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What is the estimated delivery time?
Sellers generally procure and ship the items within the time specified on the product page. Business days exclude public holidays and Sundays.
Estimated delivery time depends on the following factors:
Why does the delivery date not correspond to the delivery timeline of X-Y business days?
Why does the delivery date not correspond to the delivery timeline of X-Y business days?
It is possible that the Seller or our courier partners observe a holiday between the day you placed your order and the date of delivery, which is based on the timelines shown on the product page. In this case, we add a day to the estimated date. Some courier partners and Sellers do not work on Sundays and this is factored in to the delivery dates.
What do the different tags like "In Stock", "Available" mean?
What do the different tags like "In Stock", "Available" mean?
'In Stock'
For items listed as "In Stock", Sellers will mention the delivery time based on your location pincode (usually 2-3 business days, 4-5 business days or 4-6 business days in areas where standard courier service is available). For other areas, orders will be sent by Registered Post through the Indian Postal Service which may take 1-2 weeks depending on the location.
The Seller might not have the item in stock but can procure it when an order is placed. The delivery time will depend on the estimated procurement time and the estimated shipping time to your location.
'Preorder' or 'Forthcoming'
Such items are expected to be released soon and can be pre-booked for you. The item will be shipped to you on the day of it's official release launch and will reach you in 2 to 6 business days. The Preorder duration varies from item to item. Once known, release time and date is mentioned. (Eg. 5th May, August 3rd week)
'Out of Stock'
Currently, the item is not available for sale. Use the 'Notify Me' feature to know once it is available for purchase.
Sometimes, items have to be sourced by Sellers from outside India. These items are mentioned as 'Imported' on the product page and can take at least 10 days or more to be delivered to you.
'Back In Stock Soon'
The item is popular and is sold out. You can however 'book' an order for the product and it will be shipped according to the timelines mentioned by the Seller.
'Temporarily Unavailable'
The product is currently out of stock and is not available for purchase. The product could to be in stock soon. Use the 'Notify Me' feature to know when it is available for purchase.
'Permanently Discontinued'
This product is no longer available because it is obsolete and/or its production has been discontinued.
'Out of Print'
This product is not available because it is no longer published and has been permanently discontinued.
Why does the estimated delivery time vary for each seller?
Why does the estimated delivery time vary for each seller?
You have probably noticed varying estimated delivery times for Sellers of the product you are interested in. Delivery times are influenced by product availability, geographic location of the Seller, your shipping destination and the courier partner's time-to-deliver to your location.
Please enter your default pin code on the product page (you don't have to enter it every single time) to know more accurate delivery times on the product page itself.
More answers in our Shipping FAQs »
Validity | Covers | Type Accepted |
30 days from delivery | Damaged, Defective, Item not as described | Replacement |
Validity | Covers | Type Accepted |
30 days from delivery | Exchange for colors and size, Does not fit | Exchange |
Validity | Covers | Type Accepted |
10 days from delivery | Exchange for colors and size, Does not fit | Exchange |
Validity | Covers | Type Accepted |
10 days from delivery | Damaged, Defective, Item not as described | Replacement |
Delivered in 3-4 days.
Rs. 699/-
Step in the shoes of the Dark Knight and save the city of Arkham in the latest batman game- Batman: Arkham City. The game is the sequel to the award winning Batman: Arkham Asylum and continues on the concepts set in the previous game.
Arkham city is for anyone who has grown reading the stories of Batman. The game combines many innovative and interactive features, bringing back the nostalgia that made Batman great. Arkham City is a third-person action adventure game, available for the PS3 platform. The game is rated Teen and can be played anyone above the age of 13.
Synopsis and Features
The story of Arkham City begins 18 months after the events concluded in the Arkham Asylum game. Gotham has changed. The thugs, gangsters and insane criminal masterminds that were once held in a proper asylum, now live in the heart of the city in a maximum security home called Arkham City.
Arkham city is a sprawling new super-prison that is five times bigger than Arkham Island. With a brand-new story and an all-new star cast, Arkham City includes classic characters and murderous villains from the Batman universe. The game promises enhanced gameplay features and new experiences to make you the Dark Knight of Gotham.
Developed by Rocksteady Studios and released by Warner Bros. Interactive Entertainment, Batman: Arkham City promises a lot more than its predecessor. Fans of Arkham Asylum will have no problem learning the new game system as the single-player game does exactly what the previous game did, only better.
Starting with the core gameplay to counter attacks, Arkham City has a slew of new features that will keep you hooked for hours. You will be gliding from one building to other, fighting a group of enemies, picking locks or doing all at the same time. The Batman game keeps things simple yet thoroughly interesting.
The game features an array of new combos and multipliers. Elements of the game like XP and upgrade system have been tweaked. The new additions in the game include smoke pellets, Cryptographic Sequencer V2 and freeze grenades that help in taking out enemies faster, even if you are in a room with 20 of them. Batman can now bust through windows, use radio frequencies to eavesdrop on enemies for clues and hack certain frequencies to track other people.
The AI has been tweaked, making the enemies stronger and intelligent. They are equipped with new arsenal and come in large groups. The game takes place in many different locations, giving it a more elaborate feel. From the Medical Center, Courthouse to Monarch Theater, you will travel around the city to find out what is going on in Arkham City, Why the Joker is ill, and what are the secrets that threaten the safety of Gotham.
Online Features
The game allows downloadable content. This content can vary from anything from more missions to additional playable characters. The content can be purchased separately as there are many new characters added each time. The speciality of the new characters is that that have moves and weapons unique to the unlocked character. Additional DLC packs are also available like the Nightwing pack and Robin pack along with new maps.
New artwork, new skins and many other things can be downloaded almost every day that can assist you in changing your character's appearance and making it special. The PSN network allows you to connect and download updates and many other things that make playing the game a wholesome experience.
General | |
Title | Batman : Arkham City [Essentials] |
Category | Games |
Platform | PS3 |
Publisher | Warner Bros. Interactive Entertainment |
Brand | Batman |
Mode | Single-Player |
Genre | Action-Adventure |
The game is awesome. It brings your dream of being a superhero to reality. From fighting mega villains, all the way down to eavesdropping on obscure guards. Open city environment guarantees enormous replaybility. Lots to do and Joker to bear...Bah cant get better than this. Guys this is the reason we love Batman...Buy this game
Flipkart was prompt in delivering, no issues there. Maybe because i stay in Mumbai.
Angry fans can all preorder other games from somewhere else and see the difference.
Flipkart rocks!!
Hellooooooooo there,can you read me??? Of course you can.he he,see,i have written a "little" review out there,it will be a little doozy but i hope you will enjoy this.So come on little bats,lets start the game.;-)
SOLID PACKAGING and HASSLE FREE INSTALLATION will initiate a great start.The installation process is a bit lengthy and it consumes some 20 GB of your precious space but after all the dark knight deserves this.:)
Simply top notch.If you have a bit more powerful machine with a good graphics card,the beauty of the atmosphere will blow you away.From the cold dark nights to the foggy skies;from the sky-high buildings to the deep silence of the sea;from the vast area of action to the fine detailing of the most beautiful things,each and every field is just perfectly done.Obviously it is not a cry-engine 3 or something like that.So do not expect no deterioration in a closer view but when viewed from a distance or as a whole,the game looks marvelous.
A REALLY DEEP AND ENGROSSING STORY that really gives you the feel of being batman.All the characters are so well placed that they really spice up the things a lot.A LOT OF TWISTS and even emotional scenes are there which will make the tale even more deeper.Do not read the story before you play the game and rest assured to be surprised at the end.(And oh,there is a new playable character this time,the cat-woman who whips out thugs for about 10% of the main story)
Nothing more can be expected from this section.The knight is even more darker with a variety of NEW GADGETS and a BUNCH OF NEW MOVES under his gloves.You will have intense fun while you apply them on your enemies.Very fine tuning of your abilities are possible to bring out the most devastating effects in the tough fight situations.NEWER AND TOUGHER ENEMIES are added this time and all of them will require different take down tactics. Play by brain and you will be rewarded the most.
A lot of SIDE MISSIONS are there.They are not only fun but also are full of xp's. RIDDLER"S CHALLENGES will really take some deep thinking to be solved this time.Still want more????well,the CHALLENGE MODE is back too!!This time with some more rooms to play and some "more" thugs to kill.you be batman or,the woman on the heels,cat-woman.;-)
this just can not be any better. Almost all the character has a definitive voice which really makes them feel more alive. Particularly the batman and the joker has got the most distinctive voice.The way the joker kills while he is laughing is simply terrifying and the way he throws his anger to batman in a wrapper of sharp satire is just simply amazing.Similarly when batman tells "there's always a way out",it really seems that there is.
the game feels better to play for the second time than the first.When the main story is finished you still have a lot of things to do.The whole city is waiting for further exploration.!!!
I mean the way the game depicts the dark knight and the associated events really surpasses most of the bars of the heights set by various comics or movies.Its a game that defines what a game could be or even,should be!!!So come on,get up bats,we expect a little more fight in you!!!he he he...
last but not the least,flipkart delivery was as pleasant as ever.
thank you.
Hi guys,
If you want to have a complete experience of gaming then the best option would be this one.Be it the graphics,the environment or even the minute details of conversation of the goons & thugs,they seem so real which makes you go like 'whoa!'.The story mode is very intersting except for the loading time which could be a li'l bit frustrating.But mind you,you would have already been lost in the beauty of the city by then(i meant the work of the CG) and swinging from one tower to another taking complete control of the city and giving the worst nightmares to the dangerous minds that have broken free from the asylum.
