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- Home
- Parents Home
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- Asthma Center for Kids
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- Homework Center
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- Illnesses & Injuries
- Nutrition & Fitness Center for Kids
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- Para Niños
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- Cancer Center for Teens
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- Diseases & Conditions (for Teens)
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- Para Adolescentes
Everybody gets cuts, and some cuts are bigger than others. That's why a lot of kids need stitches at one time or another — usually on their face, chin, hands, or feet.
Stitches aren't for scratches. They're for bigger cuts that probably wouldn't heal well on their own. You might take a fall and hit your head or step on something sharp — ouch! Or you might have surgery and get an incision, a cut a doctor makes.
That's where stitches come in. They join the sides of the cut together so that it can heal. If you need stitches, you don't need to worry, but you do need to take care of the stitches until the skin heals.
What Are Stitches?
Stitches are loops of thread that doctors use to join the edges of a cut on your skin. It's a lot like sewing fabric together. But after a few days or a week, the skin heals and the stitches come out.
Once the edges are touching, the doctor ties a knot in the thread so your skin will stay that way until it heals. Doctors have many different kinds of thread, called sutures (say: SOO-churz), including some made of nylon, silk, and vicryl (say: VY-kril). Vicryl thread actually dissolves in your skin, so you don't even need to get those stitches removed. This kind of thread is used mostly on the lips or face, or in the mouth.
Another way of closing a cut is to use glue! Sometimes, if a cut isn't too deep or wide, and is on a flat area like the forehead, the doctor will use special skin glue to keep the cut's edges together until it heals. It usually dissolves by itself in 7–10 days.
Another option for tiny cuts are small sticky strips called a butterfly bandage (or steri-strips). These strips keeps the edges of a shallow cut together for a few days, and then they usually come off in the bath.
How Does a Doctor Put Stitches In?
If you need stitches, the nurse or assistant will usually start by putting a numbing gel on top of the cut. When the skin is numb, they will begin cleaning your cut with sterile water, which is squirted into the cut to remove harmful germs and dirt. You're probably wondering if this will hurt. Actually, you won't feel much pain at all during the cleaning and sewing of the cut.
Sometimes a liquid numbing medicine will be put into the skin with a small needle. These substances, called anesthetics (say: an-es-THEH-tiks), may numb the area so you feel hardly any pain at all. It's a lot like the medicine used to numb your mouth when you have a cavity filled.
The doctor also will make sure that whatever cut you (such as a piece of glass) isn't still in the cut.
Using a very tiny needle, the doctor will sew your cut together with the sutures. Although the area will be numb, you might feel a tug as the doctor pulls the stitches together. Stitches are done the same way at the end of surgery. If you get these at the end of surgery, you won't feel it — you won't even be awake!
How Does a Kid Take Care of Stitches?
Your doctor will tell you how to care for your cut after it has been closed. It's important to follow the directions carefully with a parent's help. Different kinds of materials — sutures, glue, and butterflies — need different kinds of care.
The doctor probably will tell you to keep your cut dry for at least 1 to 2 days. Most stitches should not get wet. Some cuts with stitches need to be covered with an antibiotic (say: an-ty-by-AH-tik) ointment and a bandage to prevent infection. Glue, on the other hand, shouldn't be coated with ointment. It's important that you don't tug or pull on the stitches, even if they get itchy. And don't ever try to take the stitches out by yourself.
If you notice that you've popped or torn a stitch, or if your cut is hot, red, swollen, or oozing pus (a yellowish or greenish thick liquid), be sure to tell a parent. You may need to see the doctor to check if the cut is infected.
Getting the Stitches Out
Dissolving stitches, glue, and butterflies come out or off on their own. The doctor or nurse has to remove other kinds of stitches. The stitch is cut at the knot, and the little thread is pulled out. You may feel a bit of pulling, but it won't hurt. It takes a lot less time to remove stitches than it does to put them in. And after the stitches are out, your skin will be fine!
The doctor will tell you how to care for your skin after the stitches have been removed. You may be told to avoid getting direct sun on the area of skin for a while. Wearing sunscreen will be recommended whenever you go in the sun. The doctor also might give you a cream for your skin to make the scar better. Before long, it will probably be hard to see the place where your cut used to be. Most important, your skin will be totally healed!


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Evergreen Indiana is a growing consortium of over 125 public, school and institutional libraries located throughout Indiana that use the Evergreen ILS. This resource sharing initiative provides cost savings for the library and access to almost 8 million items for over 1 million Indiana residents. A list of participating libraries is available on the Evergreen Indiana Member Libraries page.
The Evergreen Indiana project is supported by the Indiana State Library and has been generously funded in part by Library Services and Technology Act [LSTA] grants. The services provided by the State Library include purchasing and maintaining the central servers, personnel costs in operating the system, training, software development, data conversion, and other related expenses.
The catalog may be viewed at:
Submit a helpdesk ticket
Do you need to report a technical issue with Evergreen? You can submit a helpdesk ticket for Evergreen Indiana through the staff client or through your internet browser by clicking the link here.

subset: commoncrawl


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Restaurant - Gloucester & Sharpness Canal
(Main Canal)
A list and map of Restaurants on or near the Main Canal branch of the Gloucester & Sharpness Canal
Canalside Restaurants
Most pubs now serve food and many have seperate restaurants. We have select dining places that are near to the canal and appear to have good reviews. Contact details can be obtained form the directory list or map above.
