voice-net
`Prev `__
V
`Next `__
--------------
**voice-net**: n.
Hackish way of referring to the telephone system, analogizing it to a
digital network. Usenet `*sig block* <../S/sig-block.html>`__\ s not
uncommonly include the sender's phone next to a “Voice:” or “Voice-Net:”
header; common variants of this are “Voicenet” and “V-Net”. Compare
`*paper-net* <../P/paper-net.html>`__,
`*snail-mail* <../S/snail-mail.html>`__.
--------------
+--------------------------+----------------------------+---------------------------------------+
| `Prev `__ | `Up <../V.html>`__ | `Next `__ |
+--------------------------+----------------------------+---------------------------------------+
| voice | `Home <../index.html>`__ | voodoo programming |
+--------------------------+----------------------------+---------------------------------------+


{% block content %}
{% for city in ci %}
{{city}}
{% endfor %}
The states with population between the 8 to 40 million are below
{% for city in ci1 %}
{{city}}
{% endfor %}
{% endblock %}


What are the symptoms of COVID-19?
General symptoms of COVID-19 according to the WHO:
- Fever, tiredness, and dry cough are the most common symptoms
- 1 in 6 people with COVID-19 becomes seriously ill and develops difficulty breathing
- 80% of people recover from COVID-19 without needing special treatment
Emergency warning signs of COVID-19 according to the Centers for Disease Control and Prevention (CDC):
Anyone experiencing any of the following emergency warning signs for COVID-19 should seek medical attention immediately. Emergency warning signs include*:
- Difficulty breathing or shortness of breath
- Persistent pain or pressure in the chest
- New confusion or inability to arouse
- Bluish lips or face
*This list is not all inclusive. Please consult your medical provider for any other symptoms that are severe or concerning.
How does coronavirus spread, and who is at risk?
From the CDC webpage on How COVID-19 Spreads.
The virus is thought to primarily spread person-to-person:
- Between people who are in close contact with one another (within about 6 feet).
- Through respiratory droplets produced when an infected person coughs or sneezes.
Contact with contaminated surfaces or objects may also spread the coronavirus. According to the CDC, “it may be possible that a person can get COVID-19 by touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes.”
Anyone can get COVID-19 if exposed to SARS-CoV-2, and anyone can potentially be at risk of serious illness. However, the CDC states on the webpage People at Risk for Serious Illness from COVID-19 that the highest risk groups are elderly adults and people who have other serious health concerns, including those with heart disease, diabetes and lung disease.
Are there any treatments for COVID-19?
According to the CDC: “There is no specific antiviral treatment recommended for COVID-19. People with COVID-19 should receive supportive care to help relieve symptoms. People who think they may have been exposed to COVID-19 should contact their healthcare provider immediately.”
According to the WHO: “While some western, traditional or home remedies may provide comfort and alleviate symptoms of COVID-19, there is no evidence that current medicine can prevent or cure the disease. WHO does not recommend self-medication with any medicines, including antibiotics, as a prevention or cure for COVID-19.”
What to do if you feel sick
From the CDC’s What to Do if You Are Sick resource: “There is no specific antiviral treatment recommended for COVID-19. People with COVID-19 should receive supportive care to help relieve symptoms.”
The CDC recommends that people experiencing emergency warning signs seek medical care immediately while following the CDC’s recommendations to help prevent the spread of COVID-19 while sick.
For people who suspect they may have COVID-19, but aren’t sick enough to be hospitalized, the CDC recommends Caring For Yourself at Home following the comprehensive list of recommendations provided, which includes limiting contact with other people to avoiding spreading the disease further.
How to protect yourself and reduce the risk of getting COVID-19
The CDC’s Steps to Prevent Illness page offers comprehensive information for how people can protect themselves and those around them. These recommendations include information about regular handwashing, cleaning and disinfecting everyday items, social distancing, and who should wear facemasks (primarily caregivers and people who are infected who will be in close contact with others).
What is social distancing?
The Center for Infectious Disease Research and Policy (CIDRAP) defines social distancing as: “Measures taken to restrict when and where people can gather to stop or slow the spread of infectious diseases. Social distancing measures include limiting large groups of people coming together, closing buildings and canceling events.”
Around the world, many governments, schools and business have implemented social distancing protocols by asking people to study or work from home whenever possible; canceling festivals, meetings, conferences and other gatherings; and encouraging people to limit close contact with others when possible.


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GridOptions for emptyBaseLayer feature, these are available to be
set using the ui-grid gridOptions
Properties
enableEmptyGridBaseLayer
Enable empty base layer, which shows empty rows as background on the entire grid
Defaults to true, if the directive is used.
Set to false either by setting this attribute or passing false to the directive.


pip_services3_components.auth package¶
Submodules¶
Module contents¶
pip_services3_components.auth.__init__¶
Contains credentials implementation.
Credentials – passwords, logins, application keys, secrets. This information is usually linked with connection parameters. Connection parameters separate from authentication, because auth is saved as a secret, and stored separately from configuration parameters (host name, ip addresses). They need added security and protection, so they were separated.
Credential parameters include various credentials.
Interfaces and abstract classes for credential stores, which can save or retrieve various credential parameters.
| copyright: | Conceptual Vision Consulting LLC 2018-2019, see AUTHORS for more details. |
|---|---|
| license: | MIT, see LICENSE for more details. |
-
class
pip_services3_components.auth.
CredentialParams
(map=None)¶ Bases:
pip_services3_commons.config.ConfigParams.ConfigParams
Contains credentials to authenticate against external services.
They are used together with connection parameters, but usually stored in a separate store, protected from unauthorized access.
### Configuration parameters ###
- store_key: key to retrieve parameters from credential store
- username: user name
- user: alternative to username
- password: user password
- pass: alternative to password
- access_id: application access id
- client_id: alternative to access_id
- access_key: application secret key
- client_key: alternative to access_key
- secret_key: alternative to access_key
In addition to standard parameters CredentialParams may contain any number of custom parameters
- Example:
- credential = CredentialParams.from_tuples(“user”, “jdoe”, “pass”, “pass123”, “pin”, “321”)
- username = credential.get_username() // Result: “jdoe”
- password = credential.get_password() // Result: “pass123”
- pin = credential.get_as_nullable_string(“pin”)// Result: 321
- username = credential.get_username() // Result: “jdoe”
-
static
from_config
(config)¶ Retrieves a single CredentialParams from configuration parameters from “credential” section. If “credentials” section is present instead, then is returns only the first credential element.
Parameters: config – ConfigParams, containing a section named “credential(s)”. Returns: the generated CredentialParams object.
-
static
from_string
(line)¶ Creates a new CredentialParams object filled with key-value pairs serialized as a string.
Parameters: line – a string with serialized key-value pairs as “key1=value1;key2=value2;…” Example: “Key1=123;Key2=ABC;Key3=2016-09-16T00:00:00.00Z” Returns: a new CredentialParams object.
-
static
from_tuples
(*tuples)¶ Creates a new CredentialParams object filled with provided key-value pairs called tuples. Tuples parameters contain a sequence of key1, value1, key2, value2, … pairs.
Parameters: tuples – the tuples to fill a new CredentialParams object. Returns: a new CredentialParams object.
-
get_access_id
()¶ Gets the application access id. The value can be stored in parameters “access_id” pr “client_id”
Returns: the application access id.
-
get_access_key
()¶ Gets the application secret key. The value can be stored in parameters “access_key”, “client_key” or “secret_key”.
Returns: the application secret key.
-
get_password
()¶ Get the user password. The value can be stored in parameters “password” or “pass”.
Returns: the user password.
-
get_store_key
()¶ Gets the key to retrieve these credentials from CredentialStore. If this key is null, than all parameters are already present.
Returns: the store key to retrieve credentials.
-
get_username
()¶ Gets the user name. The value can be stored in parameters “username” or “user”.
Returns: the user name.
-
static
many_from_config
(config)¶ Retrieves all CredentialParams from configuration parameters from “credentials” section. If “credential” section is present instead, than it returns a list with only one CredentialParams.
Parameters: config – a configuration parameters to retrieve credentials Returns: a list of retrieved CredentialParams
-
set_access_id
(value)¶ Sets the application access id.
Parameters: value – a new application access id.
-
set_access_key
(value)¶ Sets the application secret key.
Parameters: value – a new application secret key.
-
set_password
(password)¶ Sets the user password.
Parameters: password – a new user password.
-
set_store_key
(value)¶ Sets the key to retrieve these parameters from CredentialStore.
Parameters: value – a new key to retrieve credentials.
-
set_username
(value)¶ Sets the user name.
Parameters: value – a new user name.
-
use_credential_store
()¶ Checks if these credential parameters shall be retrieved from CredentialStore. The credential parameters are redirected to CredentialStore when store_key parameter is set.
Returns: true if credentials shall be retrieved from CredentialStore
-
class
pip_services3_components.auth.
ICredentialStore
¶ Bases:
object
Interface for credential stores which are used to store and lookup credentials to authenticate against external services.
-
lookup
(correlation_id, key)¶ Lookups credential parameters by its key.
Parameters: - correlation_id – (optional) transaction id to trace execution through call chain.
- key – a key to uniquely identify the credential.
Returns: found credential parameters or None if nothing was found
-
store
(correlation_id, key, credential)¶ Stores credential parameters into the store.
Parameters: - correlation_id – (optional) transaction id to trace execution through call chain.
- key – a key to uniquely identify the credential.
- credential – a credential to be stored.
-
-
class
pip_services3_components.auth.
CredentialResolver
(config=None, references=None)¶ Bases:
pip_services3_commons.config.IConfigurable.IConfigurable
,pip_services3_commons.refer.IReferenceable.IReferenceable
Helper class to retrieve component credentials.
If credentials are configured to be retrieved from ICredentialStore, it automatically locates ICredentialStore in component references and retrieve credentials from there using store_key parameter.
### Configuration parameters ###
- credential:
- store_key: (optional) a key to retrieve the credentials from ICredentialStore
- … other credential parameters
- credentials: alternative to credential
- [credential params 1]: first credential parameters
- … credential parameters for key 1
- …
- [credential params N]: Nth credential parameters
- … credential parameters for key N
- ### References ###
- :credential-store::*:1.0 (optional) Credential stores to resolve credentials
- Example:
- config = ConfigParams.from_tuples(“credential.user”, “jdoe”,
- “credential.pass”, “pass123”)
- credentialResolver = CredentialResolver()
- credentialResolver.configure(config)
- credentialResolver.set_references(references)
- credentialResolver.lookup(“123”)
-
add
(connection)¶ Adds a new credential to component credentials
Parameters: connection – new credential parameters to be added
-
configure
(config)¶ Configures component by passing configuration parameters.
Parameters: config – configuration parameters to be set.
-
get_all
()¶ Gets all credentials configured in component configuration.
Redirect to CredentialStores is not done at this point. If you need fully fleshed credential use lookup method instead.
Returns: a list with credential parameters
-
lookup
(correlation_id)¶ Looks up component credential parameters. If credentials are configured to be retrieved from Credential store it finds a ICredentialStore and lookups credentials there.
Parameters: correlation_id – (optional) transaction id to trace execution through call chain. Returns: resolved credential parameters or None if nothing was found.
-
set_references
(references)¶ Sets references to dependent components.
Parameters: references – references to locate the component dependencies.
-
class
pip_services3_components.auth.
MemoryCredentialStore
(credentials=None)¶ Bases:
pip_services3_components.auth.ICredentialStore.ICredentialStore
,pip_services3_commons.config.IReconfigurable.IReconfigurable
Credential store that keeps credentials in memory.
### Configuration parameters ###
- [credential key 1]:
- … credential parameters for key 1
- [credential key 2]:
- … credential parameters for key N
- …
- Example:
- config = ConfigParams.from_tuples(“key1.user”, “jdoe”,
- “key1.pass”, “pass123”, “key2.user”, “bsmith”, “key2.pass”, “mypass”)
- credentialStore = MemoryCredentialStore()
- credentialStore.read_credentials(config)
- credentialStore.lookup(“123”, “key1”)
-
configure
(config)¶ Configures component by passing configuration parameters.
Parameters: config – configuration parameters to be set.
-
lookup
(correlation_id, key)¶ Lookups credential parameters by its key.
Parameters: - correlation_id – (optional) transaction id to trace execution through call chain.
- key – a key to uniquely identify the credential.
Returns: found credential parameters or None if nothing was found
-
read_credentials
(credentials)¶ Reads credentials from configuration parameters. Each section represents an individual CredentialParams
Parameters: credentials – configuration parameters to be read
-
store
(correlation_id, key, credential)¶ Stores credential parameters into the store.
Parameters: - correlation_id – (optional) transaction id to trace execution through call chain.
- key – a key to uniquely identify the credential parameters.
- credential – a credential parameters to be stored.
-
class
pip_services3_components.auth.
DefaultCredentialStoreFactory
¶ Bases:
pip_services3_components.build.Factory.Factory
Creates ICredentialStore components by their descriptors.


