text:
Regulation of GCSEs, AS and A levels: guide for schools
- From:
- Ofqual
- Part of:
- Reform of AS and A level qualifications by Ofqual and Reform of GCSE qualifications by Ofqual
- Published:
- 8 July 2016
- Last updated:
- 12 December 2016, see all updates
- Applies to:
- England
A guide for teachers on the responsibilities of exam boards and schools.
Regulation of GCSEs, AS and A levels: guide for schools Students in England take around 5 million GCSEs, 1 million AS and 800,000 A levels every year.
Schools and colleges have a key role in making the system work.
This guide explains how Ofqual regulates the exam boards that provide GCSEs, AS and A level qualifications, what schools and colleges can expect from exam boards and what exam boards, in turn, expect from schools and colleges. It covers:
- GCSEs, AS and A levels and their assessment (this guide does not refer to other qualifications which might be taken as alternatives)
- reviews of marking and appeals (currently known as EARs)
- the changes exam boards make or allow to be made to assessments for disabled students (reasonable adjustments)
- the support exam boards give to students who are disadvantaged when taking an assessment by illness, injury or something else outside their control (special consideration)
- maladministration, malpractice, cheating and exam fraud
The guide includes links to other documents that include more detail about how the qualifications and exam systems work. It does not detail all the requirements we place on exam boards and it does not have any regulatory status. The regulations with which exam boards must comply can be found on Ofqual's website.
We do not regulate schools or colleges and so we do not place any requirements directly on them. In light of the key role schools and colleges play in making sure the qualifications system works effectively and fairly, some of the regulations we place on the exam boards affect the way they must interact with schools and colleges and the obligations exam boards place on them.
We have recognised 4 exam boards to award GCSEs, AS and A level qualifications:
Information about their ways of working and about their qualifications can be found on their websites. For some aspects of the qualification system, the exam boards adopt common ways of working. This makes it easier for schools and colleges and can help secure a qualification that is fair to all, regardless of the exam board used. When the exam boards work together in this way they generally do so through the Joint Council of Qualifications (JCQ), their membership body. The guide should be read alongside more detailed documents published by the exam boards and JCQ. We have included links in this guide to relevant JCQ documents.
This guide covers both the reformed and legacy versions of the qualifications. It includes information on when the reformed qualifications are being introduced.
We will continue to develop this guide as necessary and reissue it in 2017.
Withdrawing the Code of Practice
The GCSE, GCE, Principal Learning and Project Code of Practice (the Code) set out a number of rules exam boards had to follow when delivering, assessing and awarding these qualifications. We are withdrawing the Code because it largely duplicates some of the General Conditions of Recognition with which exam boards must comply. We have also decided to introduce some clearer rules on the way exam boards deal with requests for reviews of marking and appeals. The Code pre-dates the introduction of reformed GCSEs, AS and A levels and it does not apply to the new qualifications.
We withdrew the Code in respect of AS and A level qualifications on Thursday 18 August 2016, coinciding with the issue of results for those qualifications. We withdrew the Code in respect of GCSEs on Thursday 25 August 2016 coinciding with the issue of results. We will withdraw the Code in respect of Principal Learning and Project at a later date.
We have already incorporated into the relevant Qualification Level Conditions the rules with which exam boards must comply when they are setting grade boundaries. These Conditions are published on our website.
For the remainder of this guide we refer to the Code in the past tense.
GCSEs, AS and A levels
Exam boards develop and award GCSEs, AS and A levels. The content for these qualifications is prepared and published by the government.
We set rules for each of these qualifications with which exam boards must comply. These are General Conditions that apply to all regulated qualifications, Qualification Level Conditions (that are specific to GCSEs or to AS and A levels) and Subject Level Conditions (that are specific to a qualification in a subject). They include rules on how the qualifications must be assessed. The rules are published on the section of our website called Understand our regulations.
Exam boards can only award these qualifications if we have accredited them. We only accredit qualifications when we are confident the exam board has demonstrated it can comply with the requirements for the qualification on an on-going basis.
Exam boards are required to publish a specification for each qualification. The specification must set out a range of information, including:
- The knowledge, skills and understanding which will be assessed, giving a clear indication of their coverage and depth.
- How it will be assessed.
- How it will be graded.
- Any sample assessment materials and their mark schemes.
When they are developing new qualifications, exam boards usually publish a draft version of the specification on their website. An exam board may also publish draft sample assessments materials and mark schemes.
The drafts might not reflect the final versions, as changes may be required before we accredit them. Schools and colleges should be aware that draft specifications can change before the qualification is accredited, but the drafts do give an indication of the approach the exam board is intending to take.
We do not set rules on how exam boards handle entries from schools and colleges. They have their own arrangements and set their entry deadlines.
We know that schools and colleges are most likely to consider switching exam boards when new qualifications are introduced. This can make it particularly difficult for exam boards to predict how many students will be taking their assessments and how many markers they will need. To help them with their planning, the exam boards may ask schools and colleges for early indications of their expected entries. We encourage schools and colleges to give exam boards this information as this should help the system run efficiently and effectively.
These qualifications are assessed by exam, except where there are essential skills in a subject that can only be assessed in other ways (by non-exam assessment). We set a number of requirements with which exam boards must comply when developing, delivering and marking exams and non-exam assessments. For example, they must design assessments that assess the specified content of the qualifications and be of an appropriate level of demand. Any optional routes must be of a comparable level of demand and the exams should be designed as far as possible to be equally demanding year on year.
Exam papers are written well in advance; for some papers the process can start 2 years before students sit the exam. Exam boards take into account how well previous years' assessments worked when developing papers.
The Code prescribed some of the processes exam boards had to follow when writing papers. With the removal of the Code they now have more flexibility to determine their own processes, but the outcome must meet the full range of requirements that apply to all assessments and to those for assessments for each particular qualification type and subject.
Administering exams
Exam boards must make sure schools and colleges have the information they need to administer the exams at the right time and under the right conditions, and that they take particular care to protect the confidentiality of the exams.
We require exam boards to have written and enforceable agreements with schools and colleges that deliver any part of their qualifications, including administering exams and other assessments. The agreements must cover a number of provisions, including that the school or college:
- must assist the exam board when it undertakes monitoring
- has a workforce that can deliver the qualification as the exam board requires
- operates a complaints procedure for students
The full range of provisions we require exam boards to cover in their agreements with schools and colleges is set out in C2 of our General Conditions of Recognition.
JCQ has produced some instructions for schools and colleges for conducting examinations. This is a comprehensive guide to what schools or colleges must do to administer the exams properly, as well as some helpful tips for making sure that the exams go smoothly. It covers a range of requirements the exam boards place on schools and colleges, including:
- How exam papers must be stored.
- Checks which must be performed when the papers are delivered.
- Who should be present to supervise checking and opening the papers.
- Starting times for exams.
- Supervision of candidates who take exams earlier or later than timetabled.
- Using calculators.
- Using other resources, such as dictionaries.
- Conditions, equipment and seating arrangements in the exam room.
- Invigilation arrangements.
- What you must do at the start of the examination, including identifying candidates.
- Starting the exam.
- How to supervise during the exam.
- What to do when a candidate is late.
- Completing an attendance register.
- What do to in the event of emergencies.
- Ending the exam and packing away.
- Sending the scripts back to the exam board.
Exam boards check that schools and colleges are following their instructions, including through visits carried out by JCQ's Centre Inspection Service. We require exam boards to have a sanctions policy that they apply when a school or college is found to have breached its requirements. Possible sanctions include additional monitoring visits, the deployment of exam board invigilators and stopping a school or college offering some or all of its qualifications. The JCQ publishes guidance setting out how exam boards investigate potential malpractice and the sanctions they may impose when malpractice is confirmed.
We will not normally be involved with the investigation. If a school or college is dissatisfied with the way an exam board has conducted such an investigation or with any sanctions applied it should complain or appeal to the exam board. We will usually only consider a complaint once the exam board's own complaints and appeals procedures have been exhausted.
Many of the issues which exam boards notify us about, and which exam boards investigate, appear to result from poor practice or maladministration rather than acts of deliberate wrong doing. For example, when the wrong exam papers are given to students at the wrong time. These incidents must be reported to the exam board as soon as they are discovered. Schools and colleges must comply with the instructions they are given by their exam boards to reduce the risk of these errors occurring, such as 2 people being present when the papers are opened.
Where a mistake like this is made it can be difficult to prevent the affected students being disadvantaged. For example, they might find themselves taking an exam they were not expecting that day, and for which they were not fully prepared. Their marks for a qualification might have to be estimated if they could not then take the exam they should have taken, because, for example, they had been in contact with other students who had taken the correct exam.
At the end of an exam, schools and colleges must also carefully follow the instructions from each exam board on how to return the scripts for marking.
Reporting concerns about exam administration within a school or college
Anyone who works in a school or college should report any concerns they have about the administration of an exam to the relevant exam board or to Ofqual. Concerns can be reported to us under the Public Interest Disclosure Act 1998. This is also known as whistleblowing. In certain circumstances, this can provide protection when a person discloses concerns about practice where they work. We have a whistleblowing policy and a form for reporting concerns on our website. You can find out more about whistleblowing from Public Concern at Work.
Reporting an error in an exam paper
If a school or college believes there is an error in an exam paper, including in any modified papers, it should contact the relevant exam board immediately. Exam boards will consider whether an error has been made and, if it has, consider the potential impact of the error on students. They consider, for example, whether the error will have stopped students being able to answer the question or complete the task or whether students' performance in other questions might have been affected by the error. They then decide the fairest way to proceed. This might include carrying out statistical analysis to see whether the question performed as expected or awarding all students full marks for the question.
We take question paper errors seriously. We consider whether an exam board's planned action is appropriate and fair and we may require it to take particular steps to address the impact of the error on student.
We require exam boards to have effective arrangements in place to make sure mark schemes are understood by markers and are being applied accurately and consistently.
Exam boards have their own ways of meeting this rule. Their approaches often depend on whether scripts are marked on paper or electronically (on-screen), as well as whether they are marked by question or as a whole paper.
