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Focus Area:Prevention
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Behavioral Interventions: Peer Outreach and Education
I. Definition of the Prevention Area
Peer outreach and education (POE) typically involves members of a specific group to influence and support members of the same group to maintain healthy sexual behaviors, change risky sexual behaviors, and modify norms. Peer educators are thought to be more likely to influence the behaviors of their peers since they are seen as credible and less judgmental role models.
II. Epidemiological Justification for the Prevention Area
Certain populations, such as injecting drug users, sex workers, and out-of-school youth may be difficult to identify and reach through standard programs. They may also be reticent to trust those who are seen as being in a position of authority. Peer educators can bring a variety of assets to the task of HIV prevention; they may be able to contact hard-to-reach individuals, and to wary members of disenfranchised groups; and they may simultaneously be seen as more acceptable as educators and more credible (or less judgmental) than non-peers.
However, there are some limits to the credibility afforded to peers as evidenced by certain studies of youth and prisoners. Some program managers see peer education as a less expensive way to achieve HIV prevention, but other researchers caution that using POE to reduce expenses in HIV education can backfire since programs without a solid investment in development and oversight of peer educators can fail.
III. Core Programmatic Components
The core programmatic components of POE include facilitating discussions using a curriculum, counseling individuals, lecturing on behavior change, distributing materials such as condoms, and making referrals to services. HIV prevention-focused POE may incorporate or offer referral to programs that empower clients more broadly, such as microcredit.
Program design should take into account the context of the target group and its socio-cultural, political, and linguistic needs. Peer activities may be affected by shared characteristics between volunteers and contacts (such as gender, socioeconomic status, education level, ethnicity, and place of residence). Peer-led activities offer opportunities for members of shared networks to collectively define their needs and develop solutions.
Research shows that peer leaders need ongoing training, monitoring, support, and sometimes incentives to avoid high attrition rates. Moderate supervision is essential, but it should respond to the peers' needs or else it may stifle opportunities for empowerment and leadership. Additional support may also result from the involvement of community groups and partnerships. These linkages provide much-needed resources and buy-in and contribute to long-term program sustainability, but such partnerships can create their own obstacles.
POE is one approach to HIV prevention that should be part of an overall strategic plan and linked to other programs and communication channels, such as mass media, community-based interventions, and individual-based projects. Linkages and referrals to HIV/AIDS care, support, and treatment services are also essential elements of prevention programs.
IV. Current Status of Implementation Experience
Markers of effective POE include increased knowledge about HIV and its prevention; enhanced positive attitudes about people living with HIV (PLWH); increased skills related to health-protective actions, such as proper condom use and safer injection drug practices; positive gender and social norms; and maintenance of healthy sexual behaviors. These markers, however, are not always predictive of the desired outcomes as measured by reductions in sexually transmitted infections (STIs), HIV, or pregnancies. This has led researchers to call for more rigorous evaluations of biological outcomes related to POE.
Traditionally, peer-led interventions have been thought to be successful because of their organic nature and peers' abilities to make strong connections with their contacts. However, HIV prevention-focused peer interventions have shown mixed results among various groups, including in- and out-of-school youth, people living with HIV, sex workers, injecting drug users, men who have sex with men, people in the workplace, and incarcerated individuals.
In Thailand, a peer project was launched among young methamphetamine users. The program resulted in reduced methamphetamine use, increased condom use, and reduced STI incidence over a 12-month period. However, the control arm showed a similar decline in STIs. Other programs have failed to show that POE participants reduce their number of sexual partners or that they experience any reduction in STIs or HIV.
One set of researchers compares and contrasts the features of a failed and a successful POE program among commercial sex workers, providing rich detail about the factors that appear to hinder success and that appear to promote successful, sustainable POE projects.
Sustainability of programs continues to be a challenge to this and other HIV prevention, care, treatment, and support approaches.
Updated: March 2011
Peer-led Interventions to Reduce HIV Risk of Youth: A Review
Maticka-Tyndale, E., & Barnett, J.P. Evaluation and Program Planning, (2009), Vol. 33 No. 2, pp. 98-112.
The researchers review 24 youth HIV POE programs in developing nations and report that the programs overall led to improved HIV knowledge and social norms but there was no corresponding increase in condom use, except among subgroups. Similarly, there was no clear evidence of a reduction in symptoms of sexually transmitted infections. The authors note that the "greatest successes were reported in studies with the weakest designs." They comment on the findings of Kim and Free in which benefit from adolescent POE programs was not found. They suggest some reasons for the lack of positive findings, including the large number of studies from high-income nations, such as the U.S. and U.K., and the attitudes in low- and middle-income nations where program outcome assessments are seen as "unnecessary, costly and time consuming…with little or no benefit to the program itself." The authors cite other research suggesting that poor monitoring could contribute to weak delivery.
Effectiveness of Peer Education Interventions for HIV Prevention in Developing Countries: a Systematic Review and Meta-analysis
Medley, A., Kennedy, C., O'Reilly, K, et al. AIDS Education and Prevention, (2009), Vol. 21 No. 3, pp.181-206.
Although peer education for HIV prevention is commonly recommended and used in developing nations, the authors of this meta-analysis (a study of studies) say that the effectiveness of this approach has not been systematically evaluated. The authors analyzed 30 relevant studies published from 1990 through late 2006 and found that peer education programs led to increased knowledge and reduced equipment sharing among injection drug users. However, there was no significant benefit detected in terms of a reduction in sexually transmitted infections. The researchers comment that study heterogeneity limited the strength of this meta-analysis and they recommend a "standardized set of measures for condom use, HIV knowledge, and other behavioral and biological outcomes" for further research.
Reducing Sexual Risk Behaviors and Alcohol Use Among HIV-positive Men Who Have Sex with Men: A Randomized Clinical Trial
Velasquez, M. M., von Sternberg, K., Johnson, D.H., et al. Journal of Consulting and Clinical Psychology (2009), Vol. 77 No. 4, pp. 657-667.
The researchers conducted a randomized clinical trial of 253 alcohol-using men who have sex with men (MSM) to see whether POE using a "transtheoretical model" with motivational interviewing would reduce the men's use of alcohol and risky sexual behavior. A control group was given referrals to standard services. The control group reported taking a slightly greater number of drinks per day and were twice as likely engage in risky sex behaviors compared to the intervention group. There was no difference between groups on the number of drinking days per 30-day period or on the number of days of unprotected sex. The protective effect in the intervention group leveled off over time and was indistinguishable from the control group by the tenth month.
Recent Evaluations of the Peer-Led Approach in Adolescent Sexual Health Education: A Systematic Review
Kim, C.R. & Free, C. International Family Planning Perspectives (2008), Vol. 34 No. 2, pp. 89-96.
The authors of this systematic review provide a critical analysis of 13 published studies of the efficacy of adolescent POE programs to promote sexual health. Studies were appraised for four critical study biases (selection-, performance-, attrition-, and detection bias). Randomized and quasi-experimental programs from high- and low-income nations were included. The authors found that the methodological quality of the studies was low and they urge caution in interpreting the results of this review. Of the three studies reporting consistent condom use, none showed statistically significant results. Nor was there clear evidence, say the authors, that adolescent POE reduced the odds of pregnancy or having a new partner. Despite their findings, the authors state that POE "should not be abandoned but rather fine-tuned."
Modeling the Impact and Cost-effectiveness of the HIV Intervention Programme Amongst Commercial Sex Workers in Ahmedabad, Gujarat, India
Fung, I.C., Guinness, L., Vickerman, P., et al. BMC Public Health (2007), Vol. 7, p. 195.
This article uses mathematical modeling to determine cost-effectiveness of the Jyoti Sangh HIV prevention program in Gujarat, India. The program was initiated in 2003 when HIV prevalence among commercial sex workers was found to be 13 percent. The authors, using multiple assumptions and surrogate markers for the outcome of interest (HIV infections), determine that the intervention "averted 624 and 5,131 HIV cases" among sex workers and their clients respectively. They conclude that the intervention was cost effective at a cost ranging between $56 and $219 per averted case.
Creating Environments that Support Peer Education: Experiences from HIV/AIDS-prevention in South Africa
Campbell, C. Health Education (2004), Vol. 14 No. 3, pp. 361-373.
The author of this editorial reviews her own work and that of others regarding POE among South African youth. She discusses the work of Paulo Freire, the underpinnings of effective POE, and obstacles that have led to mixed results with POE. She cites her own 2001 study in which young people, despite high levels of HIV knowledge, continued to engage in high-risk sex. Barriers cited include low perceived level of personal risk; peer pressure to engage in unprotected sex; limited access to condoms; and poverty that made transaction sex attractive to some young women. The author concludes that program success will be difficult without parallel efforts to change the social environment.
Peer Education for HIV Prevention in the Socialist Republic of Vietnam: A National Assessment
Khoat, D.V., West, G.R., Valdiserri, R.O., et al. Journal of Community Health (2003), Vol. 28 No. 1, pp.1-17.
This report on a governmental assessment of HIV peer education programs finds that in 2000 "very limited" numbers of people were reached. Only 20 of Vietnam's 61 provinces had programs. Most targeted injecting drug users and many targeted commercial sex workers, however, few targeted their sex partners. The nature of education was also incomplete; while some programs distributed condoms, few demonstrated their correct use, and access to clean needles and syringes were often not provided. The authors say that small surveys of clients indicated continuing high-risk behaviors despite repeat contacts with peer educators, suggesting inefficiencies in peer education. The authors end with six recommendations to expand and improve peer education initiatives.
Training Outreach Workers for AIDS Prevention in Rural India: Is It Sustainable?
Sivarma, S. & Celetano D.D., Health Policy and Planning (2003), Vol. 18 No. 4, pp. 411–420.
The authors review a POE program in the rural state of Karnataka in India, two years after external funding was withdrawn to determine factors associated with program sustainability. The program initially trained 5,000 community-based outreach workers (CBOWs). However, only 39 of the 5,000 appeared to sustain POE activities. The authors interviewed program staff and both sustaining- and non-sustaining CBOWs. Several factors were found to be related to sustained engagement: volunteers who were already leaders in community organizations were most likely to become sustainers; focusing on community organizations (which can aid in ongoing support for volunteers) over individual volunteers may improve sustainability; and the withdrawal of stipends to volunteers when external funding ends leads to significant attrition among impoverished volunteers.
The Influence of Peer versus Adult Communication on AIDS-protective Behaviors among Ghanaian Youth
Wolf, R.C., & Pulerwitz, J. Journal of Health Communication (2003), Vol. 8 No. 5, pp. 463-474.
In order to determine who most influences youth's risk reduction behaviors; peers, adults, or a combination of both, the authors of this paper queried nearly 500 Ghanaian youth aged 11 to 26 years about the people they spoke with about reproductive health and contraception during the previous three months. Overall, 58 percent of youths said they had taken action during the preceding three months to protect themselves from HIV. Those who spoke with adults were no more likely than those who spoke with no one to take precautions. Those who spoke with peers were more likely to have taken a preventive measure than those who spoke with no one, while those who spoke with both peers and adults were most likely to have taken a protective measure. The author state that cause and effect could not be proven by this observational study.
