage ; that increased efficiency, in turn, should yield better service at lower costs. signals in the white space range can also penetrate through solid objects better, which should yield more reliable service. opponents of white space allocation have argued that it could lead to unexpected instances of disruptive and potentially dangerous interference between different services using the same frequencies at the same time. the fcc is testing white space devices designed to operate in the newly available frequencies to ensure that they will not cause interference. according to the fcc, wireless microphones and other low - power auxiliary stations will be able to continue to operate in bands below 700mhz. learn more about it : > for the new york times, matt richtel reports on the fcc ' s decision to make white space spectrum available. > hugh carter donahue provides the background on white space policy. > larry page hails ' a vote for broadband in white spaces. ' > stephen j. vaughn - nickols says the fcc ' s decision opens a new era for broadband. > the association for maximum service television offers arguments against white space allocation.


resources and papers on audio, music and speech frequency and music an overview of frequency, harmonic ( fourier ) series, and their relationship to music. this course has been created as an introduction to audio localization, and how beamforming can be applied in a real - time environment. fundamentals of digital signal processing lab the purpose of this lab is to familiarize students with the dsp development workstation in the signal processing lab by examining sampling, analysis, and reconstruction of continuous - time signals. specifically, we will first look at sampling / reconstruction of continuous - time signals. we will then examine time - and frequency - domain displays. finally, we will examine the importance of sampling frequency and its effects on aliasing. intro to digital signal processing the course provides an introduction to the concepts of digital signal processing ( dsp ). some of the main topics covered include dsp systems, image restoration, z - transform, fir filters, adaptive filters, wavelets, and filterbanks. video to phone you can find all kinds of most popular phone in this site, for example : iphone, blackberry, gphone, motorola, nokia, samsung, etc, it also provides video to iphone, video to blackberry, video to 3gp, video to gphone, video to motorola, video to nokia, video to samsung, etc, i believe that you will find what you like! and it gives your life more fun, good luck to you! methods for voice conversion this course explores methods in signal processing to perform voice conversion : producing the words from one speaker in the voice of another. this is the elec 301 project of justin chen, matthew hutchinson, gina upperman, and brian vanosdol. musical instrument recognition to detect the pitch and instrument of a monophonic signal. to decompose polyphonic signals into their component pitches and instruments by analyzing the waveform and spectra of each instrument. elec 301 project fall 2005.


diane norwood, ms, rd, cde pneumonia is an infection in the lungs. aspiration pneumonia is an infection that develops after foreign items are accidentally inhaled into the lungs. this is a potentially serious condition that requires care from your doctor. only air should enter the airways of the lungs. sometimes foods, liquids, or vomited stomach contents may accidentally get into these airways. inhaling can move these substances further into the lungs. this is called aspiration. once the substances are in the lungs, it will cause an irritation and swelling in the lungs. this creates an opportunity for an infection to develop. most people can prevent aspiration by creating a strong cough. however, some people may have impaired coughing ability. this may happen in people who are unconscious, have brain injuries or have trouble swallowing foods or liquids. factors that may increase your chance of getting aspiration pneumonia include : symptoms may include : if you experience any of these symptoms, do not assume it is due to aspiration pneumonia. these symptoms may be caused by other conditions. your doctor will ask about your symptoms and medical history. a physical exam will be done. during the exam, your doctor will listen to your heart and lungs with a stethoscope. tests may include the following : your doctor may also need to take pictures of your lungs. this is done with a chest x - ray. you may also be asked to use a during your x - ray. this will help demonstrate swallowing problems. talk with your doctor about the best treatment plan for you. treatment options include the following : antibiotics are used to treat aspiration pneumonia. in some cases, you may need to go to the hospital to receive antibiotics directly into the veins through an iv. in other cases, antibiotics may be taken by mouth. in severe cases, aspiration pneumonia can cause breathing problems. you may be placed on a machine to help with breathing. if you are diagnosed with aspiration pneumonia, follow your doctor ' s to help reduce your chance of getting aspiration pneumonia, take these steps : american lung association american speech - language - hearing association canadian lung association aspiration pneumonia. ebsco dynamed website. available at : http : / / www. ebscohost. com / dynamed / what. php. updated february 12, 2013. accessed april 2, 2013. marik pe. aspiration pneumonitis and aspiration pneumonia. n engl j med. 2001 ; 344 ( 9 ) : 665 - 671. reza shariatzadeh


by molly m. ginty tuesday, november 29, 2005 recently developed prenatal tests can detect genetic abnormalities and peg gender earlier than ever before. but some health advocates are concerned these tests could increase the number of selective abortions and even lead to " designer babies. " ( womensenews ) - - sandy redwanc knew the odds were stacked against her. when she married a man with cystic fibrosis at the age of 24, redwanc took a blood test that revealed she also carried the gene for this incurable disease. if she became pregnant, her baby would have a 50 percent chance of developing cystic fibrosis, which causes breathing and digestion problems so severe they can be fatal. this month, redwanc and her husband are hoping to beat those odds by undergoing pre - implantation genetic diagnosis, a procedure that screens embryos for cystic fibrosis and other diseases before embryos are implanted in the womb through in vitro fertilization. " this test is our one hope of having a healthy child, " say redwanc, now 31. " and for us, that would be nothing short of a miracle. " pre - implantation genetic diagnosis - - which takes place before a pregnancy even begins - - is among a growing number of cutting - edge screening tests that are changing the face of maternity care, and sparking ethical debate. " the result of these tests is a better - educated, better - supported patient, " says dr. randy morris, the redwancs ' chicago - based fertility doctor. " the result is also a lot of discussion of designer babies, " says dan brock, a professor of medical ethics at harvard medical school in boston. while some health advocates applaud the new tests, others are concerned they could increase the number of selective abortions among women with less - than - perfect pregnancies. most standard prenatal tests that screen for chromosomal and developmental abnormalities are offered at 15 to 18 weeks, well into the second trimester. but in recent years, researchers have developed newer, much - earlier tests. one is instant risk assessment, or ira, a home blood test that screens for down syndrome, a form of mental retardation affecting 1 in 800 births, and trisomy - 18, an even rarer disorder in which the fetus has a malformed heart, brain and eyes and cannot live outside the womb. available since january, ira is taken at nine weeks, with lab results sent to a woman '


spur some women to have first - trimester abortions if their fetuses test positive for major birth defects, which affect 3 percent of pregnancies and are more common in mothers over the age of 35. " these tests could prompt insurance companies and physicians to pressure parents to have elective abortions that will save medical costs down the line, " says andy imparato, director of the washington - based american association of people with disabilities. " and those decisions could be ones that parents come to regret. " this year, after researchers estimated a record 80 percent of fetuses with down syndrome are being aborted, the american association of people with disabilities stepped up its advocacy for congressional legislation that would require doctors to explain a down syndrome diagnosis to parents more thoroughly than before, perhaps informing parents that life expectancy and medical care have improved dramatically in recent years. just as they are concerned about fetuses being aborted because of chromosomal abnormalities, health advocates also worry about the new tests ' impact on sex selection, a practice that has led to widespread abortion of girl babies in countries such as china, where there are now 83 women for every 100 men, and india, where the city of new delhi, for one, now welcomes just 76 female babies to every 100 male babies. " studies show most americans don ' t feel strongly enough about the sex of a child to base an abortion on gender, but this could prove to be a problem in some immigrant groups, " says stanley henshaw, a senior fellow at new york city ' s the alan guttmacher institute. in the wake of the 2003 mapping of the 3 billion - part human genetic code, some health advocates say prenatal tests could even be used for the selection of " preferred " traits such as brown eyes, broad shoulders or a higher - than - average iq. " potentially, these tests could select any trait a parent wants, " says imparato. in may, the guttmacher institute reported that while the number of abortions is declining overall, the number of first - trimester procedures is rising slightly. though the effect of prenatal testing on abortion rates had not been carefully studied, it is possible that they are contributing to this increase. the american college of obstetricians and gynecologists approves of earlier prenatal screening tests, saying they can help " relieve anxiety " in many cases. health advocates say they can only predict how new prenatal screening tests will affect america ' s number of abortions and


