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Today, leaders of colleges and universities across the board, regardless of size or focus, are struggling to meaningfully demonstrate the true value of their institution for students, educators and the greater community because they can't really prove that students are learning.
Most are utilizing some type of evaluation or assessment mechanism to keep "the powers that be" happy through earnest narratives about goals and findings, interspersed with high-level data tables and colorful bar charts. However, this is not scientific, campuswide assessment of student learning outcomes aimed at the valid measure of competency.
The "Grim March" & the Meaning of Assessment
Campuswide assessment efforts rarely involve the rigorous, scientific inquiry about actual student learning that is aligned from program to program and across general education. Instead, year after year, the accreditation march has trudged grimly on, its participants working hard to produce a plausible picture of high "satisfaction" for the whole, very expensive endeavor.
For the past 20-plus years, the primary source of evidence for a positive impact of instruction has come from tools like course evaluation surveys. Institutional research personnel have diligently combined, crunched and correlated this data with other mostly indirect measures such as retention, enrollment and grade point averages.
Attempts are made to produce triangulation with samplings of alumni and employer opinions about the success of first-time hires. All of this is called "institutional assessment," but this doesn't produce statistical evidence from direct measurement that empirically demonstrates that the university is directly responsible for the students' skill sets based on instruction at the institution. Research measurement methods like Chi-Square or Inter-rater reliability combined with a willingness to assess across the institution can demonstrably prove that a change in student learning is statistically significant over time and is the result of soundly delivered curriculum. This is the kind of "assessment" the world at large wants to know about.
The public is not satisfied with inferentially derived evidence. Given the cost, they yearn to know if their sons and daughters are getting better at things that matter to their long-term success. Employers routinely stoke this fire by expressing doubt about the out-of-the-box skills of graduates.
Who Owns Change Management
Whose responsibility is it to redirect the march to provide irrefutable reports that higher education is meeting the needs of all its stakeholders? Accreditors now wring their hands and pronounce that reliance on indirect measures will no longer suffice. They punish schools with orders to fix the shortfalls in the assessment of outcomes and dole out paltry five-year passes until the next audit. They will not, however, provide sound, directive steps for the marchers about how to systematically address learning outcomes.
How about the government? The specter of more third-party testing is this group's usual response. They did it to K-12 and it has not worked there either. Few would be happy with that center of responsibility.
Back to the campus. To be fair, IR or offices of institutional effectiveness have been reluctant to get involved with direct measures of student performance for good reasons. Culture dictates that such measures belong to program leaders and faculty. The traditions and rules of "academic freedom" somehow demand this. The problem is that faculty and program leaders are indeed content experts, but they are no more versed in effective assessment of student outcomes than anyone else on campus.
This leaves us with campus leaders who have long suspected something is very wrong or at least misdirected. To paraphrase one highly placed academic officer, "We survey our students and a lot of other people and I'm told that our students are 'happy.' I just can't find anyone who can tell me for sure if they're 'happy-smarter' or not!" Their immersion in the compliance march does not give them much clue about what to do about the dissonance they are feeling.
The Assessment Renaissance
Still, the intelligent money is on higher ed presidents first and foremost, supported by their provosts and other chief academic officers. If there is to be deep change in the current culture they are the only ones with the proximal power to make it happen. The majority of their number has declared that "disruption" in higher education is now essential.
Leaders looking to eradicate the walking dead assessment march in a systematic way need to:
Assessment is complex, but it's not complicated. Stop the grim march. Stand still for a time. Think about learning and what assessment really means and then pick a new proactive direction to travel with colleagues.
Geoff Irvine is CEO and founder of Chalk & Wire.
"Why do we have such trouble telling faculty what they are going to do?" said the self-identified administrator, hastening to add that he "still thinks of himself as part of the faculty."
"They are our employees, after all. They should be doing what we tell them to do."
Across a vast number of models for assessment, strategic planning, and student services on display at last month's IUPUI Assessment Institute, it was disturbingly clear that assessment professionals have identified "The Faculty" (beyond the lip service to #notallfaculty, always as a collective body) as the chief obstacle to successful implementation of campuswide assessment of student learning. Faculty are recalcitrant. They are resistant to change for the sake of being resistant to change. They don't care about student learning, only about protecting their jobs. They don't understand the importance of assessment. They need to be guided toward the Gospel with incentives and, if those fail, consequences.
Certainly, one can find faculty members of whom these are true; every organization has those people who do just enough to keep from getting fired. But let me, at risk of offending the choir to whom keynote speaker Ralph Wolff preached, suggest that the faculty-as-enemy trope may well be a problem of the assessment field's own making. There is a blindness to the organizational and substantive implications of assessment, hidden behind the belief that assessment is nothing more than collecting, analyzing, and acting rationally on information about student learning and faculty effectiveness.
Assessment is not neutral. In thinking of assessment as an effort to determine whether students are learning and faculty are being effective, it is imperative that we unpack the implicit subject doing the determining. That should make clear that assessment is first and foremost a management rather than a pedagogical practice. Assessment not reported to the administration meets the requirements of neither campus assessment processes nor accreditation standards, and is thus indistinguishable from non-assessment. As a fundamental principle of governance in higher education, assessment is designed to promote what social scientist James Scott has called "legibility": the ability of outsiders to understand and compare conditions across very different areas in order to facilitate those outsiders' capacity to manage.
The Northwest Commission on Colleges and Universities, for example, requires schools to practice "ongoing systematic collection and analysis of meaningful, assessable, and verifiable data" to demonstrate mission fulfillment. That is not simply demanding that schools make informed judgments. Data must be assessable and verifiable so that evaluators can examine the extent to which programs revise their practices using the assessment data. They can't do that unless the data make sense to them. Administrators make the same demand on their departments through campus assessment processes. In the process a hierarchical, instrumentally rational, and externally oriented management model replaces one that has traditionally been decentralized, value rational, and peer-driven.
That's a big shift in power. There are good (and bad) arguments to be made in favor of (and opposed to) it, and ways of managing assessment that shift that power more or less than others. Assessment professionals are naïve, however, to think that those shifts don't happen, and fools to think that the people on the losing end of them will not notice or simply give in without objection.
At the same time, assessment also imposes substantive demands on programs through its demand that they "close the loop" and adapt their curriculums to those legible results regardless of how meaningful those results are to the programs themselves. An externally valid standard might demand significant changes to the curriculum that move the program away from its vision.
In my former department we used the ETS Major Field Test as such a standard. But while the MFT tests knowledge of political science as a whole, in political science competence is specific to subfields. Even at the undergraduate level students specialize sufficiently to be, for example, fully conversant in international relations and ignorant of political thought. The overall MFT score does not distinguish between competent specialization and broad mediocrity. One solution was to expect that students would demonstrate excellence in at least one subfield of the discipline. The curriculum would then have to require that students took nearly every course we offered in a subfield, and staffing realities in our program would inevitably make that field American politics.
Because the MFT was legible to a retired Air Force officer (the institutional effectiveness director), an English professor (the dean), a chemist (the provost), and a political appointee with no previous experience in higher education (the president), it stayed in place as a benchmark of progress, but offered little to guide program management. The main tool we settled on was an assessment of the research paper produced in a required junior-level research methods course (that nearly all students put off to their final semester). That assessment gave a common basis for evaluation (knowledge of quantitative research methods) and allowed faculty to evaluate substantive knowledge in a very narrow range of content through the literature review. But it also shifted emphasis toward quantitative work in the discipline, and further marginalized political thought altogether since that subfield isn't based on empirical methods. We considered adding a political thought assignment, but that would have required students to prioritize that over the empirical fields (no other substantive field having a required assignment) rather than putting it on equal footing.
Evaluating a program with "meaningful, assessable, and verifiable data" can't be done without changing the program. To "close the loop" based on MFT results required a substantive change in how we saw our mission: from producing well-rounded students to specialists in American politics. To do so with the methods paper required changes in course syllabuses and advising to bring more emphasis on empirical fields, more quantitative rather than qualitative work within those fields, more emphasis on methods supporting conclusions rather than the substance of the conclusions, and less coursework in political thought. We had a choice between these options. But we could not choose an option that would not require change in response to the standard, not just the results.
This is the reality facing those, like the administrator I quoted at the beginning of this essay, who believe that they can tell faculty what to do with assessment without telling them what to do with the curriculum. If assessment requires that a program make changes based on the results of its assessment processes, then the selection of processes defines a domain of curricular changes that can result. Some of these will be unavoidable: a multiple-choice test will require faculty to favor knowledge transmission over synthetic thinking. Others will be completely proscribed: if employment in the subfield of specialization is an assessment measure, the curriculum in political thought will never be reinforced, because people don't work in political thought. But no process can be neutral among all possible curriculums.
Again, that may or may not be a bad thing. Sometimes a curriculum just doesn't work, and assessment can be a way to identify it and replace it with something that does. But the substantive influence of assessment is most certainly a thing one way or the other, and that thing means that assessment professionals can't say that assessment doesn't change what faculty teach and how they teach it. When they tell faculty members that, they appear at best clueless and at worst disingenuous. With most faculty members having oversensitive BS detectors to begin with, especially when dealing with administrators, piling higher and deeper doesn't exactly win friends and influence people.
The blindness that comes from belief in organizationally and curricularly neutral assessment is, I think, at the heart of the condescending attitudes toward faculty at the Assessment Institute. In the day two plenary session, one audience member asked, essentially, "What do we do about them?" as if there were no faculty members in the room. The faculty member next to me was quick to tune out as the panel took up the discussion with the usual platitudes about buy-in and caring about learning.
Throughout the conference there was plenty of discussion of why faculty members don't "get it." Of how to get them to buy into assessment on the institutional effectiveness office's terms. Of providing effective incentives — carrots, yes, but plenty of sticks — to get them to cooperate. Of how to explain the importance of accreditation to them, as if they are unaware of even the basics. And of faculty paranoia that assessment was a means for the administration to come for their jobs.
What there wasn't: discussion of what the faculty's concerns with assessment actually are. Of how assessment processes do in fact influence what happens in classrooms. Of how assessment feeds program review, thus influencing administrative decisions about program closure and the allocation of tenure lines (especially of the conversion of tenure lines to adjunct positions when vacancies occur). Of the possibility that assessment might have unintended consequences that hinder student learning. These are very real concerns for faculty members, and should be for assessment professionals as well.
Nor was there discussion of what assessment professionals can do to work with faculty in a relationship that doesn't subordinate faculty. Of how assessment professionals can build genuinely collaborative rather than merely cooptive relationships with faculty members. Of, more than anything, the virtues of listening before telling. When it comes to these things, it is the assessment field that doesn't "get it."
Let me assure you, as a former faculty member who talks about these issues with current ones: faculty members do care about whether students learn. In fact, many lose sleep over it. Faculty members informally assess their teaching techniques every time they leave a classroom and adjust what they do accordingly. In fact, that usually happens before they walk back into that classroom, not at the end of a two-year assessment cycle. Faculty members most certainly feel disrespected by suggestions they only care for themselves. In fact, it is downright offensive to suggest that they are selfish when in order to make learning happen they frequently make less than their graduates do and live in the places their graduates talk of escaping.
Assessment professionals need to approach faculty members as equal partners rather than as counterrevolutionaries in need of reeducation. That's common courtesy, to be sure. But it is also essential if assessment is to actually improve student learning.
You do care about student learning, don't you?
Jeffrey Alan Johnson is assistant director of institutional effectiveness and planning at Utah Valley University.
Calls for scorecards and rating systems of higher education institutions that have been floating around Washington, if used for purposes beyond providing comparable consumer information, would make the federal government an arbiter of quality and judge of institutional performance.
This change would undermine the comprehensive, careful scrutiny currently provided by regional accrediting agencies and focus on cursory reviews.
Regional accreditors provide a peer-review process that sparks an investigation into key challenges institutions face to look beyond symptoms for root causes. They force all providers of postsecondary education to investigate closely every aspect of performance that is crucial to strengthening institutional excellence, improvement, and innovation. If you want to know how well a university is really performing, a graduation rate will only tell you so much.
But the peer-review process conducted by accrediting bodies provides a view into the vital systems of the institution: the quality of instruction, the availability and effectiveness of student support, how the institution is led and governed, its financial management, and how it uses data.
Moreover, as part of the peer-review process, accrediting bodies mobilize teams of expert volunteers to study governance and performance measures that encourage institutions to make significant changes. No government agency can replace this work, can provide the same level of careful review, or has the resources to mobilize such an expert group of volunteers. In fact, the federal government has long recognized its own limitations and, since 1952, has used accreditation by a federally recognized accrediting agency as a baseline for institutional eligibility for Title IV financial-aid programs.
Attacked at times by policy makers as an irrelevant anachronism and by institutions as a series of bureaucratic hoops through which they must jump, the regional accreditors' approach to quality control has rather become increasingly more cost-effective, transparent, and data- and outcomes-oriented.
Higher education accreditors work collaboratively with institutions to develop mutually agreed-upon common standards for quality in programs, degrees, and majors. In fact, in the Southern region, accreditation has addressed public and policy maker interests in gauging what students gain from their academic experience by requiring, since the 1980s, the assessment of student learning outcomes in colleges. Accreditation agencies also have established effective approaches to ensure that students who attend institutions achieve desired outcomes for all academic programs, not just a particular major.