What makes the game so fascinating is that the game also has side missions apart from the main mission,like you can tap frequency where you hear some one is in deep trouble and that's where you plunge into side mission to save that person.And the kind of entry you make,gawd! your pride as Batman will be beaming like anything.Especially when the goons are terrified and address you like 'Look the Bat's here' or 'Oh my god,i cannot see him'.Of course you 'll be above him the whole time throwing batarangs or shock him with your weapon.Poor guys!
The moves ,the counters ,ultra slow motion for the final blow and the detective mode are all too awesome.Only if they had enhanced it further like make batman pick up any object he finds and use them againts the baddies(eg.Snatching the gun is already available,but using it against them ?) would be even more wickedcool.But i know its ridiculous,coz Batman never works that way or kills anyone.
In simple,it makes you adapt to the game,where you aren't playing anymore but you ARE the caped crusader lurking in the darkest streets of arkham city to kick their butts !
Infact you are the DARK KNIGHT !
for IGN uncharted 3 may be the reason why they play video games but for me personally that would be batman arkham city because this game has got everything for everyone.... a good story? check... great musical score? check...voice acting? check.... intelligent, clever gameplay? check.... n everything else that makes video games great? check.... the game, apart from the main story, allows you to explore the city like any RPG player would and the reward for that delivers when you intelligently solve the riddles and find the riddler trophies giving you an additional in-depth on what's actually happening in and around the arkham city- a feature especially taken from RPG games. then the gameplay? well let me tell you this if you've a controller it'd be a miss to not play this game on "hard" difficulty because controller efficiently allows you to respond timely to the incoming attacks or tricky maneuvering. n i recommend hard because on hard you'll actually calculate situations in front of you before diving into them which otherwise on normal or easy you can handle like "incredible hulk". you'll think which thug to take out first or if there's a group with multiple armed enemies you'll try to figure how to approach and take them out first.... Batman is the kind of a hero which we all wanna be...a human, which can't consider bullets as cotton balls like superman can or jump out of line of an armed thug's sight like spider man, but at the same time a dark knight whose peak mental and physical training alongwith a smart arsenal of gadgets allow him to handle these situations effectively and more believably.
the only issue i have is actually with the software itself which right now is not optimised well.... and 2 or 3 times i've also had bluescreens due to it .. but otherwise it's running fine between 30 to 40 FPS which is more than enough for a third person game like this. just make sure to update all your graphic drivers to the latest versions out there and you're good to go most probably
I should say Arkham city is much better than Arkhum asylum gameplay.
What more should you wanna hear?
this is the best game of batman i have played till now
the graphics r awesome
cobats r superb
story is cool
the game is indeed good .... it's awesome actually.
the graphics are awesome and gameplay is great.
First of all-WOW !
What an awesome game and a true successor of Arkham Asylum!
I started playing this game on Feb 1...
This is a great game. Good graphics, awesome story, open world. Mainly for the Batman lovers.
Flipkart made the de...


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Start Local : Grow Global Are you a Long Island start-up business owner? Our active community provides the perfect blend of online and offline educational events and social gatherings to help you start your business locally and grow it globally. Our goal is to help organize and accelerate the disjointed start-up community here on Long Island. A NoizIvy.org Powered Project
Featured Startups The Wing Dipper is a unique, patented container the has been designed specifically for buffalo wing dipping sauces. Invented by serial entrepreneur Aaron Foss, the Wing Dipper's shape has a round section for the drum and a long section for dipping the flat wing. You get dressing only on the parts of the wing that you eat. No more tiny round cups. Always the right amount of dressing. The unique container helps reduce waste which lowers costs and puts more money in your pocket.
Featured Interview This month we interview Dani Horowitz of Daniweb.com a Long Island based technology community. Listen in while we learn why Dani started a tech forum and more importantly how she grew it from a small message board to a international community consisting of over 1 million registered members. Dani also organizes the largest and most consistently attended tech meetups for and by techies on Long Island. CLICK HERE to watch the interview.

subset: commoncrawl


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Informed consumers conserve for cash, study says
People will significantly conserve electricity during peak demand if given price incentives and tools to modify usage, according to a new study.
Oklahoma Gas & Electric (OG&E), a utility company and a subsidiary of OGE Energy, announced this week the interim results of a study that was required as part of a $130 million grant from the American Reinvestment and Recovery Act. The utility used the grant to create a smart grid with 42,000 smart meters.
The study, conducted in conjunction with the Lawrence Berkley National Laboratory, consists of 3,000 OG&E consumers in Norman, … Read more


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Ms Janet Thiede, Sales Associate
Coldwell Banker King Thompson
176 Clint Dr Pickerington, OH
Office: (614) 759-0808 , Mobile: , Fax:
176 Clint Dr Pickerington, OH
Office: (614) 759-0808 , Mobile: , Fax:
, Contact:
Email or Phone required for Assistant
Since 2006, I have represented buyers and sellers throughout central Ohio. Customer service is my trademark. I look forward to working with you!
* if you already have a photo or video, uploading a new file will replace your current selection.
Contact Ms Janet Thiede
Coldwell Banker King Thompson
176 Clint Dr, Pickerington, OH 43147
Office Phone:
(614) 759-0808
(614) 863-4612
About Ms Janet Thiede
- Janet Thiede is a full-time professional who knows the central Ohio market. She has the expertise and skills to utilize the best tools to sell your home or to help you find a new one.
- She takes the time to analyze neighborhood statistics to make sure that you are selling your home for the right price or purchasing one for the fair market value.
- Janet Thiede is there to help you throughout the real estate process.
- She listens to her clients, understands their needs, and works hard to help them reach their goals.
- Janet Thiede returns your calls, and/or answers your emails in a timely and professional manner.
- She is concerned about your sale or purchase and not how many clients she can obtain. To Janet, real estate is not a numbers game.
- Janet Thiede cares about the people she works with and places their needs first.
- Friend of Education Award, Pickerington Education Association (2012)
- You Make a Difference Award, Coldwell Banker King Thompson (2010)
- Spotlight on Community Service, Columbus Board of Realtors® (2008)
- Friend of Education Award, Pickerington Education Association (2007)
- Local Women of Distinction Award, Pickerington High School North Youth Connections (2006)
- Who's Who of American Teachers (1998)
- Marion Distinguished Citizen Award (1997)
- Janet Thiede has extensive experience in marketing, public relations, and communications. She began her career as a television reporter/producer for WOWK-TV in Charleston, West Virginia. Prior to leaving that post, she earned the "Outstanding Individual Reporting Award" from United Press International. Janet left television to work in marketing and public relations at Kent State University. By the time she left the university to raise three small children, Janet was the Assistant Vice President for Marketing and Communications. She has been utilizing her organizational and marketing skills ever since as a central Ohio Realtor. She understands market analysis and utilizes the latest technology to help buyers and sellers. Janet is a people-person who works tirelessly to help her clients achieve their dreams.
- Janet Thiede received her Master's degree from Marshall University in Communications with a minor in Business Management. Her Bachelor's degree is also from Marshall University. While at Marshall University, Janet was named to Who's Who Among Students in American Universities and Colleges and inducted into Omicron Delta Kappa, the national leadership honorary. At Marshall, Janet competed on the collegiate speech team and was captain of the Thundering Herd Marching Band Flag Corps.
- Janet Thiede is the past President of the Tri-County Realty Association, a member of the Columbus Board of Realtors, Ohio Association of Realtors, and the National Association of Realtors.
- Janet Thiede is a Cartus Relocation Specialist for Coldwell Banker King Thompson and a member of the Coldwell Banker King Thompson e-Team.
- Janet Thiede received her Master's degree from Marshall University in Communications with a minor in Business Management. Her Bachelor's degree is also from Marshall Univ
- Janet Thiede is a central Ohio Realtor with extensive experience working with buyers and sellers in Pickerington, Reynoldsburg, Pataskala, Canal Winchester, Dublin, Grove City, Hilliard, Westerville, Gahanna, New Albany, Columbus, Groveport, Upper Arlington, and Worthington.
- Janet Thiede enjoys working with first-time home buyers and is especially good at helping them through each step of the process.
- Janet Thiede understands the stress of the relocation process and works well with clients moving to central Ohio.
- Janet Thiede has built three homes and rennovated one, so she understands the building process.
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Allernaze Side Effects
Generic Name: triamcinolone nasal
Note: This document contains side effect information about triamcinolone nasal. Some of the dosage forms listed on this page may not apply to the brand name Allernaze.
Some side effects of Allernaze may not be reported. Always consult your doctor or healthcare specialist for medical advice. You may also report side effects to the FDA.
For the Consumer
Applies to triamcinolone nasal: nasal aerosol powder, nasal spray
Along with its needed effects, triamcinolone nasal (the active ingredient contained in Allernaze) may cause some unwanted effects. Although not all of these side effects may occur, if they do occur they may need medical attention.