The list of Restaurants contains information about service providers that we are aware of on the Main Canal branch of the Gloucester & Sharpness Canal. We cannot guarantee that it is up to date and welcome any feedback about new service providers or services that are no longer available.
The people who know the most about the Main Canal branch of the Gloucester & Sharpness Canal are the boaters themselves. We are hoping that, with your help, we can make the UK Waterways Guide the most comprehensive and up to date source of information for the UK's canals and rivers.
In the not too distant future we will provide subscribers with the ability to comment on services and also to read other people's comments.
Services (5)
on the Gloucester & Sharpness Canal:
Marina (1)
Sanitory Station (1)


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02770 ESPOO Finland
Email: email@example.com
Url: https://suomensisustustakka.fi/
Built-in fireplaces are fully built into the chimney and cannot be removed afterwards without major structural work. They are available with or without
a convection box and fans. Built-in fireplaces are generally fitted into newly
built chimneys. All normal maintenance work can be carried out via the door
opening. No crushing work is required.
Insert, cassette or inset fireplaces are made in a compact shape with a flat top so that they can be slided into an opening in the chimney. The frame of the appliance covers the opening. These appliances can be simply removed from the chimney later the same way without structural work. Built-in inserts are fitted with a convection box and often have fans as well. They are typically used in the replacement market and installed in existing chimneys, but can also be used in new build projects. All normal maintenance work can be carried out via the door opening. No structural work is needed for this.


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Turning Winds is one of the nation's top-notch academic Therapeutic Boarding Schools focused on assisting at-risk adolescent boys and girls from Waco, TX with overcoming behavior issues. Making the shift into teenage and adolescent years can be a brutal time for adolescents, and for some, it can be more difficult than others. For the parents of these at-risk adolescent boys and girls, it is immensely important to find a treatment center that can help their adolescent successfully confront their issues.
Behavior Modification can allow troubled teens from Waco, TX to make behavior changes, but it does not allow them to understand why they behave in certain ways or even how they can learn to exhibit positive behaviors. To prepare for therapy intervention, our staff meets with the parents and the teen to determine the dysfunctional behaviors that are being exhibited. Our program strives to involve the entire family so healing can take place among all the members. Once our staff of mental health professionals has gathered data, we will begin our focused treatment plan to guide the teen towards making better choices that will lead them to their life goals instead of down a path of destruction.
Turning Winds is highly successful in assisting troubled teens from Waco, TX because we factor learning into every aspect of therapy. Learning is a crucial part of changing undesirable behaviors and must be an integral part of any therapy program that is working to bring lasting changes in teens. We take an eclectic approach to treatment using proven strategies in cognitive, behavioral, humanistic, and narrative intervention. We believe this approach lends itself to a natural inclination for internal reflection and the need for change.
Behavior Modification Programs Waco, TX
Behavior modification programs are sometimes implemented in a dogmatic and extremely uncomfortable way. Troubled teens from Waco, TX are somewhat "forced" into making changes instead of them occurring naturally through hard work, determination, and education. Through a holistic approach, our students successfully make changes in their character and learn the life skills they must possess for living a self-sufficient and successful life well beyond the time they graduate from our program.
While Behavior Modification therapy is a solution for some teens with conditions like ADHD, it is not always effective in those who are dealing with more than one diagnosis. This approach is often limited in making temporary changes because it does not focus on every issue a teen is dealing with. The foundation of our program is based on experiential education. The great outdoors allows for a perfect backdrop for students to learn effective problem-solving and the crucial skills they will use throughout their life. Often, it takes a multi-treatment approach for teens who are dealing with mental and behavioral issues to make lasting changes.
Complex Conditions Require Solutions That Involve A Team Effort
It is important for parents of teens with ADHD and other behavioral and mental conditions to be able to successfully recognize the signs of the condition. While mild ADHD may not require therapy at all, some teens end up exhibiting other serious mental and behavioral health issues that require a concerted effort in treatment. Our program seeks to help troubled teens from Waco, TX by providing the five peaks of therapy.
For true habit reversal to take place, a successful treatment program should include a variety of approaches to therapy. At Turning Winds, we strongly encourage and utilize the 5 Pillars of Change for the teen's full internalization of realizing how poor decisions often have lasting ramifications. Our staff is committed to providing the individualized treatment approach troubled teens from Waco, TX must have for achieving exceptional outcomes.
Each day at Turning Winds, we are privileged to witness small changes being made in the lives of our students. As time progresses and they work through the 5 pillars of change, teens begin to make lasting changes and learn the skills they will need to possess to live successful lives. Each measure we put in place is meant to carefully guide our students towards their goals of learning from their past mistakes and preparing for limitless success in the future.
Mental Health National Organization For Parents Of Troubled Adolescents From Waco, TX
National Alliance on Mental Illness (NAMI): National Alliance on Mental Illness is the nation's largest and most comprehensive grassroots mental health community. It is faithful to building healthier lives for Waco, TX residents, and the millions of Americans affected by mental illness. A mental illness is a mental health condition that impacts an individual's thought processes, emotions, and ADD/ADHD (attentional disorder). It may also affect the person's ability to relate to others, as well as function on a daily basis. NAMI strives to shape the national public policy landscape for troubled adolescent boys and girls, young men and women, and families in Waco, TX; affected by mental illness. NAMI also delivers grassroots volunteer leaders with the tools, resources, and skills necessary to protect the mental health of individuals in Waco, TX, and all over the nation.