Exploring Similarity between Peer Educators and Their Contacts and AIDS-protective Behaviours in Reproductive Health Programmes for Adolescents and Young Adults in Ghana
Wolf, R.C. & Bond, K.C. AIDS Care (2002), Vol. 14 No. 3, pp. 361-373.
The authors examine the similarities and differences between the age, ethnicity, gender, and school status (in or out of school) of peer educators with those of their contacts and how those similarities or dissimilarities affect the outcome of POE. Outcome was assessed by asking contacts: "Have you done anything to protect yourself from AIDS in the past three months?" Unadjusted results showed no statistically significant difference in outcome based on the closeness of peer-contact characteristics. After adjusting for "other potential co-factors," such as age, whether the program was school-based "and other variables," peer educators who more closely resembled their contacts had a statistically significant, albeit modest, effect on the outcome.
Impact of a Peer-group Intervention on Occupation-related Behaviors for Urban Hospital Workers in Malawi
Chimango, J. L., Kaponda, C.N., Jere, D.L., et al. Journal of the Association of Nurses in AIDS Care (2009), Vol. 20 No. 4, pp. 293-307.
Over 800 staff members at a Malawi hospital were evaluated regarding the impact of a peer-group intervention focused on observation of universal precautions, enhanced client teaching, and respect for people living with HIV (PLWH). Intervention effectiveness was evaluated by staff and client surveys, and direct observation. Six months after the Mzake ndi Mzake (Friend to Friend) intervention, which consisted of ten 90- to 120-minute sessions, staff knowledge of universal precautions increased marginally over their already high level of knowledge at baseline. Staff members were observed to use of gloves somewhat more frequently and clients reported that staff engaged them in some aspect of HIV teaching to a greater degree.
The Social Conditions for Successful Peer Education: A Comparison of Two HIV Prevention Programs Run by Sex Workers in India and South Africa
Cornish, F. & Campbell, C. American Journal of Community Psychology (2009), Vol. 44, pp. 123–135.
This critical review of two POE programs among sex workers – one successful and the other not – provides detailed insights into the factors that may be central to successful versus failed interventions. The authors provide extensive citations for their observations; give vivid examples of successful and unsuccessful approaches, and make a few counterintuitive observations. The authors review aspects of the "failed" intervention that were successful and vice versa. Overly optimistic and ambitious approaches, say the authors, may be less successful overall than more limited approaches; for example, they challenge the assumption that multi-stakeholder involvement necessarily improves success and they give an example of how one project's progress was impeded by the engagement of multiple stakeholders with competing interests. In other ways, however, a more comprehensive approach can prove beneficial; for example, the program in which women organized a variety of social and economic supports for each other succeeded where another project, which remained narrowly focused on medical issues, failed. The authors measured success in terms of reduction in sexually transmitted infections and in program continuance versus closure.
Evaluation of HIV/AIDS Secondary School Peer Education in Rural Nigeria
Maas, F. & Otte, W. M. Health Education Research, (2009), Vol. 24 No. 4, pp. 547-557.
The authors conducted a study of the efficacy of a peer education program for secondary school students in Nigeria from 2005 to 2007. The intervention included ongoing training of peer educators for the two-year period. Peer educators and trainers used the United Nations Population Fund/United Nations Joint Programme on HIV/AIDS Peer Education Toolkit; the Family Health International Peer-to-Peer Training guide; videos; and other resources. The intervention was assessed by cross-sectional surveys; a comparative case series; and qualitative assessment of students in the intervention arms vs. those who received no special HIV education. Students in the intervention arms increased their knowledge of HIV, and reduced the number of times they engaged in sexual intercourse and the number of sex partners they had. Although there was a trend toward increased condom use, it did not reach statistical significance.
Evaluation of a Peer Network Intervention Trial among Young Methamphetamine Users in Chiang Mai, Thailand
Sherman, S.G., Sutcliffe, C., Srirojn, B., et al. Social Science & Medicine (2009), Vol. 68 No. 1, pp. 69-79.
This 12-month clinical trial randomized 983 methamphetamine-using Thai youth aged 18 to 24 years to a peer-educator, network-oriented intervention or to a "best practice, life-skills" program. Both groups showed a "significant and dramatic decline in self-reported methamphetamine use (99 percent at baseline and 53 percent at 12 months). Condom use increased to the same degree in both groups. The authors note that unlike the peer educator group, the "best practice" group did not include social network members, however, the network members of the best practice group increased their use of condoms as well. The authors comment on possible study contamination due to diffusion of information and possible biasing effects on the study since the study was conducted in the wake of extrajudicial killings of over 2500 suspected drug users.
HIV/AIDS Prevention among the Male Population: Results of a Peer-education Program for Taxicab and Tricycle Drivers in the Philippines
Ang, A., Morisky, D.E., Nguyen, C., et al. Health Education and Behavior (2008), Vol. 32 No. 1, pp. 43-57.
Taxi and tricycle drivers in the Philippines are seen as a "bridging" group that can contract HIV infection from sex workers and bring it into the larger population through sex with their spouses or other sex partners. The authors conducted a two-year, randomized, peer-education program with the drivers and conducted near- and long-term follow up (up to 31 months) comparing the intervention arms with control arms, in which subjects received no special HIV education. HIV knowledge increased among the treatment arms. The authors state that condom use increased from baseline to follow-up, however, this claim is based on a subgroup analysis.
Long-term Follow-up Study on Peer-led School-based HIV/AIDS Prevention among Youths in Shanghai
Cai, Y., Hong, H., Shi, R., et al. International Journal of STD & AIDS (2008), Vol. 19 No. 12, pp. 848-850.
Many studies of peer-education programs provide only short-term outcomes. The authors conducted a randomized study of 1950 senior high school students in Shanghai, China, to determine both short- and long-term (one year) outcomes. The researchers found that the percentage of students saying they would use condoms increased from 46 percent to 66 percent one month after the POE intervention and held at 62 percent one year later, representing a significant improvement over the control group. Actual behavior changes were not determined.
Study on Peer-led School-based HIV/AIDS Prevention among Youths in a Medium-sized City in China
Huang, H., Ye, X., Cai, Y., et al. International Journal of STD & AIDS (2008), Vol. 19 No. 5, pp. 342-346.
Over 3,000 senior students in San-ming China were randomized to receive HIV peer education or usual teacher-led health education. Peer educators, aged 16 to 17 years old, were trained for four-days to help them "improve the knowledge, attitude, and behavior of their classmates" regarding HIV. Small sessions (44 to 66 students) showed greater benefit than those attending the large sessions (100 to 150 students). The authors cite other research showing that school-based HIV education reduced risky sexual behaviors. However, the authors comment that although students in the current study stated their intention to change their sexual behavior, actual changes in sexual behaviors were not tracked.
Impact of Five Years of Peer-mediated Interventions on Sexual Behavior and Sexually Transmitted Infections among Female Sex Workers in Mombasa, Kenya
Luchters, S., Chersich, M.F., Rinyiru, A., et al. BMC Public Health (2008), Vol. 8, pp. 103.
A POE project for female sex workers (FSWs) in Mombasa, Kenya, was evaluated five years after its launch in 2000. Following intervention, FSWs were significantly more likely to use condoms and to refuse clients who declined to use a condom. However, FSWs were also far more likely to work full- rather than part-time in 2005 than in 2000 (increasing the number of sex partners they had per week). Poverty played a large role in the FSWs sexual behavior. The researchers conclude that "it is uncertain whether the balance between higher number of partners and increased condom use reduced the total number of unprotected sex acts." HIV prevalence showed a non-significant increase from 31 percent in 2000 to 33 percent in 2005.
Report to the UNAIDS HIV Prevention Reference Group on Developing Minimum Quality Standards for HIV Prevention Interventions
Medlin, C., Balkus, J., & Padian, N. Joint United Nations Programme on HIV/AIDS (2008).
This report grew out of the UNAIDS HIV Prevention Reference Group, which met in Geneva, Switzerland, in 2007. Participants in the conference concluded that there was a need for greater clarity in nomenclature for behavioral interventions (definitions, critical components and methodologies to assess interventions) and for minimal quality standards for HIV prevention interventions.
Guidance provided in this 30-page document is drawn from interviews with leading experts in various HIV prevention areas; from an in-depth literature review; and from examples of existing protocols and standards currently in use. The report discusses the tension between researchers and front-line health practitioners regarding the relative merits of outcome assessments and provides some insight into the differing perspectives of both.
Three intervention-specific programs are reviewed in detail: condom social marketing, peer education, and microcredit. The report authors give a basic description of each intervention; describe the conceptual theory or assumptions about how the intervention is expected to produce the intended effects; and give a brief summary of the current standard or typical kinds of data collection for monitoring and evaluation of the impact of the intervention. Common criticisms or intervention failings are described. Alternative approaches suggested by the key experts are included. Each section concludes with a brief summary of issues for program designers to consider in developing quality standards.
The Effectiveness of a Peer-led HIV/AIDS and STI Health Education Intervention for Prison Inmates in South Africa
Sifunda, S., Reddy, P.S., Braithwaite, R., et al. Health Education & Behavior (2008), Vol. 35 No. 4, pp. 494-508.
This study of 357 pre-release prisoners in South Africa, measured their knowledge, attitudes, sex communication, self-efficacy, and intentions before and after instruction by either an HIV-negative or HIV-positive peer educator, with follow-up evaluations at 3, 6, 9, and 12 months in the community. Ninety-four inmates had to be excluded from the study due to an administrative problem at one of the prisons, leaving 263 evaluable inmates. Although improvements were seen with both HIV-negative and HIV-positive counselors, there was greater improvement with the HIV-negative peer counselor. The authors suggest that the prisoners may have found it difficult to look up to prisoners with "additional stigma." The authors comment on a limitation of their study: only intentions and not actual behavior changes were measured.
Evaluation of SHAPE 1: Strengthening HIV/AIDS Partnerships in Education School Based Peer-Education Program
Adamchak, S.E., Wong, E., Tucker, H., et al. Family Health International (2005).
This 41-page evaluation study, funded by USAID, examined the Strengthening HIV/AIDS Partnership in Education 1 (SHAPE 1) project. The Ghanaian project was launched in September 2001 and concluded in late 2004, when it was replaced by a newly designed SHAPE 2 Project. The goal of the POE project was to prevent the spread and mitigate the impact of HIV among educational professionals and the youth and families served by educators in primary, junior secondary, and senior secondary schools.
Nearly 90 schools trained peer educators who promoted HIV prevention through clubs, health talks, skits, dramas, and one-on-one encounters. Approximately 70 schools maintained viable POE programs at the end of the project's second year of operation.
Findings of the evaluation study indicate that there were "no significant differences between the SHAPE 1 students and comparison students (who had no special HIV education)" and that SHAPE 1 students were actually less likely to report using condoms to avoid sexually transmitted infections, although the researchers caution that the finding was based on a very small number of students. Between 40 to 50 percent of the students said their main reason for not using condoms was due to lack of availability.
Impact of Peer Group Education on HIV Prevention among Women in Botswana
Norr, K.F., Norr, J.L., McElmurry, B.J., et al. Health Care for Women International (2004), Vol. 25 No. 3, pp. 210-26.