Check with your doctor immediately if any of the following side effects occur while taking triamcinolone nasal:
More common- Body aches or pain
- chills
- congestion
- diarrhea
- dryness or soreness of the throat
- fever
- general feeling of discomfort or illness
- headache
- hoarseness
- increased cough
- joint pain
- loss of appetite
- muscle aches and pains
- nausea
- runny nose
- shivering
- sweating
- tender, swollen glands in the neck
- trouble sleeping
- trouble with swallowing
- unexplained nosebleeds
- unusual tiredness or weakness
- voice changes
- vomiting
- Cough producing mucus
- difficulty with breathing
- noisy breathing
- shortness of breath
- tightness in the chest
- Blindness
- bloody mucus
- blurred vision
- changes in vision
- darkening of the skin
- decreased vision
- eye pain
- fainting
- fast heartbeat
- hives
- irritation
- itching
- joint stiffness or swelling
- loss of appetite
- lower back or side pain
- mental depression
- painful or difficult urination
- rash
- redness of the skin
- slowing of normal growth in children
- swelling of the eyelids, face, lips, hands, or feet
- tearing
- trouble healing
- white patches in the throat
Some side effects of triamcinolone nasal may occur that usually do not need medical attention. These side effects may go away during treatment as your body adjusts to the medicine. Also, your health care professional may be able to tell you about ways to prevent or reduce some of these side effects. Check with your health care professional if any of the following side effects continue or are bothersome or if you have any questions about them:
Less common- Acid or sour stomach
- belching
- heartburn
- indigestion
- stomach discomfort, upset, or pain
- tooth problems
- upper abdominal or stomach pain
- Change in sense of smell or taste
For Healthcare Professionals
Applies to triamcinolone nasal: nasal aerosol, nasal aerosol with adapter, nasal spray
Triamcinolone nasal (the active ingredient contained in Allernaze) has been generally well tolerated and, due to the nature of its administration, has not been inclined to produce the systemic adverse effects generally associated with the use of corticosteroids.
Nervous system
The central nervous system side effect of headache has been reported in 18% of patients.
Respiratory side effects have included nasal irritation, pharyngitis, dry mucous membranes, burning and stinging, congestion, epistaxis, sneezing, and rarely, nasal septal perforations.
Endocrine side effects have included rare reports of suppression of the hypothalamus-pituitary-adrenal axis. The risk of adrenal suppression is less than that associated with systemic corticosteroids and is generally only of concern when using higher than recommended doses or in patients who may be particularly sensitive.
Ocular adverse effects are more commonly seen with systemic administration of corticosteroids. However, posterior capsular cataracts have been occasionally reported with triamcinolone, especially with long-term use. In addition, prolonged use of high-dose inhaled corticosteroids ( >= 440 mcg of triamcinolone nasal (the active ingredient contained in Allernaze) may be associated with increased risk of ocular hypertension and open angle glaucoma.
More about Allernaze (triamcinolone nasal)
Consumer resources
- Other brands: Nasacort, Nasacort AQ
Professional resources
Compare with other treatments for:
Disclaimer: Every effort has been made to ensure that the information provided is accurate, up-to-date and complete, but no guarantee is made to that effect. In addition, the drug information contained herein may be time sensitive and should not be utilized as a reference resource beyond the date hereof. This material does not endorse drugs, diagnose patients, or recommend therapy. This information is a reference resource designed as supplement to, and not a substitute for, the expertise, skill , knowledge, and judgement of healthcare practitioners in patient care. The absence of a warning for a given drug or combination thereof in no way should be construed to indicate safety, effectiveness, or appropriateness for any given patient. Drugs.com does not assume any responsibility for any aspect of healthcare administered with the aid of materials provided. The information contained herein is not intended to cover all possible uses, directions, precautions, warnings, drug interactions, allergic reactions, or adverse effects. If you have questions about the substances you are taking, check with your doctor, nurse, or pharmacist.


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I don't mind Haley, but her voice isn't really all that unique quite frankly. She did work her butt off in that song though and this was her best performance.
I don't mind Haley, but her voice isn't really all that unique quite frankly. She did work her butt off in that song though and this was her best performance.
Haley shouldn't wear 5" heels until she learns to walk in them.
Parts of this was good and parts were not so good. I want her to do better than she does.
Steven growled back at Haley.
Looks like the shoes is preventing her from from belting it out.
Haley's number came off as a lost number from "Burlesque."
I meant to take the high road.... but I missed the exit.
Thanks, Peter. I always check out free music, and I wouldn't have known about this if not for your post. Anoop has a great, natural voice that really surprised me at the Idols live concert. I think I'm going to download his slower tracks where you can really appreciate that voice. His dance/R&B/pop tracks remind me of something by Jason Derulo or Jay Sean but aren't as catchy. Also, he loses points for using Autotune/Vocoder.
And what is with that picture??? I don't understand the white face/lighting/makeup?
All that said, Anoop is working really hard to make it, and I applaud him for it. His voice is definitely marketable if he wanted to do something like either Bruno Mars or Jay Sean. I wonder if he'll break through one day. Unlikely, but possible.
Last edited by cailuj365; 03-24-2011 at 02:08 AM.
Scotty singing Jackson 5/Stevie Wonder For Once in My Life
I love this kid. All he needs is someone to work with him on some of his stage mannerisms. He needs someone to help him get the girls.
Scott...this is just bad. I give you credit for trying but just no...
Is he having a seizure?
Worst performance of the season for me...and that is saying something.
Of course the judges love it. I must be an idiot or deaf or both.
"Michelle would never be caught with sausage grease staining her Vera Wang." - rfisher
There is just something so wrong about this... I can't put my finger on it, but for me it's a bit worthy...
Is Haley the only one to sing a song that's no previous Idol contestant has ever sang?
Casey Abrams I Heard It Through The Grapevine
Thia Megia - Heatwave
Jacob Lusk Youre All I Need To Get By
Lauren Alaina You Keep Me Hangin On
Stefano Langone - Hello
Haley Reinhart Youve Really Got A Hold On Me
Scott McCreery For Once In My Life
Still to sing:
James Durbin
Naima Adedapo
Paul McDonald
Pia Toscano
I like him a lot, but this doesn't work Country style. It was not a great version, Jennifer.
Not crazy abput him but he reminded of Glen Campbell with this rendition.
Scotty That is all.
I meant to take the high road.... but I missed the exit.
Pia All in love is fair.
She looks gorgeous tonight.
This sounds like it has the potential to be off the charts...
Pia is still my favorite, and she's hitting this one out of the park!
i love pia but another ballad really, girl please
I feel like I'm in a dream. But it can't be a dream because there are no boy dancers!
Pia has some pipes!
"Michelle would never be caught with sausage grease staining her Vera Wang." - rfisher
I like Pia but I find All in Love is Fair so boring...
Has she sang anything but ballads?


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1 verified offer in October, 2013
We have a BLK DNM sale for you. Latest offer: 'Sign Up for BLK DNM Email Alerts And Receive Exclusive News and Updates' The last time an offer was used was March 14, 2014.Online driven clothing brand from downtown New York and is the brainchild of Johan Lindeberg, the creative force behind Diesel, J.Lindeberg and William Rast. BLK DNM specializes in premium denim and also offers high end leather jackets, knitwear, and tailoring.
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General Certificate of Secondary Education
The General Certificate of Secondary Education (GCSE) is an academic qualification awarded in a specified subject, generally taken in a number of subjects by students aged 14-16 in secondary education in England, Wales and Northern Ireland. It was introduced in 1986 (with the first examinations taking place in 1988) replacing the former O Level / CSE qualifications. As well as amalgamating the two former examination systems, one of the main changes was to allow students to complete Course Work during their two years of study, which was marked by their teachers and contributed to their final examination grade.
The qualification is equivalent to a Level 1 or Level 2 (grade depending) Key Skills Qualification. (In Scotland, the equivalent is the Standard Grade.) Some students may decide to take one or more GCSEs before or after they sit the others, and people may apply for GCSEs at any point either internally through an institution or externally.
The educational systems of other British territories, such as Gibraltar,[1] Nigeria and South Africa, also offer the qualification, as supplied by the same examination boards. The international version of the GCSE is the IGCSE, which can be taken anywhere in the world, and which includes additional options relating to coursework and the language the qualification is pursued in. Countries such as Zimbabwe still use the former qualifications- O Level
Prior education to GCSE level is generally required of students wishing to pursue A-level courses or the International Baccalaureate. GCSE exams were introduced as the compulsory school-leavers' examinations in the late 1980s (the first exams being taken in the summer of 1988) by the Conservative Party government, replacing the Certificate of Secondary Education (CSE) and GCE Ordinary Level (O-Level) examinations. In September 2012, Michael Gove as Secretary of State for Education, announced plans to scrap GCSE exams for core subjects in England and to introduce a replacement qualification in 2015 called the English Baccalaureate Certificate.[2] In February 2013 Gove subsequently announced the Certificate part would not go ahead, and that GCSEs would remain.[3] In June 2013, Gove further announced that GCSEs would be replaced by "Intermediate levels" (now abbreviated to "I-levels").
In secondary schools, GCSE courses are taken in a variety of subjects, which are usually decided by the students themselves in Year 9 (age 13-14), however, increasingly more students from schools in England are deciding in Year 8 to study their chosen subjects in Year 9 raising the question as to whether the exams are becoming easier to pass. Typically though, study of chosen subjects begins at the start of Year 10 (age 14-15), although some subjects start earlier, for example Maths, English and Science, mainly because these courses are too long to be taught within the traditional 2 years; final examinations are then taken at the end of Year 11 (age 15-16). In Northern Ireland, these age groups are designated as one Year higher, so that Year 9 elsewhere is equivalent to Year 10 in Northern Ireland, and so forth. The number of subjects a student studies at GCSE level can vary. Usually somewhere between eight and ten subjects are studied, though it is not uncommon for more, or fewer, subjects to be studied.
