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 A Level and Sixth Form Subjects - Bishop's Stortford College

A Level and Sixth Form Subjects

The choice of A level subjects (and the combination of subjects) needs to be considered in the light of potential university and career aspirations.  Thus advice here covers both the selection of A levels and the impact of this on degree course selection. We consider A level to be the best preparation for entry to a university course or a career, as well as being most suited to our core principle: enabling each student to construct a personal academic profile that:

  • offers proper intellectual challenge;
  • suits individual aptitudes and goals.

We Offer a Wide Range of A Level Subjects

Please see the list of all of our Sixth Form subjects below, including subject by subject information.  More detailed information and course content is available in the Sixth Form Subject Guide on this page.

In Considering Your Sixth Form Course, it is Important to:

  • choose subjects which you really enjoy and want to study;
  • choose subjects for which you have some aptitude;
  • choose subjects which enable you to build an academic profile suited to your eventual university or career aspirations;
  • think carefully about a subject which you have not taken for GCSE such as Psychology, Economics or Business Studies, to make sure that you understand what the course demands.

Think carefully about the combination of subjects. The flexibility of our A level structure enables you to select  from 23 subjects. Thus you can construct an A level course that:

  • is either broad and wide-ranging (eg: Maths, Economics, English Literature and French);
  • or specialises in a small group of closely related subjects, such as languages or science.

Several case studies, examples of work and the facilities available can be viewed here.

The Art Department is located within a new purpose built centre where drawing, painting, fashion, printmaking, ceramics, life drawing, photographs, graphics, film and sculpture are produced in class and activity times. Normally a good GCSE grade in Art is expected of a prospective A Level candidate. Most subjects combine well with Art and all but a very few university departments accept Art as an entry qualification.

The Art Department is well resourced with spacious studios, its own library, IT suite and a sculpture workshop. We go on regular trips to London and have our annual expedition to cities such as Paris, New York, Washington and Rome. Seeing art in galleries is a vital part of the A Level course.

What are the qualities required to study Art to A Level?

Added to some natural aptitude for visual thinking and pictorial problem-solving an active interest in the fine arts in the widest sense should be a prerequisite for any study of Art and Design. An artist usually begins to come into his/her own at around the GCSE stage when the demands of objective drawing, the need for inventiveness and experimentation with different modes and in a variety of media are better appreciated. To continue Art studies to A Level and beyond requires a sense of vocation, well developed expressive and cognitive skills, an understanding of form, space and colour, ability to sustain a particular work over a long period and a love of the visual language.

Where can it lead?

Several of our students each year have gone on to universities/colleges/art colleges to study Art or Architecture to degree level. It is usual to embark on a degree course having successfully completed a foundation course on leaving school. A portfolio containing a broad selection of work in a variety of media is often asked for as an entry requirement at schools/colleges of architecture and is obligatory for any art college course. Indeed, the quality and range of your creative work are of the utmost importance at the interview stage.

Sixth Form Biologists doing pGLO Transformation Sixth Form Biology Students pGLO Transformation Experiment

Our Sixth Form students at present follow the AQA Biology syllabus and are able to obtain the qualification of the A level.

Specification at a glance: Core content

  1. Biological molecules
  2. Cells
  3. Organisms exchange substances with their environment
  4. Genetic information, variation and relationships between organisms
  5. Energy transfers in and between organisms
  6. Organisms respond to changes in their internal and external environments
  7. Genetics, populations, evolution and ecosystems
  8. The control of gene expression

A Level Course

Please take a look at our subject guide above for detailed information about the A Level Biology course or you can also click here to visit the AQA website.

Field Trips

Lower Sixth Biology group and teachers

In June, our Lower Sixth Form A Level Biology students undertake a two day field course at the Field Study Centre in Epping Forest.  Students study ecological techniques, designed to give students a feeling of satisfaction plus skills to observe the ecological habitat first hand. Whilst they are out in the field they undertake compulsory Practical 12.

Visit to Rye Meads for the Lower Sixth Induction

Lower Sixth Biology Field Trip

Rye Meads is a delightful wetland reserve beside the River Lee. It is a favourite site for walkers, birdwatchers and photographers too. There are 10 hides (with amazing murals!) from where we look out over the reed beds, wet meadows, open water and artificial sandbanks, which are a great place to spot the blue flash of a kingfisher. Common terns nest on specially-created rafts during the summer, and these days you are likely to hear the explosive song of the Cetti's warbler, a recent arrival at the Meads. It is an amazing place to see wildlife really close up, such as butterflies, dragonflies and damselflies. The new Sixth Formers spend half a day at the RSPB site, giving plenty of time for students to enjoy identification of many of the native birds and insects as part of their induction into the Sixth Form.

Department Members ( Specialist A level teachers)

  • Dr Stuart McPeake (Head of Science)
  • Mrs Beth Wheeler (Head of Biology)
  • Mrs Hannah Ferguson (Deputy in Biology)
  • Mrs Caroline Hinge
  • Mrs Joanna Veron-Harcourt

Sixth Form Biology Sixth Form Biology Data Collecting

By studying Business to A Level, you are beginning the process of preparing yourself for the world of work. You will follow a course whose main aim is to teach the skills needed for making decisions. By doing this you are being encouraged to solve problems and explain how and why you made your recommendations.

As you move through the course you will cover such topics as:

• Marketing

• Accounts

• The management of people

• Operations management

• The external environment within which a business has to operate

• The developing and implementation of objectives and strategy

You will not only cover the knowledge required for understanding and interpreting this range of topics but you will also be shown how to set this in context and so move into real life situations.

Added to these skills will be those of analysis and evaluation, the latter being the ability to form opinions which can be supported from accepted best practice.  We are totally information technology based, with our personal webbased learning system.

For several years now, statistics issued by AQA showing a comparison of average Bishop’s Stortford College A2 student marks with, firstly, similar centres and secondly, all AQA centres shows that the College is in front of both, in some cases by a considerable margin.

The Chemistry department at the College takes a great pride in generating an atmosphere of enjoyable and effective study and our ability to make what is sometimes

considered to be one of the tougher A Level subjects accessible to all students. Resources are well provided for, both in terms of written support material, apparatus and chemicals. The three teaching laboratories have been refurbished recently to make them light, spacious and stimulating places to work for our ever increasing number of Chemistry students. There is also now a new laboratory shared by all 3 Science departments. The specifications encourage web-based resources to be used by the students and the College’s excellent computer provision helps to facilitate this.

The students are taught in two sets and great emphasis is placed on practical work to develop skills and a spirit of enquiry as well as study of the relevant theory. Throughout the course sets of questions are regularly set and marked and the department is well known by grateful (eventually!) past students for our policy of regular and rigorous testing of the topics taught.

It is desirable that students wishing to study Chemistry at A Level should have A* or A in GCSE Chemistry or Additional Science (but the minimum is B) plus a B in Mathematics (or their numerical equivalent), to get the most benefit from the A Level course. However, several students come to us from different backgrounds or countries and the department is very experienced in helping these students fulfill their potential. In the end, different backgrounds should provide no barrier to effective learning and success at A Level.

Chemistry is well respected as a subject by all Universities and places of Higher Education. It is compulsory or strongly advised for courses such as Medicine, Dentistry, Veterinary Science, Physiotherapy, Chemistry and all Applied Chemistry subjects, Environmental Sciences, Pharmacology and Forensic Science and it is welcomed for subjects such as Biology and Applied Biology, Zoology, some branches of Engineering, Materials Science and many others.

However, we also want students to study it as a subject they simply enjoy even though they might not want to go on to further education in Chemistry related subjects and previous Chemistry students have gone on to study subjects as diverse as Law, Economics, Mathematics, English, History, Languages, Psychology, Sports Therapy, Management, Actuarial Studies, Philosophy, Physics, Midwifery Studies, Computer Science, Nursing and Geography.

Classical Civilisation

The OCR A-Level in Classical Civilisation offers students an opportunity to understand the immense impact ancient cultures have had upon the world we live in today. It develops analytical, interpretative and evaluative skills through an examination of the ideas and values of cultures which still heavily influence modern thinking and society. It embraces a wide range of sources from the ancient world – statues, coins, monuments and literature and explores fundamental questions of humanity about war and peace, human relationships of all types, multiculturalism, religion, self and state, Fate, responsibility, and power.

The A level has been devised to credit the encouragement of students to make links between classical sources and how they have been received, analysed and appropriated over the centuries, drawing comparisons and contrasts with the world we live in today.  Classical Civilisation is an excellent complement to the study of the arts, literature, history, philosophy, politics, and Latin. You do not need to have studied Classical Civilisation before to take this A-level.