Support For Mental Health For Troubled Youth In Waco, TX
Turning Winds is the favored choice for parents from Waco, TX, who are searching for an therapeutic boarding school to provide direction to their at-risk child battling self-harming behavior, drug abuse/addiction (including marijuana), or anger related obstacles. Here at Turning Winds, parents and families from Waco, TX can expect the best results from our compassionate and professional counselors. Our research-validated approach to a variety of therapeutic intervention strategies (CBT, DBT, behavioral therapy) and outdoor recreation and adventure therapy makes our work a success! Turning Winds' serene and distraction-free setting helps even the most treatment-resistant adolescent boys and girls find their way toward healing and rehabilitation.
As a result, Turning Winds is faithful to meeting the particular needs of each teen with the utmost professionalism and compassion. Turning Winds's counselors and field staff discourage the use of judgments and labels, and never condone one's diagnosis to interfere with a troubled teen's sense of self or ability to form friendships with one another. Turning Winds has provided support to numerous families from all over the nation. Our licensed counselors provide superior treatment to set the path of rehabilitation for adolescents troubled with obstacles such as behavioral or process addiction (porn, gaming), seasonal affective disorder, or even peer conflict.
In short, the counselors at Turning Winds are skilled at assisting troubled adolescent boys and girls from Waco, TX with lasting rehabilitation. As a top-notch academic institute, we offer a variety of therapeutic intervention strategies (CBT, DBT, behavioral therapy), outdoor recreation and adventure therapy, and life skills development and experiential education; leading our teen students to a healthy, balanced life. If you feel you may benefit from our academic institute, we encourage you to contact our admissions specialists as the first step to creating lasting change in your at-risk child's life. We provide support to vulnerable teens from Waco, TX. Call us at [twphome] to speak with one of our knowledgeable admissions specialists today!


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Q. When does the last Scandinavian-Airlines Airlines flight leave from Bergen to Mumbai ?
A. The last Scandinavian-Airlines Airlines flight from Bergen toMumbai leaves at 20:00 PM .
Q. How much time does it take for the Scandinavian-Airlines Airlines to fly from Bergen to Mumbai ?
A. The Scandinavian-Airlines Airlines takes 5 hours to fly from Bergen to Mumbai .
Q. Which are the popular international sectors served by the Scandinavian-Airlines Airlines ?
A. The top international sectors served by the Scandinavian-Airlines Airlines are from Stockholm to Cochin .
Q. Which are popular hotels to stay in Mumbai ? ?
A. The best-rated hotels in Mumbai are Sun-N-Sand-Hotel-Mumbai .
Q. Which are the top airlines that fly from Bergen to Mumbai ?
A. The top airlines operating from Bergen to Mumbai are Scandinavian-Airlines .
Q. When does the first Scandinavian-Airlines Airlines flight leave from Bergen to Mumbai ?
A. The first Scandinavian-Airlines Airlines flight from Bergen toMumbai leaves at 10:10 A.M .
Q. How many flights are operated from Bergen to Mumbai in a day ?
A. There are a total of 5 number of flights operating from Bergen to Mumbai in a day .
Mumbai is the financial capital and the largest city in India. The city was created by connecting seven tiny islands on the Konkan coast. Mumbai is an eclectic and cosmopolitan city and is often associated with glitz and glamour since it's home to Bollywood - the center of Hindi film industry. South Mumbai is the primary tourist hotspot and is home to several art galleries, museums, bars, restaurants, clubs and the famed Gateway of India. The area also houses several designer boutiques like Armani, Hermes, Chanel, Dior and Zegna. Mumbai is home to several historical monuments. The top sightseeing spots in Mumbai are Gateway of India, Sanjay Gandhi National Park, Juhu Beach, Colaba Market, Siddhivinayak temple and Haji Ali dargah. Being a major financial hub, Mumbai is well connected to all major cities in the world by an excellent air network. The Mumbai Airport is also known as Chhatrapati Shivaji International Airport. It is the second largest airport in India in terms of passenger volume and serves as a major gateway to the country. The airport has two terminals : Terminal 1 at Santa Cruz serves domestic flights, while Terminal 2 at Sahar serves both domestic and international flights. The top domestic flights to and from Mumbai are Mumbai to Delhi, Chennai to Mumbai, Mumbai to Bangalore and Mumbai to Kolkata. SpiceJet, IndiGo, GoAir, AirAsia and Jet Airways are the major domestic airlines serving the Mumbai airport. The top international airlines operating from Mumbai are Lufthansa, Emirates, United Airlines, British Airways, Thai Airways, Cathay Pacific and Tiger Airways. The Mumbai airport is well connected by road and Mumbai Suburban Railway network to all parts of the city. The closest railway hubs to the airport are Vile Parle (East), Andheri (East) and Airport Road. Find the best deals on Mumbai flight tickets on Via.com and book your flights at the lowest airfare along with benefits like instant confirmation, lowest convenience fee, airfare calendar and easy cancellation/refund.


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State of Nevada
Rev. 13461BC
Version Date: May 24, 2023
SOUTHERN NEVADA TRADES HIGH SCHOOL ("SOUTHERN NEVADA TRADES HIGH SCHOOL" or "we" or "us" or "our") respects the privacy of everyone ("Sites' visitor" "user" or "you") that uses our website at https://www.snvtradeshighschool.org/, as well as other device or online applications related or connected thereto (collectively, the "Sites").