In secondary schools, GCSEs are compulsory in the core subjects and are more common qualification taken by 14–16-year-old students. The only requirement is that in state schools English, mathematics, science and physical education are studied during Key Stage 4 (the GCSE years of school). In England and Northern Ireland, students following the national curriculum (compulsory in state schools) must also study some form of information communication technology (ICT), and citizenship. In Wales, Welsh (as a first or second language) must also be studied. These subjects do not have to be taught for any examination (or even be discrete lessons), though it is normal for at least English, mathematics and science to be studied to GCSE level.
For the reasons above, virtually all students take GCSEs in English, mathematics and science. In addition, many schools also require that students take English literature, at least one modern foreign language, at least one design and technology subject, religious education (often a short, or 'half', course), and ICT (though increasingly this is the DiDA or OCR National, rather than the GCSE). Students can then fill the remainder of their timetable (normally totalling ten different subjects) with their own choice of subjects (see list below). Short Course GCSEs (worth half a regular GCSE) or other qualifications, such as BTECs, can also be taken.
At the end of the two-year GCSE course, candidates receive a grade for each subject that they have sat. The pass grades, from highest to lowest, are: A* (pronounced 'A-star'), A, B, C, D, E, F and G. Grade U (ungraded/unclassified) is issued when students have not achieved the minimum standard to achieve a pass grade; the subject is then not included on their final certificate.
GCSEs are part of the National Qualifications Framework. A GCSE at grades D–G is a Level 1 qualification, while a GCSE at grades A*–C is a Level 2 qualification. As one would expect, GCSEs at A*-C (Level 2) are much more desirable and insisted on by many employers and educational institutions. Level 1 qualifications are required to advance to Level 2 qualifications. Likewise, Level 2 qualifications are required to advance to Level 3 qualifications.
Students can also receive an X grade which signifies that they have only completed part of the course or key elements such as coursework are missing and so an appropriate grade cannot be given. A Q (query) grade means that the clarification is needed by the exam board, whom the school should contact. Both X and Q are normally temporary grades and replaced with a regular grade (A*-G or U) when the situation has been resolved.
X grades are also very rarely used by some exam boards to indicate that the examiner found offending material, usually hate speech, within one of the exam papers that a student took. In some cases this may cause the student to lose all marks for that particular paper, and occasionally for the entire course. X grades are most common in subjects where ethical issues are raised and/or there is a question which requires the student to express their personal opinion on a scientific/religious view. Notable areas where this can occur are Biology and Religious Education/Studies.
In many subjects, there are two different 'tiers' of examination offered:
- Higher, where students can achieve grades A*–D(E), or an U
- Foundation, where they can achieve grades C–G, or an U[4]
If a candidate fails to obtain a Grade G on the Foundation tier or a Grade D on the Higher tier they will fail the course and receive a U. Candidates who narrowly miss a Grade D on the Higher tier, however, are awarded a Grade E. In modular subjects, students may mix and match tiers between units. In non-tiered subjects, such as History, the examination paper allows candidates to achieve any grade. Coursework and controlled assessment also always allows candidates to achieve any grade.
In 2006, GCSE Mathematics changed from a 3-tier system — Foundation grades (D–G), Intermediate (grades C–E) and Higher (grades A*–C) — to the standard 2-tier system described above.
A* | A (A*+A) | B | C | D | E | F | G | U | A*-C | Candidates | |
1988 | 8.4 | 12.8 | 20.7 | 19.3 | 16.6 | 12.5 | 6.3 | 3.4 | 41.9 | 5230047 | |
1989 | 9.9 | 13.8 | 21.9 | 19 | 15.8 | 11.2 | 5.6 | 2.9 | 45.6 | 5132998 | |
1990 | 10.8 | 14.4 | 22.5 | 18.7 | 15.3 | 10.6 | 5.2 | 2.5 | 47.7 | 5016547 | |
1991 | 11.4 | 14.7 | 22.4 | 18.6 | 15 | 10.5 | 5.3 | 2.2 | 48.5 | 4947593 | |
1992 | 12.3 | 15.3 | 22.9 | 18.6 | 14.7 | 9.9 | 4.7 | 1.6 | 50.5 | 5028554 | |
1993 | 12.5 | 15.9 | 23.1 | 18.6 | 14.2 | 9.3 | 4.4 | 1.8 | 51.5 | 4968634 | |
1994 | 2.8 | 10.2 (13) | 18 | 21.8 | 18.7 | 13.7 | 9.3 | 4.1 | 1.5 | 52.8 | 5029599 |
1995 | 3.2 | 9.9 (13.1) | 17.8 | 22.1 | 18.6 | 14 | 9 | 3.9 | 1.5 | 53 | 5431625 |
1996 | 3.4 | 10.3 (13.7) | 18 | 22.3 | 18.6 | 13.4 | 8.7 | 3.8 | 1.5 | 54 | 5475872 |
1997 | 3.6 | 10.5 (14.1) | 18.1 | 22.3 | 18.7 | 13.3 | 8.5 | 3.6 | 1.5 | 54.4 | 5415176 |
1998 | 4.1 | 10.6 (14.7) | 16.5 | 23.6 | 18.6 | 13.2 | 7.6 | 3.5 | 2.3 | 54.8 | 5353095 |
1999 | 4.4 | 10.8 (15.2) | 16.9 | 23.7 | 18.7 | 12.7 | 7.5 | 3.3 | 2 | 55.8 | 5374751 |
2000 | 4.6 | 11.2 (15.8) | 17 | 23.8 | 18.4 | 12.5 | 7.2 | 3.2 | 2.1 | 56.6 | 5481920 |
2001 | 4.9 | 11.2(16.1) | 16.9 | 24.1 | 18.3 | 12.1 | 7.1 | 3.3 | 2.1 | 57.1 | 5632936 |
2002 | 5 | 11.4 (16.4) | 17.4 | 24.1 | 18.1 | 12 | 6.7 | 3.2 | 2.1 | 57.9 | 5662382 |
2003 | 5.1 | 11.6 (16.7) | 17.3 | 24.1 | 17.7 | 11.7 | 6.8 | 3.3 | 2.4 | 58.1 | 5733487 |
2004 | 5.6 | 11.8 (17.4) | 17.3 | 24.5 | 17.3 | 11.3 | 6.6 | 3.2 | 2.4 | 59.2 | 5875373 |
2005 | 5.9 | 12.5 (18.4) | 18 | 24.8 | 17.3 | 10.5 | 6 | 2.8 | 2.2 | 61.2 | 5736505 |
2006 | 6.3 | 12.8 (19.1) | 18.3 | 25 | 17.3 | 10.2 | 5.6 | 2.6 | 1.9 | 62.4 | 5752152 |
2007 | 6.4 | 13.1 (19.5) | 18.6 | 25.2 | 17.2 | 9.8 | 5.3 | 2.4 | 2 | 63.3 | 5827319 |
2008 | 6.8 | 13.9 (20.7) | 19.8 | 25.2 | 16.6 | 9.1 | 4.7 | 2.3 | 1.6 | 65.7 | 5669077 |
2009 | 7.1 | 14.5 (21.6) | 19.9 | 25.6 | 16.5 | 8.5 | 4.4 | 2.1 | 1.4 | 67.1 | 5469260 |
2010 | 7.5 | 15.1 (22.6) | 20.6 | 25.9 | 15.9 | 7.8 | 4 | 1.9 | 1.3 | 69.1 | 5374490 |
2011 | 7.8 | 15.4 (23.2) | 21.7 | 24.9 | 15.1 | 7.8 | 4.1 | 2 | 1.2 | 69.8 | 5151970 |
2012 | 7.3 | 15.1 (22.4) | 21.7 | 25.3 | 15.9 | 7.7 | 4.1 | 1.9 | 1 | 69.4 | 5225288 |
2013 | 6.8 | 14.5 (21.3) | 21.5 | 25.3 | 16.6 | 8.0 | 4.1 | 2.0 | 1.2 | 68.1 | 5445324 |
Further education[edit]
Receiving five or more A*–C grades, including English and Maths, is often a requirement for taking A-levels in the school sixth form, at a sixth form college or at a further education college after leaving secondary school. Where the choice of A level is a subject taken at GCSE level, it is frequently required that the student has received a GCSE C grade minimum. Most universities typically require a C or better in English and Mathematics, regardless of a student's performance in their A-level or Foundation Degree course after leaving school. Many students who fail to get a C in English and Mathematics will retake their GCSEs in those subjects at a later date, in order to take further education (A-levels) at a sixth form college. As well as choosing to take A-Levels after GCSEs, students can also choose to do BTEC courses. Some students do them alongside A-Levels and they count for 1 or 2 A-Levels. However some students may go to a college to study only what is known as a BTEC Level 3 Extended Diploma in one certain subject. This course is two years long and students can earn the necessary 3 A-Levels required to gain a university place. The reason some students decide to take a BTEC is because it allows them to focus solely on an area they are certain to go into in the future, and also because it allows those who do not do well in tests, to earn qualifications that are coursework-only-based, and therefore reflect a fairer overview of the students' ability.