Where marking is carried out on-screen, exam boards check on an on-going basis the accuracy of each marker's marking, often by including in their marking allocation 'seed' items (selected responses to one or more questions). Senior markers will already have agreed a mark for the response and determined how much variation they think is acceptable (a marking tolerance). Markers do not know which items are 'seeds'. If markers award a mark for a seed item which is outside the set tolerance, the marker can be stopped from marking, until they have undertaken further training. The marking they have already completed might be remarked or adjusted. They might be stopped permanently from marking.
Where marking is carried out on paper, markers send samples of their marking to a more senior marker for checking. If a marker is not marking to the required standard, the marker can be stopped from marking. They might be required to undertake further training or be stopped permanently from marking. The marking they have already completed might be remarked or adjusted.
A school or college that wants to understand how a particular exam board quality assures its marking should look on the exam board's website for information or contact the board.
The great majority of markers are current or retired teachers (Our survey of 10,000 examiners in 2013 found that over 99% were teachers or former teachers). The exam boards recruit markers every year and look for ways to encourage teachers to become markers. Teachers who become markers often find that they enjoy it and notice the benefits it can have on their teaching. Teachers who are interested in becoming markers should contact the exam boards. JCQ publish information on the role of an examiner..
Non exam assessment
Not all skills and knowledge can be assessed through exams. Where this is not possible exam boards test these skills and knowledge through non-exam assessments. In GCSEs, AS and A levels that have not been reformed, non-exam assessment is generally described as controlled assessment or coursework.
Some non-exam assessment is marked by teachers in the student's school or college; some is marked by visiting examiners, or sent to the exam board for marking.
For all reformed GCSEs, AS and A levels we have set out what percentage of the total marks will come from non-exam assessments. Unless this is prescribed in our rules, exam boards decide how many tasks students have to complete and which assessment objectives the tasks will cover. For some subjects we have prescribed the earliest date by which the tasks to be completed by students can be provided to teachers and to students. Exam boards must comply with any such date restrictions.
Exam boards must make sure all assessors, including teachers who are marking their own students' work, understand how they must mark and that marking is done accurately and consistently.
Each exam board will provide its own instructions on how the non-exam assessments must be undertaken. JCQ has also published detailed guidance about how the exam boards operate their non-exam assessments and what is expected of schools and colleges. JCQ also has guidance on the conduct of coursework.
Exam boards check whether their rules are properly followed. They have different ways of doing so, including through general centre-inspection visits, subject-targeted visits and statistical monitoring (which enables them to identify marks for non-exam assessments that appear out of line with students' performance in their exams for the subject).
We require exam boards to take all reasonable steps to prevent malpractice and maladministration occurring, including in the way non-exam assessments are undertaken, supervised and marked. We require exam boards to investigate any suspicions or allegations of malpractice or maladministration. We also require exam boards to keep under review what schools and colleges do to prevent and investigate malpractice and maladministration. Exam boards must take action against those responsible for malpractice or maladministration.
Separate reporting of non-exam assessment results
For some of the reformed qualifications, students' performance in their non-exam assessment is reported in a grade or outcome that is separate to that for the exam assessments for the qualification. This is the case for GCSE English language, for which the outcome of the spoken language assessment is to be reported separately to the grade for the exams. In A level science qualifications, students' performance in their practical science assessment is also to be reported separately to the grade for the exams.
Exam boards must moderate (or monitor, for qualifications where non-exam assessment is reported separately) any assessments marked within the school or college (internally marked assessment) to make sure marking has been undertaken accurately and consistently between teachers across all schools and colleges. Schools and colleges must comply with the exam boards' moderation requirements.
An exam board must adjust the marks given to internally marked assessment where they find that marking is out of line with the required standard.
Once the work of most students has been marked, grade boundaries are set. All exam boards must set grade boundaries according to our rules. The basic principle that exam boards follow when setting grade boundaries is that if the group of students (the cohort) taking a qualification in one year is of similar ability to the cohort in the previous year then the overall results (outcomes) should be comparable. This is a longstanding principle that exam boards have used for decades.
For AS and A level, exam boards will use predictions based on the prior attainment at GCSE of the current year's cohort. For GCSE, they will use predictions based on the prior achievement at Key Stage 2 of the current year's cohort. Predictions are used to guide decisions on the key grade boundaries. For AS and A level, exam boards will use predictions based on the prior attainment at GCSE of the current year's cohort. For GCSE, they will use predictions based on the prior achievement at Key Stage 2 of the current year's cohort. Predictions are used to guide decisions on the key grade boundaries.
Other evidence is also considered, including:
- students' work (marked exam papers and controlled or non-exam assessment) from the current and previous years
- reports from senior examiners and moderators about how the exam questions worked
When qualifications are introduced, it is usual to see a dip in performance, as schools and colleges get used to new content, or new styles of assessment. The use of predictions to guide awarding decisions helps to make sure students are not disadvantaged by being the first to sit a new qualification. It also means that we can judge whether the grade standards are in line across exam boards.
The predictions are used to guide awarding decisions at national level and not to predict the grades for individual students.
Before any results are issued, exam boards share the outcomes of their awards with us. Exam boards must provide evidence to justify any circumstances where the expected results are markedly different from the predictions. We consider that evidence according to a published process (See 'Reviewing GCE and GCSE outcome data received from awarding organisations as part of the data exchange procedure Summer 2016'). We will either accept the explanation provided by exam boards or challenge the results if the argument is not backed by sufficient evidence.
While national results may remain steady from one year to the next, we know that schools and colleges can see variability in their year-on-year results, even when qualifications don't change. When qualifications do change, schools and colleges are more likely to see variations in their results. We have published information on this in recent years (For example, see 'Variability in GCSE results: 2012 to 2015').
Reviews of marking and appeals
Each exam board must, on request, review whether there were any errors in the original marking of an assessment, or in the moderation of a teacher-marked assessment. They must also allow appeals in certain circumstances. We are introducing into the relevant Qualification Level Conditions, requirements about the way exam boards must undertake reviews of marking and moderation and consider appeals. These will replace the provisions that were in the Code. Most of these new Conditions will apply for reviews of marking and moderation and for appeals in respect of the qualifications awarded in 2016; some of the new Conditions won't come fully into force until 2017 or later.
Who can ask an exam board to review the marking of an assessment and take an appeal to an exam board
The Code stopped exam boards accepting a review of marking or an appeal directly from students (or their parents or carers). There was an exception for students who were not attached to a school or college, for example because they were home schooled. We have lifted this restriction. This does not mean that exam boards must now accept requests directly from students (or their parents or carers).
We recognise the value in schools and colleges advising their students on whether they should formally question their marks. We have not, therefore, required exam boards to accept requests directly from students.
However, exam boards can now decide whether and, if so, in what circumstances, they will accept requests directly from individual students. Each exam board will decide whether to do so, either in all cases or on an exceptional basis.
If an exam board only accepts requests from schools or colleges, and not those made directly by students, the exam board must make sure the school or college gives a student an opportunity to appeal against the school's or college's decision not to ask for a review or to appeal. This reflects the requirements that were in the Code.
Reviews of exam board marked assessments
When requested to do so, an exam board must arrange for a reviewer to consider whether the original marker made any errors when marking an assessment. Reviewers must be specifically trained to undertake reviews, as the process of reviewing the way a question or a paper has been marked is different to marking the question or paper afresh. Exam boards must also monitor the way reviewers undertake reviews, to assure themselves reviewers are complying with the Conditions and are acting consistently.
The exam board must publish its deadlines for receiving such requests and its fees. It must also publish its target turnaround times.
A reviewer must:
- Consider the original marking.
- Decide whether there were any administrative errors in the marking. An administrative error typically occurs when a marker misses a question or does not properly total the marks for all questions. If any such errors (however large or small) are found they must be corrected and the grade adjusted if necessary.
- Check, for each task or question for which there was only 1 possible right answer and therefore mark, whether the right mark was given for the student's answer. If the marker made an error when marking any such questions the reviewer must remark the question (however large or small the error). The new mark replaces the original one.
- Decide, for questions or tasks for which a range of responses can earn credit, whether the original mark could have been given by a marker who properly applied the mark scheme to the answer and exercised his or her academic judgement in a reasonable way. An error is likely to have been made if the reviewer concludes:
- that the original mark was unduly lenient or harsh, given the correct application of the mark scheme;
- a marker who had the appropriate subject knowledge and who had been trained to use the mark scheme would have been acting unreasonably in giving the mark;
- there was no rational basis for the mark.
- Re-mark the question(s) in respect of which the error(s) was made - however large or small the effect of the error.
If the reviewer finds a marking error, the reviewer's mark will replace the original mark and the exam board must change the grade if necessary. Any new mark and grade awarded after the review could be higher or lower than that originally given. If the reviewer does not find a marking error the original mark must not be changed. The exam board must tell the school, college or individual student (where the request was accepted from an individual) the outcome of the review.
If the review raises questions about the accuracy of other students' results the exam board may choose to extend the review to other students' papers. If it finds errors in the marking of those students' papers, they may replace the original mark, and the grade if necessary. Any new mark and grade awarded after the review could be higher or lower than that originally given.
Providing reasons for the outcome of a review outcome
For 2016 a school or college (or student, where the exam boards accepted a request from an individual) can ask the exam board to give reasons for the outcome of a review. The exam board must provide the reasons on request. Because the turnaround time for reviews can be important for a student's progression, we do not require exam boards to provide reasons when they communicate the outcome, as this might delay the outcome being communicated.
We will consider whether, in future years, reasons should be provided automatically.
Some exam boards have told us they might not be able to provide reasons immediately on request. If an exam board receives a large volume of requests, particularly in 2016, it might need an extended period of time in which to respond. A school or college waiting for a response to its request for the reason of a review outcome should take care not to miss the exam board's deadline for submitting an appeal or it might not be accepted. An appeal can be made without the reason having been returned.