The authors evaluate a workplace peer education program given to more than 300 women in Botswana. Half of the women were enrolled in an immediate intervention arm and the other half in a delayed intervention arm. The program addressed gender inequality, HIV risk reduction, and attitudes toward people living with HIV. HIV-transmission knowledge levels were "fairly high" among the women at baseline, and increased by a small percentage following the intervention. Accurate knowledge of behavioral changes increased from 62 percent to 90 percent, while those who self-reported practicing safer sex increased from 34 percent to 47 percent. The authors found the program to be "feasible and affordable" for replication in developing countries.
Impact of a School-based Peer Sexual Health Intervention on Normative Beliefs, Risk Perceptions, and Sexual Behavior of Zambian Adolescents
Agha, S. AIDS Education and Prevention (2002), Vol. 34 No. 5, pp. 441-452.
The authors studied Zambian secondary school students who were randomized to either a 1-hour-and-45-minute-long in-class peer sexual health intervention on "knowledge and normative beliefs regarding abstinence and condoms and personal risk perception of acquiring HIV" or to a 1-hour class on water purification. The authors found that students in the intervention arm, relative to students in the control arm, were more likely to score higher on HIV knowledge questions and on normative beliefs about abstinence and condoms. They also had higher personal risk perception of acquiring HIV than students in control arms.
Peer Education and HIV/AIDS: Past Experiences, Future Directions
Population Council/Horizons (1999).
This 53-page report grew out of a needs assessment of peer education program managers identified by an international consultation of 45 experts and conference participants that was held in Kingston, Jamaica, in 1999. The authors conducted a literature review of the key POE topics and include sections on: HIV peer education integration with other interventions; finding and keeping peer educators; training and supervising peer educators; gender, sexuality and the sociocultural context; program activities to foster behavior change; care for people living with HIV/AIDS; and program sustainability.
Peer Education and HIV/AIDS: Concepts, Uses and Challenges
Interviews were conducted with 30 program managers from Africa, Asia, Latin America, and the Caribbean regarding POE and support interventions in order to provide an overview of the uses and challenges in peer education in this 43-page document.
Do Peer Educators Make a Difference? An Evaluation of a Youth-led HIV Prevention Model in Zambian Schools
Denison, J.A., Tsui, S., Bratt, J., et al. 2012. Health Education Research Vol. 27 No. 2, pp. 237-47.
The youth-led School HIV/AIDS Education Program (SHEP) was evaluated to determine its effectiveness on students' levels of HIV and reproductive health (RH) knowledge, attitudes, and protective behaviors. The cost of implementing the program was also evaluated. Peer educators were trained and had strong leadership, communication, and team building skills. Aged 18-25 years the peer educators were older than students but younger than teachers. SHEP used a comprehensive approach to HIV and RH education in addressing life skills and sexual behaviors. The study was non-randomized and quasi-experimental. Schools that implemented SHEP for a minimum of three years and had active peer educators were randomly selected to be in the study. About 2,000 students were interviewed from 13 intervention schools and 13 matched comparison schools. SHEP students were more likely to correctly answer HIV prevention and transmission and reproductive physiology questions compared to non-SHEP students. Positive attitudes towards people living with HIV were more likely among SHEP students compared to non-SHEP students. SHEP students also reported higher levels of self-efficacy in refusing unwanted sex and acquiring a condom compared to non-SHEP students. SHEP students were more likely to have had only one sexual partner in the last year or to report not having had sex in the past year compared to non-SHEP students. The cost of the program was about US$20 for each beneficiary. The SHEP model was found to be very effective and is recommended to be scaled-up in other settings.
Peer Education and Support in HIV/AIDS Prevention, Care, and Treatment: A Comprehensive Training Course for Expert Clients in the Kingdom of Swaziland
International Center for AIDS Care and Treatment Programs (ICAP), (2007).
This comprehensive training course is designed to train expert clients working in clinic- and hospital-based maternal-to-child transmission programs and treatment sites in Swaziland. This training consists of 16 training units that are conducted over 6.5 days. The course prioritizes the care and treatment of pregnant women in addition to providing services and outreach to their family members. The project incorporates people living with HIV as active implementers in prevention, care, and treatment programs. It can be adapted for use in training other types of lay counselors and peer educators.
Tuko Pamoja (We Are Together): A Guide for Peer Educators
Population Council/PATH, (2007).
This on-line manual was developed as part of the Kenya Adolescent Reproductive Health Project (KARHP) Tuko Pamoja ("We are together") series. It can be used by peer educators facilitating discussion groups with in- and out-of-school youth. The manuals gives guidance on facilitating group discussions and addresses topics such as physical and emotional changes during adolescence, staying healthy, planning for the future, making good decisions, and preventing pregnancy and HIV. It is divided into 26 chapters with a reference section and can be downloaded in its entirety or each chapter can be downloaded individually.
Assessing the Quality of Youth Peer Education Programmes
Assessing the Quality of Youth Peer Education Programmes
This 45-page aid to assessing youth POE programs is based on eight checklists, which were developed and validated in a two-phase research study on the productivity, sustainability, and effectiveness of youth POE programs. The first phase involved development of the checklists; the second phase involved testing and validation of the checklists. The research was conducted in Zambia and the Dominican Republic.
The eight checklist topics are: stakeholder involvement; parental involvement; youth involvement; youth-adult partnerships; peer educator cooperation; gender equity and equality; community involvement; and technical frameworks.
Female Condom and Dual Protection: Training for Community-Based Distributors and Peer Educators
Centre for Development and Population Activities (CEDPA), (2003).
This 87-page report discusses methods of dual protection (prevention of pregnancy as well as prevention of sexually transmitted infections and HIV). Graphic depictions of male and female anatomy and explicit guidelines for the use of both female and male condoms are provided.
Peer-to-Peer: HIV & AIDS Peer Educators Trainers' Guide for IMPACT Implementing Agencies
Family Health International/Nigeria Impact Project, (2003).
This 128-page guide is a Nigerian adaptation of various training guides for peer educators that was developed to help peer educators develop useful skills for POE programs for the prevention of sexually transmitted infections, including HIV. The Peer-to-Peer guide is intended for trainers who will train peer educators.
Peer Education Kit for Uniformed Services
Joint United Nations Programme on HIV/AIDS (UNAIDS), (2003).
As young people comprise the majority of those newly infected with HIV, there is a critical need to find effective ways to lower risk-taking behaviors that can lead to sexually transmitted infections and HIV among the uniformed services populations (i.e. military, peacekeepers, police). This 266-page kit provides a comprehensive review of topics, including an introduction to peer education; training peer educators; monitoring and evaluation; basic information on HIV and AIDS; risk assessment; condom use; sexually transmitted infections; alcohol and drug use; gender, coercion and sexual violence; voluntary counseling and testing, stigma and discrimination; mother-to-child transmission; and professional conduct. Four sets of picture cards are included as discussion aids.
Peer Education: Module 1
United Nations Office on Drugs and Crime (2003).
This 20-page module is part of a larger manual, Life Skills Training Guide for Young People: HIV/AIDS and Substance Use Prevention. Module 1 describes methods for designing, developing, and implementing POE groups and could be used to address any issue, from HIV prevention, and/or substance abuse, to pregnancy prevention.
Guide to Implementing TAP (Teens for AIDS Prevention)
Fothergill, K., Hauser, D., Jackson, K., et al. Advocates for Youth, (2002).
This 197-page comprehensive guidebook to planning, developing, and implementing a youth POE program provides practical advice on every aspect of running a POE project. The authors cover topics such as selecting and training youth educators and responding to common objections and misperceptions about youth HIV POE. The manual includes a list of reliable sources of information, 15 references, and a variety of forms that can be copied for use, including consent forms, survey questionnaires, a project-planning form, and volunteer contract.
YouthNet, Youth Peer Education Toolkit
Family Health International/YouthNet, Arlington, VA (series: various dates).
This series of tools includes "The Training of Trainers Manual"; "Standards for Peer Education Programmes"; "Theatre-Based Techniques for Youth Peer Education: A Training Manual"; "Performance Improvement: A Resource for Youth Peer Education Managers"; and "Assessing the Quality of Peer Education Programmes."
How to Create an Effective Peer Education Project
Family Health International/YouthNet, (No Date).
This 33-page pamphlet is aimed at those who are planning a new peer education project, and/or who want to strengthen or energize ongoing projects. The information is based on interviews with more than 200 subproject managers, peer educators and peer beneficiaries in ten countries and provides guidance on appropriate activities for peer educators; recruiting and selecting peer educators; community acceptance and support for peer educators; training topics for peer educators; supervising and supporting peer educators; and the role of educational materials and condoms in peer education projects.
Peer Education for Kinshasa's Sex Workers
Department for International Development, (2007).
This web document gives a brief overview of a Congolese sex worker and her involvement in POE. Links are provided to related articles and reports.
View Website
Young Peer Educators Raise Awareness of HIV/AIDS Prevention in Gujarat Youth
This short article describes a youth awareness project in India.
View Report
Effectiveness of Interventions to Address HIV in Prison
World Health Organization (2007)
This comprehensive report on HIV prevention efforts and challenges among male and female prisoners around the globe is heavily referenced and provides detailed information about the extent of HIV risk factors in prisons, such as rape or coerced sex, injection drug use, and consensual sex. Study summaries are provided and intervention programs including POE are overviewed. The report concludes with a list of recommendations for effective HIV prevention programs in prisons.
View Full Text (PDF, 1.3 MB)
Frequently Asked Questions on Peer Education
Family Health International/YouthNet, (2002).
This web-based guide answers the following frequently asked questions (FAQs): What are the advantages and benefits of peer programs? What criteria are commonly used when selecting young people to become peer promoters? Is there evidence that peer programs are successful? What are the lessons learned from peer programs? Are peer programs cost-effective? Detailed responses with examples and references are provided. The FAQs guide can be downloaded.
View Website
A Review of the Effectiveness and Appropriateness of Peer-delivered Health Promotion Interventions for Young People
Harden, A., Weston, R., & Oakley, A., Social Science Research Unit, Institute of Education, University of London, (1999).
The authors of this report conducted a systematic review of the published literature regarding youth POE. They examine the claim that POE is superior to more traditional forms of education and prevention. Full reports for 462 studies of POE programs were available for review. The authors provide citations and discuss research methodologies, study outcomes, and recommendations for future program evaluations.
After classifying each study for research design and scientific soundness, they found that only 12 of the 49 outcome evaluation studies were methodologically sound and only 5 of 12 studies directly compared peers and teachers. Of the five studies, "two found peers to be more effective than teachers, two found them to be no more or less effective, and one concluded that neither peers nor teachers were effective." (179 pages)
View Full Text
World Education Publications, HIV and AIDS
JSI/World Education Center for HIV and AIDS.
This web-based resource provides numerous publications related to HIV prevention and intervention. Some of the documents are locale-specific for various countries or states in the U.S. Others documents address topics from the care and treatment of pediatric HIV and AIDS to workplace prevention programs and peer education. Other topics include planning services, determining site readiness to initiate antiretroviral treatment, and business coalitions to prevent HIV.
View Website
National Organization of Peer Educators, Kenya
NOPE, Nairobi, Kenya
This website provides information about the Kenyan non-governmental organization, NOPE, which is active in POE programs to prevent HIV in Kenya.
View Website
Related Prevention Knowledge Base Interventions
Related Promising Practices