Leading universities often take into account performance at GCSE level, sometimes expecting applicants to have a high proportion of A and A* grades.[6][7][8][9]
Controlled assessment[edit]
In some subjects, one or more controlled assessment assignments may also be completed. Controlled assessment can contribute to anything from 10–60% of a pupil's final grade, with more practical subjects, such as design and technology (60%), art (60%), ICT (60%), music (60%) and English (60%) often having a heavier coursework element. The rest of a pupil's grade (normally the majority) is determined by their performance in examinations. These exams may either be terminal exams at the end of Year 11, a series of modular examinations or taken throughout the course, or a combination of the two. Pupils can sometimes resit modular examinations later in the course and attempt to improve their grade.
In terms of stress, the upside of controlled assessment is that it can help to ease the stress of examination because students who undertake their coursework with skill and diligence have already achieved around 20% of the marks accounting for their final grade, however the downside is that this means students have a greater workload to complete, sometimes having to produce a large amount of work for a minimal part of the overall grade. For example, in English a student may have to complete 4 pieces of coursework, each over a thousand words long, which individually only account for 5% of the grade. However, this varies between exam boards.
Controlled assessment was usually completed outside of lessons, however concerns about cheating have meant that more and more is now being completed in the classroom, under supervision. For many courses starting in September 2009, including those in Economics, Science and History, a requirement will be that controlled assessment is completed in a controlled environment within schools. Design and Technology subjects also switch to the new, more controlled, environment, with time limits and restrictions on the variety of projects allowed.[10] However, despite hopes that controlled assessment would eliminate the possibility of cheating, it still goes on. There are many cases of teachers allowing students to complete the work at home after the teacher has corrected and marked it, which does not comply with the "controlled" element of this assessment. An Ofqual investigation shows that most teachers are deeply dissatisfied with controlled assessment.[citation needed]
Examination boards[edit]
There are now five examination boards offering GCSEs:
- Assessment and Qualifications Alliance (AQA)
- Oxford, Cambridge and RSA Examinations (OCR)
- Edexcel
- Welsh Joint Education Committee (WJEC)
- Council for the Curriculum, Examinations & Assessment (CCEA)
While all boards are regulated by the Office of the Regulators of Qualifications (Ofqual) – a non-departmental public body sponsored by the Department for Education – the boards are self-sufficient organisations. Traditionally there were a larger number of regional exam boards but changes in legislation allowed schools to use any board before a series of mergers reduced the number to five. The Joint Council for Qualifications (JCQ) acts as a single voice for the awarding bodies and assists them to create common standards, regulations and guidance.
Students receive the results of their GCSEs in the fourth week of August (the week after A Level results). CCEA publish their results on the Tuesday and the other examination boards publish theirs on the Thursday. Normally, students have to go to their school to collect their results, although Edexcel allow for the option of an online results service.[11]
English Baccalaureate[edit]
In late 2010, the Government introduced a new performance indicator called the English Baccalaureate, which measures the percentage of students in a school who achieve grades A*-C in English, mathematics, two sciences, a foreign language and history or geography.[12]
In September 2012, the new qualifications were formally announced to replace GCSEs, citing dumbing down as one of the reasons.[13][14][15] Chris Keates of union NASUWT criticised the announcement as being "entirely driven by political ideology".[16]
In February 2013 Education Secretary Michael Gove had planned to bring in the baccalaureate certificate from autumn 2015, but faced criticism from MPs and teaching unions, which soon lead to the abandonment of the English Baccalaureate.[3]
This article needs additional citations for verification. (June 2012) |
There have been comments that the GCSE system is a dumbing down from the old GCE O-level system (as it took the focus away from the theoretical side of many subjects, and taught students about real-world implications and issues relating to ICT and citizenship)[by whom?]. In addition, GCSE grades have been rising for many years, which critics attribute to grade inflation. By comparing students' scores in the YELLIS ability test with their GCSE results between 1996 and 2006, Robert Coe found a general increase in results which ranges from 0.2 (Science) to 0.8 (Maths) of a GCSE grade.[17] Only slightly more than half of students sitting GCSE exams achieve the 5 A* to C grades required for most forms of academic further education.[18]
One of the important differences between O-levels (and the earlier grading of A-levels) and the later GCSE qualifications was supposed to be a move from norm-referenced marking to criterion-referenced marking.[19] On a norm-referenced grading system, fixed percentages of candidates achieve each grade. With criterion-referenced grades, in theory, all candidates who achieve the criteria can achieve the grade. A comparison of a clearly-norm-referenced assessment, such as the NFER Cognitive Ability Test or CAT, with GCSE grading seems to show an unexpected correlation, which challenges the idea that the GCSE is a properly criterion-based assessment.[20]
There have been calls from several MPs for GCSEs to be scrapped in favour of a national Diploma[by whom?]. The Department for Education does not look likely to do this at any time in the near future[weasel words]. Sir Mike Tomlinson, former head of Ofsted, also stated that GCSEs ought to be scrapped and replaced with Diplomas in August 2009.[21]
In recent years, concerns about standards has led some public schools to go as far as to remove GCSEs from their curriculum, and to take their pupils straight[not in citation given] to A-level or the International Baccalaureate.[22] Other public schools, such as the Manchester Grammar School, are replacing the GCSEs with IGCSEs in which there is an option to do no coursework.[23] The new Science syllabus has led to many public schools switching to the IGCSE Double Award syllabus.[24]
In 2012, there were a number of complaints that English GCSEs were marked unfairly, following a decision to change the grade boundaries. 2012 was also the first year in the 24-year history of the exams in which the proportion of all GCSEs awarded an A*-C grade fell.[25]
History and format[edit]
GCSEs were introduced for teaching in September 1986, with the first examinations taking place in 1988, replacing both the GCE O-level (General Certificate of Education, Ordinary Level) and the CSE (Certificate of Secondary Education) qualifications, which had suffered problems due to the two-tier nature of the system. Grade C of the GCSE was set at equivalent to O-Level Grade C and CSE Grade 1. Thus the final students to sit the former O-Level/CSE examinations were those of May–June 1987 and the subsequent retakes in September 1987. Students were taught the new GCSE subjects from September 1986, for the first GCSE examinations in 1988.
The table below compares the grading under the O Level / CSE system and GCSE system, at the time of its introduction in 1988:
GCSE Grade | O Level Grade | CSE Grade | ||
Pre-1975 (numeric) | Pre-1975 (alphabetic) | 1975 onwards | ||
A / A*(see below) | 1 | A | A | 1 |
4 | ||||
F | U (ungraded) | 4 | ||
U (unclassified) | U (ungraded) |
- Blue background – certificate and qualification awarded.
- Red background – no certificate or qualification awarded.
The format of the GCSE has remained basically the same since its inception, though many minor changes have been made.
The A* grade was introduced to distinguish the very top end of achievement in 1994,[26] although the threshold for achieving an A* has varied considerably over time, coming down as low as 47% in a 2005 AQA Business Studies GCSE.[27]
Initially, most exams had two tiers: Higher, offering grades A-E (A*-E from 2002), and Basic, offering Grades F-G. In 1998, the Higher tier was modified to cover grades A*-D, while the Basic tier was renamed Foundation and now covered grades C-G.[28] In 2004, an 'allowed' Grade E was introduced to the Higher tier for candidates narrowly missing a Grade D.
For many years, Maths was an exception, having three tiers: Higher (grades A*–C), Intermediate (grades B–E) and Basic/Foundation (grades D–G). Maths moved to the standard two tier system in 2006 (for the first examination in 2007 or 2008 depending on whether the modular or linear course was taken).
Introduced in 2000 was the Vocational GCSE (VGCSE), which encouraged students to take the work-related route and included courses such as Engineering and Manufacture, Applied Business, ICT, and Leisure and Tourism. From September 2004, the word 'Vocational' was dropped and a Vocational GCSE is now known simply as a GCSE.
Science GCSEs were overhauled in 2006 (for first examination in 2008). The most popular course, Double Award Science GCSE, where students received two identical grades for a course with twice the content as the Single Award Science GCSE, was terminated. Students studying for two Science GCSEs now study the single Science GCSE (known as core science) and then one of two complementary GCSEs: Additional Science GCSE (which has a more academic focus) or Applied Science GCSE (which has a more vocational focus). Candidates now receive separate grades for each of their Science GCSEs.
GCSE examinations in state education are taken officially in the summer, though many schools take mocks beforehand. GCSE examination results are received on a specified date in the summer, and due to this, the examinations are always taken near the end of the academic year (unless in private education). GCSEs are externally marked examinations, taken between April and July, unless a pupil has specific reasons to be entitled to extension of time.
There were further changes to the English GCSEs from 2010. Instead of the current system where (virtually) all students take English and the vast majority also take English Literature, students will take English Language and English Literature together or just English on its own, which will effectively be a hybrid of the other two GCSEs.[29]
The youngest student to gain a GCSE is home-educated Arran Fernandez, who took GCSE Mathematics in 2001 at the age of five, gaining grade D, the highest available at Foundation Tier at that time.[30] In 2003 he became the youngest ever student to gain an A* grade, also for Mathematics.[31]
Special educational needs[edit]
For students with learning difficulties, an injury/repetitive strain injury (RSI) or a disability, help is offered in these forms:
- Extra time (the amount depends on the severity of the learning difficulty, such as dyslexia, disability, injury or learning in English as a second language provided that the student has been studying in the UK for not more than 2 years)
- Amanuensis (somebody types or handwrites as the student dictates; this is normally used when the student cannot write due to an injury or disability)
- A word processor (without any spell checking tools) can be used by students who have trouble writing legibly or who are unable to write quickly enough to complete the exam
- A different format exam paper (large print, Braille, printed on coloured paper, etc.)