mar 15th, 2011 by writethebook this week ' s write the book prompt is inspired by the interview you heard today with donald and lillian stokes. settle yourself in a comfortable spot where you can spot birds. either go outside, if it ' s a lovely day, or sit in a window where you can see birds coming and going. choose a bird and write as full a description of it as you possibly can. here ' s an example from the stokes ' guide. the rock sandpiper is a medium - sized, fairly rotund, short - legged sandpiper with a strongly tapered fine pointed bill that droops slightly at tip. after you record as much detail about the bird ' s shape, coloring and movements as you can, take that description and use it to fill out details about a character in your work. mr. piper was a rotund man of medium height whose short legs made him walk with an amusing little hop. he had a strong nose that drooped at the tip, as if pointing out that he had no chin at all. good luck with this exercise and please listen next week for another. music credits : 1 ) “ dreaming 1 ″ - john fink ; 2 ) “ filter ” - dorset greens ( a vermont band featuring several south burlington high school students ).


new training video gives school counselors the tools to help homosexual teens according to the producers of a new training video for school counselors, when it comes to gay and lesbian teenagers trying to cope with their emerging sexual identities, counselors can play a vital role in helping them and in some cases, may even prevent suicide. " the need for this work is striking, because this is the least publicly acceptable area of diversity, compared to ethnicity, gender and religion, " said garrett mcauliffe, professor of educational leadership and counseling at old dominion university. mcauliffe and a colleague, dr. angela jones of the odu counseling center, worked together with odu students to create " counseling gay and lesbian youth : a multiethnic demonstration video, " a dvd produced at the university. it was written by mcauliffe, who also appears with jones in the video to demonstrate effective counseling sessions. mcauliffe said he believes that controversy over gay and lesbian issues in general makes the subject matter taboo among many school counselors. " the cost is very high to the young people who are struggling with these issues. it is important to do this work in the last area of acceptable public discrimination. the dvd takes the position that homosexuality is " a natural state of being " and not to be treated as a mental illness. it also makes clear that attempts by counselors to re - orient? a client ' s sexual preference from gay to straight would be " unethical. " " i suspect we won ' t see local school districts picking it up, and that ' s a shame because these youth are so vulnerable, " mcauliffe said. " this is a life - saving operation. particularly among the african american population, where there is some strong anti - gay feeling, it is very important that counselors be trained in dealing with these issues. " the one hour and 23 - minute - long dvd, which includes a leader guide, is being marketed to licensed professional counselors and school counselors at middle schools and high schools. the video features students from old dominion university who portray themselves at younger ages during a role - playing situation. mcauliffe and jones act the parts of counselors to demonstrate how conversations can be steered and how to pick up on emotional cues given by their young clients. according to mcauliffe, the consequences of silence and discrimination, whether from relatives, friends or counselors, are significant in that lesbian and gay youth " suffer depression and commit suicide at significantly higher rates than the rest of the population. " said jones,


to mcauliffe, the consequences of silence and discrimination, whether from relatives, friends or counselors, are significant in that lesbian and gay youth " suffer depression and commit suicide at significantly higher rates than the rest of the population. " said jones, " actually, not a lot of videos have been made on this subject. lesbian, gay, bisexual and transgender issues have not been addressed, and have been taboo, particularly in the south. " while mcauliffe expects to encounter resistance to the video from school boards, he points out that " 5 to 7 % of students are lesbian or gay and school counselors are just not equipped to help them through it. " explaining his personal interest in making the dvd, mcauliffe said, " i am not gay and i would say so if i were, but i am an ally, and that is a role any heterosexual person can play. by using the techniques in our training video, counselors are not promoting any particular sexual behavior, but rather acknowledging what seems to be a largely biological fact and being responsive and proactive with their lesbian and gay students. as a result, they may even play a role in saving lives. " the video, which retails for $ 149, is available through microtraining and multicultural development associates in framingham, mass., and is available online at www. emicrotraining. com. mcauliffe is currently at work on a book for sage publications, titled " culturally alert counseling : a comprehensive introduction. " this article was posted on : october 19, 2005 old dominion university office of university relations room 100 koch hall norfolk, virginia 23529 - 0018 old dominion university is an equal opportunity, affirmative action institution.


more statues in the park poet, bohemian and journalist. leino was one of the leading finnish writers of the early 20th century... this long and skinny park is the destination for many lounging relaxing folks who come to soak in som... one of the conclusions one may reach fairly quickly about helsinki is that there are many very beauti... taken in helsinki park in helsinki, finland. panorama taken in front of the center statue between h... the picture is taken in helsinki, the capital of finland, in a park called esplanadi. the weather for... this fire station has a lovely victorian london quality to it. just don ' t stand too close to that gar... history and overview helsinki is the capital of finland and its largest city, weighing in at nearly 600, 000 people. it ' s located on the south coast of finland along the baltic sea, out of which they pull herring to pickle and eat with delightful mustard sauces. it all began in 1155ad when sweden made a crusade to finland and brought it into the swedish raelm. the name " helsinki " is adapted from " helsingford " which is a swedish word made from the parish " helsinge " and " ford " for the rapids running through it. the city of helsinki officially dates to 1550ad when it was founded by king gustav i of sweden. its function at that point was to be a trading post in southern finland and a competitor against estonia ' s city of tallinn, across the gulf of finland. growth was slow in the beginning but in time helsinki ' s location came to be of strategic value, especially after peter the great moved the capital of russia from moscow to st. petersburg. russia invaded finland during a period called " the great wrath " in the early eighteenth century, and tsar alexander i moved the capital of finland farther east to helsinki - - to make it less susceptible to swedish influence. russia then defeated sweden and occupied helsinki, giving the swedes reason to reinforce the coast with the suomenlinna fortress. when it was built, it was one of the world ' s largest dry - docks and was compared to gibraltar. this fortress, along with finland ' s new semi - autonomous status as a grand duchy, allowed helsinki to develop much more rapidly than it had during the medieval trading period. the city was completely destroyed by fire in the early 19th century and rebuilding followed the style of st. petersburg. helsinki gained architecture worthy of a proper capital, including