Mathilde Andersen's Profile
Age: 20
Email<EMAIL_ADDRESS>Gender: Male
Student's Mental Health Concern: Bipolar
Counselor Evaluation: Diagnosed with Bipolar Disorder
Mental condition:
Unstable
Councellior Diagnosis
BipolarCouncellior Notes
"Student had anxious concerns around X,Y and Z. These thoughts and worries made Student anxious. It's to my understanding that Student has experienced symptoms of depression"
Councellior's Remedy
Recommeneded student to book Doctor's appoint, recommended breathing excerises, and gave student tips deal with depression


Jan T. Kim
is head of bioinformatics at
The Pirbright Institute.
His scientific interests revolve around information in biological
systems and have led him to acquire principled knowledge in the
biosciences as well as in computer science and mathematical fields
relevant to information theory. Jan also has several years of
experience in programming, scientific computing and machine learning.
He very much likes interdisciplinary work and enjoys learning and
teaching, where his favourites include explaining computing to
bioscientists and illuminating biology to computer scientists.


azure_ad_authentication
Azure Ad package Msal login for Android, iOS and MacOs, AD refund information user and token and expiration time session
Register your App
This app comes pre-configured for testing. If you would like to register your own app, please follow the steps below.
To Register an app:
Sign in to the Azure portal using either a work or school account. In the left-hand navigation pane, select the Azure Active Directory blade, and then select App registrations. Click on the New registration button at the top left of the page.
Android Configs
- Version msal 2.+
-
https://github.com/AzureAD/microsoft-authentication-library-for-android
-
Note don't forget to add your Keystore folder to your App folder on android with keystore key
For Andriod
- Integrating with a broker Generate a redirect URI for a broker You must register a redirect URI that is compatible with the broker. The redirect URI for the broker should include your app's package name and the Base64-encoded representation of your app's signature.
The format of the redirect URI is:
msauth://yourpackagename/base64urlencodedsignature
You can use keytool to generate a Base64-encoded signature hash using your app's signing keys, and then use the Azure portal to generate your redirect URI using that hash.
- Linux and macOS:
keytool -exportcert -alias androiddebugkey -keystore ~/.android/debug.keystore | openssl sha1 -binary | openssl base64
- Windows
keytool -exportcert -alias androiddebugkey -keystore %HOMEPATH%\.android\debug.keystore | openssl sha1 -binary | openssl base64
- AndroidManifest.xml
<activity
android:name="com.microsoft.identity.client.BrowserTabActivity">
<intent-filter>
<action android:name="android.intent.action.VIEW" />
<category android:name="android.intent.category.DEFAULT" />
<category android:name="android.intent.category.BROWSABLE" />
<data
android:scheme="msauth"
android:host="<YOUR_PACKAGE_NAME>"
android:path="/<YOUR_BASE64_ENCODED_PACKAGE_SIGNATURE>" />
</intent-filter>
</activity>
- build.gradle
signingConfigs {
debug {
storeFile file("Keystore/debug.keystore")
storePassword 'android'
keyAlias 'androiddebugkey'
keyPassword 'android'
}
}
buildTypes {
release {
signingConfig signingConfigs.release
}
debug {
signingConfig signingConfigs.debug
}
}
- Path folder res -> raw -> msal_default_config.json
{
"authorities": [
{
"type": "AAD",
"audience": {
"type": "AzureADMyOrg",
"tenant_id": "organizations"
}
}
],
"client_id": "xxxxxxxxxxxxxxx",
"redirect_uri" : "msauth://com.exemple/U5rbvBLdFUbEazWhQfDgt6oRa24%3D",
"authorization_user_agent": "DEFAULT",
"minimum_required_broker_protocol_version": "3.0",
"multiple_clouds_supported": false,
"broker_redirect_uri_registered": true,
"environment": "Production",
"http": {
"connect_timeout": 10000,
"read_timeout": 30000
},
"logging": {
"pii_enabled": false,
"log_level": "WARNING",
"logcat_enabled": true
},
"account_mode": "MULTIPLE",
}
iOs Configs
- Version msal 1.0.7
Configuring MSAL Adding MSAL to your project Register your app in the Azure portal Make sure you register a redirect URI for your application. It should be in the following format:
msauth.$(PRODUCT_BUNDLE_IDENTIFIER)://auth
Add a new keychain group to your project Capabilities. Keychain group should be com.microsoft.adalcache on iOS and com.microsoft.identity.universalstorage on macOS.
See more information about keychain groups and Silent SSO for MSAL.
iOS only steps: Add your application's redirect URI scheme to your Info.plist file
<key>CFBundleURLTypes</key>
<array>
<dict>
<key>CFBundleURLSchemes</key>
<array>
<string>msauth.$(PRODUCT_BUNDLE_IDENTIFIER)</string>
</array>
</dict>
</array>
Add LSApplicationQueriesSchemes to allow making call to Microsoft Authenticator if installed. Note that "msauthv3" scheme is needed when compiling your app with Xcode 11 and later.
<key>LSApplicationQueriesSchemes</key>
<array>
<string>msauthv2</string>
<string>msauthv3</string>
</array>
See more info about configuring redirect uri for MSAL
MacOs Configs
- Version msal 1.0.7
-
https://github.com/Azure-Samples/ms-identity-macOS-swift-objc
-
Step 1: Configure your application Info.plist
Add URI scheme in the Info.plist. Redirect URI scheme follows the format msauth.
app_bundle_id
. Make sure to substituteapp_bundle_id
with the Bundle Identifier for your application.
<key>CFBundleURLTypes</key>
<array>
<dict>
<key>CFBundleURLSchemes</key>
<array>
<string>msauth.[app_bundle_id]</string>
</array>
</dict>
</array>
- Step 2: Configure Xcode project settings Add a new keychain group to your project Signing & Capabilities. The keychain group should be com.microsoft.identity.universalstorage on macOS.
Xcode UI displaying how the the keychain group should be set up


Welcome to Living Connections, you are here because you have chosen to act on an Invitation from a Living Connetions user - Thank you!
Your Video Invite
Get Started


Window.Update
Syntax
Window.Update (windowID : int)
Description
The Window.Update procedure updates a specified Run window from an offscreen bitmap. It is used with the command View.Set("offscreenonly") which prevents the Run window from being updated until the Window.Update command is given.
This command is identical to the View.Update command except that it updates the specified window. It should be used when doing animation with more than one window.
See also
View.Update for information on flicker-free animation.


{{ template "header" .HeaderData }}
PREV
Your feed
NEXT
{{ with .Feed }}
{{ range $idx, $content := . }} {{ $content.RenderOverview $idx true }} {{ end }}
{{ else }}
You don't have new feed. You should
explore
and follow other users to see their posts here.
{{ end }}
PREV
Your recent activity
NEXT
{{ with .Activity }}
{{ range $idx, $content := . }} {{ $content.RenderOverview $idx true }} {{ end }}
{{ else }}
You have no recent activity. You should interact with other users' posts or create your own to see your activity here.
{{ end }}
PREV
You saved these posts
NEXT
{{ with .SavedContent }}
{{ range $idx, $content := . }} {{ $content.RenderOverview $idx true }} {{ end }}
{{ else }}
You haven't saved any post. Press the save button when viewing a post to save it.
{{ end }}
You have {{.Followers}} followers and are following {{.Following}} users