- A 'reader' (a teacher/exam invigilator can read out the words written on the exam, but they cannot explain their meaning)
- A different room (sometimes due to a disability a student can be placed in a room by themselves or with selected others; this also happens when an amanuensis is used, so as not to disturb the other candidates. All exam rooms are covered by separate dedicated invigilators.)
All of the above must be approved by the exam board concerned. There are other forms of help available, but these are the most commonly used.
Students working below GCSE level may take a different qualification altogether in one or more subjects. The Entry Level Certificate, in particular, is designed for this purpose. There are also other qualifications which can be taken such as BTECs, which are specially designed for students with learning difficulties and other special needs.
Many of the subjects in this list are not offered by every school.
Core/Compulsory subjects[edit]
- English (students can take one of two 'routes'):
- Two GCSEs: English Language and English Literature
- One GCSE: English
- Mathematics
- Welsh or Welsh Second Language (in all schools in Wales)
- Many Welsh schools offer Welsh Literature along with the language course
- Irish in Irish-medium schools in Northern Ireland
- Science (students can take a number of different 'routes'):
- One GCSE: Science (which includes elements of biology, chemistry, and physics) Often referred to as Core Science.
- Two GCSEs: Science and Additional Science (a more academic course)
- Two GCSEs: Science and Additional Applied Science (a more vocational course)
- Two GCSEs: Double Award Applied Science (a very vocational course) (also known as Dual Award or Double Science)
- Up to three GCSEs: Biology, Chemistry and Physics as separate GCSEs (known as a Triple Award or Triple Science)
Several other science based GCSEs are available to pupils in many schools. These include GCSE Astronomy and Geology.
- Religious Education (short or full course) and ICT are often compulsory, depending on the school.
Modern languages[edit]
- Afrikaans
- Arabic
- Bengali
- Cantonese
- Mandarin
- Dutch
- French
- Applied French, also known as Business French, a vocational course that aims towards an NVQ
- German
- Applied German, also known as Business German, a vocational course that aims towards an NVQ
- Modern Greek
- Gujarati
- Modern Hebrew
- Hindi
- Gaeilge as L1
- Irish as L2
- Italian
- Japanese
- Maltese
- Malay
- Manx
- Punjabi
- Persian
- Polish
- Portuguese
- Russian
- Somali
- Spanish
- Tamil
- Telugu language
- Turkish
- Urdu
- Welsh
- Yoruba
Classical languages[edit]
- Design and Technology
- Parametric CAD
- Electronic Products
- Electronics with Resistant Materials
- Food Technology
- Graphic Design/Products
- Product Design
- Resistant Materials
- Textiles
- Systems and Control
- Catering
- Electronics
- Engineering
- Engineering and Manufacturing (double award)
- Home Economics
- Food and Nutrition
- Child Development
- Textiles
- Manufacturing
- Computing (ICT Functional Skills) (Pilot offered by OCR for first teaching September 2010)
- Digital technology
- Moving image arts
- Citizenship
- Classical Civilisation
- Economics
- Geography
- History
- Modern World
- Economic and Social
- Schools History Project
- Humanities
- Religious Studies
- Business Studies
- Applied Business (double award)
- Business and Economics
- Business and Communications Systems
- Financial Services (to be withdrawn; last session summer 2010)
- Health and Social Care (double award)
- Hospitality
- Law
- Leisure and Tourism
- Psychology
- Sociology
- Travel and Tourism
Expressive arts[edit]
- Animation
- Applied Art and Design (double award)
- Art and Design
- Art and Design: Fine Art
- Art and Design: Graphics
- Art and Design: Photography
- Art and Design: Textiles
- Art and Design: Three-dimensional Design/Studies
- Dance
- Drama
- Digital Photography
- Expressive Arts
- Film Studies
- Media Studies
- Moving Image Arts
- Music
- Performing Arts
- Original Writing
- Accounting
- Additional Mathematics
- Astronomy
- Construction / Construction and the Built Environment
- Environmental Science
- Geology
- General Studies
- Human Physiology and Health
- IFS[disambiguation needed] Personal Finance
- Journalism
- Learning for Life and Work
- Motor Vehicle and Road User Studies
- Personal and Social Education
- Physical Education (PE)
- Physical Education: Games
- Preparation for Working Life
- Rural and Agricultural Science
- Statistics
See also[edit]
- GCE Advanced Level; commonly referred to as "A-Levels", these are the next set of exams that some students take
- ^ Education Vocabulary – Learn English Vocabulary
- ^ "GCSEs axed in favour of 'English Baccalaureate Certificate'". The Telegraph. 17 September 2012.
- ^ a b Major U-turn as Coalition abandons plan to scrap GCSEs, The Daily Telegraph, 7 February 2013
- ^ "GCSEs - The Official Guide to the System". Ofqual.
- ^ "GCSE National subject grade percentages". Bstubbs.co.uk. Retrieved 2013-06-17.
- ^ "Entry requirements for Accounting and Finance | University of Bath". Bath.ac.uk. Retrieved 2013-06-17.
- ^ "Bristol University | Department of Computer Science | Undergraduate courses". Cs.bris.ac.uk. 2013-02-26. Retrieved 2013-06-17.
- ^ "Department of Economics - Departmental admissions criteria 2013 - How to apply - Undergraduate - Study - Home". .lse.ac.uk. 2012-10-01. Retrieved 2013-06-17.
- ^ "Entrance Requirements - University of Oxford". Ox.ac.uk. Retrieved 2013-06-17.
- ^ http://store.aqa.org.uk/qual/newgcse/pdf/AQA-4540-4575-W-CA.PDF
- ^ "Edexcel's online results service". Edexcel. Retrieved 2008-07-27.
- ^ [1][dead link]
- ^ GCSEs axed in favour of 'English Baccalaureate Certificate', The Daily Telegraph, 17 September 2012
- ^ EBaccs to replace GCSE exam, says Michael Gove, The Independent, 17 September 2012
- ^ Michael Gove and Nick Clegg: A new exam will get the best out of all our children, Evening Standard, 17 September 2012
- ^ Teaching union chief says exam changes are 'entirely driven by political ideology', ITV News, 17 September 2012
- ^ Robert Coe, Changes in Standards at GCSE and A-Level: Evidence from ALIS and YELLIS, CEM, Durham 2007 p.4 accessed 29 July 2011
- ^ UK Parliament publication
- ^ House of Commons Education and Skills Third Report 2003 retrieved 27 July 2011
- ^ Matthew Baxter, Monitoring Progress and Target Setting in the Secondary School: Finding Appropriate Methods of Data Collection and Analysis retrieved 27 July 2011
- ^ Paton, Graeme (27 August 2009). "GCSEs 'should be scrapped' exams in favour of diplomas". The Daily Telegraph (London).
- ^ Schools Dropping GCSEs
- ^ BBC News "Give Schools freedom of choice"
- ^ The Independent: "Majority of private schools 'ditched at least one GCSE'"
- ^ BBC News "Anger over 'harsh' English GCSE grades"
- ^ BBC News Education
- ^ Anastasia de Waal, School Improvement – or the 'Equivalent, Civitas, 2009, p.3 quoted from Warwick Mansell, Education by Numbers: The Tyranny of Testing, Politico, London, 2007. Website accessed 29 July 2011
- ^ http://www.ofqual.gov.uk/files/6908_gcse_english_literature.pdf
- ^ QCA Report cover
- ^ "GCSE success stories". BBC. 2001-08-23. Retrieved 2008-09-12.
- ^ Smithers, Rebecca (2003-08-22). "Bright young things set record". London: The Guardian. Retrieved 2008-09-12.
- The Guardian, 25 August 2005, "It really is that bad" – GCSE standards
- The Guardian, 3 September 2005, "Top independent school to ditch GCSE science"
Wikibooks has a book on the topic of: Category:General Certificate of Secondary Education |
- Secondary school qualifications
- School examinations
- Standardised tests in the United Kingdom
- Educational qualifications in the United Kingdom
- Standardised tests in the Caribbean
- Educational qualifications in the Caribbean
- Secondary education in England
- Secondary education in Wales
- Secondary education in Northern Ireland


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42 U.S. Code § 4003 - Additional definitions
As used in this Act, unless the context otherwise requires, the term—
"community" means a State or a political subdivision thereof which has zoning and building code jurisdiction over a particular area having special flood hazards;
"Federal agency" means any department, agency, corporation, or other entity or instrumentality of the executive branch of the Federal Government, and includes the Federal National Mortgage Association and the Federal Home Loan Mortgage Corporation;
"financial assistance" means any form of loan, grant, guaranty, insurance, payment, rebate, subsidy, disaster assistance loan or grant, or any other form of direct or indirect Federal assistance, other than general or special revenue sharing or formula grants made to States;
"financial assistance for acquisition or construction purposes" means any form of financial assistance which is intended in whole or in part for the acquisition, construction, reconstruction, repair, or improvement of any publicly or privately owned building or mobile home, and for any machinery, equipment, fixtures, and furnishings contained or to be contained therein, and shall include the purchase or subsidization of mortgages or mortgage loans but shall exclude assistance pursuant to the Disaster Relief and Emergency Assistance Act [42 U.S.C. 5121 et seq.] (other than assistance under such Act in connection with a flood);
"Federal entity for lending regulation" means the Board of Governors of the Federal Reserve System, the Federal Deposit Insurance Corporation, the Comptroller of the Currency, the National Credit Union Administration, and the Farm Credit Administration, and with respect to a particular regulated lending institution means the entity primarily responsible for the supervision of the institution;
"Federal agency lender" means a Federal agency that makes direct loans secured by improved real estate or a mobile home, to the extent such agency acts in such capacity;
"regulated lending institution" means any bank, savings and loan association, credit union, farm credit bank, Federal land bank association, production credit association, or similar institution subject to the supervision of a Federal entity for lending regulation; and
"servicer" means the person responsible for receiving any scheduled periodic payments from a borrower pursuant to the terms of a loan, including amounts for taxes, insurance premiums, and other charges with respect to the property securing the loan, and making the payments of principal and interest and such other payments with respect to the amounts received from the borrower as may be required pursuant to the terms of the loan.
