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Aktion Glasklar is an intervention program to combat youth drinking in Germany. It was first implemented in the state of Schleswig-Holstein in early 2006 and has since been continued under the leadership of Deutsche Angestellten Krankenkasse (DAK) all throughout Germany. The focus of the program is to interact with students and to actively deter them from consuming alcohol at a young age.
The Aprender em Parceria (A PAR) Programme is an early childhood intervention and parenting support programme (complementing crèche or nursery education). A PAR uses parents as a starting point to develop and recognise their own skills and potential, so as to contribute to the process of adult empowerment.
A Stop Smoking in School Trial (ASSIST) is an intervention aimed at spreading and sustaining non-smoking behaviours through school social networks that targets children in grade 8 (12-13 years old). The phases of the intervention include: 1) nomination of peer supporters, 2) recruitment of peer supporters,3) training of peer supporters, 4) intervention period, and 5) acknowledgement of peer supporters' contributions. Potential peer supporters are first identified as students who received the most nominations on a questionnaire in which students identify influential peers. The 2-day training is conducted outside of school and focuses on teaching peer supporters how to have informal conversations with their peers about smoking. During the 10-week intervention period, peer supporters undertake informal conversations with other students about smoking and log their conversations. During the intervention, trainers provide additional support through four in-school visits. ASSIST was first pilot tested in 1996 in six schools in South Wales. Early Adopters started rolling out the programme in 2007 and in 2010, DECIPHer Impact Ltd, a non-profit spinout company was set up by the University of Bristol and Cardiff University to distribute ASSIST more widely. It is currently being implemented in 27 Local Authority areas across the United Kingdom including the whole of Wales, England and the Channel Islands. Scotland has recently announced that they are going to be setting up a pilot of ASSIST starting in 2014.
Bright Start is a programme for cognitive education for children aged 3-6 years old, especially those at high risk of school failure based on social circumstances such as ethnic minority, inner city residence, and low socio-economic status (SES) group. The programme supplements traditional preschool and kindergarten curricula. The curriculum is designed to promote a set of cognitive functions including self-regulation in response to instructions, comparison, verbal labelling, precision and accuracy in data-gathering, systematic exploratory behaviour, and spatial referents (such as 'left' and 'right') through eight units of 20-25 small-group lessons each on the topics of self-regulation, number concepts, comparison, role-taking, classification, patterns and sequences, letter-shape concepts, and (recently added) transformation (Brooks & Haywood, 2003; Paour & Cèbe, 2000).
Bright Start is delivered in kindergarten and preschool settings in a form of small-group lessons for 5-6 students at a time. The lessons are between 20 and 30 minutes and consist of exercises with detailed instructions for teaching a constructive lesson with a questioning technique. Lessons consist of one topic at a time, but include an initial task and a variation to help the children understand the range of application of the lesson's problem-solving concept. Later in the same day, the teacher presents tasks to the entire class requiring the same cognitive function as in the small-group lesson with more academic content such as spelling or math. At the end of the day, the teacher asks the children to remember the cognitive function discussed that day and to summarize what they have learned. Children are also encouraged to evaluate themselves on whether they have accomplished the lesson tasks and justify whether they have been successful.
The Bright Start programme and curriculum was developed by H. C. Haywood, P.H. Brooks, and S. Burns at Vanderbilt University in the United States, building on the cognitive developmental work of Piaget, Vygotsky, Haywood, and Feuerstein and other experts in cognitive function and mediational teaching. It was first implemented in the early 1980's in Nashville, Tennessee and Seattle, Washington in the United States and soon after in Aix-en-Provence and Marseille, France. It has also been implemented in Canada, Israel, Belgium, Spain, Finland, Singapore, Iceland, Portugal, the United Kingdom, South Africa, Ghana, and the Netherlands. The Bright Start programme has been evaluated with evidence for positive outcomes in France, Belgium, Spain, Israel, Singapore, Canada and the United States.
Catch Up® Literacy is a UK-based, structured, book-based, one-to-one literacy intervention for learners in aged 6 to 14 who experience reading difficulties. Its main objective is to improve word recognition and language comprehension skills for children who have been struggling to learn to read. The intervention is based on providing children who are facing reading challenges with one-to-one (individual support) 15-minute sessions twice a week.
The Catch Up Literacy intervention is divided into four stages. In the first stage, assessments for learning are conducted in order to identify the focus for intervention and thus target it to the needs of the individual child. In the second stage, a book with the appropriate level of difficulty is chosen; the choice is informed by the outcomes of the assessment conducted in stage one. In the third stage, the child attends two 15-minute individual sessions per week, during which the child reads the chosen book and then undertakes a related writing activity which addresses one of he identified miscues. Finally, in the fourth stage, the child's progress is continuously monitored to ensure that the intervention keeps on fulfilling the child's changing needs.
Catch Up® Numeracy is a fairly non-intensive intervention (consisting of two 15-minute sessions delivered twice a week by classroom assistants who have undergone three half-days training sessions). The intervention is designed to address relatively mild persistent numeracy difficulties; in different words, the intervention is intended for children who already have some knowledge and understanding of numbers but are below the attainment level expected of their age cohort. The intervention was launched in 2007 by the not-for-profit UK charity, Catch Up®, and since then it has been implemented in over 47 local authorities across England and Wales.
The intervention largely builds upon the Numeracy Recovery research while also combining some elements from the Catch Up® Literacy intervention. Namely, from the former, the intervention designers have adopted a simplified version of the componential view of arithmetic - which assumes that mathematical development involves potentially independent and separately developing skills and processes; thus, the intervention divides arithmetical ability into various components, which children are assessed against, and then tailors intervention according to the outcomes of the assessment - while the structure of the intervention has been based on the latter. Similarly to Catch Up Literacy,
Catch Up Numeracy consists of four stages and is delivered through three-part 15-minute individual sessions taking place twice a week. It also has the same levels of attainment.
The children's progress throughout the intervention is scaffolded on two dimensions: individual components of numeracy and the levels of attainment.
Comet (COMmunication METhod; Komet in Swedish) is a standardized programme designed for parents of children age 3-11 whose children display negative behaviours, such as Attention-Deficit/Hyperactivity Disorder (ADHD), Attention-Deficit Disorder (ADD), or Oppositional Defiant Disorder (ODD). Comet combines components from other evidence based parent-training practices for oppositional defiance (Barkley, R., 1997; Webster-Stratton, 1996; and Bloomquist and Schnell, 2002). The programme is delivered in eleven weekly 2.5 hour sessions and one follow-up session, each facilitated by two trained group leaders. In Kling, et al., 2010, there were between 3 and 10 parents participating in each group. The sessions include instruction from the facilitators, short video segments showing parent-child interactions, role-playing, and assignment of homework to practice specific concepts with their child for the next week.
The Community Mothers' Programme was first started in 1988 in Dublin by the Health Service Executive, a public organization responsible for the provision of healthcare and personal social services for everyone living in Ireland.
The programme targets first-time parents living in disadvantaged areas and is aimed at providing support and encouragement to first-time parents through home visits from "community mothers".
It focuses on promoting parent capacity and parent empowerment, specifically by developing of parenting skills and enhancing parents' self-esteem. Some of the methods used include the promotion of parents' potential through a behavioural approach in which parents are encouraged to stimulate, breast-feed, and praise their children, as well as ensure their safety. The Community Mothers Programme also uses illustrated sequences to trigger discussions on healthy and developmentally appropriate means of coping with various child-rearing challenges.
Community mothers are volunteers who were first identified by local public health nurses. They are then interviewed by a regional family development nurse to assess their suitability. After being identified as suitable candidates, community mothers undergo four weeks of training before starting to work under the guidance of a family development nurse. This training focuses on health care, nutritional improvement and overall child development. The work of community mothers consists in monitoring between five and fifteen families during monthly home visits during the first year of the child's life (Johnson, Z., Howell, F., and Molloy, B., 1993).
Connect (Moretti, Holland, Moore, & McKay, 2004) is a manual-based education programme for parents and alternate caregivers of pre-teens (ages 8 – 12) and teens (ages 13 – 17) with mental health issues and significant behaviour problems. Connect aims to improve caregivers' ability to interpret the unique meaning of problematic and disruptive behaviours, within the context of the parent-child relationship.
The programme consists of small group sessions of 10 to 16 participants and two trained group leaders, which meet for 60 to 90 minutes each week for 10 weeks. During each session, participants watch role-plays, discuss strategies for responding to challenging behaviour, and complete exercises that help them develop alternatives for responding to difficult behaviour. These alternatives allow parents to set limits, while maintaining a healthy relationship with their teens. Parents receive handouts with key points that can be applied to their own parent-child relationships at the end of each session.
Connect has been implemented in over 40 communities in British Columbia and throughout other communities in Canada and Sweden. The Connect Parent Group manual has been translated into Swedish and a French manual will be released in the near future. Information about the programme and trainings is available on the programme website: http://connectparentgroup.org/. Trainings are available in Canada.
This programme was implemented in 13 publicly funded schools in Terrassa, a city in the Barcelona metropolitan area of Spain for students aged 13. The programme consisted of one 90 minute ML session discussing media literacy, critical thinking about the feminine Aesthetic-Beauty Model of extreme thinness, and awareness of historical, cross-cultural and media conceptions of beauty. Some classes also participated in a 90 minute NUT session discussing nutrition and balanced eating. Male and female students participated in their usual classroom setting as the programme was delivered in weekly sessions over the course of up to two weeks.
