text: Two house fires in Boone County being investigated by authorities.The first fire on Ebony Lane at Ottawa totally destroyed a home where several adults and children lived.That fire happened last night around midnight, and those living in the home have told fire investigators the blaze was no accident.I think it was intentionally set, said Jennifer Workman. It has to do with a custody battle.Workman said she was just in court the day before regarding custody of a child. After being awarded temporary custody of the child she found out later that night that the house she had been living in had been totally destroyed by fire.Thank God we were all over staying in Chapmanville, she said.State Police are looking into those claims and are interviewing family members.West Virginia State Police Sgt. Charles Sutphin said the State Fire Marshal's Office has been called in to investigate the fire.Sutphin has reached out to both the Red Cross and local YWCA to help the victims, who lost everything in the fire.The second fire on Highland Avenue at Laurel City, close to the Ebony Lane fire, totally destroyed a home around 4:30 a.m., this morning.Joe Backus, 37, and his wife, Elizabeth, and son, Hunter, live in the house next door and were renting the house that burned.No one injured and the man Backus was renting the home to, Edward Ball, is currently in jail.I guess he will be looking for a new place to rent, he said.Backus said he attempted to fight the fire with a water hose, but the intense heat cracked windows and damaged siding in his house next door, He also suffered minor burns his hand and arm, causing him to retreat.The power line also came down on his house next door.We had live power lines on our front porch and it was scary to go around them, Backus said.Backus said he believes the fire was an accident, possibly electrical in nature.Its just a mess and I didnt have any insurance on the house at all, he said. I have lived here most of my life and its sad to see it totally destroyed.The State Fire Marshals Office will also be investigating the second fire as well.Anyone with any information about either of these fires is urged to call the Madison detachment of West Virginia State Police at 304-369-7800.


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Midwest Living Review
Ackerman Winery's award-winning vintages prove wine doesn't always have to be made from grapes. Some of the varieties are traditional Iowa flavors, such as strawberry, cherry and rhubarb. Others are more exotic, like mango and pomegranate. The wines are sweeter than many grape-base wines and are perhaps best enjoyed as a dessert wine or, as Ackerman suggests of its black raspberry, over ice cream for a special treat. The winery also sells the more familiar wines, such as concord, Merlot and Riesling, but without a doubt, fruits are the specialty. In addition to rows of wine, the shop carries an impressive assortment of wines racks and wine accessories, and visitors can take a self-guided tour of the production and filtering area, stainless-steel storage tanks and bottling system. Even if sweet fruit wines aren't your preference, Ackerman is a must-try while in the Amana Colonies.

subset: commoncrawl


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Just wanted to let everyone know I spoke to my OB about how I was feeling (lousy) being off my BP meds and he was sooo understanding. He reassured me that if I continue to feel this way, there are some safer alternatives in the same family of meds I was on that should help. I was afraid I was overreacting and he would think I was crazy, but he totally reassured me that we would be able to help me feel better with (hopefully) minimal effect on the baby. What a relief!
Lauren 27
DH Jeff
Evan 12-9-01


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Treasures of China: A Family Adventure
Experience the sights, sounds, and tastes of Asia on this active family adventure to China where you will help rebuild a portion of the Great Wall, see the Terra-Cotta Soldiers of Xi'an, and spend time in a traditional village.
Tour Details
China was a trip of a lifetime for our family. Our guides, Chuck and Ping, were exceptional. Chuck was the "magician" of the trip, making good things happen, while Ping was the "Pied Piper" and "Mary Poppins" all rolled into one."
Linda P.
- A Tailor-Made Journey to India and Nepal
- The Forbidden City: Official Spaces and Private Quarters
- Journey from Bangkok to Bali: Following the Spirits
- Haydn Seek
Experience the sights, sounds, and tastes of China, from cosmopolitan cities to rural villages. Stroll Tiananmen Square and the Forbidden City in Beijing, hike in a Chinese national park, and see the giant panda up close. Children can meet with their young Chinese pen pals over a dumpling making lesson. Enjoy special opportunities for behind-the-scenes access and exclusive tours—among them helping to restore a section of the Great Wall—and private talks with leading archaeologists. Another highlight is a three-night stay at the remarkable Linden Centre, an elegantly and lovingly restored villa located along the Ancient Silk road in Yunnan Province. Here, your family has the chance to truly experience daily life of rural China—something most visitors to this vast and ancient land miss. This family tour is recommended for families for children ages 10 and older.
Days 1 & 2 — U.S., Beijing
Cross a day off the calendar as you fly over the International Date Line! Upon arrival at Beijing Capital International Airport, you are met outside of immigration and customs, transferred to the hotel, and assisted with check-in. Tonight meet your fellow travelers and enjoy a welcome dinner at the hotel. Renaissance Beijing Capital Hotel (D)
Day 3 — Beijing
This morning after breakfast our city tour begins. Start with a visit to Tiananmen Square, the location where Mao Zedong proclaimed the founding of the People's Republic of China from the balcony of the Rostrum on October 1, 1949. Continue on to the magnificent Forbidden City, home to 24 emperors. The entire complex consists of 8,706 rooms in which an estimated 8,000 to 10,000 people lived—including 3,000 eunuchs, as well as maids and concubines—all within 170 acres surrounded by a moat. Historically strictly off-limits to ordinary people (hence the name), the gates today will lead to a fascinating display of Chinese history in what is probably the best-preserved site of classical Chinese architecture. Lunch is at a local restaurant, then return to the hotel and enjoy some free time to rest or swim in the hotel pool. Savor a traditional Peking duck dinner tonight. Renaissance Beijing Capital Hotel (B,L,D)
Day 4 — Beijing
Depart this morning for an excursion on the Great Wall at Badaling. After doing some sightseeing there and walking along the Wall, drive to the nearby remnant sections. Here your family has the opportunity to go behind the scenes at a section of the Wall that is being actively restored, and meet local artisans and learn about what is being done to preserve this UNESCO World Heritage site. You can even do some hands-on restoration work yourself, if you'd like, complete with a certificate issued by the Administrative Office of the Great Wall, showing your support and help rebuilding the Great Wall! Take in a Kung Fu Show featuring professional martial arts performers, followed by dinner. Renaissance Beijing Capital Hotel (B,L,D)
Day 5 — Beijing to Xi'an
The Temple of Heaven is where emperors once prayed for a good harvest and made offerings of grain, silk, and animals. Constructed during the Ming Dynasty (1368-1644), the harmonious proportions and bold colors of the Temple of Heaven make it a masterpiece of Chinese architecture. The highlight of the Temple of Heaven is the Hall of Prayer for Good Harvests, which was built without a single nail!
After, take a Taijiquan (Tai Chi) lesson, which is an ancient Chinese martial art best known for its slow graceful movements and health benefits. Next, enjoy a pedi-cab tour of Old Beijing as you explore the city's traditional neighborhoods, called hutongs (literally, alleyways). Here, you can to get an idea of what the entire city once looked like and get a glimpse of the traditional way of life before flying to Xi'an. Hilton Xi'an (B,L,D)
Day 6 — Xi'an
A trip to China would not be complete without a visit to the Terra Cotta Army, created to guard the tomb of Qin Shihuang, the first emperor to unite China. One of the most remarkable archaeological discoveries of all time, the Terra Cotta Army is designated a UNESCO World Heritage Site. You can leisurely admire this vast array of soldiers and their terra cotta horses, currently being unearthed in stretches of land the size of football fields!
Learn about painting and paper cutting at the farming village of Huxian. The painting style here is said to originate from the late 1950s when Hu Township peasants built a new reservoir and began to paint the work in progress in order to record this work. The paper cutting in Huxian is also highly praised as "the parent national art and the living historical fossil of Yellow River Culture." This art form is listed by UNESCO in the directory of "World Cultural Heritage." (Note families can choose to opt out of this activity and rest at the hotel). Dinner tonight is a traditional dumpling dinner, complete with a dumpling making lesson with your Chinese pen pals and other local children. Hilton Xi'an (B,L,D)
Day 7 — Xi'an to Chengdu
View the cultural relics on display at China's first underground museum, which contains the tomb of an emperor and his wife. The Hanyang Tomb has been under excavation for many years, and pots, terra-cotta warriors, and many other buried artifacts have been recovered. The museum has specially made glass floors over the underground excavation and relics, to show what the tombs would have originally looked like before excavation. Fly to Chengdu, and enjoy a relaxing afternoon at leisure. Ritz-Carlton in Chengdu (B,L (on flight),D)
Day 8 — Chengdu
At the Panda Breeding Center you have the exciting opportunity to encounter a panda and to learn about the care of these amazing animals! See pandas up-close and learn about their habitat, mating habits, diet, intelligence and how they have survived despite increasing natural and human threats to their existence.
Later this afternoon experience what Chengdu has to offer. From its traditional-style buildings and tasty local snacks, people have been gathering on this street since 221 B.C. Jin Li Street was most famous for "baldachin," an elaborately brocaded fabric of silk and gold that was hung as a canopy over alters, thrones, and daises all over the world.
This evening after dinner, witness the artistry of the Sichuan Cultural Show, renowned for the amazing skill of actors who can subtly change their masks and make-up ten times in the span of less than one minute! See if you can figure out how they do it.