While the federal government has the authority to take actions against institutions that have proven deficient, it has not used this authority regularly or consistently. A letter to Congress from the American Council on Education and 39 other organizations underscored the inability of the U.S. Department of Education to act with dispatch, noting that last year the Department announced "it would levy fines on institutions for alleged violations that occurred in 1995 -- nearly two decades prior."
By contrast, consider that in the past decade, the Southern Association of Schools and Colleges Commission on Colleges stripped nine institutions of their accreditation status and applied hundreds of sanctions to all types of institutions (from online providers to flagship campuses) in its region alone. But, when accreditors have acted boldly in recent times, they been criticized by politicians for going too far, giving accreditors the sense that we're "damned if we do, damned if we don't."
The Problem With Simple Scores
Our concern about using rating systems and scorecards for accountability is based on several factors. Beyond tilting the system toward the lowest common denominator of quality, rating approaches can create new opportunities for institutions to game the system (as with U.S. News & World Report ratings and rankings) and introduce unintended consequences as we have seen occur in K-12 education.
Over the past decade, the focus on a few narrow measures for the nation's public schools has not led to significant achievement gains or closing achievement gaps. Instead, it has narrowed the curriculum and spurred the current public backlash against overtesting. Sadly, the data generated from this effort have provided little actionable information to help schools and states improve, but have actually masked -- not illuminated -- the root causes of problems within K-12 institutions.
Accreditors recognize that the complex nature of higher education requires that neither accreditors nor the government should dictate how individual institutions can meet desired outcomes. No single bright line measure of accountability is appropriate for the vast diversity of institutions in the field, each with its own unique mission. The fact that students often enter and leave the system and increasingly earn credits from multiple institutions further complicates measures of accountability.
Moreover, setting minimal standards will not push institutions that think they are high performing to get better. All institutions – even those considered "elite" – need to work continually to achieve better outcomes and should have a role in identifying key outcomes and strategies for improvement that meet their specific challenges.
Accreditors also have demonstrated they are capable of addressing new challenges without strong government action. With the explosion of online providers, accreditors found a solution to address the challenges of quality control for these programs. Accrediting groups partnered with state agencies, institutions, national higher education organizations, and other stakeholders to form the State Authorization Reciprocity Agreements, which use existing regional higher education compacts to allow for participating states and institutions to operate under common, nationwide standards and procedures for regulating postsecondary distance education. This approach provides a more uniform and less costly regulatory environment for institutions, more focused oversight responsibilities for states, and better resolution of complaints without heavy-handed federal involvement.
Along with taking strong stands to sanction higher education institutions that do not meet high standards, regional accreditors are better-equipped than any centralized governmental body at the state or national level to respond to the changing ecology of higher education and the explosion of online providers.
We argue for serious -- not checklist -- approaches to accountability that support improving institutional performance over time and hold institutions of all stripes to a broad array of criteria that make them better, not simply more compliant.
Belle S. Wheelan is president of the Southern Association of Colleges and Schools Commission on Colleges, the regional accrediting body for 11 states and Latin America. Mark A. Elgart is founding president and chief executive officer for AdvancED, the world's largest accrediting body and parent organization for three regional K-12 accreditors.
"Competency-based" education appears to be this year's answer to America's higher education challenges, judging from this week's news in Washington. Unlike MOOCs (last year's solution), there is, refreshingly, greater emphasis on the validation of learning. Yet, all may not be as represented.
On close examination, one might ask if competency-based education (or CBE) programs are really about "competency," or are they concerned with something else? Perhaps what is being measured is more closely akin to subject matter "mastery." The latter can be determined in a relatively straightforward manner, using various forms of examinations, projects and other forms of assessment.
However, an understanding of theories, concepts and terms tells us little about an individual's ability to apply any of these in practice, let alone doing so with the skill and proficiency which would be associated with competence.
Deeming someone competent, in a professional sense, is a task that few competency-based education programs address. While doing an excellent job, in many instances, of determining mastery of a body of knowledge, most fall short in the assessment of true competence.
In the course of their own education, readers can undoubtedly recall the instructors who had complete command of their subjects, but who could not effectively present to their students. The mastery of content did not extend to their being competent as teachers. Other examples might include the much-in-demand marketing professors who did not know how, in practice, to sell their executive education programs. Just as leadership and management differ one from the other, so to do mastery and competence.
My institution has been involved in assessing both mastery and competence for several decades. Created by New York's Board of Regents in the early 1970s, it is heir to the Regents' century-old belief in the importance of measuring educational attainment (New York secondary students have been taking Regent's Exams, as a requirement for high school graduation, since 1878).
Building on its legacy, the college now offers more than 60 subject matter exams. These have been developed with the help of nationally known subject matter experts and a staff of doctorally prepared psychometricians. New exams are field tested, nationally normed and reviewed for credit by the American Council on Education, which also reviews the assessments of ETS (DSST) and the College Board (CLEP). Such exams are routinely used for assessing subject matter mastery.
In the case of the institution's competency-based associate degree in nursing, a comprehensive, hands-on assessment of clinical competence is required as a condition of graduation. This evaluation, created with the help of the W.K. Kellogg Foundation in 1975, takes place over three days in an actual hospital, with real patients, from across the life span -- pediatric to geriatric. Performance is closely monitored by multiple, carefully selected and trained nurse educators. Students must demonstrate skill and ability to a level of defined competence within three attempts or face dismissal or transfer from the program.
In developing a competency-based program as opposed to a mastery-based one, there are many challenges that must be addressed if the program is to have credibility. These include:
(It is difficult to imagine many 22 year-olds as competent within a field or profession. Yet, there is little question that most could show some level of mastery of a body of knowledge for which prepared.)
The interest in CBE has, in large part, been driven by the fact that employers no longer see new college graduates as job-ready. In fact, a recent Lumina Foundation report found that only 11 percent of employers believe that recent graduates have the skills needed to succeed within their work forces. One CBE educator has noted, "We are stopping one step short of delivering qualified job applicants if we send them off having 'mastered' content, but not demonstrating competencies."
Or, as another put it, somewhat more succinctly, "I don't give a damn what they KNOW. I want to know what they can DO."
The move away from basing academic credit on seat time is to be applauded. Determining levels of mastery through various forms of assessment -- exams, papers, projects, demonstrations, etc. – is certainly a valid way to measure outcomes. However, seat time has rarely been the sole basis for a grade or credit. The measurement tools listed here have been found in the classroom for decades, if not centuries.
Is this a case of old wine in new bottles? Perhaps not. What we now see are programs being approved for Title IV financial aid on the basis of validated learning, not for a specified number of instructional hours; whether the process results in a determination of competence or mastery is secondary, but not unimportant.
A focus on learning independent of time, while welcome, is not the only consideration here. We also need to be more precise in our terminology. The appropriateness of the word competency is questioned when there is no assessment of the use of the learning achieved through a CBE program. Western Governors University, Southern New Hampshire, and Excelsior offer programs that do assess true competency.
Unfortunately, the vast majority of the newly created CBE programs do not. This conflation of terms needs to be addressed if employers are to see value in what is being sold. A determination of "competency" that does not include an assessment of one's ability to apply theories and concepts cannot be considered a "competency-based" program.
To continue to use "competency" when we mean "mastery" may seem like a small thing. Yet, if we of the academy cannot be more precise in our use of language, we stand to further the distrust which many already have of us. To say that we mean "A" when in fact we mean "B" is to call into question whether we actually know what we are doing.
John F. Ebersole is the president of Excelsior College, in Albany, N.Y.
In their effort to improve outcomes, colleges and universities are becoming more sophisticated in how they analyze student data – a promising development. But too often they focus their analytics muscle on predicting which students will fail, and then allocate all of their support resources to those students.
That's a mistake. Colleges should instead broaden their approach to determine which support services will work best with particular groups of students. In other words, they should go beyond predicting failure to predicting which actions are most likely to lead to success.
Higher education institutions are awash in the resources needed for sophisticated analysis of student success issues. They have talented research professionals, mountains of data and robust methodologies and tools. Unfortunately, most resourced-constrained institutional research (IR) departments are focused on supporting accreditation and external reporting requirements.
Some institutions have started turning their analytics resources inward to address operational and student performance issues, but the question remains: Are they asking the right questions?
Colleges spend hundreds of millions of dollars on services designed to enhance student success. When making allocation decisions, the typical approach is to identify the 20 to 30 percent of students who are most "at risk" of dropping out and throw as many support resources at them as possible. This approach involves a number of troubling assumptions:
What we have found over 14 years working with students and institutions across the country is that:
Another problem with a risk-focused approach is that when students are labeled "at risk" and support resources directed to them on that basis, asking for or accepting help becomes seen as a sign of weakness. When tailored support is provided to all students, even the most disadvantaged are better-off. The difference is a mindset of "success creation" versus "failure prevention." Colleges must provide support without stigma.
To better understand impact analysis, consider Eric Siegel's book Predictive Analytics. In it, he talks about the Obama 2012 campaign's use of microtargeting to cost-effectively identify groups of swing voters who could be moved to vote for Obama by a specific outreach technique (or intervention), such as piece of direct mail or a knock on their door -- the "persuadable" voters. The approach involved assessing what proportion of people in a particular group (e.g., high-income suburban moms with certain behavioral characteristics) was most likely to:
The campaign then leveraged this analysis to focus that particular intervention on the first subgroup.
This same technique can be applied in higher education by identifying which students are most likely to respond favorably to a particular form of support, which will be unmoved by it and which will be negatively impacted and dropout.
Of course, impact modeling is much more difficult than risk modeling. Nonetheless, if our goal is to get more students to graduate, it's where we need to focus analytics efforts.
The biggest challenge with this analysis is that it requires large, controlled studies involving multiple forms of intervention. The need for large controlled studies is one of the key reasons why institutional researchers focus on risk modeling. It is easy to track which students completed their programs and which did not. So, as long as the characteristics of incoming students aren't changing much, risk modeling is rather simple.
However, once you've assessed a student's risk, you're still left trying to answer the question, "Now what do I do about it?" This is why impact modeling is so essential. It gives researchers and institutions guidance on allocating the resources that are appropriate for each student.
There is tremendous analytical capacity in higher education, but we are currently directing it toward the wrong goal. While it's wonderful to know which students are most likely to struggle in college, it is more important to know what we can do to help more students succeed.
Dave Jarrat is a member of the leadership team at InsideTrack, where he directs marketing, research and industry relations activities.
Text messages encouraging first-year community college students to fill out federal student aid form boost persistence to sophomore year, study finds.
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The Cheque and Credit Clearing Company is committed to engaging with a full range of stakeholders that use, offer and regulate cheques across the UK. This includes consumers, (charities, businesses and public sector bodies), financial institutions that offer cheque clearing services, cheque processors, cheque printers and other suppliers, as well as regulators, trade associations and other payment schemes.
Our consultations enable us to hear your views on a range of matters affecting cheque use. They help us ensure the cheque clearing system is working as it should and bring to our attention areas that need improvement.
Open and closed consultations are below. If you would like to discuss the topics in more detail or enquire as to how you can respond, please don't hesitate to get in touch.
The C&CCC may publish responses on this website on an individual basis.
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March 2017 - ICS wider consultation on participant documentation
Status: Closed Open Date: 17/03/2017 Close Date: 28/4/2017
HM Treasury announced in December 2013 that cheque payments would be brought into the 21st century through a system known as image processing which will speed up cheque clearing timescales and bring other benefits to the people and businesses that use cheques. The government is also extending the benefits of imaging to paper instruments other than cheques that are currently cleared using the same system. These other instruments are bankers' drafts, postal orders, government payable orders, warrants, travellers' cheques and bank giro credits ("other eligible paper").
In April 2015 the Payment Systems Regulator (PSR) was launched as the new economic regulator for the payment systems industry in the UK. It is the regulator for the cheque and credit clearings operated by the C&CCC. The C&CCC's objectives focus on competition, open access and innovation, closely mirroring those of the regulator. As part of this, the new Image Clearing System (ICS) will be introduced later this year using new technology enabling the faster processing of paper items.
The new system will revolutionise how cheques and other eligible paper are cleared in the UK and will not only help protect cheques for as long as people and businesses wish to use them but will bring the UK paper clearing firmly into the 21st century.
About this consultation
As part of its work on introducing the ICS, the C&CCC, is consulting with interested parties on several important documents ahead of the launch of the ICS later this year.
This consultation exercise is a vital part of ensuring high standards of transparency, service user representation and open access for the new ICS.
Our consultation summary outlines the background to the consultation and will guide readers to the relevant documents included in this consultation process.
Documents subject to consultation
We have prepared a guide to the documents subject to consultation.
Below is a summary of who is allowed access to the various documents:
|For the general public
The ICS Participant Terms and Conditions will be applicable to all participants that contract with the C&CCC for the ICS.
The ICS Manual provides a clear and comprehensive description of the rules, requirements and key procedures for the ICS. It forms a key part of the legal basis for the operation of the ICS.
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Should you wish to comment on the ICS settlement documentation you will be required to sign a non-disclosure agreement, prior to us releasing the documents to you. The process around obtaining one is detailed below this table.
Settlement participants in the ICS can also review one further document:
How you can take part in this consultation
During this consultation period, interested parties can review and comment on the ICS participant terms and conditions and publicly available sections of the ICS Manual.
A non-disclosure agreement can be obtained by emailing the ICS Consultation mailbox.
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Please contact ICS Participant Readiness if you would like to discuss becoming a settlement participant in the ICS.
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subset: commoncrawl