duchy, allowed helsinki to develop much more rapidly than it had during the medieval trading period. the city was completely destroyed by fire in the early 19th century and rebuilding followed the style of st. petersburg. helsinki gained architecture worthy of a proper capital, including a university and railroad connections to its provinces and to foreign cities. with the rise of industrialism helsinki continued growing and its population reached 100, 000 by the start of the 20th century. finland declared independence in 1917 and immediately saw a civil war, where germany came to the aid of finland and soon drove out the russian troops. helsinki was bombed by russia during wwii but did not receive as catastrophic a damage as many other cities in europe. finland is one of very few countries to have a continuous record of democratic rule from before wwi to the present. it was the second country in the world in which women gained the right to vote. finland hosted the olympic games in 1952, joined the united nations in 1955 and became a member of the european union in 1995. helsinki - vantaa airport is forty minutes from the city center and you can reach it by bus or taxi. if that doesn ' t float your boat, take the ferry. you can connect by ferry to russia, sweden, germany, and estonia. up until december of 2008 you could take a helicopter across the gulf of finland, however, service has been suspended at the moment. helsinki is surrounded by several ring roads and throughways for driving, and it ' s the second most sparsely populated city in europe ( after brussels. ) driving is not a bad option ; look for parking in the underground garages. for public transportation there are buses, trams, ferries and a metro. people and culture helsinki is like anchorage alaska in terms of daylight. at summer solstice there ' s nearly perpetual light, with the sun being visible above the horizon for more than nineteen hours. the downside is that in december you get only five hours of sunlight, and the sun barely creeps above horizon level. at winter solstice even daytime is a weird perpetual sunset. the oldest traditional happening in helsinki is the helsinki baltic herring fair. it goes back to 1743 and celebrates a special denomination of herring which are different from the southern oceanic species. the fair happens in autumn as fisherman gather in the market square to sell their herring and fish products - - marinated, pickled, served with dark bread lemon and herbs! let the song be sung : " rugged red hands and faces traces of a life of toil back again where you barely belong but welcome


tv sets, computers and smartphones are hard to find in sangano, malawi, but farmers here are using an age - old mass communication tool to learn the tricks of their trade : radio. in a country where the vast majority of the population lives off the land, scores of smallholders in rural communities tune in to farm radio malawi to get valuable information and share ideas on how to improve their yields - - from fertilizing techniques and cultivation tips to harvesting practices and weather forecasts. " most of our farmers... are illiterate, " says rex chapota, executive director at farm radio malawi. " they ' re not able to read newspapers or pamphlets or booklets, and even televisions are not out there in the community. so radio is actually the only source of critical information to our farmers and statistics are showing right now that over 60 % of the rural populace at least own a radio. " farm radio malawi is one of the partner stations of farm radio international, a non - profit organization that ' s been teaming up with african radio broadcasters since the late 1970s. the canada - based group offers its hundreds of partners in sub - saharan africa a wide array of resources, including a weekly electronic news service and an online community that connects broadcasters across the continent. it also researches and writes radio scripts covering issues such as crop production, farm management and community health. the scripts, which are offered for free, are translated in local languages and read in 38 countries, according to the group. in rural parts of malawi, farmers often gather at radio listening clubs to tune in and discuss what they ' ve heard. " the issue of radio listeners ' clubs is very critical to our model, " says chapota. " we do understand that when farmers come together in a group to listen together to a radio program, thereafter they are able to discuss and dialogue on what they ' ve listened to and then they ' re able to use that in their various fields, " he adds. malawi, a landlocked country in southeastern africa, has one of the largest rural populations in the continent. agriculture accounts for about 80 % of the country ' s labor force, which is which is why local farm programming can make a big difference in people ' s lives. " right now we are promoting groundnut growing, not only for food, but for income, " says chapota. " so we say that if our farmers are able to produce good groundnuts, which can fetch good prices at the market, then that is very


watch this video for dermatologists ’ tips to check for and treat lice. diagnosing head lice at home if you are concerned that someone has head lice, you can usually diagnose this at home. you will need 2 common items : - bright light. - fine - tooth comb or lice comb. what to do : you can find head lice by following these 3 steps : - wet the hair of the affected child or adult, if possible. some people think it ’ s easier to see the lice when the hair is wet. this also prevents the lice from scurrying away. - sit the affected child or adult under a bright light. - separate hair into sections. beginning at the scalp, slowly comb outward through the hair section by section. what to look for : you are looking for adult lice and their eggs ( called nits ). you ’ re more likely to see nits than adults because nits are firmly attached to the hair and do not move. as you comb through the hair, look closely at the hair behind the ears and around the nape of the neck. these are likely places to find lice and nits. if the person has adult lice or nits, you will see the following : - adult lice : these look like one or more light - brown objects that resemble sesame seeds, often moving quickly. you can find these on the scalp or the hair. - eggs : these are yellow, brown, or tan objects that look like tiny seeds and appear to be cemented to individual hairs close to the scalp. if an egg has hatched, the seed - like object will be clear. head - lice eggs : before the eggs hatch, you will see color as shown here on the left. after the eggs hatch, you see a clear shell as seen on the right. when looking closely at the scalp and hair, it is important to know that kids — and adults — can have all kinds of stuff in their hair. you may see sand, dirt, lint, or dandruff. all of these comb out easily. nits seem cemented to the hair and very difficult to remove. treating head lice at home there are several products that you can buy at your local drug or grocery store to get rid of head lice and their nits. these are available without a prescription. dermatologists offer the following tips for using these products : - carefully read and follow the directions. using a lice shampoo


local drug or grocery store to get rid of head lice and their nits. these are available without a prescription. dermatologists offer the following tips for using these products : - carefully read and follow the directions. using a lice shampoo usually involves lathering a shampoo into the hair and leaving the shampoo on for a few minutes before rinsing. - apply the product to the head of a fully dressed person, and rinse the product out with a spray hose or running water from a sink. these products are not meant for use while taking a shower or bath. you want to limit the amount of skin that the product touches. - use only one product. using two products meant to treat head lice can be harmful. if two different products are necessary, your dermatologist can tell you which ones can be combined. - use the amount stated on the product. using more can be harmful. - use the lice comb that comes with the shampoo. the teeth on a lice comb are closer together than the teeth on a regular comb. placing the teeth closer together makes it easier to remove the lice and their nits. - look at the hair 8 to 12 hours after treatment. if the lice seem as active as they were before the treatment, the medicine may not be working. do not treat again. talk with your dermatologist. a different lice medicine may be necessary. the next day if the medicine seems to be working, you ’ ll want to : - wait 2 days to wash your hair. this lets the medicated product continue to work. - continue to comb through the hair with the lice comb once a day. doing this for 2 to 3 weeks helps to ensure that you get rid of the lice. dermatologists recommend spending most of your energy combing through the hair with the lice comb. 7 to 9 days after the first treatment - retreat as recommended on the package. retreatment is generally recommended with all products you can buy without a prescription. retreatment is usually done 7 to 9 days after the first treatment. the lice shampoos often are more successful at killing the adult lice than the nits, so retreatment helps to kill any surviving lice that hatched after the first treatment. no approved treatment for head lice can kill all the eggs during the first treatment. - after applying the second treatment, comb through the hair with the lice comb. - wait 2 days to wash the hair. - continue to comb


first treatment. no approved treatment for head lice can kill all the eggs during the first treatment. - after applying the second treatment, comb through the hair with the lice comb. - wait 2 days to wash the hair. - continue to comb through the hair with the lice comb once a day. do this for 2 weeks, checking for lice and nits. how to improve at - home treatment for head lice use a lice comb : using a lice comb can improve the effectiveness of treatment. it also is important to use a lice comb when school policy requires that a child be “ nit free ” before returning to school. if all this seems like too much trouble, another treatment option is to shave the scalp bald. treat family and friends : it is very common for close family and friends to get head lice. dermatologists recommend that you check everyone for head lice. you do not want to treat anyone who does not have head lice ; however, you should check everyone every day for 10 to 15 days. when to see a dermatologist about head lice if the at - home treatment does not work or this seems more than you can handle, you should see a dermatologist for treatment. your dermatologist may recommend a product that you can buy without a prescription or a prescription medicine. medicines that dermatologists prescribe to treat head lice include : malathion ( mal - uh - thigh - on ) lotion : this is the generic name for a medicine that you will apply to the hair and scalp. it is approved to treat people ages 6 years of age and older. malathion works by paralyzing and killing the lice and their eggs. this is very potent medicine, so you must take care to : - keep the medicine away from everyone ’ s eyes. if the medicine gets in someone ’ s eyes, flush the eyes right away with lots of water for several minutes. - leave cigarettes, cigars, and other things that you can smoke in another room. this medicine is very flammable, and smoking while using it can start a fire. - use the medicine only in a room ( or other space ) free of open flames. sources of open flames include a lighter, fireplace, stove, and camp fire. - keep all electrical appliances that produce heat turned off. using this medicine while a blow dryer, iron, curling iron, or space heater is running nearby can start a fire. when used as directed, malathi