Ritz-Carlton in Chengdu (B,L,D)
Day 9 — Chengdu to Xizhou
It's a short flight to Dali, where you are met and whisked away to Xizhou town, home to the Bai ethnic minority and where your hotel is located. The Linden Centre is in the former home of one of the Silk Road's leading merchants, and is now a nationally protected, elegantly restored villa. After lunch, travel back in time biking through the gardens, rice fields, and alleys of Xizhou. Continue biking through tiny fishing villages that line the endless coastline of Er'hai Lake. The Linden Centre (B,L,D)
Day 10 — Xizhou
Visit a traditional morning market to gather fresh vegetables, such as lotus root, bamboo shoots, Chinese broccoli, and tender young pea-sprouts for our cooking class this afternoon at the centre. Take in the surrounding countryside on a horse-drawn cart ride before learning about the tradition of cormorant fishing. The cormorant is a type of bird that has been trained to catch fish for centuries. They can live to be about ten years old and start their training when they are just six months old.
Families can get an overview of traditional Chinese medicine with a local doctor this afternoon, or grab a bike and explore any one of the quaint and winding roads around the Centre. Tonight, choose two dishes to prepare using the ingredients purchased at the market earlier today. The Linden Centre (B,L,D)
Day 11 — Xizhou
From a beautiful Cangshan Mountain perch this morning, explore the tea culture of Dali. Try tea making, taste several types of tea, and take a short hike to a secluded waterfall. After a relaxing lunch at the Centre, explore Dali City, which is surrounded by snowcapped mountains on three sides. Dali is a melting pot comprised of 25 ethnic minorities wth the earliest settling the area 4,000 years ago. The newer ethnicities collected goods and ideas transported through this unique city, a link between ancient China and countries known today as Bangladesh, Burma, Laos, and Nepal.
Tonight enjoy one of the most common dishes in Yunnan cuisine, "Crossing the Bridge Noodles", at a local restaurant inside Old Town Dali. The Linden Centre (B,L,D)
Day 12 — Xizhou to Shanghai
Depending on flight schedules, there may be time for an activity this afternoon upon arrival in Shanghai. Otherwise, free time at the hotel or to explore, time permitting. Marvel at the amazing feats of traditional Chinese acrobats at an acrobatic show, then dinner is on your own this evening. Grab a bite at your hotel, or your guide can offer recommendations for restaurants. Renaissance Shanghai Yu Garden Hotel (B,L)
Day 13 — Shanghai
Dive into Shanghai today with a city tour that includes the Yuyuan Garden, the City Planning and Exhibition Hall, and the Old Town Bazaar. Get a bird's-eye view of this incredible city from the top of the Oriental Pearl Tower and walk by dozens of historically significant buildings in the riverside area of the Bund. There is free time for families to do some exploring on their own this afternoon. Meet up again to say good-bye to your guide and fellow travelers at the farewell dinner. After dinner, you can stretch your legs with a stroll along the Xintiandi neighborhood. Renaissance Shanghai Yu Garden Hotel (B,L,D)
Day 14 — Shanghai, U.S.
This morning you and your family will be transferred to the airport for your flight home. Cross the International Date Line again, and arrive home the same day. (B)


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Two separate dispensers for all your feeding needs - so you're covered with formula without being covered by formula!
- Ideal for use with all bottle and formula brands
- 3 section dispenser holds 3 8oz. servings and is ideal for home or daycare
- Use the single 8 oz. dispenser for quick outings
- Snap tight lid and easy-pour spout make feeding on the go simple!
Set includes 1 multi-serving and 1 single serving dispenser.


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Congratulations to all the girls, volunteers, councils, partners and communities around the globe that took action to protect our planet through Girl Scouts Forever Green—100th Anniversary Take Action Project (GSFG)! This project honored Girl Scouts 100-year legacy and founder, Juliette Gordon Low, who loved nature and the outdoors. It was also the first time that the Girl Scout Movement has been able to track our impact on the environment, putting our organization at the forefront of girls leading our communities toward environmental sustainability.
Enjoy this final report (PDF) that showcases the participation and incredible environmental impact and projects that Girl Scouts have carried out. Thanks again for all of your support in making the world a better place! We know that many efforts will continue to rise out of this 100th anniversary project thanks to the power of Girl Scouts!
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City Hall Office
P.O. Box 839966
San Antonio, TX 78283
Office Line: 210.207.7065
Fax Line: 210.207.8760
Constituent Office
Culebra Crossing
8373 Culebra Road, Suite 202
San Antonio, TX 78251
Office Line: 210.207-DSIX (3749)
Fax Line: 210.207.0985
(From left to right) Raul Zamora, Bonnie Weed, Gerald Lopez, Joseph Cortez, Ray Lopez, Martin Trevino, Vicky Salazar, Andy Greene, Joseph Lopez
The 2014 Holiday Event was a huge success with over 800 attendees who donated over 700 unwrapped gifts for the Blue Santa Program.
Councilman Ray Lopez along with staff joined the National Night Out festivities at several Neighborhood Associations in District 6.
Councilman Lopez was joined by community members to paint over graffiti in District 6.
Councilman Lopez was joined by the community in celebrating the third-year anniversary of the senior center.
Councilman Lopez hosted the first District 6 Fiesta Event. Thank you to all that came out and those that missed it, we will see you next year.
Raynaldo T. (Ray) Lopez, an accomplished corporate professional with over 34 years experience in the information and telecommunications industry. Retired from AT&T in 2009 where he held the position of Director and led a team of Technology Professionals, responsible for a multimillion dollar business portfolio. His responsibilities included managing executive relationships with AT&T's Signature Client Division, identifying business drivers, creating synergies with his client with a focus on developing and executing effective long term strategies.
Connect with the
District 6 Serves the Following Area ...
City Council Project Funds were established to provide funding for the Mayor and Council Member(s) to support qualifying district/community events, education or youth or senior activities...
Use your street address to find your City, County, School Board, State and Other Representatives.
Copyright © 2015 City of San Antonio


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ATHENS, Ga. - Former Starmount baseball standout Dillon Dobson continues his strong play up the mountain at Appalachian State.
Dobson belted his fourth home run of his impressive freshman campaign Wednesday to help the Mountaineers knock off Southeastern Conference power Georgia 8-5 in Athens.
The Boonville native turned on a 2-0 pitch and hit a towering two-run shot over the scoreboard in right field at Foley Field. The longball was Dobson's team-leading fourth of the season.
His shot against Georgia came three days after a record-breaking afternoon against Southern Conference rival Furman. Dobson cranked a pair of homers Sunday, becoming the first Appalachian freshman to go deep twice in a game since 2006.
Dobson has started 13 of 14 games for ASU on the year, hitting .245 while splitting time as a designated hitter and at first base. The freshman has scored 12 runs, recorded 11 RBIs and swiped six bases on six tries - all marks rank in the top three of the Mountaineer offense.
Dobson and Appalachian (9-5, 3-3 in the Southern Conference) return home Saturday with a double-header against Cornell.
Stats courtesy of GoASU.com.
Reach Matthew Gorry at 835-1513 or email@example.com.


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Hawaii Braces for First Hurricane in 20 Years
Hurricane Iselle is expected to make a direct hit on Hawaii, as crews prepare for 90 mph winds.
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Greenville, NC (Sports Network) - Keenan Reynolds ran for 81 yards and three touchdowns as the Navy Midshipmen conquered the Pirates of East Carolina, 56-28, in non-conference play at Dowdy-Ficklen Stadium.
Reynolds also converted 3-of-5 passes for another 51 yards and a couple of scores as Navy (5-3) recorded a season-high 563 yards of total offense. With the decision the Academy posted a fourth straight win and the fifth in the last six outings after opening 2012 with setbacks against Notre Dame and Penn State.
The Pirates (5-4) were paced by Reggie Bullock who scored a pair of touchdowns on the ground, while Shane Carden connected on 19-of-29 passes for 194 yards and a score, but was sacked three times and intercepted once as the team had a two-game win streak snapped. Vintavious Cooper produced a team-best 121 yards and one touchdown on 18 rushing attempts.
Navy moved out to a 14-0 lead in the first quarter thanks to a 17-yard TD run by Marcus Thomas and a five-yard score by Noah Copeland.
In the second frame ECU responded with back-to-back touchdowns of its own as Carden hit Justin Hardy with a nine-yard TD pass and Bullock slipped into the end zone on a two-yard run to knot the score at 14-14.
Capping an 11-play, 75-yard drive that used nearly five minutes off the clock, the Midshipmen moved to a 21-14 advantage as Reynolds scored the first of consecutive rushing touchdowns, this one from one yard away.
The visitors began the second half just as they did the first as Reynolds made his way into the end zone on a two-yard run. Reynolds also had a one-yard TD run later in the period, with a 15-yard scoring pass to Casey Bolena in between to give Navy a 42-14 edge heading into the fourth.
Cooper's 15-yard TD run for the Pirates stopped the bleeding momentarily, but Navy came right back with a 20-yard TD pass from Reynolds to Geoffrey Whiteside and a 33-yard TD jaunt by Ryan Williams to run the score to 56-21.
Midway through the final period Bullock scored on a five-yard run for the Pirates, but by then it was already too late.