A mark will only change where the reviewer found the original marker made a marking error. In most cases, where the mark has not been changed on review, the reason will be that the reviewer found no marking error. An exam board might choose to communicate this when it provides the outcome of the review.
Occasionally, a reviewer might find 2 or more different errors on review which, when corrected, result in no overall mark change (they cancel each other out). Exam boards must provide reasons for this, if requested to do so (unless they provide the reason when they communicate the outcome of the review).
Exam boards will have their own ways of providing reasons for review outcomes on request.
Students requests for a review of teacher-marked (internal) assessment
The Code required that schools and colleges (through their agreements with exam boards) provided an opportunity for students to appeal within their school or college about teacher-marked (internal) assessments that contribute to a GCSE, AS or A level.
We have consulted on the requirements we should put in place to allow students to ask for a review of the marks given by their teachers for their assessments. As teacher-marking will already be completed for qualifications to be awarded in summer 2016, we have not yet introduced the range of requirements on which we consulted, beyond replicating the requirement that was in the Code. This means that in 2016 an exam board must make sure a school or college has arrangements in place to allow a student to request a review of teacher marking.
We are still considering when we should bring our new requirements in this area into force and will also further consider whether any revisions to our regulations should be made.
Reviews of exam board moderation
A school or college can ask for the outcome of an exam board's moderation to be reviewed by the exam board. The request must be made on behalf of the whole of the school or centre's cohort for that component. This reflects the requirements that were in the Code. The exam board must publish its deadline for receiving such requests and its fees. The reviewer must consider whether the moderator made any errors. As with exam marking, an error is likely to have been made if the reviewer concludes that:
- the moderator was unduly lenient or harsh.
- a moderator who had the appropriate subject knowledge and who had been trained to moderate the assessment would have been acting unreasonably in giving the moderation outcome.
- there was no rational basis for the moderation outcome.
If the reviewer does not find a moderation error the outcome must not be changed. If the reviewer finds there was an error, the reviewer must re-moderate the teacher's marking and adjust the marks appropriately. The exam board will normally adjust the grades where necessary.
The Code included a rule that where an exam board found, following a review of moderation, that a student had been given a grade that was too high, the grade should not be reduced. It is important that students should be given the result their performance deserves. There is no automatic protection of a grade that is too high when such an error is found in other circumstances and we intend to withdraw this automatic protection. However, to allow schools and colleges to have time to adjust to the change, for 2016 such a protection will be in place. We will announce when the protection is removed.
Timelines for reviews and appeals
Each exam board must set and publish its own timelines, including the deadlines by which requests for a review or an appeal must be received. The exam boards have set common deadlines for 2016.
For future years we will require the exam boards to set their timelines within common parameters.
Exam boards can charge a fee for reviewing a mark and for considering an appeal. They have to publish the fees they will charge, and be clear about any circumstances in which they will not charge. The fees for 2016 have been published by each exam board.
Access to marked scripts
Schools and colleges can ask exam boards to give them access to marked AS and A levels scripts. Exam boards set a deadline for the receipt of requests for returned scripts. When asked by a school or college to do so, by their deadline, they must provide a copy of the student's marked script in time for a school or college to decide whether to ask for the marking to be reviewed. Where a school or college wants a review completed quickly, due to the timescales imposed by university admissions arrangements, an exam board may offer a different approach. This is a well-established practice. Exam boards may charge for this service.
The Code did not make similar provisions for access to marked GCSE assessments. For exams taken in 2016 exam boards can decide whether to make marked GCSE assessments available before the deadline for asking for a review of marking. They will also decide whether to charge a fee for this service.
In the future, we intend to make it a requirement that exam boards must give schools and colleges access to marked GCSE scripts before a school, college or individual student has to decide whether to ask for a review of marking. We have not yet set a date for the introduction of this requirement, as we know some exam boards will have to change their systems to make this possible.
Mark schemes
From 2016 exam boards must make mark schemes available before the deadline for schools and colleges deciding whether to request a review of marking of the corresponding assessments. Although it is already the case that exam boards made mark schemes available they have not been required to do so before now.
Appeals in 2016
If a school or college remains concerned about an outcome following a review, it can appeal to the exam board. Appeals can be on the grounds that an exam board did not apply its procedures consistently or that procedures were not followed properly and fairly.
Appeals can also be made in respect of:
- Decisions regarding requests for Reasonable Adjustments and Special Consideration.
- Decisions regarding actions taken following an investigation into malpractice or maladministration.
This is broadly in line with the grounds for appeal that were provided for in the Code.
The Code required exam boards to consider appeals on the grounds that the exam board's procedures were not consistent with the Code and/or that it had not applied its procedures properly or fairly in arriving at judgements.
A school or college seeking to appeal on the grounds of a procedural failure by an exam board would need to demonstrate that the exam board had not applied its procedures consistently or followed them correctly or fairly.
The exam boards will need to publish or tell the school or college what procedures it has adopted. Where an exam board has used the procedures set out in the Code for aspects of its approach, they might in 2016 refer to the relevant parts of the Code when telling a school or college what procedures it has followed. The Code will continue to be available for schools and colleges to see, should they wish to use inconsistency with the procedures in the Code as the basis for an appeal – if these are the procedures the exam board says it has followed.
The setting of a grade boundary cannot be the subject of an appeal.
An exam board must make sure that those making appeal decisions are competent to do so, have no personal interest in the outcome, and were not involved in the original marking or moderation or the review of the marking or moderation. The final decision must involve at least 1 decision maker who is not connected to the exam board.
An exam board may choose to offer the school or college (or individual student whose appeal was accepted by the exam board) the opportunity to attempt to resolve the disagreement without the need for a full and formal appeal. This may be welcomed as a potentially quicker and cheaper option, but we do not require that this approach is offered and the opportunity for a full appeal must remain available. Each exam board must publish its appeal arrangements, its fees and deadlines.
Appeals Pilot - 2016
We have proposed that in future the grounds for an appeal should be extended to include the grounds that a marking error made by the original marker or moderator had not been corrected on review or that there had been a marking error in the review itself. An appeal could be based on a concern that an administrative error had not be corrected, the mark scheme was not properly applied and/or the mark could not have been given by a trained marker, who had appropriate subject knowledge and who had exercised his or her academic judgement in a reasonable way.
We have decided, following further consultation, to require the exam boards to allow this additional ground of appeal in a pilot in 2016 in:
- A level physics
- A level religious studies
- A level geography
As the reformed versions of these qualifications will not be awarded until 2017, the pilot will only cover A levels of which an AS is a part. The pilots must, therefore, necessarily cover the AS qualifications in these subjects. The reformed AS qualifications are not to be included in the pilot.
We will evaluate the pilot and consider if, and if so how and when, this additional ground for appeal should be extended to other GCSE, AS and A level qualifications.
We recognise that in requiring this pilot in just 6 qualifications (3 A levels, 3 AS), students taking those qualifications have the potential to appeal on grounds that will not be available to students taking other subjects. However, we will not be putting students taking those other qualifications in a worse position than they otherwise would be if the pilot did not take place. The appeal provisions in respect of other subjects will align with those that were required by the Code.
Opening up the grounds of appeal in this way is considered to be a significant change in approach. The pilot will allow exam boards, schools, colleges and us to understand and evaluate the benefits and costs of doing so. It will provide information to help schools and colleges decide whether and, if so, how to appeal on the additional grounds in the future.
A school or college wishing to appeal to the exam board on the grounds of an uncorrected marking error in one of the pilot qualifications should follow the exam board's requirements for submitting such an appeal.
The Exam Procedure Review Service
Schools and colleges who, having exhausted the exam board's appeals process, are still unhappy with the result can ask Ofqual to review the case through the Exam Procedure Review Service (EPRS).
We are not planning to make any changes to this service in respect of assessments taken in 2016. A school or college that had appealed in one of the pilot subjects could apply to the EPRS in the normal way. A school or college that applied to the EPRS in respect of one of the qualifications that was subject to the pilot could apply to the EPRS on the grounds that the appeal had not been properly considered by the exam board.
Reasonable adjustments for disabled students
What are reasonable adjustments
Reasonable adjustments are changes made to an assessment or to the way an assessment is conducted that reduce or remove a disadvantage caused by a student's disability. They are needed because some disabilities can make it harder for students to show what they know and can do in an assessment than it would have been had the student not been disabled.
What exam boards must do
The Equality Act 2010 requires exam boards to make reasonable adjustments to assessments for disabled students. We require exam boards to publish their arrangements for making reasonable adjustments, including how a student qualifies for a reasonable adjustment and what reasonable adjustments will be made.
We have the power under the Equality Act to lift the duty on exam boards to make reasonable adjustments in some cases. The way we have exercised this power is set out in our specifications (We are consulting on making some amendments to these specifications. The consultation closes on 1 August 2016.).
Exam boards only have to make a reasonable adjustment to an assessment if the student's disability makes it substantially harder for them to show what they know, understand and can do in that assessment.
What 'disabled' or 'disability' means
The Equality Act 2010 defines disability as:
a physical or mental impairment … [that] has a substantial and long-term adverse effect on [their] ability to carry out normal day-to-day activities.
A short-term illness or temporary injury is not a disability. So a student who is temporarily ill or injured isn't entitled to reasonable adjustments. But there may be other adjustments available for them.
What reasonable adjustments are available?
Exam boards can make a wide range of adjustments to their assessments. Some of the most common adjustments are:
- changes to assessment materials (for example, large print or braille exam papers)
- access to assistive software (for example, voice recognition systems or computer readers)
- help with specific tasks (for example, another person might read questions to the student or write their dictated answers)
- changes to how the assessment is done (for example, an oral rather than a written assessment, word-processing rather than hand-writing answers)
- extra time to complete assessments
- exemptions from an assessment
This is not an exhaustive list – other adjustments may be available, depending on the student's needs – and not all of these adjustments will be reasonable in all cases.
What adjustments a student will get
