text:
The Janneh Commission and Lessons from American slavery
in Politics — by Kairo News —	November 19, 2017
By Saul Saidykhan
I believe Yahya Jammeh's greatest gift to us Gambians is he has forced those of us who were adults before he came along (now 40 years and over) to reveal our true characters unwittingly. Before Jammeh, Gambians enjoyed a relatively stable and evolving democracy. Generally, one could openly say anything one pleases without fear of arrest or harassment. We had a leader who wasn't bold and imaginative enough to make any real attempt to radically change the socio-economic paradigm of The Gambia, but he had the good sense and decency to let Gambians be, a fact that didn't go unnoticed internationally as it became the deciding factor in winning Gambia the honor of hosting the African Commission on Human and Peoples' Rights. In short, the Jawara government didn't do enough for the people for assorted reasons – the paucity of both human and material resources, incompetence, indiscipline, … so on, but it didn't do anything to hamper any Gambian from pursuing their dream either.
However, you couldn't tell this reality from the way Jawara was treated and labelled in urban Gambia. Various Vous comprising mainly of angry, discontented, impatient, ill-equipped, and ill-informed urban youth kept up a relentless cacophony of mutually-reinforcing anti-Jawara propaganda that painted the modest man from Barajally "Sir Fafa" personally as a corrupt, incompetent, and parochial ruler who was running Gambia into the ground. Some of these Vous later coalesced into MOJA (Movement of Justice in Africa), gradually expanding their network and reach. When I moved to Tallinding permanently in the late '70s, this was the scene I found. Urban Gambia Vous seemed to be competing in a race to produce a native Fidel Castro, or an alpha Revolutionary. Everyone was brave. Everyone talked tough against a supposedly suffocating oppressive Gambian state. To us impressionable youngsters, this was attractive and sexy. After a rash of crimes including the burning of a small yacht donated to the Gambia by Germany for president Jawara's use allegedly by youths under the influence of the head of MOJA- Koro Sallah, the PPP government banned the group. (Per Jawara in his auto-bio, Kairaba, Koro Sallah visited him in London and confessed to the crime and apologized.
When Kukoi Samba Sanyang and his gang (all of who I was familiar with by sight,) struck in July 1981, only fifteen months after another MOJA aficionado Master Sgt. Samuel Doe violently removed the Americo-Liberian hegemony in Monrovia, many of the various Vous and MOJA members mindlessly joined the dangerous adventurists with alacrity resulting in very tragic consequences. Several years later, PDOIS would pick up where the proscribed MOJA left off. The propaganda, fiery tough-talking rhetoric and unrealistic visions of an idyllic Gambia– despite our glaring lack of the requisite human and material resources, didn't change much as the same drum beat continued. Thirteen years after Kukoi, Yahya Jammeh entered the picture. And EVERYTHING changed!
The timeless adage that warns us to be mindful of what we wish for is relevant here, because Jawara's successor, Yahya Jammeh quickly started exhibiting the very traits the urban revolutionary-wannabes were falsely tagging Jawara with. Curiously, the boldness and fiery tough-talking rhetoric of the MOJA-PDOIS allies in the Jawara era completely disappeared. Even when it became crystal clear that we were dealing with a murderous kleptocrat determined to rule as a medieval monarch, our erstwhile revolutionaries kept quiet or played nice with Jammeh. Many saw nothing wrong in joining the irredeemable tyrant until he kicked them to the curb! Who would have thought? I'm just thankful Jammeh has forced us to unmask ourselves.
The main lesson of that Revolutionary Era should be especially useful to – ironically the Yahya Jammeh Generation, who don't know the history. This is pertinent because we're currently witnessing a resurgence of the same type of Revolutionary Era madness – replete with the creation of myths from half-truths, and declaration of wars on an imaginary oppressive autocrat. Instead of channeling our energies to finding solutions to our tiny country's myriad problems, or ensuring that our meagre resources are used judiciously by ALL public officials, we're being stampeded into another senseless cycle of crisis characterized by individual citizens insisting on weaving their unique narratives irrespective of verifiable facts and reality. This is crazy and should be challenged. Facts must matter if we're to succeed in building a nation out of the country we currently have!
The sad truth is, we have no shortage of colorful characters in The Gambia. Often, the biggest mistake we Gambians make is judging people by what they say, not how they behave. This continues to cost us dearly. For pointers, all one needs to do is watch the proceedings at the ongoing Janneh Commission which sometimes look like some cruel real-life theater being performed at the expense of Gambians. Thus far, we have seen the Coward who had a Hobbesian fear of mighty Jammeh that prevented him from following his conscience; we have seen the two-faced Hypocrite who claims to despise and disagree with Jammeh and his management style, but sees no contradiction in continuing to serve him loyally for years; and we have seen the Opportunist who for most of Jammeh's rule never passed the chance to take unfair advantage of Jammeh's abuse of office and Due Process at the expense of other Gambians while claiming complete innocence. Some of the witnesses fall into multiple categories. They weave different tales, but they want us to believe one thing: the ONLY guilty person is Yahya Jammeh! Gallingly, some of these crooks brought their posse along to their hearing. My question is: Isn't Yahya Jammeh someone else's relative too? We Gambians truly are a funny people.
If you don't recognize these characters, you're not paying attention to what most of the witnesses who testified before the Commission so far swore to. A fellow who christened himself our country's giant scribe, but never saw anything wrong with Yahya Jammeh's madness to educate us about, assaulted our collective intelligence severally with his arrogant and pugnacious posturing about the millions he helped Jammeh loot with his autograph. A young woman known to have mysteriously acquired some magnificent buildings from which she only accepts US Dollars in rent, told us with a straight face that Yahya Jammeh had "literally forced" her to sign a document. We know Jammeh forces other peoples' women to do certain things "literally". However, signing documents isn't one of them. But the most mendacious testimony from a witness so far is the one woven by Jammeh's erstwhile business face who swore he only visited Jammeh a few times. This, despite a deluge of living witnesses who remember a completely different thing. He proclaimed, "no one expected a day like this will come", only to contradict himself later by saying he had been keeping his nose clean because he "knew a day like this will come." I suppose he never heard Judge Judy's dictum: "if you tell the truth, you don't have to have a good memory"! Jammeh's betrayer concocted so many tales he couldn't remember the bullcrap he had spun earlier!
Watching the hearings, two characters from American slavery now popularized by the American entertainment industry keep coming to my mind: "Uncle Tom" and "Mother Eff-er". These two terms are commonly used globally, yet many are unaware of their origin.
Uncle Tom is the title character of a fact-fiction novel (Uncle Tom's Cabin) written by Harriet Beecher Stowe in the 1850s. It was the most popular novel of 19th century America, and it is still viewed as one of the main catalysts for the American civil war. Abe Lincoln reportedly credited the author for starting the American civil war. That, because the story is so powerful that it quickly galvanized public sentiments in the northern part of the US against slavery after its publication. Uncle Tom was a middle-aged man with a wife and children, and one of many slaves belonging to a relatively kind-hearted man who ran up debts he couldn't pay and intended to sell Uncle Tom and Harry, the young son of Eliza, the maid of his wife. On overhearing of the cruel plan of their master, brave Eliza quickly alerted Tom and his wife, and informed them of her resolve to escape, and save her child from becoming someone's slave. But despite Eliza's entreaty for Tom to join her and her husband George, a slave in a neighboring plantation – in their endeavor to make a dash for freedom, Tom foolishly refused and stayed put. Soon after, he was sold to a mean slave merchant who sold him to a man whose daughter he saved from drowning on the way to a slave market. While he was counting the days to his freedom as promised by his "kind" new master, fate slapped Tom in the face when that man was killed and his widow – who is a hard-core racist, disregarded his wish, and quickly sold Tom to her kind in the deep South. In that destination, Tom's piety and dedication to The Good Book didn't win him any favors. He was maltreated and eventually brutalized to death.
Brave Eliza on the other hand, escaped with her son from the plantation they were held at in Kentucky with Slave Hunters at her heels. She crossed the half-frozen Ohio river by foot to that State where she was sheltered by a Quaker community where they waited for the arrival of George. With the help of the Quakers, Eliza and her family escaped to Canada through Lake Erie from Sandusky, Ohio.
"Mother Eff-er" is so commonly used, it has now lost its sting. But its origin is rooted in one of the ugliest chapters of American slavery. You see, when the importation of Africans into America as slaves was banned in the early 1800s, the hard-core racists in the American South (Virginia and North Carolina especially,) came up with the cruel idea to BREED and SELL the Africans they already hold captive like wild animals. And in this barbaric design, they didn't care about the biological relationship between the slaves. They simply paired healthy males with healthy females regardless of whether they are mothers and sons, brothers and sisters, or aunts and nephews. But here is where things started going awry: despite the heavy price they're sure to pay for their defiance (including death,) many slaves flat-out refused to sleep with their mothers and sisters. In fact, many committed suicide by attacking those trying to make them "breed "their blood relatives. Worse, many slave women who were forced to be bred by their sons or nephews immediately killed the babies they gave birth to! Those cowards who out of fear of punishment agree to breed their own mothers were mocked and shamed by other slaves by being called "Mother Eff-er." So, the origin of the term is ugly, and its meaning was literal. This became the death knell for this cruel experiment! The high mortality rate, and the insistence of slaves to maintain their dignity rendered that cruel project a disaster.
As such, when you watch the Janneh Commission, keep these two characters in mind vis-à-vis their relationship with Yahya Jammeh, and how they treated Gambia.