stove, and camp fire. - keep all electrical appliances that produce heat turned off. using this medicine while a blow dryer, iron, curling iron, or space heater is running nearby can start a fire. when used as directed, malathion is safe and effective. it can irritate the skin a bit as it works. some people get dry hair or their skin can burn or sting. these side effects are temporary. benzyl alcohol lotion : this medicine is approved to treat head lice in people 6 months of age and older. it kills the lice but not their eggs, so retreatment is essential. the most common side effect is irritated skin. lindane shampoo : this medicine has been approved by the u. s. food and drug administration ( fda ) to treat head lice. this treatment is prescribed when other treatments do not work. it is essential to use lindane shampoo only as directed. it can be toxic when misused. treating your home for head lice whether you treat at home or see a dermatologist, you must also treat your home. to avoid another infestation, you should clean the following items : brushes and combs - soak combs and brushes that a person with head lice used. soak these in hot water, 130 degrees fahrenheit or hotter, for 10 minutes. sheets, pillowcases, clothes, blankets, and towels - place all items that touched the person ’ s head during the past 2 days in a washing machine and wash in hot water. - dry all machine - washed items in a hot dryer, using the hottest setting. dry for at least 10 minutes. stuffed animals and pillows - place items that cannot be machine washed in a hot dryer and run the dryer on the hottest setting for 20 to 30 minutes. insecticides can do more harm than good. never use these to treat a home when someone has head lice. other personal items hair accessories, helmets, headphones, and other personal items can become infested with head lice. if a person with head lice has touched any of these items during the past 2 days, you can kill the lice on these objects by : - sealing the objects in plastic bags. - placing the plastic bags in the freezer overnight or keeping the bags sealed for 2 weeks. two weeks is the amount of time needed for adult lice and newly hatched lice to die when hot water, dryer heat, and freezing are impractical


plastic bags in the freezer overnight or keeping the bags sealed for 2 weeks. two weeks is the amount of time needed for adult lice and newly hatched lice to die when hot water, dryer heat, and freezing are impractical. furniture, carpets, and floors - vacuum these thoroughly to pick up any hairs the person with head lice has shed. everyone normally loses about 50 to 100 hairs a day. two treatments ( spaced 7 to 9 days apart ) often get rid of head lice. if your child or someone else in your family still has head lice after a few weeks, it means that the treatments did not work or the person got lice again. make an appointment to see a dermatologist for help getting rid of the head lice. with proper treatment, it is possible to get rid of head lice. images of head - lice eggs used with permission of journal of the american academy of dermatology. ( j am acad dermatol 2006 ; 54 ( 5 ) : 909 - 10 ) learn more about head lice di stefani a, hoffman - wellenhof r, zalaudek i, et al. “ letters to the editor : dermoscopy for diagnosis and treatment monitoring of pediculosis capitis. ” j am acad dermatol 2006 ; 54 ( 5 ) : 909 - 10. frankowski bl, bocchini ja. “ head lice. ” pediatrics 2010 ; 126 ( 2 ) : 392 - 403. heymann, wr. “ head lice treatments : searching for the path of least resistance. ” j am acad dermatol 2009 ; 61 ( 2 ) : 323 - 4. jones kn, english jc, “ review of common therapeutic options in the united states for the treatment of pediculosis capitis. ” cid 2003 ; 36 ( 1 ) : 1355 - 61. ko cj, elston dm. “ pediculosis. ” j am acad dermatol 2004 ; 50 ( 1 ) : 1 - 12 miteva m, tosti a. “ hair and scalp dermatoscopy. ” in press, j am acad dermatol 10. 1016 / j. jaad. 2012. 02. 013. u. s. food and drug administration, “ treating head lice. ” fda consumer health information. july 2009. 1 - 2.


barrier reef threatened marine scientists have found that coral cover in the great barrier reef has halved in 27 years as a result of the combined effects of coral bleaching, damage caused by storms, and crown - of - thorns starfish. transcriptemma alberici, presenter : the great barrier reef has lost half its coral in the past 27 years ; that ' s the finding of a new study from marine scientists. the causes of the coral decline are cyclones, coral bleaching and the crown - of - thorns starfish. john stewart reports. john stewart, reporter : it ' s the world ' s largest coral reef, stretching 3, 000 kilometres along the queensland coast. but according to marine scientists, it ' s in trouble. jamie oliver, aims research scientist : the study has found that over the last 27 years there has been a nearly 50 per cent decline in coral cover, from approximately 28 per cent in 1985 to down to 14 per cent in the present day, 2012. that ' s a very substantial, alarming and unsustainable decline of coral on the great barrier reef. john stewart : the study found three main causes of coral decline. storm damage has been linked to 48 per cent of coral loss. the crown - of - thorns star fish, 42 per cent of coral loss, and coral bleaching, 10 per cent. john stewart : the decline in coral cover varies in different parts of the reef. north of cooktown the reef is far less affected, but further south the impact is more serious. john gunn, institute of marine science : in the south by contrast, they ' ve had the impacts of crown - of - thorns and in particular over the last decade a series of very, very severe storms that have had a devastating effect, and so the decline in the south of the great barrier reef, south of proserpine, has been much, much more profound than in the north. john stewart : the explosion of crown - of - thorns starfish on the reef has been closely linked to fertiliser run - off causing algal bloom, which then feeds the marine pest. environment groups say the federal government needs to step in to help farmers reduce runoff into rivers. nick heath, wwf : we ' re calling on the federal government to inject $ 500 million or more to help farmers cut their rates of fertiliser over the next few years. john stewart : coral bleaching and an increasing trend of tropical cyclones and storms have been linked to global warming. john gunn :


inject $ 500 million or more to help farmers cut their rates of fertiliser over the next few years. john stewart : coral bleaching and an increasing trend of tropical cyclones and storms have been linked to global warming. john gunn : we already know from major bleaching events from 1998 and 2002 on the great barrier reef, and many other bleaching events around the world, that corals just cannot tolerate greatly increased temperatures. and so if we see the two degrees that is predicted, we know that we will have a massively increased rate of bleaching on the great barrier reef. john stewart : the great barrier reef brings an estimated $ 5 billion a year to the australian economy. the queensland tourism council says the survival of the reef is crucial for the state. daviel gschwind, qld tourism industry council : we have to continue in vigorously attacking the crown - of - thorns where we find them and through the management programs that are in place, but that ' s only a drop in the ocean. we have to address the bigger issues, the long - term implications, the long - term water quality issues - that ' s where we have to focus our attention. that ' s very costly, but we deserve as a community, we deserve that investment, it ' s in our interest. john stewart : the report warns that at the present rate of decline, the coral cover could halve again within 10 years. but scientists are still optimistic that the reef can be saved. john gunn : what we ' re seeing in the great barrier reef - a very, very well - managed system - is that there are some things we can ' t control that i think we have a government that has very much put its money where its mouth is. the farmers of queensland are doing the same. we think we can save the reef for as long as it takes to try and overcome the impasse around carbon dioxide emissions. do you have a comment or a story idea? get in touch with the lateline team by clicking here. got a news tip? if you have inside knowledge of a topic in the news, contact lateline.