The intervention attempts to reduce familial risk of dyslexia (severe reading disability that cannot be explained by factors such as intelligence, insufficient schooling, or sensory deficits) for 5 and 6 years old children through home-based intervention consisting of 10-minute sessions 5 days a week for 14 weeks focusing on phoneme awareness and letter knowledge in the year prior to formal reading instruction. The earlier studies (Hallgren 1950) estimated that the probability that a child, with one dyslectic parent, will become dyslectic can be as high as 41%; the intervention is therefore aimed specifically at children at higher familiar risk of reading disability. The intervention was a translation and adaptation of a Danish school-based kindergarten phoneme awareness and letter programme, 'Towards initial reading: Phonological awareness' (Borstrøm & Petersen, 1996) with several additions such as use of mirror and writing exercises.
The Early Years program is an integrated daycare facility that delivers flexible daycare services for children younger than 5 years of age, the age at which they can enroll in school. The intervention aimed to facilitate an increase in family earnings by supporting child daycare services for families. The program did not have a set curriculum, but emphasized the incorporation of qualified teachers and a formal education component into the services.
The Education Maintenance Allowance (EMA) is a means-tested conditional cash transfer programme which pays a cash benefit to each student in families with annual incomes of £30,000 or below who remain in school beyond age 16. The program is intended to encourage participation in full-time education. During the pilot study which was evaluated, the maximum weekly EMA payment was only available to students in families with annual incomes at £13,000 or below, with students in families with incomes between £13,000 and £30,000 receiving proportionately less each week. Students in families with incomes greater than £30,000 per year were not eligible for the programme. A "retention bonus" was also given at the end of each term that the student completed, and an "achievement bonus" was offered to students who successfully completed their course examinations. The bonuses were not means-tested and were obtainable by all students eligible for the programme. In the current versions of the programme, the maximum family income has been lowered to £20,351-£20,817 for families with one eligible child and £22,403-£23,077 for families with more than one eligible child, depending on whether they live in Scotland, Northern Ireland, or Wales. The programme currently applies to students age 16-19. The retention bonus has been eliminated. Two achievement bonus payments of £100 are attainable in the Northern Ireland version of the programme but no achievement bonus is offered in the other locations.
The Örebro Prevention Program (currently known as EFFEKT) works through parents and by targeting drinking among 13–16-year-olds (i.e. Junior high school pupils in grades 7–9). The 2.5-year programme, which was designed in Örebro County, Sweden, has been funded by the Swedish National Institute of Public Health. This has been part of its initiative for universal youth alcohol prevention programmes, which are to be implemented community-wide; target youths at ages during which drinking increases; work in both urban and rural communities; make use of existing community resources; and bring together different agencies and relevant parties.
The programme design and implementation were largely based on empirical findings demonstrating a negative correlation between levels of youth alcohol drinking and (i) the strictness levels of parental attitudes against youth alcohol consumption as well as (ii) the level of youth involvement in structured, adult-led activities. Thus, the core of the programme has been based on parents receiving information (by mail and during parent meetings at the schools) encouraging them to maintain strict attitudes against youth alcohol use as well as encouraging their youth's involvement in adult-led, organized activities. The programme was designed to be implemented in both urban and rural areas.
The European Drug Abuse Prevention Trial (EU-Dap) is an experimental evaluation of a school-based drug abuse prevention programme conducted in seven EU countries (Austria, Belgium, Germany, Greece, Italy, Spain, and Sweden).
The programme, Unplugged, uses a comprehensive social-influence approach to reduce use of alcohol, tobacco, and illegal drugs among 12-14 year old students. In the literature, this approach has been repeatedly shown to "reduce onset of use or significantly reduce cigarette, alcohol, and marijuana consumption" among young people (Sussman 2004). Specifically, the Unplugged programme consists of 12 one-hour units taught by classroom teachers who have previously received a 2.5 day training course on the programme material.
Functional Family Therapy (FFT) is an evidence-based treatment based on recognition of risk and protective factors involved in the development of conduct problems by children and teenagers. It was founded in the 1970s by James F. Alexander and other researchers at the University of Utah, U.S. FFT is a relatively inexpensive three-phased approach drawing on a multisystemic perspective, starting with engagement and motivation phase aimed at enhancing the perception that change is possible, followed by behaviour change phase improving communication within family and parent behaviour, and concluding by generalisation phase, in which the family learns to utilise the new skills in other situations. The effectiveness of FFT is fairly well established in the U.S. where the treatment led to reduction in typical recidivism rates by 20-30 percent compared to control groups.
The gesunde KITAs – starke Kinder, or Healthy Nursery Centers - Strong Children program's goal is to fight the childhood obesity epidemic in Germany by prevention, particularly among pre-school children. In order to do so, the program teaches children a mix of balanced nutrition, movement, and relaxation, and also fosters an ongoing health dialogue with parents. As opposed to previous anti-obesity programs, Healthy Nurseries puts a strong emphasis on ex-ante prevention and teaching of a healthy way of living, by connecting and integrating the four project components outlined above. After an initial introductory phase of 12-15 months, the components become part of the center's daily routine. Final implementation is at the discretion of the program staff at a particular site.
The Home-Start program is a home visiting intervention in which volunteers with child care experience give support to struggling families with children younger than five years of age. Home-Start targets families and mothers with little experience or social support network, who may have minor but not serious physical or mental health issues. Entry and exit to the Home-Start programme is entirely voluntary and all visits are at the convenience of participating families. It aims to reduce the stress of parenting and encourage families, especially families at risk for child abuse and neglect, so that a nurturing environment for their children may be created.
A Home-Start volunteer from the local community visits the family home for a few hours each week until the youngest child turns five or the family decides to exit from the program. On average, volunteers visit families for 6 months, and visits last for around 3-4 hours. The volunteers give emotional support and assistance with household tasks and outings as needed by each family. The volunteers provide friendship, encouragement, and an example of affectionate child care behaviour.
The program was founded in 1973 in the UK and has expanded into 22 countries around the world, including the Czech Republic, Denmark, Norway, Hungary, and The Netherlands. There are 314 local schemes of Home-Start UK located in the United Kingdom and in British Forces Germany and Cyprus.
The Incredible Years Preschool Basic parent programme consists of eight to twelve weeks of 2-2.5 hour parenting sessions designed to teach parents how to recognise and treat their child's emotional and behavioural problems through positive parenting. This programme can be used for parents of preschool children who already have or are at-risk to develop conduct problems (including antisocial behaviour, frequent anger, and a propensity towards violence).
The KiVa programme is a school-wide approach to decreasing the incidence and negative effects of bullying on student well-being at school. The programme's impact is measured through self and peer-rated reports of bullying, victimization, defending victims, feeling empathy towards victims, bystanders reinforcing bullying behaviour, anxiety, self-esteem, depression, liking school, and academic motivation and performance, among other factors. The programme is based on the idea that how peer bystanders behave when witnessing bullying plays a critical role in perpetuating or ending the incident. As a result, the intervention is designed to modify peer attitudes, perceptions, and understanding of bullying. The programme specifically encourages students to support victimised peers rather than embolden bullying behaviour and, furthermore, provides teachers and parents with information about how to prevent and address the incidence of bullying.
Lifestart is a structured child-centred programme of information and practical activity for parents of children aged from birth to five years of age, conceived by the Lifestart Foundation. It is delivered to parents in their own homes by trained, paid Family Visitors and it is offered to parents regardless of social, economic or other circumstances.
Every parent who joins the Lifestart programme receives a monthly issue based on the Growing Child curriculum (www.growingchild.com) and a 30-60 minute home visit from a Lifestart family visitor. Together the issues of the Growing Child and the visit provide age-specific information on what parents can do with their child and what developmentally appropriate materials they might use. The home visit also offers the opportunity to discuss progress during the last month and focus attention according to the family's needs. The Lifestart programme is based on a logic model, which depicts how the programme is thought to work (please refer to the Lifestart logic model in Miller et al, 2015, p.15). The programme was implemented in Northern Ireland (United Kingdom) and the Republic of Ireland.
According to evidence submitted to the European Platform for Investing in Children User Registry, the programme costs £650 to implement in an urban setting and £750 in a rural setting.
The Newborn Individualized Developmental Care and Assessment Programme (NIDCAP) offers an individualized and nurturing approach to the care of infants in neonatal intensive care unit (NICU) and special care nurseries (SCN). It is a relationship-based, family-centered approach that promotes the idea that infants and their families are collaborators in developing an individualized program of support to maximize physical, mental, and emotional growth and health and to improve long-term outcomes for preterm and high medical risk newborns.
The New Forest Parenting Programme offers training for parents of children under the age of 3 exhibiting ADHD symptoms. The programme consists of 8 weekly two-hour, one-on-one in-home training sessions for parents to learn about ADHD and how to manage their child's behaviour. Half of the sessions are for the parent and child together and the rest are for the parent alone. The programme was originally developed and implemented in Southampton, United Kingdom. The main points of the parental training include routines, countdowns, reminders, voice control, and identifying distractions. Each week builds on the previous week. The content of the 8 home visiting sessions is described as follows in Sonuga-Barke, et al., 2001:
1. Discuss characteristics of attention-deficit/hyperactivity disorder, acceptance of child, effectiveness of simple interventions, commanding and retaining attention, and eye contact. Emphasize importance of praise. Introduce behavioural diary.