ASP.NET vNext includes a Dependency Injection API. This post offers feedback on the currently available code.
As part of Microsoft's new openness, the ASP.NET team have made the next version of ASP.NET available on GitHub. Obviously, it's not yet done, but I suppose that the reasons for this move is to get early feedback, as well as perhaps take contributions. This is an extremely positive move for the ASP.NET team, and I'm very grateful that they have done this, because it enables me to provide early feedback, and offer my help.
It looks like one of the proposed new features of the next version of ASP.NET is a library or API simply titled Dependency Injection. In this post, I will provide feedback to the team on that particular sub-project, in the form of an open blog post. The contents of this blog post is also cross-posted to the official ASP.NET vNext forum.
There may be other parts of ASP.NET with which I'm not particularly familiar (SignalR?), but they should all follow the same pattern of defining Abstract Factories for user classes, in the cases where these don't already exist.


Home ANTHILL TV Eat your heart out Denton!
Shortly after the Cool Company Awards in October 2008, leading IP firm and Cool Company Award sponsor Davies Collison Cave hosted a series of catch-ups in Sydney, Brisbane and Melbourne forming our first ever Cool Company Awards Alumni!
In Melbourne, Anthill Editor-In-Chief James Tuckerman caught up with two of our winners: Andrew Walker, Aspen Medical, and Martin Hosking, RedBubble. Here's what they said.
Previous articleHow 'cool' is your company?


MANILA -- The Technical Education and Skills Development Authority (TESDA) will soon create a technical working group to draft the implementing rules and regulations (IRR) in line with the recently signed Tulong Trabaho law.
"We target on or before May 27 to issue the IRR. Consultations with stakeholders will be done and this will be headed by a TESDA deputy director general," Secretary Isidro Lapeña told the Philippine News Agency (PNA) on Monday.
Republic Act 11230 or An Act Instituting a Philippine Labor Force Competencies Competitiveness Program and Free Access to Technical-Vocational Education and Training (TVET), and Appropriating Funds Therefor, establishes the Tulong Trabaho Fund which provides free training fees and additional financial aid such as transportation allowances for qualified beneficiaries enrolling in selected training programs.
According to TESDA, RA 11230 will take effect on March 28, or 15 days after its publication last March 13.
The law requires TESDA to issue the IRR within 60 days after its effectivity.
Lapeña said TESDA will invite stakeholders in the industry and the academe in drafting the IRR, and may also include the Department of Labor and Employment and other concerned agencies.
The TESDA chief noted that through this law, funding availability is institutionalized. Thus, even those in private technical vocational institutions will have access to free TVET.
How does this law differ from other TESDA programs? Lapeña said there are several expanded benefits.
"There will be more beneficiaries, sources of funds, among others," he said.
Beneficiaries, he said, would include persons at least 15 years old and are not employed.
Schools and training centers as well as industry boards can avail of the Tulong Trabaho fund by submitting list of possible beneficiaries, he added, subject to qualification criteria.
Industry boards and institutions that need funding from the Tulong Trabaho Fund may submit their list of trainees who are applying for assistance to concerned TESDA regional directors who will then assess the recipients for final approval of the Secretary.
Expanded sources of fund would come from the GAA as well as funding donations from both public and private institutions, according to TESDA.


text:
CEPI Curiosities: The Public Afterlife of Vladimir Lenin
Posted in CEPI Chat, CEPI Curiosities, CPP Curiosities, Mütter EDU Chat	by mutteredu
Greetings, fellow historico-medico aficionados, and welcome to the latest installment of CEPI Curiosities, our monthly dive into the medically interesting or unusual.
There are a variety of notable objects and specimens on display here at the Mütter Museum, from wax specimens to human remains to even select parts of heads of state (including parts from the heads of heads of state). Today's episode offers a blending of these topics as today we examine the medical science and history behind the preservation and display of world leaders.
Those of you who recall their world history classes may be able to identify Vladimir Lenin (aka Vladimir Ilyich Ulianov). Lenin (1870-1924) was the founder of the Russian Communist Party and was the first Premier of the Soviet Union; in 1917, following the abdication of Czar Nicholas II, Lenin and his Bolsheviks successfully wrested control of the Russian government during what is known as the "October Revolution."
Vladimir Lenin in 1920 Source: Wikimedia Commons
Following his death on January 21, 1924, there were no initial long-term plans to preserve Lenin's remains, and he was embalmed so as to temporarily lie in state in Moscow prior to burial. These intentions are actually reflected in his body, as pathologist Alexei Ivanovich Abrikosov severed many of Lenin's blood vessels and arteries after conducting his autopsy (embalming would be easier were the circulatory system intact).
Flocks of mourners gathered at Red Square in Moscow to send off the Bolshevik leader; the throngs combined with a characteristically cold Russian winter led officials to keep Lenin's remains on display for two months. When a thaw risked accelerating Lenin's decay, a commission of scientists gathered in March 1924 to discuss the ultimate fate of the deceased premier. They weighed the scientific and ideological pros and cons of keeping Lenin on display and solutions ranged from immersing Lenin in a vat of embalming chemicals, to storing him in a refrigerated coffin, to simply burying him. Ultimately Vladimir Vorobiev, professor of anatomy at Kharkov University, and Boris Zbarsky devised a method of preserving Lenin through periodic embalming and preservative treatments, a process that could theoretically allow him to be preserved indefinitely.
Image Source: sid (via Flickr Commons); Reproduced under CC BY-NC-DD 2.0, no alterations to original.
During the initial procedure, the pair removed Lenin's organs and immersed his body in a vat of special chemicals. As an aside, they removed and preserved his brain, eventually allowing a German scientist named Oskar Vogt to examine it in order to understand the source of his genius (an act quite similar to what befell Albert Einstein, whose brain is on display at the Mütter Museum). After the initial preservation, this process is repeated roughly every eighteen months, during which time the body is removed from its mausoleum, bathed in chemicals, purged of embalming fluid, and re-embalmed. Typically, embalming fluid is introduced through the body via the circulatory system; however, since much of Lenin's was severed during his autopsy, scientists administer the preservatives through a series of localized injections. Most surprising (to this author), Lenin's joints are left articulated, making his body easy to pose or useful in the unlikely event of him rising from the grave to crush capitalism.
However, despite their best efforts, the process is not a perfect system and over the last ninety-three years even this method has not completely arrested decomposition. Not long after Vorobiev and Zbarsky first performed the procedure, Lenin's eyelashes disintegrated and had to be replaced. In 1945, Lenin's team of conservators discovered to their horror that a section of skin from Lenin's foot detached from the body and was never seen again. As his body shifts and changes, parts of him have to be occasionally reformed or replaced to maintain its original shape. One person involved with the process has described Lenin's corpse as a "living sculpture," a blending of human tissue and artificial parts designed to resemble Lenin as he looked in life, a grim tribute to the fallen communist leader made out of his own remains. While his presence in Moscow has been a subject of debate in the decades following the fall of communism, Lenin (pardon the bad pun) remains on public display in his mausoleum in Red Square to this day.
Lenin's Mausoleum in Red Square; Image Source: American_Rugbier (via Flickr Commons) Reproduced under CC BY-SA 2.0
While Lenin is perhaps the most famous example of a preserved head of state on permanent display, he is far from the only one. Other preserved world leaders include Vietnamese leader Ho Chi Minh, Chinese ruler Mao Zedong, and North Korean dictators Kim Il Song and Kim Jong Il. Initial reports following the death of Venezuelan president Hugo Chavez in 2013 suggested his preserved remains would be displayed in a glass case at the Revolution Museum; however, these plans were scrapped soon after his funeral as his body became too decomposed.
If you are looking for more stories on the handling (and in some cases, mishandling) of human remains, be sure to check out our articles on whether Joseph Hyrtl had Mozart's skull among his collection, the case of a body made to impersonate a Persian princess, and the story of John Scott Harrison, a man who was the son and father of Presidents who also had his remains stolen by body snatchers.
Until next time, catch you on the strange side!
CEPI Curiosities, embalming, Vladimir Lenin	3 Comments
CEPI Now Accepting Applications for the Karabots Junior Fellows Program
Posted in Karabots Junior Fellows	by mutteredu
Are you a Philly 9th grader with an interest in health care or medicine? If so, you might be perfect for the Karabots Junior Fellows Program! CEPI is now accepting applications for the Summer 2017 installment of the Karabots Junior Fellows Program. The Program seeks to cultivate the health care professionals of the future through hands-on learning and interaction with real professionals.
The next summer program will take place for two weeks, August 7-18, 2017, and consists of an intensive series of hands-on activities, meetings with healthcare professionals, and field trips focusing around a specific healthcare field. This year's theme is Anatomy and Armor: exploring natural and artificial forms of protection against disease and trauma and learning about careers in healthcare and medicine related to those subjects.
Based on behavior, in-class participation and student interest, members of the two-week program may be asked to stay on for our multi-year after-school program focused on healthcare, STEM, and college preparation that goes through twelfth grade.
Students interested in joining the Karabots Junior Fellows Program must fulfill the following requirements to be considered:
Must be entering the 10th grade in Fall 2017.
Must be a Philadelphia resident.
Must be attending a Philadelphia public, parochial, or charter high school.
Must have an interest in biology and the healthcare professions.
Will be the first in their immediate family to graduate from a college or university.
Must qualify for a FREE or REDUCED PRICE school lunch.
Not have any disciplinary problems on their school record.
Must have permission from a parent/guardian to take part in the program.
If selected for this summer program, applicants must also be interested and available to participate in programming throughout the school year and summer through my senior year of high school if chosen to do so.
Interested students must complete an application form, including an essay and letter of recommendation. (Full instructions are available on the application). Completed applications can be submitted via email (subject heading: Karabots Junior Fellows Application) or standard mail to the following address:
Attn: Kevin D. Impellizeri (Karabots Junior Fellows)
The College of Physicians of Philadelphia
19 South 22nd Street
The deadline to apply is FRIDAY, APRIL 28, 2017 (all mailed applicants must be postmarked by that date to be considered). If you have any questions, please contact Kevin Impellizeri, Youth Program Coordinator (215-372-7313). For more information about the Karabots Junior Fellows Program, please consult our website.
Karabots Junior Fellows, youth programs	Leave a comment
The Karabots Junior Fellows Learn to Make a Good Impression
As part of the curriculum for the Karabots Junior Fellows Program, we are dedicated to helping our students prepare for their future careers, regardless of whether they ultimately find themselves in medical/heathcare fields. To that end, we recently held a session devoted to professionalism.
The Fellows learned the importance of carrying oneself in a professional manner both in their in-person and virtual interactions. Kevin went over some tips to a high-quality résumé and the art of constructing a professionally-worded email. Guest speaker Jon Goff, Associate Director of Fellowship Relations for the College of Physicians of Philadelphia as well as a former CEPI educator, gave them tips on the interview process by conducting one-on-one mock interviews (complete with common interview questions) with several of the students. Jeanene talked about the importance of body language and how people (including potential employers) measure a person's engagement based on their physical behavior. Observing graduate students from Drexel University were also o hand to share their experiences with the job hunt.
career training, Karabots Junior Fellows, youth programs	Leave a comment