<- Click here
to cancel any changes and go back to the museums list...
Use the tree items above to navigate to different pages...
Use the red buttons to go to the next or previous page...
(*) fields are required...
{$c{museum}->{error_text}}
help on completing this survey
Important – please read this first
The information you supply here is used to create the searchable online listing for your museum (or other heritage organisation) on museums4schools.
Filling in the basic facts about your museum and its services should be straightforward. The survey also includes questions about the areas of the school curriculum that your museum can support. This could be through:
• permanent displays
• talks and tours
• workshops
• education events
• object loan services
• education outreach services
Teachers can search the website by key stage, subject, and topic – for example “Key Stage 3 History: local Victorian middle class life”. They will want to know if there is plenty for their pupils to see and do,
so please only tick topics for which your education provision really could be useful
.
The best way to see how your information looks from a teacher’s point of view is to try doing some searches yourself at
museums4schools.org
To keep updating to a minimum, the website does not include rapidly changing information. Teachers are encouraged to visit your museum or service’s own website, or ring up to get up-to-date information on temporary exhibitions, events, charging details, and so on.
You don’t need to complete the whole survey in one go. You can click “save” at any time and then come back later. Your information will not appear on the website until you have finished the whole survey and it has been checked through by our editorial staff. After that, you can still change your information anytime by clicking “update” on the museums4schools website.
If you have any questions or problems completing the survey, please
email us
.
general info
For us to contact you about this survey:
your name (*)
job title
phone (*)
email
how do you prefer to be contacted?
radio_checked('contact_via', 'phone')}>
phone
radio_checked('contact_via', 'email')}>
email
radio_checked('contact_via', 'either')}>
don't mind
Information for inclusion on the website:
museum name (*)
full address
{$c{museum}->address}
town/city (*)
county (*)
{$c{museum}->get_county_options}
postcode (*)
your museum's website
general info
education information and bookings phone
education information email
do you want your name to appear on the website?
radio_checked('publish_name', 'yes')}>
yes
radio_checked('publish_name', 'no')}>
no
radio_checked('publish_name', 'either')}>
don't mind
which days is the museum normally open to schools?
field_radio_checked('gen_open_mon', 'y')}>
mon
field_radio_checked('gen_open_tue', 'y')}>
tue
field_radio_checked('gen_open_wed', 'y')}>
wed
field_radio_checked('gen_open_thu', 'y')}>
thu
field_radio_checked('gen_open_fri', 'y')}>
fri
field_radio_checked('gen_open_sat', 'y')}>
sat
field_radio_checked('gen_open_sun', 'y')}>
sun
is the museum open all year round?
field_radio_checked('gen_openallyear', 'yes')}>
yes
field_radio_checked('gen_openallyear', 'no')}>
no
if not, when is the closed period?
how much of the museum is accessible to wheelchair users?
field_radio_checked('gen_wheelchair', 'noareas')}>
no areas
field_radio_checked('gen_wheelchair', 'someareas')}>
some areas
field_radio_checked('gen_wheelchair', 'mostareas')}>
most areas
field_radio_checked('gen_wheelchair', 'allareas')}>
all areas
is there somewhere for coaches to drop off and collect pupils?
field_radio_checked('gen_coaches', 'yes')}>
yes
field_radio_checked('gen_coaches', 'no')}>
no
does the museum regularly have temporary/changing exhibitions?
field_radio_checked('gen_exhibitions', 'yes')}>
yes
field_radio_checked('gen_exhibitions', 'no')}>
no
about your museum
Please give an overview of your museum or heritage organisation. This should be a snapshot (about 100-250 words), written for a teacher who has never heard of your museum or service.
The opening paragraph is the
first bit teachers will read
, so you may need to give it some thought. Describe what your organisation is and what it has to offer schools in a nutshell. Following paragraphs should give more detailed information, focussing on what you can offer
to schools
.
If you don’t want to start from scratch, try adapting a description that has already been written for other marketing purposes, such as:
Museums Association Museums & Galleries Yearbook
MuseumNet
www.museums.co.uk
Engage gallery finder (art galleries)
www.engage.org/galleryfinder
{$c{museum}->notes}
about your museum
Please answer the following questions about the museum itself:
status:
{$c{museum}->get_status_options}
type:
{$c{museum}->get_type_options}
Please list any Designated Collections (or leave blank):
{$c{museum}->designated_collections}
Please state any Subject Specialist Network you belong to, for example Ceramics, Folk Art, Human Remains (or leave blank):
Please answer the following questions about what your museum provides for school groups:
does the museum charge entry for school groups?
field_radio_checked('aym_chargegroups', 'yes')}>
yes
field_radio_checked('aym_chargegroups', 'no')}>
no
does the museum charge schools for educational sessions?
field_radio_checked('aym_chargesessions', 'yes')}>
yes
field_radio_checked('aym_chargesessions', 'no')}>
no
does the museum have a staffed education service?
field_radio_checked('aym_staffed', 'yes')}>
yes
field_radio_checked('aym_staffed', 'no')}>
no
does the museum have a separate education/study/workshop area?
field_radio_checked('aym_workshop', 'yes')}>
yes
field_radio_checked('aym_workshop', 'no')}>
no
does the museum have an area where school groups can have lunch?
field_radio_checked('aym_lunch', 'yes')}>
yes
field_radio_checked('aym_lunch', 'no')}>
no
does the museum offer help with planning school visits?
field_radio_checked('aym_offerhelp', 'yes')}>
yes
field_radio_checked('aym_offerhelp', 'no')}>
no
does the museum produce a visit planning guide?
field_radio_checked('aym_planningguide', 'yes')}>
yes
field_radio_checked('aym_planningguide', 'no')}>
no
does the museum offer teachers free planning visits?
field_radio_checked('aym_teachersfree', 'yes')}>
yes
field_radio_checked('aym_teachersfree', 'no')}>
no
would you like the museum to be described as "actively looking to work with teachers to develop new resources"?
field_radio_checked('aym_lookingtowork', 'yes')}>
yes
field_radio_checked('aym_lookingtowork', 'no')}>
no
education support key stage 1:
Which of these is regularly offered
at the museum
for KS1 children (age 5-7) and their teachers?
museum or gallery tours led by educators
field_radio_checked('ks1_museum_tours', 'y')}>
printed resources for pupils
field_radio_checked('ks1_museum_pupilres', 'y')}>
living history
field_radio_checked('ks1_museum_history', 'y')}>
on-gallery activities
field_radio_checked('ks1_museum_gallery', 'y')}>
printed resources for teachers
field_radio_checked('ks1_museum_teachres', 'y')}>
continuing professional development
field_radio_checked('ks1_museum_development', 'y')}>
Does the museum offer sessions run by museum staff for children age 5-7?
field_radio_checked('ks1_sessions', 'yes')}>
yes
field_radio_checked('ks1_sessions', 'no')}>
no
If "yes", which curriculum areas do they relate to?
History
field_radio_checked('ks1_sessions_yes_history', 'y')}>
Art & Design
field_radio_checked('ks1_sessions_yes_artdesign', 'y')}>
Design & Technology
field_radio_checked('ks1_sessions_yes_dandt', 'y')}>
Geography
field_radio_checked('ks1_sessions_yes_geography', 'y')}>
Science
field_radio_checked('ks1_sessions_yes_science', 'y')}>
Which of these is regularly offered for use
in schools
by KS1 children (age 5-7) and their teachers?
loans boxes
field_radio_checked('ks1_schools_boxes', 'y')}>
printed resources for pupils
field_radio_checked('ks1_schools_pupilres', 'y')}>
printed resources for teachers
field_radio_checked('ks1_schools_teachres', 'y')}>
web-based or other e-learning resources
field_radio_checked('ks1_schools_web', 'y')}>
sessions led by museum staff
field_radio_checked('ks1_schools_sessions', 'y')}>
curriculum support key stage 1:
These are the main school subjects that museums can support at KS 1 (age 5-7).
Click each subject to reveal a list of topics. Tick any topics for which you have specific education provision.
If you offer curriculum support for a KS 1 topic that is not shown, please insert it in “Other”.
History
Science
Geography
Art & Design
Design & Technology
Other
History Topics
field_radio_checked('ks1_history_famouspeople', 'y')}>
Famous local people
field_radio_checked('ks1_history_localpeople', 'y')}>
Local people's lives in the past
field_radio_checked('ks1_history_toys', 'y')}>
Toys past & present
field_radio_checked('ks1_history_homes', 'y')}>
Homes past & present
field_radio_checked('ks1_history_seaside', 'y')}>
Seaside holidays past & present
field_radio_checked('ks1_history_florence', 'y')}>
Florence Nightingale, Crimean War
field_radio_checked('ks1_history_remember', 'y')}>
Remembrance Day
Science Topics
field_radio_checked('ks1_science_bodies', 'y')}>
Our bodies
field_radio_checked('ks1_science_plants', 'y')}>
Local plants/their habitats
field_radio_checked('ks1_science_animals', 'y')}>
Local animals/their habitats
field_radio_checked('ks1_science_livingthings', 'y')}>
Similarities and differences between living things
field_radio_checked('ks1_science_materials', 'y')}>
Properties and uses of common materials
field_radio_checked('ks1_science_forces', 'y')}>
Forces and movement
field_radio_checked('ks1_science_electricity', 'y')}>
Using electricity
field_radio_checked('ks1_science_light', 'y')}>
Light and sound
Geography Topics
field_radio_checked('ks1_geography_maps', 'y')}>
Using maps
field_radio_checked('ks1_geography_landscape', 'y')}>
The local landscape
field_radio_checked('ks1_geography_seaside', 'y')}>
Going to the seaside
Other
(please specify)
{$c{museum}->get_field_value('ks1_othersubject')}
Art & Design Topics
field_radio_checked('ks1_artdesign_portraits', 'y')}>
Portraits
field_radio_checked('ks1_artdesign_textiles', 'y')}>
Textiles
field_radio_checked('ks1_artdesign_sculptures', 'y')}>
Sculptures
field_radio_checked('ks1_artdesign_natural', 'y')}>
Natural objects as inspiration for artwork
field_radio_checked('ks1_artdesign_buildings', 'y')}>
Shape and pattern in buildings
Design & Technology Topics
field_radio_checked('ks1_dandt_vehicles', 'y')}>
Vehicles
field_radio_checked('ks1_dandt_wheels', 'y')}>
Wheels & axles
field_radio_checked('ks1_dandt_puppets', 'y')}>
Puppets
field_radio_checked('ks1_dandt_homes', 'y')}>
Houses and homes: different types of construction
education support key stage 2:
Which of these is regularly offered
at the museum
for KS2 children (age 7-11) and their teachers?
museum or gallery tours led by educators
field_radio_checked('ks2_museum_tours', 'y')}>
printed resources for pupils
field_radio_checked('ks2_museum_pupilres', 'y')}>
taught sessions or workshops
field_radio_checked('ks2_museum_workshops', 'y')}>
on-gallery activities
field_radio_checked('ks2_museum_gallery', 'y')}>
living history
field_radio_checked('ks2_museum_history', 'y')}>
continuing professional development
field_radio_checked('ks2_museum_development', 'y')}>
printed resources for teachers
field_radio_checked('ks2_museum_teachres', 'y')}>
Which of these is regularly offered for use
in schools
by KS2 children (age 7-11) and their teachers?
loans boxes
field_radio_checked('ks2_schools_boxes', 'y')}>
printed resources for pupils
field_radio_checked('ks2_schools_pupilres', 'y')}>
printed resources for teachers
field_radio_checked('ks2_schools_teachres', 'y')}>
web-based or other e-learning resources
field_radio_checked('ks2_schools_web', 'y')}>
Does the museum offer sessions
in schools
run by museum staff for KS2 children (age 7-11)?
field_radio_checked('ks2_sessions', 'yes')}>
yes
field_radio_checked('ks2_sessions', 'no')}>
no
If "yes", which curriculum areas do they relate to?
History
field_radio_checked('ks2_sessions_yes_history', 'y')}>
Art & Design
field_radio_checked('ks2_sessions_yes_artdesign', 'y')}>
Design & Technology
field_radio_checked('ks2_sessions_yes_dandt', 'y')}>
Geography
field_radio_checked('ks2_sessions_yes_geography', 'y')}>
Science
field_radio_checked('ks2_sessions_yes_science', 'y')}>
curriculum support key stage 2:
Please tick any topics for which you have specific education provision at KS 2 (age 7-11).
History
Science
Geography
Art & Design
Design & Technology
Citizenship
Other
History Topics
field_radio_checked('ks2_history_egypt', 'y')}>
Ancient Egypt