Where can it lead?

Those who have studied classics are very much in demand by all occupations because of the analytical skills they have developed in their study. The world is your oyster; there is no particular occupation you MUST enter. Areas of work that can be entered are journalism, banking, IT, communications, local government, museum work, teaching, the list is endless.

Remember it is the skills you learn that shape your future career not necessarily the subject content.

Design & Technology: Product Design

The course aims to integrate design and manufacturing skill with the application of theoretical knowledge of materials and the wider world of design. Design & Technology at A Level is a dynamic academic subject that demands a great deal from its students. The challenges of combining research technique, analysis, creativity and skill are tough and require dedication. This is a course for those interested in a career in design, engineering and manufacturing or for someone who wants to explore their creative talents in a structured manner using a range of materials to create real products.

Previous students have gone on to study design, architecture and engineering at top universities including Cambridge, Nottingham, Brunel, Loughborough, Leeds, Bristol, Sheffield and Imperial College London.

During the A Level programme there are opportunities to gain experience of such  diverse areas as computer-aided design, furniture, product and graphic design. Industrial visits are organised where students can gain knowledge and understanding of mass production, batch production, CAD/CAM, product design and precision engineering techniques.

Where Can It Lead?

An enormous variety of careers is open to those with a design interest. Every branch of engineering, from civil to electronic, involves design, and every aspect of production requires an appreciation of technology. Those who wish to study Design in Higher Education may go to university for specialised courses in product, furniture, graphic, industrial, interior and stage design as well as architecture and engineering. Students succeeding at Design & Technology will have a qualification that is acceptable at all British universities, including Oxbridge, as an academic A Level for degree course entrance requirements.

Drama & Theatre Studies

This WJEC Eduqas specification is designed to promote a balance between practical theatre making and the theoretical understanding of drama and theatre. This stimulating and engaging course of study encourages learners to make connections between dramatic theory and their own practice.

Learners study five performance texts (two complete texts and three key extracts from three different texts, studied in the context of the whole text) representing a range of social, historical and cultural contexts. The complete texts are studied for the written examination and the key extracts are divided between all three components. Learners also study two influential theatre practitioners (individuals or companies) and produce three performances; one text performance, one devised performance and one performance based on a creative reinterpretation of an extract from a text. This content is divided as follows between the three components.

Component 1: Theatre Workshop

Learners participate in the creation, development and performance of:

• One reinterpretation of an extract from a text, using the working methods and techniques of either an influential theatre practitioner or a recognised theatre company.

Component 2: Text in Action

Learners participate in the creation, development and performance of:

• One devised piece using the working methods and techniques of a second different influential theatre practitioner or recognised theatre company

• One extract from a text in a contrasting style to the devised performance.

Component 3: Text in Performance Learners explore:

• Two complete performance texts from different historical periods

• One extract from a third contrasting text.

Learners are given the opportunity to develop performing and/or design skills as appropriate to their interests and the facilities available in the centre. Learners must choose one skill from the following list for each of Components 1 and 2. They may either choose the same skill for both Components 1 and 2, or a different skill for both Components 1 and 2:

• Performing

• Sound design

• Lighting design

• Set design (including props)

• Costume design (including hair and make-up)

In addition to their own theatre making, learners also develop knowledge and understanding of the role of the director and participate in live theatre as an audience member.

It is difficult to envisage a career that does not include the need for at least an awareness of economics. This rich and stimulating subject attempts to explain just how the precious resources of the planet are allocated – put against the increased need to conserve resources and promote sustainable means of achieving economic development. It has a tendency to provoke discussion and will lead any participant to question the priorities of society and how decisions are made. As such many young people find the environment of the department an exciting one.

The subject encourages an interest in international affairs and the outcome of our colonial past and the relationships we share with both the US, EU, BRIC members and other major trading areas of the world. As a young economist, you will encounter basic theory and its application to the world of business, in the settings of the UK, the EU and beyond.

You will study the European Union and its workings before turning your attention to the wider issues raised by International Economics and will conclude by analysing the problems associated with the developing world.

As with Business, this section of the department is fully web-based in its system of learning support.

English Literature

We study texts in detail, developing an admiration for and love of sophisticated and subtle use of language. We also learn about the times and circumstances within which the texts were written, and consider the ways in which modern life influences us as readers and theatre-goers.

The primary concern is to nurture a love of literature for its own sake – our literary heritage is a priceless gift if properly appreciated. But the writing and analytical skills necessary for literary criticism will give you invaluable life skills too, for university and for the world of work.

There is a coursework element during the two year study, the management of which allows students ample scope to explore their own areas of interest within the texts studied. Indeed, the department prides itself on encouraging students to think and work independently and the course is designed so as to encourage independence and allow flexibility with students even helping to choose their own texts.

The English Department is well stocked with video, multi-media, audio and DVD equipment, but most importantly we are brimming over with books and have a highly committed teaching staff who have a real passion for their subject . We also offer a wide range of extracurricular activities and opportunities for students to enrich their studies outside the classroom. Activities include: regular theatre trips, visiting speakers, reading groups, revision conferences and literary tours.

While your teachers will seek to offer you insightful and sophisticated interpretations of the texts studied, they will also expect you to challenge these and to offer original and convincing responses of your own. We see our lessons as opportunities for the debate and exploration of texts, rather than a formulaic journey towards a pre-determined conclusion.

You will need to come armed with proven skills and fluency in English Language and Literature.  What you do not know however, we will teach you.

Where can it lead?

The skills you develop in studying A Level English Literature will prove invaluable to your wider studies at A Level and beyond as well as in life more generally. The skills of analysis, communication and argument that you develop will be highly valued by both university admissions tutors and graduate employers alike.

Whether you want to use French for work, for further study, training, or for leisure, this course will equip you with the necessary skills and knowledge. This new specification gives candidates an excellent grounding in all aspects of the French language, with the opportunity to demonstrate their ability in speaking, listening, reading and writing as well as to study social and cultural aspects of the French speaking world. Furthermore this new French A Level will allow students to tackle a range of inspiring and engaging themes through the study of popular literary texts and films.

What are the benefits to students studying the new A Level in French?

• It supports breadth and depth of study by building on the strengths of the previous learning.

• It offers the opportunity for candidates to study a range of social and cultural topics related to countries where French is spoken; topics have been streamlined with only four areas of study.

• It reduces the assessment burden on students with only three assessments at the end of the second year of study.

• Straightforward assessment with no coursework required.

• Students will sit only one speaking assessment and a large proportion of this is students led.

• Literary texts and films have been chosen to compliment the areas of study and develop a better understanding of France whilst engaging the student.

• This new specification is excellent preparation for students intending to study French at degree level or who are interested in careers where French may be useful.

Where can it lead?

This course will allow students to truly enhance their linguistic skills. If you are interested in languages and communication, and you enjoy learning about other cultures and ways of life, then French A Level could be suitable for you. Similarly, if you are interested in the business world, in travel or tourism, in literature, or in journalism and the media, then you are also likely to find the course very appropriate. There are a number of options in the course where you can choose your topic or question to suit your interests. Whether you want to use French for work, for further study, training, or for leisure, this course will equip you  with the necessary skills and knowledge.

The role of Geography in society is perhaps more important than ever. Governments, organisations and individuals are having to grapple with increasingly complex social, economic and environmental problems. Population growth, global warming, poverty, dwindling energy resources, and the degradation of environments and habitats, are issues that touch the lives of all of us on the planet. An important dimension in all these issues is space. Recognising where events are happening and how processes vary spatially is a first step in trying to resolve many of the impacts associated with human activity. In this way Geography aims to provide a broadranging perspective on the nature of human activity and how this activity transforms the face of the earth. The search for this understanding involves investigating the nature of the physical earth, its habitation by humans, and the resulting diversity of regions and places.

Following these general themes Geography at A Level offers opportunities to:

• stimulate students’ interest in their surroundings and in the variety of human and physical conditions on the earth’s surface;

• foster students’ sense of wonder at the beauty of the world around them;

• help students to develop an informed concern about the quality of the environment and the future of the human habitat and thereby enhance students’ sense of responsibility for the care of the earth and its people.

The contemporary relevance of Geography makes its study both rewarding and enjoyable.  Additionally, the discipline develops skills that are valued by both business and industry.

“Geography is the best subject in the world for getting on in industry.” Sam Toy – Geography graduate, former Managing Director of Ford UK.