redpajama_set_name: RedPajamaCommonCrawl


This is the first issue of In Communion with a color cover. Bright Week seems just the right moment to make this change. The cover icon -- Christ harrowing hell -- carries us into that crack in time between Christ's death and resurrection. Christ is standing on the shattered doors of hell, a kingdom that had been ruled by the prince of darkness. His first action is to raise our first ancestors, Adam and Eve, from their tombs. Adam and Eve, whose unfortunate choices unleashed a tidal wave of disaster. Behind them are gathered David and Solomon, Moses, Daniel, Zechariah and John the Baptist. Beneath the gates of hell, Satan, warden of hell, is plummeting into an abyss of darkness amidst a blizzard of broken locks and useless keys.
It's an image for the most radical reversal one can imagine. The undoing of death is the undoing of all that keeps us in a state of fear. After all, it's death we spend our lives resisting and delaying. It's fear of death that stands in the way of actually living. Dig away at other fears and we discover the dread of death. This icon reminds us that death doesn't have the last word and that we need not live our lives entombed in fear. It's also an icon of forgiveness. If Adam and Eve can be forgiven, who is beyond forgiveness?
There is a Paschal impulse behind the Orthodox Peace Fellowship. Our Christ-centered work is part of the struggle to overcome the rule of death in our lives.
To carry on our work we have two part-time staff members, myself and Sheri San Chico, plus a number of volunteers. Sheri and I are paid very little for our many hours of work, but OPF's present income doesn't justify more adequate payment.
More than ever we need the help of our members and friends to keep OPF going.
If you are one of those who makes regular donations, thank you! You have been a God-send! If you aren't, please consider becoming part of that community of committed donors.
If you can't manage a monthly or quarterly donation but can make an occasional special donation, please do so. Thank you!
We hope our supporters will make at least one donation annually, but without those who give more than once a year, and give more than the minimum, we would have to call it a day.
Note: The icon is on the ceiling of the sanctuary of a chapel in the Church of the Savior at Chora, Istanbul, Turkey.


ROME - A new restaurant began serving Rome on July 1.
Rick Finco opened 3 Lakes Bistro as a new dining option for the village and the surrounding area. He said there are already a lot of bar and grill restaurants, and he wanted to offer something different. Finco describes the restaurant as a casual place to find fresh cuisine. It's not a bar and grill or a supper club, but a bistro.
For Finco, food has always been part of life.
Finco remodeled almost everything inside the restaurant to create a clean and welcoming environment for guests. The inside seats about 45 to 50 people, and additional tables are available outside. Finco said the menu changes fairly regularly, so guests can expect to see the current items printed on regular paper. Pizza, crab cakes, chicken, wraps, pasta and burgers are all on the list, along with a "Gluten Free Zone" added due to an increase in demand.
The restaurant is open from 5 p.m. to 10 p.m. Wednesday through Monday at 386 State 13 in Rome. Reservations and take-out orders are available. For more information, call 715-325-2511 or find 3 Lakes Bistro on Facebook.
Can Sand Valley Make Wisconsin the Next Golfing Destination?


text:
Stefan Božkov (Sofija, 20. rujna 1923. – Sofija, 1. veljače 2014.) bio je bugarski nogometaš i nogometni trener Bugarske nogometne momčadi.

Životopis

Igračka karijera
Svoju igračku karijeru započeo je u najranijim danima u kadetskim redovima NK Športaš iz Sofije. Prvi službenu utakmicu za seniorsku momčad odigrao je 1938. godine, na svoj 15. rođendan. Od toga susreta pa sve do 1947. bio je stalnim članom prve momčadi, kada odlazi u čehoslovačku momčad Kladno. Budući da su i Čehoslovačka i tadašnja Bugarska bile komunističke zemlje i članice Varšavskog sporazuma, to je bila uobičajena međudržavna razmjena igrača unutar nogometnog sustava Sovjetskog saveza. Ipak, unatoč dobroj igri u Kladnom, za koje je odigrao 59 susreta, igrao je samo jednu sezonu, nakon čega se vratio u Bugarsku.

U ljeto 1948. potpisao je ugovor s momčadi CSKA Sofije, tada jednom od najboljih nogometnih momčadi u Bugarskoj, te odmah postao članom prve postave. Osim što je bio veznjak, često je igrao kao napadač. Do prosinca 1959. odigrao je 202 službena susreta za CSKA Sofiju postigavši pritom 45 pogodaka, i to većinom iz veznog reda. Naslovom bugarskog prvaka okitio se deset puta, a tri puta je bio pobjednik Bugarskog nogometnog kupa. U europskim klupskim natjecanjima ostvario je 8 nastupa zabivši pritom jedan pogodak. Igrao je vrlo nesebično i često je asistirao, što ga je činilo omiljenim u momčadi.

Za Bugarsku nogometnu reprezentaciju igrao je u razdoblju od 1946. do 1958. U tih dvanaest godina, odigrao je 53 međunarodna susreta i pritom zabio 4 pogotka. Prvu utakmicu odigrao je protiv Rumunjske 8. studenog 1946. (2:2), a posljednju protiv Njemačke 21. prosinca 1958., kada je Njemačka pobijedila 3:0. Na Olimpijskim igrama 1956. u australskom Melbourneu osvojio je brončano odličje.

Trenerska karijera
Završetkom igračke karijere, isprva je radio kao športski djelatnik unutar tijela nogometnog, ali je ubrzo napustio administraciju i postao trener. Prvo je tijekom 1950. trenirao bugarsku momčad, nakon čega je od 1961. do 1963. bio pomoćni trener CSKA Sofije. Na poziv nogometnog saveza, 1966. ponovo preuzima Bugarsku, s kojom je osvojio olimpijsko srebro na Igrama 1968. u Meksiku. Tada je bio smatran nacionalnim junakom, a njegovo vođenje momčadi hvalili su mnogi treneri u SSSR-u i ostatku Europe.

Bugarsku je vodio i tijekom Svjetskom prvenstvu 1970., također u Meksiku, gdje je Bugarska ispala u skupini. Jedini bod osvojili su u izjednačenoj utakmici (1:1) s Marokom. Našao se među 30 najboljih veznih igrača u vremenu od 1944. do 1974. godine. Neslužbeno je trenirao i nogometne momčadi u Istočnoj Njemačkoj, Rusiji, Madžarskoj i Italiji.

1975. vršio je i dužnost Potpredsjednika Bugarskog nogometnog saveza, a za svoj rad i promicanje bugarskog športa u svijetu dobio je »odličje 9. rujna 1944.«, kao i naslove »Uvaženi magistar športa« (1953.) i »Poštovani učitelj tjelesnog odgoja« (1976.). Proglašen je počasnim građaninom Sofije i Ćustendila.