field_radio_checked('ks2_history_greeks', 'y')}>
Ancient Greeks
field_radio_checked('ks2_history_indus', 'y')}>
Indus Valley (ancient India)
field_radio_checked('ks2_history_romans', 'y')}>
Romans
field_radio_checked('ks2_history_saxons', 'y')}>
Anglo Saxons
field_radio_checked('ks2_history_vikings', 'y')}>
Vikings
field_radio_checked('ks2_history_henryviii', 'y')}>
Henry VIII and his wives
field_radio_checked('ks2_history_tudor', 'y')}>
Rich & poor in Tudor times
field_radio_checked('ks2_history_localvictorian', 'y')}>
Local life in Victorian times
field_radio_checked('ks2_history_childrenvictorian', 'y')}>
Children in Victorian Britain
field_radio_checked('ks2_history_ww2', 'y')}>
Britain 1930-1947 and/or World War II
field_radio_checked('ks2_history_childrenww2', 'y')}>
Children in World War II
field_radio_checked('ks2_history_since1948', 'y')}>
Britain since 1948
field_radio_checked('ks2_history_famouslocals', 'y')}>
Famous local person or people from the past
field_radio_checked('ks2_history_localsites', 'y')}>
Local sites or buildings across time
Science Topics
field_radio_checked('ks2_science_foodchain', 'y')}>
Habitats, keys and food chains
field_radio_checked('ks2_science_lifecycles', 'y')}>
Life cycles
field_radio_checked('ks2_science_healthy', 'y')}>
Keeping healthy
field_radio_checked('ks2_science_skeletons', 'y')}>
Skeletons and muscles
field_radio_checked('ks2_science_plantsgrow', 'y')}>
Helping plants grow well
field_radio_checked('ks2_science_microorganisms', 'y')}>
Micro-organisms
field_radio_checked('ks2_science_insulconduct', 'y')}>
Insulating and conducting materials
field_radio_checked('ks2_science_rocks', 'y')}>
Rocks and soils
field_radio_checked('ks2_science_materials', 'y')}>
Changing materials
field_radio_checked('ks2_science_mixtures', 'y')}>
Separating mixtures
field_radio_checked('ks2_science_electricity', 'y')}>
Electricity and circuits
field_radio_checked('ks2_science_forces', 'y')}>
Forces and motion
field_radio_checked('ks2_science_light', 'y')}>
Light and sound
field_radio_checked('ks2_science_earth', 'y')}>
Earth, Sun and Moon
Geography Topics
field_radio_checked('ks2_geography_maps', 'y')}>
Using maps
field_radio_checked('ks2_geography_localarea', 'y')}>
The geography of the local area
field_radio_checked('ks2_geography_rivers', 'y')}>
Rivers and waterways
field_radio_checked('ks2_artdesign_landscapes', 'y')}>
Landscapes
field_radio_checked('ks2_geography_romans', 'y')}>
Development of Roman, Anglo-Saxon or Viking settlements
Art & Design Topics
field_radio_checked('ks2_artdesign_sculpture', 'y')}>
Sculpture
field_radio_checked('ks2_artdesign_publicart', 'y')}>
Public art
field_radio_checked('ks2_artdesign_stilllife', 'y')}>
Still life
field_radio_checked('ks2_artdesign_relationships', 'y')}>
Images depicting relationships between people
field_radio_checked('ks2_artdesign_containers', 'y')}>
Vessels and containers
field_radio_checked('ks2_artdesign_chairs', 'y')}>
Chairs
field_radio_checked('ks2_artdesign_textiles', 'y')}>
Textiles from different times and/or cultures
field_radio_checked('ks2_artdesign_headwear', 'y')}>
Headwear from different times and/or cultures
field_radio_checked('ks2_artdesign_costume', 'y')}>
Costume from different times and/or cultures
Design & Technology Topics
field_radio_checked('ks2_dandt_purses', 'y')}>
Purses, wallets and bags
field_radio_checked('ks2_dandt_instruments', 'y')}>
Musical instruments from different times and/or cultures
field_radio_checked('ks2_dandt_toys', 'y')}>
Moving toys
field_radio_checked('ks2_dandt_motors', 'y')}>
How motors work
Other
(please specify)
{$c{museum}->get_field_value('ks2_othersubject')}
Citizenship Topics
field_radio_checked('ks2_citizenship_animal', 'y')}>
Animal welfare and rights
field_radio_checked('ks2_citizenship_media', 'y')}>
The media and reporting the news
field_radio_checked('ks2_citizenship_childrens', 'y')}>
Children's personal and cultural identities in a diverse world
education support key stage 3:
Which of these is regularly offered
at the museum
for KS3 children (age 11-14) and their teachers?
museum or gallery tours led by educators
field_radio_checked('ks3_museum_tours', 'y')}>
printed resources for pupils
field_radio_checked('ks3_museum_pupilres', 'y')}>
taught sessions or workshops
field_radio_checked('ks3_museum_workshops', 'y')}>
on-gallery activities
field_radio_checked('ks3_museum_gallery', 'y')}>
living history
field_radio_checked('ks3_museum_history', 'y')}>
continuing professional development
field_radio_checked('ks3_museum_development', 'y')}>
printed resources for teachers
field_radio_checked('ks3_museum_teachres', 'y')}>
Which of these is regularly offered for use
in schools
by KS3 children (age 11-14) and their teachers?
loans boxes
field_radio_checked('ks3_schools_boxes', 'y')}>
printed resources for pupils
field_radio_checked('ks3_schools_pupilres', 'y')}>
printed resources for teachers
field_radio_checked('ks3_schools_teachres', 'y')}>
web-based or other e-learning resources
field_radio_checked('ks3_schools_web', 'y')}>
Does the museum offer sessions
in schools
run by museum staff for KS3 children (age 11-14)?
field_radio_checked('ks3_sessions', 'yes')}>
yes
field_radio_checked('ks3_sessions', 'no')}>
no
If "yes", which curriculum areas do they relate to?
History
field_radio_checked('ks3_sessions_yes_history', 'y')}>
Art & Design
field_radio_checked('ks3_sessions_yes_artdesign', 'y')}>
Design & Technology
field_radio_checked('ks3_sessions_yes_dandt', 'y')}>
Geography
field_radio_checked('ks3_sessions_yes_geography', 'y')}>
Science
field_radio_checked('ks3_sessions_yes_science', 'y')}>
Citizenship
field_radio_checked('ks3_sessions_yes_citizenship', 'y')}>
English
field_radio_checked('ks3_sessions_yes_english', 'y')}>
curriculum support key stage 3:
Please tick any topics for which you have specific education provision at KS 3 (age 11-14).
Clicking on the
button opens the relevant
Qualifications and Curriculum Authority (QCA)
unit in a separate window. These QCA schemes of work are not statutory, and are followed more closely in some subjects than others, but they do give a flavour of how the
National Curriculum
is interpreted in schools and may help you decide if you offer something appropriate to that topic.
History
Art & Design
English
Science
Design & Technology
Geography
Citizenship
Other
History Topics
{ if($c{museum}->get_field_info_url('ks3_history_lifeinmedievaltimes')) { my $url = $c{museum}->get_field_info_url('ks3_history_lifeinmedievaltimes'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_lifeinmedievaltimes', 'y')}>
Life in medieval times
{ if($c{museum}->get_field_info_url('ks3_history_elizabethanengland')) { my $url = $c{museum}->get_field_info_url('ks3_history_elizabethanengland'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_elizabethanengland', 'y')}>
Elizabethan England
{ if($c{museum}->get_field_info_url('ks3_history_britishportraits15001750')) { my $url = $c{museum}->get_field_info_url('ks3_history_britishportraits15001750'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_britishportraits15001750', 'y')}>
British portraits 1500-1750
{ if($c{museum}->get_field_info_url('ks3_history_englishcivilwars')) { my $url = $c{museum}->get_field_info_url('ks3_history_englishcivilwars'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_englishcivilwars', 'y')}>
English civil wars
{ if($c{museum}->get_field_info_url('ks3_history_thegloriousrevolution')) { my $url = $c{museum}->get_field_info_url('ks3_history_thegloriousrevolution'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_thegloriousrevolution', 'y')}>
the Glorious Revolution
{ if($c{museum}->get_field_info_url('ks3_history_localindustry17501900')) { my $url = $c{museum}->get_field_info_url('ks3_history_localindustry17501900'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_localindustry17501900', 'y')}>
Local industry 1750-1900
{ if($c{museum}->get_field_info_url('ks3_history_localvictorianmiddleclasslife')) { my $url = $c{museum}->get_field_info_url('ks3_history_localvictorianmiddleclasslife'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_localvictorianmiddleclasslife', 'y')}>
Local Victorian middle class life
{ if($c{museum}->get_field_info_url('ks3_history_thebritishempire')) { my $url = $c{museum}->get_field_info_url('ks3_history_thebritishempire'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_thebritishempire', 'y')}>
The British Empire
{ if($c{museum}->get_field_info_url('ks3_history_slavery')) { my $url = $c{museum}->get_field_info_url('ks3_history_slavery'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_slavery', 'y')}>
Slavery
{ if($c{museum}->get_field_info_url('ks3_history_thestruggleforvotingrightsinbritain')) { my $url = $c{museum}->get_field_info_url('ks3_history_thestruggleforvotingrightsinbritain'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_thestruggleforvotingrightsinbritain', 'y')}>
The struggle for voting rights in Britain
{ if($c{museum}->get_field_info_url('ks3_history_worldwarsiandiithecoldwar')) { my $url = $c{museum}->get_field_info_url('ks3_history_worldwarsiandiithecoldwar'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_worldwarsiandiithecoldwar', 'y')}>
World Wars I and II, the Cold War
{ if($c{museum}->get_field_info_url('ks3_history_theholocaust')) { my $url = $c{museum}->get_field_info_url('ks3_history_theholocaust'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_theholocaust', 'y')}>
The Holocaust
{ if($c{museum}->get_field_info_url('ks3_history_20thcenturymedicine')) { my $url = $c{museum}->get_field_info_url('ks3_history_20thcenturymedicine'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_20thcenturymedicine', 'y')}>
20th Century medicine
{ if($c{museum}->get_field_info_url('ks3_history_scientificdiscoveriesthatchangedtheworld')) { my $url = $c{museum}->get_field_info_url('ks3_history_scientificdiscoveriesthatchangedtheworld'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_history_scientificdiscoveriesthatchangedtheworld', 'y')}>
Scientific discoveries that changed the world
Citizenship Topics
{ if($c{museum}->get_field_info_url('ks3_citizenship_crime')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_crime'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_crime', 'y')}>
Crime
{ if($c{museum}->get_field_info_url('ks3_citizenship_humanrights')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_humanrights'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_humanrights', 'y')}>
Human rights
{ if($c{museum}->get_field_info_url('ks3_citizenship_diversityinbritishsociety')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_diversityinbritishsociety'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_diversityinbritishsociety', 'y')}>
Diversity in British society
{ if($c{museum}->get_field_info_url('ks3_citizenship_animalwelfare')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_animalwelfare'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_animalwelfare', 'y')}>
Animal welfare
{ if($c{museum}->get_field_info_url('ks3_citizenship_parliamentarydemocracy')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_parliamentarydemocracy'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_parliamentarydemocracy', 'y')}>
Parliamentary democracy
{ if($c{museum}->get_field_info_url('ks3_citizenship_localdemocracy')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_localdemocracy'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_localdemocracy', 'y')}>
Local democracy
{ if($c{museum}->get_field_info_url('ks3_citizenship_provisionoflocalleisurefacilities')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_provisionoflocalleisurefacilities'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_provisionoflocalleisurefacilities', 'y')}>
Provision of local leisure facilities
{ if($c{museum}->get_field_info_url('ks3_citizenship_themediainsociety')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_themediainsociety'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_themediainsociety', 'y')}>
The media in society
{ if($c{museum}->get_field_info_url('ks3_citizenship_debatingaglobalissue')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_debatingaglobalissue'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_debatingaglobalissue', 'y')}>
Debating a global issue
{ if($c{museum}->get_field_info_url('ks3_citizenship_acurrentarmedconflictintheworld')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_acurrentarmedconflictintheworld'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_acurrentarmedconflictintheworld', 'y')}>
A current armed conflict in the world