text:
Hotel Majorka - Andalo (TN) - 3 Stars
Viale Trento 8,
Andalo ( TN)
rating: 9.1/10 Score from 37 reviews.
Viale Trento 8, 38010, Andalo ( TN) rating: 9.1/10 Score from 37 reviews.
Book now:
Book now
Info and Policies
13:00- 23:00departure
until 10:00
A family of 4 with two children until 10 years have a discount of 50% for each child.
Set in mountain surroundings in Andalo, Hotel Majorka offers free access to an indoor swimming pool. It boasts a Spa and wellness centre with a Turkish bath. With free Wi-Fi available in public areas, rustic-style interiors fill the rooms. Offering a flat-screen TV with satellite channels, each room has parquet floors, and bright wood furnishing. Most rooms have a hydromassage shower, and balcony with views of the Paganella Mountains. Eggs, cold meats and homemade cakes are served at the breakfast buffet. Italian and local cuisine with a selection of 3 menus is prepared at the restaurant. Free bikes and a mini-club are available on site. Guests can also enjoy discounted access to Andalo Vacanze, a sports and recreational centre. A free ski bus to Paganella slopes stops in front of the Majorka, every 20 minutes. Mezzocorona Train Station is 20 km away and Lake Molveno is 5 km from the hotel.


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The Bombay high court on Thursday allowed the Mumbai Metropolitan Region Development Authority (MMRDA) to go ahead with two major projects — an elevated corridor along with low-level bridge on Mahul creek, and a new, 18-metre wide bridge on Morva creek.
The bridge over Mahul creek is part of the Eastern Freeway project, which will help link Mankhurd directly to south Mumbai. The project is expected to cut travel time between the two ends of the city to half. It will also reduce traffic congestion in the Chembur-Sion area. The proposed bridge on Morva creek is part of an important link connecting Manor, Gorai, Pali and Uttan to developed areas such as Mira-Bhyandar and western suburbs.
MMRDA had approached the high court for permission to go ahead with the two bridges as the areas of work include patches of mangroves. In October 2006, acting on a public interest litigation filed by Bombay Environment Action Group (BEAG), the court directed the state government to prepare a detailed map of mangrove areas across the state and also imposed a complete freeze on destruction and cutting on mangroves. In January 2010, acting on the same PIL, the court prohibited any "non-forest activity" in mangrove areas without permission from competent authorities.
The bridge on Morva creek forms part of the Kashimira-Bhyandar-Gorai-Manor road, which has been undertaken by MMRDA as part of a wider project to improve basic infrastructure in the Mumbai metropolitan region. The Morva creek currently has a seven-metre wide dilapidated bridge, which routinely causes traffic congestion in the area, even though the road at both ends has been widened. To resolve this issue, the civic agency decided to construct a wider bridge on the creek.
The elevated corridor and low-level bridge on the Mahul creek is part of the Eastern Freeway project undertaken by MMRDA. The 16.94-km long freeway is a crucial infrastructure project for the city as it will link Mankhurd directly to south Mumbai. It will connect the city port with Navi Mumbai on the mainland, and the Eastern Express Highway.