2. Reinforce message from week 1. Look at diary and discuss parent's feelings about behaviour during week. Emphasize importance of clear messages, routine, countdowns, reminders, boundaries and limit-setting, and avoiding confrontation.
3. Reinforce messages from previous weeks. Examine diaries and discuss parent's feelings. Discuss temper tantrums; emphasize firmness and voice control, avoiding threats, and the power of distraction
4. Reinforce messages from previous weeks and ensure that they have been implemented. Introduce concepts of time out and quiet time.
5. Review weeks 1—4, focusing on problems identified and solutions given. Assess parent's ability to implement strategies. Review diaries, isolate examples, and discuss how parents cope.
6. & 7. Observe parents and children in interaction for 15 minutes. Give feedback to parent on observation especially in relation to quality of interaction. Underline the importance of behavioural techniques discussed and illustrate with examples from the previous weeks.
8. Reinforce messages from previous weeks. Focus on one or two of the key areas of particular concern for each client. Diaries should be used to identify these and to provide examples of good practice.
Practice Overview
The North Karelia Youth Project offered a community and school-based educational intervention for seventh graders (students aged 13) to decrease the social desirability of smoking and coach them to resist peer, adult, and media pressure to smoke. The goal of the program was to decrease the number of children who would start smoking for the first time and reduce all the lifetime exposure to tobacco for all children in the program area. Two versions of the intervention were each implemented at an urban and a rural school in North Karelia County in Finland.
In the first version of the intervention, peer leaders from the eighth and ninth grades (students aged 14 and 15) and program staff delivered 10 sessions of the program. In the second version, teachers were trained and instructed to deliver 5 sessions of the program. The program included information about a nutritionally healthy diet and the health hazards of smoking as well as demonstration and role-playing to handle social pressure to smoke. During the time of the school intervention, a community intervention for adults was taking place through mass media channels and community organizations.
A second North Karelia Youth Project involving smoking, alcohol abuse, exercise and nutrition was implemented subsequently, and a description of that program can be found in the user registry.
The oral health education programme attempted to reduce caries incidence in infants through better diet and oral hygiene. The mothers were given an interview and counselling for at least 15 minutes at home every 3 months for the first 2 years and twice a year in the third year. This education was given through home visits, commencing at or soon after the time of the eruption of the first deciduous teeth. The focus on diet and oral hygiene varied among treatment groups and the advices mainly consisted of suggesting substituting bottle with feeder cup, brushing child's teeth twice a day with fluoride toothpaste, and visiting a dentist regularly. The evaluation took place in the UK from 1995 to 1999 on the sample of 228 mothers with children born between 1st January and 30th September 1995 from low socio-economic/high caries suburbs of Leeds.
This programme consisted of an invitation for 2-5 year old children and their parents to visit an outreach facility in a local shopping area for individualized dietary advice and oral health maintenance instructions, including tooth brushing. Parents were instructed to brush their child's teeth with fluoridated toothpaste twice daily. For 2 year olds, parents were instructed to give the child one fluoride tablet daily after evening tooth brushing, and for 3-5 year olds parents were instructed to give the child two tablets daily, after morning and after evening tooth brushing. Fluoride tablets and toothbrushes were given to the parents at no cost, and toothpaste was offered at a discounted price. Parents and children were asked to return to the outreach facility every three months between age 2 and 3 and every six months between age 3 and age 5. For parents not fluent in Swedish, translators were available, if requested. The programme operated as a supplement to the local public dental service, so that children received normal preventative and restorative measures according to their individual needs. In Sweden, all normal dental care for children younger than 19 is free from the Public Dental Service. This oral health outreach programme operated originally in the low socioeconomic, multicultural suburban area of Rosengård in Malmö, Sweden where the water had low fluoride content, between 2000 and 2004. It continues to operate in the Rosengård area and three other districts of Malmö as well as several other towns in Sweden.
La Mallette des parents' [the parents' briefcase] is an ongoing project that aims to involve parents more in their children's education in around 80 schools in France. It is run by the Academie de Creteil, which comes under the direct authority of the France's Ministry for Education. The programme was set up to improve relations between parents and teachers and to help parents understand more about how their child is taught so that they can contribute to their child's success at school.
The Parents Plus Children's Programme (PPCP) is an 8-week course for parents of 6 to 11 year old children with behavioural problems. The course consists of eight, two-hour group meetings with a group of parents and 2 facilitators. The group meetings consist of watching a set of videos of parent-child interactions, discussions, practice exercises, role-plays, homework and hand-outs.
The Parents Plus – Parenting when Separated Programme (PP-PWS) aims to help separated and divorced parents solve co-parenting problems, better communicate with their co-parent and children, and develop techniques to manage the stress and emotional impact of separation on parents and children. The programme targets separated parents in Ireland, including both mothers and fathers and both custodial and noncustodial parents.
The programme consists of 6 weekly group sessions, with groups of between 6 and 12 parents. During each 2-hour session, mental health professionals facilitate discussions about the effects of separation on children and families. The facilitators provide practical, evidence-based information about the effects of separation, help participants develop parenting and co-parenting skills, and encourage improvement of personal coping. The six sessions cover the following topics: (1) the impact of separation on parents and children; (2) how to develop a business relationship with one's co-parent; (3) positive parenting strategies for helping children of different ages cope with separation; (4) how to manage children's contact with the live-away parent; (5) how to remain calm during conflicts; and (6) how to cope with separation in the long term.
The PP-PWS programme was piloted at 3 sites with a total of 33 parents before the evaluation published in 2015. The pilot study demonstrated that the programme was satisfactory to parents and led to statistically significant improvements in meeting goals on the Client Goals Scales (CGS, Coughlin et al., 2009).
Parents Plus provides programme materials (a facilitator's manual, an accompanying book with background readings, and parent booklets) and conducts facilitator trainings in Dublin, Ireland. The programme facilitator's manual contains key psychoeducational points and a description of exercises for each session. The PP-PWS parent booklet also covers key points from each session.
PP-PWS is part of a suite of programs designed by Parents Plus, a registered charity in Dublin, Ireland. Since 1998, Parents Plus has been developing parenting and mental health courses grounded in developmental psychology. To design the PP-PWS programme, the programme authors conducted focus groups with separated parents, reviewed research on the effects of divorce on children and adults, and consulted curricula from effective psychoeducational skills-training programs and material from other Parents Plus programmes.
The "Foundation" Parents Early Education Partnership (PEEP) programme (also called the Peers Early Education Partnership) is intended to boost the numeracy, literacy, pro-social behaviour and self-esteem of disadvantaged children for ages 3-4. The larger PEEP programme is designed for children from infancy to 5 years, including separate curricula for different ages. It consists of a series of curricula for different ages.
The Foundation PEEP programme was first implemented in 1995 in Oxford, UK and has been implemented on a continuing basis since its inception. For ages 3-4, the programme includes weekly group meetings for parents, children, and siblings for 33 weeks per year during the school year. Each 1-hour meeting session is in two parts, the first of which is a parent discussion of the pre-arranged topic of the week from the PEEP curriculum while the children play in another area of the room supervised by the group assistant. Extension ideas from the curriculum appropriate for 4 year olds are offered to families with 4 year olds. In the second part, families reunite for 'circle time' with entire group to share songs, rhymes and stories which are often linked to the first part topic. After the group session families may borrow 'play packs' of home activities and books to take home.
The programme is offered through nurseries, preschools, playgroups, and freestanding PEEP groups. Staff who lead PEEP groups are trained for PEEP in nine, consecutive, two-hour sessions and then in an ongoing monthly training, covering topics which include the PEEP curriculum, philosophy, structure, and support for speech, language, postnatal depression, personal safety, and child development. The PEEP charity operates offices in Oxford and Edinburgh and offers training for childcare practitioners from other regions.
The Parents Plus Early Years Programme (PPEY) is a 12-week parenting course for parents of 1 to 6 year old children, especially designed for parents to learn to manage their child's behavioural problems or mild developmental disabilities. The course consists of seven, two-hour group meetings with 8-12 parents and 1-2 facilitators, and five individual sessions with parents, child and a therapist.
This intervention was based on peer group pressure and social influence to prevent smoking. The intervention focused on students in junior secondary education (this is what is meant by 'lower education' in the title) and was implemented in twenty six schools throughout the Netherlands. It consisted of three lessons on knowledge, attitudes, and social influence, followed by a class agreement not to start or to stop smoking for five months and a class based competition. Admission to the competition was dependent on having a class with less than 10% smokers after five months. The intervention is similar to the Smokefree Class Competition programme implemented across 22 European countries. The authors added some lessons on attitude and social influence. Two extra video lessons on smoking and social influence were available as an optional extra during these five months. Researchers approached these schools directly and gave them a brief explanation about the intervention in order to motivate them to participate. Eighteen schools agreed to do so. The other eight schools (26 in total) were recruited through four other community health services that approached the schools themselves. Baseline data was obtained through questionnaires administered directly to the students. Data for background characteristics was also obtained through these questionnaires. The Dutch National Institute against Smoking (Stivoro) and The Dutch National Institute on mental Health and Addiction (Trimbos Institute) developed and conducted the intervention together with the schools. Stivoro looked at the adherence of schools to the intervention protocol, and collected the registration forms and other documents. Evaluation was conducted by the authors of this paper.