{ if($c{museum}->get_field_info_url('ks3_citizenship_thestruggleforvotingrightsinbritain')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_thestruggleforvotingrightsinbritain'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_thestruggleforvotingrightsinbritain', 'y')}>
The struggle for voting rights in Britain
{ if($c{museum}->get_field_info_url('ks3_citizenship_conflictresolution')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_conflictresolution'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_conflictresolution', 'y')}>
Conflict resolution
{ if($c{museum}->get_field_info_url('ks3_citizenship_acontroversialissueincontemporaryscience')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_acontroversialissueincontemporaryscience'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_acontroversialissueincontemporaryscience', 'y')}>
A controversial issue in contemporary science
{ if($c{museum}->get_field_info_url('ks3_citizenship_alocalenvironmentalissue')) { my $url = $c{museum}->get_field_info_url('ks3_citizenship_alocalenvironmentalissue'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_citizenship_alocalenvironmentalissue', 'y')}>
A local environmental issue
Design & Technology Topics
{ if($c{museum}->get_field_info_url('ks3_dandt_food')) { my $url = $c{museum}->get_field_info_url('ks3_dandt_food'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_dandt_food', 'y')}>
Food
{ if($c{museum}->get_field_info_url('ks3_dandt_resistantmaterials')) { my $url = $c{museum}->get_field_info_url('ks3_dandt_resistantmaterials'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_dandt_resistantmaterials', 'y')}>
Resistant materials
{ if($c{museum}->get_field_info_url('ks3_dandt_textiles')) { my $url = $c{museum}->get_field_info_url('ks3_dandt_textiles'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_dandt_textiles', 'y')}>
Textiles
{ if($c{museum}->get_field_info_url('ks3_dandt_controltechnology')) { my $url = $c{museum}->get_field_info_url('ks3_dandt_controltechnology'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_dandt_controltechnology', 'y')}>
Control technology
English Topics
(please specify)
{$c{museum}->get_field_value('ks3_english')}
Other
(please specify)
{$c{museum}->get_field_value('ks3_othersubject')}
Science Topics
{ if($c{museum}->get_field_info_url('ks3_science_cells')) { my $url = $c{museum}->get_field_info_url('ks3_science_cells'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_cells', 'y')}>
Cells
{ if($c{museum}->get_field_info_url('ks3_science_reproduction')) { my $url = $c{museum}->get_field_info_url('ks3_science_reproduction'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_reproduction', 'y')}>
Reproduction
{ if($c{museum}->get_field_info_url('ks3_science_environmentandfeedingrelationships')) { my $url = $c{museum}->get_field_info_url('ks3_science_environmentandfeedingrelationships'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_environmentandfeedingrelationships', 'y')}>
Environment and feeding relationships
{ if($c{museum}->get_field_info_url('ks3_science_variationandclassification')) { my $url = $c{museum}->get_field_info_url('ks3_science_variationandclassification'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_variationandclassification', 'y')}>
Variation and classification
{ if($c{museum}->get_field_info_url('ks3_science_foodanddigestion')) { my $url = $c{museum}->get_field_info_url('ks3_science_foodanddigestion'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_foodanddigestion', 'y')}>
Food and digestion
{ if($c{museum}->get_field_info_url('ks3_science_respiration')) { my $url = $c{museum}->get_field_info_url('ks3_science_respiration'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_respiration', 'y')}>
Respiration
{ if($c{museum}->get_field_info_url('ks3_science_microbesanddisease')) { my $url = $c{museum}->get_field_info_url('ks3_science_microbesanddisease'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_microbesanddisease', 'y')}>
Microbes and disease
{ if($c{museum}->get_field_info_url('ks3_science_ecologicalrelationships')) { my $url = $c{museum}->get_field_info_url('ks3_science_ecologicalrelationships'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_ecologicalrelationships', 'y')}>
Ecological relationships
{ if($c{museum}->get_field_info_url('ks3_science_inheritanceandselection')) { my $url = $c{museum}->get_field_info_url('ks3_science_inheritanceandselection'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_inheritanceandselection', 'y')}>
Inheritance and selection
{ if($c{museum}->get_field_info_url('ks3_science_healthandfitness')) { my $url = $c{museum}->get_field_info_url('ks3_science_healthandfitness'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_healthandfitness', 'y')}>
Health and fitness
{ if($c{museum}->get_field_info_url('ks3_science_plantsandphotosynthesis')) { my $url = $c{museum}->get_field_info_url('ks3_science_plantsandphotosynthesis'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_plantsandphotosynthesis', 'y')}>
Plants and photosynthesis
{ if($c{museum}->get_field_info_url('ks3_science_plantsforfood')) { my $url = $c{museum}->get_field_info_url('ks3_science_plantsforfood'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_plantsforfood', 'y')}>
Plants for food
{ if($c{museum}->get_field_info_url('ks3_science_acidsandalkalis')) { my $url = $c{museum}->get_field_info_url('ks3_science_acidsandalkalis'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_acidsandalkalis', 'y')}>
Acids and alkalis
{ if($c{museum}->get_field_info_url('ks3_science_simplechemicalreactions')) { my $url = $c{museum}->get_field_info_url('ks3_science_simplechemicalreactions'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_simplechemicalreactions', 'y')}>
Simple chemical reactions
{ if($c{museum}->get_field_info_url('ks3_science_particlemodelofsolidsliquidsandgases')) { my $url = $c{museum}->get_field_info_url('ks3_science_particlemodelofsolidsliquidsandgases'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_particlemodelofsolidsliquidsandgases', 'y')}>
Particle model of solids, liquids and gases
{ if($c{museum}->get_field_info_url('ks3_science_solutions')) { my $url = $c{museum}->get_field_info_url('ks3_science_solutions'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_solutions', 'y')}>
Solutions
{ if($c{museum}->get_field_info_url('ks3_science_atomsandelements')) { my $url = $c{museum}->get_field_info_url('ks3_science_atomsandelements'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_atomsandelements', 'y')}>
Atoms and elements
{ if($c{museum}->get_field_info_url('ks3_science_compoundsandmixtures')) { my $url = $c{museum}->get_field_info_url('ks3_science_compoundsandmixtures'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_compoundsandmixtures', 'y')}>
Compounds and mixtures
{ if($c{museum}->get_field_info_url('ks3_science_rocksandweathering')) { my $url = $c{museum}->get_field_info_url('ks3_science_rocksandweathering'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_rocksandweathering', 'y')}>
Rocks and weathering
{ if($c{museum}->get_field_info_url('ks3_science_therockcycle')) { my $url = $c{museum}->get_field_info_url('ks3_science_therockcycle'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_therockcycle', 'y')}>
The rock cycle
{ if($c{museum}->get_field_info_url('ks3_science_reactionsofmetalsandmetalcompounds')) { my $url = $c{museum}->get_field_info_url('ks3_science_reactionsofmetalsandmetalcompounds'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_reactionsofmetalsandmetalcompounds', 'y')}>
Reactions of metals and metal compounds
{ if($c{museum}->get_field_info_url('ks3_science_patternsofreactivity')) { my $url = $c{museum}->get_field_info_url('ks3_science_patternsofreactivity'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_patternsofreactivity', 'y')}>
Patterns of reactivity
{ if($c{museum}->get_field_info_url('ks3_science_environmentalchemistry')) { my $url = $c{museum}->get_field_info_url('ks3_science_environmentalchemistry'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_environmentalchemistry', 'y')}>
Environmental chemistry
{ if($c{museum}->get_field_info_url('ks3_science_usingchemistry')) { my $url = $c{museum}->get_field_info_url('ks3_science_usingchemistry'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_usingchemistry', 'y')}>
Using chemistry
{ if($c{museum}->get_field_info_url('ks3_science_energyresources')) { my $url = $c{museum}->get_field_info_url('ks3_science_energyresources'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_energyresources', 'y')}>
Energy resources
{ if($c{museum}->get_field_info_url('ks3_science_electricalcircuits')) { my $url = $c{museum}->get_field_info_url('ks3_science_electricalcircuits'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_electricalcircuits', 'y')}>
Electrical circuits
{ if($c{museum}->get_field_info_url('ks3_science_forcesandtheireffects')) { my $url = $c{museum}->get_field_info_url('ks3_science_forcesandtheireffects'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_forcesandtheireffects', 'y')}>
Forces and their effects
{ if($c{museum}->get_field_info_url('ks3_science_thesolarsystemandbeyond')) { my $url = $c{museum}->get_field_info_url('ks3_science_thesolarsystemandbeyond'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_thesolarsystemandbeyond', 'y')}>
The solar system and beyond
{ if($c{museum}->get_field_info_url('ks3_science_heatingandcooling')) { my $url = $c{museum}->get_field_info_url('ks3_science_heatingandcooling'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_heatingandcooling', 'y')}>
Heating and cooling
{ if($c{museum}->get_field_info_url('ks3_science_magnetsandelectromagnets')) { my $url = $c{museum}->get_field_info_url('ks3_science_magnetsandelectromagnets'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_magnetsandelectromagnets', 'y')}>
Magnets and electromagnets
{ if($c{museum}->get_field_info_url('ks3_science_light')) { my $url = $c{museum}->get_field_info_url('ks3_science_light'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_light', 'y')}>
Light
{ if($c{museum}->get_field_info_url('ks3_science_soundandhearing')) { my $url = $c{museum}->get_field_info_url('ks3_science_soundandhearing'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_soundandhearing', 'y')}>
Sound and hearing
{ if($c{museum}->get_field_info_url('ks3_science_energyandelectricity')) { my $url = $c{museum}->get_field_info_url('ks3_science_energyandelectricity'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_energyandelectricity', 'y')}>
Energy and electricity
{ if($c{museum}->get_field_info_url('ks3_science_gravityandspace')) { my $url = $c{museum}->get_field_info_url('ks3_science_gravityandspace'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_gravityandspace', 'y')}>
Gravity and space
{ if($c{museum}->get_field_info_url('ks3_science_speedingup')) { my $url = $c{museum}->get_field_info_url('ks3_science_speedingup'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_speedingup', 'y')}>
Speeding up
{ if($c{museum}->get_field_info_url('ks3_science_pressureandmoments')) { my $url = $c{museum}->get_field_info_url('ks3_science_pressureandmoments'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_science_pressureandmoments', 'y')}>
Pressure and moments
Geography Topics
{ if($c{museum}->get_field_info_url('ks3_geography_earthquakesandvolcanoes')) { my $url = $c{museum}->get_field_info_url('ks3_geography_earthquakesandvolcanoes'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_earthquakesandvolcanoes', 'y')}>
Earthquakes and volcanoes
{ if($c{museum}->get_field_info_url('ks3_geography_populationgrowthstructureanddistribution')) { my $url = $c{museum}->get_field_info_url('ks3_geography_populationgrowthstructureanddistribution'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_populationgrowthstructureanddistribution', 'y')}>
Population growth, structure and distribution
{ if($c{museum}->get_field_info_url('ks3_geography_floods')) { my $url = $c{museum}->get_field_info_url('ks3_geography_floods'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_floods', 'y')}>
Floods
{ if($c{museum}->get_field_info_url('ks3_geography_riverfieldwork')) { my $url = $c{museum}->get_field_info_url('ks3_geography_riverfieldwork'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_riverfieldwork', 'y')}>
River fieldwork
{ if($c{museum}->get_field_info_url('ks3_geography_weatherpatternsovereurope')) { my $url = $c{museum}->get_field_info_url('ks3_geography_weatherpatternsovereurope'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_weatherpatternsovereurope', 'y')}>
Weather patterns over Europe
{ if($c{museum}->get_field_info_url('ks3_geography_ecosystemspopulationandresources')) { my $url = $c{museum}->get_field_info_url('ks3_geography_ecosystemspopulationandresources'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_ecosystemspopulationandresources', 'y')}>