The scoring total for the Midshipmen was their highest since dumping this same East Carolina squad in an unsightly 76-35 decision two seasons ago when Navy ran for 521 yards and eight touchdowns.
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You are a fan of death fun! p3 ? Come to discover the best forums death fun! p3 on the internet and share your experience with a community fan of death fun! p3 . You can also build a forum death fun! p3 and create your online discussion.
A Harry Potter RPG, set in 2028. Harry Potter is dead. So is Lord Voldemort. Fate now lies in your hands.
play, post, role, game, hogwarts, wizarding, world, post-potter, roleplay, role-play, harry, potter, #death, eaters, ministry, magic, alternative, universe
Marauders Era Alternate Universe RPG, Enter a Universe you have not yet explored. Attend Hogwarts or our very own Unique school, WolfClaw Academy of Magic, Join as an Original Character or Canon Character. Attend Classes, get a job and start working
harry, potter, ties, that, bind, hermione, granger, weasley, #death, eaters, dark, lord, mark, evil, good, order, phoenix, role, playing, game
Destruction of Life / Protection of Death
6/15, destruction, life, protection, #death
US Pegasus - Alliance Forum/Chat
#death, conquers, pegasus, alliance, forum/chat
super, #death
We are the CruEnd Clan death is but a mercy. Pride... Is what we know... Defeat is unthinkable.
zendasalen, nation, cruend, clan, #death, mercy, pride, defeat, unthinkable
100 years after the Second Wizarding World, and the Death Eaters are back. Hogwarts, newly rebuilt, has to muster new courage where everything has changed. It's a new Age, a new Life and a new Gen
Free forum : Times are changing and we need to decide where our loyalties lay. . . light or dark? You choose. . .
magic, hogwarts, time, change, harry, potter, order, #death, eaters, dark, light, headmistress, supernatural
Free forum : We have been on this island for many years, the humans have gone and not returned. This is good because that means no more death no more experiments, and we can rest
free, forum, isolation, wolf, role, play, pack, this, island, many, years, humans, have, gone, returned, good, because, that, means, more, #death, experiments
A Sound Soul Dwells Within A Sound Mind And A Sound Body. . .
soul, eater, roleplay, dwma, weapon, meister, witch, lord, #death, kishin, kishinegg, deathscythe, darkweapon, anime, manga, atsushiohkubo, soulresonance, soulwavelength, roleplaying, maka, albarn, black*star


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I sometimes need to share small pieces of data without using complicated things like mail, an IM client. I just want to paste a small text somewhere and assign a URL. But that URL must be very simple or there must be a way to access the page without knowing the address.
I call this "simple text sharing", but other like to call it Nopaste. http://rafb.net/paste/ is a site where you can paste a piece of code or just some text, type a nickname, a description and that's it. If you don't want to remember the URL of your text, you can just go to "Recent pastes" and locate it quickly (fortunately, the site doesn't have too many visitors).
Another solution is cl1p, where you can upload files and choose the address.
November 2, 2006
Simple Text Sharing
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Werdums manager says no to Strikeforce fight with Daniel Cormier, eyes rematch with JDS
Dont expect Fabricio Werdum to cross over to Strikeforce in the near future or at any point in the future.
With many fans clamoring for a Werdum vs. Daniel Cormier matchup, the UFC heavyweight contenders manager Lucas Pires today told theScore.com that although Werdum would accept a fight against the Strikeforce heavyweight grand prix winner, the fight would have to take place in the UFC, not in Strikeforce.
Fabricio had a very good career in Strikeforce but our goal now is to fight in the UFC, Pires said. So I dont think going back to Strikeforce would be a good strategy and thats not our direction. Were very happy in the UFC and I dont see why wed go back. I think Daniel Cormier is a great fighter but that would be an amazing fight for a UFC pay-per-view, not for Strikeforce.
Pires reiterated that his client is fully focused on making a run towards the UFC heavyweight championship, and is eying a rematch with 265-pound kingpin Junior dos Santos. The two first met at UFC 90, and Werdum, as a heavy favourite, was knocked out in devastating fashion by dos Santos, who was making his UFC debut, and immediately released from his contract.
We want dos Santos and we want a title shot against him, Pires said. Thats what we are working for. At that time, Fabricio made a lot of mistakes in his career. He wasnt as professional as he is now. For sure right now hes a different fighter, a complete fighter and he understands the business, he knows what to do to get the win. For sure this time it would be different.
He fought dos Santos when he was a nobody and he lost and he got in trouble. But we got to learn our lesson.
With that being said, Pires said that Werdum will fight anyone that the UFC puts in front of him, although he would preferably like to fight in a title eliminator against a top contender in his next matchup.
We never choose our opponents, Pires said. I never choose who Fabricios going to fight. We just want the next guy to take him to the title shot. Thats the only thing we want. Whoever Joe Silva decides to put him in to fight were going to take it.Fabricio Werdum's manager says no to Strikeforce fight with Daniel Cormier, eyes rematch with JDS | The MMA Blog | Blogs | theScore.com(Cormier and Werdum) are two great fighters, Pires sad. Daniel showed how skilled he is in his last fight against Josh Barnett he did a great job but right now hes in Strikeforce and we cant think about him right now. Our mind right now is on dos Santos. Its going to be a different fight this time.


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This training will present ways to introduce children and families to the importance of good oral health; basic information for keeping teeth healthy; and materials to introduce lessons in good oral health. Providing health education and skill building for children is an investment in a lifetime of good health practices and contributes to a healthier childhood and adult life.
2.0 Professional Learning Units
Course Knowledge Area(s): Health, Safety, and Nutrition
Date: January 18th, 2013
Time: 10:00AM-12:00PM
Tweets by @DCPoliceDept
Find a pool or spray park near you.


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|General Discussion General discussion forum for all drum related topics. Use this forum to exchange ideas and information with your fellow drummers.
|Thread Tools
Re: Met a guy who really likes his E kit
Professional means that he advertises and charges for his services. He wasn't completely full of BS because he did solve some issues but, was he really good? How would I know?
I did all I could on my own, then hired someone to help and I still don't love it.
Re: Met a guy who really likes his E kit
You say tomayto, I say tomarto ...
Re: Met a guy who really likes his E kit
It's just that this.........
Re: Met a guy who really likes his E kit
So I get the point of this poster, but it's still not a valid argument.
And railing on Larry doesn't seem that fair, either. As Larry explains it, the gentleman he was talking to had an argument for everything he was against. I'm sure many of us had gotten into those kinds of conversations before on a number of things. And people get defensive on both sides, it's like arguing politics or religion. I guess in the future if you find yourself getting into that kind of argumentative conversation again, just recognize it for what it is and let it go. It does kind of bug me still though. It's like meeting someone who thinks they've seen the light on something and they get totally evangelical about it. That's cool - those people have found a new toy to play with and will argue for it ad nauseum. I just choose not to argue back these days.
Unless the people who swear by their V-Drums are making money doing it, they do eventually find themselves swinging back to the acoustics. Have you guys seen the prices on replacement mesh heads? Or how about when one of those little cone pickups dies in a pad? That is not a cheap and easy fix, and I think when I had a dead TD-10 snare pad, Roland (who is rather close by to me in Los Angeles) wanted to charge me $120 to replace it. I can imagine someone who gigs regularly with their V's and doesn't live close to a big service center. What do you do when a pad dies? Just buy a new one online and hope you get it before the next gig? Heaven forbid your sound module starts acting up during a show and you have no backup. These situations seem absolutely insane to me - which explains why the guys using V-Drums have acoustic kits to play as well.
And I've been there in my small way back in the 80s when I played an Octapad alot. I had spares of everything, and then I realized I was carrying around as much as a regular acoustic kit, and only using half of it because the other half were spares waiting for something to break. It just became this stressful thing that really taxed my will to live on a gig in the 80s and 90s. I'm positive once our eKit friends experience this kind of unnecessary stress, the tunes they sing will change ;)
Re: Met a guy who really likes his E kit
I wasn't arguing with the E kit guy, I was trying to see it from his POV, but I did express my doubts and he nicely said the reasons he doubted my doubts. Like I said, he was trying to convince me and he did a very good job of that.
I don't feel railed against here, sometimes more is read into words than are intended by the writer. I did imply some are lazy and for that I expected to catch a little heat. Nothing wrong there, I am not out to be politically correct to everyone.
Like I don't think I made any statements that he is stupid/dumb/sucky for liking E drums. I did say they're not for me, but again, I don't want to see them go away, because they make sense for a lot of people in a lot of situations.
I do appreciate the backup, but really, it's all cool. I like a good heated debate. Thick skin has always served me well lol.
Sucking all the fun right out of life....
Re: Met a guy who really likes his E kit
Electric Guitar vs Acoustic Guitar
P bass vs Dbl bass
B3+piano vs synthesizer
E kit vs Acoustic kit
All of the above are fully appropriate for creation of good music, yet if you want to choose one side of the aisle or the other that's just fine. But there's no reason to disparage those who have chosen the other side.
Or both sides, for that matter.
The more I learn about drums, the better I do my job.
Re: Met a guy who really likes his E kit
I, for one, completely understood your OP and didn't see any real arguments either way. It just seemed like simple discussion.