Pro Children intervention combined fruit and vegetable (FV) curriculum with efforts to improve FV availability at schools and at home. The intervention consisted of a classroom component including a set of sixteen worksheets with guided activities and a web-based computer-tailored feedback tools; school component including provision of fruit and vegetables either for free, by means of a subscription programme, or as part of school meals; family component encouraging parents to be involved through their children's homework assignments, parental newsletters, and a parent version of the web-based tool; and optional component aiming to encourage community participation in the Pro Children project, e.g. raising awareness through local media.
The intervention was a part of a broader programme consisting of eight major work packages funded under the Fifth Framework Programme of the European Commission (more information available at http://www.prochildren.org/). The aim of the programme was to increase fruit and vegetable intake as a result of previously empirically proven positive effect of FV intake on health. The intervention was implemented in the Netherlands, Norway, and Spain and aimed at fifth and sixth graders, aged 10-13 years in 2003-2005.
Programa Juego (Play Program) for preschool children is a cooperative-creative play program designed to support creative thinking in children 4 to 6 years old. The program consists of a once-weekly 75-minute play session which is directed by the children's regular teacher. During the session, the teacher promotes creative thinking, cooperation among children, and the importance of experimentation. The 24-session program is manualized with defined games, instructions for the teacher, and suggested questions to promote debate after the games conclude. There are a total of four Play programs, additionally including the Play program for children 6-8 years, 8-10 years, and 10-12 years, however only the preschool program is described here. The program has been in operation since 1992 in various regions of Spain.
Sweden has implemented several reforms to their parental leave policy, with the aim of increasing the sharing of parental leave among mothers and fathers. Since 1974, Swedish parents have been able to take up to six months of paid leave after the birth of a child under the country's parental leave insurance. The pay was equivalent to 90-percent of the parent's earnings or was set at a flat rate if the parent had no prior earnings. Initially, parents could share this leave time as they preferred (i.e., one parent could take six months leave, both parents could take three months leave, or some other combination adding up to six months). By the 1990s, the allotted time had been extended to twelve months paid leave based on earnings and an additional three months paid at a flat rate. From the mid-nineties through 2008, Sweden enacted several additional reforms to parental leave insurance aimed at encouraging more gender equality in leave time among fathers and mothers. In 1995, one month of leave was reserved for each parent (i.e., if a given parent chose not to use his or her month of leave, that month was forfeited and the other parent could take only eleven months of leave). In 2002, this reserved leave was extended to two months per parent. Also in 2002, however, the full amount of leave time was increased to sixteen months (thirteen months at the earnings-related rate plus three months at a flat rate). This implied that although an additional month was reserved for each parent, the other parent could still take up to fourteen months of leave (Duvander and Johansson, 2010).
Risk Watch is an injury prevention and safety education programme aimed at children ages three to 14 (the evaluation which studied the effects of the program assessed the impact of the program on children between the ages of 7 and 10 only). Developed by the National Fire Protection Association in the USA and adapted for use in the UK, the program aims to develop children's risk-assessment and injury-reduction skills . The curriculum varies by age based on developmental stages as well as the risks faced by different age groups. The program focuses on eight areas of injury prevention, including:
Risk Watch is designed to be flexible in its delivery; it can be integrated into a school's core curriculum, or can be offered as a stand-alone unit.
The school-based alcohol education was designed to change knowledge, attitudes and intentions toward underage alcohol use and abuse in middle school students. The programme was implemented in seventh grade classes of students between 12 and 15 years old at 16 secondary schools near Hamburg in the Schleswig-Holstein region of Germany in 2006. The programme consisted of four interactive class lessons, a booklet for students and a booklet for parents. Teachers participated in a three hour training session about the content of the intervention and the intended delivery structure. Over a three month period, teachers were to distribute a booklet containing information about alcohol and consequences of alcohol use including violence, dependence, medical and economic effects to students and a booklet containing general information about alcohol, interactions with children and behaving as role models to the students' parents. Over the same period, teachers were to teach four class lessons, on the following subjects: legal requirements, advertisement, dealing with peer pressure, and acceptable contexts for alcohol.
Last updated: March 2014
This intervention was developed to maintain wellbeing amongst school pupils aged 12-15 in two Swedish secondary schools. The intervention introduced a weekly lesson into the school curriculum to focus on various activities designed to prevent stress and maintain well-being at school. The programme comprised both theoretical components which discussed techniques for massage, mental relaxation and general stress reduction, and practical stress reduction exercises. The practical exercises included a 'mate-to-mate' massage exercise, in which pupils delivered massages to one another; basic mental training, in which pupils were guided through a series of muscle relaxation exercises; and autogenic training, in which visualisation techniques were used to lead pupils through muscle tensing-relaxing states.
School-Comet (COMmunication METhod; Skol-Komet in Swedish) for teachers is a standardized behaviour management training programme to help manage individual students with externalizing behaviours and general classroom behaviour management (Forster & Karlberg, 2005). School-Comet is based on the principles of behaviour management strategies (BM), including functional behavioural assessment (FBA) which is a set of procedures developed to ascertain the reasons behind problem behaviours. School-Comet is designed for teachers of elementary school levels whose students display negative behaviours.
This National Department of Health screening program in the Netherlands applied a diagnostic questionnaire (the VroegTijdige Onderkenning Ontwikkelingsstoornissen Language Screening instrument; VTO) for language delays to parents and their toddlers aged 15-18 months and again at 24 months. Children with positive screening indications were sent to speech and hearing centres for further assessment. The speech and hearing centres then referred children to standard early treatment services as necessary. 55 child health centres in six geographic regions participated. The child health centres provide free services from the Department of Health and are available to all Dutch children.
"Second Step: A Violence Prevention Programme" is a classroom-based social skills curriculum for students from preschool through middle school. The curriculum aims to reduce impulsive and aggressive behaviors and increase protective factors and social-emotional competence. Organized by grade level, the programme teaches children empathy, problem-solving skills, risk assessment, decision-making, and goal-setting skills. The Second Step programme is classified as a universal intervention, meaning that it is appropriate for whole classrooms of children and not just those at risk. In Norway, this programme has been translated and implemented as Steg for Steg.
Second Step lessons are organized into three skill-building units that focus on empathy, impulse control and problem solving, and anger management. Lessons are sequential, developmentally appropriate, and provide opportunities for modeling, practice, and skills reinforcement. The lessons are designed to be taught in the classroom setting twice a week (Holsen et al., 2008).
The Smokefree Class Competition program began in Finland in 1989 and has been initiated in 22 European countries between 1997 and 2008. The program gives classes of pupils aged 11-14 years old the choice to become a 'nonsmoking class' for six months, in return for being entered in a lottery to win a class trip if at least 90% of the class remains smoke-free in each month of the competition period. The students monitor and report their own participation on a weekly basis. In some of the countries they also receive health education lessons about the effects of smoking. The rules and prizes of the competition vary slightly by country but are generally similar. The intervention is intended to reduce the number of adolescents who currently smoke or will ever smoke and delay the age at which adolescents become smokers by applying positive reinforcement to nonsmoking, making nonsmoking a popular behavior and adjusting social norms within peer groups.
In March of 2006, Scotland introduced legislation that prohibited smoking in most enclosed public places. Enclosed public places are those that are more than 50% covered, including for example bars, restaurants, offices and sports stadiums. Businesses covered by the smoking ban were required to have a smoke-free policy and to display a non-smoking sign at the building's entrance. The effects of this ban on smoking in public places on schildren's secondhand smoke expoure were evaluated in two longitudinal studies. Study authors examined whether children's secondhand smoke exposure decreased subsequent to the legislation. They also examined whether the ban was associated with a displacement of smoking from public places into the home, an effect which would have deleterious consequences for children's secondhand smoke exposure. Authors found a reduction in secondhand smoke exposure and did not find a concomitant increase in smoking in the home.
This smoking cessation program was available to pregnant women smokers in two provinces of the Netherlands. Midwives from 21 midwife practices were trained on how to approach the subject of smoking and smoking cessation with their clients and supplied with a brief manual and intervention card explaining the seven-step protocol for effective counseling. The seven-step protocol includes identifying smoking behavior in the client and her partner, providing information on the short-term advantages of not smoking, discussing barriers to quitting, goal setting, providing self-help materials, agreeing on aftercare, and then following up at 8 months gestation. Midwives in the intervention gave pregnant women smokers a video, a self-help manual and a booklet for their partner about non-smoking and health counseling, in addition to a general folder from the Dutch Smoking and Health Foundation which is available online to all Dutch women beginning a pregnancy. All intervention materials were delivered upon the pregnant smoker's first visit to her midwife.
The Social Influence Decision-Making (SI-DM) smoking prevention program was based upon the idea that attitudes, social influences and belief in one's ability to abstain from smoking predict the intention to smoke, and ultimately smoking itself. The program aimed to educate adolescents and build skills in order to promote healthy attitudes and beliefs related to smoking.