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text: Balloon laryngoscopy reduces head extension and blade leverage in patients with potential cervical spine injurySpyros D Mentzelopoulos, Marina V Tsitsika, Marina P Balanika, Maria J Joufi, Evangelia A KaramichaliCritical care1999BACKGROUND Head extension and excessive laryngoscope blade levering motion (LBLM) are undesirable during airway management of trauma patients. We hypothesized that laryngoscopy with a modified blade facilitating glottic exposure by balloon inflation would reduce head extension and LBLM. PATIENTS AND METHODS Seventeen elective surgery patients were… (More)


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So many of you were asking me about the meal plan I follow for my paleo diet. So I tried putting together some dishes so that it would be helpful for those who are new to paleo. These dishes are totally vegetable based and doesn't even include eggs.
Posts tagged CUCUMBER
Cucumber Cream Cheese Platter – Easy Pale...
This cream cheese platter along with onions and cucumber makes a great snack option for your diet or you can serve it as a side dish for your lunch or dinner. However you serve it, it is so delicious and I am sure you will go for a second helping. I could just live off with this plate for weeks. I served it along with oven roasted veggies and pumpkin soup for my lunch.
Vellarikkai Thayir Pachadi Recipe – Simpl...
Today I will share with you one more lunch menu I made last week. To go along with rice, I made thakkali kulambu, pudalangai poriyal, vellarikkai thayir pachadi curd and gooseberry pickle. I thought I had both the gravy and poriyal in my blog, but to my surprise, I haven't posted the recipe yet. Will be posting it soon. Today we will see how the pachadi is made. Pachadi is a Kerala dish usually made with a vegetable, coconut and curd. It goes really well with rice. I always remember mor kulambu when I try pachadi, but they are so different in preparation.
Poosanikkai Thayir Pachadi
9. During the serving time, add cucumber, curd and coriander leaves and serve immediately. Gayathri Kumar I love painting, dress designing and of course cooking. This blog which started as an online cookery book has given me a great insight into baking and has transformed me into a home baker who is now thriving to learn a lot about cakes and decorating techniques. This blog has thousands of tried and tasted vegetarian recipes around the world and eggless bakes. http://www.gayathriscookspot.com
Eggless Cucumber Walnut Bread
When Kalyani announced the Magic ingredients for Magic Mingle this month, which are cucumber and walnuts, the first thought which crossed my mind was salads. But that will be a very usual recipe. So I wanted to make something different. I have seen quick bread recipes using zucchini in the blog world. As cucumber resembles zucchini a lot, I decided to make a quick bread with it along with walnuts. I searched the web for any recipe and I ended up with a recipe for the bread. It had eggs and as usual I made some substitutions to make it egg free. I had 1/2 cup of sweetened whipped cream from a previous project. So I used it along with curd in this recipe as the substitute for eggs. The only thing I did wrong was to grease the tin with oil. A portion of my bread got stuck to the bottom. So it is better to grease the tin with butter instead of oil. Dust it with flour and your quick bread will not stick to the bottom. Though a part stuck to bottom, I was able to repair it. The bread was so soft and moist. The cucumber gave the moistness and the candied orange peel gave the necessary tang to the bread. Walnuts added to the crunch and totally it was a delicious bread. I also made it with Hudson Canola oil. This is the first time I am using canola oil and there was no difference in the taste. Enjoy it with a cup of coffee and you will be happy.
Chickpea and Mango Salad
Today the next week of Blogging Marathon is commencing. I am posting under the theme Summer Salads. When you think of summer you can always think about mangoes. So when I thought about salad, I wanted to use mangoes in it. I combined raw mango with chickpeas and cucumber to prepare this nutritious and filling salad. I bought a jar of roasted sunflower seeds from Nilgiris recently. I used it as a topping for this salad and it gave a nice crunch to it. As the mango I used was not tangy, I used a whole lemon in the dressing. If the mango is tangy then reduce the juice accordingly.
Paneer Cucumber Salad
Red Capsicum-1/2
Green Capsicum-1/2
Paneer -1cup(cubed)
Olive Oil-2tbs
Cilantro/ Coriander Leaves-3tbs(finely chopped)
Salt-to taste
Pepper Powder-1/2tsp
Cumin Powder-1/4tsp
Garlic Powder-a pinch
Purple Cabbage Leaves-2
1. Mix honey, pepper powder, cumin powder, garlic powder, cilantro and oil. Keep it aside for 15minutes.
2. Add a tsp oil in a non stick pan and saute the paneer cubes until golden. Keep it aside.
3. In the same pan, saute cubed capsicum pieces for 1 minute and keep it aside.
4. In a bowl, add paneer, capsicum and cucumber pieces.
5. Drizzle the dressing over the paneer. Sprinkle salt and give it a nice stir.
6. Line a serving bowl with the purple cabbage leaves.
7. Place the salad in the bowl and serve immediately.
Apple and Cucumber Salad
For The Salad:
Black olives-4 pieces
Salt-to taste
Crumbled Paneer-1tbs
For The Dressing:
Olive Oil-1 1/2tbs
Salt-a pinch
Crushed Dill-1/2tsp
Pepper Powder-1/2tsp
1. Mix all the ingredients for the dressing in a bowl. Refrigerate for atleast half an hour.
2. Cut apple, carrot and cucumber into bite sized pieces.
3. Cut lettuce into thin stripes.
4. Heat 1/4tsp olive oil and add the crumbled paneer and saute until it changes colour. Add the lettuce and stir it for a minute.
5. Add this to the cut vegetables. Add salt to taste and mix well.
6. Drizzle the dressing on the salad and give it a nice mix.
7. Serve immediately.
Sending this to Srivalli's Soups and Salad Mela.