Re: Met a guy who really likes his E kit
Yea, it's really not heated. I didn't mean to imply it was. I don't mind a little heat.
Sucking all the fun right out of life....
Re: Met a guy who really likes his E kit
The idea of having a heated discussion about whether the discussion is heated or not appeals to me somehow ...
Apart from "live & let live", my first thought was that, as an analogy, you can't compare a piano and organ. But organs aren't used as piano replacements, so a better analogy would be a weighted keyboard with piano patch.
Naturally electric grands and other piano replacement keyboards became popular because the logistics of lugging an upright or grand piano are even worse than those involved in lugging an acoustic kit.
No one would argue that electric grands are as good as acoustic pianos, but there's not much choice most of the time. Given the increasing challenges in terms of noise complaints and space restrictions, I can see an increasingly expanded role for e-kits - although that trend may well be checked by drum machines anyway.
Acoustic pianos and drums will always be more nuanced instruments but those nuances will be completely lost in an awful lot of pop and rock music. Let's face it, there's a fair bit of music out there that's almost entirely nuance-free. In that case, why not take the road of least resistance?
I say potayto ... does anyone say potahto? :)
Re: Met a guy who really likes his E kit
I want to just throw my 2 cents in here, I have this odd habit of ending a discussion. Once I chime in the posts stop. We'll see if my skills are still good.
Regarding the electric guitar/bass/piano argument. These instruments, in their electric form, have been around much longer than the electric drumkit. Let's not forget that the A-drumkit as we know it is less than 100 years old.
As former guitar player I can confidently say that there is less difference between and electric/acoustic guitars and e/a kits. The electric drumkit produces a completely programed sound, if you hit it harder/softer the sound will be louder/softer. I am still able to shape the sound of an electric guitar by alternating the construction/electronics and the type of amp I plug into. On an acoustic kit one need only switch settings and get the same results. Sure they make technology for people to plug directly into the achieve the same results but there are still purists that turn their nose up at it.
What I would love to see is a smaller acoustic kit with individual microphones that with tone adjustments that could be shaped by the player. I'll bet you could get a really big sound out of a 14x10 bass drum with the right heads/tuning and an internal mic. The real problem for such development wouldn't be making it though. It would be this generation of conservative drummers that would be very reluctant to accept something new.
I see it now, sell it on it's light weight and control over your own sound yet it still responds like an acoustic instrument because it is an acoustic instrument.
Edit: New Tricks, you paid that hack to come tune your drums!? I've been seeing his ads on CL for quite a while. I would have come over and tuned them for some beers.
Classy grip all day.
Re: Met a guy who really likes his E kit
You personally may want to leave the venue when you see an e-kit because you expect/ demand the high quality sounds you can only achieve using a properly tuned A-kit.
But the average punter doesn't give a toss about the quality of the drummers rimshots (or any other nuance) they just want to hear a decent drum sound which conveys the music.
In this context e-drums fulfil their role perfectly. The e-kit (from a gigging point of view) is there to cater to the masses and no, the sound alone probably won't inspire other drummers.
You said it yourself in the last sentence- but things have changed in the e-drumming world quite a bit since the 80's/ 90's.
Correct me if I'm wrong but the majority of your posts (re: e-drums and their shortcomings) would indeed be made by someone who last played them in the 90's, then lost interest and never kept up with current technology.
Re: Met a guy who really likes his E kit
I'm the embodiment of that phrase Buddy Rich said in his first Modern Drummer interview, when he was asked about drummers who did 'tricks' during a show, or used roto-toms, etc.,..., he said (and I paraphrase) "When you're done with the trick, you're gonna go right back to what you were doing, so why do it in the first place? Why not just get to it?" Meaning the actual playing of real drums. So I'm getting to it, and it's a happy place to be in. When people call me for electronic stuff, I give them names and numbers of others that are into that.
Now, other than Yamaha, who are you talking about being the other games in town? I'm sure they're out there and I'm sure I've never heard of them. But when it comes to the support game when something breaks or needs to be repaired, I think Yamaha and Roland are the only two in the game that can handle that kind of support. Alesis has been an enigma since the beginning. Who else is there? I'd go looking but the fact that I don't hear about other companies doing this (with the right kind of support) from other players tells me something, no?
Re: Met a guy who really likes his E kit
Re: Met a guy who really likes his E kit
I've heard of life long Roland owners singing their praises and making the switch so if any company was going to knock Roland off it's perch it would probably be them.
As for support, obviously if something breaks sometimes you have no choice but to send it back to the company from whence it came. However, 9 times out of 10 I've found a solution to any e-drums problem by checking out the V-drums forum and fixing it myself.
You mentioned how expensive it was to replace mesh heads. If you were to pay Roland's extortionist prices, yeah you'd be up for some cash. But with companies like 682Drums, Z-Ed, Billy Blast,etc- all much cheaper alternatives than Roland and just as good IMO.
Same goes for triggers. $120 for Roland to replace a foam cone with a piezo on the bottom?? Highway robbery! Thankfully you could use Ddrum triggers, Quartz percussion harnesses or make them yourself if you're that way inclined.
Like I said, heaps of options and many more I haven't mentioned.
Re: Met a guy who really likes his E kit
Re: Met a guy who really likes his E kit
I lost my bag at Newport Pagnell.....
Re: Met a guy who really likes his E kit
I purchased a fairly cheap E Kit (Alesis) when I got back into drumming. The next thing I purchased when we started gigging was an old Sonor acoustic kit. It was a quarter the price (only cost me £100) but what do I prefer playing? Of course, the Sonor.
However, my E Kit is probably the most valuable investment I ever made because it facilitated practicing at home for me. And after a decade out of music, the one thing I have had to do on joining a band which play faster punk/pop is to practice.
On a practical level E Kits are so useful. The key element of drumming I would imagine is 'timing'. Who can argue on the validity of using a set of E Drums to hone ones timing. Does it matter that they don't sound like a top of the range Ludwig...no. Does it hell. Do they help improve on your timing and technique...of course they do.
I love both instruments...they both have completely different applications for me. I'd be lost without either.
I have the E Kit setup as identically to my acoustics as possible when practicing. And practice takes the form of a warm up then hell I just play along to as varied a set of tunes as possible, usually with speed being the common denominator.
The drums themselves...feelwise I don't see the chasmic difference that some do. Perhaps that's because I'm only a pretty simple amateur drummer playing fairly simple music. The cymbals on the Ekit leave a lot to be desired. However, I would say that I'd rather hit the cymbal from an E Kit than a cheap, bottom line cymbal. You can do more with a cheap rubber thing present on an Alesis E Kit, than with an old Paiste 101 IMHO.
Again, I dig both kits...I wish I could afford to buy more expensive, better kits on both planes
I lost my bag at Newport Pagnell.....
Re: Met a guy who really likes his E kit
When I had a drum head bust on me some time back...the only way I was able to replace it was by buying a full replacement drum on Ebay. It still only cost me the price of a half decent splash cymbal but even so, would have been nice JUST to replace the mylar head.
I lost my bag at Newport Pagnell.....
Re: Met a guy who really likes his E kit
I can pick a drum setting on my E Drums and THEN change all the micro-settings on it also...I can tune it up, down, change the sustain, change the attack....the lot.
To suggest that you can only 'pick a module and go with that' isn't correct (if that's what you're saying).
And you state that they produce a programmed sound...again I'm not sure about that. I believe the sounds on my Alesis are recorded from the ACTUAL drums they are simulating, rather than being programmed.
I lost my bag at Newport Pagnell.....
Re: Met a guy who really likes his E kit
I used my E kit the first time we gigged out...the only reason why I then purchased an A kit is because the E kit just didn't look right on stage backing up a four piece band.
But it certainly sounded the part...judging by some of the comments from those who watched.
The sound engineers were particularly impressed by it
I lost my bag at Newport Pagnell.....
Re: Met a guy who really likes his E kit
I've always seen E-Kits as something that is more a decision of practicality than one of love. As some people around here know, I'm a big fan of electronic approaches to music and I play with drum machines (and write my own sequencing software) and rhythm is one particular approach that is served well by electronics.
Electronic drum kits (and I own one) have always felt like a compromise to me. You get the potential soundscape that electronics provide but without the 'rigidity' that can be a big factor in the way electronic music is produced. E-kits are certainly valid as instruments but I like to treat them as a separate category of instrument, rather than trying to use them to replace acoustic kits. As a replacement, they're close to good enough for most people but I've never been convinced by electronic cymbals or snares. In a mix with a full band going, they sound fine - but on their own? No thanks.
If we treat the E-Kit as a separate instrument though, things get much more interesting. Taking the guts of the kit and using it outside of the module with a laptop you can do remarkable things. It would be relatively trivial to set up a guitarists pedalboard in software and change the settings mid-song using an E-Kit - provided they were happy with software solutions (and some of them are very, very good now). Another idea could be to trigger time-critical sound effects with one pad and then adjust the settings using another pad - you could feed an acoustic snare into software, whack on a delay and pan it or adjust the feedback or repeats using MIDI note values or velocity values. These are really good, fun things to do that can provide some superb results if you have the patience to set it up.
The beauty of it is the MIDI protocol. Anything you can in MIDI you can manipulate with an electronic drum kit - especially if it has 'note off' in the module. MIDI can do a Hell of a lot!