The Social Influence Plus Boosters (SI+) smoking prevention program was based upon the idea that attitudes, social influences and belief in one's ability to abstain from smoking predict the intention to smoke, and ultimately smoking itself.
The program aimed to educate adolescents and build skills in order to promote healthy attitudes and beliefs related to smoking.
The Social Influence (SI) smoking prevention program was based upon the idea that attitudes, social influences and belief in one's ability to abstain from smoking predict the intention to smoke, and ultimately smoking itself. The program aimed to educate adolescents and build skills in order to promote healthy attitudes and beliefs related to smoking.
SolSano is a health education programme for sun safety implemented in primary schools in Spain. The programme has been in operation since 1999. It targets children in grades 1 and 2 (aged 6-8). The overall aim of the programme is to educate children about sun safety in order to teach children to enjoy the sun while reducing its harmful effects. The programme consists of a guide for teachers, an activity notebook for students, and a pamphlet with information on sun protection activities for children directed to their parents.
The 'Sun healthy habits' study aimed to evaluate the effects of using an Internet-based school intervention programme to improve sun exposure knowledge and behaviour among Spanish adolescent population. The 'Sun healthy habits' website was developed by the Study Committee (dermatologists, epidemiologists and specialists in education) and was structured in six sections: (i) the sun and its characteristics; (ii) sun without danger; (iii) seven sun commandments; (iv) games; (v) visits to other Webs and (vi) Who are we? The selection of content was informed by knowledge gained in a previously conducted cross-sectional study on incorrect sun habits in the population.
Talk About Alcohol is an intervention developed in the UK for helping children age 11-18 make informed decisions about alcohol. It carries the same name as a pilot website developed in 2005 by the European Association of Communication Agencies (EACA) with the European Forum for Responsible Drinking), which was based on a programme originally developed in Sweden, however the UK Talk About Alcohol programme, developed by The Alcohol Education trust Charity is fundamentally different from the European initiative. The programme is inspired by SHARHP (Australia) and EUDAP Unplugged (EU), social norms approaches and life skills education. Talk About Alcohol is provided through schools in the United Kingdom by the Alcohol Education Trust, who support teachers, students, and their parents with resources on line and in print. The programme gives teachers materials and tools designed to encourage students to make informed decisions and rehearse strategies for challenging situations regarding alcohol use, while delaying the age of first drinking, encouraging responsible drinking behaviours, and reducing the acceptability of drinking to get drunk. The school lessons focus on alcohol health knowledge, developing self-esteem and life skills, and learning to resist peer pressure by using example scenarios, games and role-playing. The resources provided include
The Treatment Foster Care Oregon (TFCO-A, formerly named Multidimensional Treatment Foster Care; MTFC), known as the Intensive Fostering programme in England, is designed for youth age 10-17 who are at risk of going into residential care or being incarcerated due to their serious emotional or behavioural problems.
Youths with an IQ above 70 who have been found to be in need of an out-of-home placement due to severe delinquency, criminal or antisocial behaviour are eligible for the programme whether they currently live at home with their families or in a foster or group care placement. Upon referral to the programme, the programme recommends either identifying the family with whom the youth will reside long-term after programme completion, or specifying the goal of independent living for the youth. The youth is then assigned to a placement with a local TFCO-A trained foster carer.
The TFCO-A programme consists of a daily routine of positive reinforcement through mentoring and encouragement within a clear structure, specified boundaries and consequences for behaviour, and close supervision. On a weekly basis during the programme, the team of therapists designs and oversees the child's treatment plan in a coordinated way with the child and his or her assigned TFCO-A foster parents. Individual, professional therapists on the TFCO-A team work with each child to manage his or her feelings and behaviour and a skills coach on the team helps the child with social skills and positive recreational activities. The TFCO-A family therapist meets weekly with the child's biological parents or the family with which the youth desires to live after completing the programme. TFCO-A foster parents receive 20 hours of training in strategies to promote positive behaviour and for limit-setting for problem behaviour, so that they can monitor the child's behaviour daily and create an environment for the child as directed by the TFCO-A team's Programme Supervisor on a week-to-week basis. The child's school teacher fills out a daily card indicating the child's full attendance for the school day. The TFCO-A foster parent also assigns points to the child for positive behaviours like completing chores and getting to school on time, and removes points if the child misbehaves or fails to complete tasks for which he or she is responsible. If the child successfully progresses through the program and the identified long-term placement parents participate in family therapy to learn parent management strategies, in 9-12 months they may exit the programme and move back in with their parents or previously identified alternative carers.
The programme model was first implemented in Oregon in the USA in 1983 by Patricia Chamberlain, and it is currently also operating in the UK since 2002, Sweden since 2001, Norway, Denmark, and the Netherlands since the early-mid 2000's. The programme founders are incorporated as TFC Consultants, Inc.
The Community Parent Education Program (COPE; Cunningham, 2005) is a manual-based education programme for parents of children with externalizing behaviour problems with a background of different diagnoses such as hyperactivity, inattention, and/or conduct problems. COPE aims to help parents develop skills that will enable them to deal in a positive way with difficult behaviours and to improve their communications and relationships with their children. The programme consists of group sessions of 15 to 25 parents. There are ten sessions, which occur weekly and are one hour long. COPE leaders use readings, videotapes, demonstrations, homework projects, small group exercises, and large group exercises to help parents develop problem solving skills and parental confidence. At each session, leaders teach a new strategy (e.g., strategies for ignoring minor disruptions, giving attention to positive behaviour, reward systems, planning ahead, managing transitions, and balancing time and attention between siblings). COPE is designed to be conducted in schools, recreation centres, other community locations and psychiatric clinics for children and adolescents. Because the programme can be organized within the community rather than in a psychiatric clinic, also economically disadvantaged families and families with children who have more severe behavioural problems are more likely to be supported beyond what parents and children can already obtain in the normal health care system (Cunningham, Bremnar, and Boyle 1995). In addition, the community based application of COPE has according to Cunningham et al (1995) a better cost-effectiveness ratio.
The ''TigerKids'' intervention programme was developed to enhance regular physical activity and to modify habits of food and drink consumption in preschool children. The objectives of the programme are threefold: a) to increase physical activity games at the Kindergarten setting to at least 30 min/day; b) to replace high energy density snack foods with fresh fruit and vegetables and establish consumption of at least two portions/day of vegetables and fruits as a habit; c) to replace sugared beverages with water or other non-sugared drinks (e.g. non-sugared fruit tea) in the day care and reaching a habitual consumption of not more than one glass/day of sugared drinks and juices.
The Triple P—Positive Parenting Programme is a multilevel system of family intervention that aims to prevent severe emotional and behavioral disturbances in children by promoting positive and nurturing relationships between parent and child. According to the Triple P developers, apart from improving parenting skills, "the programme aims to increase parents' sense of competence in their parenting abilities, improve couples' communication about parenting, and reduce parenting stress. The acquisition of specific parenting competencies results in improved family communication and reduced conflict that in turn reduces the risk that children will develop a variety of behavioral and emotional problems" (Sanders, Turner, et al., 2002).
The programme has five intervention levels of increasing intensity and targeting, ranging from a community-wide media information campaign designed to reach all parents to an intervention for families identified as being at risk for child maltreatment. The programme aims to engage the participating parent in the minimally sufficient intervention required in order to identify and improve parenting skills (Sanders, 1999).
This summary focuses on "Level 4" of the five levels, because this is the only level that has been evaluated in studies that meet the evidence criteria for inclusion on this site. Level 4 can be delivered as a 10 session individual training programme or an 8 session group training programme focusing on teaching parents a range of parenting skills to target behavioral problems both in and outside the home.
VoorZorg is a home visitation programme in the Netherlands which has been adapted for the Dutch health context from the Nurse Family Partnership (NFP) programme in the United States (Olds et al. 1986). It is designed to assist young pregnant women of low socio-economic status in reducing risk factors for foetal and child development as well as reduce risk of child abuse. The programme consists of approximately 10 home visits of 60-90 minutes delivered to the young mothers during pregnancy, 20 visits during the child's first year of life and 20 visits during the child's second year of life. Home visits are delivered by a specially trained and certified VoorZorg nurse.
Since 1971 the United Kingdom has had a system called the Family Credit, which is
designed to alleviate the tax burden on working families. Policy makers desired
to strengthen the link between this income support and working, as well as to
make the benefit more generous, so in 1999, the Working Families' Tax Credit
(WFTC) replaced the Family Credit.