(Pub. L. 93–234, § 3,Dec. 31, 1973, 87 Stat. 976; Pub. L. 95–128, title VII, § 703(b),Oct. 12, 1977, 91 Stat. 1145; Pub. L. 98–181, title I[title IV, § 451(e)], Nov. 30, 1983, 97 Stat. 1229; Pub. L. 100–707, title I, § 109(t),Nov. 23, 1988, 102 Stat. 4710; Pub. L. 103–325, title V, § 511(a),Sept. 23, 1994, 108 Stat. 2255; Pub. L. 111–203, title III, § 368,July 21, 2010, 124 Stat. 1557; Pub. L. 112–141, div. F, title II, § 100238(a)(1),July 6, 2012, 126 Stat. 958.)
References in Text
This Act, referred to in text, means Pub. L. 93–234, Dec. 31, 1973, 87 Stat. 975, known as the Flood Disaster Protection Act of 1973. For complete classification of this Act to the Code, see Short Title of 1973 Amendment note set out under section
4001 of this title and Tables.
The Disaster Relief and Emergency Assistance Act, referred to in subsec. (a)(4), is Pub. L. 93–288, May 22, 1974, 88 Stat. 143, known as the Robert T. Stafford Disaster Relief and Emergency Assistance Act, which is classified principally to chapter 68 (§ 5121 et seq.) of this title. For complete classification of this Act to the Code, see Short Title note set out under section
5121 of this title and Tables.
Section was enacted as part of the Flood Disaster Protection Act of 1973, and not as part of the National Flood Insurance Act of 1968 which comprises this chapter.
2012—Subsec. (a)(6). Pub. L. 112–141substituted " 'Administrator' " for " 'Director' " and "Administrator of" for "Director of".
Subsec. (b). Pub. L. 112–141substituted "Administrator" for "Director".
2010—Subsec. (a)(5). Pub. L. 111–203struck out ", the Office of Thrift Supervision" after "the Comptroller of the Currency".
1994—Subsec. (a)(5). Pub. L. 103–325, § 511(a)(1), added par. (5) and struck out former par. (5) which read as follows: " 'Federal instrumentality responsible for the supervision, approval, regulation, or insuring of banks, savings and loan associations, or similar institutions' means the Board of Governors of the Federal Reserve System, the Federal Deposit Insurance Corporation, the Comptroller of the Currency, the Federal Home Loan Bank Board, the Federal Savings and Loan Insurance Corporation, and the National Credit Union Administration; and".
Subsec. (a)(7) to (11). Pub. L. 103–325, § 511(a)(2), (3), added pars. (7) to (11).
1988—Subsec. (a)(4). Pub. L. 100–707substituted "Disaster Relief and Emergency Assistance Act" for "Disaster Relief Act of 1974".
1983—Subsec. (a)(6). Pub. L. 98–181, § 451(e)(2), substituted definition of "Director" meaning the Director of the Federal Emergency Management Agency for definition of "Secretary" meaning the Secretary of Housing and Urban Development.
Subsec. (b). Pub. L. 98–181, § 451(e)(1), substituted "Director" for "Secretary".
1977—Subsec. (a)(4). Pub. L. 95–128substituted "assistance pursuant to the Disaster Relief Act of 1974 (other than assistance under such Act in connection with a flood)" for "assistance for emergency work essential for the protection and preservation of life and property performed pursuant to the Disaster Relief Act of 1970 or any subsequent Act of Congress which supersedes or modifies the Disaster Relief Act of 1970".
Effective Date of 2010 Amendment
Amendment by Pub. L. 111–203effective on the transfer date, see section 351 ofPub. L. 111–203, set out as a note under section
906 of Title
2, The Congress.
Transfer of Functions
For transfer of all functions, personnel, assets, components, authorities, grant programs, and liabilities of the Federal Emergency Management Agency, including the functions of the Under Secretary for Federal Emergency Management relating thereto, to the Federal Emergency Management Agency, see section
(a)(1) of Title
6, Domestic Security.
For transfer of functions, personnel, assets, and liabilities of the Federal Emergency Management Agency, including the functions of the Director of the Federal Emergency Management Agency relating thereto, to the Secretary of Homeland Security, and for treatment of related references, see former section
313(1) andsections
(d), and
557 of Title
6, Domestic Security, and the Department of Homeland Security Reorganization Plan of November 25, 2002, as modified, set out as a note under section
542 of Title
The table below lists the classification updates, since Jan. 3, 2012, for this section. Updates to a broader range of sections may be found at the update page for containing chapter, title, etc.
The most recent Classification Table update that we have noticed was Tuesday, August 13, 2013
An empty table indicates that we see no relevant changes listed in the classification tables. If you suspect that our system may be missing something, please double-check with the Office of the Law Revision Counsel.
42 USC | Description of Change | Session Year | Public Law | Statutes at Large |
§ 4003 | 2012 | 112-141 [Sec.] 100238(a)(1) | 126 Stat. 958 |
LII has no control over and does not endorse any external Internet site that contains links to or references LII.


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01 March 2004
Blocking the big boom
Preventing explosions in hazardous locations.
By Joe Kaulfersch
Preventing explosions ignited by electrical circuits can be a challenge, but with containment, segregation, and prevention, you can eliminate one or more of the ignition triangle components to reduce the risk of explosion. Of course exceptions to the rule always exist, and some materials can explode spontaneously without supplied energy.
Hazardous locations—areas typically related to petrochemicals and their derivatives—are industrial process applications areas ripe for explosion. In the past, we used pneumatic controls in those locations due to their inherent safety. Even though other parts of the world still use pneumatic equipment, those manufacturers are quickly displacing it with newer electronics with increased capabilities. In the U.S., explosionproof protection has had the lion's share of installations using electronics.
Studies forecast the North American intrinsically safe barrier market will grow from $190.6 million in 2001 to $261.2 million in 2006, at a compound annual growth rate of 6.5%. Analysts expect more than business expansion to drive this relatively high growth rate. North America's preferred approach has been to provide explosionproof hazardous environment protection. Several applications see movement away from this approach toward intrinsically safe solutions, which some believe are safer, and that generally offer lower operating costs.
Large European users adding facilities in North America prefer to use the same hazardous environment protection methods as they do in Europe, where intrinsic safety (IS) is favored. Larger North American firms with facilities in Europe are more likely to adapt this protection method into their North American operations.
The main reasons for the growing popularity of intrinsic safety are:
- Semiconductor advances allow you to carry out increasingly complex electrical operations in hazardous areas at permitted power levels—typically in the order of 1 watt.
- You can calibrate simple, light, and inexpensive hazardous-area equipment and service it live.
- You can use ordinary instrument wiring in hazardous areas instead of armored cable.
- It provides inherent safety for personnel, because it employs low voltages.
- Progressively harmonizing standards governing the design of IS equipment allows the sale and use of the same product in many countries without any variation.
- Advances in certification standards allow a modular approach to IS systems. With a certified IS interface, safe-area equipment needs no certification, and the end user can choose or change the hazardous-area equipment within wide limits. Simple, non-energy-storing sensors require no certification.
Intrinsically safe
The intrinsic safety method of explosion prevention precludes the ignition of the dangerous mixture, while simplifying the installation and use of the required apparatus that is connected to the electrical circuits directly located in a hazardous location.
According to Article 504 of the National Electrical Code, NFPA 70, an intrinsically safe electrical circuit is defined as one in which no spark or thermal effect generated during normal functioning and/or during specific fault conditions is able to ignite a given explosive atmosphere.
An electrical circuit typically consists of a connected voltage (V), resistance (R), inductance (L), capacitance (C), and switch (S). For an electrical circuit to be intrinsically safe, you need to consider the parts of the circuit able to store energy—the inductor and the capacitor. When the switch in the hazardous location is open, the capacitor accumulates energy that discharges when the switch closes. This causes an electrical spark. In the same way, when the contact is closed, the inductor stores energy that releases in the form of an electrical arc when the switch opens. The energy the circuit can release must be lower than the minimum ignition energy (MIE) of the air/gas mixture in the hazardous location. You can then apply safety factors to ensure the values allowed are well below those required for ignition.
A theoretical estimation of energy inherent to an electrical circuit is not always possible, especially when the power source's energy is higher than the energy the reactive components store. Therefore, you can apply data normally used in considering intrinsic safety to correlate between electrical parameters of the circuit, voltage and current, and the minimum ignition energy level of the hazardous atmosphere.