The following SOUTHERN NEVADA TRADES HIGH SCHOOL Privacy Notice ("Privacy Notice") is designed to inform you, as a user of the Sites, about the types of personal information that SOUTHERN NEVADA TRADES HIGH SCHOOL may gather about or collect from you in connection with your use of the Sites. It also is intended to explain the conditions under which SOUTHERN NEVADA TRADES HIGH SCHOOL uses and discloses that personal information, and your rights in relation to that personal information.
The Sites are hosted in the United States and is subject to U.S. state and federal law. If you are accessing our Sites from other jurisdictions, please be advised that you are transferring your personal information to us in the United States, and by using our Sites, you are agreeing to that transfer and use of your personal information in accordance with this Privacy Notice. You also agree to abide to the applicable laws of the State of Nevada and U.S. federal law concerning your use of the Sites and your agreements with us. If your use of the Sites would be unlawful in your jurisdiction, please do not use the Sites.
Company Information
1580 Bledsoe Ln
Las Vegas, NV 89110
Email: firstname.lastname@example.com
Phone: 702-224-2771
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SOUTHERN NEVADA TRADES HIGH SCHOOL currently uses the following cookies on the Sites:
• Strictly Necessary Cookies: XSRF-TOKEN hs svSession SSR-caching
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"Shine the Light Law"
California Civil Code Section 1798.83, also known as the "Shine The Light" law, permits our users who are California residents to request and obtain from us, once a year and free of charge, personal information about the personal information (if any) we disclosed to third parties for direct marketing purposes in the preceding calendar year. If applicable, this personal information would include a list of the categories of the personal information that was shared and the names and addresses of all third parties with which we shared personal information in the immediately preceding calendar year. If you are a California resident and would like to make such a request, please submit your request in writing to the address listed below.
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Most web browsers and some mobile operating systems include a Do-Not-Track ("DNT") feature or setting you can activate to signal your privacy preference not to have data about your online browsing activities monitored and collected. Because there is not yet a common understanding of how to interpret the DNT signal, the Sites currently do not respond to DNT browser signals or mechanisms.
Disputes over privacy issues contained in this Privacy Notice will be governed by the law of the State of Nevada. You also agree to abide by any limitation on damages contained in our Terms of Use, or other agreement that we have with you.
SOUTHERN NEVADA TRADES HIGH SCHOOL may, in its sole discretion, change this Privacy Notice from time to time. Any and all changes to SOUTHERN NEVADA TRADES HIGH SCHOOL's Privacy Notice will be reflected on this page and the date of the new version will be stated at the top of this Privacy Notice. Unless stated otherwise, our current Privacy Notice applies to all personal information that we have about you and your account. Users should regularly check this page for any changes to this Privacy Notice. SOUTHERN NEVADA TRADES HIGH SCHOOL will always post new versions of the Privacy Notice on the Sites. However, SOUTHERN NEVADA TRADES HIGH SCHOOL may, as determined in its discretion, decide to notify users of changes made to this Privacy Notice via email or otherwise. Accordingly, it is important that users always maintain and update their contact personal information.
If you have any questions regarding our Privacy Notice, please contact us at:
1580 Bledsoe Ln
Las Vegas, NV 89110
Email: firstname.lastname@example.com
Phone: 702-224-2771


text:
Northern Hog Sucker
Return To Search
Name and Code
Catostomidae - suckers
Hypentelium nigricans
Taxonomic Authority
(Lesueur 1817)
Common Name(s)
Northern Hog Sucker
French Name
meunier à tête carrée
Species Code
Family TSN
Parent TSN
Species TSN
Conservation Status
Global Rank (GRank)
National Rank (NRank)
Provincial Rank (SRank)
COSEWIC Status
SARO Status
AFS Status
Status Notes
Ecological Value
Ontario Origin
General Abundance
Economic Importance
baitfish (occasional)
Length-Weight Regression Coefficents
Intercept (a)
Slope (b)
Length Basis
Habitat and Feeding
General Habitat(s)
Trophic Class
Thermal Regime
Habitat Preference
riffles, runs and pools of clear creeks and small rivers with gravel, cobble substrates; rare in lakes; preferred water temperature range 25-29°C
Reproductive Guild
Nonguarders: Open substratum spawners: Lithophils
Spawning Habitat(s)
Spawning Season
Spawning Month(s)
Spawning Temperature (°C)
Nursery Habitat(s)
Size and Age
Adult Length (cm)
Adult Weight (kg)
Age at Maturity (yrs)
2-3 (m); 3-4 (f)
Maximum Length (cm)
Maximum Weight (kg)
Lifespan (yrs)
Ontario Records
Record Length (cm)
Record Weight (kg)
Ontario Range Map
Ontario Distribution
Lake Huron tributaries, Lake St. Clair tributaries, Lake Erie tributaries and western Lake Ontario tributaries
intolerant of turbidity, siltation and industrial pollution; commonly associated with Smallmouth Bass
Information Sources
Bailey, R.M., W.C. Latta, and G.R. Smith. 2004. An atlas of Michigan fishes with keys and illustrations for their identification. University of Michigan Museum of Zoology Miscellaneous Publications No. 192. iv + 215 pp.