Izvori

Životopisi, Sofija
Bugarski nogometaši
Bugarski nogometni treneri

redpajama_set_name: RedPajamaWikipedia


text:
DISTRICT WIDE SAFETY PLAN - PROJECT SAVE SAFE SCHOOLS AGAINST VIOLENCE IN EDUCATION
Page created by Roy Walsh
CATSKILL CENTRAL SCHOOL DISTRICT
DISTRICT-WIDE SCHOOL SAFETY PLAN
DISTRICT WIDE SAFETY
PROJECT SAVE SAFE SCHOOLS AGAINST
VIOLENCE IN EDUCATION
Ms. Deborah Johnson, President
Mr. Jeremy Engelin, Vice President
Mr. Allen Couser
Ms. Tracy Darling
Ms. Patricia Dushane
Mr. James Nearey
Mr. Ryan Osswald
Mr. Andrew Varone
Dr. Ronel Cook
Mr. Joseph Jimick
School Business Official
Ms. Yvonne Palmer
Assistant to the Superintendent for Special Education
Mr. William Muirhead
Director of Transportation and Food Services
Hogan, Sarzynski, Lynch, DeWind & Gregory, LLP
BE IT RESOLVED, that the following individuals be appointed to the SAVE Committee for the
2019-20 school year, as recommended by the Superintendent:
Mrs. Deborah Johnson                          Board President
Mr. Andrew Varone                             Board Member
Ms. Gina Berzal                               CSEA President
TBA                                           Catskill High School Principal
Ms. Yvonne Palmer                             Assistant to the Superintendent- Special
Ms. Nicole Chalusain                          Catskill High School Assistant Principal
Dr. Ronel Cook                                Superintendent of Schools
Chief David Darling                           Catskill Police Department
Mr. Mike Dodig                                Security Officer
Mr. Chris Quinn                               Security Officer
Chief Edward Dolan                            Catskill Fire Department
Lt. Ron Frascello                             Catskill Police Department
Ms. Stacy Hallam                              Kindergarten Teacher
Ms. Holly Hebb                                Nurse
Mr. Paul Irvis                                Math Teacher
Mr. Joe Jimick                                School Business Official
Mr. Eric Joyce                                Athletic Director/ Phys. Ed. Teacher
Mr. Bill Muirhead                             Director of Food Service and Transportation
Ms. Kerry Overbaugh                           Catskill Middle School Principal
Ms. Suzanne Paulsen                           Questar III Principal
Mr. John Rivers                               Catskill Elementary Principal /
President of the Administrators Association
Ms. Lisa Schlenker                            Catskill Elementary School
Mr. Junait Shah                               Catskill Middle School Assistant Principal
Mr. Robert Stinson                            President of the Teachers Association
Mr. Dave Taylor                               Social Studies Teacher
Ms. Rebecca Van Alstyne                       Parent
Ms. Lisa Van Dyke                             Reading Specialist
Mr. Patrick Whitt                             Head Custodian
INTRODUCTION ...........................................................................................................................1
BUILDING LEVEL REVIEW AND COMMENTS .......................................................................1
SECTION I: PLAN GUIDELINES .............................................................................................2
PURPOSE ........................................................................................................................................2
IDENTIFICATION OF SCHOOL TEAMS ....................................................................................2
CONCEPT OF OPERATIONS .......................................................................................................2
CHIEF EMERGENCY OFFICER...................................................................................................3
ARMED SECURITY OFFICERS ...................................................................................................3
SECTION II: RISK REDUCTION/PREVENTION AND INTERVENTION .......................3
GENERAL EMERGENCY RESPONSE PLANNING...................................................................7
RESPONDING TO THREATS AND ACTS OF VIOLENCE .......................................................9
COMMUNICATION WITH OTHERS.........................................................................................11
PREVENTION INTERVENTION STRATEGIES .......................................................................13
PROTOCOLS AND TRAINING OF PERSONNEL ....................................................................16
ANNUAL MULTI-HAZARD TRAINING ...................................................................................19
SECTION III: RESPONSE TO EMERGENCY SITUATIONS ...........................................20
PART 1: COMMUNICATION ...................................................................................................20
VIOLENT INCIDENT PROTOCOL#1 ........................................................................................23
PART 2: CONTACT INFORMATION ......................................................................................27
PART 3: ASSIGNMENT OF RESPONSIBILITIES ..................................................................27
PART 4: ACTIVATION OF BUILDING LEVEL EMERGENCY PLAN ................................34
BOMB THREAT ...........................................................................................................................36
HOSTAGE AND KIDNAPPING PROCEDURE .........................................................................37
INTRUDER PROCEDURE...........................................................................................................39
PANDEMIC FLU PLAN ..............................................................................................................41
School districts are at risk of acts of violence, natural and manmade disasters, and other
emergencies that must be addressed in an expeditious and effective manner. To address
these emergencies the State of New York has enacted the Safe Schools Against Violence in
Education (SAVE) law. Project SAVE is a comprehensive planning effort that addresses
prevention, intervention, response, and recovery with respect to a variety of emergencies in
schools. Pursuant to the Project SAVE legislation and regulation 155.17 of the New York
State Commissioner, the Catskill Central School District Superintendent and Board of
Education convened a District-wide SAVE Committee of school-community stakeholders
and charged it with the development and maintenance of the District-wide School Safety
Plan and Building-level Emergency Response Plans for each building.
The District-wide School Safety Plan outlines the implementation of steps to be taken in
order to ensure the safety of students, staff, and visitors in each building. This Plan
includes the recommendations of the Catskill Police Department and is based on
information, guidelines, and recommendations contained in the following documents:
TITLE                                          AGENCY
New York State Homeland Security System for       The New York State Office of Homeland
Schools                                           Security
The New York State School Safety Guide            The New York State Police
Early Warning, Early Response: A Guide to         The United States Education Department
The Guidance Document for School Safety           The New York State Education Department
Best Practices for School Safety and Security     The New York State Office of Homeland
Security; The New York State Police; The New
York State Education Department; State
Emergency Management Office
The District-wide School Safety Plan includes all Building-level Emergency Response
Plans and is the guiding factor for responding to all emergencies. All emergency response
procedures will be implemented as necessitated by the circumstance at hand. The most
important component of preparedness is ongoing drill and practice in order to optimize
the efficient and effective implementation of emergency response procedures.
SECTION I: PLAN GUIDELINES
District-wide School Safety Plan Review and Comments
This Plan will be reviewed and updated annually by July 1st of each school year and will
be maintained by the Superintendent. Copies will be kept in the Superintendent's Office as
well as in the School Business Office, the Assistant to the Superintendent for SPED,
Curriculum and Instruction, with the Catskill Police Department, and the New York State
Police.
The District-wide School Safety Plan will be formally adopted by the Board of Education
pursuant to Regulation 155.17 and will be made available for public comment at least
thirty days prior to its adoption by the Board of Education. At least one public hearing
will be held prior to adoption of the plan and will provide for the participation of school
personnel, parents, students and any other interested parties. The plan will be filed with
the Commissioner of Education no later than thirty days after its adoption.
A complete copy of the District-wide School Safety Plan will be given to both the local
emergency responders and the State Police within 30 days of adoption by the Board of
Education. The District Chief Emergency Officer will forward local and state police
copies of the District-Wide and Building Level Emergency Response Plans following
adoption and /or modifications.
The District shall take action to provide written information, by September 15th of each
school year, to all students and staff about emergency procedures.
The District-wide School Safety Plan was developed pursuant to Commissioner's
Regulation 155.17 by the District SAVE Committee which is responsible for developing
and maintaining the plan.
Concept of Operations
All emergency response procedures will be implemented as necessitated by the
circumstance at hand. The most important component of preparedness is ongoing drill
and practice in order to optimize the efficient and effective implementation of emergency
response procedures.
All initial responses at the school will be by the Building-level School Emergency
Response Team. Emergencies may include fire, explosions, chemical spills, medical
emergencies, severe weather, building safety situations, school emergencies, civil
disturbances, evacuations, and other threats to the safety of the school community.
   The Superintendent will be notified immediately when the school emergency
response team has been activated.
   During an emergency, the school emergency response team will immediately
mobilize, provide needed assistance or report to the school command post and
coordinate with school incident commander (or coordinate by radio if necessary).
   The Building-Level Emergency Response Team (BERT) will respond to medical
emergencies as needed.
   Response efforts may be supplemented by local, county, and state resources (i.e.
police, fire department, EMS, County Sheriff and the State Police) as needed.
   The Building-level School Post Incident Response Team will assist the school
community in dealing with the aftermath of a violent, traumatic, or tragic
incident, and will coordinate with the Greene County Department of Mental
Health and Hygiene, Questar III, the New York State Center for School Safety,
and New York State Mental Health Services.
Chief Emergency Officer
On May 19, 2016, an amendment was made to Education Law § 2801-a: School Safety
Plans. The amendments require district-wide safety plans to include the designation of a
chief emergency officer who is responsible for coordinating communication between staff
and law enforcement and first responders and for ensuring staff understanding of the
district-level safety plan. The chief emergency officer shall also be responsible for ensuring
completion and yearly update of building-level emergency response plans. The designated
chief emergency officer is
Name              Phone Number                               Email Address
Dr. Ronel Cook    (518) 943-4696                             rcook@catskillcsd.org
A copy of the District-wide Safety Plan can be found at www.catskillcsd.org.
ARMED SECURITY OFFICERS
Are contracted by the Superintendent of Schools and the Board of Education:
 reports directly to the Superintendent of Schools and the Board of Education;
 works directly with the Superintendent to ensure that students, staff and visitors
are safe at all times.
 not responsible for day to day student discipline situations
SECTION II: RISK REDUCTION, PREVENTION, AND INTERVENTION
The District-wide School Safety Plan includes strategies for prevention, intervention, and
recovery initiatives designed to improve communication among students and between
students and staff. Using Early Warning Timely Response: A Guide to Safe Schools, by the
US Department of Education, the District will support activities, establish programs, and
implement training initiatives that are based on identifying the early warning signs of
school violence. Such programs may include youth-run programs, peer mediation, conflict
resolution, and mentoring. Strategies for student management as well as ongoing training
and practice for school emergencies are essential components of risk reduction and
emergency response preparedness.
PART 1: Early Detection and Prevention of Potentially Violent Behaviors
Positive Behavior Interventions and Supports
Positive Behavior Interventions and Supports (PBIS) is a systems change method that
promotes positive behaviors in students in classroom settings and outside of classroom
settings. It is an all-encompassing system of behavior management where all parties
involved agree upon desirable and undesirable school-based behaviors, so that behavior
management is not produced in an isolated manner. Instead, all students in a school are
accountable, with support, to behave in ways that positively affect them personally,
academically, socially, and from a health perspective. PBIS is also designed to positively
affect student behavior and student quality of life.
The US Department of Education and Office of Special Education Programs have
identified PBIS as a required technique for identifying, adapting, and sustaining effective
school-wide disciplinary practices. Research has shown that schools that establish PBIS
practices:
   are less reactive, aversive, dangerous, and exclusionary
   are more engaging, responsive, preventive, and productive
   address classroom management and disciplinary issues
   improve supports for students who are at risk or identified as requiring more
   maximize academic engagement and achievement for all students
The Catskill Central School District is developing PBIS plans for each school building.
Functional Behavior Assessments and Individual Behavior Intervention Plans
Sections 200.1, 200.4 and 200.22 of the Regulations of the Commissioner of Education
establish standards for assessment of student behaviors, behavior intervention plans, and
the use of emergency intervention. These regulations require school districts to conduct
individual Functional Behavior Assessments (FBA) for students who have a routine
pattern of undesirable behaviors or single significant behavioral events that identify them
as at risk of classification or a more restrictive environment.
The FBA process requires a multidisciplinary team of professionals to identify why the
undesirable behavior is occurring and what in the environment is sustaining or
contributing to the behavior. The process leads to the development of a Behavior
Intervention Plan (BIP) which prescribes an intervention that is disseminated to all
individuals working with the student and a timeline for monitoring progress.
The FBA process is conducted by the Instructional Support Team (IST) and may involve
the parents, student, and any member of the faculty who has knowledge that would
contribute to the development of an effective intervention.
PART 2: Student Management
Hall Sweeps Process- Catskill High School
Hall Sweeps can be effective in removing students from the hall and identifying repeated
offenders who require additional support. As needed, building administration and hall
monitors will identify students found in the hall without a pass after the bell. These
students will be assigned a consequence for lateness. Additional intervention may be
provided as necessary.
Teacher Removal Process
The In-School Suspension (ISS) room will be used to house students removed by the
classroom teacher through the Teacher Removal Process until a building administrator is
able to review the disciplinary event leading to the removal and determine a follow-up
course of action. The follow-up action may be determined to be supportive in nature and
treated as an opportunity to counsel and teach pro-social skills or may be determined to
require a more punitive consequence or restitution based response.
Removal of a Student from the Classroom
The District has determined that certain acts of misconduct interfere with instruction
and/or the safety and welfare of students and staff. Although some incidents of
misconduct may require removal from the classroom or suspension from school, effort
will be made to deal with misconduct without removal from the classroom or suspension
from school. However, no child will be allowed to continue disrupting the instruction of
the class or interfering with the safety of the school, its staff, students and visitors. Early
in the academic year, teachers will make every effort to familiarize themselves with all
available information and records about the program placement of every student in their
classes. A wide range of behavior modification interventions and time-honored
management techniques should support students in all of the educational programs, and
teacher removal of a disruptive student should only be done following application of these
interventions. In most instances, the classroom teacher can control a student's behavior
and maintain or restore control over the classroom by using good classroom
management techniques.
A classroom teacher may remove a disruptive student for up to two days from his/her
classroom when the student substantially disrupts the educational process or substantially
interferes with the teacher's authority over the classroom. "Substantially disruptive" shall
mean that the course of instruction has to be discontinued such that it significantly breaks
the continuity of the lesson, in order to address the disruptive conduct of the student.
"Substantially interferes" with the teacher's authority over the classroom shall mean that
the student has been insubordinate to the teacher in the presence of the class and has failed
to obey the teacher's directives to cease and desist.
If the teacher finds that the pupil's continued presence in the classroom does not pose a
continuing danger to persons or property and does not present an ongoing threat of
disruption to the academic process, the teacher shall, prior to removing the student from
the classroom, provide the student with an explanation of the basis for the proposed
removal and allow the pupil to informally present the pupil's version of relevant events.
If the student poses a danger or ongoing threat of disruption, the teacher may order the
student to be removed immediately. The teacher must, however, explain within 24 hours to
the student why he or she was removed from the classroom and give the student a
chance to present his or her version of the relevant events.
The teacher must immediately notify a building administrator or designee and complete a
district-established disciplinary removal form.
The principal or designee must inform the student's parent of the removal and the reasons
therefore within 24 hours of the student's removal. Upon request, the student and or
his/her parent must be given an opportunity for an informal conference with the principal
or designee to discuss the reasons for removal. If the parent, upon notification by the
authorized administrator, requests an informal conference, the teacher is obliged to be
present at the conference, provided the teacher is given reasonable advance notice and the
conference takes place during the regular work day.
If, at the informal meeting, the student denies the charges, the building administrator or
designee must explain why the student was removed and give the student and the
student's parents a chance to present the student's version of the relevant events. Parent(s)
and/or the student have an opportunity to disagree. The informal conference must be held
within 48 hours of the student's removal. If such 48 hour period were to terminate on a
day in which school is not in session, such meeting shall be scheduled as soon as
possible on the next school day. The timing of the informal meeting may be extended
by mutual agreement of the parent and building administrator. The authorized
administrator must decide to uphold or reverse the removal before the end of the
following school day. The authorized administrator must notify the teacher and parent(s)
of this decision in writing.
The principal may overturn the removal of the student from class if the authorized
administrator finds any one of the following:
   the charges against the student are not supported by substantial evidence
   the student's removal is otherwise in violation of law, including the District's
   the conduct warrants suspension from school pursuant to Education Law §3214
and a suspension will be imposed
The building administrator or designee may overturn a removal at any point between
receiving the referral form issued by the teacher and the close of business on the day
following the 48 hour period for the informal conference, if a conference is requested. No
student removed from the classroom by teacher will be permitted to return to the
classroom until the building administrator makes a final determination, or the period of
removal expires, whichever is sooner.
Any disruptive student removed from the classroom by the classroom teacher shall be
offered continued educational programming and activities until he or she is permitted to
return to the classroom. In the event of teacher removal of a disruptive student in
accordance with the Code of Conduct, continued educational programming will be
provided as soon as practical.
Each teacher must keep a record for all cases of removal of students from his or her class.
The building administrator must also keep records of all removals of students from class.
In-School Suspension
In-School Suspension (ISS) is a consequence for undesirable school based behavior that
allows the student to continue to receive academic instruction in the education
environment. When a student receives In-School Suspension, he or she is removed from
the mainstream classroom environment and put into the ISS room, which is supervised by
a teacher and/or a teaching assistant. For the duration of the suspension, the student
reports to the ISS room, where he or she is expected to complete assignments provided by
classroom teachers.
Unlike the consequence of Out-of-School Suspension (OSS), a disciplinary consequence
of ISS provides appropriate supervision of the student during the school day and allows
the student to maintain an academic routine. It also allows the building-level support
staff, faculty, and administration the opportunity to debrief, provide counseling and
support to the student and family, or to develop plans for restitution related to the
disciplinary event. It is important to note that some behaviors automatically warrant OSS.
General Emergency Response Planning
The District-wide School Safety Plan will provide the framework for the Building-Level
Emergency Response Plan. The purpose of a uniform plan is to ensure district-wide
continuity for emergency responses. These general emergency responses will be used to
assist school employees, students, parents and emergency responders in learning one
system that can be used in any of the Catskill Central Schools. This is particularly
beneficial as students move from elementary to the middle-senior high school, and as full-
time, part-time and substitute employees travel between the schools.
Identification of Sites of Potential Emergency
   The district-wide school safety team in conjunction with local officials has
identified areas outside of school property that may impact a district facility