So if we treat E-Kits like 'real' drum kits, for me they fall a bit short, although they're 'good enough' for most Rock/Pop/Metal situations. They fall down in Jazz because of the cymbal zoning and snare zoning issues and the lack of really fine nuance that you need in Jazz. If you take a totally different approach to music in general, they can be very rewarding indeed. It just requires a bit of MIDI knowledge!
Re: Met a guy who really likes his E kit
Re: Met a guy who really likes his E kit
I keep reading how awesome A kits are and mine was just not doing it for me.
He did teach me that the snare buzz was coming from the toms, not the snare itself. That insight was worth half the $65 . It made perfect sense when I thought about it and he completely eliminated it on all but one tom.
It's still not doing it for me so, when you are thirsty, come on down to Central Phoenix.
Re: Met a guy who really likes his E kit
Re: Met a guy who really likes his E kit
So, you see, after all these years of playing, I must be totally passionless about the electric thing. I used to effect my own repairs on the ancient octapads back in the day and (back then) bugging technicians in person (since there wasn't really an internet at the time) for advice on what to do and I guess the one good thing about all of that is I got mad soldering skills that I use to this day on my regular audio engineer job. But somewhere along the line I added up all the time, money, and effort put into this part-time electronic drumming business and decided to stop the madness. Again, this gets back to the "why don't I just get to it" passion of acoustic drumming. I had certainly wasted years of time I could've spent practicing my acoustic craft, which is what everyone really wants anyway. So I've done that (TD-10 and Zendrum notwithstanding). Maintaining an acoustic kit is child's play next to making sure the eKit is ready to take on the nightly bashing of a busy schedule.
It's like the questions we get here all the time of folks asking "what are good intermediate cymbals because I can't afford Zildjians?" Well, sooner or later you realize you're gonna get the Zildjians (or any other pro-line cymbals) because there's really no way of getting good acoustic sounds without making the investment in the right stuff. Ekits are like that. I think people get them because of the promise of replicating an acoustic kit in a band situation and really, it's only good for maybe 40% of those situations. That other 60% is eventually going to pull you back to where you started from.
Players like Neil Peart and Omar Hakim get to have the best of both worlds when they go out to play. Bill Bruford mixed the two as well. The only person that was brave enough to use a V-Drum kit exclusively for one tour was Pat Mastellotto with King Crimson after Bill Bruford and Tony Levin left the band - and then he only did that for one tour - and I thought it was obvious why because it didn't sound as good as the real thing (as evidenced in the next tour).
Re: Met a guy who really likes his E kit
Have both, love both. Each has its uses. For playing live, I'm back to primarily using the A-kit. But it was an E-kit that got me back into drumming after a hiatus, and my current much-tweeked E-kit makes it possible for me to practice while preserving the peace. And it is invaluable in the studio, especially when collaborating with other songwriters. The E-kit is always set up and patched up to my rig, and I can track to MIDI and send off the performance to a collaborator- who can then use whatever module or VST instrument they might like to impose whatever sounds they wish upon my performance.
Roland is certainly not the only game in town when it comes to E-kits. I'm a Hart Dynamics user for mesh-head pads, and their dual-zone brass ride is much closer to a real ride than any other electronic cymbal I've tried. Their Pro snare is also very, very nice. I use a Roland TD20 and and Alesis DM5, and also have BFD and DFH for VST sound engines. There are a lot of ways to skin that cat.
When I want my A-kit, I want it: and don't mind humping it around. When I want my E-kit, I want it: and don't mind the funny looks. Both are just tools- but sometimes, it is really convenient to have a volume knob...
I've also got an Alesis mylar-head kit that I used a few times to rehearse with a band. It is listed on Craigslist and has attracted zero attention: those are too much like a practice pad kit, for sure. I don't know if I'm ever gonna be able to unload that thing. But therein lies a lesson: If I only used that one, or one of the rubber-pad kits, I'd have an altogether different opinion of E-kits.
Oh, and don't forget Johnny "Vatos" Hernandez with Oingo Boingo. There's another fine pro who made use of an E-kit while touring- that was a big part of their sound...
Oh, well. The folks that hate 'em are always gonna hate 'em, and that's fine: everybody's milage varies.To each their own...
Nerd without portfolio...
Last edited by skod; 04-29-2013 at 10:19 PM.
Re: Met a guy who really likes his E kit
I've actually had the (dis)pleasure of having a go on one of these and was underwhelmed to say the least. Their Redbox module produces the crappiest, tinniest sounds I've ever heard and their Tru-Trac heads are like hitting a foam mattress (although that's probably because I'm used to the extra "bounciness" of mesh heads).
Their major selling point at the time was "Wow, you can take off the Tru-Trac heads, put on mylar heads and use it as an A-kit"! Well, whoopdi-doo- you can convert any A-kit into and e-kit with mesh heads and a few triggers (and you get to choose any kit you like).
I completely understand your frustrations with e-kits (God knows we all have them) and I know you said you were playing them up until 2 years ago.
The point I was trying to make is that you seem to be a tad "bitter and twisted" about your e-drumming experiences when they were still in their relative infancy and this may have skewed your judgement of present day e-kits.
Sure, many of the same short-comings are still there but with the current technology I truly believe e-kits are not as cumbersome as you may think.
Re: Met a guy who really likes his E kit
I would love to hear Larry's review of an e-kit. Any chance you could play one at a music store?
I have a Yamaha DTX kit and love it for pracitce, built in songs that you can turn the drums on and off in, built in met, 30 different kits, volume knob and many other reasons. Its not an a kit though.
Same mechanical motions used but outcome is much less personalized.
I have a good friend who can play the most complicated, syncopated beats at any tempo at about the volume level of the average conversation and seeing that makes me want to be that good on my a kit. Dont think you could develop that if you just played an e kit.
Re: Met a guy who really likes his E kit
Re: Met a guy who really likes his E kit
I think E kits are great for practice purposes, where volume consideration is a prime consideration. More power to the people who use them for this purpose. If I had a choice between not practicing at home, or practicing on an E kit, I would go E for sure. I don't have that limitation where I live. So no E kits for me.
Reviewing an E kit at a music store....waste of time IMO. Let me review an E kit at a gig. THAT'S where my problem lies with E kits. I just don't like the sounds they make. They are good enough for practice, but for a gig? Give me real drums. I don't want perfect tones. I hear the guys playing the E drums in the music stores. It never draws me in, because half the skill is making a good tone. I naturally dismiss E tones because they are not real, they are artificial. If you hold your stick tight and tense, the A drum will pick up on that. If you hold your sticks loose and relaxed, your A drum will reflect that too. That's a drummers touch. Do E kits reflect how tight your stick is held? I'm thinking no. That's just one tiny aspect among many others.
I'm guessing that yes I could adapt quick enough with an E kit at a gig, and I could find a way to make it work....good enough. Good enough isn't the way I operate, I like to go the extra mile, heck an extra 10 miles. Plus now, geez, I have to set up some kind of monitoring system to hear myself. Negates any benefit right there. And cymbal tones are just a major portion of my playing. Major. I'm pretty sure I would have big, no HUGE issues with rubber cymbals and hi hats. And perfect drum tones are too artificial for me. It's the imperfections in tone that make drums sound human. I want music to sound human, not cyborg.
Sucking all the fun right out of life....
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Focus Area:Prevention
- HIV Prevention Knowledge Base
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Subscribe to AIDSTAR-One!
Sign up to receive current HIV technical resources delivered to your inbox. Customize your updates based on your areas of interest.
What can AIDSTAR-One do for you?
From short-term technical assistance to long-term program implementation support and more, AIDSTAR-One provides rapid, evidence-based services to PEPFAR country teams in generalized, mixed and concentrated HIV epidemic settings.
Behavioral Interventions: Comprehensive Sexuality Education
I. Definition of the Prevention Area
Young people in many countries have unprotected sexual intercourse with one or more partners, potentially exposing themselves to HIV, other sexually transmitted infections (STIs), or unintentional pregnancy. Comprehensive sexuality education (CSE) programs work to delay initiation of sex, reduce the number of sexual partners, and increase the use of condoms and other forms of contraception. Some programs also seek to increase testing and treatment for HIV and other STIs. They can be implemented both in schools and in other community settings.
II. Epidemiological Justification for the Prevention Area
The global HIV epidemic cannot be reversed without sustained success in reducing new infections. The proportion of new HIV infections attributed to young people varies greatly across countries and by type of epidemic. A recent United Nations Children's Fund report estimates that young people aged 15 to 24 accounted for 41 percent of all new HIV infections in adults in 2009. This represents an estimated 5 million young people. In sub-Saharan Africa, nearly 3.3 million youth are living with HIV. Globally, young women make up more than 60 percent of all young people living with HIV; in sub-Saharan Africa, their share jumps to 72 percent.
Young people can reduce their chances of contracting HIV if they reduce their sexual risk by, for example, delaying sex, reducing the number of partners they have, avoiding sex with older partners and with people having concurrent partners, increasing condom use, and, for uncircumcised men, undergoing voluntary medical circumcision. There is strong evidence that CSE programs with certain core programmatic components can reduce sexual risk by changing some of these behaviors. When these programs are implemented in schools, they can reach very large numbers of young people before and after they begin having sex. They can also reach out-of-school youth in clinics, other youth-serving organizations, and communities more generally.