Barbour, M.T., J. Gerritsen, B.D. Snyder, and J.B. Stribling. 1999. Tolerance and trophic guilds of selected fish species. Appendix C
Rapid bioassessment protocols for use in streams and wadeable rivers: periphyton, benthic macroinvertebrates and fish, second edition. EPA 841-B-99-002. U.S. Environmental Protection Agency; Office of Water. Washington, DC.
Becker, G.C. 1983. Fishes of Wisconsin. University of Wisconsin Press. Madison, WI. xii + 1052 pp.
Carlander, K.D. 1969. Handbook of freshwater fishery biology. Volume one. Life history data on freshwater fishes of the United States and Canada, exclusive of the Perciformes. Iowa State University Press. Ames, IA. vi + 752 pp.
Coad, B.W. with H. Waszczuk and I. Labignan. 1995. Encyclopedia of Canadian fishes. Museum of Nature and Canadian Sportfishing Productions. Ottawa and Waterdown, ON. viii + 928 pp.
Coker, G.A., C.B. Portt, and C.K. Minns. 2001. Morphological and ecological characteristics of Canadian freshwater fishes. Can. MS Rpt. Fish. Aquat. Sci. 2554: iv + 89 p.
Cooper, E.L. 1983. Fishes of Pennsylvania and the northeastern United States. Pennsylvania State University Press. University Park and London. vii + 243 pp.
Cudmore, B. and N.E. Mandrak. 2018. The baitfish primer: a guide to identifying and protecting Ontario's baitfishes. Fisheries and Oceans Canada, Bait Association of Ontario, Ontario Ministry of Natural Resources and Forestry, Ontario Federation of Anglers and Hunters. March 2018. 40 pp.
Cudmore-Vokey, B. and E.J. Crossman. 2000. Checklists of the fish fauna of the Laurentian Great Lakes and their connecting channels. Can. MS Rpt. Fish. Aquat. Sci. 2550: v + 39 p.
Ditz, K. and E. Holm. 2023. Ontario Fish Species Codes and Names. Ichthyology and Herpetology, Royal Ontario Museum. May 1994. Modified February 2023.
Etnier, D.A. and W.C. Starnes. 1993. The fishes of Tennessee. [2nd printing, 2001]. The University of Tennessee Press. Knoxville, TN. xiv + 689 pp.
Goldstein, R.M. and T.P. Simon. 1999. Toward a united definition of guild structure for feeding ecology of North American freshwater fishes. Pages 123-202
T.P. Simon [Ed]. Assessing the sustainability and biological integrity of water resources using fish communities. CRC Press. Boca Raton, FL. xx + 671 pp.
Goodyear, C.S., T.A. Edsall, D.M. Ormsby Dempsey, G.D. Moss, and P.E. Polanski. 1982. Atlas of the spawning and nursery areas of Great Lakes fishes. Volume thirteen: Reproductive characteristics of Great Lakes fishes. U.S. Fish and Wildlife Service. Washington, DC. FWS/OBS-82/52.
Halliwell, D.B., R.W. Langdon, R.A. Daniels, J.P. Kurtenbach, and R.A. Jacobson. 1999. Classification of freshwater fishes of the northeastern United States for use in the development of indices of biological integrity. Pages 301-337
T.P. Simon [Ed]. Assessing the sustainability and biological integrity of water resources using fish communities. CRC Press. Boca Raton, FL. xx + 671 pp.
Hasnain, S.S, C.K. Minns, and B.J. Shuter. 2010. Key ecological temperature metrics for Canadian freshwater fishes. Climate change research report: CCRR-17. Applied Research and Development Branch, Ontario Ministry of Natural Resources. Sault Ste. Marie, ON. 54 pp.
Holm, E., N. Mandrak, and M. Burridge. 2021. A field guide to freshwater fishes of Ontario, second edition. Royal Ontario Museum Science Publication. Toronto, ON. 486 pp.
Hubbs, C.L. and K.F. Lagler. 1964. Fishes of the Great Lakes region. University of Michigan Press. Ann Arbor, MI. xv + 213 pp.
Hubbs, C.L., K.F. Lagler, and G.R. Smith. 2004. Fishes of the Great Lakes region, revised edition. University of Michigan Press. Ann Arbor, MI. xvii + 276 pp.
Integrated Taxonomic Information System (ITIS). 2023. On-line database.
, retrieved 02 May 2023.
Jenkins, R.E. and N.M. Burkhead. 1993. Freshwater fishes of Virginia. American Fisheries Society. Bethesda, MD. xxiii + 1079 pp.
Kay, L.K., R. Wallus, and B.L. Yeager. 1994. Reproductive biology and early life history of fishes in the Ohio River drainage. Volume 2. Catostomidae. Tennessee Valley Authority. Chattanooga, TN. vii + 242 pp.
Lane, P.A., C.B. Portt, and C.K. Minns. 1996. Nursery habitat characteristics of Great Lakes fishes. Can. MS Rpt. Fish. Aquat. Sci. 2338: v + 42 p.
Lane, P.A., C.B. Portt, and C.K. Minns. 1996. Adult habitat characteristics of Great Lakes fishes. Can. MS Rpt. Fish. Aquat. Sci. 2358: v + 43 p.
Lane, P.A., C.B. Portt, and C.K. Minns. 1996. Spawning habitat characteristics of Great Lakes fishes. Can. MS Rpt. Fish. Aquat. Sci. 2368: v + 48 p.