It is important to understand that the adjustments for an individual student will depend on how – and how much – their disability affects them when taking a particular assessment. That means:
- different students with the same disability won't always get the same adjustments
- the same student might get different adjustments for different assessments
- if a student's disability doesn't affect how well they can do an assessment, then they won't get any adjustments
The exam board has to decide, based on each student's individual circumstances, which (if any) adjustments are reasonable, factors they should consider when making that decision include:
- Whether our rules about reasonable adjustments in assessments mean they cannot offer a particular adjustment.
- How (and how much) a student's disability affects their ability to demonstrate their knowledge and understanding.
- How well an adjustment helps a student deal with the difficulties their disability causes when taking their assessment. An adjustment that works well is more likely to be reasonable than one that doesn't really help.
- How much the adjustment would cost. A more expensive adjustment is less likely to be reasonable than a cheaper one.
- How difficult it is to make the adjustment. A complicated adjustment is less likely to be reasonable than a straightforward one.
- Whether (and how much) the adjustment could compromise the validity of the assessment. An adjustment that gives a disabled person an unfair advantage probably isn't reasonable.
- Whether the adjustment would break any of our other rules. If our rules require written exams, then another form of assessment (such as an oral exam) is unlikely to be reasonable.
The role of schools and colleges
Schools and colleges normally need to apply for reasonable adjustments on behalf of their students. To show that a student is eligible for a reasonable adjustment, you need to show that:
- the student is disabled
- their disability would significantly disadvantage them in the assessment
Schools and colleges must also set out the adjustments the student needs. The student's normal way of working is likely to be particularly relevant when coming to that view.
A school or college that is unsure what adjustments might be appropriate for a particular disabled student should discuss their needs with the exam board as early as possible. The exam board will be able to provide advice about the different adjustments that are available, and the evidence that will be needed to support the application. Some adjustments take time to arrange, and early notice helps the exam board provide the adjustment in time.
Schools and colleges are responsible for making sure that any adjustments agreed with the exam board are put in place and are used properly when students take their assessments.
How to apply
JCQ provide more information about applying for reasonable adjustments.
If a school or college does not agree with an exam board's decision
An exam board should explain why it has decided not to give a student an adjustment or to give them a different adjustment to that requested. Our rules also mean they must have a process for appealing that decision. If a school or college does not agree with the exam board's decision, it should follow that process. We will usually only consider complaints about an exam board once the appeal has been concluded.
We do not have powers to investigate complaints or disputes about whether exam boards have breached equality law. We cannot, for example, determine whether an exam board has discriminated against a disabled student. However, an exam board that was found to have breached equality law may also have breached its Conditions, enabling us to take regulatory action.
Complaints about whether an exam board has breached equality law should be made to the Equality and Human Rights Commission. The matter might also be taken to court. A school or college might therefore want to get legal advice or contact the Equality Advisory and Support Service first.
Special consideration
What is a special consideration?
Our rules define special consideration as any special treatment given to a student who has temporarily experienced an illness, injury or other event outside their control which significantly affects their ability to:
- take an assessment
- demonstrate what they can do in an assessment
What exam boards must do
Our rules require exam boards to:
- have clear arrangements for giving special consideration
- publish details of those arrangements, including what special consideration is available, and how students qualify for it
We do not specify what special consideration exam boards should give, or how they should determine eligibility for it.
However, all the exam boards offer 2 different types of support for students who are affected by circumstances outside their control, both of which are types of special consideration:
- changes to the way assessments are taken for students with temporary illnesses or disabilities (sometimes referred to as 'Access Arrangements'), and
- a small number of extra marks for students whose exam performance is affected by temporary illness, injury, indisposition, or an unforeseen incident.
JCQ provide more information about these different types of support.
The role of schools and colleges
If a student's ability to complete their assessments, or fully to demonstrate in their assessments what they know, is affected by a temporary illness, injury or other event outside their control, the exam board should be notified as soon as possible.
The exam board can explain what support they can offer, and how to apply for it.
A school or college should not wait until the student has completed the assessments, or until after results are issued before contacting the exam board as this may mean the student misses out on additional support.
If a school or college does not agree with an exam board's decision
An exam board should always explain why it has decided not to give a student a special consideration or to make a different consideration to that requested. Our rules mean they must have a process for appealing that decision. If a school or college doesn't agree with the exam board's decision, it should follow that process. We will usually only consider complaints about an exam board once the appeal has been concluded.
Malpractice, cheating and exam fraud
Malpractice (including cheating and exam fraud) can affect both qualification standards and confidence in qualifications. It undermines the hard work of students, teachers, schools and colleges, and we take it very seriously.
What exam boards must do
Our rules for exam boards reflect how serious malpractice can be. We require exam boards to do all they can to prevent malpractice when developing, delivering and awarding regulated qualifications. We also require exam boards to:
- investigate plausible suspicions or allegations to find out whether malpractice has happened
- when they become aware of possible malpractice, do all they can to prevent (or if that is not possible, minimise)
- any unfair impact on students (both those affected directly by any malpractice, and students more widely)
- any adverse impact on: their ability to develop, deliver and award the qualification, the qualification standard, or public confidence in qualifications
- have (and comply with) written procedures for investigating malpractice
- make sure investigators have no personal interest in the outcome of their investigations
- do all they can to keep schools'/colleges' arrangements for preventing and investigating malpractice under review
- provide (on request) guidance to schools/colleges about how best to prevent, investigate and deal with malpractice
- if malpractice is found, do all they can to stop it happening again, and take proportionate action against those responsible
- inform schools/colleges and other exam boards that may be affected by any malpractice
The role of schools and colleges
Schools and colleges have a key role to play in tackling malpractice.
Exam boards rightly expect schools and colleges to take malpractice, and the risk of malpractice, seriously. They expect schools and colleges to have proper processes in place for investigating and dealing with allegations of malpractice. Exam boards will have their own rules for when and how exams and other assessments are conducted which schools and colleges must follow. Any breach of these rules can undermine the fair conduct of the assessments and the fair award of the qualifications and can result in the assessed work being rejected, the school or college being sanctioned by the exam board or both.
Reporting malpractice
Exam boards, schools and colleges (and those working for them) should always report any evidence or suspicions of malpractice.
Employees of exam boards, schools and colleges should normally raise any concerns with their employer first. For more information see the page on whistleblowing.
But concerns can also be reported to Ofqual.
We will investigate concerns about malpractice within exam boards, but will normally ask the appropriate exam boards to investigate concerns about schools and colleges.
If we are not satisfied that an exam board is properly investigating suspicions or allegations of malpractice we may require it to take particular steps to do so. We may also require it to impose particular sanctions on those responsible for the malpractice.
Reformed qualifications
Reformed GCSEs, AS and A levels are being introduced in a phased way. The table below shows which reformed qualifications students in different years will take.
|Year group
|AS and A level
|Students starting their course in 2015 (Note 1) and taking their exams in 2017 (Note 2)
|English language
English literature
|art & design
computer science
English language
English language and literature
English literature
|Students starting their course in 2016 and taking their exams in 2018 (Note 3)
|2015 subjects plus:
art & design
citizenship studies
computer science
combined studies
food preparation & nutrition
classical Greek
physical education
religious studies (Note 6)
|2015 subjects plus:
classical Greek
drama & theatre
physical education
religious studies
|Students starting their course in 2017 and taking their first exams in 2019 (Note 4)
|2015 and 2016 subjects plus:
ancient history
classical civilisation
design and technology
film studies
media studies
modern Greek
modern Hebrew
PE short course Polish
|2015 and 2016 subjects plus:
ancient history
classical civilisation
design & technology
environmental science
film studies
history of art
further mathematics
media studies
music technology
|Students starting their course in 2018 and taking their exams in 2020 (Note 5)
|All previous subjects plus:
|All previous subjects plus:
modern Hebrew
Biblical Hebrew
- These dates assume students will study for their GCSEs over a 2 year period.
- AS exams will first be available in 2016.
- AS exams will first be available in 2017. Exams in mathematics will also be available in 2017, to allow students to complete their maths A level in one year and then progress to further maths.
- AS exam will be available in 2018.
- AS exam will be available in 2019.
- There will also be a short course option, first exams in 2018.
Conditions of recognition
The rules with which exam boards must comply for all regulated qualifications are set out in Conditions of Recognition. In addition, the GCSE Qualification Level Conditions apply to all GCSEs (graded 9 to 1). There is a separate set of Conditions for GCSEs graded A* to G. There are specific GCSE Subject Level Conditions for each subject.
The approach is the same for GCE qualifications (AS and A level), with a set of Qualification Level Conditions for new AS and A levels and Qualification Level Conditions for pre-reform AS and A levels.
All the Conditions are published on our website, including subject level Conditions.
Subject specific requirements on schools and colleges
Exam boards must tell schools and colleges about any subject-specific requirements. There are, for example, additional requirements on schools and colleges to submit to exam boards statements about the provision of opportunities for and/or participation in GCSE science and geology practical work, astronomy observations, geography fieldwork and citizenship activities.
Resits in the legacy qualifications
We have put requirements on exam boards to provide resits for some of the legacy qualifications.
Exam boards must provide resits for:
- all legacy AS and A levels in the May or June of the year following the last scheduled entry for the qualifications
- the legacy GCSE English, English language and mathematics qualifications – in November 2016 and in summer 2017
- GCSE science and additional science no later than summer 2018
Exam boards do not have to provide resit opportunities in any other legacy GCSEs, although they may decide to so do. So, for example, an exam board might decide to provide students with an opportunity to enter for legacy GCSEs in biology, chemistry and physics (as well as in science and additional science) but they do not have to do so.
There are restrictions on who can take the GCSE, AS and A level resits. For GCSEs, only those students who have taken the qualification previously, those who had good reason not to have taken it when planned (such as illness), or who are aged 16 or above on 31 August in the year of the last scheduled sitting can take the resits. For AS and A levels only students who have taken the qualification previously, or those who had good reason not to have taken it when planned (such as illness) can take the resits.
We have published further information about the resit policy.
Document information
Published: 8 July 2016
Updated: 12 December 2016
- Updated the 'Review of marking and appeals' section.
- video added
- First published.