Ecosystems, population and resources
{ if($c{museum}->get_field_info_url('ks3_geography_crimeandthelocalcommunity')) { my $url = $c{museum}->get_field_info_url('ks3_geography_crimeandthelocalcommunity'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_crimeandthelocalcommunity', 'y')}>
Crime and the local community
{ if($c{museum}->get_field_info_url('ks3_geography_whatisdevelopment')) { my $url = $c{museum}->get_field_info_url('ks3_geography_whatisdevelopment'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_whatisdevelopment', 'y')}>
What is development
{ if($c{museum}->get_field_info_url('ks3_geography_theglobalfashionindustry')) { my $url = $c{museum}->get_field_info_url('ks3_geography_theglobalfashionindustry'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_theglobalfashionindustry', 'y')}>
The global fashion industry
{ if($c{museum}->get_field_info_url('ks3_geography_tourismgoodorbad')) { my $url = $c{museum}->get_field_info_url('ks3_geography_tourismgoodorbad'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_geography_tourismgoodorbad', 'y')}>
Tourism - good or bad
Art & Design Topics
{ if($c{museum}->get_field_info_url('ks3_artdesign_portraits')) { my $url = $c{museum}->get_field_info_url('ks3_artdesign_portraits'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_portraits', 'y')}>
Portraits
{ if($c{museum}->get_field_info_url('ks3_artdesign_buildingsandsculpture')) { my $url = $c{museum}->get_field_info_url('ks3_artdesign_buildingsandsculpture'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_buildingsandsculpture', 'y')}>
Buildings and sculpture
{ if($c{museum}->get_field_info_url('ks3_artdesign_landscapes')) { my $url = $c{museum}->get_field_info_url('ks3_artdesign_landscapes'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_landscapes', 'y')}>
Landscapes
{ if($c{museum}->get_field_info_url('ks3_artdesign_stilllife')) { my $url = $c{museum}->get_field_info_url('ks3_artdesign_stilllife'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_stilllife', 'y')}>
Still life
{ if($c{museum}->get_field_info_url('ks3_artdesign_movingimages')) { my $url = $c{museum}->get_field_info_url('ks3_artdesign_movingimages'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_movingimages', 'y')}>
Moving images
{ if($c{museum}->get_field_info_url('ks3_artdesign_communicatingideasbeliefsandvaluesthroughartcraftanddesign')) { my $url = $c{museum}->get_field_info_url('ks3_artdesign_communicatingideasbeliefsandvaluesthroughartcraftanddesign'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_communicatingideasbeliefsandvaluesthroughartcraftanddesign', 'y')}>
Communicating ideas, beliefs and values through art, craft and design
{ if($c{museum}->get_field_info_url('ks3_artdesign_paintingsprintsphotographsanddigitalimages')) { my $url = $c{museum}->get_field_info_url('ks3_artdesign_paintingsprintsphotographsanddigitalimages'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_paintingsprintsphotographsanddigitalimages', 'y')}>
Paintings, prints, photographs and digital images
{ if($c{museum}->get_field_info_url('ks3_artdesign_contemporarydesign')) { my $url = $c{museum}->get_field_info_url('ks3_artdesign_contemporarydesign'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_contemporarydesign', 'y')}>
Contemporary design
{ if($c{museum}->get_field_info_url('ks3_artdesign_publicart')) { my $url = $c{museum}->get_field_info_url('ks3_artdesign_publicart'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_publicart', 'y')}>
Public art
{ if($c{museum}->get_field_info_url('ks3_artdesign_visitingamuseumgalleryorsite')) { my $url = $c{museum}->get_field_info_url('ks3_history_lifeinmedievaltimes'); $OUT.=<<"+++";
+++ } }
field_radio_checked('ks3_artdesign_visitingamuseumgalleryorsite', 'y')}>
Visiting a museum, gallery or site
education support key stage 4:
Which of these is regularly offered
at the museum
for KS4 children (age 14-16) and their teachers?
museum or gallery tours led by educators
field_radio_checked('ks4_museum_tours', 'y')}>
printed resources for pupils
field_radio_checked('ks4_museum_pupilres', 'y')}>
taught sessions or workshops
field_radio_checked('ks4_museum_workshops', 'y')}>
on-gallery activities
field_radio_checked('ks4_museum_gallery', 'y')}>
living history
field_radio_checked('ks4_museum_history', 'y')}>
continuing professional development
field_radio_checked('ks4_museum_development', 'y')}>
printed resources for teachers
field_radio_checked('ks4_museum_teachres', 'y')}>
Which of these is regularly offered for use
in schools
by KS4 children (age 14-16) and their teachers?
loans boxes
field_radio_checked('ks4_schools_boxes', 'y')}>
printed resources for pupils
field_radio_checked('ks4_schools_pupilres', 'y')}>
printed resources for teachers
field_radio_checked('ks4_schools_teachres', 'y')}>
web-based or other e-learning resources
field_radio_checked('ks4_schools_web', 'y')}>
Does the museum offer sessions
in schools
run by museum staff for KS4 children (age 14-16)?
field_radio_checked('ks4_sessions', 'yes')}>
yes
field_radio_checked('ks4_sessions', 'no')}>
no
If "yes", which curriculum areas do they relate to?
History
field_radio_checked('ks4_sessions_yes_history', 'y')}>
The Arts
field_radio_checked('ks4_sessions_yes_thearts', 'y')}>
Science
field_radio_checked('ks4_sessions_yes_science', 'y')}>
English
field_radio_checked('ks4_sessions_yes_english', 'y')}>
curriculum support key stage 4:
Please tick any topics for which you have specific education provision at KS 4 (age 14-16).
These topics are distilled from the
National Curriculum
KS4 programmes of study and the mainstream GCSE examination specifications produced by the three examination bodies
AQA
,
OCR
and
edexcel
.
If you offer something specific for KS4 that is missing from the list, please insert it in “Other”.
History
The Arts
English
Science
Other
History Topics
field_radio_checked('ks4_history_prehistoricbritain', 'y')}>
Prehistoric Britain
field_radio_checked('ks4_history_romanbritain', 'y')}>
Roman Britain
field_radio_checked('ks4_history_elizabethanengland15581603', 'y')}>
Elizabethan England 1558-1603
field_radio_checked('ks4_history_agricultureinbritain17001900', 'y')}>
Agriculture in Britain 1700-1900
field_radio_checked('ks4_history_industryinbritain17001900', 'y')}>
Industry in Britain 1700-1900
field_radio_checked('ks4_history_transportinbritain17001900', 'y')}>
Transport in Britain 1700-1900
field_radio_checked('ks4_history_educationinbritain17001900', 'y')}>
Education in Britain 1700-1900
field_radio_checked('ks4_history_povertyandpoorrelief17501850', 'y')}>
Poverty and poor relief 1750-1850
field_radio_checked('ks4_history_chartistmovement18301860', 'y')}>
Chartist movement 1830-1860
field_radio_checked('ks4_history_votesforwomen18701928', 'y')}>
Votes for women 1870-1928
field_radio_checked('ks4_history_worldwar119141919', 'y')}>
World War 1 1914-1919
field_radio_checked('ks4_history_worldwar2anditseffects19381951', 'y')}>
World War 2 and its effects 1938-1951
field_radio_checked('ks4_history_coldwar19451990', 'y')}>
Cold War 1945-1990
field_radio_checked('ks4_history_medicinesurgeryandhealth17501990', 'y')}>
Medicine, surgery and health 1750-1990
field_radio_checked('ks4_history_impactofcinemaradioandtvsince1918', 'y')}>
Impact of cinema, radio and TV since 1918
field_radio_checked('ks4_history_racerelationssince1945', 'y')}>
Race relations since 1945
Science Topics
field_radio_checked('ks4_science_howscienceworks', 'y')}>
How science works
field_radio_checked('ks4_science_contemporaryissuesinscience', 'y')}>
Contemporary issues in science
field_radio_checked('ks4_science_humanbiology', 'y')}>
Human biology
field_radio_checked('ks4_science_drugsandhealth', 'y')}>
Drugs and health
field_radio_checked('ks4_science_plantscience', 'y')}>
Plant science
field_radio_checked('ks4_science_genescellsandgrowth', 'y')}>
Genes, cells and growth
field_radio_checked('ks4_science_variationinheritanceandevolution', 'y')}>
Variation, inheritance and evolution
field_radio_checked('ks4_science_adaptationinterdependenceandbiodiversity', 'y')}>
Adaptation, interdependence and biodiversity
field_radio_checked('ks4_science_energyflowandelementcyclesinecosystems', 'y')}>
Energy flow and element cycles in ecosystems
field_radio_checked('ks4_science_humaneffectsontheenvironment', 'y')}>
Human effects on the environment
field_radio_checked('ks4_science_productsfromtheearthscrustandatmosphere', 'y')}>
Products from the Earths crust and atmosphere
field_radio_checked('ks4_science_patternsinchemicalreactions', 'y')}>
Patterns in chemical reactions
field_radio_checked('ks4_science_industrialchemistryprocessesandproducts', 'y')}>
Industrial chemistry: processes and products
field_radio_checked('ks4_science_electricityanditsuses', 'y')}>
Electricity and its uses
field_radio_checked('ks4_science_energyresourcesandenergytransfer', 'y')}>
Energy resources and energy transfer
field_radio_checked('ks4_science_forcesandmotion', 'y')}>
Forces and motion
field_radio_checked('ks4_science_wavesandtheiruses', 'y')}>
Waves and their uses
field_radio_checked('ks4_science_radioactivityusesanddangers', 'y')}>
Radioactivity: uses and dangers
The Arts Topics
field_radio_checked('ks4_thearts_artdesign', 'y')}>
Art & Design
field_radio_checked('ks4_thearts_music', 'y')}>
Music
field_radio_checked('ks4_thearts_dance', 'y')}>
Dance
field_radio_checked('ks4_thearts_drama', 'y')}>
Drama
field_radio_checked('ks4_thearts_mediaarts', 'y')}>
Media arts
English Topics
(please specify)
{$c{museum}->get_field_value('ks4_english')}
Other
(please specify)
{$c{museum}->get_field_value('ks4_othersubject')}
curriculum support key stage 5:
Please briefly describe any curriculum support you provide specifically for KS5 (age 16-19). This could include anything you offer to directly support study in any subjects at AS level, A2 level or GNVQ.
Be sure to give the name of the subject/s and the level of qualification/s, as this will be used to help teachers locate your information on the website. If your support relates to a particular exam specification (e.g. “edexcel A level History”) it would be helpful to mention this too.
For guidance, popular themes and periods of British history studied at KS5 include:
The Normans in England c1060-c1100
The Wars of the Roses 1450-1485
Henry VII and Tudor England 1483-c1529
Henry VIII 1491-1547
Elizabethan England 1558-1603
Charles I 1600-1649
James I 1603-1625
English Civil Wars c1637-1653
The Restoration 1660-1685
Georgian Britain 1714-1802
Industrial Revolution c1750 - 1846
Poor Law c1815-1850
Chartism 1838–50
Votes for Women c1880-1918
Causes and Impact of the First World War c1890 - 1920
Britain between the Wars 1919-39
Britain at War 1939-1945
Post-War Britain 1945 - 64
Medicine in Britain c1890-c1990
Development of the mass media 1896 - 1996
Other popular KS5 subjects that you might offer support for include Art, Sciences, Geography, Media Studies, Travel and Tourism and Leisure Studies.
You can find up-to-date details of these (and many more) KS5 courses on the websites of the examination bodies:
AQA
edexcel
OCR
{$c{museum}->get_field_value('ks5_info')}
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I am still very new to the field of software and web development and at this stage would like to join a company where I can learn lots of skills in one or more computer
languages with a view to eventually taking on some more responsibility. I am open to anything in the field of front or backend web development, and have a particular interest in
programming. I am so keen to get started and my main criteria is looking for a company or someone who will invest in setting me onto a good path. I am a very quick learner and will
be willing to commit extra hours to self-study, if there are any gaps in my knowledge. I am confident I would quickly fill these.
If you are reading this and cannot think of a paid position that would suit me at this stage, I am willing to consider projects that will build my portfolio and experience,
provided I can get some guidance and upskill, while working on these, in exchange. If there is large investment of time and training on your side and the project is substantial
enough to add significant skills and experience to my CV and portfolio, I am also willing to commit to pausing my job search in order to finish it off, as I see the long-term
benefits in this for my career.
Please contact me via email at<EMAIL_ADDRESS>or add me on LinkedIn to request my CV or if you would like to discuss potential opportunities.
I look forward to hearing from you!