Lee, D.S., C.R. Gilbert, C.H. Hocutt, R.E. Jenkins, D.E. McAllister, and J.R. Stauffer, Jr. 1980. Atlas of North American freshwater fishes. North Carolina State Museum of Natural History Publication 1980-12. Raleigh, NC. x + 867 pp.
Mandrak, N.E. and E.J. Crossman. 1992. A checklist of Ontario freshwater fishes annotated with distribution maps. Royal Ontario Museum Life Sciences Miscellaneous Publication. Toronto, ON. v + 176 pp.
Meador, R.M. and D.M. Carlisle. 2007. Quantifying tolerance indicator values for common stream fishes of the United States. Ecol. Indicators. 7:329-338.
NatureServe. 2023. NatureServe Network Biodiversity Location Data accessed through NatureServe Explorer [web application]. NatureServe, Arlington, Virginia. Available
(Accessed: February 2, 2023).
Page, L.M. and B.M. Burr. 2011. Peterson field guide to freshwater fishes of North America north of Mexico, second edition. Houghton Mifflin Harcourt. Boston, MA. xix + 663 pp.
Page, L.M., K.E. Bemis, T.E. Dowling, H.S. Espinosa-Pérez, L.T. Findley, C.R. Gilbert, K.E. Hartel, R.N. Lea, N.E. Mandrak, M.A. Neighbors, J.J. Schmitter-Soto, and H.J. Walker Jr. 2023. Common and scientific names of fishes from the United States, Canada, and Mexico. 8th Edition. American Fisheries Society, Spec. Publ. 37. Bethesda, MD. 439 pp.
Phillips, G.L., W.D. Schmid, and J.C. Underhill. 1982. Fishes of the Minnesota region. University of Minnesota Press. Minneapolis, MN. x + 248 pp.
Portt, C.B., G. Coker, and C.K. Minns. 1999. Riverine Habitat Characteristics of Fishes of the Great Lakes Watershed. Can. MS Rpt. Fish. Aquat. Sci. 2481: vi + 62 p.
Ross, S.T. 2001. The inland fishes of Mississippi. University Press of Mississippi. xx + 624 pp.
Scott, W.B. 1967. Freshwater fishes of eastern Canada, second edition. University of Toronto Press. Toronto, ON. xii + 137 pp.
Scott, W.B. and E.J. Crossman. 1973. Freshwater fishes of Canada. Bull. Fish. Res. Board Can. 184. [1998 Reprint] Galt House Publications Ltd. Oakville, ON. xx + 966 pp.
Scharpf, C. 2006. Annotated checklist of North American freshwater fishes, including subspecies and undescribed forms. Part II: Catostomidae through Mugilidae. American Currents 32(4):1-39.
Simon, T.P. 1999. Assessment of Balon's reproductive guilds with application to midwestern North American freshwater fishes. Pages 97-122
T.P. Simon [Ed]. Assessing the sustainability and biological integrity of water resources using fish communities. CRC Press. Boca Raton, FL. xx + 671 pp.
Smith, C.L. 1985. The inland fishes of New York State. New York State Department of Environmental Conservation. Albany, NY. xi + 522 pp.
Smith, P.W. 2002. The fishes of Illinois. University of Illinois Press. Urbana and Chicago, IL. xxix + 314 pp.
Stauffer, Jr., J.R., J.M. Boltz and L.R. White. 1995. The fishes of West Virginia.
Reprinted from
The Proceedings of the Academy of Natural Sciences of Philadelphia 146:1-389. Pennsylvania State University. 389 pp.
Stauffer, Jr., J.R., R.W. Criswell and D.P. Fischer. 2016. The fishes of Pennsylvania. Cichlid Press. El Paso, TX. 556 pp.
Stewart, K.W. and D.A. Watkinson. 2004. The freshwater fishes of Manitoba. University of Manitoba Press. Winnipeg, MB. xvii + 276 pp.
Trautman, M.B. 1981. The fishes of Ohio with illustrated keys, revised edition. Ohio State University Press. Columbus, OH. xxv + 782 pp.
Warren, M.L., Jr., and B.M. Burr [Eds]. 2014. Freshwater Fishes of North America, Volume 1: Petromyzontidae to Catostomidae. Johns Hopkins University Press, Baltimore, Maryland. xv + 644 pp.
Werner, R.G. 2004. Freshwater fishes of the northeastern United States: a field guide. Syracuse University Press. Syracuse, NY. xiv + 335 pp.
Winterton, G. [Ed]. 2005. The comprehensive bait guide for eastern Canada, the Great Lakes region and northeastern United States: identifying, harvesting and culture of baitfishes, crayfishes, frogs and leeches. University of Toronto Press. Toronto, ON. iv + 437 pp.
Wismer, D.A. and A.E. Christie. 1987. Temperature relationships of Great Lakes fishes: a data compilation. Great Lakes Fish. Comm. Spec. Pub. 87-3. 195 pp.


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Missing Penn. woman reappears 11 years later in Florida Keys
(CNN) -- A Pennsylvania woman who mysteriously disappeared 11 years ago has resurfaced in Florida, saying that she just walked out on her family, her life and her problems.
Brenda Heist, before she went missing in 2002.
Brenda Heist, 54, turned herself into authorities in Key Largo, Florida on Friday, informing them that she thought she might be wanted in another county.
The responding officer checked her name and saw that she was listed as "missing and possibly deceased" from Lititz, Pennsylvania, according to a news release from the Monroe County Sheriff's Office in Florida.