Zippy's Friends is a 24-week-long, universal school-based programme designed to help children (between six and eight years of age) to cope better with everyday adversities. In other words, the main goal of the programme is to prevent psychological problems by increasing children's range of coping skills. The programme is distributed globally through the non-profit organisation Partnership for Children and currently operates in 29 countries (i.e. Argentina, Belgium, Brazil, Bulgaria, Canada, Chile, China, Czech Republic, Denmark, El Salvador, England and Wales, Haiti, Iceland, India, Ireland, Jordan, Lithuania, Mauritius, Mexico, Netherlands, Norway, Panama, Poland, Reunion, Russia, Singapore, Slovakia, Trinidad & Tobago, USA)
The programme is based on six stories about three characters, their families and friends and an imaginary stick insect named Zippy; through their everyday joys, problems and sorrows the children explore themes related to communication, relations, emotions, friendships, conflict and conflict resolution. The programme's materials, which are used during the 24 weekly lessons, include six stories about Zippy and his friends (covering the six aforementioned themes), large coloured posters illustrating those stories and detailed lesson plans for teachers. During the lessons, children are encouraged to interact through tasks and discussions within a structured programme, take part in dialogues and share their experiences and perceptions. Thus, rather than focusing on helping children to cope individually with their problems, the programme highlights the importance of talking and listening to others as well as receiving and giving help.
In particular, each session has specific objectives which are achieved through 2 or 3 participatory activities; furthermore, as repetition is of key importance in the programme, each session begins with a review of what the children have learned in the previous session.


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Update: More details expected in state security breachUPDATED 7:50 AM EST Nov 20, 2012
Gov. Nikki Haley is expected to hold a news conference Tuesday afternoon that could reveal new details on what lead to a security breach at the Department of Revenue.
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text:
Cost of Capital and Earnings Transparency
Mary E. Barth
Stanford University - Graduate School of Business
Yaniv Konchitchki
University of California, Berkeley - Haas School of Business
Wayne R. Landsman
University of North Carolina Kenan-Flagler Business School
January 2013
Journal of Accounting & Economics (JAE), Forthcoming
Stanford University Graduate School of Business Research Paper No. 2015
Rock Center for Corporate Governance at Stanford University Working Paper No. 48
We provide evidence that firms with more transparent earnings enjoy a lower cost of capital. We base our earnings transparency measure on the extent to which earnings and change in earnings covary contemporaneously with returns. We find a significant negative relation between our transparency measure and subsequent excess and portfolio mean returns, and expected cost of capital, even after controlling for previously documented determinants of cost of capital.
Number of Pages in PDF File: 58
Keywords: accounting procedures, asset pricing, cost of capital, financial statements, risk
JEL Classification: M43, M41
Date posted: February 25, 2009 ; Last revised: May 14, 2013
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text:
To the Honorable Luke ELuke E Lawless .LawlessLuke E Lawless Judge of the
Third Judicial Circuit of the State of MissouriMissouri
Nancy LiganNancy Ligan a woman of color represents to
your honor that she is now held in slavery in
the city of St LouisSt Louis by WilliamWilliam Myers MyersWilliam Myers who pretends
to act as the agent of Daniel LiganDaniel Ligan who claims your
petitioner as his slave. Your petitioner states that
she is justly [ intitled ] to her freedom She states as
the ground of her freedom that in the summer
of 1893Daniel LiganDaniel Ligan who then owned your petitioner
as a slave & then resided at GalinaGalena in the state
of IllinoisIllinois caused your petitioner to be taken to
GalinaGalena in the State of IllinoisIllinois where he kept &
detained your petitioner for one year or more
during all of which time he used & claimed her
as his slave & execused such continued & required such
service of her as Masters usually execused own &
require of their Slaves. your petitioner prays that
she may be permitted to a suit institute for her freedom
as a poor person that counsel may be assigned
to her to bring & conduct such suit and that
such order or orders may be made as her
present security regenes & the law
NancyNancy her Ligan


text:
First up, were pop star Aaron Carter and Karina Smirnoff, who appeared to be wearing the same fringe pants that she performed in at the Emmy Awards on Sunday night. Cheered on by Aaron's brother, Nick Carter and his fellow Backstreet Boys, the duo delivered a solid cha cha. Len Goodman said it was full of potential. Bruno Tonioli called it sharp and edgy. And they were awarded 22 points.
It was a tough act to follow for ultimate fighter Chuck Liddell and Anna Trebunskaya, who performed a clunky and funky fox trot. Carrie Ann Inaba thought Chuck was smooth and Len suggested Chuck get in touch with his feminine side. Their debut earned 16 points.
Iron Chef America host Mark Dacascos and Lacey Schwimmer's Kung Fu-style cha cha was a crowd pleaser, but Len didn't buy it. Fewer gimmicks, more substance, he suggested. Still, the duo scored a solid 21.
With mom Alana Stewart and dad George Hamilton, who competed in season 2, looking on from the front row, Ashley Hamilton did his best fox trot with Edyta Sliwinska, but came up short. Len praised his footwork, but Bruno and Carrie Ann felt he lacked showmanship. The so-so routine got them just 15 points.
Not one to shy away from an enthusiastic audience, Donny Osmond and partner Kym Johnson turned up the electricity with their fox trot -- and earned the first standing ovation of the season. Bruno praised Donny's "full-frontal" theatrics (seriously, that's what he said), while Len was felt there was too much razzmatazz. A score of 20 left Donny unable to wipe the smile off his face.
Louie Vito and Chelsie Hightower did a respectable fox trot as well. The diminutive Olympic snowboarder, whom Bruno called "a dancing hobbit," landed a 19 for his first dance of the season. But despite the solid score, Len scolded him for his shaggy hair, saying it was not ballroom appropriate. Dude, that was harsh.
Right out of the gate, Michael Irvin swore he'd do better than NFL great and DWTS finalist Jerry Rice did on his cha cha years ago. Paired with new pro Anna Demidova, Irvin's routine, full of repetitive and unimaginative moves, seemed to stall. His score of 13 was the lowest of the night.
Last up was former congressman Tom DeLay and his partner Cheryl Burke. The controversial Texas politician had the crowd and the judges in hysterics as he performed a cha cha to "Wild Thing." Bruno declared DeLay was "crazier than Sarah Palin," but nobody denied it was entertaining. He earned a 16 for his hip-shaking effort.
The final 15 minutes of the show were the most exciting as Dancing instituted its first relay and a new scoring system. Four of the couples danced the salsa and the four other couples danced the Viennese waltz. They were ranked first, second, third and fourth (and given points accordingly: 10 for first, 8 for second, 6 for third and 4 for fourth). Best in show for salsa was Donny, followed by Louie, Chuck and Ashley. And in the waltz relay, Aaron came out on top, followed by Mark, Michael and Tom.
Here's the final tally for boys' night at the ballroom:
Aaron: 32 Donny: 30 Mark: 29 Louie: 27 Chuck: 22 Tom: 20 Ashley: 19 Michael: 19
Tuesday night the boys will kick back while the ladies take to the ballroom floor. --Monica Rizzo
Tell us: Who got your vote? Who did the best and which of the men might go home?Craig Sjodin/ABC


text:
Program unites city kids with local families
June 29, 2013
Christine Pulizzi and her family have been hosting a Fresh Air child for five years. And four of the last five years she's opened up her home for a few weeks each summer to Elsy....
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text:
"You can live to be a hundred if you give up all the things that make you want to live to be a hundred."
- Woody Allen
Certainly the nicest thing about the high cost of health care is that it limits exposure to your doctor.
Who wants to shell out a couple of hundred clams just to hear you have flat feet, bad breath and need to lose 75 pounds? It wouldn't be worth the aggravation if it was only 10 bucks.
Not only that, but the tests doctors do to determine those ailments hurt.
"Turn your head and cough." No, you turn your head and cough while your privates are mashed.
"Give up this, give up that." No, thanks, the next stop is the liquor store.
The purpose of this treatise today is to look at health care costs in a different light. Everybody complains about how expensive medical care is in this country. Well, what would happen if it was cheap? You'd feel obligated to see the doctor more, then you'd be depressed all the time.
Knowing that a good medical checkup will cost more than a flat-screen TV, most of us opt for the TV. Disney Channel aside, flat-screen TVs provide more fun than most laboratories and doctors' offices.
A recent stay in a hospital has absolutely convinced us that - despite a lot of nice folks - those places are to be avoided. Keep your rates with your catheters - out of reach.
So, be happy the next time you conclude you just can't afford that trip to the doctor's office. Your mental health, as well as your personal dignity, has just been preserved.
And it's all because we are blessed with unimaginable health care costs. Aren't we lucky?
(A version of this editorial has appeared previously in The Maui News.)
* Editorials reflect the opinion of the publisher.


text:
$92.00$0.61 / ml
Viva La Juicy La Fleur by Juicy Couture for Women
Launched by the design house of Juicy Couture in the year 2012. This floral fruity fragrance has a blend of red berries, water lily, gardenia, jasmine, honeysuckle, vanilla, and sandalwood notes.
Made in USA
|Water, Alcohol Denatured, Limonene, Linalool, Fragrance
|Store in a cool, dry place.
REVIEW SNAPSHOT®by PowerReviews
Reviewed by 1 customer
(1 of 1 customers found this review helpful)
Amazing scent!!!!!
By Debbie
from San Diego, CA
describe yourself Classic Style
- Sexy
Best Uses
- Anytime
Comments about Juicy Couture Viva La Juicy La Fleur Eau de toilette spray, 5 oz:
I use this for work and play and I get compliments all the time....
- Fragrance Type:
- Fresh/Aquatic
Bottom Line Yes, I would recommend this to a friend
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5 comments
Your para about avoiding prayer because of a fear of what God may ask of us really hit home with me – as do so very many of your posts.
If it home with you, Stan, it's because it first hit home with me, if you see what I mean.