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Google Calendar implemented a basic snooze feature for pop-up notifications. You can click on "remind me again in 5 minutes" in Google Calendar's web interface.
"When alerted to an event via a pop-up notification and dismissing it, the calendar interface will show you an option to remind you again shortly. Click on that link if you want to be reminded of the event again," explains Google.
Another implementation is available in Google Talk Labs Edition, a Windows client for Google Talk that shows Google Calendar notifications.
25 minutes ago

subset: commoncrawl


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The Carroll County Public Service Authority's goal to bring commercial water to all four Interstate 77 exits in the county is now a reality with the completion of the Fancy Gap water project.
During the PSA's Dec. 12 meeting, Executive Director Gary Larrowe informed the Authority that the Fancy Gap water project is now complete.
"It has been a goal of this PSA since 2008 to get commercial water and sewer to each exit, and now that has happened. Now all we are lacking is completion of the sewer project already started at Fancy Gap to complete all those goals," Larrowe told The Carroll News. "I think that is important to have commercial water and sewer available at each exit. Prior to this PSA and the last Board of Supervisors, that was not the case."
Larrowe told the PSA that 68,400 feet of line has been installed in the construction phase of the water project. That figure represents 100 percent of the work.
"It's the first time we can announce that the system out there is operational and every one of those customers are getting water," Larrowe said. "We are letting the landowners know that and we are dropping meters at the same time so we can work with local folks to get them hooked up. That is a wonderful Christmas present for the PSA as well."
The water pump station is also operation and has been placed in service to support the system, Larrowe said. The water storage tank contract associated with the project on Beamer's Knob is also operational.
Larrowe said it is important to note that the sewer side of the Fancy Gap project has not been completed yet. Approximately 22,900 feet of gravity sewer line has been installed, representing about 72 percent of the total sewer line work. Approximately 8,400 feet of the force main has been installed, which represents about 75 percent of the work. Work on the bores under Interstate 77 continues, Larrowe said.
In total, Carroll received a federal grant of $2,689,000 and a low-interest loan of $1 million in 2009 to bring a public water system to Fancy Gap. The county also received a federal grant of $2,373,000 and a loan of $2 million for the wastewater system for Fancy Gap for a total of $8,062,000. At the time of the announcement, the water project was scheduled to make public water service available to 190 potential customers, while the wastewater project was scheduled to serve 65 existing homes and businesses.