Authorities in Monroe County immediately contacted the Lititz Borough Police, informing them that Heist was in their custody.
After exchanging pictures and details, Detective Sgt. John Schofield confirmed that it was indeed the Brenda Heist he had been searching for since 2002.
"Two days later, I flew down to Florida to meet with her," said Schofield.
Missing Pennsylvania Woman Found 11 Years Later
Leaving on a whim
Heist disappeared February 2002, last seen dropping off her children at school.
She was going through a divorce from then-husband Lee Heist and was applying for housing assistance so that she could get her own apartment.
She worked as a bookkeeper for a car dealer and hoped to receive some financial aid.
However, her request was denied, Schofield said.
"She was very upset, she was sitting in a park crying, thinking about how she would raise her children, feeling sorry for herself," he said.
It wasn't long before she was approached by two males and a female who asked her what was wrong. After she told them what had happened, they invited her to hitchhike with them down to Florida.
"At a whim, she decided at that very moment, she would go along with them," said Schofield.
Schofield spoke to Heist at length, and she explained where she had been for the past 11 years.
"She was very emotional; she hung her head; she's ashamed. She was crying when I met with her. She knows what she did was completely wrong, but all that while, she'd never made one effort to call or contact her family at all," Schofield said.
A hard life
For the first two years, he said, she was homeless.
She lived under bridges, eating food thrown out by restaurants after they closed.
For the next seven years, she lived in a camper with a man she had met. They made money as day laborers, cleaning boats and doing other odd jobs for which they didn't have to show ID and were paid in cash.
After that relationship soured, Schofield said, she lived on the street again for another two years.
"Everything seemed to be going against her while she was on the street. She was just worn out and at the end of her rope. She didn't want to continue on with her secret life down there," Schofield said.
Meanwhile, her family remained in Pennsylvania, searching for answers.
A long wait
"I remember my children calling me and saying that mom wasn't home," Lee Heist told CNN. "I thought she just got tied up somewhere."
He was at work at the time and planned to head to his mother's birthday party afterward.
When his two children called a second time, this time after dark, he decided to return home.
"I went to the house and there wasn't anything out of place. Everything was right where it was supposed to be. I waited and waited. Around 8 o'clock or so, I called the police," he said.
An exhaustive investigation followed. For months, local, state and federal investigators interviewed dozens of family members, friends, neighbors and co-workers to no avail, said the Lititz Borough police news release.
Four days after she disappeared, Brenda Heist's car was found legally parked in a parking spot in a nearby city.
There was no damage to the car, but it was parked near a bus station.
When police scoured bus and airline schedules, they couldn't find any bookings for Brenda Heist, according to case details provided by the Monroe County Sheriff's Office.
Under suspicion
Lee Heist even became a suspect, though he was eventually cleared.
"The police always asked me if I wanted to have an attorney present, I said 'No, I don't need one.' I gave them total access to the house, to the computer, whatever they needed. I wanted answers," Lee Heist said.
The investigation continued for several years.
Six years after Heist went missing, Lititz police invited the Lancaster County Major Crimes Unit to join them in conducting a cold case investigation.
Detectives from all over the county interviewed several old and new witnesses, poring over every bit of evidence collected during the original investigation, said the Lititz police news release.
"We couldn't overlook anything, so it went in many different directions. We would have calls every so often where somebody would say that they saw her. Many people became persons-of-interest," Schofield said.
"We'd get a call from someone who said she was buried in the woods, only to find out it was only a dirt mound when we went to investigate. Individuals were acting suspicious, calling saying they knew where she was. We'd just find out later that they were mentally unstable."
While police did find some new information, all of their leads came up short.
"I won't even get into the number of psychics who called in, saying they knew where she was. Obviously that didn't pan out," he said.
Despite years of dedicated investigation, it seemed like an answer to Heist's whereabouts would never be found.
Not without her children
Friends and family were convinced that something bad had happened to her.
While they couldn't determine how she disappeared, they all agreed on one thing: There was no way Heist would ever leave her children, or so they thought.
"When the investigation first began, after interviewing all of her family and friends, neighbors, co -workers, the one consistent thing they all said was that she would never leave on her own. She would never leave her children behind," said Schofield.
"The fact that she left on her own was one of the theories, but it was at the bottom of the list," he said.
In 2010, Lee Heist filed a petition with the county court to have Brenda declared legally deceased, according to the Lititz police news release. It was a measure necessary for closure, he said.
The call
When Schofield got the call from the Monroe County Sheriff's Office on Friday, he thought they had found her remains somewhere.
He was shocked to find out that all these years, she was alive and in Florida.
He contacted Lee Heist immediately and told the family the news.
"It was very emotional," Schofield said of his meeting with Lee and his two children, now grown.
"It hit the daughter that nothing horrible had happened to her mother, but it instantly dawned on her that her mother chose to leave. That's got to be extremely difficult."
LaDonna Meredith, president and co-founder of Let's Bring Them Home, an organization whose mission is to "provide safety education for children and adults as well as critical resources to families with missing loved ones" said a missing person case in which the adult chooses to leave is rare.
"It happens less than 5% of the time," Meredith wrote in an e-mail to CNN.
"When a missing person doesn't appear after weeks or months, the added psychological stress on the families increases. Psychologists call this phenomenon 'complicated grief' due to the traumatic nature of the death or disappearance and the obstructions to its resolution," she said.