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Georgian Cast Iron Hob Grate Fireplace Insert - Sold
|Category: Cast Iron Fireplaces
|Subcategory:Georgian Fireplaces
|Stock Number: KR/36
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Just in stock the most beautiful original Georgian cast iron hob grate fireplace insert with some amazing detailing it would make a grand feature in any home, as you can see by the pictures it has been repaired on the back but this was done years ago and will not affect the fireplace, its been restored ready for a multi fuel fire
36"wide x 37.5" high
UK National Delivery available


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Re-Enactment of April 16th 1945
(Ten Minutes)
It was a weapon conceived in desperation yet horrifying in its
destructive power--young Japanese pilots willing to turn themselves
into human bombs to attack the US fleet in the Pacific. From Leyte
Gulf to Okinawa, the Japanese are about to show the Americans that
they are willing to do whatever it takes to defeat the enemy.
Doesn't Pilot Carl Rieman seem like just the nicest guy in the world?
When this video ends, if you care to continue, click on the video that comes up in
the upper left corner of the screen. It will show another ten minutes on the attacks.
Return to Home Page


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The patterning on the mountains and hillsides of Southern Spain that are formed by the thousands of olive groves , are impressive. Coming from Australia where the patterning on the outback land has more to do with the history of weather events, this man-made sight is quite powerful in demonstrating the industrious nature of man.
acrylic and collage
Mixed Media painting by Denise Campbell
United States
Oil painting
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Reagan's New Reality: Compromise
By STEVEN V. ROBERTS, Special to the New York Times
Published: November 13, 1987
WASHINGTON, Nov. 12— By naming Judge Anthony M. Kennedy to the Supreme Court and making significant concessions in talks on reducing the deficit, President Reagan has agreed to compromise some of the basic goals and precepts he set for the final two years of his Administration.
After months of defiance and confrontation, Mr. Reagan seems to be acknowledging the results of the 1986 election that returned control of the Senate to the Democrats. To White House officials and politicians of both parties, the President shows signs of accepting the idea that he can no longer dominate the capital as he did in his first six years in office and must seek accommodation with the Congress to get anything done.
Marlin Fitzwater, the President's spokesman, said it took the White House at least six months, ''and maybe longer than that,'' to accept the consequences of last year's election. But now, he added, Mr. Reagan and his advisers understand that ''it's damn tough to get things done when you have a Democratic Senate.''
''I've been thinking,'' said Senator Ted Stevens, an Alaska Republican, ''when is someone down there in the White House going to realize we don't have the votes? I realized it the first time I couldn't get something out of my committee, but it took them a while.'' A Ruling Coalition
In effect, the country is now being ruled by something like a coalition government, in which power is shared by a Democratic Congress and a Republican President. As a result, noted Senator Alfonse M. D'Amato, a New York Republican, ''Neither side can have its total point of view.''
One symbol of that coalition was visible this afternoon, when the President met with Joseph R. Biden Jr., the Delaware Democrat who heads the Senate Judicary Committee. That meeting, also attended by Senator Strom Thurmond of South Carolina, the ranking Republican on the panel, signalled that the White House saw the need for ''early and intense consultations'' with Congressional Democrats on Judge Kennedy's nomination, Mr. Fitzwater said.
A day earlier, in announcing his selection of Judge Kennedy, Mr. Reagan stressed the need for ''a spirit of cooperation and bipartisanship'' in the confirmation process, a striking contrast to the highly partisan tone he has often taken in discussing Supreme Court nominations.
In a rare moment of apology and contrition, the President added: ''The experience of the last several months has made all of us a bit wiser.'' Snag in Budget Talks
Some liberal Democrats are not sure that Mr. Reagan has, in fact, learned a lesson from his recent defeats. Talks between White House and Congressional negotiators on a plan to reduce budget deficits hit a snag today, and that raised suspicions in some quarters that the President was still not committed to a compromise.
''I still don't see enough participation by the President in budget talks,'' said Senator Max Baucus, a Montana Democrat. ''These are just words so far. The country is hungry for leadership, and it's not getting it.''
Some conservative Republicans say the President has let himself be intimidated by the Democratic Senate, to the point of selling out his basic principles.
''It's really hard,'' said Senator Malcolm Wallop, a Wyoming Republican, ''for the President's friends to find out what the President's agenda is.'' Some Dislike Compromise
In this view, the President should abjure compromise in favor of drawing sharp distinctions between the parties, and thus bolstering Republican chances in next year's election. ''Clarity is the essence of political issues,'' Senator Wallop said. But centrist lawmakers in both parties welcome what they see as a significant change in the White House attitude. ''Drawing lines for the sake of drawing lines may help us in 1988,'' said Senator William S. Cohen, a Maine Republican. ''But meantime, we have to cope with the day-to-day business of government.''
That change in attitude, however, occurred only after two major upheavals shook the political landscape.
Mr. Reagan saw the nomination of a Supreme Court Justice as his best, perhaps his last, opportunity to insure that his policies would continue after his retirement. And his first two nominees, Robert H. Bork and Douglas H. Ginsburg, were chosen largely for their adherence to conservative ideals. 'Fringes of Ideology'
Only after Mr. Reagan suffered through the humiliation of losing both choices did he tap a more moderate jurist and adopt a more conciliatory tone.
''I think those defeats on the Supreme Court really got to the President,'' said Senator Wyche Fowler, a Georgia Democrat. ''They've got to quit fooling with the fringes of ideology and have someone who's in the mainstream.''
Similarly, Mr. Reagan remained staunchly opposed to raising taxes, and even discussing budget matters with the Congress, until the collapse of the stock market.
''It made the world different,'' Mr. Fitzwater said of the crash. ''It changed the economic outlook, and it changed the political climate.''
The budget talks have still not been concluded, and Judge Kennedy still has not been confirmed, but the two branches of the coalition now seem more inclined to cooperate. ''We need a balance,'' said Senator D'Amato, ''and I think we're closer to a balance than we've ever been.''
Photo of Robert C. Byrd, Jim Wirght and Howard H. Baker (NYT/Paul Hosefros)


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Creative Healing for an Inspired Life
Creative Healing for an Inspired Life with Jennifer Mele LCSW RYT. Creativity, yoga, art, therapy and community combine to support sensitive, intelligent souls with an inner critic learn how to embrace all of the parts of who they are and uncover the inner artist, creator and True Self within.
[email protected] 1 Vanderveer Drive, Lawrenceville NJ 08648 P:609.389.9313
Jennifer Mele LLC ©2013-2016


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Posted by: – Oct 16, 2009
WRIR's Fall '09 Fund Drive starts today at 5 PM. This is our tenth Fund Drive since officially going on the air on January 1, 2005, and it's going to be the best one yet. We'll have great premiums to give to our donors, great food to share with folks who come by our studios (1621-B West Broad Street), and more great live music than ever before.
Greatest of all are the thousands of generous listeners who have donated to make Richmond Independent Radio an improbable reality for almost five years now. Yes, we have over 150 volunteers (and never forget, one paid employee), but we literally can't do it without your support. That's why we come to you twice a year with a simple message: If you value locally-owned, volunteer-driven, independent-minded media, please donate what you can afford and keep it happening in your own community.
Speaking of great live music, we're pleased to kick off the Fall '09 Fund Drive with a live performance by Richmond's salsa machine, Bio Ritmo (pictured above, photo by Chris Smith). Not only is Bio Ritmo one of Richmond's favorite bands; they're also one of the most exciting and innovative Latin groups in the US, and they're damn tired of being asked what a group like them is doing in Richmond.
I have lots of special premiums for Global A Go-Go listeners who donate during my program; click "Read More" for all the details and to see today's tracklist. And to those who are about to donate: we salute you! Please call (804) 622-9747, or just click below:


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Yes, of course I know that title does not make a lot of sense. So let me explain. I had a situation come up and practically strangle me. So, yes, I got mad (as in angry). In my haste to get mad, I decided it was Gods fault (mad as in crazy). And then being the stubborn child of God that I am I got madder (angry mad + crazy mad = madder). I asked God for something I thought was pretty simple. Peace in the family for one week. If anyone could do it, He could. Right? Riiiiiight... Problem is, personal dynamics when you have an older sibling who does not live at home, come to visit, a second in line who is use to being the "oldest" and is a bit immature because he's short and mom (yup that's me) didn't really catch herself holding back some of the bigger responsibilities because of size instead of considering age. We have the Kidd who is on his own, in the Army, at West Point learning to lead his own life and trying to decide what it is he believes as opposed to what we have taught him to believe. Which is exactly what he should be doing, but it is so hard to watch some times. Then you add a bit of illness and not feeling good in there, and a mom and wife who can't seem to find the 'right' words.
There it is: Chaos! That is what I handed God and said fix it please because it's so easy. Just make me hold my tongue when I should, make everyone understand what I mean and not just what they hear. And on top of all that let there be peace on earth... ok not earth, but in my house. Easy right? Do you think I was being a bit unfair? I do. You see I asked for all of it, and then sat back. What could I have done to prevent the chaos that resulted, I'm not sure, but obviously it was not enough to simply pray for a solution. At any rate. I'm still mad (angry) that things didn't go my way, mad (crazy) because I just am, and madder as a result of the two previous, however I think maybe it's time I cut the big guy upstairs some slack. Maybe, I need to work harder at the "peace in the family" business myself... and leave more important things to Him.


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Digitalseed is digital marketing company based in Pune. It was started with the vision of making digital India initiative true.
Digitalseed - Story of Digital Marketing Company in Pune · StorifyPosted by digitalseed 147 days ago (https://storify.com)
Who Voted for this Story
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- TechyTape.com
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- Cosap.org
- London8.net
- www.AixinDashi.org
- www.UsefulEnglish.net
- BookmarkingCentral.com


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BSD Help forum discussing all BSD based operating systems including FreeBSD, OpenBSD, NetBSD, and more. BSD refers to the distribution of UNIX originally developed by the University of California at Berkeley.
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$ 4.00 $ 6.95
Created in the same style as our Japanese Kimono Fabric Maneki Neko Coin Purse, this petite coin purse also features kimono fabric -- and the face and beckoning hand of Maneki-Neko or Beckoning Cat whose outreached paw brings good fortune to his owner.
This coin purse is perfect not only for storing coins but as a petite jewelry travel bag. A colorful zipper protects your valuables.


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Tenders and Offers
Here you will find information on current tenders and offers from the Australian Digital Health Agency.
Community Pharmacy Software Industry Partnership Offer
This Offer was open from 3 February and closed on Monday 20 March, 6pm AEDT.
For more information about the pharmacy offer, please email firstname.lastname@example.com
We recognise the place of quality medicines information for people's health and wellbeing in the day-to-day, and in the transfer of care between settings. This is why we want to ensure community pharmacists can access people's health records, and also share the vital information they hold with patients and their other clinicians.
The Agency is partnering with community pharmacy dispensing software providers, to enhance their products to allow viewing and uploading to the My Health Record system. We also want this sector to use Australian Medicines Terminology to enhance the quality and interoperability of medicines information.
Read more: Community Pharmacy Software Industry Partnership Offer


text:
Twelve (DVD)
Discovery Miles 290
Hassle-Free Exchanges & Returns for 30 Days. Learn more
A privileged, pot-dealing high school dropout heads down a collision course with tragedy after his cousin is slain in Harlem and his best friend is arrested as the prime suspect in the killing. Inspired by author Nick McDonell's critically acclaimed novel, Joel Schumacher's gritty inner-city drama tells the story of White Mike (Chace Crawford), a wayward teen who makes more money selling pot to rich kids from the Upper East Side than he ever would with a high school diploma. Spring break is here, and everyone in Manhattan is looking for a sack. White Mike's spoiled clientele always springs for the good stuff, making this an especially profitable time of the year. When White Mike's cousin winds up on the losing end of a deadly skirmish at an East Harlem housing project, the drug-pushing dropout finds his comfortable existence shaken to the core.
- Rating
- 15
- Number of Discs
- 1
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- TV System
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- Barcode
- 5055002555619
- Department
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- Twelve (DVD)
- Studio
- Metrodome Distribution
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Region 2 - Europe (except Russia, Ukraine, and Belarus), Middle East, Egypt, Japan, South Africa, Swaziland, Lesotho, Greenland, French Overseas departments and territories.


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The Hothouse (NZ) (2007)
Genre: Drama
Release: 01 March 2007
IMDB link: IMDB
Synopsis: Cops Daniel, Ruth and Neru, and lawyer Isobel are long-term flatmates. When Levi Wise, a charming rogue who's secretly on the wrong side of the law, joins the house, the delicate balance of the flat is upset in one swoop. The black and white line between right and wrong becomes increasingly blurred with shades of grey, as the 'upholders of the law' struggle with their inextricably entwined professional dilemmas and personal lives.


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The Atlanta-based parcel giant reported increased revenues in all of its business segments, and surpassed analyst expectations with an earnings per share of $1.32 for the quarter.
The port terminal operator arm of China COSCO Shipping saw earnings sink 65.6 percent to $37.6 million in first quarter 2017 despite a 7.5 percent increase in container throughput compared with the same 2016 period.
The London-based shipping research and consulting firm said that even though freight rates fell seasonally in the first quarter of 2017, they are better than they were in 2016.
Registration takes less than 1 minute.
The U.S. Department of Justice served several container shipping lines with subpoenas last week in Sausalito, Calif., where their top executives were attending industry meetings.
The International Monetary Fund yesterday released its latest quarterly World Economic Outlook (WEO) Update, in which it projected the global economy will grow 3.5 percent this year, up from its January projection of 3.4 percent.
Separately, the three Japanese ocean carriers - NYK, "K" Line and MOL - on Friday filed an agreement with the Federal Maritime Commission to merge container operations.


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Equipment Belt – Super Hero
Our new equipment belts help your young adventurer keep their equipment ready at all times.
There is a spot for your sword, your bow and arrows, magic wand, sceptres, and even ribbons to tie your masks close at hand.
A handy pouch holds gold doubloons, special stones, marbles or even pixie dust.
Velcro enclosure is adjustable, fitting approximately 2-10 years.
Available online and at shows.
Handmade in Canada
Categorized in Accessories


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Order now to get it by: Thursday May 18 - Saturday May 20
This product ships with limited tracking information, and may take longer than usual to be delivered.
Condition: New
Product ID: 757009
Delivery Information |Returns & Exchanges |Payment Methods
Our Black Fishnet Bodystocking features a long sleeved open crotch sexy style. (Thong not included).