text:
Gray hair is the tell-tale sign of aging. But it wasn't until March of 2016 that scientists discovered a gene that plays a role in the hair graying process. As Dr. Kaustubh Adhikari, the lead author of the study that outlines this discovery, explained: "We already know several genes involved in balding and hair color but this is the first time a gene for graying has been identified in humans, as well as other genes influencing hair shape and density."
Thanks to this study, we now have strong evidence to suggest that genetics—specifically a gene called IRF4—play a role in graying hair, not just environmental factors like stress or smoking. The logical next step? Developing products to delay the graying process. Watch the video below for more details on this gray hair gene study.
What Is Aging?
...and can we slow it down?
Share the knowledge!
Key Facts In This Video
What drives the process of aging from a cellular perspective is still largely a mystery. 00:27
After age 30, your chances of dying double every eight years. 01:37
Caloric restriction has been observed to extend the lifespan of rodents by up 50%. 02:55
The Science Of Hair Loss And Balding
Two more tell-tale signs of aging.

subset: commoncrawl


text:
Making these napkin rings is a cinch with the Preval Sprayer.Join Preval in Vegas – SEMA: NOVEMBER 1-4
The SEMA Show is the premier automotive specialty products trade event in the world. It draws the industry's brightest minds and hottest products to one place, the Las Vegas Convention Center.Preval VALPACK
The VALPACK is a full assortment of Preval products that allow you to complete any project.Turn Ordinary into Extraordinary
Mad machinist Mike Ayers, owner of Mike's Accessories in Jacksboro, Tenn used the Preval Sprayer to help design his latest creation. His custom built "death machine" — dubbed The Skull Crusher — features 100 modifications, including a Playstation 4, 5 TVs, 12 speakers, satellite, WIFI and talking, animated skulls. Click the link for more photos and to learn how Preval contributed to this amazing machine.Glam Halloween Gourds
Glitter and rhinestones take ordinary pumpkins and gourds up a notch this Halloween. See how we did it, using acrylic paint and the Preval Sprayer. (NO Aerosol Odors, Green Option)Faux Zinc Letters
Faux zinc letters are so easy to make, and at a fraction of the cost, why not give it a try?How To Restore Your Candlestick Holders
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Preval is the perfect solution to help restore those rusted tools and that neglected garden equipment. With the Preval Sprayer and Re-Grip, it is simple to make your tools new again.Polk-a-dot Painted Glassware
Take regular glassware from boring to retro-mod with glittery glass paint and the Preval Spray System. Materials Glass paint Glassware Stick-on stencils Preval Spray System Funnel Water Scrap paper Painter's tape Scissors TIP Clean stray paint off the glass with a razor blade or exacto knife.The Preval Re-Grip Wins Retailers' Choice Award
Re-Grip®, the new way to add a handle grip to tools, sports equipment and more, recently received the National Hardware Retailing Association (NHRA) Retailers' Choice Award for innovation in manufacturing. Hardware Retailing has been handing out Retailers' Choice Awards at the National Hardware Show® for 50 years. Each of the winners is selected from the […]


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(WABI) – 15-year old Brianna Cook said she was going for a walk in the town of Detroit about 2:30 Tuesday afternoon and didn't return.
Her family says they've looked everywhere and have contacted all her friends.
They say it isn't like Brianna to simply run away and that she didn't bring any clothing with her. They fear something happened to her.
A missing persons report has been filed, and the Penobscot County Sheriff's Department has been trying to find her.
If you can help, call the sheriff's office at 947-4585.


text:
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text:
In Class with new studentsMature
I walk into my first class and take a seat at the back. The seat next to me remains empty but that doesn't mean not a few boys try. I continuely block them and they move off mutter 'she never lets anyone sit next to her'.
I have to do this till the bell goes and every student is in there seats. But then the teacher walks in five students trailing behind him. Strangely I take in a sharp breath at the sigh of them.
They're all so different. Uh, I must of not slept right. I look back down at my sketch pad and decide to sketch one of the boys almost standing at the front of the pack of new kids.
"Kids, these are the new students. They have moved here on their own and I expect you to treat them with your full respect" The teacher calls out. The class chorus's 'yes, sir'. The teacher looks around. He sends four of the students to a seat of two seats table on the first and secound row leaving the boy I'm sketching at the front.
Sir looks around then his eyes focus on the seat next to me. I moan cause I know whats next. "You'll have to sit next to Felicia at the back Mr Lopez"
The bow nods then begins to head up to the back to the seat next to me. I look down at the picture I've drawn and notice I've sketched a leaping wolf behind him. I frown then hearing the bag dumped heavily next to me jump and snap the book shut.
I turn to look at him. "Hey, I'm Lopez" He says holding out his hand. I take it in a shake.
"Felicia" I mutter and can't help staring at his eyes which seems to have flecks of yellow.
"Nice to meet you, Felicia" Lopez says drawing my attention back to his face. He smiles and I blush.
"You too" I mutter pulling away and turning back to my sketchin pad avoiding his picture and starting a new one of a wolf.