the lost music of the spirit every living human individual is endowed with what the ancients called the “ spirit, ” or quite literally,. ” everyone has a spirit insofar as they move, bleed, feel, think and continuously and automatically, draw breath. they are alive. this seemingly intangible force is a harmony like a melody from a piano. an organism creates a sort of music when it interacts with the outside forces, as would the vibrations of a guitar string upon air around it, or the effect of percussion on the atmosphere. with it the blood flows through the veins, the air moves through the lungs, certain notes are hit, and the piano keeps playing. this harmony and relationship between the individual and the outside world, the air, the temperature, the light, the sensations, vibrations, the feeding and drinking, the interactions, and being in the surroundings among all else that does the same thing — this great song — is of course life as the spirit, and the spirit as a song, is an overly simple way of explaining it — not an original way of explaining it the truth is much more complex ; but i think it ’ s fair to admit that when the instrument of the body, the individual, the organism, becomes untuned or broken, the resulting song, and thus the spirit, suffers. luckily for us, spirituality has evolved culture of humanity. in modern times — perhaps because our lifespans have almost doubled since when we first described it — no longer do we concern ourselves with the original meaning of the spirit, and the relationship between the individual organism and his surroundings, paradoxically, has become maybe too boring, or at the very least, of less value. we can thank plato plato saw a new song, a new instrument to play with, and conceived of his realm of ideas place outside his cave, away from the rabble of the senses, the body and the suffering of the material world from which he wished to escape. escape further he did, but deeper into his mind, deeper into his ideas where he imagined things were brighter, eternal, and separate from the world, separate from the cave where everything decayed — somehow outwards, yet back into, his own thoughts. all the time, and luckily for plato, his instrument, his body, himself, kept on playing its song, while the abstraction of plato ( socrates? ) danced free in his eternal world, his playground. here was where plato was happy. it ' s not clear whether plato actually endorsed this view, but his students


, himself, kept on playing its song, while the abstraction of plato ( socrates? ) danced free in his eternal world, his playground. here was where plato was happy. it ' s not clear whether plato actually endorsed this view, but his students sure did. his and were adopted by and helped justify the dogmas of religions and future philosophers for 2500 years. platonism had a profound effect on western thought, and many platonic notions were adopted by the christian church which understood platonic forms as god ' s thoughts, whilst neoplatonism became a major influence on christian mysticism, in the west through st augustine, doctor of the catholic church whose christian writings were heavily influenced by plotinus ' enneads, and in turn were foundations for the whole of western christian his teachings are a great foundation from which many schools of thought have grown. this inundation has evolved the original idea of the spirit, the breath of life, into a figment, a memory, something that cannot be found, and something separate from everything else — an idea. ideas are the part of us that live on after we die. what was once important — the body, the flesh, the world, the very relationship between an organism and everything around him, it ’ s song — is now old news, original sin, and even despised among those who seek to. forever they yearn and yearn for the eternal world, forgetting about, and even disparaging themselves, in favour of an imaginary world they can only hope to they call their yearning spirituality, and their eternal idea — a mere abstraction of themselves — the spirit. but all the while, and luckily for them, their instrument, their body, themselves, keeps playing its song, like the piano of which they ’ ve tuned out long ago. in summary for the lazy : what we call spirit today, is the surplus of life, life being that which we used to call the spirit, which is the result of a higher life expectancy and thousands of years platonic thought. in the process we have forgotten the body, the world and the worldly in favour of this great reads for you bookies : - the republic plato - phaedrus plato - the christian tradition : a history of the development of doctrine, vol. 1 : the emergence of the catholic tradition jaroslav pelikan - a history of western philosophy bertrand russell edit on 1 - 2 - 2013 by thesubversiveone because : ( no reason given )


additional corn crop failures are likely, due to too little rain and too much heat through the middle of august. spotty downpours will grace northern and eastern areas of the corn belt into august, but not enough rain will fall on a large part of the corn belt, leading to a disaster. for many areas getting the rain, it is too late for the corn. accuweather. com agricultural meteorologists feel that a lack of rain will continue to take its toll on non - irrigated corn in much of nebraska and kansas, as well as huge sections of illinois, missouri, iowa, southeastern south dakota, southwestern michigan and southeastern wisconsin. in these areas, a few tenths of an inch of rain will fall here and there in the weeks ahead with some areas barely getting a drop. according to senior meteorologist jim andrews, " the region has suffered and will continue to suffer from a lack of frequent thunderstorms. warm - season rainfall is the primary source of soil moisture for the region. " in this southwestern and central swath of the corn belt, the combination of too much heat and too little rain moving forward into the middle of august will prove to be too much for corn to take. essentially, most of these areas are beyond hope for a significant crop this year. this map shows primary corn for grain - growing areas and the condition of the crop as of july 17, 2012. since most fields on the high plains, west and the mississippi delta are irrigated they are not as directly impacted by the drought. within these states, there are areas that have been holding on due to sporadic rainfall in recent days or weeks. however, areas, such as in parts of ohio, southern minnesota, central illinois and central iowa, still need significant rain for any hopes of a decent harvest come autumn. there are some prime corn areas that are in reasonable shape such as in portions of eastern north dakota, northern and eastern minnesota and central wisconsin. these areas, as well as irrigated tracts on the high plains and midwest, and in other less thought - of farmland in the east will have to carry the load of high expectations of corn production originally set by the united states department of agriculture. the northern and eastern areas will have less intense heat, less long - lasting heat and at least occasional episodes of rainfall, which should be enough to sustain the corn crop in general. rainfall in some corn - growing areas of the east has been sufficient with much of pennsylvania, new york state and new jersey in reasonably good shape. however,


at least occasional episodes of rainfall, which should be enough to sustain the corn crop in general. rainfall in some corn - growing areas of the east has been sufficient with much of pennsylvania, new york state and new jersey in reasonably good shape. however, in pockets of these states and in large areas of the delmarva, fields are being stressed. accuweather. com agricultural meteorologists anticipate that overall production of the 2012 corn crop will be lower than yields forecast by the usda during mid - july and could be near 138 bushels per acre. this forecast is based on expectations of too little rain and too much heat over the central plains to part of the midwest and barely enough rain in northern and eastern areas. the lack of rain in the southwestern and central part of the corn belt, where a significant part of the crop remains, will continue to drive down yields, due to additional failures. the end result will be higher prices for livestock feed such as beef cattle, hogs and chickens. the higher costs will be passed along. consumers, who are already struggling to afford their grocery bill, or the more fortunate, who are spending away on vacations, may find themselves in quite a pinch late this summer and fall due to climbing food prices. accuweather. com enterprise solutions ( aes ) provides agriculture - focused forecasts for growing regions around the world from expert agricultural meteorologists, helping clients to manage risk, highlight opportunity, and increase profitability. contact us at 814 - 235 - 8600 or email. sales @ accuweather. com. so far this year california has seen 1, 569 wildfires, 85 percent more than in an average year. the memorial day weekend will begin cool, windy and rainy in new england and part of the mid - atlantic. goes - east failed again late tuesday. it is one of the main satellites meteorologists use for the eastern part of the united states and the tropical atlantic. the tornado tore through a path 17 miles long on monday and had wind speeds as high as 200 mph. on the two - year anniversary of the ef - 5 tornado that leveled joplin, mo., the town has deployed assistance to moore, okla. severe storms are shifting eastward wednesday evening, delivering strong wind, heavy rain and hail. late may snowstorm blanketed eastern part of state with 4 to 6 inches. more rain in an already wet month. monthly totals topped 11 inches at new york city, 9 inches at bridgeport, ct and 8 inches at baltimore (