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1 Bedroom
2 Bedrooms
3 Bedrooms
|1 Bedroom 1 Bed 1 BR
|1½ Bathrooms 1½ Baths 1½ BAs
|$843 - 949
|900 Sq Ft
|One Bedroom 1.5 Bath
|Available Now
|View Model
|2 BRs 2 BRs 2 BRs
|1½ Bathrooms 1½ Baths 1½ BAs
|$1,030 - 1,201
|1,000 Sq Ft
|Two Bedroom 1.5 Bath
|Available Now
|View Model
|3 BRs 3 BRs 3 BRs
|1½ Bathrooms 1½ Baths 1½ BAs
|$1,197 - 1,364
|1,200 Sq Ft
|3 Bedroom 1.5 Bath
|Available Now
|View Model
|1 Bedroom 1 Bed 1 BR
|1½ Bathrooms 1½ Baths 1½ BAs
|$843 - 949
|900 Sq Ft
|One Bedroom 1.5 Bath
|Available Now
|View Model
|2 BRs 2 BRs 2 BRs
|1½ Bathrooms 1½ Baths 1½ BAs
|$1,030 - 1,201
|1,000 Sq Ft
|Two Bedroom 1.5 Bath
|Available Now
|View Model
|3 BRs 3 BRs 3 BRs
|1½ Bathrooms 1½ Baths 1½ BAs
|$1,197 - 1,364
|1,200 Sq Ft
|3 Bedroom 1.5 Bath
|Available Now
|View Model
Additional Apartment Expenses
Recurring Expenses
One Time Expenses
About Old Bridge Apartments
When you choose Old Bridge Apartments, you're making a choice that gives you convenience. Not only do we have a great location, we offer a variety of different amenities and floor plans designed to make your life easier. Our 1BR, 2BR and 3BR townhomes feature all of the amenities you're looking for in your new rental home. At Old Bridge Apartments, we understand that size matters when it comes to choosing the right apartment. That's why we offer huge floor plans to make sure you have enough space to live, play and enjoy every day in your new home! You'll love cooking in your fully equipped kitchen complete with dishwasher. In the Spring, Summer and Fall, you'll enjoy winding down from a long day on your fully enclosed outdoor patio. In the Summer, take a dip in our huge pool or lounge on our large sun deck with a good book or a good friend.
Apartment Amenities
Unique Features
- •Ask About Our No Security Deposit Options!
- •Pay Online
- •Pet Friendly
- •Short Term Leases As Low As 3 Months!
- •Sparkling Pool
- •Tennis Courts
- •Washer/Dryer Available To Lease
Pet Policy
Dogs and Cats Allowed: We accept most common domestic pets, such as cats and dogs. All pets require a one-time fee of $250 per pet plus additional monthly pet rent of $25 per pet. We allow a maximum of two pets per household with a weight limit of 60 lbs per pet. Exotic, vicious and/or dangerous animals are not permitted. Additional breed restrictions may apply.
- •$25 Monthly Pet Rent
- •60 lb Weight Limit
- •2 Pet Limit
Surface Lot
1 space.
Property Information
- •Built in 1969
- •222 Units/2 Stories
Lease Length
- 3-12 Months
- •Package Service
- •Laundry Facilities
- •Maintenance on site
- •Property Manager on Site
- •Bilingual
- •Trash Pickup - Door to Door
- •Online Services
- •Pet Care
- •Clubhouse
- •Storage Space
Outdoor Space
- •Sundeck
Fitness & Recreation
- •Pool
- •Tennis Court
- •High Speed Internet Access
- •Washer/Dryer
- •Air Conditioning
- •Heating
- •Tub/Shower
- •Dishwasher
- •Disposal
- •Stainless Steel Appliances
- •Oven
- •Range
- •Refrigerator
- •Freezer
- •Breakfast Nook
Living Space
- •Hardwood Floors
- •Vinyl Flooring
- •Attic
- •Linen Closet
- •Window Coverings
Outdoor Space
- •Patio
- •Yard
Office Hours At Old Bridge Apartments
Today's Hours: Closed
Amenities & Expenses
- Package Service
- Laundry Facilities
- Maintenance on site
- Property Manager on Site
- Bilingual
- Trash Pickup - Door to Door
- Online Services
- Pet Care
- Clubhouse
- Storage Space
- Sundeck
- Pool
- Tennis Court
- Ask About Our No Security Deposit Options!
- Pay Online
- Pet Friendly
- Short Term Leases As Low As 3 Months!
- Sparkling Pool
- Tennis Courts
- Washer/Dryer Available To Lease
- High Speed Internet Access
- Washer/Dryer
- Air Conditioning
- Heating
- Tub/Shower
- Dishwasher
- Disposal
- Stainless Steel Appliances
- Oven
- Range
- Refrigerator
- Freezer
- Breakfast Nook
- Hardwood Floors
- Vinyl Flooring
- Attic
Office Hours
|9 AM to 5 PM
|9 AM to 5 PM
|9 AM to 5 PM
|9 AM to 5 PM
|9 AM to 5 PM
|10 AM to 5 PM
Apartment Reviews at Old Bridge Apartments
There are no reviews for this property. Be the first to add a review on this property.Write a Review
Old Bridge is wonderful!
I have lived in Old Bridge for almost two years. The neighborhood is quiet and all of my neighbors are friendly (I didn't know any of my neighbors in previous apartments). The office and maintenance staff are helpful and kind. Any issues I've had have always been addressed quickly. You can't beat the price for the amount of space! Highly recommend!!
PROS: Staff & Maintenance were nice. Decent neighborhood & neighbors. Near grocery store, gas station, food, etc. New carpeting Pool Fenced in yard CONS: Not allowed to see the apt before signing lease. $30+ yearly rent increases Water/Sewer bill went up due to other tenants use. Fee of $4 every month on water/sewer bill, on top of the connection fee. Apt looked nothing like the Office. (cabinets were cheap old plywood & floors stained linoleum) We could hear our neighbors walk, talk & dog bark. Lack of parking Heat/Air didn't reach the second bedroom or bathrooms. (told to buy a/c & electric heater) Rental insurance policy requirements are high. Charged for laundry key
Old Bridge Apartments
I am extemely pleased at Old Bridge. The neighborhood is quiet, even on a Friday & Saturday night. The staff are very friendly and helpful. Any maintenance issues I have had were taken care of immediately. Overall it has been a very positive experience.
I have lived here for 2 yrs. and have no complaints. The staff is attentive and courteous. All maintenance issues are taken care of promptly. The grounds are neat and clean and well landscaped. No issues with noise and no bugs!! I enjoy living in the community. I love the Henrico County Schools. I use to live in a house but love renting because i have a pool in my backyard and my own maintenance staff. My apartment is huge and i have plenty of closet space.I feel very safe here.
Decent place, you get what you pay for
I had just moved to VA and this was my first apartment alone. I found it very spacious for just me. The neighborhood was nice and quiet until school let out. Children were in the open grass area the entire summer. Despite letters warning tenants not to allow their children to play in the open grass area. The staff was very friendly however and overall the neighbors as well. I feel the location of your apartment plays a major role in your experience. My neighbors argued constantly and I heard every word very clearly! The walls are fairly thin. I still overall enjoyed my time there. Things I would have found helpful: Parking: You get a parking pass but it is still on a first come first serve among other tenants. There is plenty of parking but it may not be close to your apartment sometimes. Walls: Like I stated they are pretty thin, but if you and your neighbors are quiet people, you'll be fine. (My neighbors YELLED a lot). Storage: There is storage in the mirrors in the bathrooms and one under the stairs closet as well as a "utility closet" at the top of the stairs. I found this to be enough for me. Safety: I felt pretty safe in the complex. I never had a stranger knock on my door and the neighbors looked out for my packages and things when I was out of town.
Property Manager at Old Bridge Apartments, responded to this review:
Thank you very much for your review! We strive for excellency and to keep our community fun and safe for all. We appreciate your feedback and value you as a resident.
Points of Interest Near Old Bridge Apartments
Nearby Amenities
Time and Distance from Old Bridge Apartments
|24 min
|16.5 mi
|Parks and Recreation
|Parks and Recreation
|4 min
|2.1 mi
|5 min
|2.3 mi
|11 min
|4.6 mi
|11 min
|5.5 mi
|10 min
|5.6 mi
|12 min
|4.9 mi
|11 min
|6.8 mi
|29 min
|25.0 mi
|Military Bases
|Military Bases
|25 min
|18.0 mi
|36 min
|29.8 mi
|35 min
|31.1 mi
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City - Richmond
Finding Apartments for Rent in Richmond, VA
As you stroll down the historic streets of Richmond, VA you can hear an echo of the past. If you listen closely, you can almost hear Patrick Henry giving his famous "Give me liberty or give me death" speech at St. John's Church. But history isn't the only appeal that Richmond holds. Where historic appeal meets all that a modern city dweller could want, Richmond, Virginia is a perfect choice of cities to live in.
Finding the perfect apartment can depend on your tastes, from historic to modern. One of the most popular places for students, families, and retired folks is The Fan District. A balanced blend of old and new, it has a bounty of neighborhood shops, restaurants, and flavor. Called the Fan District due to the streets radiating out, starting from Monroe Park.
Old Bridge Apartments Gallery
Renovated Kitchen
Map image of the Property
Master Bedroom
Living / Dining area
Extra large closet in Master Bedroom
Primary Photo
2nd Bedroom
2x1.5 Old Bridge
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Scratcher Joined 1 year, 11 months ago United Kingdom
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hi im scotty/bandit! you probably know me from other accounts.
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You can purchase your copy from us online, by calling 1800 423 444 or by printing and returning the order slip.
The 2017 Australian Women's Health Diary is also available from newsagents and at www.magshop.com.au/healthdiary.
From October, it will also be available at Woolworths, Commonwealth Bank branches and Avon Representatives (avon.com.au).