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Details and Shopping
Customer Favorite
Multicolor patterned long hooded cardigan. Long bell sleeves. Meant to be worn open. A gorgeous layering piece that we love with a pair of cutoffs and rugged leather boots.
*52% Cotton, 13% Acrylic, 11% Wool, 9% Linen, 8% Nylon, 7% Alpaca
*Hand Wash Cold
*Hand Wash Cold
Measurements for Small:Length: 38"
Across Front of Chest (seam to seam - meant to be worn open): 11 3/4"
Sleeve Length: 24 1/2"
Sleeve Opening Width: 7"
Rated 4.5 out of 5Â by 37 reviewers.
Rated 5 out of 5Â by ViCarlo Awesome I was so pleased with this sweater. It is perfect for layering, my favorite. It is thin and light weight. A little on the pricey side Free People. I hope Free People will keep the prices more reasonable so I can continue to do frequent purchases with them! I really like shopping with you but take into consideration the prices on most of your items please. Love the sweater! If you like it buy it. Thanks. 11.6.2012
Rated 5 out of 5Â by gossamerdreams you'll wear this one a lot! got it today and already wore it walking my dogs on the boardwalk. its thin enough to not be too warm in the summer, and thick enough to make you feel snug as a bug on a breezy beach,. You can even use it as a beach cover up & i suspect this will be great also in cooler seasons, perfect layering piece. I absolutely love the hood and it fits true to size. The XS hits me a little below the knees, where it appears to hit the model, too. which must be a first-i am quite petite, 5'4". Colors appear a little bit paler, more fall then electric as they do i the image. the sleeves are the cutest thing, there is a verdigris color just where they end and that is simply beautiful. Great length sleeves too, not to short. The only thing i'd wish for might be pockets, but on the other hand, it probably won't work on this thin fabric. I am totally hoping FP get this back in in the light color as well because i really like to see that in person, too. Still reading? Cool, well in summary this is and awesome FP staple that i believe will bring a lot of color and joy to the closets of many a FP girl. 6.25.2012
Rated 3 out of 5Â by edallasgirl Looks better online The Sweater looks amazing on online, but the arms are so, so tight and the body is fuller and stretches. The material is very thin and will definitely snag. It is not warm at all. For the price, I definitely cannot see wearing it as I intended, as a type of festival, outdoor sweater. Yet, it's not appropriate for the office. I am disappointed it will get less wear than I had anticipated. 3.13.2013
Rated 5 out of 5Â by kwingo Great Cardigan but shape stretches I get compliments on this every time I wear it. I wear it to death, actually. The only negative is that the sweater will stretch and it can get lopsided looking from the front. SO then I have to pull and stretch the opposite side to make it closer to even. I'm kind of in a permanent lopsided situation right now with it, but need to wash it cold and lay flat to dry, I'm thinking it will return to it's original shape. I'd recommend it though, it goes with everything in my boho closet! 11.18.2012
Rated 1 out of 5Â by jennyptown Poor Quality I loved the pattern in the photo of this Cardi but was so disappointed in the quality of the knit...I am returning it as I do not think it is worth the price..this is the sort of thing that will snag and pill after a few times you wear it...Mine also ran a bit small in the shoulder 6.18.2012
Rated 5 out of 5Â by NinjaGirl Aztec love! I purchased both colors when they appeared online, and I have to say that they are more colorful in person. Although the summer sand combo is a nice neutral, the aztec combo really is a winner. Eyecatching and incredibly soft, it is the perfect layering piece over just about anything FP. It was originally listed as cotton and I noticed that they changed the fiber content after I ordered it. I was concerned about the itch factor, but the fabric is actually pretty soft. I'm only 5'2" and the XSmall length hits pretty close to the model photos. The sleeves are super long, but just adds to the coziness factor. There is one small metal hook and eye about midchest for fastening if you want to close it, but I prefer to leave it open to keep that laid back vibe. Now I need to decide if I am sending the summer sand combo back or keeping both colors! 6.12.2012
Rated 5 out of 5Â by snwbunny Buy this. If you like it, buy it- so glad i did; it is the new staple of my wardrobe. The colors are awesome and I've gotten tons of complements on it. My only qualm is the flared out sleeves (a little too biblical looking for my taste) but that's not enough to stop me from wearing it every day; i just roll up the sleeves a fuzz and its all fine and dandy. 11.2.2012
Rated 5 out of 5Â by NessaBear Perfect! I love love love this sweater. I am petite and only 5'3". im always afraid buying long sweaters, tall boots, etc online as the models are much taller than I am and its hard to judge if it will swallow you up. however I got this sweater in the XS and it goes just right below my knees. its super sift and comfortable. I wear it with my ripped jeans, flat sandals, and a plain white tee, or even over a slip dress with some cute boots. so versatile. highly recommend! 4.26.2013
Product Reviews
There are no reviews for this product yet. Check back. or write a review yourself.


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Smarties cookies
Member recipe by littlemisshappy145
Cooking time
ServingsServes 1 - 20 Cookies
This recipe is featured in the August 2008 issue of GoodFood as a reader recipe and is great fun for kids to make!
- 350g/12oz plain flour
- 1 tsp Bicarbonate of Soda
- 1tsp baking powder
- 250g/9oz butter softened
- 300g/ 10oz caster sugar
- 1 egg, beaten
- 1 tsp vanilla extract
- 4 X 40g boxes Smarties
- Heat oven to 180C/fan 160C/gas 4.
- Sift the flour, bicarbonate of soda,baking powder and a pinch of salt into a mixing bowl, then set a side.
- Cream together the butter and sugar until pale and fluffy, then beat in the egg and vanilla.
- Gradually beat in the sifted dry ingredients to form a stiff dough.
- Roll the fough into 20 balls, then place on ungreased baking drays, spaced well apart.(WARNING: THE COOKIES WILL EXPAND LOTS, DO NOT PUT CLOSE TOGETHER!!! )
- Press several Smarties into each ball, flattening the ball slightly.
- Bake for 15 minutes until pale golden brown.
- Leave on trays 2 minutes and remove to cooling racks to cool completely.
- Will keep in an airtight tin for up to 5 days
- NUTRITION: PER COOKIE : 253 kcalorices, protein 3g, carbohydrate 35g, fat 12g, saturated fat 7g, fibre 1g, sugar 22g, salt o.47g.
Comments, questions and tips
Made a batch for a local summer fair and they sold out quickly - even before cupcakes! I followed the suggestions below and used 50g less of sugar and because I wanted the colours to show brightly for the stall I played safe and used M&M's incase smarties food colouring ran. Thank you for sharing the recipe and your suggestions :)
I am notoriously bad at baking biscuits so I didn't expect much, but WOW was I pleasantly surprised. I followed the recipe almost to the letter. The only differences were I used granulated sugar instead of caster and added a spoonful of custard powder. The cookies were amazing. Really big and wonderfully chewy, just like the "Rainbow Cookies" I used to sell when I worked at a well-knows cookie chain. 10/10
A good recipe but found dough a bit soft so added flour. However would have liked lighter cookies (with more cracks) so now wondering if I should have persevered with the wetter dough. Not easy when making with a 3 year old! He throughley enjoyed making them btw & particularly liked pushing the smarties in.
Also took out 50g of sugar as recommended by others as did not want it too sweet & ended up using mostly soft light brown sugar as ran out of caster which I think worked well.
Will probably half mixture next time to make much smaller cookies & cook for less time as they are so big for little children.
I made these biscuits and i found they were simple, fun and delicious! i followed the recipe exactly too and i would love to try them again! they went down really well with everyone. I tried a tester from the oven and i liked them so much, i found i had to to "test" a few more before letting my family at them!


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Xavier's Graduate Programs
Adults choose Xavier's graduate programs to prepare for career advancement or career change as well as for personal growth. They stay at Xavier because of the quality education, individualized attention from faculty and staff, and the convenient, adult-centered environment.
Most of Xavier's graduate programs review applications for admission on a rolling basis. Xavier's graduate programs offer personal attention, focus academics and a network that leads to career success. Some of the programs also have:
- Admission policies that allow you to begin course work before being formally admitted.
- An adult orientation program and a handbook to assist in your transition to graduate study.
- Graduate program directors who meet with both prospective and current students who need advising.
- Registration and payment by mail or fax, and extended office hours at the registrar.
- Payment plans and deferred billing to assist in financing graduate study.


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FIG. 1 is a perspective view of a shoe bottom embodying my new design.
FIG. 2 is a bottom plan view thereof;
FIG. 3 is a left side view thereof;
FIG. 4 is a right side view thereof;
FIG. 5 is a rear elevation view thereof;
FIG. 6 is a front elevation view thereof; and,
FIG. 7 is a top plan view thereof.
Broken lines showing the remainder of the shoe in the figures are for illustrative purposes only and form no part of the claimed invention.


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Sweetheart Neck Dress
Style # 225706
Gorgeously fitted. Cutout back dress features a super cute sweetheart hem and hidden zipper. You're too haute in this ensemble, style with a stiletto pump!
- 66% Nylon, 23% polyester, 11% elastane
- Hand wash
- Imported
- Center back to hem: 16.75" (42 cm)
- Model is 5'10" and wears a US size S
Rated 5 out of 5�by 1 reviewer.
Rated 5 out of 5�by SheWolf Great Fit, Love the Color! Soft Material, fits great. All I need now is a bra I can wear under it w/o showing. Fabric hugs the body, doesn't hide flaws if you are self-conscious about your body. March 19, 2014
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On my little jaunt to the Dollar Store, these roses were waiting outside the door. Waiting for me to grab a bunch. After I grabbed them I went home, added chocolate and turned them into a bouquet.
(I had to find something to do with all the leftover kisses!)
Making them?
Get parchment paper ready.
Melt chocolate and get your coatings ready!
Dip in chocolate first and then in anything else your little heart desires.