before we go any further we must clarify the difference between decibels in terms of power and decibels in terms of level. just to hammer the point home : decibels level wise ( e. g. volts ). decibels power wise ( e. g. watts = volts x amps ) when it comes to db the two differ by a factor of two. for level a doubling equates to 6 db, whereas for power doubling equates to 3 db. it ` s the difference between the power ( watts ) applied to the transmission aerial and the signal level ( volts ) resulting across a 75 ohm aerial. in the aerial game we ` re interested in signal level, specifically at the input to the tv tuner. all db figures quoted on this site are for signal level. the decibel ( or db for short ) is a much misunderstood unit, it is simply a ratio. for an amplifier ( or splitter ) it is the ratio between the input signal level and the output signal level. in the case of aerial gain it is ( or should be ) measured in dbd, that is gain as compared to ( i. e. the ratio to ) just a half wave dipole on its own. some aerial manufacturers quote dbi, which is gain relative to a theoretical isotropic source. i ` m not really sure what the latter is, and, to be perfectly frank, i ` m not that bothered either, because aerial gain in the real world should be measured in dbd anyway. i object to manufacturers trying to make their aerials seem higher gain than they really are by quoting dbi, and hoping the customers don ` t know the difference. either way 0dbd or 0dbi does not mean that no signal would be received by the aerial. 0dbd just means that the aerial only picks up the same amount of signal as the dipole would on its own ( i. e. with no reflector or any directors ), 0dbi means it ` s 2. 15db down. the db is a logarithmic scale and this can be very helpful helpful in the aerial game because big differences in signal can be worked with relatively simply. this is achieved by using dbμvs instead of mvs : dbμv = db relative to one microvolt. since 0db means no increase or decrease, then 0dbμv = 1μv that is to say : 0db x 1μv other levels are shown


instead of mvs : dbμv = db relative to one microvolt. since 0db means no increase or decrease, then 0dbμv = 1μv that is to say : 0db x 1μv other levels are shown in the table on the left. by using dbμv simple addition / subtraction can be utilised to calculate signal levels throughout a system, including, crucially, at each tv input. worked examples of system planning these examples assume good signal quality. the preferred range at the tv input is 45 to 60dbμv for digital ( 60 to 80dbμv for analogue ). for fm some sources quote 60 to 75dbμv, and for dab 40 to 70dbμv. however, most fm tuners will work perfectly well ( in stereo ) on signals down to 50dbμv and some down to 40dbμv or even less. arguably one should aim for 55dbμv ( fm ) and 45dbμv ( dab ). for digital tv aiming for 50 to 55dbμv makes sense. as an example, if one has 65dbμv at the aerial ( a strong signal area ) and one loses 3db through the cable, then utilises a 6 way splitter ( loss 10db ) one can easily calculate the output by simple subtraction. thus : 65 - amplified systems work in the same way, e. g. input signal 45dbμv ( weakish signal area ), then gain through the amplifier 20db, then the loss through cable 3db, then through a 4 way splitter ( loss 8db ). thus : 45 + 20 - also see these other examples of system planning using taps and splitters. db as a ratio examples ( shown on the graph below ) could be : a 14db increase will give an output level of 5 from an input level of 1. thus, in the case of an aerial amplifier, a 1mv input will give a 5mv output. minus 6db ( = attenuation ) makes the output level half of the input. so, if using a 6db attenuator, a 1mv input would result in a 0. 5mv ( 500μv ) output. therefore : 0dbmv = 60dbμv and 0dbμv = - examples : 20dbmv = 80dbμv - we are more than willing to give advice to those actually purchasing from us. could those only seeking information


indoor tanning fact sheet more than 1 million people use an indoor tanning salon on an average day in the u. s. ( 1 ) nearly 28 million individuals use a tanning bed in the u. s. annually. of these, 2. 3 million are teens. ( 2 ) ( 3 ) nearly 70 percent of tanning salon customers are caucasian girls and women, primarily between the ages of 16 to 29. ( 4 ) dangers of indoor tanning the united states department of health and human services and the international agency of research on cancer, a division of the world health organization, has declared ultraviolet ( uv ) radiation from the sun and artificial sources, such as tanning beds and sun lamps, as a known human carcinogen. ( 5 ) indoor tanning equipment, which includes all artificial light sources, including beds, lamps, bulbs, booths, etc., emits uva and uvb radiation. the amount of the radiation produced during indoor tanning is similar to the sun, and in some cases, may be stronger. ( 6 ) ( 7 ) those who begin tanning before the age of 35 increase their melanoma risk by 75 percent. ( 8 ) ( 9 ) the use of tanning beds by young people aged 18 to 39 increased their risk of developing melanoma by an average of 41 percent. ( 10 ) those who use a tanning bed before 20 years of age or more than 10 tanning bed sessions during their lifetime double their risk of melanoma. ( 10 ) studies have found that exposure to uv radiation during indoor tanning damages the dna in the skin cells. excessive exposure to uv radiation during indoor tanning can lead to premature skin aging, immune suppression, and eye damage, including cataracts and ocular melanoma. ( 1, 11 - 14 ) those who use an indoor tanning bed are 2. 5 times more likely to develop squamous cell carcinoma and 1. 5 times more likely to develop basel cell carcinoma. ( 15 ) indoor tanning beds / lamps should be avoided and should not be used to obtain vitamin d because uv radiation from indoor tanning is a risk factor for skin cancer. vitamin d can be obtained by eating a healthy diet and by taking oral supplements. in a 2009 study, 58 percent of adolescent tanning bed users had burns due to frequent exposure to indoor tanning beds / lamps. ( 16 ) the fda estimates that there are about 3, 000 hospital emergency room cases a year due to indoor tanning bed


2009 study, 58 percent of adolescent tanning bed users had burns due to frequent exposure to indoor tanning beds / lamps. ( 16 ) the fda estimates that there are about 3, 000 hospital emergency room cases a year due to indoor tanning bed and lamp exposure. ( 17 ) 1. whitmore se, morison, wl potten cs, chadwick c. tanning salon exposure and molecular alterations. j am acad dermatol 2001 ; 44 : 775 - 80. 2. kwon ht, mayer ja, walker kk, yu h, lewis ec, belch ge. promotion of frequent tanning sessions by indoor tanning facilities : two studies. j am acad dematol 2002 ; 46 : 700 - 5. 3. dellavalle rp, parker er, ceronsky n, hester ej, hemme b, burkhardt dl, et al. youth access laws : in the dark at the tanning parlor? arch dermatol 2003 ; 139 : 443 - 8. 4. swerdlow aj, weinstock ma. do tanning lamps cause melanoma? an epidemiologic assessment. j am acad dermatol 1998 ; 38 : 89 - 98. 5. u. s. department of health and human services, public health service, national toxicology program. report on carcinogens, 11th ed : exposure to sunlamps or sunbeds. 6. gilchrest ba. sun exposure and vitamin d sufficiency. am j clin nutr 2008 ; 88 : 570 - 75. 7. hornung rl, magee kh, lee wj, hansen la, hsieh yc. tanning facility use : are we exceeding the food and drug administration limits? j am acad dermatol 2003 ; 49 : 655 - 61. 8. lazovich, d, et al. " indoor tanning and risk of melanoma : a case - control study in a highly exposed population. " cancer epidemiol biomakers prev. 2010 june ; 19 ( 6 ) : 1557 - 1568. 9. the international agency for research on cancer working group on artificial ultraviolet ( uv ) light and skin cancer " the association of use of sunbeds with cutaneous malignant melanoma and other skin cancers : a systematic review. " international journal of cancer. 2007 march 1 ; 120 : 111 - 1122. 10. cust ae