III. Core Programmatic Components
Some CSE programs have reduced sexual risk-taking, while others have not. Effective programs incorporate 24 core characteristics in their development and implementation. For example, they involve experts in behavior change theory and research, involve young people in the design of the program, use a clear logic model, focus on specific behavioral goals and specific cognitive factors that affect those behaviors (e.g., knowledge, perception of risk, values, attitudes, peer norms, skills, intentions), employ multiple participatory activities that address those cognitive factors, give clear messages about behavior, implement at least 12 sessions (if in schools), and provide training to educators.
IV. Current Status of Implementation Experience
Close to 100 studies have examined the impact of CSE programs around the world. These studies include strong quasi-experimental or experimental designs. Their results support several conclusions about the impact of CSE programs:
- A third or more of these programs delayed sex, reduced frequency of sex, reduced number of partners, increased condom use, increased overall contraceptive use, or reduced unprotected sex.
- Almost two-thirds had a desired impact on one or more of these sexual behaviors.
- None increased any measure of sexual activity.
- Virtually all programs that incorporated the core components had significant desired effects on behavior.
- Their positive impact on behavior is modest, but programmatically meaningful.
If implemented on a large scale, effective CSE programs represent a cost-effective method of changing behavior and thus can serve as an important component within comprehensive initiatives to reduce HIV, other STIs, and unintended pregnancy.
Opportunity in Crisis: Preventing HIV from Early Adolescence to Young Adulthood
United Nations Children's Fund. (2011).
This overview of the HIV epidemic among young people is one of the most up-to-date reports on HIV among this age group. It describes the epidemiology of the HIV epidemic among young people at a global and regional level, followed by detailed chapters focusing on very young adolescents, older adolescents and young adults, as well as adolescents and young people living with HIV, with case studies, maps, and easy-to-use data. There are statistics on demographic, epidemiological, and education level indicators among this population; a chapter on their knowledge, sexual behavior, access, and testing patterns; and HIV indicators for young people at higher risk. It advocates a continuum of prevention to protect young people from HIV and details other opportunities for action that arise from this public health crisis.
Sex Education: Access and Impact on Sexual Behaviour of Young People
Kirby, D. (2011).
This systematic review of 63 studies on the impact of sex and sexually transmitted infection education on young people's sexual behavior found that most of the interventions increase young people's knowledge. Approximately a third delayed sexual debut, frequency of sexual intercourse, and number of partners, while approximately 40 percent of the interventions increased the use of condoms and other contraceptives. The reduction in risky sexual practices was not dramatic, but was sufficient to reduce rates of pregnancy and sexually transmitted infections, the author notes. Although the studies covered a wide geographical area, their findings may not have worldwide applicability, and none of the studies looked at same-sex sexual behavior or population-level changes due to large-scale roll-out.
Effectiveness of an HIV/STD Risk-Reduction Intervention for Adolescents When Implemented by Community-Based Organizations: A Cluster-Randomized Controlled Trial
Jemmott III, J. B., Jemmott, L. S., Fong, G. T., et al. American Journal of Public Health (2010), Vol. 100 No. 4, pp. 720-726.
In this cluster randomized controlled trial of 86 community-based organizations serving African American adolescents, 1,700 adolescents either received a health promotion education intervention from an organization assigned to this group or from an organization assigned to deliver an intervention targeting HIV and sexually transmitted infections (STIs) risk reduction. The participants were followed up at three intervals for 12 months. Those in the HIV/STI intervention group were more likely to report consistently using condoms than their counterparts who did not receive the intervention. The study was the first of its kind to prove that community-based organizations are an efficient channel through which to implement HIV/STI risk reduction interventions. The study also found that training costs for facilitators were not prohibitively high.
Risk and Protective Factors that Affect Adolescent Reproductive Health in Developing Countries: A Structured Literature Review
Mmari, K., & Blum, R. W. Global Public Health (2009), Vol. 4 No. 4, pp. 350-366.
This review examines which factors have the greatest bearing on adolescent health in a developing country setting, both in terms of risk and protection. Sixty-one papers were analyzed, and the review looked at factors associated with premarital sex, condom use, and pregnancy. It revealed that factors outside the individual, such as peer, partner, family, and school level, had little impact on sexual risk behaviors, while the strongest associations were related to adolescents themselves, such as gender, education, and non-sexual risk behaviors. The authors note the lack of rigorous research in this area and call for a broader research base. However, the review already identifies several important factors, for example, communication with partners, concurrently targeting different risk factors such as substance abuse and sexual behavior, and harnessing the powerful role of parents in influencing their adolescent children.
HIV Prevention in Young People in Sub-Saharan Africa: A Systematic Review
Mavedzenge, S. N., Doyle, A., & Ross, D. (2009).
This is a systematic review of 23 studies of HIV education programs for young people in sub-Saharan Africa conducted from 2005 to 2008. The review constitutes an update of the first Steady, Ready, Go! review and uses its framework of evaluation of school-based interventions, health services, and geographically defined communities, with an additional section on interventions with biological outcomes. The authors describe school-based interventions as largely successful in terms of educating young people about sexual risk behaviors, but not enough to effect actual risk reduction. Interventions aimed at HIV prevention via improved access to health services can only be successful if they are acceptable to and used by young people. Interventions in geographically defined communities are particularly problematic to evaluate, the authors found. They conclude that a range of tools is needed and that a one-size-fits-all approach to young people and HIV prevention will not be effective.
Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted Diseases
Kirby D. (2007).
This review summarizes research into sexual risk behavior and its consequences among young people in the United States. It is the largest, most in-depth systematic review of multiple kinds of programs. There is information about the prevalence of risky sexual behavior, and the resultant rates of teen pregnancy and sexually transmitted infections (STIs). There are detailed chapters on the case for prevention; factors affecting teenagers' sexual behavior; a description of the review methodology; and the findings, divided into curriculum-based sex and HIV/STI prevention interventions and other types of programs. The report concludes with a chapter on application of research to communities, highlighting those that have strong evidence of efficacy in reducing teen pregnancy and rates of STIs.
Systematic Review of Abstinence-Plus HIV Prevention Programs in High-Income Countries]
Underhill, K., Operario, D., & Montgomery, P. PLoS Medicine (2007), Vol. 4 No. 9.
This review focuses on evidence from high-income countries measuring biological, behavioral, cognitive, attitudinal, or other outcomes related to HIV risk reduction. The 39 studies included are only from North America due to a lack of available literature from other countries. Interventions promoted sexual abstinence, condom use, and partner reduction for HIV prevention, with abstinence the most effective choice. Most studies measured behavioral rather than biological outcomes. Twenty-three studies found a significant protective effect on sexual risk behavior, including incidence and frequency of unprotected sex, number of partners, condom use, and sexual initiation. No adverse effects on behavioral outcomes were found. Because of differences between studies, the authors could not aggregate most data. They recommend the HIV research community define consistent outcome measures that reflect HIV risk. This would enable biological data to be more easily pooled and overcome the statistical limitations that come with low incidence rates and small sample sizes.
Sexual Risk and Protective Factors: Factors Affecting Teen Sexual Behavior, Pregnancy, Childbearing and Sexually Transmitted Disease: Which Are Important? Which Can You Change?
Kirby, D., & Lepore, G. (2007).
This review presents in a table format more than 500 risk and protective factors that can affect the rate of teen pregnancy and sexually transmitted infections (STIs), and assesses the extent to which interventions aimed at reducing teen pregnancy and STI rates can change them. The findings are based on over 400 studies. The review gives each intervention a star rating (one star denoting a factor that is the most difficult to change directly by pregnancy and STI programs, up to three stars denoting those factors most amenable to change by pregnancy and STI programs). The factors fall into four broad categories: individual biological factors; disadvantage and dysfunction in the teenager's lives and environments; the sexual values and modeled behavior of teenagers as well as their parents, peers, and partners; and connections that discourage early sexual activity and teen pregnancy, such as attachment to influential adults in schools and via religious organizations.
The Effectiveness of Sex Education and HIV Interventions in Schools in Developing Countries
Kirby, D., Obasi, A., & Laris, B. In Preventing HIV/AIDS in Young People: A Systemic Review of the Evidence from Developing Countries, ed. UNAIDS Inter-agency Task Team on Young People, pp. 103-150. (2006).
This systematic review of 22 studies from developing countries worldwide assessed the efficacy of interventions to reduce a total of 55 sexual risk behaviors, such as sexual debut, frequency of sexual intercourse, condom use, and sexually transmitted infections. The studies included those that used both curriculum- and non-curriculum–based interventions; incorporated characteristics that were known to be effective HIV prevention interventions or did not, and were led by teachers, other adults or peers. The review found that reported risky sexual practices were lower after most school-based sex and HIV education interventions. The authors recommend wider implementation of curriculum-based programs incorporating interventions that are already known to be effective, and caution that more research is needed to evaluate peer-led and non-curriculum–based interventions.
A Randomized Controlled Trial Testing an HIV Prevention Intervention for Latino Youth
Villarruel, A., Jemmott, J., III, & Jemmott, L. S. Archives of Pediatrics & Adolescent Medicine (2006), Vol. 160 No. 8, pp. 772-777.