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Larimer County Emergency Assistance
It's more than money.
We help families in crisis get back on their feet.
Mission Statement
We help low-income families and individuals living in Larimer County in times of financial need.
We offer:
- Utility Bill Assistance
- Prescription Assistance
- Monthly bus passes
- Single-ride bus passes
- Disabled bus passes
- Birth certificates
- and referrals to other agencies
We also collect and distribute Christmas presents to over 500 children each year.
How can you help?
Mary's Story: One bill after another…
Mary, 67, came to us with an electric bill she couldn't pay.
After raising two children as a single parent, she has spent the past eight years as the primary caretaker of her 86-year-old father.
Her monthly budget is $700, between Social Security Income and Food Stamps.
In January 2012, Mary underwent a hip replacement. She's still recovering from the cost. She now anticipates a second surgery, in light of recent diagnosis of illness in her eye.
Just one week before arriving in our office, Mary's father passed away, only to discover that his own outstanding bills had been transferred to her name.
Mary sold and pawned as much as she could in order to pay for the burial of her father, his outstanding bills, and her own growing expenses.
Of the outstanding $2,500 facing her, Catholic Charities was able to grant Mary assistance totaling $1500. Despite the fact that she still had $1000 to manage, Mary broke down in joy – sobbing and laughing at the same time. She could handle this amount. She felt both astonished and relieved.
Following the appointment, Catholic Charities assisted Mary in setting up a payment plan. She even inquired about Case Management at our Murphy Center for Hope, in order to receive more guidance in the handling of her father's debts, and more support in coping with her loss.
Clients must call the business day before they want to schedule an appointment.
Appointments scheduled as funds are available.
Call 970-484-5010 for appointment. The appointment line is open Monday – Friday: 8:30-10:00AM
Utility Assistance
- Must have a shut off notice
- Must have valid I.D. that matches the name on the bill
- Assistance to Loveland residents is provided through House of Neighborly Services
Prescription Assistance
- Must of have legible prescription from a doctor or a prescription at one of the following pharmacies:
- Albertsons, 1636 N. College Ave. (970-416-5832)
- Albertsons, 731 S. Lemay Ave. (970-490-1128)
- City Drug, 209 N. College Ave. (970-482-1234)
- Safeway, 460 S. College Ave. (970-484-9534)
- Salud Family Health Center, 1635 Blue Spruce Drive (970-494-4040)
- No narcotics
- No birth control
Birth Certificates
- Only within the United States
- Client is responsible if form needs to be notarized
- Must have valid form of ID or alternative form of ID
- This service can be used only once.
Transportation Assistance
- Monthly Bus passes- only 2 per person per calendar year
- Single Ride Bus passes - up to 10 per person per calendar year
- Disabled Bus passes- Doctor signature needed OR proof of disability
- Senior Bus passes- ID proving age (60+)
- Assistance to Loveland residents is provided through House of Neighborly Services
Phone: 970-484-5010
(for appointments call Monday – Friday 8:30 AM – 10:00 AM)
Hours: Monday – Thursday 1:00 PM - 4:00 PM
Sister Mary Alice Murphy Center for Hope
242 Conifer Street
Fort Collins, CO 80524
Click here for a complete list of services provided within Larimer County


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This message board is only an archive. Click here to go to the current message board.
I purchased The Stand, finally I found the book in one of our stores and bought it. It is exactly what I needed for my collection of SK books
Just bought the BluRay/DVD edition of Misery on Amazon- it was less than $10!! CHEAP!! By the way, anyone know how Kathy Bates is doing? Haven't heard/saw anything about her in the news- hoping that she is winning her battle!!
Oh check it! I mentioned my new resolution to collect all King hardbacks to a friend, and he is selling me all the ones he has in readable condition (as I replace the ones in lesser condition, because eventually I want all 1st eds with dust covers, I'll just give these away):
1 very nice 1st edition Dead Zone, w/dustcover slightly worn.
Dreamcatcher, no dustcover, kind of crap condition.
Duma Key, no dustcover, good condition.
Black House, no DC, crap condition.
Full Dark, No Stars, w. DC, good condition.
Dark Tower Volumes V and VII, w/ DC, good condition.
Not a bad haul for around $20.
Just received my cope of Gauntlet Press' 'Stephen King's Battleground'. Looks awesome!!
Received my copy of Stephen King: Uncollected, Unpublished Revised & Expanded Fourth Edition, by Rocky Wood!!! Yay!!! Looks fascinating!!!
A couple of SK store front Tee shirts for birthday gifts. Makes great gifts and helps the Haven Foundation too.
The Dark Tower, books 1-5 in hardcover edition, used from amazon.de. Wonderful!!


text: I've heard some discution about loose fitting upers/lowers in just about every post I seen about AR platforms. I don't really know if this is a "perscribed method" to do this or not, but it worked for me. I had an old well used Colt at one time and the upper was very loose to the lower, I did a bit of measuring with some feeler gauges and found that the copper foil tape they use for stained glass window leading ,was just the right size. Just put a line down on the top of the lower where the flats are that contact the upper and trimmed it with an xacto knife. Very soft metal, stayed in place(tape) and really tightened things up nice. Had it that way for several years and kept an eye out for any signs of excessive wear on the front pin, but never found any problem. I don't know why I haden't posted this before, brain fart I guess!! It's a reall simple "thightener upper" for the slop in the well used AR's, and the rubber wedge thingies work pretty good too. I don't remember how thick the foil tape was but it was around a couple thousands or so and the adhesive on it seems to hold it in place quite well as long as youre carefull about wiping down the lower when it's separated from the upper. The Colt also had some oblong-ing of the uppers retaining pin holes, some butcher musta had it before me Mr. Hammerman I think!! I fixed that with a larger pin and stainless bushing pressed in the upper. Was as tight as a bolt gun when it was done, but that was more of an exstream case and the perminent fix for it. Lucky it was the old small pin one. The foil works great just to stiffen up things though. Yankee injunuity, afro-engenering, n*g*er rigging, or what ever you want to call it, at it's best!!!!!


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Jeanne Gang's Green-Roofed Aqua Tower Ripples Up Towards the Chicago Sky
Situated along Chicago's Loop District, the Aqua is a distinct construction that sits amongst a slew of standard glass boxes. The building takes a form inspired by Lake Michigan and the Chicago River, which is manifested on its facade of rippling balconies on its surface. The ripples however are not random and were a carefully calculated addition that found many challenges with their integration. Each floor plate in Aqua is unique, ultimately making the construction of the building quite complicated. The inconsistent floor plates also created variations in unit sizes – while some people may have a balcony up to 12 feet wide, others find just inches extending from their feet.
The balcony overhangs do however serve an environmental purpose. They not only shade apartments from the hot summer sun, but also protect the building from the force of wind – one of the most challenging aspects of skyscraper engineering. The undulating facade effectively mitigates the heavy Chicago winds, breaking them down to such a degree that thet building doesn't require a tuned mass damper to stabilize it against wind vibrations and sway. And even if small for some units, every floor up to the 82nd can make claim to a balcony – something that usually cannot be done above sixty floors given heavy winds.
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Outreach Division of School Improvement
The IDOE Family and Community Engagement initiative is being rolled out in January 2015. The vision of the FACE initiative is to assist the Division of School Improvement with an intentional approach to family and community engagement. Our mission is to serve all Indiana schools, including Focus and Priority Schools, with improving their family and community engagement initiatives. In addition to identifying and designating applicable schools as "Family Friendly," we will create and share a statewide framework for Family and Community Engagement.
If you have any questions or in need of additional support in the area of Family and Community Engagement, please contact:
Leroy Robinson
Director of Family and Community Engagement
Indiana Department of Education
South Tower, Suite 600
115 West Washington Street
Indianapolis, IN 46204
Phone: 317-234-5663
Fax: 317-232-0744
About the Outreach Division of School Improvement
The Indiana Department of Education is committed to creating equitable and high quality opportunities for all Indiana students by providing levels of support and intervention to Indiana schools. The Outreach Division of School Improvement will accomplish this mission of support through the use of Regional Coordinators while collaborating with the nine educational service centers throughout Indiana. The Assistant Superintendent and Director of Outreach have intentionally created at team with a diverse educational background and depth of experience along with highly developed interpersonal skills. Their background of experience and skills will enable them to provide levels of support for all Indiana Schools: Reward, Focus, and Priority. The Outreach Team's mission is to be supportive, responsive, and proactive.
The Outreach Team will provide support and resources that align with the US Department of Education's Turnaround Principles, which includes, but not limited to:
- Studying school data and School Improvement Plans and assist with improving schools by building on each school's strengths.
- Ensuring the implementation of educator and administrator evaluation plans
- Providing assistance to schools based on the priority of needs identified in the School Improvement Model.
- Monitoring progress of Focus and Priority Schools.
- Building partnerships with community organizations to connect schools with appropriate services.
- Connecting schools to network for best practices that support the turnaround principles.
By providing schools a prescriptive and proactive approach of supports and interventions, it is the IDOE's goal to improve services to schools and ultimately improve student academic growth and achievement.
Staff Directory
|McKinley, Dianne
|Outreach Coordinator - Region 5
|(317) 460-8304
|McKnight, Richard
|Project Coordinator
|(317) 232-0596
|Novotney, Lisa
|Outreach Coordinator - Region 9
|(317) 954-2062
|Randolph, Linda
|Outreach Coordinator - Region 6
|(317) 518-8541
|Reeves, Rebecca
|Outreach Coordinator - Region 2
|(317) 518-8834
|Richard, Roll
|Outreach Coordinator - Region 1
|(317) 518-4288
|Robinson, Leroy
|Director of Family and Community Engagement
|(317) 234-5663
|Robinson, Andrea
|Outreach Coordinator - Region 9
|(000) 000-0000
|Thieme, Doug
|Outreach Coordinator - Region 8
|(317) 518-2571
|Uloho, Ebony
|Outreach Specialist
|(317) 232-0534
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Admissions & Financial Aid International Apply Now
Admission requirements
Admission to Wabash College is selective based on the secondary school record including courses, grades, recommendations, English language proficiency, and other information requested on the application form. Wabash admits students regardless of religion, race, disabilities or national origin.
Apply Online
International students are not required to pay an application fee when applying online to Wabash. To start your application, log into your eWabash account (login box on the right). If you don't yet have an eWabash account, click here to create one. This account allows you to work on your application whenever you wish and once submitted, you can track the status of your application to determine what materials still need to be submitted in order to complete your application. The online application is completely secure, and only you can access your information. This file includes all supporting materials, such as the International Secondary School Report, the College Board's CSS/Financial Aid PROFILE, and International Student Certificate of Finances.
Wabash also accepts the Common Application, and we treat this application the same as we do our own application during the review process.
To be given priority consideration for need-based or merit awards, we must receive ALL of the following
before February 1:
- A completed application with signature
- An official copy of academic transcripts from the last 4 years of education, along with the Secondary School Report
- An essay showcasing your ability to write well
- Standardized test scores
- SAT or ACT
- TOEFL or IELTS
- Two letters of recommendation
- All students applying for need-based financial aid must complete the CSS/Financial Aid PROFILE, and the College Board's International Student Certificate of Finances.
- If you do not wish to apply for financial aid, you must still complete the College Board's International Student Certification of Finances.