skin cancer " the association of use of sunbeds with cutaneous malignant melanoma and other skin cancers : a systematic review. " international journal of cancer. 2007 march 1 ; 120 : 111 - 1122. 10. cust ae, armstrong bk, goumas c, jenkins ma, schmid h, hopper jl, kefford, rf et al. sunbed use during adolescence and early adulthood is associated with increased risk of early - onset melanoma. int journal of cancer. 2011 may 1 : 128 ( 10 ) : 2425 - 35. 11. piepkorn m. melanoma genetics : an update with focus on the cdkn2a ( p16 ) / arf tumor suppressors. j. am acad dermatol. 2000 may ; 42 ( 5 pt 1 ) : 705 - 22 ; quiz 723 - 6. 12. vajdic cm, kricker a, giblin m, mckenzie j, aitken jf, giles gg, armstrong bk. artificial ultraviolet radiation and ocular melanoma in australia. int j cancer. 2004 dec 10 ; 112 ( 5 ) : 896 - 900. 13. walters bl, kelly tm. commerical tanning facilities : a new source of eye injury. am j emerg med 1987 ; 120 : 767 - 77. 14. clingen ph, berneburg m. petit = frere c, woollons a, lowe je, arlett cf, green mh. contrasting effects of an ultraviolet b and an ultraviolet a tanning lamp on interleukin - 6, tumour necrosis factor - alpha and intercellurlar adhesion molecule - 1 expression. br j dermatol. 2001 jul ; 145 ( 1 ) : 54 - 62. 15. karagas mr, stannard va, mott la, slattery mj, spencer sk, weinstock ma. use of tanning devices and risk of basel cell squamous cell skin cancers. j natl cancer inst 2002 ; 94 : 224 - 6. 16. cokkinides v, weinstock ma, lazovich d, ward e, thun m. indoor tanning use among adolescents in the us, 1998 - 2004. cancer 2009 : 115 : 190 - 98. 17. the fda - accessed september 2009. http : / / www. fda. gov / radiation - emittingproducts /


all modern cars have a computer, in charge of monitoring the various systems. this central computer receives information from a collection of sensors that monitor things like oxygen, air pressure, air temperature, and engine temperature, to name a few. using this information, the computer can control the car ' s parts to get the best performance from the engine while keeping emissions low. how do these sensors work? it depends on whether they are pressure sensitive or light sensitive. a pressure sensitive device can sense changes in pressure and emits an appropriate voltage in response to correct problems. these sorts of sensors are used in braking systems and collision avoidance systems, for example. light - sensitive, or optical, sensors work very much like the wireless mouse technology in desktop computer systems. a small diode bounces light off a surface onto a sensor to form images. the sensor sends the data to a digital signal processor for analysis. this processor can detect patterns in the images and figure out how they have changed since the previous image it received from the sensor. based on the changes in patterns over time, the processor can determine how far the mouse, or car, for example, has moved. it can then send electrical signals to the central computer to trigger the appropriate response. for instance, sensors can scan the precise position of the driver ' s eye level and adjust the seat accordingly. newer prototype cars include infrared light enhancers to improve night vision, as well as rearview mirrors and rear bumper sensors to alert the driver when other vehicles are approaching the car ' s blind spot. adaptive headlamps contain sensors that monitor a car ' s speed and steering wheel movements and adjust lighting accordingly. for example, at high speeds, light beams are given a longer reach. remain - in - lane systems use forward - facing cameras to monitor the car ' s position in relation to the road ' s centerline and side marker lines for 20 meters ahead of the car. if the car begins to veer out of the lane, the sensors detect this and set off a warning sound. the automatic door openers found in most grocery stores use a very simple form of radar. the box above the door sends out bursts of radio waves and waits for the reflected energy to bounce back. when a person moves into the field of wave energy, it changes either the amount of reflected energy or the time it takes for the reflection to arrive, and the box opens the door. infrared security systems work in much the same way, replacing the radio waves with infrared light waves.


science fair project encyclopedia frequency response is the measure of any system ' s response to frequency, but is usually used in connection with electronic amplifiers and similar systems, particularly in relation to audio signals. because the human ear is generally not sensitive to phase, the frequency response is typically characterized by the magnitude of the system ' s response, measured in db, versus frequency. the frequency response of a system is typically measured by applying an impulse to the system and measuring its response ( see impulse response ), sweeping a pure tone through the bandwidth of interest, or by applying a maximum length sequence. once a frequency response has been measured ( e. g., as an impulse response ), providing the system is linear time invariant, its characteristic can be approximated with arbitrary accuracy by a digital filter. similarly, if a system is demonstrated to have a poor frequency response, a digital filter can be applied to the signals prior to their reproduction to compensate for the problem. frequency responses are often used to indicate the accuracy of amplifiers and speakers for reproducing audio. as an example, a high fidelity amplifier may be said to have a frequency response of 20hz - 20, 000hz ±1db, which tells you that the system amplifies equally all frequencies within that range and within the limits quoted. such a measure does not include any other indicators of quality ( e. g., non - linear distortions of the signal, signal - to - noise ratio, etc... ). frequency response therefore does not guarantee a given quality of audio reproduction, but only indicates that a piece of equipment meets the basic requirements needed for it. the contents of this article is licensed from www. wikipedia. org under the gnu free documentation license. click here to see the transparent copy and copyright details


high - impact teaching strategies for the ' xyz ' era of education - by richard howell allen - pub. date : apr 10, 2009 by pearson. - isbn - 10 : 0 - 13 - 714426 - 1 - isbn - 13 : 978 - 0 - 13 - 714426 - 6 list price : $ 38. 99 in today ’ s classrooms, the teacher / student divide isn ’ t just generational — it is digital. exposure to digital technology from birth hard - wires the human brain to learn differently. for 21st century learners, traditional ‘ chalk and talk ’ instruction belongs to a bygone era. instead, these students need interactive teaching strategies. this book offers 26 proven, interactive strategies to help teachers improve academic results, student engagement and classroom behavior. importantly, while replicating many features of the digital environment, none of the strategies rely on technology. they require little or no extra budget and reduce wasted effort on the part of the teacher by actively involving students in the learning process. ignite student learning and enhance your instruction! - addresses the need for teachers to adjust their teaching strategies to meet the needs of 21st century learners. - offers 26 ( a - z ) high - impact strategies, explaining why they are important to digital natives ; how they support classroom management ; and specific steps, tips and techniques for implementing them. - features a series of high - impact lessons from real teachers in real classrooms with real students, covering all 26 strategies across the grade levels and content areas. - includes 10 stories that can be used in the classroom as analogies, metaphors, or examples. what educators are saying “ every educator needs to read this book. it successfully provides teachers with a recipe that can be used in any classroom, any content, [ and ] any grade - level to teach people. teaching is an art, and the author masterfully unlocks the secrets of a successful teacher. ” - cheryl k. dick, elementary school teacher, nixa r - ii school district, nixa, mo “ the connection of each strategy [ in high impact teaching strategies ] to the world children live in today enabled me to better understand why we need to change the way we think about the instruction we deliver. these high impact - teaching strategies are both useful and relevant to the challenges educators and students face each day. ” - tracy s. hendrix, academic coach, carnesville elementary school, carnesville, ga read the sample chapter : understanding the dynamics of the ‘ xyz ’ era of education. download here. read