during an emergency. Factors that were considered include population, presence
of hazardous materials, potential for emergency based on national trends and
proximity to district property.
   A list of areas has been identified as having the potential to impact within the
district. This list has been created for reference and awareness. This list is not all-
inclusive for every emergency. However, these areas have been identified as
having the most probable impact on district facilities or district boundaries should
they have or create an emergency. A list of potential community-based hazards or
emergency situations has been noted in the Building-level Emergency Response
Plans.
   The district team has recognized that there are many factors that could cause an
emergency in our schools and facilities within the district. There are also factors
that need to be considered when responding to an emergency. A list of potential
internal and external hazards or emergency situations has been noted in the
Building-level Emergency Response Plans.
The district has developed multi-hazard response guides. These guidelines are
located in the Building-level Emergency Response Plans and are in ICS
(Incident Command System) format. Plans for taking the following actions in
response to an emergency where appropriate are, including but not limited
   Initial Actions
   Command Post Location (primary and secondary)
   School Cancellation
   Early Dismissal
   Evacuation (before, during and after school hours, including security during
evacuation and evacuation routes) * Evacuation/Relocation Sites (internal and
external)
   Shelter in Place
   Lockdown
   Relocation
   Duck & Cover
Emergencies include, but are not limited to:
Air Pollution                         Fire Alarm                  Activation
Anthrax/Biological                    Flood                Severe Weather Emergency
Aviation Crash                        Heating System Failure      Threats of Violence
Bldg. Structural Failure              Hostage Situation           Water Emergency
Bomb Threat                           Intruder Situation          Epidemic
Civil Disturbance                     Loss of Building            Explosion
Crimes Against People                 Loss of Buses               School Bus Accident
Earthquake                            Mass Casualty               Radiological
Elec. System Failure                  Medical Emergency           Roof Leak / Failure
Energy Supply Loss                    Natural Gas Leak
The district has identified various district resources that may be available for
use during an emergency, including the identification of personnel, equipment
and shelters.
Using the ICS (Incident Command System) the district has identified the school
officials authorized to make decisions during an emergency. Through ICS, the
procedures to coordinate the use of school district resources and manpower
during emergencies are clearly defined. ICS also identifies the staff members and
their backups assigned to provide assistance during emergencies.
The district has developed policies and procedures for annual multi-hazard school
safety training for staff and students, including the strategies for implementing
training related to multi-hazards. The following procedures have been established
to provide this training on an annual basis to include but not limited to: early
dismissal/go home drill, fire drills, lockdown drills, table top exercises and Incident
Command System training.
The district will conduct drills and other training exercises to test components of the
emergency response plan, including the use of tabletop exercises, in coordination
with local and county emergency responders and preparedness officials. A debriefing
will conclude after each test to determine if changes to the plan are necessary.
Responding to Threats and Acts of Violence
Schools will refer to their Crisis Intervention Plans via the Post-Incident
Response Team and the Multi-Hazard Emergency Response Guides located in
their Building-level Emergency Response Plans. These are reviewed by the
District-wide School Safety Team to ensure content and consistency throughout
the district. These policies and procedures are for responding to
implied or direct threats of violence by students, teachers, other school personnel
and visitors to the school. The following types of procedures are addressed in the
   The use of staff trained in de-escalation or other strategies to diffuse the situation.
Training is and will be offered through the NYS Police Safe Schools Program and
the Questar III BOCES.
   Informing the building principal of implied or direct threats.
   Determining the level of threat with the Superintendent or designee.
   Contacting appropriate law enforcement agency, if necessary.
   Monitoring the situation, adjusting the district's responses as appropriate to
include possible implementation of the Emergency Response Team.
   Communication with parent/guardian.
The Multi-Hazard Emergency Response Guides in the Building-level
Emergency Response Plans provide guidance on the district's policies and
procedures for responding to direct acts of violence (i.e. Crimes Against Persons,
Hostage Taking, Intruder and Kidnapping) by students, teachers, other school
personnel and visitors to the school, including consideration of zero-tolerance
policies for school violence. The following types of procedures are addressed in
the plan:
   Inform the building principal and superintendent.
   Determine the level of threat with principal and superintendent/designee.
   If the situation warrants, isolate the immediate area.
   Monitor the situation; adjust the level of response as appropriate; if necessary.
Initiate lockdown, evacuation, sheltering and/or early dismissal procedures as
needed, if needed.
   Contact appropriate law enforcement agency.
NOTE: The Catskill Central School District's "Code of Conduct'' describes policies
and procedures for responding to acts of violence by students, teachers, other school
personnel and visitors to the school.
Response protocols are identified in the Building-level Emergency Response Plan in
the ICS format along with renditions of ICS Roles and Responsibilities. The Multi-
Hazard Emergency Response Guides address specific procedures for responding to
bomb threat, intruders, hostage takings and kidnapping.
The following protocols for appropriate responses to emergencies are provided as
examples of responses to bomb threats, hostage takings, intrusions and kidnappings:
   Identification of decision-makers
   Plans to safeguard students and staff
   Procedures to provide transportation, if necessary
   Procedures to notify parents
   Procedures to notify media
   Debriefing procedures
The district has established policies and procedures to contact parents, guardians or
persons in parental relation to the students in the event of a violent incident or an
early dismissal. In the Catskill Central School District, the following communication
methods will be taken:
 For small-scale incidents, school personnel will directly call the parents/guardians
of all students directly impacted by any acts of violence. All other
parents/guardians will receive an informational letter. The Crisis Intervention
Plans and Post-incident Response Team will be activated and available. If needed,
community meetings will be scheduled in a timely manner for further discussion.
   For any major incident, the district will be working with the media to relay
pertinent school-related information (i.e., how and where can parents be reunited
with children, etc.) It is unfortunate, but important to remember that major
emergencies can quickly tie up phone lines with in-coming and out-going calls
and roads can be quickly blocked by the traffic of emergency vehicles, concerned
parents and community members. School personnel will directly call the
parents/guardians of all students directly impacted by any act of violence. All
other parents/guardians will receive an informational letter. Community meetings
will be scheduled in a timely manner for further discussion to include the Crisis
Intervention Plans and Post-incident Response Team.
Communication with Others
Emergency Response Plan.
A. The Catskill Central School District is fortunate to have substantial ties to the
community of Catskill as well as to Greene County. If there were to be an emergency
within our facility, that facility would call 911 for emergency assistance. If
involvement is needed from other local government agencies, then the Superintendent
or designee would act as that contact person. Additional procedures for communications
can be found in the Building-level Emergency Response Plans including local emergency
contacts and phone numbers, and the NYS/QUESTAR III Communication Flow Chart.
These contacts provide guidance for obtaining assistance during emergencies from
emergency services organizations and local government. The following examples are the
types of arrangements that could be used by the district:
 Principal (Building-level IC or backup IC) or Superintendent (District-wide IC or
backup IC) in an emergency would contact the county dispatch center for fire,
EMS, or police by calling 911.
backup IC) contacts the highest-ranking local government social for assistance.
B. Arrangements for obtaining advice and assistance from local government officials
including the county or village officials responsible for implementation of Article 2-B of
the Executive Law will be carried out through the protocols established in the
NYS/QUESTAR III Communication Flow Chart. The following are examples of the
types of arrangements that could be used by the district during county-wide emergencies:
 Superintendent (District-wide IC or backup IC) in an emergency will contact the
County Emergency Management Coordinator and/or the highest-ranking local
government official for obtaining advice and assistance.
   The district has identified resources for an emergency from the following
agencies: County Civil Defense Office, American Red Cross, County Emergency
Services Office, New York State Police, County Sheriff, County Mental Health
office and the Questar III BOCES Health & Safety Office.
   If the emergency is within the school district boundaries and has the potential to
impact the surrounding community, the Superintendent or designee will notify the
appropriate officials (i.e. Mayor, Highway Dept., Town Administrator, and/or
Public Safety). The district would contact the Village of Catskill, as needed.
Likewise, should there be an emergency within the community that has the
potential to impact the facilities of the school district, the Superintendent should
be noticed immediately.
C. If there is a disaster within the district that has the potential to impact other educational
agencies within the district boundaries; the School Emergency Coordinator will
activate a phone tree to inform all necessary parties. The phone tree will be located in
the Building-level Emergency Response Plan
D. Along with the phone tree, the district will also maintain the following information
about each educational agency located in the school district:
 School population
   Number of staff
   Transportation needs
   Business and home telephone numbers of key officials of each such educational
Prevention and Intervention Strategies
A. The district has developed policies and procedures related to school building security,
including, where appropriate: visitor sign-in and badge procedures, the use of security
personnel, security devices and procedures, and random locker searches.
B. The district has implemented procedures for the dissemination of informative materials
regarding the early detection of potentially violent behaviors, including, but not limited
to: the identification of family, community and environmental factors to teachers,
administrators, parents and other persons in parental relation to students of the school
district or board, students and other persons deemed appropriate to receive such
Appropriate prevention and intervention strategies such as:
 Collaborative agreements with state and local law enforcement officials designed
to ensure that school safety officers and other security personnel are adequately