This randomized controlled trial tested the effectiveness of a HIV prevention intervention in a cohort of 550 Latino adolescents. The participants underwent six 50-minute modules delivered in English or Spanish by adult facilitators either on HIV or health promotion. They were then followed up for a year and self-reported their sexual behavior. Sexual intercourse, multiple partners, and unprotected sex were reported less by the adolescents in the HIV group. At follow-up, adolescents in the HIV group who were sexually inexperienced at baseline reported less incidences of unprotected sex in the previous three months compared to the adolescents in the health promotion group. The study was the first to demonstrate that such an intervention can be effective among Spanish-speaking young people, and the activities may have applicability in Latin American and other Spanish-speaking countries, although more research is needed to test the generalizability of the findings, the authors note.
Education and HIV/AIDS Prevention: Evidence from a Randomized Evaluation in Western Kenya
Duflo, E., Dupas, P., Kremer, M., et al. (2006).
This randomized controlled trial compared three different school-based HIV interventions. They were teacher training in the government's HIV education curriculum, encouraging debate and essay writing among students in condom use for HIV prevention, and making education less expensive. Teenage childbearing, associated with unprotected sex, was the primary outcome of the study, while the secondary outcome was HIV knowledge, attitudes, and behavior. Teacher education did not reduce teen pregnancies, but it increased the number of teen pregnancies within marriage. The student essay writing and debates intervention was associated with higher self-reported condom use at the same level of sexual activity. Lower education costs were associated with lower dropout rates as well as fewer teen pregnancies. However, to determine whether self-reported condom use after the school-based intervention is associated with lower incidence of HIV, biomarker tests would need to be used, the authors note.
Relative Risks and the Market for Sex: Teenagers, Sugar Daddies and HIV in Kenya
Dupas, P. (2006).
This randomized control trial tested the Relative Risks Information Campaign, which was implemented among 2,500 Grade 8 students in 71 schools in Kenya, comparing them with the cohort a year ahead or below as the control group. The information campaign informed the teenagers of the higher prevalence of HIV among adult men and their partners relative to teenage boys. The intervention led to a 65 percent reduction in teenage pregnancies to adult male partners, suggestive of a significant reduction in cross-generational unprotected sex. It also led to an increase in self-reported condom use among teenage couples. This suggests a substitution effect, but it did not lead to an increase in pregnancies where both partners were teenagers. The author argues that educating teens about HIV risks without specifying the risk distribution may be missing out on an important opportunity for risk reduction.
School & Community Course A & B Training Notes
Government of Kenya, Ministry of Education, Department For International Development. (2006).
This training manual is one of only four rigorously evaluated curricula in Africa that demonstrated impact on sexual behavior. Program A is for trainers, teachers, and parents involved in the implementation of the AIDS Education Syllabus. It provides a plethora of learning resources, including detailed trainers' notes, timed session outlines, and many handouts. Course B uses the core courses from course A. In addition, it enables participants to evaluate their action plans for implementation of the syllabus and ascertain any weaknesses and gaps. The course equips participants to provide factual information to young people to promote safe sexual behavior. The training should also enable participants to strengthen their inter-sectoral networking and set up support activities.
Impact of Stepping Stones on Incidence of HIV and HSV-2 and Sexual Behaviour in Rural South Africa: Cluster Randomized Controlled Trial
Jewkes, R., Nduna, M., Levin, J., et al. British Medical Journal (2008), Vol. 337 No. A506.
This cluster randomized controlled trial of 2,700 men and women in 70 villages in the Eastern Cape province of South Africa tested the Stepping Stones program. It comprised 50 hours of participatory learning aimed at improving sexual health. Villages in the control group received a three-hour intervention of HIV and safer sex education instead. The primary outcome was incidence of HIV at 12 and 24 months, with secondary outcomes of herpes simplex type 2 (HSV-2) infection, unwanted pregnancy, depression, substance misuse, and sexual habits such as the number of partners and history of transactional sex. The intervention lowered rates of HSV-2 infection, but it did not have an impact on incidence of HIV. It did not have an effect on female behavior but reduced incidence of intimate partner violence perpetrated by male participants. Although the intervention failed to directly reduce HIV rates, it did have an impact on two risk factors for HIV, namely HSV-2 infection and intimate partner violence.
Standards for Curriculum-Based Reproductive Health and HIV Education Programs
Senderowitz, J., & Kirby, D. (2006).
A group of international youth HIV and reproductive health researchers, program implementers, curriculum development experts, educators, and others met to discuss the Kirby 2005 review of characteristics of effective curricula. This expert consultation provided the crucial perspective of those implementing curriculum-based health education programs in developing countries. Based on their program implementation experiences, each of the characteristics Kirby identified as a hallmark of successful programs was carefully reviewed and discussed. This resulted in the group developing 24 standards of high-quality health program features that can assess the quality of a curriculum—existing or proposed—and its implementation. The standards are divided into three sections: (1) curriculum development and adaptation, (2) curriculum content and approach, and (3) curriculum implementation. The implementation section has multiple examples and lessons learned from implementation experiences worldwide.
Risk and Protective Factors Affecting Adolescent Reproductive Health in Developing Countries
Blum, R., & Mmari, K. N. (2004).
This report is a systematic review of 158 studies on adolescent sexual behavior risk and protective factors in developing country settings. The findings are presented as individual and also as cross-cutting risk factors. Important themes emerged; for example, only 1 percent of the more than 11,000 papers published on this topic met the review's inclusion criteria, few studies consider contextual factors, and factors specific to non-westernized regions have been under-researched. There is also little evidence on the impact of coercive sexual practices despite the fact that adolescents are primary targets. Moreover, the most commonly analyzed factors were sociodemographic, but these are the least amenable to interventions. The review is subject to a number of limitations, such as clustering of research in a few countries and a paucity of data from North Africa, Eastern Europe, Central Asia, and the Caribbean. Because most of the studies reviewed are cross-sectional, causality cannot be determined.
Impact of Sex and HIV Education Programs on Sexual Behaviors of Youth in Developing and Developed Countries
Kirby, D., Laris, B. A., & Rolleri, L. (2005).
This systematic review of 83 program evaluations had two main aims: to ascertain the effects of curriculum-based sex and HIV education on sexual risk behaviors, and to discover the shared characteristics of those programs that were effective. The studies covered composite risk-taking measures as well as individual risk factors such as timing of sexual debut, frequency of sex, number of sexual partners, and use of condoms and other contraceptives. The programs had an overall positive impact on one or more sexual risk behaviors, and outcomes were similar in developed and developing country settings. Factors that successful interventions had in common include curricula developed by diverse teams working toward clearly defined goals, a safe environment for young people that gave them ownership of the information, and implementation by trained educators with minimal support from authorities. The report offers recommendations, both for program designers and for further research.
Science & Success in Developing Countries: Holistic Programs that Work to Prevent Teen Pregnancy, HIV & Sexually Transmitted Infections
Alford, S., Cheetham, N., & Hauser, D. (2005).
This report brings together 10 interventions in seven countries that had demonstrable success in reducing sexual risk factors such as initiation of sex, number of sexual partners, and contraceptive use. There are tables comparing the design and impact of the 10 interventions, and a chapter for each describing them in detail from program components and evaluation methodology to outcomes. What the programs have in common is that they treat young people in a holistic manner, consider sexual development to be a normal part of adolescence, and involve key stakeholders. They are described by the authors as culturally appropriate, thoughtful, and realistic. They provide comprehensive information covering both contraception and abstinence, and many of them incorporate youth health or health care referral services.
Primary School Action for Better Health: 12-18 Month Evaluation
Maticka-Tyndale, E., Brouillard-Coyle, C., Gallant, M., et al. (2004).
This detailed report presents an evaluation of the Primary School Action for Better Health project, implemented in Nyanza and Rift Valley in Kenya. The project had numerous positive outcomes. First, it shifted pupils' primary reported source of information about HIV away from the mass media and toward teachers and school texts, although this did not undermine female relatives as the preferred source of information for both sexes. Second, the project corrected misinformation among pupils and improved their critical thinking about HIV. Abstinence was presented as the only fully effective means of HIV prevention, and the project incorporated strategies to encourage it. However, information about condom use was often negative and at times even factually incorrect, reflecting teachers' ambivalence about discussing condoms with pupils. Overall though, teachers responded well to the project, and HIV education is more prominent on the school curriculum as a result of the project, the study found.
Safer Choices: Reducing Teen Pregnancy, HIV and STDs
Coyle, K., Basen-Enquist, K., Kirby, D., et al. Public Health Reports (2001), Vol. 1 No. 16, pp. 82-93.
This randomized controlled trial of 20 high schools in California and Texas comprising a cohort of over 3,800 students tracked their sexual risk and protective behaviors after the implementation of Safer Choices, an educational program aimed at behavior change to prevent HIV, other sexually transmitted infections, and teen pregnancy. The most noticeable outcome was that condom use improved after the intervention. It also improved some psychosocial variables predominantly related to condom use. The effects were sustained over 31 months of follow-up. However, age at sexual debut remained the same, as did frequency of intercourse and number of sexual partners. The study supports further implementation of theory-driven, school-based, multicomponent programs to reduce HIV-related sexual risk behaviors, the authors found. Safer Choices was well received by both students and staff, and even after the study ended, most of the schools continued to use the curriculum.