“You can travel the seas, the poles, and deserts, and see nothing. To really understand the world you need to get under the skin of the people and places. In other words, learn about GEOGRAPHY... I can not imagine a subject more relevant to schools. We’d all be lost without it.” Michael Palin (2006)

The Geography Department provides an exciting and up-to-date A Level curriculum. We use the latest university research in our teaching, adapt topic content to reflect issues as they are happening in the news and conduct a large and varied range of fieldwork. We also strive to deliver the best possible teaching and members of the Department are aided in meeting this goal through their work with universities, subject organisations and businesses. Nationally, the Department is leading in the use of Geographical Information Systems (GIS). Currently GIS technology is the most powerful set of tools that exists for the analysis and visualisation of spatial information. As a consequence, any student wishing to follow a career in Geography is very likely to use GIS.

The Department is therefore committed to the use of GIS in its teaching to ensure that all students gain skills of growing importance in the workplace.

Where can it lead?

Unemployment amongst Geography graduates is so low because the skills that they learn are highly marketable. Geography is also relevant to a number of specific careers, including management and environmental consultancy, surveying, agriculture, town planning, recreation management and conservation, cartography, meterology, oceanography, geology, researcher, international aid and development, teaching and geographical analysis.”

Sixth Form German Trip Sixth Form Germanists

The new A Level German course (WJEC Eduqas A level German: A820QS) offers students an opportunity to enhance existing skills for a variety of possible futures in the spheres of Higher Education, employment and leisure. A key aim is to stimulate an appreciation of the cultural, historical, geographical and political background of the countries where German is spoken. This is complemented by the challenge and intellectual stimulation associated with the development of language skills.

Having already gained a good GCSE grade, students are prepared for examinations which test the ability to speak, listen, read and write German in various registers. As a matter of routine, emphasis is placed on an appreciation and understanding of grammar rules and speaking fluency is prioritised.

The German Department is exceptionally well resourced, and constantly updates its extensive collection of classic and modern feature films. Listening skills are honed in the digital language laboratory and subject specific classrooms are staffed by a team of dedicated and enthusiastic professionals, whose methodology seeks to combine the best of traditional and modern teaching practices. You will benefit from weekly conversation sessions with our German assistant on a one-to-one basis. Students usually participate in the annual exchange programme with a partner school in Kiel, North Germany, where they often find inspiration for their speaking topic presentations. The German Society also offers opportunities throughout the year to enhance cultural and linguistic awareness.

Where can it lead?

As a native speaker of English with German at your fingertips, you will be gold dust in the future employment market! There are openings in medicine, engineering, international law, tourism, politics, marketing and business, to name just a few. Furthermore, with a working knowledge of German, you will be able to avail yourself of the opportunities offered by the Erasmus scheme, whereby you can study your chosen degree subject for a term or more at a German university.

Widen your horizons, and enhance your CV!

Are you intrigued by what humans have done with their time on Earth? Do you feel curious to understand better the relationship between the present and the past? Are you keen to know more about other periods, places and peoples? If your answer to these questions is ‘yes’, then History is the subject for you.

Our aim is to provide an enjoyable and successful learning experience, in a friendly but challenging environment. Above all, we want students to realise their full potential in History, regardless of academic ability. You do not need to have studied History at GCSE; certain qualities, however, are advantageous. Those who gain most from A Level History are enthusiastic, inquisitive and conscientious – eager to learn, contribute and achieve. The subject is exceptionally popular at the College, currently involving about 90 students in the Sixth Form as a whole.

History is varied, dramatic and colourful; after all, it is about people. In our new A Level curriculum you will find out about a mixture of eras, from the 15th century to the 20th century, and a variety of fascinating countries – Britain, Spain and the USA. You will also examine a wide range of compelling themes, including, nationalism, war, ethnicity, political protest and civil rights.

Lessons typically centre on discussion of research or written work, completed in advance. Lively debate often results, in which every student is asked to participate. You will be expected to read widely and to take an interest in current affairs related to our topics (we frequently explore present-day parallels with the past). Students develop valuable analytical skills: for example, how to interpret different types of evidence and evaluate opposing opinions. They also evolve their writing skills, enhancing their ability to explain arguments and communicate judgements.

The Department has an excellent Library, specially dedicated to Sixth Form History; students are encouraged to borrow books and magazines to pursue individual interests in (and beyond) their A Level studies. We hold Film Nights outside lessons, intended to bring students together in groups different from their regular teaching sets, and also to promote awareness and discussion of cinema’s role in influencing popular interpretation of the past. We provide extra revision classes prior to public examinations, in which the Department has a long track record of results far above the national average. Traditionally, many of our students decide to read History at university.

History combines well with many other A Levels. Clearly, it complements those subjects, such as English Literature, which also require significant reading and essay-writing. Numerous students, however, study History alongside Mathematics or the Sciences, with much success. In short, an interest in the past is the only essential requirement for choosing A Level History.

Where can it lead?

History is recognised as ideal preparation for a large number of professions, as well as allowing you to keep your options open. Historians can be found in most lines of work, especially in posts requiring qualities of leadership, problem-solving and decision-making. Many students of History go on to careers in the City (that is, in business, banking, insurance, accounting, etc).

Other popular choices include: the Civil Service, politics, law, journalism, publishing, advertising and education. History is also directly relevant to careers in museums, archives, art galleries and archaeology.

In sum, the good historian is very much in demand. This is because History not only fosters independence of mind, but intellectual discipline too. These are the highly transferable skills that A Level History will help you to develop. More generally, a passion for History implies curiosity about the world around you – an asset in any walk of life.

Mathematics & Further Mathematics

Mathematics is essential for a wide range of students, from those intending to read the subject at university to those needing particular techniques to support other courses or their chosen careers. Many areas of science, engineering, computing, medicine, economics, business, psychology and other disciplines require an understanding of mathematics beyond GCSE level.

There is a national shortage of mathematically trained people and a qualification at advanced level dramatically increases a person’s employment and earning potential. Mathematics provides an intellectual training, nurturing powers of analysis, logic, organisation and problem solving. Some are attracted by its sheer power, some by the elegance of its methods, and some by the satisfaction they feel when they complete a clever solution or master a tricky procedure.

Work for A Level Mathematics involves studying mainly pure mathematics, with applied units in statistics and mechanics, depending on the individual needs of the student concerned.

Work for Further Mathematics involves a much wider and deeper appreciation of the subject and should be considered by anyone interested in mathematics.

Examination results in mathematics are very good at Bishop’s Stortford College with 100% pass rates at A Level, and an average of 66% grade A*-A over the last five years. There are nine qualified teachers in the department, who all use a variety of approaches to teaching mathematics. All Sixth Form students have at least two teachers.

The new advanced level specification is designed to be accessible to all students after GCSE, but most will have achieved at least a grade B (or numerical equivalent). Most people starting the further maths course will have at least a grade A at GCSE. There is no assessed coursework on the new specification, but investigational skills are developed through the teaching approaches.

Students completing the two-year courses in Mathematics and Further Mathematics achieve two complete A Levels.

Media Studies

Why choose Media Studies?

• Opportunities for students to investigate what interests them

• Focus on new technologies

• Prepares students for progression into work or higher education in a range of media related areas

• Rolling programme of production briefs and pre-set topics

• Emphasis on contemporary issues and debates

• Comprehensive and integrated coverage of media theory and practice

• Covers audiences as both producers and consumers of media texts

• Practical production component (NEA) - 30% coursework

• Opportunity to submit coursework electronically (e-portfolios)

Among the many benefits, the new AQA’s specification is designed to encourage candidates to:

• enhance their enjoyment and appreciation of the media and its role in their daily lives,

• develop critical understanding of the media through engagement with media products and concepts and through the creative application of practical skills,

• develop students’ problem solving skills as well as their creativity,

• explore production processes, technologies and other relevant contexts,

• become independent in research skills and their application in the practical work and in developing their own views and interpretations,

• refine their debating skills through the discussion of contemporary issues from a range of perspectives.

The College’s Media Studies department is now located within its own discrete Mac-Lab with state of the art iMac computers linked to their own server, with wireless internet access (for research), printing facilities and the latest software to enable film editing, desk top publishing and web design to professional standards. Coupled with this the department is well stocked with multimedia audio visual equipment, magazines, DVDs and a book library of relevant media theory texts. You will be expected to read widely as well as watch discerningly.

Prior knowledge of media topics is not expected but you should be interested in developing a searching method for confronting and questioning media ‘texts’ which very often saturate our daily lives. This is very much a cutting-edge academic study and develops essential life skills that should prove invaluable beyond Bishop’s Stortford College.

Where can it lead?