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Janelle Monáe To Star In ‘Antebellum’ Thriller From Producer Of ‘Get Out’ & ‘Us’
by Adreon PattersonJanelle Monáe is caught in a battle between the Antebellum Period and modern-day America in the trailer for the Gerard Bush-directed movie Antebellum.
Produced by Sean McKittrick — who also produced the Jordan Peele-directed films, Get Out and Us — the film also stars Eric Lange, Jena Malone, Jack Huston, Kiersey Clemons and Gabourey Sidibe.
The trailer for the horror-thriller was released by QC Entertainment and Lionsgate on Thursday (November 19). The sweet-yet-haunting score highlights the terror of slavery and the bliss of present day as the singer-actress plays both a slave and a single, working mom.
Monáe joined production in March, marking her first lead role in a film. Over the past couple of years, she was cast in supporting roles for the Oscar-nominated film Hidden Figures and Academy Award-winning movie Moonlight.
Monáe shared the trailer on her own Twitter account earlier this week with the release date.
“#Antebellum,” she captioned the post. “April 24, 2020.”


promoted faq pages component Axshare link: https://nm6pq4.axshare.com/#g=1&p=customer_service_landing_page Dimensions:640x430px


esys.weipa Package¶
Classes¶
-
class
esys.weipa.
EscriptToTVTK
(domain=None)¶ Bases:
object
a simple interface from escript to TVTK for rendering with mayavi.mlab
-
__init__
(domain=None)¶ sets up driver for translating Data objects in domain to TVTK object.
-
getDomain
()¶
-
getTVTK
()¶
-
setData
(**kwargs)¶ set the scalar data set:
-
setDomain
(domain)¶ resets the domain
-
Functions¶
-
esys.weipa.
convertToNumpy
(data)¶ Writes
Data
objects to a numpy array.The keyword args are Data objects to save. If a scalar
Data
object is passed with the namemask
, then only samples which correspond to positive values inmask
will be output.Example usage:
s=Scalar(..) v=Vector(..) t=Tensor(..) f=float() array = getNumpy(a=s, b=v, c=t, d=f)
-
esys.weipa.
createDataset
(domain=None, **data)¶ Creates and returns an esys.weipa dataset consisting of a Domain and Data objects. The returned object provides methods to access and export data.
-
esys.weipa.
hasFeature
((str)name) → bool :¶ Check if escript was compiled with a certain feature
Parameters: name ( string
) – feature to lookup
-
esys.weipa.
interpolateEscriptData
(domain, data)¶ esys.weipa does not support the function spaces Solution and ReducedSolution. This function interpolates Data defined on those function spaces to compatible alternatives.
-
esys.weipa.
saveSilo
(filename, domain=None, write_meshdata=False, time=0.0, cycle=0, **data)¶ Writes
Data
objects and their mesh to a file using the SILO file format.Example:
temp=Scalar(..) v=Vector(..) saveSilo("solution.silo", temperature=temp, velocity=v)
temp
andv
are written to “solution.silo” wheretemp
is named “temperature” andv
is named “velocity”.Parameters: - filename (
str
) – name of the output file (‘.silo’ is added if required) - domain (
escript.Domain
) – domain of theData
objects. If not specified, the domain of the givenData
objects is used. - write_meshdata (
bool
) – whether to save mesh-related data such as element identifiers, ownership etc. This is mainly useful for debugging. - time (
float
) – the timestamp to save within the file - cycle (
int
) – the cycle (or timestep) of the data - <name> – writes the assigned value to the Silo file using <name> as identifier
Note: All data objects have to be defined on the same domain but they may be defined on separate
FunctionSpace
s.- filename (
-
esys.weipa.
saveVTK
(filename, domain=None, metadata='', metadata_schema=None, write_meshdata=False, time=0.0, cycle=0, **data)¶ Writes
Data
objects and their mesh to a file using the VTK XML file format.Example:
temp=Scalar(..) v=Vector(..) saveVTK("solution.vtu", temperature=temp, velocity=v)
temp
andv
are written to “solution.vtu” wheretemp
is named “temperature” andv
is named “velocity”.Meta tags, e.g. a timeStamp, can be added to the file, for instance:
tmp=Scalar(..) v=Vector(..) saveVTK("solution.vtu", temperature=tmp, velocity=v, metadata="<timeStamp>1.234</timeStamp>", metadata_schema={"gml":"http://www.opengis.net/gml"})
The argument
metadata_schema
allows the definition of name spaces with a schema used in the definition of meta tags.Parameters: - filename (
str
) – name of the output file (‘.vtu’ is added if required) - domain (
escript.Domain
) – domain of theData
objects. If not specified, the domain of the givenData
objects is used. - <name> – writes the assigned value to the VTK file using <name> as identifier
- metadata (
str
) – additional XML meta data which are inserted into the VTK file. The meta data are marked by the tag<MetaData>
. - metadata_schema (
dict
withmetadata_schema[<namespace>]=<URI>
to assign the scheme<URI>
to the name space<namespace>
.) – assigns schemas to namespaces which have been used to define meta data. - write_meshdata (
bool
) – whether to save mesh-related data such as element identifiers, ownership etc. This is mainly useful for debugging. - time (
float
) – the timestamp to save within the file, seperate to metadata - cycle (
int
) – the cycle (or timestep) of the data
Note: All data objects have to be defined on the same domain. They may not be in the same
FunctionSpace
but not all combinations ofFunctionSpace
s can be written to a single VTK file. Typically, data on the boundary and on the interior cannot be mixed.- filename (
-
esys.weipa.
saveVoxet
(filename, **data)¶ Writes
Data
objects to a file using the GOCAD Voxet file format as separate properties on the same grid. At the moment only Data on aripley
domain can be saved in this format. Note that this function will produce one header file (ending in .vo) and a separate property file for eachData
object.Parameters: filename ( str
) – name of the output file (‘.vo’ is added if required)Note: All data objects have to be defined on the same ripley domain and either defined on reduced Function or on a FunctionSpace
that allows interpolation to reduced Function.
-
esys.weipa.
visitInitialize
((str)simFile[, (str)comment='']) → bool¶
-
esys.weipa.
visitPublishData
((EscriptDataset)dataset) → bool¶
Others¶
- HAVE_TVTK