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Home » Specials
Our Black Truffle Butter is the ultimate garnish to any steak. The haunting, earthy flavor of the truffle , is unleashed as the butter melts on top of your steak. Black truffle butter is also extraordinary on top of corn on the cob, baked potatoes or rice. And there is no better way to finish a sauce!
Origin: USAWeight: 8.8 ozPack: 1


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- hadronization (1)
- heavy ion (1)
- quark gluon plasma (1)
- statistical model (1)
- Study on chemical equilibrium in nucleus-nucleus collisions at relativistic energies (2004)
- We present a detailed study of chemical freeze-out in nucleus-nucleus collisions at beam energies of 11.6, 30, 40, 80 and 158A GeV. By analyzing hadronic multiplicities within the statistical hadronization approach, we have studied the chemical equilibration of the system as a function of center of mass energy and of the parameters of the source. Additionally, we have tested and compared different versions of the statistical model, with special emphasis on possible explanations of the observed strangeness hadronic phase space under-saturation.
- On transverse momentum event–by–event fluctuations in string hadronic models (1998)
- Transverse momentum event-by-event fluctuations are studied within the string-hadronic model of high energy nuclear collisions, LUCIAE. Data on non-statistical pT fluctuations in p+p interactions are reproduced. Fluctuations of similar magnitude are predicted for nucleus-nucleus collisions, in contradiction to the preliminary NA49 results. The introduction of a string clustering mechanism (Firecracker Model) leads to a further, significant increase of pT fluctuations for nucleus-nucleus collisions. Secondary hadronic interactions, as implemented in LUCIAE, cause only a small reduction of pT fluctuations.
- Evidence for an exotic S=-2, Q=-2 baryon resonance in proton-proton collisions at the CERN SPS (2004)
- Results of resonance searches in the Xi - pi -, Xi - pi +, Xi -bar+ pi -, and Xi -bar+ pi + invariant mass spectra in proton-proton collisions at sqrt[s]=17.2 GeV are presented. Evidence is shown for the existence of a narrow Xi - pi - baryon resonance with mass of 1.862±0.002 GeV/c2 and width below the detector resolution of about 0.018 GeV/c2. The significance is estimated to be above 4.2 sigma . This state is a candidate for the hypothetical exotic Xi --3/2 baryon with S=-2, I=3 / 2, and a quark content of (dsdsu-bar). At the same mass, a peak is observed in the Xi - pi + spectrum which is a candidate for the Xi 03/2 member of this isospin quartet with a quark content of (dsusd-bar). The corresponding antibaryon spectra also show enhancements at the same invariant mass.
- Energy and centrality dependence of deuteron and proton production in Pb+Pb collisions at relativistic energies (2004)
- The transverse mass mt distributions for deuterons and protons are measured in Pb+Pb reactions near midrapidity and in the range 0<mt–m<1.0 (1.5) GeV/c2 for minimum bias collisions at 158A GeV and for central collisions at 40 and 80 A GeV beam energies. The rapidity density dn/dy, inverse slope parameter T and mean transverse mass <mt> derived from mt distributions as well as the coalescence parameter B2 are studied as a function of the incident energy and the collision centrality. The deuteron mt spectra are significantly harder than those of protons, especially in central collisions. The coalescence factor B2 shows three systematic trends. First, it decreases strongly with increasing centrality reflecting an enlargement of the deuteron coalescence volume in central Pb+Pb collisions. Second, it increases with mt. Finally, B2 shows an increase with decreasing incident beam energy even within the SPS energy range. The results are discussed and compared to the predictions of models that include the collective expansion of the source created in Pb+Pb collisions.
- Chemical equilibrium study in nucleus-nucleus collisions at relativistic energies (2004)
- We present a detailed study of chemical freeze-out in nucleus-nucleus collisions at beam energies of 11.6, 30, 40, 80 and 158A GeV. By analyzing hadronic multiplicities within the statistical hadronization approach, we have studied the strangeness production as a function of centre of mass energy and of the parameters of the source. We have tested and compared different versions of the statistical model, with special emphasis on possible explanations of the observed strangeness hadronic phase space under-saturation. We show that, in this energy range, the use of hadron yields at midrapidity instead of in full phase space artificially enhances strangeness production and could lead to incorrect conclusions as far as the occurrence of full chemical equilibrium is concerned. In addition to the basic model with an extra strange quark non-equilibrium parameter, we have tested three more schemes: a two-component model superimposing hadrons coming out of single nucleon-nucleon interactions to those emerging from large fireballs at equilibrium, a model with local strangeness neutrality and a model with strange and light quark non-equilibrium parameters. The behaviour of the source parameters as a function of colliding system and collision energy is studied. The description of strangeness production entails a non-monotonic energy dependence of strangeness saturation parameter gamma_S with a maximum around 30A GeV. We also present predictions of the production rates of still unmeasured hadrons including the newly discovered Theta^+(1540) pentaquark baryon.
- Charged particle spectra in central S+S collisions at 200 GeV/c per nucleon (1994)
- The transverse momentum and rapidity distributions of negative hadrons and participant protons have been measured for central 32S+ 32S collisions at plab=200 GeV/c per nucleon. The proton mean rapidity shift < Delta y>~1.6 and mean transverse momentum <pT>~0.6 GeV/c are much higher than in pp or peripheral AA collisions and indicate an increase in the nuclear stopping power. All pT spectra exhibit similar source temperatures. Including previous results for K0s Lambda , and Lambda -bar, we account for all important contributions to particle production.


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As the name 'Multi Tool' suggests, there are a multitude of different tools and purposes you can get from this particular Power Tool. With this comes a great variety of Multi Tool Accessories available to adapt the power tool to the users' requirements.
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At a glance: Art
"I decided that while earning my degree in business administration, I wanted to study art not only for pleasure and personal interest, but also to compliment my major in accounting. I want to show employers and clients alike that I'm capable and often find creative ways to solve any problem by adding a unique perspective."
Adam Roach
The minor in art provides the university community with an opportunity to integrate visual literacy and creative practice with other academic areas. Students pursuing the minor are generally seeking unique careers where the visual arts and creativity may be desirable skills. Recent research has identified these creative problem-solving skills and diverse sets of knowledge as being sought in a wide range of disciplines, industries, and professions. The minor in art contributes to the university's goal of graduating competitive and versatile students.
Distinctive features and objectives
- Comprehensive curriculum gives students exposure to 2-D and 3-D form, theory and practices.
- Professors are dedicated artists, designers, teachers, scholars and mentors.
- Visiting artist program brings to campus accomplished artists
- Study abroad programs in locations such as Italy, Ireland and France expose students to the exciting and wide world of culture and art.
The Department of Art and Design is housed in the Wilson Art Center for the Visual Arts, providing students with updated equipment, resources, wireless capabilities and a stimulating environment in which to work. Most beginning courses meet in the drawing studio, which is well-equipped with drawing tables, group work stations and storage space to meet the individual needs of students. The students also have access to the design computer studio. This space contains the latest Macintosh computers, scanners, color and black and white laser printers, digital cameras, updated software and a small periodical library. A design studio, located next to the computer studio, is well equipped with drafting tables, light board tables and group work stations. Most class presentations take place in the lecture room, located adjacent to the visual resource library. This department library contains thousands of slides to numerous videotapes, DVDs and books for instruction.
The Elzay Gallery of Art is connected to the classroom-studio building by a loggia and is used to display work of artists of invited exhibitions and student shows throughout the year. Other studio/classrooms located in the Wilson Art Center include a painting studio and a printmaking studio. A variety of gas electric, soda, and raku kilns and furnaces are adjoined to the ceramics and sculpture studios.
Student organizations
AIGA/The Professional Association for Design, Kappa Pi National Art Honorary, National Art Education Association, Student Art League
Program outcomes
The department of art and design is committed to teaching and learning through an intensive, structured and sequential program of visual studies and liberal arts education. Our goal is to develop students as creative, productive and intellectually curious artists and designers capable of historical and cultural insight, critical thinking and technical proficiency in an area of emphasis.