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| Recently found by viaLibri....
THE WORKS (Signed). THE WHITE COMPANY; MICAH - Arthur Conan Doyle - 1903. [1272641]
London: Smith, Elder & Co, 1903. Author';s Edition. Hard Cover. Near Fine binding. Signed. The Author's Edition of Arthur Conan Doyle's works, this being #259 of a limited printing of 1000 copies, Signed by Doyle on the limitation page in The White Company. This, the English issue, is to be preferred over the American issue, as Doyle did not sign the American edition, and the English edition has two illustrations in each volume, while the American has only one. This set bound in workman-like maroon cloth, with gilt titling to the spines. Near Fine binding.
[Bookseller: Black Swan Books, Inc.]
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1 May 2015 . Learn how to build a pool deck with these 10 steps. . precast piers ($5 each), which measure 8 in. high x 11 in. square and weigh about 45 pounds. . One common technique used for decking around a circular pool requires.
8 Jun 2015 . Building a pool deck is no easy feat, but it`s definitely worth the effort! By reading this article you'll get loads of ideas for your above ground pool deck, . I`ve been around pools my whole life and, let`s be honest, for 98% of.
See more about Pool decks, Decks and Deck design. . ezracesite/wp-content/uploads/2014/09/Building-A-Deck-Around-Above-Ground-Pool.jpg.
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15 Jul 2013 . 10 awesome above ground pools with decks. Building a deck around your aboveground pool changes the look and feel immensely. Here's 10.
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Downloadable Pool Deck Plans. . Pool Decks, Above Ground Pools . This pool outshines others with its 374 square foot floor space and angl.


text: The flowers of a Puya Raimondi plant, which blooms once in every 80 to 100 years, is something that you get to see very rarely. Known as the Queen of the Andes, the rare plant, near Thumi, 75 miles south of La Paz, Bolivia, once seen as a nuisance to the locals, has gained status because it draws tourists to the impoverished area. This plant is a gigantic inflorescence. It reaches up to 10metres in height, with more than three thousand flowers and six million seeds in each plant.


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Members' Work Elsewhere
Erin Deneuville's painting "Self Portrait with Chair" is included in the Arnot Museum's 75th Regional Exhibition. The exhibition takes over the majority of the museum and is on view through August 12th.
Daniel McPheeters was recently interviewed by Tish Pearlman on the Out of Bounds Radio Show. The interview is now available as a podcast at:
Sheryl Sinkow's "Cars, Cigars & more from Cuba" continues at Mockingbird Paperie through September.
By special arrangement, a selection of pieces by the late Yvonne Piburn of Trumansburg will also be on view and available for sale at the 3rd Annual Clothesline Art Show in Trumansburg.
Barbara Mink will be having a show at Cornelia Street Cafe in New York City, opening Tuesday August 2, 5:30- 7:00, and a solo show at Quintus Gallery,
Watkins Glenn, opening Friday August 12, 5:00-7:00.
This Renaissance of Light is an exhibit of photographs by Susan C. Larkin at The Boyce Thompson Institute on the Cornell campus. Several of the photographs are accompanied by poems by Susan's husband Tim. Christina Coleman has added a collection of dried flora in tiny glass tubes. The photographs, poems, and flora will remain at Boyce Thompson through the fall. There will be a reception in late September.
Carol Abitabilo Ast is exhibiting a selection of her "Oyster Portraits" at the Skaneateles Artisans Gallery through the summer. The gallery hours are Monday – Saturday, 10 – 5; Sunday, 11 – 5.
Margaret Reed has begun work on her Mural at the Seneca Street Parking Garage. Check out her instagram @close_contriver to see more in-progress images
Patricia Brown and Patty Porter's artwork will be flying high in Ithaca this summer. Ithaca Downtown partnerships new program Art in the Air will display 12 vibrant vinyl banners along the newly redesigned Ithaca Commons pedestrian mall, which were selected from over 150 blind submissions from local artists of all walks of life. An opening reception and tour will be held in conjunction with Gallery Night on Friday, July 1 at 5:30 PM at Press Bay Alley (116 West Green Street). Come see the artists in person by their banners in the walking tour led by exhibition coordinator Evan D. Williams at 6:15 PM.
Patty Porter "Bayside"
Diane Newton is happy and honored to have three drawings included in an ongoing exhibition, curated by Franklin Robinson, at Kendal at Ithaca.
Eva M. Capobianco will have work in Personal is Political is Personal, Juried by Sue Coe. The exhibit at 440 Gallery in Park Slope, Brooklyn, NY will run from July 7 through the first week in August.
Included in the 75th Regional Exhibition at the Arnot Art Museum, Elmira, NY through August 13 is a digital photograph by Jan Kather titled Texting (2013). It is an early example from a growing collection of photos that form the "imitation paintings" series.
The work of new member Erin Deneuville is also included in the exhibition.


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This course, jointly sponsored by the University of Texas Southwestern Medical Center and the Santé Institute of Professional Education and Research, offers 21 AMA PRA Category 1 Credit(s)™, including 3 ethics credits and 21 Hour(s) of ACEP Category 1 Credit through the American College of Emergency Physicians. It is designed to assist physicians and other professionals with boundary and ethical related issues.
The course creates a unique learning environment utilizing didactic presentations, interactive discussions, and experiential exercises. In addition to learning about boundary issues and ethical standard infractions, the course also outlines methods to identify high risk patients and staff for safeguarding the office or treatment setting, as well as ways to obtain help if one has crossed boundaries and how to be safe in so called "gray" areas.
At the completion of the course participants will be able to:
- Identify the types of unethical behaviors and boundary violations that result in litigation, difficulty with the medical boards and/or hospital corporations, or action by other licensure boards.
- Discern behaviors and situations where the healthcare professional is most vulnerable to inappropriate involvement with patients and/or staff members.
- Recognize and develop strategies to avoid high risk situations, medical or psychiatric disorders, and ethical dilemmas that leave the professional vulnerable to crossing boundaries.
- Recognize high risk patients and identify how to avoid problematic situations with them.
- Identify methods to safeguard the office and treatment settings.
- Discuss the ethical and legal obligations for reporting and/or intervening on boundary violations of a colleague.
- Learn how to view and utilize Physician's Health Program as an advocate.
The University of Texas Southwestern Medical Center designates this live activity for a maximum of 21 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. The University of Texas Southwestern Medical Center designates this activity for 3 hour(s) in medical ethics and/or professional responsibility. The cost of the Maintaining Proper Boundaries course is $2,300. A $1,150 deposit is required to reserve a space. The balance is to be paid at least a week prior to the first day of the course. A cancellation fee of $250 will apply.
2017 Dates:
- February 8-10
- May 3-5
- August 9-11
- November 8-10
To register online: Maintaining Proper Boundaries Course - May 2017 Registration
For further information or to register please contact:
Kerrie Sanders 800.258.4250 Ext 267 or firstname.lastname@example.com
Maintaining Proper Boundaries Course Letter
Submit Payment for Upcoming Course


text:
We define project sales as industrial heating solutions and load shedding solutions requiring products and services, that are offered and produced for a specific plant, that our customer has been assigned to design/build/retrofit.
These types of solutions are often in industry sectors such as process manufacturing, raw material refining , chemical and petro chemical industry, ship building and within the energy sector. Our products and solutions can be targeted at where:
- There is a need for a complete heating solution and Heatrod is required to design, manufacture and solve the problem.
- There exists a special environment or special conditions that demand a bespoke solution and expertise within the field of heating and temperature regulation.
- A product/component requires design and manufacture for a specific project according to specification from our customer.
Either a combination of our standard products or a completely bespoke engineered product can be produced using a consultative sales approach. If you have a specific requirement that needs discussion or you have an enquiry which needs a response please don't hesitate to contact us and we'll be pleased to help.
Some Examples:
Flow Modules for Heating of Air and Liquids Manufactured in materials and dimensions according to customer requirements.
Can be built-up easily and mounted as required. Pressure, temperature levels and materials used will depend on the specific project and application.
After installation, the equipment is pressure tested according to specification.
Electrical Heater for Nitrogen
Built into a certified welded pressure tank with inlet and outlet flanges.
Raised terminal box with built-in thermo couple.
Technical Data:
- Output: 230,6kW
- Voltage: 3×600
- Operating temperature: -35ºC to -15ºC
- Operating pressure: 13.5 bar
- Casing: IP 55
Further examples of electric process heating applications and technology such as Glycol Heaters, Gas Heaters, etc can be found in our Nibe Process Heating brochure which can be downloaded from this page.