Media Studies develops independent practical, creative and critical thinking skills that are desirable in a multitude of higher education courses as well as within industry. It would be especially useful to those intending a career in Advertising and Marketing, Animation, Broadcasting, Business, Communications, Design, Fashion Promotion, Film, Journalism, Media, Radio, Scriptwriting, Television Production and Web Design.

The three key elements of performing, composing and appraising will be examined. The A Level in Music will provide a contemporary, accessible and creative education in Music with an integrated approach to the three main elements – Performing, Composing and Appraising.

Students will be encouraged to engage critically and creatively with a wide range of music and musical contexts, develop understanding of the place of music in different cultures and contents, and reflect on how music is used in the expression of personal and collective identities. They will also explore musical language and performance and composition skills. There is an emphasis on musicality and practical music making.

Physical Education

A Level Physical Education at Bishop’s Stortford College focuses on the Performer in Actionfactors affecting participation, where students apply the Psychology, Physiology and Sociology of Sport to the practical performer. Experienced staff and excellent facilities at the College aids students’ practical performance in their chosen field, which often improves dramatically through applying acquired knowledge to training and competition. Field trips are also undertaken to Loughborough University and English of Institute of Sport sites where students are able to apply physiological principles of fitness testing to their own performance and that of elite athletes.

The subject combines well with sciences such as Biology, Physics and Psychology and the arts subjects, such as English, History and Geography. It is widely accepted by the country’s leading universities as an excellent subject choice at A Level. With a hugely successful London Olympics Games and Rugby World Cup we are perfectly placed to feel the true power of sport. It unites nations from all over the world, inspires generations and energises economies. With the sport and leisure industry currently booming in Britain and growth in areas such as Sports Science, Management, Sponsorship, Agencies and Nutritionists, the study of Physical Education has never been so relevant to modern day society.

Alongside a genuine understanding of how physical activity and exercise affects everyone, from elite athletes to the elderly, A Level Physical Education teaches skills such as leadership, motivation, feedback and teamwork; all of which prepares students for life after the College.

Where can it lead?

A Level Physical Education could lead you into areas such as Sports Management, Physiotherapy, Strength and Conditioning, Sports Science, Coaching, Teaching, Sports Medicine, Sports Therapy, Sports Nutrition or Sports Psychology.

Physics at the College has been going from strength to strength recently with both a very high take up of the subject and excellent results. The AQA specification will help the department to build upon this in many ways. Students will progress smoothly from previous iGCSE or GCSE studies in Physics, develop in-depth knowledge and understanding of the principles of physics and gain hands-on practical skills and data analysis skills.

The course enables students to see how physics links to other sciences and how the subject underpins important modern technologies.

Why choose Physics?

It is a fascinating and enjoyable course and is highly regarded by university admissions officers. Cambridge University’s admissions website advises all students who have not made their A Level choices to study at least one of six subjects that they consider to be ‘academic’ – including, of course, Physics! The best reason of all though is that studying Physics at Bishop’s Stortford College is such fun! Interesting concepts and exciting lessons combined with plenty of ‘hands-on’ practical work.

Where can it lead?

Pointers for those considering the A Level for university entry: Physics is necessary for Engineering and Physical Sciences, and is a supporting subject for Biological Sciences, Chemical Sciences, Environmental Studies, Geological Sciences, Mathematics, Computing, Medical Sciences, Medicine and Dentistry.

By choosing to study Government and Politics students will acquire knowledge and understanding of political systems within our own and other societies. Studying the different levels and systems of government will facilitate the understanding of diverse political systems. The British system of government will be examined by looking at its local, national and current European dimensions. This will include studying the essential characteristics and inter relationships of the legislature, the executive and the judiciary and examining voting structure, behaviour and participation; all whilst interpreting current political debate.

The understanding of our own system will be developed further by looking comparatively at the politics and government of another country – America. This study will be further enhanced through learning about political ideologies such as liberalism, conservatism and socialism, as well as a further ‘new’ ideology from a choice of feminism, nationalism, multiculturalism, ecologism or anarchism.

In taking A Level Government and Politics, students will learn to interpret political information in a variety of forms such as, written, oral, visual and numerical. There will be the opportunity to debate and to make connections between the similarities and differences of the different political systems and political institutions studied. Students understanding will be aided by the use of a variety of sources such as, journals, newspapers, television and internet. This will be further enhanced by a number of conferences and a trip to the Houses of Parliament. In a similar way to the study of History, Politics is essentially about the study of people and society, in this case past, present and future. It is about the responsibility of individuals. Government and Politics A Level encourages constructive argument through debate and also the discipline of creating concise, structured and analytical written responses to key political questions.

As citizens who are on the verge of gaining the right to vote, it is a subject that in our rapidly changing political world, is relevant to all students embarking on sixth form studies and as such is an ideal choice at A Level.

Psychology at Bishop’s Stortford College offers students in the Sixth Form the opportunity to diversify from the traditional mainstream subjects. Psychology is a science using scientific methods and principles and it is classed as such for university applications. However, it can be seen as more tangible and directly related to people and their observable and everyday behaviour than the traditional natural sciences. So whilst Psychology has its roots firmly in the discipline of science, it incorporates many skills from other areas too. You will learn to evaluate and analyse information and evidence and to draw conclusions from the research and work of others. You need to be able to structure an answer and formulate an argument in essay type format.

The first year of the course provides a foundation in what is a broad and continuously expanding subject. It covers some of the development of Psychology as a discipline and some key topic areas such as memory, psychopathology and social influence.

The second year of the course takes this foundation further extending the areas and studying them in more depth. In addition to this the second year includes topics such as gender, forensic psychology, eating behaviour and some of the issues and debates that are key to Psychology.

Assessment is in the form of written examination modules. Psychology A Level has three equally weighted examinations. These contain a combination of multiple choice, short answer questions and extended writing.

There is focus throughout both years on the methods used in Psychology. Practical research studies will be designed, carried out and analysed by the students themselves. In this way they develop an understanding of the research methods and issues in Psychology. They will be required to draw on this experience for some examination questions.

The Psychology department makes good use of online materials and DVDs (including some original footage of key experiments). Throughout the course many research studies are reproduced in terms of class versions of experiments – enabling you to experience and understand them from a personal viewpoint.

Students aiming to study Psychology must be ready to learn extensive new terminology and be keen to read around the subject – this can be in the form of books, magazines, newspapers and numerous television programmes.

An understanding of maths is required in terms of interpreting data generated in experiments, as well as a good grounding in Biology.

Where can it lead?

As a career choice, Psychology is far from limited. Following a Psychology degree, students can pursue careers in Educational Psychology, Forensic Psychology, Sport Psychology, Clinical Psychology, Occupational Psychology, Counselling, and Academic/Research Psychology - to name a selection.

However students with Psychology at A Level will find it applies to many other careers not directly based in Psychology. These include media and advertising, marketing and sales, medicine, teaching, business, law and people management.

Religious Education

is subject will appeal to anyone who has an open mind and a desire to engage with deep questions and challenging issues! Religious Studies is for people who cannot be happy without asking why, and is for those who want not just to live, but to live well. You do not need to have studied GCSE RE or be religious. The course is open to all who are interested in asking deeper questions about the world they live in and for those who are willing to question the norms of society.

The great benefit of studying philosophy, ethics and religion is that it teaches not what to think, but how to think. It is the study of meaning, of the principles underlying conduct, thought and knowledge. Most importantly the course will give you the tools with which to evaluate concepts and ideas which are fundamental to our society.

Whether your focus is an individual search for meaning, or an exploration of the fundamental issues of freedom, justice and the influence of religion, this course is about the relentless pursuit of a deeper, truer understanding of the world we inhabit.

Where can it lead?

Many important professions find they have an increasing need for candidates who are less narrowly trained, who are able to look at issues from a variety of viewpoints, and have the ability to think questions through on the basis of sound reasoning and solid evidence.

The study of philosophy, ethics and religion provides a comprehensive foundation in reasoning and problem solving, allowing candidates the freedom to pursue a variety of attractive degrees and professions. Some examples include: Law, Finance, Business, Politics, Human Resources and Education.

The A Level Spanish course offers the opportunity to develop linguistic knowledge andunderstanding whilst exploring some of the most fascinating and vibrant cultures in the world. The course aims to open opportunities in higher education, business, and travel through arming the students with a deep understanding of Spanish language and the tools to develop their linguistic skills as well as stimulating an understanding and interest in Hispanic culture, history, literature, and film. The nature of the A Level course means that students will be given opportunities to make links across the curriculum and will be fully supported with this by the A Level scheme of work.

Studying for A Level in Spanish can be extremely beneficial whilst at school and in the future:

• It develops and enhances transferable skills which can be used across the curriculum and in higher education, including analytical skills and communication skills.