text: Arsenal Archive 20 Jul 2016 €50M BID-3rd Signing? Rep Arrive London To Seal €6m Per Season With Arsenal By Admin 2016-2017, Arsenal News, Transfer news 0 Comment Goonersden brings you news from top football news sites from the likes of ESPN, SkySport, Daily Mail, Daily Star and Metro… We also Analyse football, player, transfer and predict Arsenal starting line-up. According to reports, Gonzalo Higuain is too expensive, so reports claims Arsenal will bid for Inter's Mauro Icardi. Reports in Italy claims Wanda Read More 22 May 2015 Wenger Choses Chelsea's Hazard Over Alexis For Player Of The Season. By Admin 2014/2015 Season, Arsenal News 0 Comment Arsenal Wenger faced the media ahead of Arsenal's final match of the season on Sunday against West Brom and the manager had more than just team news to offer. The French boss when asked if Chelsea's Eden Hazard is his player of the season said: "Yes. " Wenger told Arsenal Player. "He has certainly been very Read More 22 May 2015 Arsenal To Begin Shock Transfer Talks To Re-unite Pedro & Alexis By Admin 2014/2015 Season, Arsenal News, Transfer news 1 Comment Arsenal have been handed a major boost in their bid to sign Barcelona forward Pedro Rodriguez in the summer. This report is according to Telegraph who claim that the Gunners can now finally complete the transfer of Pedro from Barcelona, with the club ready to sell for an even reduced fee. the Telegraph says Barca Read More 19 May 2015 Desperate Wenger Make SURPRISE BID For 25 Goals & 10 Assists Striker By Admin 2014/2015 Season, Arsenal News, Transfer news 0 Comment Arsenal delve into the upcoming transfer window seems to be taking a rather speedy fashion as there are reports that the Gunners have tabled a surprise bid for long time target Arsenal have reportedly made a transfer offer for Napoli striker Gonzalo Higuain according to Fichajes.net. The Gunners are keen to add a new striker Read More 19 May 2015 DONE DEAL! Arsenal Complete The SHOCK Transfer Of Versatile Midfielder By Admin 2014/2015 Season, Arsenal News, Transfer news 1 Comment Arsenal's delve into the upcoming transfer window seems to be taking a rather speedy fashion as there are reports that the Gunners have wrapped up their second summer signing in only a week. According to reports, Arsenal have completed the transfer of RC Lens' teenage sensation Yassin Fortune. The Gunners have reportedly completed their second Read More 16 May 2015 £80,000-a-week Arsenal Star Set For SHOCK Emirates Exit By Admin 2014/2015 Season, Arsenal News, Transfer news 0 Comment Arsenal fan favourite Tomas Rosicky looks to have called time on his Arsenal career after rejecting a reported one year extension and will seek out pastures new. Rosicky, now 34, has become frustrated at the lack of first team opportunities. The former Dortmund playmaker has fallen down the pecking order partly due to injury and Read More 15 May 2015 Arsenal Have SIGNED Morgan Schneiderlin But Bookies Believe Otherwise. By Admin 2014/2015 Season, Transfer news 0 Comment Arsenal have been reported to have agreed a deal to sign Southampton midfielder Morgan Schneiderlin in the summer. Fresh reports according to the Daily Star claim the French midfielder could actually be heading to north London this summer; however, not to Emirates Stadium but rather White Hart Lane. Two big sources have in recent weeks Read More 13 May 2015 Arsenal Table SURPRISE Bid For Sensational South American Playmaker. By Admin 2014/2015 Season, Transfer news 0 Comment Arsenal have reignited their interest in Colombian World Cup sensation with a surprise bid tabled for the playmaker. This report is according to the Daily Star, who claims the Gunners have submitted an £8.5 million bid to bring Porto's Juan Quintero to the Emirates this summer. The report also says that the move by Arsenal Read More 11 May 2015 Arsenal vs Swansea City: Line-up: Ramsey Out & Walcott Starts! By Admin 2014/2015 Season, Arsenal News, Starting XI 0 Comment Arsenal will play host to Swansea City tonight in Premier League's Monday night clash. Arsene Wenger and his men have battened down the hatches at the back and developed a ruthless streak that has seen them win 11 of their last 13 Premier League games and book another Wembley appearance in the FA Cup final. Read More 10 May 2015 Vine: Watch Arsenal Summer Target Score Brilliant Goal. By Admin 2014/2015 Season, Arsenal News, Arsenal Video, Transfer news 0 Comment Arsenal are in pursuit of Barcelona star Pedro Rodriguez. The Gunners are said to be keen on the Spaniard and will move for him when the summer transfer window kicks open. Pedro has found it difficult to break into Luis Enrique's first team at the Camp Nou this season due to the attacking trio of Read More 123


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(Michael Pollan)
"What a world Romney Steele has given us in My Nepenthe! This personal tale is as tender and bright as a bite of Nepenthe Cheese Pie and will transport me--and you--to Big Sur and the days and nights of this magical place. My Nepenthe serves a big, gorgeous slice of American culture that I loved visiting through words and memory."
--Deborah Madison, author of What We Eat When We Eat Alone and Vegetarian Cooking for Everyone
(Deborah Madison)
"Romney Steele grew up in the lively bohemian milieu of Nepenthe on the Big Sur coast and knows all the stories worth telling. In My Nepenthe, an intimate, richly illustrated memoir with recipes culled from the restaurant's 60 years, she writes marvelously about her "crazy stew of a family" and especially her beloved grandmother, whose kindness and hospitality were legendary.
--Caroline Bates, contributing editor, Gourmet magazine
(Caroline Bates, Gourmet magazine)


text:
Help us outfit the NEW Invermere Library. Our new space in the Columbia Valley Centre will be ready for us in the Fall of 2017. Be a part of the new library and donate today. Visit NewInvermereLibrary.ca to learn more about the different ways to contribute.
Invermere Public Library books can be picked up and dropped off in Canal Flats at the Discovery Centre, and in Edgewater at the post office. Please call us at the library: 250-342-6416
© 2013 British Columbia Libraries Cooperative, 605 Robson Street, Suite 850, Vancouver BC V6B 5J3Terms of Use


text:
Historic American Buildings Survey/Historic American Engineering Record/Historic American Landscapes Survey
link: "//www.loc.gov/pictures/item/al0636.photos.005856p/",
url :"//cdn.loc.gov/service/pnp/habshaer/al/al0600/al0636/photos/005856p_150px.jpg",
alt:'Image from Prints and Photographs Online Catalog -- The Library of Congress'
2. Historic American Buildings Survey W. N. Manning, Photographer. March 6, 1934. REAR VIEW. - SOUTH ELEVATION - Deer's Store, U.S. Highway 84 (State Highway 12), Claiborne, Monroe County, AL
- Digital ID: (None) hhh al0636.photos.005856p http://hdl.loc.gov/loc.pnp/hhh.al0636/photos.005856p
- Reproduction Number: HABS ALA,50-CLAB,1--2
- Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA http://hdl.loc.gov/loc.pnp/pp.print


text:
News Category:
Publication date:
Mon, 2013-06-03
Informetrica Limited completed a study for the Canadian Federation of Nurses Unions that compiles data from Statistics Canada's Labour Force Survey (LFS) Public Use Microdata Files. The study's report is based on absenteeism and overtime for public-sector registered nurses and nurse supervisors in the Health Care and Social Assistance sector in Canada.
The following document present tables and general results for public-sector nurses and their absenteeism and overtime rates for 2012. A comparison is made to results from 2010 for some results. Tables include data for selected years from 1992 through 2012.


text:
ED Magedson – Founder
Ripoff Report
John H. Reagan High School7104 Berkman Drive Austin, Texas United States of America
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Ripoff Report has an exclusive license to this report. It may not be copied without the written permission of Ripoff Report. READ: Foreign websites steal our content
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text:
- Retweeted 905 timesBREAKING: AP sources: Former Texas Gov. Rick Perry to drop out of 2016 Republican presidential race.905 retweets468 favorites
PhotosView allImage gallery thumbnail Image gallery thumbnail Image gallery thumbnail Image gallery thumbnail
- Effectively out of money, Rick Perry becomes first Republican to quit the 2016 race http://nyti.ms/1K2k1dRView photo126 retweets146 favorites
AccountsView all@realDonaldTrumpThe official Twitter profile for Donald Trump http://www.donaldjtrump.com http://www.youtube.com/DonaldTrump http://www.facebook.com/DonaldTrump@RandPaulI fight for the Constitution, individual liberty and the freedoms that make this country great.
- Rick Perry First to Exit 2016 Republican Presidential Race http://thr.cm/0knNUN


text:
بسم الله الرحمن الرحيم. Noushin Afshar Moghaddam , M.D Associate Professor of Medicine Pathology Department Isfahan University of Medical Sciences. Fatty liver. Steatosis.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
بسم الله الرحمن الرحيم
NoushinAfsharMoghaddam, M.D
Associate Professor of Medicine
Pathology Department
Isfahan University of Medical Sciences
Fatty liver
Steatosis (fatty liver, fatty change) corresponds to accumulation of triglycerides in the cytoplasm of hepatocytes. It is a frequent finding and represents a manifestation of reversible cell injury
Acute fatty liver of pregnancy. Detail of lobular parenchyma characterized by microvesicular steatosis and a small number of lymphocytes. (H&E)
The causes are multiple.
Steatohepatitis (NASH)
NASH with Fibrosis
Histological section of a murine liver showing severe steatosis. The clear vacuoles would have contained lipid in the living cells, however the histological fixation caused it to be dissolved and hence only empty spaces remain
Deficiency of glucose-6-phosphatase results in accumulation of glycogen in hepatocytes. The liver is enlarged. The hepatocytes are swollen and a mosaic histological pattern with compression of the sinusoids is seen. Macro- and/or microvesicular steatosis can be present
Alcoholic steatohepatitis with neutrophilic acute hepatitis
macrovesicular steatosis and ballooning
Mallory bodies:homogenouseosinophilicperinuclear
inclusions of variable size and shape. It composed of
hyperphosphorylated CK (7, 18, 19) together with
Ubiquitin heat shock protein.
Source: Ibdah 2003
Steatohepatitis:Some hepatocyte nuclei show glycogen vacuolation
periportalhepatic steatosis, as may be seen due to steroid
use. Trichrome stain
Source: Ibdah 2003
Micrograph of inflamed fatty liver (steatohepatitis)
Pericellular collagen and Mallory bodies (asterisks) in ballooned hepatocytes are stained blue. Chromotrope Aniline Blue stain.
(zone 3) sinusoidal fibrosis, typical of alcoholic
Steatohepatitis with cirrhosis.
Time Progression
Lobular Inflammation
Macrovesicular Steatosis
Grading and staging the histopathologic
Lesions of NASH
Staging Fibrosis in NASH
(related to obesity and insulin resistance)
(post bypass surgery, drugs, and toxins)
Normal Liver
Hit 1: ? Insulin resistance, endotoxins, …
Fat accumulation
Fatty Liver
Hit 2: ? Oxidative stress, …
Hit 3: ? Oxidative stress, …
May loose fat