Thank you for confirming what has taken me many decades to realise: that prayer is more about listening to God than asking Him to grant our wishes. He knows our needs and we must be prepared to follow where He leads.
Hitting home here as well. I've been doubting myself, so it comes as a relief that I am not alone in this. Not sure I would have been brave enough to voice it on my own.
Now that I know that I am in prayer whatever I do, I am much more relaxed about praying and prayer time.
God speaks to us where we are, in the desert of our lives, through the ordinary and everyday much more often than through the strange and spectacular.
Yes! Thank you.


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The institution slated to provide the educational content for veterans studying with the U.S. Veterans Educational Institute has withdrawn from its USVEI partnership.
Clarion University, which was celebrated as USVEI's college partner at a grand news conference early this year, on Monday sent an email to the Mirror attributed to Provost Ronald Nowaczyk stating: "We have decided to end discussions which would have led to a formal agreement."
Clarion declined to explain why, although recent revelations could have undermined the college's confidence in the enterprise.
USVEI Chairman Dennis Butts had no comment, but said he "absolutely" plans to continue working to develop USVEI.
A few weeks ago, USVEI lost its option on the former hospital property where Clarion was initially to provide the education.
On Friday, a news story revealed that several USVEI officials and the contracting firm that was to run the USVEI technology lab - and which included two board members - had cut ties with the firm, because they hadn't gotten paid.
On Saturday, a news story revealed that Butts had settled with the state of Virginia a few years ago by admitting to a securities violation and agreeing not to engage in registered securities business in that state.
Butts declined to say whether he'd seek a partnership with another college, but said that at this point, the withdrawal of Clarion "has nothing to do with anything."
In its statement Monday, Clarion said it remains "committed to helping military students and veterans achieve their educational goals" and supports USVEI's goal of providing "an environment for veteran education."
Contacted by the Mirror on Monday, another contractor said USVEI hasn't been meeting its obligations.
"A number of invoices are overdue," and Butts hasn't been responsive to most inquiries about them, said architect Richard Fanelli, a principal of Fanelli McClain, Fairfax, Va., whose extensive plans for the interior of the Bon Secours main building were posted all around an otherwise empty side-conference room at the news event in January.
The couple of times Butts has responded, he's made promises, then failed to deliver, Fanelli said.
"I don't want to think the worst," Fanelli said. "[But] it sounds like his house of cards is falling down."
Fanelli had doubts when he first considered working with USVEI last summer - "a gut feeling this guy
doesn't have a business plan," he said.
Still, Fanelli considers himself "a pretty good judge of character," and he went with the program.
"I got the wool pulled over my eyes, as did a lot of people," he said.
He doesn't know whether Butts' "failed enterprise is due to naivete on his part, or something darker," he said.
Asked Monday evening about Fanelli's remarks, Butts said, "I have no comment on these simple-minded statements."
Meanwhile, Fanelli is working with his lawyer to obtain what's due his firm.
The issue has created a cash-flow problem, although it's not serious enough to endanger the firm, Fanelli said.
Others have more to lose, he said.
"A lot of people put a lot on the line in his enterprise, because they believed in it," Fanelli said. "Someone like this can ruin lives."
Mirror Staff Writer William Kibler is at 949-7038.


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Top Definition
marijuana legalization activist who uses this name. it is shortened from "Stop The Government Propoganda, Legalize Marijuana". was initially stopproplegalpot, but got shortnened to what it is today, as stopprop
this stopprop needs to happen today
লিখেছেন- Ray Mosley 16 de অগাস্ট de 2007
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The Southland Regional Association of Realtors' board made its commercial real estate committee an official division of the 9,000-member organization, a spokesman announced Wednesday.
The committee, now called the Commercial & Investment Division of SRAR, was actually ratified by the 23-member board of directors in January, but, was only announced this week.
The commercial division is dedicated to real estate markets in the San Fernando and Santa Clarita valleys.
Setting up the division was based on growing interest of more than 3,200 members, who listed a commercial specialty, including: commercial and industrial land and lots, small retail buildings, business opportunities, multi-residential units and apartment property management.
"From buyers or sellers of medium to small strip malls along Ventura Boulevard, mom-and-pop corner business leaders in Granada Hills, to owners of commercially zoned land in Northridge or Santa Clarita, they all have much in common," said Jim Link, SRAR's chief executive officer.
"Realtors and their clients all have a need for access to expert real estate support, specialized information, and insight on commercial codes, laws, rules and regulations," Link said.
"That's the kind of real estate expertise that often makes the difference between success or failure of a small business," Link said. "SRAR has been the clearinghouse for that vital local knowledge and support."
To maintain focus on their mission, Richard Bozzi, chairman of the division, said the association serves members who concentrate on the $10 million and under commercial and investment market.
"Obviously, there will be overlap, higher and lower," Bozzi said. "Yet, just as selling vast high-rise commercial buildings for hundreds of millions of dollars requires deep, specific knowledge, we know that the under $10 million commercial and investment market often can be just as complicated, just as specialized, with an even smaller margin of error."
The realty association was founded in 1920. It's commercial real estate committee dates back to 1984 or earlier, a spokesman said.
According the organization's website, the intent of the division is to support Realtors in the commercial field by developing educational and marketing opportunities.


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During this evenings match between the Montreal Canadiens and the Washington Capitals I shall only converse in French.
If the Habs make it far you boys might actually learn real French by the time it's all said and done. Not that I don't appreciate the google french
J'aime des vagins et des ananas


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News and Announcement
April 15, 2011
Dr. Jose Luis Silvan-Cardenas Wins Prestigious Nystrom Award
Dr. Jose Luis Silvan-Cardenas (Texas State, PhD in GIScience, May 2009) won the J. Warren Nystrom Dissertation Award, known as the best dissertation award in geography, in the 2011 Nystrom Award Competition organized by the Association of American Geographers for dissertations completed from April 2009 through September 2010. Jose's dissertation was titled "Sub-Pixel Remote Sensing for mapping and Modeling Invasive Tamarix: A Case Study in West Texas, 1993-2005". Jose's advisors were Dr. Ben Zhan and Dr. Le Wang (now at the University of Buffalo).
Dr. Jose Luis Silvan-Cardenas is currently Associate Professor at the Mexican National Center for Geography and Geographic Information Science and Geomatics (CentroGeo), Mexico City, Mexico.
March 2011
Dr. Benjamin Zhan has received a USEPA-STAR Grant. For more information about the grant please click here.
April 2009
Xingjian Liu won the AAG Graduate Student Affinity Group Student Paper Competition in the 105th AAG Annual Conference in Las Vegas, Nevada.
January 24 - February 22, 2008
Professor Jianjun Zhu and Mrs. Zhu from Central South University visited the Texas Center for Geographic Information Science and Texas State
Professor Zhu is associate dean of the School of Info-Physics and Geomatics Engineering at South Central University, and he delivered a lecture in the TxGIScience Lecture Series. Title of the lecture is: InSAR Technology and Its Applications.
April 25, 2007
Dr. Xuwei Chen Wins Prestigious Nystrom Award
Dr. Xuwei Chen (Texas State, PhD in GIScience, May 2006) won the 2007 J. Warren Nystrom Dissertation Award in the 2007 Nystrom Award Competition organized by the Association of American Geographers for dissertations completed from April 2005 through September 2006. Xuwei's dissertation was titled "Microsimulation of Evacuation Strategies". Her advisor was Dr. Ben Zhan. Dr. Chen was one of the first two PhDs from the Texas State Doctoral Program in Geographic Information Sciences.
April 25, 2007
Dr. Junmei Tang Wins Award at the 2007 AAG Meeting
Dr. Junmei Tang won the second place in a student paper competition organized by the AAG's remote sensing specialty group. The competition was composed of 15 students selected from a pool of applicants. Junmei received her PhD in May 2007. Her advisor is Dr. Le Wang.
March 1, 2007
Dr. Jack Dangermond Lectures at the Texas Center for Geographic Information Science
Dr. Jack Dangermond, President of the Environmental Systems Research Institute (ESRI), delivered a lecture in the TxGIScience Distinguished Speaker Lecture Series entitled "GIS -- Vision and Enabling Technologies."
February 7-14, 2007
Professors from China to Visit
Professors Li and Zhu visited the center and Central Texas during Feb. 7-14, 2007. Professor Li is member of the Chinese Academy of Science and the Chinese Academy of Engineering. Professor Li delivered three lectures in the TxGIScience Distinguished Speaker Lecture Series. Titles of these presentations were: Recent Research Activities of LIESMARS – China State Key Laboratory for Information Engineering in Surveying, Mapping and Remote Sensing; What VisionCruiser Can Do for You; and Virtual Tang-Style Timber-Frame Building Complex.


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Pedal-Powered School BusHandmade Charlotte
Here's a new weapon for fighting the child obesity problem in America—a pedal-powered school bus!
Designed by German-based bicycle builder De Cafe Racer, the bike puts the antsy little legs of 10 children to work alongside an adult who controls everything from the front. An auxiliary electric motor is available on standby, just in case the kids petering out.
Take a peek at other pedal-powered options for carting kids from cargo bike specialist WorkCycles in the slideshow below (though not all kiddie powered like the one above).