trained including being trained to de-escalate potentially violent situations
 Non-violent conflict resolution training
 Peer leadership
 Extended day and other school safety programs
The district has created and supported strategies for improving communication among
students and between students and staff and reporting of potentially violent incidents
such as the establishment of:
 Staff Development on conference days relating to violence prevention
 Other based on district's need
The Catskill Central School District has descriptions of duties, hiring and screening
process, and requirements for the training of hall monitors and other school safety
personnel.
APPENDIX A: The following is a listing of all school buildings covered by the District-
wide School Safety Plan along with addresses of buildings, contact names and telephone
numbers for building administrators:
BUILDING           ADDRESS                   CONTACT NAME                 PHONE
Catskill           770 Embought Rd.           Mr. John Rivers             518- 943-0574
Elementary         Catskill. NY 12414
Catskill           345 West Main Street       Ms. Kerry Overbaugh         518- 943-5665
Middle School      Catskill, NY 12414
Catskill           341 West Main Street       TBA                         518- 943-2300
Catskill, NY 12414
APPENDIX B:
IDENTIFICATION OF POTENTIAL HAZARDOUS SITES - COMMUNITY BASED
LIST: A list of areas have been identified as having the potential to impact within the
district. This list has been created for reference and awareness. This list is not all-inclusive
for every emergency. However, these areas have been identified as having the most
probable impact on district facilities or district boundaries should they have or create an
emergency and are located in Greene County:
 Airports: NA
 Bridges: Rip Van Winkle
 Commercial Treatment, Storage & Disposal Facilities: Waste Treatment Plant
 Major Local Intersections: NYS Thruway (87) Exit 21, Route 9W, Route 23,
Route 23A
 Central Hudson High Pressure Gas Regulator Stations: 9W/W. Main St, Allen
 Central Hudson Low Pressure Gas Regulator Stations: Water St., Grandview
 Primary Routes of Hazardous Materials Cartage in Greene County: Railroad
and all routes listed above
o Accidents involving flammable, explosive, noxious and radiological
substances are possible. The high volume of traffic on the interstate
highways presents the possibility of multiple vehicle accidents.
 Railways: CSX
 SARA Title 111 Locations of Hazardous Materials: Fuel Storage Facility,
Catskill Point
 Waterways, Rivers. Dams: Catskill Creek, Hudson River
APPENDIX C: IDENTIFICATION OF POTENTIAL HAZARDOUS SITES
DISTRICT BASED LIST: The district team has recognized that there are many factors
that could cause an emergency in our schools and facilities within the district. There are
also factors that need to be considered when responding to an emergency. The list of
potential internal and external hazards or emergency situations is as follows:
 Residential gas lines throughout the district
 Chemicals, science labs, technology, custodial, maintenance, grounds,
SUGGESTED APPENDICES (Not required to be filed with the Commissioner of
Education.)
 Appendix 1 :
o Copies of all Building-level Emergency Response Plans
 NOTE: This data, if included in this appendix, shall                 be
confidential and shall not be subject to disclosure under Article 6
of the Public Officers Law or any other provision of law, in
accordance with Education Law Section 280l-a. This data should
be kept in such a way as to protect the intent of the confidentiality
of the Building-level Plans and in such a way that they cannot
be interpreted as the District-wide Plan.
o Identification of local and state law enforcement agencies where
Building- level Plans are filed:
AGENCY                   CONTACT NAME            ADDRESS                PHONE
1. Catskill Police Dept.      Chief David Darling    422 Main Street       (518) 943-2244
2. New York State Police      Sgt. James Fitzmaurice SP Catskill           (518) 622-8600
3. Greene County Sheriff      Sheriff Pete Kusminsky 411 Main Street       (518) 943-3300
 Appendix 2:
o Memoranda of Understanding or agreements relevant to implementation of the
District- wide Plan and, where appropriate, Building-level Emergency Response
NOTE: This data, if included in this appendix, shall be confidential and shall not be
subject to disclosure under Article 6 of the Public Officers Law or any other provision
of law, in accordance with Education Law Section 2801-a. This data should be kept in
such a way as to protect the intent of the confidentiality of the Building-level Plans and in
such a way that they cannot be interpreted as the District-wide Plan. Any Memoranda of
Understanding would be specific to a school's evacuation/relocation plan and should not
be made public knowledge.
Protocols and Training of Personnel
The State Department of Education mandates annual training to ensure that school safety
officers are adequately trained, including being trained to de-escalate potentially violent
situations, and are effectively and fairly recruited.
On September 8-11, 2020 (Superintendent's Conference Days), Mr. Patrick Paratore,
Questar III BOCES and Dr. Ronel Cook, Superintendent of Schools provided training in
the areas of Blood b o r n e Pathogens, Hazardous Communications, Annual Mandated
School Safety Training and Mental Health, Sexual Harassment in the Workplace and
COVID-19 Return to Workplace. The District will continue to provide training in these
areas for all staff and students. The District will also continue to collaborate with state and
local police for future trainings in mental health and addressing violent situations.
Annual training for staff
All newly hired staff will receive the appropriate multi-hazard and specific incident
response team training within 30 days of hire.
District Protocols
The following safety protocols are used to secure the District:
   School Monitors stationed at main entrance of all schools
   Building access to visitors limited to the main entrance
   Staff access entrances secured after entry
   Designated staff parking
   Designated visitor parking
   Vehicles prohibited on school property during arrival and dismissal
   All visitors required to sign in/out, affix sticker on clothing, and report to main
   All district employees wear ID badges
Coordination with Emergency Services and Community Resources
The Building-level Emergency Response Teams conduct exercises and drills to test their
response protocols in the event of a crisis to include the following:
   Management of emergency situation
   Post-incident response
   Building-level safety drills
Training of Personnel
 All staff drills annually on emergency response procedures.
 All building-level teams receive annual training in emergency management
   All BERT team members receive annual training in CPR, AED, and First Aid.
   Administrators receive training in crime scene security
   CPR / AED Responders receive recertification training every 2 years. AED
updates when necessary training yearly
Preparation, Practice, and Drills
 Comprehensive Emergency Drill               Fall     StateRequired
According to 155.17 Sec J of the Commissioner's regulations, school districts must
complete a test of building-level school safety plans including sheltering or early
dismissal. Such drills must test the usefulness of the communication and transportation
systems during emergencies.
 Early Dismissal Drill          Fall          DistrictRequired
In cooperation with local county emergency-preparedness-plan officials, if possible,
students are dismissed no earlier than 15 minutes before normal dismissal. The drill also
must test the transportation systems during emergencies and the usefulness of the
communication systems.
 Evacuation Drill           Fall              DistrictRequired
This procedure is for the evacuation of a building for a non-fire emergency using
notification other than the fire alarm system. This procedure may be combined with the
Early Dismissal Drill to satisfy CR 155.17j.
 Fire Drills       12 times per year           State Required
Eight drills must be conducted between September 1st & December 31st. These drills
include: Practice and instruction in the location, use, and operation of fire extinguisher,
first-aid equipment, and windows as a means of escape in case of fire or accident.
   Hold-in-Place Drill     Fall               DistrictRequired
This procedure is used when students are held in class, and hallways are cleared
due to a temporary emergency or if buses are delayed. A Hold-in-Place Drill
should be instituted when the BERT Team is activated. Exterior doors are not
locked.
 Lockdown         Fall and Spring        DistrictRequired
This procedure is used when there is an immediate and imminent threat to the school
building population. School staff and students are secured in the rooms they are currently
in, and no one is allowed to leave until the situation has been curtailed. All exterior
doors are locked and secured. This procedure is most commonly used when a building
has an intruder. One drill should take place in the Fall semester and one drill should
take place in the Spring semester. The District will conduct at least 4 lockdown
drills each year. This is required by Education Law 807.
 Lockout           Fall                     DistrictRequired
No unauthorized personnel are allowed into the building. All exterior doors are locked,
and the main entrance is monitored by administrators, security, and/or school monitors.
This procedure allows the school to continue with the normal school day, but curtails
outside activity.
 Reverse Evacuation Fall or Spring           DistrictRequired
This procedure is used to bring students and staff back into the building from outside
activities in the event of an emergency or hazard, such as suspicious person, intruder,
suspicious animal, or weather emergency. Normal building operations continue. A
lockout or lockdown, depending upon the nature of the emergency, may follow this
procedure.
 School Bus Emergency Drills 3 times per year           State Required
The first drill must be conducted during the first week of the Fall semester. The second
drill must take place between November 1st and December 31st. The third drill must take
place between March 1st and April 30th. This drill includes practice and instruction in the
location, use, and operation of the emergency door, fire extinguisher, first-aid
equipment and windows as a means of escape in case of fire or accident.
 Shelter-in-Place      Fall or Spring        DistrictRequired
This procedure is used when the entire school population is moved to location(s) in the
school that have been cleared and sanitized. This is most commonly used during bomb
threats and weather emergencies.
Local emergency responders in the community will be invited to conduct orientations,
drills, tabletop exercises, functional exercises, and full-scale exercises with the school
emergency response teams in order to work through respective roles and responsibilities
during an incident. Coordination of the drills with local, county, and state emergency
responders will assist in drills. The following are the agencies with which drills will be
coordinated:
AGENCY                                            CONTACT NUMBER
Fire Emergency                                    911
Catskill Police Department                        (518) 943-2244
Columbia Memorial Hospital                        (518) 828-7601
American Red Cross                                (518) 458-8111
Greene County Mental Health Association           (518) 622-9163
New York State Police                             (518) 622-8600
Federal Emergency Management Agency               1-800-621-3362
Annual Multi-Hazard Training
Annual multi-hazard training for students and staff will take place as part of the following
agendas:
 Superintendent Conference Days
 Faculty Meetings
 Student Orientations
 Substitute Orientations
Training will be conducted by school personnel, law enforcement agencies and staff
members of the Questar III Health and Safety Office. Topics will include:
 Incident Command Systems
 First Aid
 CPR/AED
 Safety Planning and Crisis Intervention
 Blood-borne Pathogens
 Emergency Response Procedures
 School Violence Prevention
 Mental Health
PART 4: Hazard Identification
The Hazardous Material List and sites of potential hazard for each building are listed in
each Building Emergency Response Plan in Section II: Risk Reduction/Prevention, and
Intervention. The lists include, but are not limited to, locations of chemical storage areas
and underground tanks. For example:
Underground Oil Tank
Electrical Service Lines
Driveways/roadways
Custodial closets
Mechanical Rooms
Exterior doorways
Science Storerooms
Windows and glass areas
Storage Rooms
Outside recess areas
Gym/Physical Education Classes/Athletic Fields Home and Careers
and Science Classrooms
SECTION III: RESPONSE TO EMERGENCY SITUATIONS
PART 1: Communications
The Superintendent's Office will be the central point of communication for the District.
Information about emergencies will be determined by the Superintendent or his designee
and will be relayed to Senior Staff, Directors, Principals, and/or outside agencies as
necessary. The Superintendent and his/her Clerical Staff will be integral to conveying
communications as appropriate.
Communication systems are essential for effective response to emergencies, establishing
and functioning within the Incident Command System, and working in a Unified
Command Structure. Communication systems may be internal (within the school) or
external (going to or from the school). It is expected that if high-tech communication
systems methods fail, low-tech methods must be utilized.
The internal and external communication systems used in emergencies:
 Cell phones
 Hand-held portable radios
 Building intercom
 Megaphones
 Phone system
 Fax machines
 Weather radio
 Written communications
Notification of Parents and all Educational Agencies
As necessary, emergencies informed will be transmitted to all parents and to all
educational agencies via school message and District website. It is mandatory that the
building principal and his/her designee contact the parent of the individual student in the
event of an implied or direct threat of student violence by a student or against his or
Emergency /Unscheduled Dismissals
As you know, there may be occasions or emergency situations in which we must close
school once it is in progress. This is not necessarily limited to weather related closings.
Emergency closings may also be necessary for other reasons out of our control, such as
water main breaks, no electricity, gas leaks, telephone outage, etc. We are hopeful that
this will never occur, but we would like to be proactive should an emergency arise.
AN EMERGENCY DISMISSAL PLAN MUST BE IN PLACE FOR ALL
STUDENTS. IN CASES OF EMERGENCY DISMISSALS, PHONE
CALLS CAN NOT BE MADE TO YOU.
We recognize that all parents would like to receive a call in this event. However, phone
lines must be kept open for contact to and from our central office, emergency personnel,
and other related calls. We do not have sufficient phone lines to make out-going calls. In
fact, the reason for closing early may be because the phone lines are down!
We need to know that your child is going to a safe environment; therefore, all parents are
responsible for making emergency plans for their children in the event of an unexpected
dismissal. For this reason, an emergency dismissal drill is held each year in November.
Unfortunately, most people consider this only an early dismissal and do not make plans
with their children.
The attached emergency plan form must be filled out and returned by all parents. It will be
kept in your child's classroom for easy reference by the teacher. We are concerned about
the safety of all our students, and your development of this plan is essential to ensuring
this. This plan will be in effect for all unscheduled early closings, regardless if they are
due to weather conditions or other emergency. We would like to have a plan on file for
every student, however, if a plan is not submitted your child will be sent home by his/her
normal form of transportation.
We appreciate your cooperation in developing a plan and completing this form as soon as
* EMERGENCY DISMISSAL PLAN **
THIS INFORMATION IS TO BE USED ONLY IN THE
EVENT OF AN EMERGENCY DISMISSAL.
IT IS NOT TO BE CONFUSED WITH REGULAR EMERGENCY INFORMATION
ALREADY ON FILE.
STUDENT NAME:                                                     GRADE:
In the event of an emergency or early closing, my child should: (Please
check one)
walk home [(s)he knows what to do in the event no one is home]
ride the bus home [(s)he knows what to do in the event no one is home]
(Indicate bus route number:         )
ride the bus to where (s)he would normally ride on that day (sitter, other
residence)
ride an alternate bus and go home with
(Name of student)
One of the above must be selected.
In the event of an emergency closing, some people do hear about it. If you wish your child
to go home with another adult, please provide their names below. Please know that this is
not in place of the above since there is no guarantee the adults listed will know of the
emergency dismissal.
_______ My child may go home with the following people if they arrive at the school:
NOTE: There are no after school activities on emergency dismissal days; all after school
activities are cancelled.
DURING AN EMERGENCY, NO PHONE CALLS WILL BE PERMITTED FROM
VIOLENT INCIDENT PROTOCOL #1
For purposes of this protocol, a violent incident is defined as:
An intentional form of behavior in which one person threatens, attempts to harm, or does
harm to another.
An act of violence upon a teacher, administrator or other school employees, a student
or other person lawfully on school district property, at school functions or on a school
vehicle.
Possession of a weapon (including but not limited to firearms, knife, explosive or
incendiary device, or other dangerous instrument capable of causing physical injury or
death) while on school property, at school functions or on a school vehicle.
Display of a weapon or what appears to be a weapon (as defined above) on school
property, at school functions or on a school vehicle.
The threat to use any instrument that appears to be capable of causing physical injury or
death while on school property, at school functions or on a school vehicle.
Knowingly and intentionally damaging or destroying the personal property of a
teacher, administrator or other school district employees, a student or any person
lawfully on school property.
Knowingly and intentionally damaging or destroying school district property.
These procedures are to be implemented by the principal and/or his/her designee:
1. Isolate student(s) who made the threat.
2. Assign an adult, using a security officer if available, to remain with the student(s).
3. Isolate students and/or staff who have reported the threat and separate from each
other to minimize contamination of memory of the event through conversation.
4. Assign a staff member to interview the students and to make a written record or
audiotape of their comments.
5. Notify parents/guardians of all students involved regardless of age.
6. If "crisis control" is necessary (hysterical students/staff) assign staff to deal with
this issue; the school nurse, school psychologist, social worker, etc. are good
7. Notify your local police.
8. Notify central administration.
9. If the student is reported to have a weapon
 Provide support for the staff member who is with the student/s.
 Conduct a search of the student's locker, backpack, desk, and other
storage areas accessible to the student. This should be done by two
staff members working together. If a weapon is found, leave it
where it is and do not touch it. If a weapon is found upon the person,
pat down the student if you reasonably believe that it is possible that
the student has a weapon on the person. If possible, wait to do this
until the parent has arrived.
 Conduct a search of the person with two staff members present;
person of the same gender should conduct a search of the student(s).
If a weapon is found, secure it.
PARTNERSHIPS FOR PATHWAYS TO HIGHER EDUCATION AND SCIENCE ENGAGEMENT IN REGIONAL CLUSTERS OF OPEN SCHOOLING - 2.2 Policy and School Structure ...
Code of Conduct 2020-2021 - Universal Family of Schools
Handbook 2021 Casa Mia Montessori School
FOUR DOMAINS FOR RAPID SCHOOL IMPROVEMENT - A Systems Framework The Center on School Turnaround at WestEd - Center on School ...
2020 Information Booklet - Queen of Peace Parish Primary School
Portsoy Primary School Handbook 2020/2021 - From mountain to sea - Aberdeenshire Council
Catterline School Handbook 2018 2019 - From mountain to sea - Aberdeenshire Council
2021 Information for parents and carers - Thurgoona Public ...
Measuring Social Return on Investment for Community Schools - A Case Study
TWEED RIVER HIGH SCHOOL - 2018 Student Handbook - NSW Government
PARK MEADOWS SCHOOL HANDBOOK - 2020-2021 (COVID-19 Updates in red) Updated August 21, 2020
Ponsonby Primary Parent Handbook 2020: Learning the Ponsonby Way
September 2020 - Apply online at thurrock.gov.uk/admissions Information for parents applying for a school place - Thurrock ...
COVID-19 and Reopening In-Person Instruction Framework & Public Health Guidance for K-12 Schools in California, 2020-2021 School Year - January ...
MIAMI-DADE COUNTY PUBLIC SCHOOL DISTRICT'S UNIVERSAL PARENT/STUDENT HANDBOOK - Wesley Matthews ...
Devonport Christian School - Parent Handbook 2021
Student Code of Conduct - Southport Special School
Summary of Rights and Benefits for Indiana Teachers - July 2018 - Office of the Indiana Attorney General - IN.gov
MIAMI-DADE COUNTY PUBLIC SCHOOL DISTRICT'S UNIVERSAL PARENT/STUDENT HANDBOOK - BRUCIE BALL EDUCATIONAL CENTER 11001 SW 76 STREET MIAMI, FL 33173 ...
Directory of Approved Private Schools & Chartered Schools for the Deaf and the Blind
SAINT CHRISTOPHER SCHOOL FAMILY HANDBOOK 2013-2014
Safe Practice in School Swimming Policy - June 2018 IN ASSOCIATION WITH
OHSAA SPORTS REGULATIONS - NET
HOW CAN SCHOOLS SUPPORT WHOLE-SCHOOL WELLBEING? - AISNSW Wellbeing Literature Review A Review of the Research
CATHOLIC CENTRAL ELEMENTARY & MIDDLE SCHOOL PARENT/STUDENT HANDBOOK 2020-2021
JUNIOR SCHOOL PARENT HANDBOOK 2021
Our Lady of Mount Pleasant Catholic School - School Handbook
Technology Plan Turlock Unified - July 1, 2014 - June 30, 2017
Roma Independent School District District Improvement Plan 2021-2022
Learning Continuity and Attendance Plan Template (2020-21) - Santee ...
Central Karoo District - District Health Plan 2018/19 to 2020/21 - Department of Health
MASTER AGREEMENT 2019 2021 - BOARD OF EDUCATION INDEPENDENT SCHOOL DISTRICT 191 BURNSVILLE, MINNESOTA BURNSVILLE EDUCATION ASSOCIATION and ...
Hereford Independent School District District Improvement Plan 2019-2020 - Hereford Independent School District Generated by Plan4Learning.com
AGREEMENT Between The Anchorage School District And Anchorage Council of Education/American Federation of Teachers, Local 4425 July 1, 2018 ...
TRIBUTE COMMUNITIES CENTRE - MASTER REOPENING PLAN
Education & Certification Policy
FACILITATOR GUIDE August 14-18, 2017 - Orientation Professional Development Groups Class of 2021
Healthcare Facilities and Power Outages - Guidance for State, Local, Tribal, Territorial, and Private Sector Partners August 2019 - FEMA
2021 REEXAMINATION & MASTER PLAN AMENDMENT - Deborah Alaimo Lawlor, FAICP, PP License No. 33LI00428400 Nicholas A. Dickerson, PP, AICP License No ...
Aetna Student HealthSM Major Medical Outline of Coverage
Strategic report 2020 2024 - SCI-BONO DISCOVERY CENTRE NPC
Climate Change Action Plan 2011-2020 - Northern ...
2013-2018 WASHINGTON STATE NONHIGHWAY AND OFF-ROAD VEHICLES ACTIVITIES (NOVA) PLAN
NATIONAL R AIL PLAN Preliminary - Federal Railroad Administration October 2009
Southland Regional Public Transport Plan 2018 2021
ALPINE RESORTS STRATEGIC PLAN 2020 - 2025 Responding to a changing climate - Engage Victoria
Effective 1 July 2017 - City of Gold Coast
TOWNSHIP OF BELLEVILLE MASTER PLAN REEXAMINATION REPORT - Belleville, NJ
TEN-YEAR GAS TRANSMISSION NETWORK DEVELOPMENT PLAN FOR THE 2018 2027 PERIOD