• It widens the cultural and social awareness of pupils which can be invaluable in  higher education, and later, in the workplace.

• Spanish is spoken by at least 329 million people worldwide and in 44 countries, making it the second most spoken language in the world, and therefore a hugely valuable skill in the business world.

• Language skills are in massive demand across all sectors and the ability to speak Spanish with fluency will be a valuable asset when applying for jobs.

Having already gained a good GCSE grade, students are versed in the basics of Spanish grammar, during the A Level this knowledge will be stretched and moulded into a thorough understanding of the way the language works and the ability to employ familiar and unfamiliar vocabulary to express themselves fluently. During the course students will study Hispanic film and literature which will help to widen their understanding of Hispanic culture and language.

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Guide to WJEC AS Level DT Product Design... 27th Jun 2016 Download


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Analysts predicting increase to Fifth Third’s dividend

By Steve Watkins
 – DBJ Contributor

Investors in Fifth Third Bancorp could be in line for a 25 percent raise.

That’s the amount of the dividend hike predicted by analysts after the Federal Reserve next month issues a decision on Fifth Third’s capital plans.

Many Fifth Third investors own the stock specifically for its dividend. They watched the quarterly payment to shareholders slashed from 44 cents a share in early 2008 to just a penny by the end of that year. Fifth Third raised it twice in 2011 and now pays 8 cents per share each quarter. But many shareholders who saw the stock’s value crash during the financial crisis want the dividend to keep climbing back toward its prior level.

Fifth Third is the Dayton-area’s largest bank with 84 branches and more than 800 employees.

The bank first asked for a dividend hike last spring as part of the Fed’s stress tests of big banks’ ability to withstand another economic crisis. It easily passed. But the Fed didn’t approve its requests to raise the dividend and only allowed a $75 million stock buyback.

Fifth Third officials and analysts were surprised the request was rejected, given the bank’s high capital levels.

Cincinnati-based Fifth Third, which has $118 billion in assets and is the nation’s 18th-largest bank, reapplied with the Fed June 8 for approval to boost its dividend and buy back more stock. The Fed has 75 days – until Aug. 22 – to issue a decision.

CEO Kevin Kabat said in a conference call July 19 that Fifth Third’s new plan to use capital for dividends and to buy back shares is similar to the old one. He wouldn’t provide details.

Shareholders clamor for increase

Analysts expect the Fed to allow Fifth Third to raise its dividend.

“There’s a good chance,” said Erik Oja, who follows Fifth Third as bank equity analyst for New York-based S&P Capital IQ. “These guys have pretty strong capital levels and their earnings are pretty steady, too.”

Neither the Fed nor Fifth Third said why the bank’s first request was rejected. Oja suspected it was seeking too much of an increase too soon, and he now expects that Fifth Third will be able to bump its quarterly dividend of 8 cents per share to 10 cents. Fifth Third pays out about 20 percent of its annual earnings in dividends now.

Many banks have payout ratios ranging from 20 percent to 30 percent, Oja said, so he used the 25 percent midpoint.

He also predicts the Fed will allow Fifth Third to buy back additional stock, which could help the share price. The stock has been trading between $11 and $15 for two-and-a-half years and closed July 23 at $13.51.

Fifth Third’s strong capital ratios, improvements in credit quality and repayment of $3.4 billion it borrowed in the TARP program bode well for a dividend hike, said John Posey, director of wealth management for the Cincinnati market at Stock Yards Bank & Trust.

Andrew Taylor, portfolio manager at Sycamore Township-based investment advisory firm OJM Group, expects a slightly smaller increase of 1.5 cents per quarter.

“Their capital ratios look really good,” he said. “But the Fed doesn’t want them to pull out a number that’s too high.”

Shareholders such as Carl Boeckman, a Pleasant Ridge resident who has owned Fifth Third’s stock for about 40 years, are clamoring for a hike.

“I would certainly like to see the dividend increased, but I have no idea which way the Fed is going to rule,” he said.

He believes the Fed should approve it for a number of reasons. Those include Fifth Third’s profitability and the precedent of other banks hiking their dividends.

A quarterly increase of 50 percent to 12 cents per share makes sense, Boeckman said. He bases that on the Fed’s 30 percent maximum payout ratio for banks.

Phil Glasgo, a Xavier University finance professor, said Fed approval would help Fifth Third remove the stigma of getting rejected for a dividend hike.

“In this case, it would be like getting off academic probation,” he said.

And a dividend hike should attract new shareholders, Posey said.

“If Fifth Third wants to entice institutional investors, one of the most important things is not just dividends, but dividend initiators and growers,” he said.

By Steve Watkins
 – DBJ Contributor

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Time Warner Cable Tops Profit Estimate on Broadband (Video)

Oct. 31 (Bloomberg) -- Bloomberg’s Deirdre Bolton reports on today's top stories in "Top Headlines." She speaks on Bloomberg Television's “In The Loop.”

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IG Tokens / Script / Macro

Discussion in 'Social Networking Sites' started by Toog4me, May 13, 2014.

  1. Toog4me

    Toog4me Newbie

    Apr 9, 2013
    Likes Received:
    Tried searching for the answer but seems to come up kinda blank.

    I'm running a script on my Apple using Followgram. It comments and likes photos using one hashtag. Changes the comment every picture. Currently have it set on like 60 second intervals I think. I usually run it for 200 rounds no problem.

    Question is this-- If I logged in to my account on two separate computers on the same network and ran the script, so a total of 400 rounds in the same amount of time, would IG catch on? I'm guessing logging in twice on diff machines would create two tokens but if all the comments are from the same account, not sure.

    Thanks for the help.


text:
Is Google Keyword Planner not working for anyone else?

Discussion in 'Adwords' started by ericmseo, Jul 16, 2014.

  1. ericmseo

    ericmseo Newbie

    Aug 9, 2012
    Likes Received:
    Whenever I try to load the Keyword Planner, I either get a blank page (only the menu bar at the top appears) or sometimes I can get in to search for a keyword, but it will tell me there are no results. Even if I search for very broad terms ("health") it tells me there are no results. It just started doing this for me this morning.

    I've tried deleting my cache and cookies. I've tried different browsers. Even Market Samurai gives me errors and wont return any results.

    Is anyone else experiencing the same thing?


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USA - en United States - en
Wadensocken Classic: Unser Bestseller in Braun
Wadensocken Classic: Unser Bestseller in Braun
Wadensocken Classic: Erprobte Qualität in Braun

Classic calf socks: tried-and-tested quality in brown

Tried-and-tested quality, top-quality materials and meticulous workmanship – this is how legends are born. This makes our calf socks legendary - see for yourself.

  • Millions of sales
  • Top test marks time after time, consistently GOOD
  • Originally only in black, now also in different colours
  • Since 2012 even including an internet connection: Smarter Socks
  • 81% Pima cotton, 18% polyamide, 1% elastane

Single delivery
Best choice: our subscription
  • Regular free sock deliveries
  • No more sock sorting
  • No more sock shopping stress
Single delivery
Best choice: our subscription
  • Regular free sock deliveries
  • No more sock sorting
  • No more sock shopping stress
One-time order:
Free shipping worldwide
Oct 22, 2017
Philippe Slama, Pully
Another happy customer!
Oct 7, 2017
Steve Greensill, Zurich
wonderful socks!
Sep 23, 2017
Charles Abou-Ganim, Las Vegas
Excellent service and great quality
Sep 19, 2017
Dean Jovic, Wilen bei Wollerau
Beautiful black socks
Sep 8, 2017
Robert Brady, Beechhurst
My husband just Loves his Blacksocks!
Sep 5, 2017
Rachel Harvey, Milpitas
Good socks good service fair price
Jul 20, 2017
William David Smashey, Bolivar
As expected, high blacksocks quality.
Jun 3, 2017
Christoph Deckers, Singapore
May 27, 2017

Made in Italy

I come from a small sock manufacturer in northeast Milan, which makes me Italian. They create high-quality socks such as me with a great passion for detail. Three siblings are running the business in second generation ensuring that lots of socks turn out as good as me.

Find out more

Finest Pima cotton

It takes more than just good origins to make good socks – you also need high-quality materials. I am made of high-quality Pima cotton, better known as the silk of South America. This guarantees a lasting softness and comfort when worn.

I am strengthened with polyamide in the heel and sole area, meaning that I can withstand daily rubbing in shoes without developing holes. My band contains elastane to stop me from slipping down.