Issue 31
-
The GHC team is happy to (finally!) announce the first candiate of the 8.0.2 release of the Glasgow Haskell Compiler. This is the first of what will hopefully be only two release candidates leading up the final 8.0.2 release.
-
The tutorial walks through the details of using GHC pragmas such as
INLINE
,SPECIALIZE
, andRULES
to improve the performance of your Haskell programs. This tutorial is an attempt to show all important optimization “know-how” details in one place with practical examples benchmarked to demonstrate their effects. -
The README that builds itself! README files used to be able to lie. Now they can’t! Woo!
-
Latest additions to Megaparsec
I think it’s time for a little blog post summarizing progress of the Megaparsec project in the second half of 2016. There are quite a few new things I have never announced and I fear that from the changelog alone it isn’t obvious how useful they are.
 You may be familiar with the original Write You a Scheme in 48 hours by Jonathan Tang, and this is a much needed upgraded version.
-
Haskell documentation, 2016 update
I’ve blogged, Tweeted, and conversed about Haskell documentation quite a bit in the past. Following up on tooling issues, all available evidence tells me that improving the situation for documentation in Haskell is the next obstacle we need to knock down.
Thanks for reading! Let us know on Twitter if you liked this issue. Open an issue on GitHub if you think it could be better.


RestHandler
s for administrative actions that can be taken on indexes like creation, deletion, setting up
aliases, and changing mapping.请参阅: 说明
| 异常错误 | 说明 |
|---|---|
| AliasesNotFoundException |
RestHandler
s for administrative actions that can be taken on indexes like creation, deletion, setting up
aliases, and changing mapping.


Biman signs deal to buy 2 more 787s
PM joins Dubai Airshow
by Unb, DhakaBoeing and Biman Bangladesh Airlines signed a deal for two 787-9s aircraft, which list at $292.5 million apiece.
The deal was signed during the Dubai Airshow 2019.
Biman already has in its fleet four 787-8s of the US plane maker and the new planes would be 20 feet longer.
Prime Minister Sheikh Hasina yesterday joined the opening ceremony of the airshow, one of the largest aviation exhibitions in the world, and enjoyed a flying display.
The five-day airshow would continue until November 21 at the Dubai World Central (DWC) with the participation of some 1,300 companies from 160 countries.
Hasina joined at the invitation of Vice President and Prime Minister of UAE, and Ruler of Dubai Sheikh Mohammed bin Rashid Al Maktoum.
On her arrival at the venue, she was received by Sheikh Mohammed bin Rashid Al Maktoum, also the UAE defence minister.
Later, she attended dinner hosted by Bangladesh Ambassador to the UAE in her honour.
Hasina reached Dubai on Saturday night on a four-day official visit.
The Dubai Airshow, launched in 1989, has turned as a global platform for the aviation industry to sell its new wares, as the public and private sectors meet to discuss new technologies, opportunities, and hurdles facing the industry.
In 2017, the last aviation exhibition drew 79,380 trade visitors from around the world, which featured 1,200 exhibitors from 63 countries and an order book in excess of $113.8 billion.


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For our full Terms and Conditions governing all our sites see. http://www.go-jamaica.com/termsofservice.html


4.8.2. SIMP 5.2.0 RPMs¶
This provides a comprehensive list of all SIMP RPMs and related metadata. Most importantly, it provides a list of which modules are installed by default and which are simply available in the repository.
| Name | Version | Optional |
|---|---|---|
| pupmod-simp-compliance_markup | 1.0.0-0 | false |
| simp-doc | 5.2.0-0 | true |


Valencia MotoGP: Quartararo snatches top spot from Vinales in FP2
by Lewis DuncanFabio Quartararo held onto top spot in FP2 to end Friday's MotoGP practice for the Valencia Grand Prix fastest of all, while Yamaha stablemate Valentino Rossi crashed again.
Petronas SRT rider Quartararo snatched first place away from works Yamaha man Maverick Vinales in the closing stages to lead the field on Friday by 0.148 seconds.
The early stages of Friday's second session were frantic, with top spot changing hands a number of times over just a handful of laps.
Rossi set the initial pace with a 1m33.055s, before Marc Marquez demoted him with a 1m32.102s just seconds later.
FP1 runner-up Jack Miller soon deposed Marquez by 0.015s, before Vinales put Yamaha back on top with a lap in the 1m31s bracket after just six minutes of the session.
Marquez's next effort of 1m30.974s, however, proved to be the fastest of the day so far and lifted him close to a second clear of the field - just as he did in the early stages of FP1.
Rossi's session was soon once again interrupted by a crash, this time at the Turn 10 right-hander that caught Avintia's Karel Abraham out this morning.
Marquez's laptime sat as the benchmark for some time, with Vinales cutting his advantage just 0.381s.
As the session entered its closing seven minutes, Suzuki's Joan Mir became the first to threaten Marquez's place atop the timesheets, though would miss out by just over three tenths in second.
Miller took a tumble at exiting the Mick Doohan left with 15 minutes remaining, valiantly trying to right himself with his elbow before conceding defeat.
Undeterred by this, he challenged Marquez once back out on track and got to within 0.026s of the Honda rider, before Vinales finally usurped him with a 1m30.883s in the closing moments.
Quartararo trailed him by 0.081s, but hooked up his penultimate tour to post a 1m30.735s which would not be bettered come the chequered flag.
Marquez wound up third on the Honda, 0.239s down on Quartararo, while Miller and the second SRT bike of Franco Morbidelli completed the top five.
Alex Rins headed Suzuki team-mate Mir in sixth, while Aprilia's Aleix Espargaro beat Andrea Dovizioso (Ducati) and LCR's Johann Zarco to eighth.
Dovizioso's session wasn't without incident, as a fluid leak in the second half of the outing from the front of his bike forced him back to pitlane.
Rossi was shuffled down to 14th following his crash, while rookie Iker Lecuona found well over a second in FP2 on the Tech3 KTM and improved to a 1m33.114s - though was still last of the 23-strong field.
Practice two times
| Pos | Rider | Team | Time | Gap | Laps |
|---|---|---|---|---|---|
| 1 | Fabio Quartararo | Petronas Yamaha | 1m30.735s | - | 23 |
| 2 | Maverick Vinales | Yamaha | 1m30.883s | 0.148s | 24 |
| 3 | Marc Marquez | Honda | 1m30.974s | 0.239s | 21 |
| 4 | Jack Miller | Pramac Ducati | 1m31.000s | 0.265s | 19 |
| 5 | Franco Morbidelli | Petronas Yamaha | 1m31.199s | 0.464s | 23 |
| 6 | Alex Rins | Suzuki | 1m31.230s | 0.495s | 22 |
| 7 | Joan Mir | Suzuki | 1m31.280s | 0.545s | 22 |
| 8 | Aleix Espargaro | Aprilia | 1m31.305s | 0.570s | 17 |
| 9 | Andrea Dovizioso | Ducati | 1m31.351s | 0.616s | 17 |
| 10 | Johann Zarco | LCR Honda | 1m31.369s | 0.634s | 22 |
| 11 | Cal Crutchlow | LCR Honda | 1m31.433s | 0.698s | 20 |
| 12 | Danilo Petrucci | Ducati | 1m31.455s | 0.720s | 19 |
| 13 | Michele Pirro | Ducati | 1m31.765s | 1.030s | 17 |
| 14 | Valentino Rossi | Yamaha | 1m31.775s | 1.040s | 15 |
| 15 | Francesco Bagnaia | Pramac Ducati | 1m31.868s | 1.133s | 19 |
| 16 | Jorge Lorenzo | Honda | 1m31.880s | 1.145s | 17 |
| 17 | Pol Espargaro | KTM | 1m31.905s | 1.170s | 19 |
| 18 | Tito Rabat | Avintia Ducati | 1m32.159s | 1.424s | 21 |
| 19 | Karel Abraham | Avintia Ducati | 1m32.278s | 1.543s | 19 |
| 20 | Mika Kallio | KTM | 1m32.467s | 1.732s | 19 |
| 21 | Andrea Iannone | Aprilia | 1m32.568s | 1.833s | 18 |
| 22 | Hafizh Syahrin | Tech3 KTM | 1m32.887s | 2.152s | 20 |
| 23 | Iker Lecuona | Tech3 KTM | 1m33.114s | 2.379s | 21 |


Debrief
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Please select the rating, 'unfunny', 'somewhat funny', or 'funny', that you think is most appropriate.


Category: Economy
Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry&amp;#39;s standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centurie...
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Category: Economy
It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout. The point of using Lorem Ipsum is that it has a more-or-less normal distribution of letters, as opposed to using &amp;#39;Content here, content here&amp;#39;, ...
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Category: Education
Contrary to popular belief, Lorem Ipsum is not simply random text.  Richard McClintock, a Latin professor at Hampden-Sydney College in Virginia, looked up one of the more obscure Latin words, consectetur,...
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I am entering my senior year studying Computer Science at Brown University. I am interested in solving complex problems with an analytical approach.
Currently, I am working as an Undergraduate Research Fellow at the University of Cambridge as a contributor to the FEniCS Project. The FEniCS Project is an open-source software project that develops tools in the field of scientific computing, specifically focused on solving differential equations by finite element methods.
At Brown, I have worked and continue to work as an Undergraduate Teaching Assistant for the computer science department. As a UTA, I hold weekly office and lab hours, grading assignments and updating course material.
In the summer of 2015, I worked at IBM Analytics in San Jose, CA on the BigInsights Text Anaylics Web Tooling application.
During the summer and fall of 2014, I was a member of the Gratafy team in Seattle, WA as the lead Android developer.
My recent coursework includes Operating Systems (CS 167) and Design & Implementation of Programming Lanugages (CS 173).
I compete at the Division I level on the Brown Men's Lacrosse Team, and currently serve as Academic Peer Adviser for the team.
As a member of the Brown Community, I have spent time volunteering for the Brown University Blood and Bone Marrow Drive. I have also spent time at Vartan Gregorian Elementary School as a volunteer.
I am originally from Seattle, WA, where I developed a love for the outdoors. I am an avid backpacker and kayaker. I also enjoy reading all kinds of books.


If you lose access to your default methrod, you can use backup to gain access to your account
Generate a set of 20 unique codes to keep on hand.
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Freida Pinto And Fiancé Cory Tran’s Postcard Worthy Pictures That Prove They Are Head Over Heels In Love
22 Nov 2019, 08:42 by Gretel Sequeira
Actress Freida Pinto announced her engagement with beau Cory Tran. As the couple has been head over heels in love with each other, here are post-card worthy pictures of the lovebirds that will leave you in awe
Freida Pinto and fiance Cory Tran define #couplegoals with their sun-kissed pictures (Image Source:- instagram.com/freidapinto/ coryt)
Photographer Cory Tran and actress Freida Pinto looking towards the horizon proves they are very much in love (Image Source:- instagram.com/freidapinto/ coryt)
Freida Pinto looking at fiancé Cory Tran is all things, love, the love soaked picture of the couple is unmissable (Image Source:- instagram.com/freidapinto/ coryt)
Couple Cory Tran and Freida Pinto pose in front of one of the 7 Wonders in the world, the couple clicks a selfie with the Taj Mahal in Agra (Image Source:- instagram.com/freidapinto/ coryt)
Freida Pinto and Cory Tran pose for pictures dressed in white, the couple are all in smiles for the pictures (Image Source:- instagram.com/freidapinto/ coryt)
Cory Tran and Freida Pinto’s romantic getaway picture posing in front of the Taj Mahal is endearing (Image Source:- instagram.com/freidapinto/ coryt)
Freida Pinto’s ‘2 Monkeys together’ picture kissing fiancé Cory Tran by the beach is cute (Image Source:- instagram.com/freidapinto/ coryt)
Cory Tran is lost in love with Freida Pinto, the photographer looking at the actress is charming (Image Source:- instagram.com/freidapinto/ coryt)
Freida Pinto and Cory Tran’s lip-locking picture by the pool with the picturesque sunset in the background makes a perfect silhouette of the couple (Image Source:- instagram.com/freidapinto/ coryt)