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New Braunfels Herald Zeitung (Newspaper) - January 20, 1991, New Braunfels, Texas Page SA Herakl-Zoltung, K « Braunfels, Texas Sunday, January 20, 1991 County agentExtension praises appointment of 4-H, youth leader Dr. Lynne W. Thibodeaux, who has been a 4-H and youth development specialist with the Texas Agricultural Extension Service for the past ll years, has been named assistant director for 4-H and youth for the state agency. Thibodeaux fills the position held by H.T. "Tom" Davison, who retired in August 1990. "We are extremely pleased to have Dr. Thibodeaux assume this key position," said Dr. Zerle L. Carpenter, Extension Service director. "She brings a solid leadership base to the position, and die is committed and dedicated to enhancing the potential of youth over the state. "Our youth are our most valuable resource, and the Extension Service is committed to programs that will help our youth develop leadership ami coping skills," Carpenter said. "With Dr. Thibodeaux's leadership, I believe we will make rapid strides in this effort, including reaching out to more diverse youth audiences across the state. I want every young person to have the opportunity to receive the 4-H experience." Enrollment in Texas 4-H increased more that 30 percent in the past year, topping 400,000 for the first time. Also, a new programming effort is focusing on children in kindergarten through the second grade to complement the traditional 4-H age group of 9 to 19. Thibodeaux is a veteran of 21 years with the Extension Service, having served as a county agent, family resource specialist aid youth specialist in the expanded food and nutrition program, in addition to her work as a 4-H specialist. She has conducted training in leadership development, self-esteem building and stress man-agment at numerous state and regional workshops. Thibodeaux holds a bachelor's degree from Lamar University and master's and doctoral degrees from Texas AAM University. She has received numerous honors from the Extension Service, including the Texas Superior Service Team Award and from the Epsilon Sigma Phi, the national honorary extension fraternity, and other professional associations. — WARREN KOPPLIN Major farm program's 1991 provisions announced This past week, USDA announced the acreage reduction program requirement for cotton, wheat, com and other feed grains, as well as loan rates, deficiency payment estimates and other program details for 1991. Program sign-up is expected to begin in early Much. Wheat, feed grain acreage USDA confirmed that wheat farmers would have to idle IS percent of their crop average wheat base in order to qualify for the 1991 program benefits. USDA has made a tentative acreage reduction program (ARP) announcement of 15 percent last September. Com, sorghum and barley producers will be subject to ARP requirements of IJS percent. Oat producers will not have to idle any base acreage to qualify for 1991 program benefits. Cotton acreage Cotton farmers, both upland and extra-long staple (ELS), must idle 5 percent of their cotton acreage base to be eligible for 1991 program benefits. The acreage reduction level was set with the intention of targeting cotton ending stocks to equal 30 percent of total domestic use. The 5 percent set aside requirement meets the National Cotton Council's approval although some cotton analysts had earlier predicted a IO percent requirement might be forthcoming. Loan rates In general, loan rates will be higher because of changes made in the farm bill. The 1991 national average wheat loan rate was set at $2.04/bu, up from $1.95 in 1990. The 1991 national average com loan rate was set at $1.62/bu, up from $1.57 in 1990. The 1991 sorghum loan rate was set at $1.54/bu, up from $1.49 in 1990. The 1991 barley loan rate was set at $1.32/bu, up from $1.28 in 1990. The national average loan for oats was set at $0.83/bu, up from $0.81 in 1990. The loan rate for upland and ELS cotton was set a $03077/lb and $0.8299/lb, respectively. USDA also set the 1991 target price for upland cotton at $0.729/lb and the target price for ELS cotton at $0.996/lb. Deficiency payment USDA also announced that 40 percent of the estimated deficiency payment will be paid in advance at the program sign-up in early March. All payments this year will be made in cash and not in generic certificates. The deficiency payment estimate reflects the difference between 1991 commodity target prices and USDA's expectation of market prices. For com, the estimated deficiency payment is $0.58/bu and the advance will be $0.232/bu. For sorghum, the estimated payment is $0.56/bu and advance $0.224/bu. For barley, the estimated payment is $0.47/bu and advance $0.124/bu. For oats, the estimated payment is $0.15/bu and advance $0.06/bu. Winter wheat growers can expect two categories of deficiency payment estimates since they may opt out of the new "triple base" planting flexibility provision program for the 1991 crop year. If winter wheat fanners choose to opt out of the triple base, their deficiency payments will be calculated on the basis of a 12-month market average price, instead of the current 5 month/12 month calculation. As a result, the estimated deficiency payment for winter wheat is $1.40/bu if winter wheat producers elect the triple base option, the estimated deficiency is $1.47/bu. The wheat advance is $0.56/bu and $0.588/bu depending on the option chosen. Estimated cotton payments The estimated deficiency payment rate for upland cotton is $0.1(Vlb and the advanced deficiency payment is $0.04/lb. USDA estimated that there would be no deficiency payment for ELS cotton. —JOE G. TAYLOR Zaffirini backs legislation favoring license revocation SUN CITY FASHIONS AUSTIN — Drive drunk, lose your license ... on the spot. That message is at the heart of proposed legislation supported by Mothers Against Drunk Driving (MADD) and other traffic safety and victim-support organization. A bill, introduced as the new Texas Legislature session opened by Sen. Judith! Zaffirini, D-Laredo, would give law enforcement officials a new way to get drunken drivers off the roads: administrative license revocation (ALR). Zaffirini represents the 21st District, which includes New Braunfels. The measure will be explained at a news conference to be held at 1:30 pjn. Tuesday at the Speaker's Committee Room of the State Capitol in Austin. ALR authorizes law enforcement officers to confiscate the licenses of dirvcrs who fail or refuse blood alcohol tests. Affected drivers immediately would be issued a temporary licence, valid for only 40 days, giving them a chance to have their cases reviewed at an administrative hearing. "For most people, and especially those who choose to drive after drinking alcohol, loss of a driver's license is a fearsome consequence that is not taken lightly," said Milo Kirk, national vice president of MADD. Kirk will join Zaffirini and Barry M. Sweedler, director of the National Transportation Safety Board's office on safety recommendations, in making Tuesday's presentation. Kirk notes that Texas' overloaded court system too often delays the judicial response to DWI cases, allowing many drinking drivers to repeat their offenses while awaiting ajudication. ALR laws already have been adopted by 29 states. During the first half of 1990, in Texas, 636 persons were killed and 16,936 injured in alcohol-related traffic accidents, according to the Texas Department of Public Safety. FACTORY OUTLET We're still celebrating the .1 Arrival of 1991 with a 91 $ sale Buy 2 items and get a third item of equal or lesser value for 91t* •clearance items not included Jan. 21-Jan. 26 Petite, Missy & Plus Sizes January Clearance I Is still going on Savings up to 50% W. San Antonio 7132 lak**) Store Houra.* Mon-Fri. Sat. 9:30-5:-iO 9:00-5.-00 - ^ -• * 'DISCOVER ALASKA! RENNERT STYLE Don't travel alone!!! Special Escorted Group by Carmen Finneman ■ Pacific Princess ~ " August ll, 1991 •2 nights Anchorage •V •I night Denali & Fairbanks •7 night Gulf of Alaska Cruise •Meals on the Pacific Princess an Snack in Denali Park it Early Booking discount of $150 per person before 1/31/91 •Special Group pricing •Rennert's Seguin •8103 Broadway •North Star Mall •The Oaks 379-8420 828-4809 349-2761 699-0345 NWELSML •Rennert's New Braunfels 625-6966 •Windsor Park Mall 654-6310 •Galleria Oaks 494-5533 •Ingram Square 681-5230 Round up savings on western boots On Sale January 20 Thru January 26 19.90 A. Save $10. Our 29.99 Pr. Men s black boots. Fancy stitching, toe rand add a little country style. B. Save $10. Our 29.99 Pr. Kick up your heels in gray pull-on boots for men. Distinctive snake print. C. Save $5. Our 24.90 Pr. Mosey on down to Kmart for men's oat-color boots in slick pull-on styles. FREE CARPET INSTALLATION with the purchase of our special factory purchase. DUPONT CFRTIHfD J.P. Stevens—"Francine" avaUable in the 5 most popular colors: •Shimmering Stone 'Mellow Blue •Autumn Rose •Maple Mist 'Oasis Beige Originally *16.95 per sq. yd. Now Only *14" per sq. yd. with FREE INSTALLATION** We will even take up your old carpet and pad and haul it away FREE! 1,000*8 of yards avaUable Look for Special Tag* In Our Discount Warehouse 50% off A More Plus FREE Installation Hurry: Sale Begins Jan. 21st at 8:30 a m. Sale Ends February 2nd at 4:00 p.m. 90 Days Same as Oath* No Honor Down Easy PoymonU Store Hours Mon.-Tues.-Wed. PTI. 8:30-5:30 Thurs. until 7:00 Sat. 10:00 to 4:00 INTERIORS 943 N. Walnut 625-3477 •*M*Hw»il dwf hr mating furniture ani carpeting Min. ;
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Travel insurance is an interesting type of insurance as people are often divided as to whether it's worth the money or not. These things to know about travel insurance are not designed to add to the debate or help you with sneaky little ways to find cheap travel insurance, but they are designed to help you better understand the subject in general. So take a look at these 7 Things You Should Know About Travel Insurance and become more enlightened!
1. Rental Car Null and Void
When people decide to take out a rental car, they will also take out some form of rental car insurance.
Good travel insurance covers exactly the same things as rental car insurance so why do you really need both?
The answer is that you don't.
7 Insightful Things You Should Know about Saving Money ... 7 Car Insurance Discounts That You Might Not Know about ... 7 Important Things You Should Know about Permanent Makeup ... 8 Things You Need to Know about Money before You Reach 25 ... AWS Essential Travel Guide: 10 Things You Should Know about Passports and Visas ... Insanely 😱 Surreal Places 🗺 Fairy Tale Addicts 🏰 Need to Add to Their Bucket Lists 📃 ...