Find out more about the silk of South America

Millions of sales

I may be unique, but I am not a one-off, as good ideas tend to be copied. Millions of me have been produced, sold and sent since the summer of 1999. Tens of thousands of men put me on every day. They don’t go easy on me, whether in everyday life or in unusual situations. I have visited every continent and have been to Antarctica and the roof of Africa.

A series of top marks

Although I am not a sports sock, I have a thoroughly sporty attitude and I have already had to prove myself in numerous tests throughout my career. Top marks, test winners, podium positions: that’s all within reach. I have consistently been one of the best socks in Switzerland since 2003.

Such quality tests are not without their difficulties. We are really put through the mill - scrubbed, pulled and worn. However, all of this is nothing compared to the wear and tear of everyday life.

Overview of test results

100% skin-friendly & allergy-tested

I am good for you, your feet and your skin: I have been tested and I meet the Oeko-Tex® Standard 100.

This standard says that I am 100% skin-friendly and allergy-tested. We often forget that socks are worn directly against the skin, in a damp and warm climate subjected to friction.

More about the Oeko-Tex® Standard 100

Tradition & further development

In November 1998, the future founders of BLACKSOCKS were seeking the perfect socks. My Italian manufacturer put me into the running. The selection process was not easy, but I won. Since then, our careers have been intertwined. As in any career, I am continuing to develop, but at heart I have remained the same: an honest sock for every day.

Good does not have to mean expensive

Cotton prices have been rising since 1999. Value added tax rates have increased. Competing products have become more expensive. I used to be cheaper to send. However, my prices have never changed.

With me, you can still enjoy 1999 prices every day.

Socks index

System flaw

Every year there is a different weave flaw so that you can trace my year of production. This means that you can check how old I am, as I won’t tell you: not because I am unfriendly, but because socks can’t speak…

Find the flaw

Also: navy, anthracite or black

My first eight years were black. The same went for my buddies in the sock range. That’s now a thing of the past.

I have been available in different colours since 2007, but with the same level of quality.

Me in colour

More socks from our collection


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More about Medolor Pak (Generic)

This medication contains 2 amide-type local anesthetics, lidocaine and prilocaine. It is used on normal, unbroken skin or on the outer genital area to prevent pain before certain procedures such as inserting a needle, skin grafts, or skin laser surgery. It works by temporarily numbing the skin and surrounding area. Do not use this product in the ears.

If this product alone cannot completely numb the area being treated, it may be used to numb the area before a lidocaine injection is given to provide enough pain relief for certain procedures (e.g., removal of genital warts).

This medicine comes with a Patient Information Leaflet. Read it carefully for instructions on how to use this product. Ask your doctor, nurse, or pharmacist any questions that you may have about this medicine.

Use this medication only on normal skin and the genital area. Do not apply to broken/irritated skin or open wounds unless directed by your doctor. Wash your hands before using this product.

Apply this product to the area at the proper time as directed. The length of time for the medication to stay on the skin depends on the type of procedure you are having. It is usually applied at least 1 hour before needle sticks and 2 hours before minor skin procedures. It may be applied by a health care professional before certain genital procedures. In this case, it is recommended that you remain lying down so the medication will stay in place.

To apply, squeeze out the prescribed amount of cream directly onto the skin. You can also squeeze it onto a measuring guide to make sure you get the right dose and then apply it to the area. Do not rub in. Cover with an airtight dressing/bandage as directed by your doctor. Allow the cream to remain in place, usually in a thick layer, as directed by your doctor. Remove the dressing and cream and clean the area thoroughly, usually shortly before the procedure or as directed by your doctor.

Dosage and length of application time are based on your age and medical condition and the procedure you are having. In children, dosage may also be based on weight. Do not use larger amounts than prescribed. Do not use on large areas of skin, apply heat, or leave it in place longer than directed or serious side effects may occur.

If you are applying this product on a child, make sure the medication stays in place and that your child does not put the medication or dressing/bandage in his/her mouth. You may want to use a second covering to prevent the child from touching the cream.

Wash hands immediately after use unless you are treating an area on the hands. Avoid getting the product in your eyes, nose, ears, or mouth. If this medication gets in the eyes, rinse the affected eye immediately and completely with water or saline. Numbness in the eye can lead to injury because you cannot feel particles in the eye or other dangers. Therefore, protect the eye until feeling returns.

The area may be numb for several hours after the procedure. Protect the area from injury. Be careful not to bump, rub, or scratch the area or expose it to heat/cold until feeling returns.

Redness, swelling, tingling/burning, or lightening of the skin may occur. If any of these effects persist or worsen, tell your doctor or pharmacist promptly.

Remember that your doctor has prescribed this medication because he or she has judged that the benefit to you is greater than the risk of side effects. Many people using this medication do not have serious side effects.

Notify your doctor right away if you develop blistering of the skin where the medication is applied.

Remove the cream and get medical help right away if any of these rare but very serious side effects occur: slow/shallow breathing, pale/bluish skin around the mouth/lips, dizziness, fainting, fast/slow/irregular heartbeat, mental/mood changes (e.g., confusion, nervousness), seizures, severe drowsiness.

A very serious allergic reaction to this drug is rare. However, seek immediate medical attention if you notice any symptoms of a serious allergic reaction, including: rash, itching/swelling (especially of the face/tongue/throat), severe dizziness, trouble breathing.

This is not a complete list of possible side effects. If you notice other effects not listed above, contact your doctor or pharmacist.

In the US - Call your doctor for medical advice about side effects. You may report side effects to FDA at 1-800-FDA-1088 or at www.fda.gov/medwatch.

In Canada - Call your doctor for medical advice about side effects. You may report side effects to Health Canada at 1-866-234-2345.

Before using this product, tell your doctor or pharmacist if you are allergic to lidocaine or prilocaine; or to any other amide anesthetics (e.g., bupivacaine); or if you have any other allergies. This product may contain inactive ingredients, which can cause allergic reactions or other problems. Talk to your pharmacist for more details.

This medication should not be used if you have certain medical conditions. Before using this medicine, consult your doctor or pharmacist if you have: certain blood disorder (methemoglobinemia).

Before using this medication, tell your doctor or pharmacist your medical history, especially of: certain blood disorder (G6PD deficiency, especially in children), heart disease (e.g., irregular heartbeat), kidney disease, liver disease.

Caution is advised when using this drug in the elderly because they may be more sensitive to the effects of the drug, especially the dizziness effect.

Caution is advised when using this drug in children, especially if your child is younger than 3 months or small for their age. These children are at greater risk for a certain rare blood problem (methemoglobinemia). Contact the doctor right away in the unlikely event your child has symptoms such as pale/bluish skin around the mouth/lips or fast heartbeat. The risk for serious side effects (including methemoglobinemia) is increased if this medication is applied over too large an area at one time in young children.

During pregnancy, this medication should be used only when clearly needed. Discuss the risks and benefits with your doctor.

Lidocaine passes into breast milk. It is unknown if prilocaine passes into breast milk. Consult your doctor before breast-feeding.

Store with the cap tightly closed at room temperature between 59-86 degrees F (15-30 degrees C) away from light and moisture. Do not store in the bathroom. Keep all medicines away from children and pets.

Do not flush medications down the toilet or pour them into a drain unless instructed to do so. Properly discard this product when it is expired or no longer needed. Consult your pharmacist or local waste disposal company for more details about how to safely discard your product.

Your doctor or pharmacist may already be aware of any possible drug interactions and may be monitoring you for them. Do not start, stop, or change the dosage of any medicine before checking with your doctor or pharmacist first.

Before using this medication, tell your doctor or pharmacist of all prescription and nonprescription/herbal products you may use, especially of: drugs that may rarely cause a certain blood disorder called methemoglobinemia (e.g., acetaminophen, benzocaine, phenobarbital, antimalarials such as chloroquine/primaquine/quinine, nitrates such as nitroglycerin, certain antibiotics such as sulfonamides/nitrofurantoin/dapsone), heart rhythm medications (e.g., amiodarone, bretylium, mexiletine, phenytoin, sotalol).

This document does not contain all possible interactions. Therefore, before using this product, tell your doctor or pharmacist of all the products you use. Keep a list of all your medications with you, and share the list with your doctor and pharmacist.

This medicine may be harmful if swallowed. If someone has overdosed and has serious symptoms such as passing out or trouble breathing, call 911. Otherwise, call a poison control center right away. US residents can call their local poison control center at 1-800-222-1222. Canada residents can call a provincial poison control center. Symptoms of overdose may include: seizures, loss of consciousness.

Missed Doses:

If you miss a dose, contact your doctor to establish a new dosing schedule.

Do not share this medication with others.