Ignition triangle
To reduce the risk of explosion in hazardous locations, you need to eliminate at least one of the components in the ignition triangle. From a chemical point of view, oxidation, combustion, and explosion are all exothermic reactions with different reaction speeds. For such a reaction to take place, each of the following three components must generally be present simultaneously in due proportions:
- Fuel: flammable vapors, liquids or gases, or combustible dusts or fibers
- Oxidizer: generally, air or oxygen
- Ignition energy: electrical or thermal
The general consensus is that in a properly designed safety system, two or more independent faults must occur, each one of low probability, before a potential explosion can occur.
It is possible to draw an ignition characteristic for each type of fuel, and an MIE exists for every fuel that represents the ideal ratio of fuel to air. At this ratio, the mixture is most easily ignited. Below the MIE, ignition is impossible for any concentration.
For a concentration lower than the one corresponding to the MIE, the quantity of energy required to ignite the mixture increases until you reach a concentration value. Below this value, you cannot ignite the mixture due to the low quantity of fuel. This value is called the lower explosive limit (LEL). In the same way, when increasing the concentration, the energy requirement increases, identifying a concentration value—called the upper explosive limit (UEL). Ignition cannot occur above this value due to the low quantity of an oxidizer. The following table lists the explosive characteristics of hydrogen and propane.
From a practical point of view, LEL is more important and significant than UEL, because it establishes, percentage-wise, the minimum quantity of gas needed to create an explosive mixture. This data is important when classifying hazardous locations.
The MIE (minimum energy required to ignite an air/gas mixture in the most favorable concentration) is the factor upon which the intrinsic safety technique is based. With this technique, the energy released by an electrical circuit, even under fault conditions, is limited to a value lower than the MIE.
Ignition temperature
The minimum ignition temperature of an air/gas mixture is the temperature at which the dangerous mixture ignites without a supply of electrical energy. This parameter is important because it establishes the maximum surface temperature allowed for devices located in a hazardous location, under both normal and fault conditions. This value must always be lower than the ignition temperature of the gas present.
Flash-point temperature
The flash-point temperature is a characteristic of a volatile liquid—defined as the lowest temperature at which the liquid releases sufficient vapors that can ignite from an energy source. Because a liquid above its flash point constitutes a source of danger, you should consider this parameter when classifying locations.
Behind the byline
Joe Kaulfersch is an applications engineer at Pepperl+Fuchs in Twinsburg, Ohio.
Harmonizing intrinsic safety standards around the worldBy Ellen FussellTimeliness and cost of certification are two issues driving the harmonization of U.S. standards for intrinsic safety with other international standards, according to Ted Schnaare, engineering manager at Emerson Process Management, Rosemount Division, in Chanhassen, Minn. From a U.S. manufacturing perspective, a couple of significant things are going on. "One is the harmonization of international requirements into the U.S. requirements," he said. "The ISA SP12 committee has been in the process for some time of adapting International Electrotechnical Commission (IEC) requirements for use in the U.S. ISA has published several of these IEC standards as U.S. national standards—for example the ISA 12.02.01 (IEC 60079-11 Mod) standards." The committee is continuing with the harmonization process "and even accelerating to some degree," Schnaare said. "A lot of this is due to not only harmonization of equipment standards but also harmonization of conformity assessment through the IEC Ex Scheme, which is an effort to internationally harmonize the assessment and certification of equipment for use in hazardous areas," he said. Conformity assessment U.S. manufacturers are interested in harmonization of equipment standards and conformity assessment processes to shorten certification lead times and lower costs. "The end goal of harmonization is to allow equipment manufacturers to design to one standard and to get equipment examined by a single conformity assessment authority, resulting in a product that is accepted around the world," Schnaare said. "Focusing on intrinsic safety (IS), the major activity there is an effort to publish the next edition of IEC 60079-11, which is the IEC IS standard. The IEC has received and is sifting through many comments and suggestions for improvements and changes to the standard—from different sources: manufacturers like myself, test houses and authorities, and end users." The comments and suggestions for the new edition now run the gamut, Schnaare said. A number of comments address segregation requirements. "One of the tools the standard provides for achieving intrinsic safety is the physical separation of circuit conductors. There's a move to revisit these separation requirements and in some cases replace them with test criteria. There's also a move to improve the way the standard addresses the mounting of surface-mount components, especially surface-mounted shunts zener diodes. The IEC is finding that with the broader application of the standard have come more and more divergent interpretations of the requirements." This situation has driven an effort to minimize the interpretation space within the standard and to write more detailed and inclusive requirements, Schnaare said. "In the world of harmonized standards and conformity assessment, you have to get the whole world agreeing on how to do something, and that can be very inefficient. Currently, conformity assessment authorities have the latitude to make more or less independent interpretations of the standard." However, in the future, they will be offering certification to an internationally harmonized standard, the interpretation of which will have to be agreed upon by all other conformity assessment authorities. "In the end, harmonization doesn't work unless everyone is interpreting the requirements in the same way," he said. "You don't want an authority in the U.S. to have a different interpretation of the standard from one in Europe." FISCO and FNICO Two fieldbus concepts for hazardous locations are making a splash on the scene as well. The fieldbus for intrinsic safety concept (FISCO) and fieldbus nonincendive concept (FNICO) are explosion-protection concepts that simplify the use of fieldbus in hazardous areas, said Schnaare. (See related story on page 59.) "FNICO is an emerging concept that is similar to FISCO, but limited to use in Zone 2 areas. Both of these concepts seek to make the use of fieldbus in hazardous areas attractive to people by simplifying it and making it cheaper. FISCO and FNICO preserve the flexibility of the entity concept, where each component is assigned parameters that allow them to be used with other components with compatible parameters, while offering the simplicity of the system concept, which defines each component explicitly. The entity approach is flexible from the standpoint of being able to use a wide variety of equipment together," he said. "But it's limiting from the standpoint that you pay for that flexibility by a reduction in the overall energy available in the field and the number of faults that have to be applied to the systems to ensure its safety." What has been done with FISCO and FNICO is to maintain that flexibility. "So people can use different manufacturers' equipment together but also maximize the energy available to field equipment by making some simplifying assumptions about the type of field wiring, the amount of stored energy available in a field device, and the amount of energy contributed back onto the fieldbus by field devices," Schnaare said. The FISCO and FNICO concepts apply fairly tight restrictions to these parameters, but because you can optimize these limitations for fieldbus systems, they do not need to get in the way. "The additional energy available to field devices allowed by these concepts translates into more devices running on a single bus, which translates into increased cost savings," he said. |
Intrinsic safety definedHazardous locations are present in industries such as munitions, petrochemical, auto (paint spray booths), grain, wastewater, printing, distilling, pharmaceutical, brewing, cosmetics, mining, plastics, and utilities. ISA-RP12.6 defines intrinsically safe equipment as "equipment and wiring which is incapable of releasing sufficient electrical or thermal energy under normal or abnormal conditions to cause ignition of a specific hazardous atmospheric mixture in its most easily ignited concentration." You can achieve this by limiting the power available to and generated by electrical equipment in the hazardous area to a level below that which will ignite the hazardous atmosphere. The European standards define the general specifications and the detailed guidelines for methods of protection against explosion. The national requirements primarily contain installation requirements. In the past, the U.S. and Canada have classified hazardous areas by classes, divisions, and groups. Although this system is still in use, North America is gradually beginning to adopt a classification system based on zones as standardized in many countries of the world. Common instruments in hazardous areas Switches—Include push buttons, selector switches, float switches, flow switches, proximity switches, and limit switches. Thermocouples—Inexpensive temperature sensors constructed of two dissimilar metals that generate a millivolt signal varying with temperature. I/P converters—Convert a direct current milliamp signal to a proportional pneumatic output signal, which usually positions a control valve. Transmitters—In control systems, they convert a process variable to a proportional electrical signal. The electrical output is a 0/4–20 mA, 0/1–5 volt (V), or 0/2–10 V signal. RTDs—Resistance temperature detectors (RTDs) convert temperature into resistance. A resistance change could be 0.385 ohms/°C for a 100-ohm platinum RTD. Light-emitting diodes (LEDs)—Don't use standard incandescent bulbs in explosive areas because of radiant heat, current requirements, and the susceptibility of the bulb to breakage. Solenoids—Electrically actuated valves allow full flow or no flow of gases or liquids. Don't use standard 24 volts direct current solenoids in the hazardous area due to the coil's energy storing capacity. IS solenoids—To design for IS certification, one common procedure is to embed two diodes connected in parallel to the coil. These diodes eliminate the potential arcing if a wire were to break. They suppress the arc and provide the solenoid with a low inductance rating. Strain gauges—Measure stress, force, weight, and pressure in load cells, scales, and transducers. Potentiometers—Adjustable resistors with resistance value (ohms) that changes with mechanical wiper movement. Audible alarms—Horns or buzzers signal a hazardous event has occurred. Typically, barrier choice would be the same for audible alarms as it is for solenoids. Serial communications—Transferring data in a sequence of bits, generally in the form of a low voltage signal (0–15 V), the most common serial communications protocol is RS-232. Fire detectors—Detect flames in a hazardous environment. In the normal state, a low current (4–6 mA) passes through the detector circuit. Source: Scientific Technologies Inc., Fremont, Calif. |
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