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longchamp le pliage outlet
longchamp paris bagFeaturing a baked powder coat finish and heavy duty stabilising arms, the 2ft Folding Punchbag Bracket by BBE is a highly robust bag mounting unit which can be folded to maximise space saving possibilities and remove unsightly fittings. My wash bag used to be overflowing with nonsense that I thought I might use and then never did. Pack your beauty must-haves in different bags - a different bag for each type of product (preferably see-through washbags - Muji and Anya Hindmarch are you go-to brands for this). Some guys don't check what the weather is going to be like where they're headed and thus stuff their bag with items they never end up using. Mix it up with your travel buddy.Recently, at a press screening for Gia Coppola's directorial debut, Palo Alto, I found myself feeling physically uncomfortable during a scene in which James Franco's character , a high school girl's soccer coach, seduces one of his teenage players (Emma Roberts). The chairs are cleared away, the amps are turned up. Are you ready?ˇ± she says to me. This is going to be really loud.ˇ± They lean into Looking Hot,ˇ± easily the best song on the album, one that reminds you that for all of her rock-star swagger, Gwen Stefani has always had a certain amount of existential angst about her lifeˇŞquestioning her pursuit of fame, her vanity, and even herself. Blazers, pique shirts, cashmere jumpers, things that are comfortable and will travel well. And life stopped.,longchamp canvas toteWhile his initial seasons were all about tightly drawing the silhouette at RicciˇŞcorseted restraint and pencil-skirted controlˇŞCopping is relaxing it into something softer and gentlerˇŞand is creating clothes that are all the more sensual and desirable because of it. Maybe it's because he himself is looking pretty relaxed and confident in his role at the house. I'll also hazard the conjecture that the only reason you're in law school is because you couldn't figure out what you wanted to do with your life when you graduated from college. When I worked an office job, I would always carry a stainless-steel folding fork and cotton napkin with me. And, of course, a reusable bag. When you're done, put your hand in the gap of your lining and turn your bag right side out.Still, it's a curious piece of hardware, and we can't wait to see it in the flesh when it arrives in August of next year - if you're interested in taking the risk and backing it now, it'll set you back $530 unless you can bag an early-bird deal. There is now a big open space where the UJ slim-fit straight jeans are supposed to be. He's been folding for eight hours, and he is nowhere near caught up. The Happy Flight Folding bag is available in a variety of colours!longchamp metal tote


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ECO Series Designed to look good and perform even better. The dynamic lines and curves of the chair not only bring a contemporary look, but complements your body as you work hroughout the day. With 12-way ergonomic adjustments, you can adjust the chair to fit you perfectly. The mesh back enhances air circulation for greater comfort or choose the AirMesh seat for molded foam comfort. There�s more! Both of these amazing chairs offer Synchro-Tilt, Seat Slider, height adjustable arms, and adjustable Lumbar Support as standard features. It�s just more reasons to choose the ECO chairs.
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Originally posted on Mets Merized Online | Last updated 4/15/12
Update: Bay was scratched with a jammed finger… Starting Lineup 1. Ruben Tejada SS 2. Daniel Murphy 2B 3. David Wright 3B 4. Ike Davis 1B 5. Scott Hairston LF 6. Lucas Duda RF 7. Kirk Nieuwenhuis CF 8. Mike Nickeas C 9. Mike Pelfrey RHP The Mets look for the sweep today as they take on the Phillies in Philly in a Sunday afternoon game celebrating the legacy of Jackie Robinson. The major story in yesterday's game surrounded David Wright. Was he rushed to play to soon? How will his pinky handle the bat and throws? Wright answered everyone as he took the first pitch he saw to the deepest part of Citizens Bank Park. The Mets would later tack on more runs from GDP from Bay and 2 run homer from Lucas Duda. For the second day in a row, the Mets had strong starting pitching from Jon Niese and good relief work. The Mets will try to repeat all of this behind Mike Pelfrey as he takes on Cole Hamels. Pelfrey picked up a no decision in his first start of the season where he pitched 5 inning...
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JK Rowling among UK hacking inquiry "core" figures
By Michael Holden
LONDON (Reuters) - "Harry Potter" author J.K. Rowling and actor Hugh Grant will be among more than 50 "core participants" at a public inquiry into press standards set up after the phone-hacking scandal that has engulfed Rupert Murdoch's British newspaper arm.
They were among a list of politicians, celebrities and sportsmen who applied for the status and were included on a list announced on Wednesday by Brian Leveson, the senior judge who is heading the judicial inquiry.
All say they have either had their phones hacked or have suffered misreporting or unwarranted press intrusion into their private lives.
As core participants, they have a right to legal representation and to ask for questions to be put to witnesses, and can also submit closing submissions to the head of the inquiry.
News International, the British arm of Murdoch's News Corp which is at the center of the phone-hacking allegations, was also granted core participant status.
The inquiry was set up by Prime Minister David Cameron in July in the wake of the furor surrounding phone hacking allegations at the News of the World newspaper.
News International shut the paper down amid an outcry over claims journalists on the paper had paid investigators to hack into the voicemails of murder victims.
Among those named as core participants are former minister Tessa Jowell, former England soccer player Paul Gascoigne, actress Sienna Miller and the parents of murdered schoolgirl Milly Dowler. Continued...


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Your pets deserve the best, so compare dog food brands with our customer satisfaction ratings to find great pet food products.
* Overall satisfaction is an individual rating and not a combined total of all ratings. Brands with equal overall satisfaction ratings are listed in alphabetical order.
Canstar Blue research finalised in November 2011, published in November 2011.
See our Ratings Methodology.


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We're excited to introduce you to our brand new site! All the great deals from DealChicken, plus more than 50,000 free coupons from 20,000 more local merchants!
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Combining a unique atmosphere with flavorful and distinctive dishes, Taste Of India provides a dining experience you will not easily forget. From the Chicken Tikka Masala to the Saag Paneer served with freshly made naan, all are prepared to delight your taste buds by a knowledgeable, friendly staff. So, if you're wondering where in Collin County to find great local Indian cusine, try Taste Of India today!
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The Giants don't use their franchise tag very often and it appears they will likely not use it this year.
NFL Network's Ian Rapoport spoke with John Mara and tweeted that the team's co-owner said the Giants will "probably not" apply the franchise tag to any Giant.
The Giants are one of seven teams that have only used their franchise player designation three times or fewer on offense, defense or special teams since the system began in 1993, according to ESPN Stats and Information. They have used it on tackle Jumbo Elliott (1993), running back Brandon Jacobs (2009) and last year on punter Steve Weatherford. The Giants used the tag on Jacobs and Weatherford in an effort to later reach a long-term deal. (Here's a look at how the Giants' usage of the franchise tag compares to the rest of the NFL).
Tackle Will Beatty is considered to be the Giants' biggest free agent priority. If the Giants were to use the franchise tag on Beatty, perhaps in an effort to work out a long-term deal, the projected non-exclusive franchise player tag for an offensive lineman is $9.66 million.
Some other free agents the Giants would like to re-sign are tight end Martellus Bennett and left guard Kevin Boothe. The non-exclusive franchise tag for tight ends is projected to be $5.96 million.
Considering how the Giants likely need to clear more cap space to sign free agents, their own draft picks and tender restricted free agents like wide receiver Victor Cruz and safety Stevie Brown, it makes sense for Mara to say that the team will likely not opt to use its franchise tag.


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David Cameron revealed today that he would like to be Harry Potter — although he feared voters saw him as Voldemort.
Asked by a Kazakh student which J K Rowling character he would like to be, he said: "My daughter is nine, she's started to read Harry Potter ... If you've got any sense you want to be Harry Potter.
But I suspect people in Britain might want to paint me in a different role."
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