In children younger than 3 months old, laboratory tests (e.g., methemoglobin levels) should be performed periodically to check for side effects. Consult your doctor for more details.

Selected from the Licensed Solutions data included with permission and copyrighted by FDB, inc., 2014. This copyrighted material has been downloaded and Licensed data provider and is not for distribution in professional healthcare settings. This information is generalized and not intended as specific medical advice. Consult your healthcare professional before taking any drug or commencing or discontinuing any course of treatment.

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Blink Health will always honor the price reflected at the time you purchased your medication. Your final price is based on the medication you pick up at the pharmacy. If you pick up a different form, dosage, or quantity, you will be charged or credited the difference. Blink Health reserves the right to cancel a transaction and refund you if the underlying cost of the prescription drug changes significantly after you have purchased your medication. Blink Health reserves the right to change its prescription drug prices in real time based on supply and demand trends and other factors. *Retail Prices (Cash Prices) vary among pharmacies. The Retail Prices displayed are estimates based on multiple sources, including price lists, historical claims and data provided by pharmacies. Blink Health is not sponsored by or affiliated with any of the pharmacies identified. The pharmacy trademarks and logos above are the property of their respective owners. Blink Health is not offering advice, recommending or endorsing any specific prescription drug, pharmacy or other information. Please seek medical advice before starting, changing or terminating any medication or prescription.


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Look by Mari
I’m 20 years old student from Pori, Finland. I love fashion, music, arts, photograph and all beautiful things in life. I’m that girl who is always fixing up her make up and straightening her clothes. Perfectionist? Guilty! :) Look by Mari is a mix of fashion, lifestyle, beauty, travel and inspiration. Maybe also something else. Who knows? I’m a huge fan of outfits photos so you will see lots of those in this blog. This blog is also going to be a journey for me to become better in english and to get my english fluent. I also wanted this blog to reach all people with a same love of fashion as me. I hope you jump aboard and share the journey with me! Welcome to Look by Mari!
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Gallery: RSPB’s Big Garden Birdwatch returns this weekend

A goldfinch. Picture: Nigel Blake (
A goldfinch. Picture: Nigel Blake (

Bird-lovers are being urged to lose themselves in nature this weekend to support a conservation charity.

The RSPB’s annual Big Garden Birdwatch, now in its 39th year, returns from Saturday (January 27) to next Monday (January 29).

The survey asks the public to watch their garden, or nearest green space, for an hour on one of the three days, record the maximum number of each species spotted at one time and send the results to the charity, either online or by post.

Around 500,000 people nationally are thought to have taken part in the survey last year – across West Sussex and East Sussex more than 15,500 individuals took part; the data collected provides the RSPB with a snapshot of the UK’s garden birds in each county, or per borough in London.

Tim Webb, of RSPB, said: “When was the last time you allowed yourself an hour to simply look at the nature around you?”

“Here in the south east we’re already seeing our birds respond to climate change and the Big Garden Birdwatch gives us insights into the private spaces our researchers can’t reach. So lose yourself in nature for 60 minutes.”

This year the RSPB is curious to see how figures will change following a positive year for some resident British birds, such as greenfinch, chaffinch, blue tit, great tit and long-tailed tit. According to the charity, the numbers of greenfinches have been impacted by trichomonosis for the last decade and the disease has been documented in other garden birds, such as chaffinch. More recently it says there was a downward trend in Big Garden Birdwatch sightings of the tit species, thought to be linked to the prolonged wet weather in the 2016. However, as 2017 was drier, it is speculated that 2018 could bring bumper sightings.

Tim added: “There is a deadly serious side to the survey but it’s great fun to do and always a delight to see the incredibly diverse range of creatures getting on with their lives under our noses; normally ignored or overlooked.”

Last year’s top five most commonly seen birds in West Sussex were the house sparrow (1), starling (2), woodpigeon (3), blue tit (4) and blackbird (5); the house sparrow also took the top spot in 2016.

For more details on the Big Garden Birdwatch, including bird identification sheets, visit


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First Alumni Scholarship recipients share a love of learning

January 15, 2016 by Cindy O'Dell

Manuel E. Mestas and Ashley Davis are the inaugural recipients of the Alumni Association Scholarship. Both are the first in their families to work toward college degrees and both have overcome challenges to getting the educations they want.

Manuel E. Mestas, undergraduate recepient of the Alumni Association scholarship

Manuel E. Mestas

Mestas is the undergraduate recipient and is working toward a Bachelor of Arts degree in sociology at the Santa Maria campus. In addition to being diagnosed with dyslexia as an adult, Mestas said Brandman University was is his “Last ditch effort in pursuing an elusive dream of graduating from college.” Without the help of assistive technology provided by Brandman and the patient and thorough help of an executive coach, Mestas doubts that he would be able to overcome the hurdles he has faced since birth, including a mother disabled by being hit by a drunken driver, an alcoholic stepfather, growing up in the San Joaquin Valley with its high unemployment rate and having to make a living as a farm worker.

“I will be the first and only one in my family to have done so.  Even though my parents have passed away many years ago finishing my degree would make them so proud of me. I could then live as a tribute to them that they did the best they could and it wasn’t all in vain,” wrote Mestas in applying for the scholarship.

In his essay, Mestas wrote that he plans to work with the most defenseless in society: children in the foster care system and the elderly, especially those in hospice. He sees social workers as “change agents” and wonders about the difference a social worker, which he hopes to become, would have made in his parents’ lives.

“I find great meaning and fulfillment in somehow helping other’s get a better opportunity to succeed in life and have a better quality of life. I plan to not only work in a conventional service organization but because I have such an entrepreneurial motivation, I plan to author books and conduct seminars on Marriage and Conflict Resolution. I also have an interest in becoming a life coach as well. Graduating means to me that it pays to persevere, no matter what cards; “life” deals you.” he wrote.

Ashley Davis, graduate student recipient of the Alumni Association scholarship

Ashley Davis

Davis is the graduate student recipient and is working toward her master’s in education at the Roseville campus. She wanted to study to be a teacher when she started college at California State University, Chico, but adults in her life, who feared she wouldn’t be able to get a job, talked her out of pursuing that goal.

“I set aside my goals of becoming a teacher and instead graduated with BA in Social Work from CSU Chico. It’s been a long road to coming back to college, but it has only made me more passionate about becoming a teacher,” she wrote in her essay.

It was while working as a social worker educating students on public health in the Oak Park community of Sacramento that Davis realized she really wanted to be a teacher.

“I don’t want to be just any teacher; I want to be the teacher that demonstrates a commitment to my students and a passion for the content I’m teaching them. That’s why I want my Master of Education degree. I don’t want to be just good at teaching; I want to be great.”

Davis hopes to work in a Title I school serving students from low-income homes. “I, too, came from a low-income family with multiple outside stressors and am a great example of how perseverance pays off,” she wrote.

Davis grew up in a single-family household where college was not an expectation and schooling was not a priority. Now married, she said returning to college was not an easy choice because her family doesn’t have much money.

“On the first day of my credential program I delivered my son, who is now 18 months old. I remind myself constantly that I’m getting my teaching credential and Masters of Education for me and for my family as well as the students I will teach. Teaching won’t pay me the greatest, and it’s definitely not easy to have a job that matters every day. It will, however, make me happy,” wrote Davis.

Each winner of the Alumni Association receives $500.

“We’re so pleased to be able to offer these deserving students help with their education,” said Janine Lombardi, president of the Alumni Association board “With an additional $5,000 in donations, we could award even more scholarships.”

Those interested in donating to the Alumni Association may do so here. There is also a “donate” button on the heading of the website.

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Comedian Pieter-Dirk Uys’ celebrated in new documentary

Comedian, writer and satirist-in-chief Pieter-Dirk Uys is a true South African icon. Almost everyone knows who he is and what he’s done. He has contributed greatly to South Africa’s collective pop psyche and funny bone.

A new documentary, Nobody’s Died Laughing, celebrates the life of Pieter-Dirk Uys and his career, which expands over 50 years in performance. The film, which debuted at the Durban International Film Festival (Diff) at the end of June, is set for a nationwide theatrical release on 29 July 2016.

Directed by Willem Oelofsen, the film features interviews with friends, family and well known South Africans in arts and politics, all reminiscing about their favourite Uys moments. Interviewees include singers David Kramer and Zolani Mahola of Freshlyground; actresses Charlize Theron and Janet Suzman; and others such as former president FW de Klerk, Desmond Tutu and Nelson Mandela’s former private secretary Zelda la Grange. Italian actress Sophia Loren – one of Uys’ childhood idols – makes a special appearance to talk about their lifelong friendship.