DeRedding KDV 1 of 4Specially designed for kindergartens, the KDV carries up to 8 children and offers weather protection to keep them warm dry (€2,995 at WorkCycles). Hundreds of these are already in use by schools and day care centers in the Netherlands.
Onderwater Family Tandem 2 of 4Kids get the full cycling experience by sitting on the front of this tandem. An additional child's seat can be added to make space for 3 kids. Wow! (€1,749 at WorkCycles)
Nihola Family Trike 3 of 4This trike offers a cabin with room for 2 children 7-8 years old. (€2,150 at WorkCycles)
Cargobike Long 4 of 4This traditional Dutch bakfiets has room for 3 kids or a baby and 2 kids. (€1,499 at WorkCycles).
Other posts you might enjoy:
Recycled Skateboard Furniture
Bicycle Campers: The Ultimate Way to Travel Light
Check out other articles by Rachel here!
For more from Rachel, check out her beautifully curated blog: Handmade Charlotte. You can also follow her on Twitter , Facebook and Pinterest!


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- Country: USA
- Region: MONTANA
- City: Columbia Falls
Used Droidworx AD 8-XL RTF with GPS, Photohigher ProMount 200 2-Axis Camera Mount
- Photohigher ProMount 200 2-Axis Camera Mount
- Mikrokopter 3638 Motors & 12" APC propellers
- Spektrum DX8
- 5.8/250MW FPV Transmitter
- NEW ADDITION: PassPort 5.8GHz Receiver
- NEW ADDITION: 2x - 5.8GHz Patch Vitenna Gravity
- NEW ADDITION: Vuzix Video Goggles 920
- NEW ADDITION: 4x - MK Brushless Controller V2.0 (one slightly used, 3 new)
- Heavy Duty Military Style Transportation Case
- Mikrokopter Power Distribution Board, Flight Control, 250m Navi-Ctrl and GPS
**** Lipo Batteries and Charger NOT included****
This ready to fly unit is fully tested and calibrated and can be flown right away. No assembly or further configuration necessary.
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Star Tracks: Monday, May 16, 2016 42 years, 2,191 covers and 55,436 stories from PEOPLE magazine's history for you to enjoy
Latest News!
- Sarah Jessica Parker Is Expanding Her SJP Collection to Include LBDs, Not Just Heels!
- Read the Cover Story: Brad & Angelina Split After 12 Years: It's Over
- It's a Boy for Gossip Girl Alum Sam Page and Wife Cassidy Boesch
- Heidi Klum's Emmys Mantra: 'A Lot of Girls Are Afraid to Be on the "Don't Page." I Go For It'
- Three Arrested, Including 17-Year-Old Girl, in Triple Homicide of California Parents and Friend
People Top 5
LAST UPDATE: Tuesday February 10, 2015 01:10PM EST
PEOPLE Top 5 are the most-viewed stories on the site over the past three days, updated every 60 minutes
- February 01, 1999
- Vol. 51
- No. 4
Now Hear This
Gabby Bronco Shannon Sharpe Has Never Met a Mike He Disliked—or a Super Bowl He Didn't Hunger to Star in
"John's done some magnificent things in 16 years," Sharpe, 30, said of Broncos expected-to-retire quarterback John Elway, whom he'd just released from a celebratory bear hug. "I can tell my kids I got an opportunity to play with one of the greats."
Others may say the same about Sharpe. During nine seasons in the National Football League, the seven-time Pro Bowl pick has caught more passes for more yards than any other player at his position. Sharpe just may have set records, too, for Maalox moments among opposing linemen, driven mad by his incendiary trash talking and inescapable blocking—and for yardage on reporters' tape recorders. (Among his printable jabs: During the Broncos' recent 38-3 trouncing of Miami he taunted Dolphins players, "How does it feel to have the Super Bowl at your house and you're not invited?")
"The guy is a character that every team needs," says Broncos defensive end Harald Hasselbach of the man called "the most quotable athlete since Winston Churchill played cricket at Eton" by a writer for Denver's Rocky Mountain News. (Sharpe memorably pronounced Denver's kicker as being "in field-goal range as soon as he drives into the stadium parking lot.") "He provides comic relief, as well as being a tremendous leader with his playing ability."
Sharpe's athletic skills, at least, were evident early on in rural Glennville, Ga. That's where he and his older brother Sterling, now 33, and sister Sherra, 38, were raised on a farm by their doting grandmother Mary Viola Porter after their parents split up. (Sharpe's mother, Mary Alice Dixon, would visit a few times a year from Chicago; he saw little of his father, Pete, who died of lung cancer when Sharpe was in eighth grade.) "If there was an opportunity for me to make fun of something, I jumped at it," says Sharpe, who remembers a time in third grade when a classmate was struggling to sound out a word. "The teacher said, 'Johnny, it sounds like, it sounds like...' and I said, 'It sounds like Johnny can't read.' "
In fact, clowning may have been a way for Sharpe to keep classmates from making fun of his own lisp—or of his family's poverty. It also helped him to carve out an identity distinct from his big brother, a five-time all-pro receiver with the Green Bay Packers until a spinal injury ended his playing career in 1994. "Shannon never did want Sterling to outdo him," says Sherra. "He just wanted to do what Sterling did and a little better. Always. He hated losing."
At Glennville High, Shannon lettered in football, basketball and track, but, partly because of poor SAT scores, planned to enlist in the Air Force. That's when Sterling, then an all-American at South Carolina, advised him to give nearby Savannah State a try. Recalls Shannon: "He said, 'I think it would be a tragedy with all this athletic ability you have if you don't cash in on it.' "
And that is what Shannon has been doing ever since. "Once I got to college, I started working out and said, 'I want to be like my brother,' " recalls Sharpe, who went on to become a three-time Division I-AA ail-American at Savannah State, where he majored in criminal justice. Drafted by Denver in 1990, Shannon seized the opportunity two seasons later to claim No. 84, just like his brother. "The biggest cause of where I am and who I am was him," says Sharpe, who presented Sterling with the Super Bowl ring he won last year as a token of gratitude. "I thought he gave me a piece of his heart," says Sterling. "I wear it with pride."
While the underdog Broncos' triumph in Super Bowl XXXII ranks as Sharpe's most memorable moment, what keeps him going day in and day out is family. "He thinks he's a Greek god and all that, but he's a very sweet fellow," says sister Sherra. Until Sharpe finally bought a home of his own in Atlanta in 1994, he continued to live in Glennville during the offseason with his 76-year-old grandmother. And he still calls her four or five times a day. "No matter how much money I make," says Sharpe—who in 1997 signed a three-year, $7.7 million pact with the Broncos—"to my grandma, I'm her baby."
Sharpe has three babies of his own—daughters Kayla, 6, and Kaley, 5, and son Kiare, 6—from three now-ended relationships but says he has yet to meet the woman he wants to marry. "I can't for the life of me—and I've tried—love someone like I love my grandmother, my sister and my mom," he says. "I might run out of here and murder 10 people, and they would say, 'He's wrong,' but they would still love me. Everybody else, they love you on conditions."
Although his children live with their mothers in Georgia and Florida, Sharpe tries to see them as often as he can. Come Super Bowl Sunday, some of them may be in Miami watching the Broncos square off with Atlanta's Falcons. Winning would be great, says Shannon, but victory alone may not be enough. "Hey, I want to be out there making plays," he says. "I want them to call my name. I want them to say, 'The Broncos won the game and Shannon Sharpe had something to do with it.' "
Pam Lambert
Vickie Bane in Denver
- Contributors:
- Vickie Bane.
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Graphic designer Stefan Sagmeister's exhibition documenting his psychological and substance-related explorations into happiness has taken up residence at the MAK museum in Vienna (+ slideshow). More »
Tag: Stefan Sagmeister
"The Star Wars poster is ultimately a piece of shit" says Stefan Sagmeister
Interview: maverick graphic designer Stefan Sagmeister explains why he thinks that record cover designs will always be superior to film posters in this exclusive interview (+ transcript + slideshow). More »
Dezeen podcast: Stefan Sagmeister
at Vienna Design Week
Dezeen podcast: in this podcast recorded at Vienna Design Week, graphic designer Stefan Sagmeister talks about his Austrian background, the benefits of keeping a diary and trying to prevent his studio growing. More »
Darwin chair by Stefan Sagmeister
Graphic designer Stefan Sagmeister presented a chair with 200 patterns at Design Miami/Basel last week. More »
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Green Wildlife Games
Zoo Animals Wood Chess Set
- Color:
- multi
Qty: 1
- 1
- 2
Description: This chess set will transport you to the Congo Basin: home to gorillas and bonobos, elephants and okapis, and of course the majestic lion. Like each game in the Wildlife Conservation Collection, the habitat featured in the design is under threat and action is needed to protect it. The wood in these toys is certified by the Forest Stewardship Council. This is the most trusted symbol for responsibly managed forests and signifies compliance with the highest social and environmental standards.
- Number of players: 2
- 1 Wood chess board with removable lid
- Dimensions: 10.25 x 10.25 x 1½ inches
- 16 Light brown wood chess pieces
- 16 Dark brown wood chess pieces
- Age 6 years and up
Material: Game
Brand: Green Wildlife Games
Origin: Imported