Stay Healthy: A Gender Transformative HIV Prevention Curriculum for Youth in Namibia
EngenderHealth/RESPOND & LifeLine/ChildLine. (2011).
The Stay Healthy HIV prevention curriculum, which has been pilot tested in Namibia, addresses gender as a way to reduce sexual risk behavior. The report describes gender-specific norms that have an impact in sexual risk behaviors and the gender transformative approach to tackling them. The curriculum comprises 18 sessions and three homework assignments. The objectives of the curriculum are to enable young people to understand how unprotected sex could interfere with their future life goals; understand human sexuality across different life stages; have a sound understanding of HIV transmission, prevention, and consequences; and understand their own HIV risk. There are appendices describing the theory of change logic model that underpins the Stay Healthy intervention and a sample consent form for parents and guardians.
International Technical Guidance on Sexuality Education: An Evidence-Informed Approach for Schools, Teachers and Health Educators. Volume I: The Rationale for Sexuality Education
United Nations Educational, Scientific and Cultural Organization, Joint United Nations Programme on HIV/AIDS, United Nations Population Fund, United Nations Children's Fund, & World Health Organization. (2009).
To respond to the intractable HIV epidemic among youth, the United Nations Educational, Scientific and Cultural Organization and partners undertook a systematic review of sexuality education programs. Their conclusions were informed by studies that evaluated 85 worldwide youth sexuality education programs through 2009. Volume 1 presents the evidence for developing comprehensive sexuality education programs, the characteristics of effective programs, and recommendations based on good practices in schools. It is intended to help people develop and implement comprehensive sexuality education in schools.
International Technical Guidance on Sexuality Education: An Evidence-Informed Approach for Schools, Teachers and Health Educators. Volume II: Topics and Learning Objectives
United Nations Educational, Scientific and Cultural Organization, Joint United Nations Programme on HIV/AIDS Secretariat, United Nations Population Fund, United Nations Children's Fund, & World Health Organization. (2009).
To respond to the intractable HIV epidemic among youth, the United Nations Educational, Scientific and Cultural Organization and partners undertook a systematic review of sexuality education programs. Their conclusions were informed by studies that evaluated 85 worldwide youth sexuality education programs through 2009. Volume 2 presents the basic minimum package for comprehensive sexuality education. Learning objectives include six key concepts broken down by appropriate messages for various age groups, and resource lists include comprehensive sexuality education curricula, teacher training manuals, and curriculum guides selected by an expert technical group.
It's All One Curriculum: Guidelines and Activities for a Unified Approach to Sexuality, Gender, HIV, and Human Rights Education
International Sexuality and HIV Curriculum Working Group, The Population Council. (2009).
This comprehensive package of resources takes as its starting point gender inequality as a key driver of the HIV pandemic. It is a practical curriculum that focuses on gender, sexuality, and HIV, and has seven key features: it is evidence based, comprehensive, takes a human rights-based approach, is gender sensitive, promotes critical thinking, encourages engagement, and is culturally sensitive. It comprises of guidelines and activities. The guidelines are for curriculum developers and educators as well as health and education policymakers and school administrators. There is also a book of 54 activities for young people to foster critical thinking skills. It is available in English, Spanish, and French.
Herramienta de Valoración de Programas de Educación Sexual Para la Prevención del VIH y Las ITS (Tool to Assess the Characteristics of Effective Sex and STD/HIV Education Programs)
Kirby, D., Rolleri, L., & Wilson, M. M. (Transl. Carona Vargas, E.). (2009).
This tool is one of the few materials of its kind available in Spanish. It uses an organized set of questions to enable users of curriculum-based programs to assess how much a curriculum incorporates elements that are known to be effective. This in turn enables them to select HIV, other sexually transmitted infection, and pregnancy-prevention programs that are the most suitable for the community they serve. It can also be used to guide the development of a new curriculum and to implement an existing curriculum more effectively. There are three sections describing the profile of effective curricula, and a section each summarizing the characteristics in table form, providing useful resources and a glossary.
IM Toolkit for Planning Sexuality Education Programs: Using Intervention Mapping in Planning School-based Sexual and Reproductive Health and Rights (SRHR) Education Programs
Leerlooijer, J., Reinders, J., & Schaalma, H. (2008).
This practical tool enables users to deploy intervention mapping to plan school-based sexual and reproductive health and rights education programs. In this way, they can determine to what extent the curriculum incorporates interventions that are based on evidence of efficacy in changing behavior. The primary target users are project workers from government and nongovernment organizations working on sexual and reproductive health and rights projects in developing countries, although it is also useful for researchers and curriculum consultants. There is a detailed description of intervention mapping and a step-by-step guide to using it to evaluate curricula.
Tool to Assess the Characteristics of Effective Sex and STD/HIV Education Programs
Kirby, D., Rolleri, L. A., & Wilson, M. M. (2007).
This tool uses an organized set of questions to enable users of curriculum-based programs to assess the extent to which a curriculum incorporates elements that are known to be effective. This in turn enables them to select HIV, other sexually transmitted infection, and pregnancy-prevention programs that are the most suitable for the community they serve. It can also be used to guide the development of a new curriculum and to implement an existing curriculum more effectively. There are three sections describing the profile of effective curricula, and a section each summarizing the characteristics in table form, providing useful resources and a glossary.
Efficacy of an HIV Prevention Intervention for African American Adolescent Girls: A Randomized Controlled Trial
DiClemente, R. J., Wingood, G. M., Harrington, K. F., et al. Journal of the American Medical Association (2004), Vol. 292 No. 2, pp. 171-179.
This randomized controlled trial evaluated a HIV prevention curriculum delivered to 500 sexually experienced African American teenage girls. The curriculum comprised four group sessions of four hours each. Intervention group sessions covered HIV knowledge and condom use skills, as well as ethnic and gender pride, healthy relationships, and communication. The control group received sessions on exercise and nutrition. Six and twelve months after the intervention, the participants were interviewed, self-completed a questionnaire, provided samples to test for sexually transmitted infections, and also showed their condom use skills. Among the intervention group, condom use was more consistent. The girls in this group also demonstrated better condom application skills, fewer new partners, and fewer acts of unprotected sex. Chlamydia infections and self-reported pregnancy outcomes were also positive. It was the first trial to demonstrate that it is possible to effect behavior change among sexually experienced African American adolescent girls, the authors note.
Good Things for Young People: Reproductive Health Education for Primary Schools: Teacher's Guide for Standard 6
Obasi, A. I. N., Chima, K., Cleophas-Frisch B., et al. (2002).
This teachers' guide comprises 11 sessions of 40 minutes based on a variety of teaching methods including group work, competition, quizzes, games, drama, simulations, and stories. The sessions cover how HIV causes AIDS; the transmission modes of sexually transmitted infections and their relationship to HIV; reproductive organs, pregnancy, and menstruation; condoms; and interpersonal topics such as respecting other people's decisions and dealing with temptation. It was designed for rural schools in Tanzania and was rigorously tested by a randomized controlled trial, showing that it improved multiple sexual behaviors among young people.
Children and AIDS: Fifth Stocktaking Report
United Nations Children's Fund, Joint United Nations Programme on HIV/AIDS, World Health Organization, United Nations Population Fund, & United Nations Educational, Scientific and Cultural Organization. (2010).
This report covers the whole span of HIV and childhood from prevention of mother-to-child transmission, pediatric care and treatment, and HIV prevention among adolescents and young people, as well as protection, care, and support for children affected by HIV and AIDS. The chapter on adolescents describes the progress made on prevention of new HIV infections, discusses the barriers to HIV prevention among this age group, and what factors have made prevention strategies successful.
View Report (PDF, 2.1 MB)
UNAIDS Report on the Global AIDS Epidemic 2010
Joint United Nations Programme on HIV/AIDS. (2010).
This report provides an update of the state of the HIV epidemic, including data and commentary on HIV and young people. It has chapters on HIV prevention and treatment, as well as human rights and gender, and investment in HIV. There are country-specific progress indicators and estimates of HIV and AIDS for 2001 and 2009. It is rich in tables, maps, and illustrations, making it easy to read and use.
View Report (PDF, 4.3 MB)
School Connectedness
U.S. Centers for Disease Control and Prevention. (2009).
This webpage on school connectedness, defined as students' belief that their teachers and peers care about their learning and about them as individuals, has numerous useful links. There is a downloadable strategy guide (PDF, 1.7 MB) on fostering school connectedness, fact sheets, and a staff development program. The facilitator's guide (PDF, 1.1 MB) for the staff program is also available for download, and there are two PowerPoint presentations, one giving an overview of school connectedness and another on action planning for school connectedness.
View Centers for Disease Control and Prevention Website
What Works Best in Sex/HIV Education?
Center for AIDS Prevention Studies, University of California, San Francisco. (2006).
This two-page document lays out the case for sex education, argues that it works, and that effective programs are replicable. It highlights studies of curricula found to bring about significant behavior change and describes the main features of effective curricula. It calls on policymakers to fund and support the implementation of sex and HIV education programs, particularly among subgroups known to be at higher risk of HIV, sexually transmitted infections, and unplanned pregnancy.
View Report (PDF, 73 KB)