The film also covers campaigns he is passionate about such as his travelling Aids-awareness entertainment programme, which he performed to over 1.5-million people across South Africa.

The film looks at the over 100 performances around the world, with particular attention on his apartheid-era satire. He took his anti-establishment message to forefront of the country’s dark political landscape while making all South Africans laugh at themselves.

Uys is the only entertainer to win South Africa’s prestigious Truth and
Reconciliation Award.

During his long career, Uys has enjoyed audiences with political figures such as former Minister of Foreign Affairs, Pik Botha, former president Thabo Mbeki and Mandela too. He has also formed long friendships with fellow social justice warriors such as U2’s frontman Bono, Mandela’s widow Graça Machel and the late Hollywood actress, Elizabeth Taylor.

“This film captures a man and a lifetime commitment to a country by using satire to affect change,” Oelofsen told News24.

The film also goes beyond Pieter-Dirk Uys the performer. It gets to know the man himself and what he thinks about a life spent in the limelight, drawing the ire of politicians and doing his best to change the world for the better.

“I found it fascinating that after 50 years in the entertainment industry he was still working at the same pace and with the same vigour as when he started,” Oelofsen said, “I believe audiences will be intrigued to experience more about the man who refuses to be silenced while using the arts as his weapon against discrimination and confronting intolerance.”

Popular online film critic duo, simply known as The Critics, call the film “an incredible South African experience”. They recommend it as compulsory viewing for every South African.
Watch their full review below:

Durban film critic Fred Felton calls the film “deeply thought provoking, emotional, very funny.”

Watch a discussion between Uys and Oelofsen, recorded during Diff 2016.

Source: SA People News


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In an audio that must be heard to be believed. Dan Bongino, the founder of the Groundswell Group, and a political candidate in Florida, had a total meltdown while talking to a reporter, Marc Caputo, from Politico, about a story over some donor information that Bongino had complained about with Naples News. The reporter had to endure a profanity laced tirade with Bongino, who appeared to have lost his mind while trying to reply to a question about why Bongino called the Naples News a propaganda outlet. But, being a great reporter, Caputo literally owned Bongino from the start. And Bongino, a former Secret Service agent, ended up on the other side of the questioning table and FAILED miserably at handing the questions from Caputo. It was EPIC in how Caputo owned Bongino, who couldn’t seem to keep his demeanor or his temper in check while being asked ONE SIMPLE QUESTION.

Bongino never once answered the question, but as the question kept coming up, Bongino eventually lost it, and started calling the reporter every name in the book, while threatening to make Caputo’s life a living hell from then on. This is a must listen to audio. I found it extremely illuminating that Bongino, who claims he is a Christian stud puppy, would go on a profanity laced tirade over a simple question being directed to him by a verified reporter just doing his job. Voters in Florida need to hear this Christian stud’s profanity laced tirade.

You will not be sorry you listened to this.. Caputo OWNED Bongino from start to finish.


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Mims Distributing Company Partners With Triangle Delta Waterfowl To Promote Environmental Preservation And Safe Drinking

RALEIGH, N.C. —  Mims Distributing Company, a North Carolina wholesale beverage distributor, is partnering with Triangle Delta Waterfowl (TDW) for its Annual Banquet on Friday, Feb. 13. In order to raise awareness of the importance of environmental conservation, Mims Distributing will donate beer for the banquet. An ally in the company’s commitment to promoting safe and responsible drinking, Taxi Taxi will be available to provide rides after the event. The banquet will take place at 6:30 p.m. in the Kerr Scott Building on the NC State Fairgrounds.

“We are proud to work with Triangle Delta Waterfowl and donate to its annual banquet, which has become a staple in supporting local conservation efforts,” said Chip Mims, CEO of Mims Distributing Company. “Mims Distributing values aligning ourselves with organizations that promote such great causes, and we want everyone to understand the importance of responsible drinking. Triangle Delta Waterfowl’s annual banquet allows us to reach a large audience with a timely and important message.”

For more than 50 years, Mims Distributing has been committed to being an environmental steward. In 2011 the company moved to a newly renovated facility, which includes one of the largest private solar rooftops in Wake County and bio-retention ponds to minimize on-site water consumption. Mims Distributing places a premium on water conservation and the future of waterfowl and waterfowl hunting, as water is a necessity to the successful production of beers and wines. Mims Distributing continually seeks to align themselves with organizations that share its values.

“Triangle Delta Waterfowl is proud and honored to host our 4th annual banquet.  All of the funds raised at our banquets go to support waterfowl conservation, youth hunting opportunities, and veteran and active duty military hunting opportunities,” said Lee Monses, co-chairman of Triangle Delta Waterfowl. “We are humbled by the support of our community and local businesses, including Mims Distributing, which allows us to host this great event for truly worthwhile causes.”

The TDW Annual Banquet allows Mims Distributing to contribute to this effort and raise conservation awareness within the greater Triangle community. Twenty-five percent of all profits raised at the banquet directly supports active and veteran military and youth hunting opportunities in North Carolina. For additional information and to purchase tickets, visit http://triangledelta.com/2014%20Banquet.html.

  • The banquet features an all-you-can-eat down East seafood feast with and open bar, as well as an auction and raffle, including a “Decoy Holder Only” three-gun raffle.
  • Auction and raffle items include more than 30 guns, hand carved decoys, sports memorabilia, hunting and fishing trips to the Midwest, Canada, Argentina, Costa Rica, North Carolina, Maryland and more.

Mims Distributing Company, established in 1964 in Raleigh, North Carolina, is a family-owned beer and wine distributor servicing the entire state of North Carolina. The company offers the MillerCoors brands that domestic beer fans enjoy, and maintains extensive knowledge of what’s brewing in the craft beer industry. These expert brew sellers also share their passion for excellent beers on Tales from the Cask, a popular award-winning craft beer podcast covering everything from locally grown hops to seasonal ales and beyond. A proponent of the Triangle’s craft beer explosion, Mims Distributing offers favorites from AleSmith Brewing Company, Anchor Brewing, Carolina Brewing Company and Sierra Nevada Brewing, to name a few. Mims Distributing also recently reentered the wine distribution business. In addition to believing in the delicious beers and wines they sell, Mims Distributing is committed to supporting the local community, donating more than $60,000 in financial and in-kind donations to area nonprofits each year. A family-friendly company, Mims Distributing was the recipient of the 2013 and 2014 Carolina Parent Family-Friendly 50 award. Mims Distributing is also dedicated to sustainability as a way of life, and in 2013 was recognized with a Triangle Commercial Real Estate Women (TCREW) Champion Award in the Green and Sustainability category, as well as named a top three “green” Triangle business by Raleigh Downtowner Magazine. As always, Mims Distributing advocates for drinking in moderation. For more information, visit http://mimsdistributing.com.

Founded in 1911, Delta Waterfowl is the oldest waterfowl conservation organization in North America, with a mission of efficiently securing the future of waterfowl and waterfowl hunting. The Triangle Delta Waterfowl chapter was founded in 2012 and has since raised more than $139,000 to support the local community through kids youth education and hunt days, habitat improvement, duck nesting structures and active veterans hunts. Last year, the chapter was ranked fifth in the nation in total net revenue.


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Frank Harold Spedding

American chemist

Frank Harold Spedding, (born Oct. 22, 1902, Hamilton, Ont., Can.—died Dec. 15, 1984, Ames, Iowa, U.S.), American chemist who, during the 1940s and ’50s, developed processes for reducing individual rare-earth elements to the metallic state at low cost, thereby making these substances available to industry at reasonable prices. He also helped to purify the uranium used in 1942 for the first self-sustaining nuclear chain reaction experiment.

After studying at several American institutions of higher education, Spedding held various teaching and research positions until he became professor of physical chemistry at Iowa State University of Science and Technology, Ames, in 1941. The following year he joined other scientists at the University of Chicago who were seeking to determine whether a self-sustaining nuclear chain reaction was possible. Dividing his time between Chicago and Ames, Spedding, together with Harley A. Wilhelm and C.F. Gray, found a way to produce very pure uranium metal; that substance was used in the first self-sustaining nuclear chain reaction experiment at Stagg Field, University of Chicago, on Dec. 2, 1942.

After World War II Spedding returned to Ames, where research by his group resulted in the theoretical and practical advances that made possible the production of rare-earth metals at low cost. Spedding was director of the Institute for Atomic Research and of the Ames Laboratory of the Atomic Energy Commission at Iowa State University until 1968, when he became principal scientist at the Ames Laboratory. From 1968 to 1976 he was a member of the Committee on Radioactive Waste Management for the National Academy of Sciences.

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Month: Avril 2010

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