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9801 Reisterstown Road
Owings Mills, MD 21117
The information contained on this web page should be validated with the appropriate sales representative and / or lending institution with which the lien will be owned and maintained and does not in any manner over ride the corresponding associated U.S. Government and / or State laws. R&H Toyota is not responsible for any typographical errors or incorrect prices listed on this website. R&H Toyota is not bound to honor any mistakes listed on this website and final sales are at the discretion of the dealership. Internet prices include factory rebates. You may qualify for additional rebates. Purchasers can receive cash back from Toyota or can apply cash back to down payment.
At R & H Toyota in Owings Mills, we provide everything automotive, with great prices and customer service. R & H Toyota serves the greater Baltimore, Owings Mills, Westminster, Reisterstown, & Randallstown area. When you shop at R & H Toyota, you will get a stylish new Toyota or used car at a price that you can afford. Please give us a call today at (888) 767-1573 or stop by and meet with us in person.
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For a quality used car serving Baltimore, MD, visit our used car dealership located at 9801 Reisterstown Road Owings Mills, MD. We have a large inventory of pre-owned cars, trucks, SUVs and mini-vans to select from. At R & H Toyota we pride ourselves in the quality that we offer on all of our used cars, which makes us a major destination for used vehicles. We proudly serve Baltimore, Owings Mills, Westminster, Reisterstown, & Randallstown with used cars. Come see us today and we'll help you drive away in your dream vehicle!
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in memoriam: mike parker
Friday, February 28, 2014 at 5:15PM
Mike Parker joined Mergenthaler Linotype Company company—which would become the world's leading manufacturer of book and newspaper typesetting equipment—as Design Director in the late 1950s, just a few years after the creation of the Neue Haas Grotesk font. A sans-serif font created by Swiss designers Max Miedinger and Eduard Hoffman of the Haas Type Foundry, it was neutral with great clarity and versatile in weight—characteristics which made it perfect for signage and printing. At the time, the font wasn't designed for use on Mergenthaler Linotype hot metal typesetting machines—the industry-standard machine for printing newspapers, magazines, and posters—so Parker reworked it and added it to Mergenthaler's library of fonts. While at the company, he added about a thousand others fueling Mergenthaler's success—not to mention the wide-spread use of the renamed font: Helvetica, Latin for Swiss*. Similarly to Parker's work adapting Neue Haas Grotesk to Helvetica, digitally-based fonts such as Arial and Bitstream Vera would be based on it—the font many believe to be the best ever created. Thanks to the contributions of the late Mike Parker—designer, type historian, a shepherd of typography including Bitstream all-digital, the font god—clear signage tells us how to get where we want to go and multitudes of digital words read more beautifully.
Check out Mike Parker's interview in Gary Hustwit's 2007 documentary about the infamous typeface, Helvetica.


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When it's time to redo the look of a room, ballers on a budget know that throw pillows are the easiest way to switch things up. They add color, they play well with others, and they encourage sleeping in style. What's not to love? Dress up your bed or sofa with this colorful cushion hand-embroidered with a pretty pattern—then reward yourself with a nap after all that hard decorating work.
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- Willamette
- News
- News Archive
- 2010
- October
- Willamette among best values
Current News
Kiplinger's names Willamette among best value private liberal arts colleges nationwide
Kiplinger's Personal Finance names Willamette University among the best values in private liberal arts colleges nationwide within its annual listing of universities that "deliver a high-quality education at an affordable price."
According to the "Kiplinger 100," Willamette is the top value private liberal arts college in Oregon and was ranked 64th nationally. The list considers criteria such as average student debt, standardized test scores, students per faculty, graduation rate and net price — the cost after factoring in need- and merit-based financial aid, excluding loans.
Selected from a pool of more than 600 private institutions provided by Peterson's, schools on the Kiplinger list were ranked by academic quality and affordability — with quality accounting for two-thirds of the total. The rankings factor in both the data and the results of Kiplinger's reporting.
Willamette University was also The Princeton Review's only "Best Value College for 2010" in the Pacific Northwest and was listed among the top ten Up and Coming National Liberal Arts Colleges in U.S. News & World Report's "Best Colleges 2011."


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Painted with an eco-friendly non-toxic paint. The rocker has a book bin in the back for storage of books or art gear. The seat is extra wide to allow for two small kids to read a book together. Some assembly required. Made in the USA.
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Results 41 to 49 of 49
Registered Member
- Join Date
- Aug 2007
- Posts
- 499
Posted On:
1/16/2008 10:11pm
Style: Jiu-jitsu & HEMA--Originally Posted by AnnaTrocity
I tend to think that all the chi-sau nonsense came from a misguided attempt to apply certain principles of weapon fighting to the empty hand. The bind works because of the reach of the weapon & the fact that cutting/stabbing someone does a lot more damage then a blunt strike delivered with equal force.
Also, I second the whole bind to ringen thing. Guy drives forward, you let his point go past you & hit him in the face with your pommel. Then hook the pommel on his neck, sweep the leg & stab him while he's on the ground. It's just good fun.
Another reason "bind to ringen" works so well with a two-handed sword is that the "closed frame" created by gripping the sword with two hands makes it much easier to exert leverage; your elbows reinforce your hands, your hips reinforce your elbows and your stance reinforces your hips. Big biomechanical advantage.
Senior Member
- Join Date
- Feb 2006
- Location
- austin, tx
- Posts
- 2,436
Posted On:
1/17/2008 12:56pm
- Join Date
- Dec 2006
- Location
- Brooklyn, NY
- Posts
- 19
Posted On:
4/20/2009 8:36am
Style: MMA, Sambo, HEMA--
To respond to the OP's original concerns, two-thirds of all senior members and at least half a dozen entire Study Groups have left ARMA over the past two months precisely because of the ultra-authoritarian (or, as many would say, "cult-like") way the organization is run.
I have discussed these issues at length on my blog: http://blog.paulushectormair.com/
ARMA's training methodology is excellent, yes, but that does not make up for the many, many problems with its leadership.
Last edited by Skiritai; 4/20/2009 8:44am at .
Wow...the fact that Jake Norwood (who was my instructor in ARMA and changed the way I looked at martial arts training) resigned really settles it in my book. Jake was awesome so if he has beef with John then I know it's for real.
Last time I emailed John about possibly getting involved with ARMA again after a hiatus he responded back that my cup might be to full and that left a bit of a bad taste in my mouth. Sucked cause I was really eager to get back involved in HEMA and I feel that I would have been an asset to the organization.
- Join Date
- May 2011
- Location
- Murrieta, CA
- Posts
- 8
Posted On:
5/11/2011 10:29pm
Style: German longsword, .45 ACP--
Whoops, responded to OP. My bad. :)
EDIT: I'm am an ARMA member. I really just focus on my local group and don't get involved with internet discussions etc. for the most part.
Last edited by Wounded Ronin; 5/15/2011 1:11pm at .Best Vietnam War music video I've ever seen put together by a vet: https://www.youtube.com/watch?v=oDY8raKsdfg


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Duck and Cover Mens Robb Stripe Polo Shirt
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RGZ10625 In Stock
This gold cable pave cz heart ring is as innocent as it is beautiful. The center heart is 1/2 inch tall and 5/8 inch wide, and surrounded by a shining gold cable border. The center of this heart, as well as the two upsidedown, flanking hearts, features pave set cubic zirconia for added dazzle. Whether you're in love with love, life, or fashion, you'll enjoy the style this pave hearts ring will add. Pair this with other gold cable heart pieces for a great statement.
Eve's Addiction.com wants you to be a happy customer. We want you to be completely satisfied with the sterling silver jewelry that you receive from us, as we only sell high quality silver and cubic zirconia cz jewelry. We do understand that you may not like your purchase for some reason.
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River Plate 2007 home long sleeve shirt.Features embroidered team crest and logo.Screened on sponsor in front and back.Adidas trademark 3 stripes in black on the sleeves are screened on.Comes with Official N&N of Falcao #19 .Clima Cool and Mesh panels on both sides.100% polyester.
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The fashion design program at the Art Institute of Charleston has arrived. The school hosted the "Branching Out" fashion show in its lobby to celebrate the new major that started in January.
Lynne Riding, the fashion design program coordinator and instructor at the Art Institute of Charleston, said the fact that local designers and fashionistas attended the event "showed the students they are taken seriously."
There are 20 students in the fashion design program. That number is expected to grow in the spring and summer. The institute is having an open house Saturday. See the details and RSVP at artinstitutes.edu/charleston.
Demetrius Washington, a third-year fashion and retail management student, emceed the show. He and his fashion show production class led by Ashley Martin worked on putting together the show for two months. He said they never expected it to be as big of a success as it was.
"It was really surprising because we had so many other guests that came. It felt really good. I feel like I've done community outreach," Washington said.
Featured designer Rafael Cox from Season 9 of "Project Runway" said he was inspired by color for his spring/summer line shown at the event, which included bright colors, leather and peplum tops.
"I wanted to make strong, different, distinctive, bold, striking and sexy lines," Cox said.
Cox said he enjoys speaking to students and met with some earlier that day. He said it's important for them to stay in Charleston to "create and inspire in your home base" and build the fashion industry here.
Other designers who graced the runway were Art Institute faculty members Martin of Clewis Reid and Julie Wheat of Cavortess. Local designer Vartika Vikram's whimsical looks also were showcased.
Riding said she has heard many students say the show inspired them.
"I think as we move forward, we're going to be making our own garments. Once we start producing, it's going to be happening more frequently," Riding said of future fashion shows.
Reach Jade McDuffie at 937-5560 or email@example.com.
Jade McDuffie/Staff Rafael Cox walks with his final look.×
"Branching Out" emcee Demetrius Washington is a third-year fashion and retail management student at the Art Institute of Charleston.×
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I'm 35w5d. At my check-up today, it showed that I was up 3 lbs. since my appointment from last Thursday. All total, I'm up about 30 lbs.
Today I saw the nurse practitioner since my OB wasn't available. The NP said she wasn't concerned about the weight since I'm not swelling. I am unsure of my urine protein status, but I do know my BP was acceptable at 122/70s.
I couldn't remember the Preeclampsia Foundation weight gain thing while I was in the office, so I didn't push for anything. But now that I see 2 lbs. in a week can be a red flag.
My next appointment is the 17th. Should I leave a message for the OB to ask her about the weight gain? What would even be done? I'm not having other pre-e symptoms.


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Data Support
Cox Business Security Suite Quick Start and User Guides
Last Updated: Fri, 06 May 2011 > Related Articles
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