and students face each day. ” - tracy s. hendrix, academic coach, carnesville elementary school, carnesville, ga read the sample chapter : understanding the dynamics of the ‘ xyz ’ era of education. download here. read the introduction. download here. click here to visit richard allen ' s website, green light education table of contents understanding the dynamics of the ‘ xyz ’ era of education high - impact abc strategies a = acknowledgment b = being open c = crest of the wave d = directions e = entertainment f = frames g = getting responses h = high - quality responses i = involve, don ’ t tell j = jump up k = keen visuals l = labels m = music n = novelty o = ownership p = pause q = questions r = revolutions s = socialization t = tiers u = uniquely memorable v = vocal italics w = walk away x = x - ray vision y = yesterday lives! z = zones of instruction lesson 1 : the presence of chlorophyll in leaves lesson 2 : natural resources lesson 3 : using question marks appropriately lesson 4 : know your state lesson 5 : sentence types lesson 6 : abcs on the move lesson 7 : photo journal review lesson 8 : native american legends lesson 9 : animals in the ocean lesson 10 : plotting points on the coordinate grid lesson 11 : american history time lines lesson 12 : can you dig it? lesson 13 : review baseball lesson 14 : docent of your own museum – understanding the visual arts in relation to history and culture lesson 15 : carrying capacity of a landscape a final thought lessons in the language of learning the animal school the white horse the castle wall the two seeds the 1958 world series


two medical education groups and 130 medical schools signed on to first lady michelle obama ’ s initiative to “ train the nation ’ s physicians to meet the unique healthcare needs of the military and veterans ’ communities, ” the white house announced recently. the schools pledged to do in - depth research into post - traumatic stress disorder ( ptsd ) and traumatic brain injuries ( tbi ) and to teach medical students and physicians to “ better diagnose and treat our veterans and military families, ” according to the announcement. “ by directing some of our brightest minds, our most cutting - edge research, and our finest teaching institutions toward our military families, they ’ re ensuring that those who have served our country receive the first - rate care that they have earned, ” obama said. speaking at virginia commonwealth university ( vcu ), obama said that the american association of medical colleges and the american association of colleges of osteopathic medicine have pledged to devote research, education and clinical care to address military service members ’ crucial healthcare needs. the initiative is part of the joining forces campaign, an effort by the first lady and dr. jill biden that focuses on issues that affect veterans and their families. obama cited some examples already are underway at universities, including vcu, which has undertaken a project to provide resources and training to healthcare providers, volunteers and community members across virginia to help veterans. similarly, university of pittsburgh researchers are developing a new imaging tool that lets physicians see high - definition views of the brain ’ s wiring. this can help diagnose a tbi. and the university of south florida is working with the va and the department of defense to create a center for veterans reintegration – a research, treatment and education center for veterans and their families. “ today the nation ’ s medical colleges are committing to create a new generation of doctors, medical schools and research facilities to make sure our heroes receive the care worthy of their military service, ” obama said. the idea behind joining forces is extremely simple, obama said. “ in a time of war, when our troops and their families are sacrificing so much, we all should be doing everything we can to serve them as well as they are serving this country, ” she added. “ it ’ s an obligation that extends to every single american. and, it ’ s an obligation that does not end when a war ends and troops return home. in many ways, that ’ s when it begins. ” mrs. obama said she became aware of this when she and president barack obama welcomed the final


and, it ’ s an obligation that does not end when a war ends and troops return home. in many ways, that ’ s when it begins. ” mrs. obama said she became aware of this when she and president barack obama welcomed the final troops home from iraq last month. “ i couldn ’ t shake the feeling that even though we were marking the end of the war, this was not an ending for them. for our troops, the end of war marks the beginning of a very long period of transition, ” she said. frequently, the transitions from war to home “ bring the hardest moments our troops and their families will ever face, ” she added. it is estimated that one in six of iraq and afghanistan war veterans come home with post - traumatic stress disorder or depression, and at least 4, 000 have had at least a moderate - grade brain injury, mrs. obama said, noting that many avoid seeking help because of what they perceive as a stigma. “ i want to be very clear today : these mental health challenges are not a sign of weakness, ” she said. “ they should never again be a source of shame. they are a natural reaction to the challenges of war, and it has been that way throughout the ages. ” obama thanked the troops and their families for their service, and noted that anyone experiencing mental health difficulties should not be ashamed. “ seek help, don ’ t bury it, ” she said. “ asking for help is a sign of strength. ” the pentagon estimates that nearly 213, 000 military personnel have suffered traumatic brain injuries in iraq and afghanistan since 2000. a previous report by the rand corp. think tank estimated that 300, 000 veterans of both conflicts suffered ptsd or major depression. less than 50 percent had sought treatment for ptsd over the previous year and approximately 60 percent of those reporting a probable brain injury had not been evaluated by a physician for one. “ this is a long - term issue for the nation, ” said brad cooper, the executive director of joining forces. “ those of us who have never experienced war will never be able to fully understand the true emotional costs, ” mrs. obama said. “ ptsd, tbi, depression and any other combat - related mental health issue should never again be a source of shame. ” although the military has strong support systems and personnel trained in combat - related mental health issues, more than half of veterans seek treatment in their hometowns, outside the military and the department of veterans affairs, mrs. obama said. the new initiative aims at


hello kids. my name is terry the tooth, and i wanted to give you a quick tour through your mouth. well, not really through your mouth, because i ’ m stuck on this page of discovery magazine, and you are a real kid. what i mean is, i ’ m going to tell you all about your teeth. the first thing you should know about your teeth is that they are amazing. they are specially designed by god to do important jobs and to keep you alive. when you were a little baby, your teeth started to “ erupt ” when you were about six months old. the word “ erupt ” means that they grew out of your jawbone through your gums. most people have 20 “ baby teeth. ” these baby teeth fall out ( or get pulled ) and are replaced by another set of permanent teeth. most adults have 32 permanent adult teeth. the fact that you get two sets of teeth means that you are a diphyodont ( die - fie - o - dont ), a fancy word that just means you have “ two sets of teeth. ” when we look at how teeth are made, we cannot help but praise god for these terrific treasures. the hard, outside part of your teeth is called enamel. it is the hardest substance in your whole body. it ’ s a good thing that it is so hard, too, because people use their teeth for all kinds of tough jobs. the most important tooth - job is cutting and chewing food. your adult teeth include eight incisors, which are the first four teeth in the front of your mouth on top and the first four on the bottom. these teeth are designed to cut into food. the next teeth are your canines. you have two on top and two on the bottom. they are designed to puncture things, and to rip and tear tough foods like meat. after canines you have four premolars on top and four on the bottom, and six molars on top and six on the bottom. the premolars and molars are designed to grind food into small parts, much like a grinding wheel. there is no way teeth could have evolved over millions of years of mindless, chance processes. they are too well - designed. the only explanation for your teeth is that a loving god cares about you and designed you with these terrific teeth. also, just as a reminder, take care of the teeth god gave you — brush regularly, and thank god for them.