Feeling of confusion
For Lee Heist, who has since remarried, the news that his ex-wife had been found alive in Florida was one of confusion and ambiguity.
"My reaction was extremely mixed. Several reactions went through me. They all raced through me, and I couldn't grab one. It was just confusion for the first hour of so," he said.
Still, he also felt vindicated. Those who believed he was involved in Brenda Heist's disappearance now know the truth.
"The hardest thing I had to deal with was, the families of some of my children's friends would not let them play with them, because of what they thought of me. That just tore me apart. I hope they've learned a lesson not to prejudge," he said.
Brenda Heist is currently in "protective custody" said Becky Herrin, spokeswoman for the Monroe County Sheriff's Office, who added that she could not offer any further information.
CNN's attempts to reach Brenda Heist were unsuccessful.
No charges have been filed in the case.
"There's nothing illegal about her walking away from her family," said Schofield. "I'm happy she's all right. I'm happy for the family, but now we're forced to think about the wasted manpower that went into this, the hours and money spent on this investigation, the time and effort."
Heist's missing person flyer has remained posted on the wall in Schofield's office for 11 years. Now he can finally close a case that has been open for more than a decade.
Life goes on
For Lee Heist and his two children, life goes on.
Their daughter, 20, is now a sophomore in college.
Their son is a college graduate and is applying to a police academy, said the Lititz police news release.
While neither he nor his children have contacted Brenda Heist since she was discovered, Lee Heist said he would not have a problem with it.
"I don't see where my communicating with her would be productive for either one of us. But if she's healthy and wants to talk to the kids, and they want to talk to her, I will make sure they can visit her," he said.
Such a reunion, especially after 11 years, will likely prove challenging for both Brenda Heist and her estranged children.
"Ambiguity can persist even in cases that result in reunification. Robbed of so many years, they have to learn anew how to relate to each other," Meredith said.
Ultimately, Lee Heist said he decided to leave his anger behind and chose to forgive his ex-wife years ago.
"At some point, you have to say, I've just got to make the best of what I've got. I've got good friends, a great family, and my new wife, who has just been amazing. I'm blessed," he said.


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Mathematics with Statistics
BSc (Hons)
Pathway of Mathematics (BSc (Hons))
Application options include:
Course Overview
The BSc Mathematics with Statistics at Birkbeck will allow you to pursue an interest in statistics and applications such as data science while obtaining a broad education in mathematical sciences. You will explore theoretical aspects of the subject as well as statistical methods and modelling techniques. The flexible structure of the course also provides the potential to combine your studies with option modules from other subjects such as economics, accounting or management.
Graduates of this mathematics with statistics degree have excellent skills in numeracy and logical thinking. Throughout your studies you will be exposed to analytical techniques that have a very broad range of applications, such as:
- the creation of mathematical models of real-world scenarios, or
- the use of statistics to analyse data and test hypotheses.
Employers place great value on training in mathematics and statistics. On average, graduates in these fields earn around 10% more than other graduates. Popular career choices for mathematics and statistics graduates include business or finance (around 35%), and teaching is also a popular choice (around 10%).
Discover the career opportunities available by taking Mathematics with Statistics (BSc (Hons)).
Key information
and modules
Mathematics with Statistics BSc (Hons): 3 years full-time, on campus, starting October 2024
Mathematics with Statistics BSc (Hons): 4 years part-time, on campus, starting October 2024
Find another course:
- In the 2023 National Student Survey, Birkbeck was ranked the top university in the UK for Mathematical Sciences in four of the eight categories, including 'Teaching on my Course', 'Assessment and Feedback' and 'Academic Support'.
- We have an excellent reputation for the quality of our academic research and teaching. We offer a full range of courses in economics, finance, mathematics and statistics and we regularly provide customised training to various public and private sector organisations.
We provide a broad education in mathematical sciences and their modern applications to commerce and the natural and social sciences, such as game theory, cryptography and the mathematics of networks. Our courses cover the theoretical background, as well as methods and modelling techniques, and equip you with a wide range of mathematical skills. The course has a flexible structure enabling you to choose option modules in other subject areas if you wish.
- Mathematical sciences are highly valued by employers, and our graduates go on to successful careers in business and finance, statistics, research and analysis, management, consultancy and teaching, among many others.
- You will have access to Moodle, our online learning resource, where all information and materials relating to your course and modules are available. You will also have access to the Birkbeck Library and e-Library where you can obtain books and journal articles required for your studies.
Birkbeck makes all reasonable efforts to deliver educational services, modules and programmes of study as described on our website. In the event that there are material changes to our offering (for example, due to matters beyond our control), we will update applicant and student facing information as quickly as possible and offer alternatives to applicants, offer-holders and current students.
Entry Requirements
Entry Requirements
We welcome applicants without traditional entry qualifications as we base decisions on our own assessment of qualifications, knowledge and previous work experience. We may waive formal entry requirements based on judgement of academic potential.
UCAS tariff points
3 years full-time: 96-128 points (e.g. A-levels CCC-ABB, including grade B in mathematics)
If you have no previous Level 3 mathematics qualifications we recommend that you apply for the part-time evening study degree over four years.
The UCAS tariff score is applicable to you if you have recently studied a qualification that has a UCAS tariff equivalence. UCAS provides a tariff calculator for you to work out what your qualification is worth within the UCAS tariff.
Foundation year degrees
Our 'with Foundation Year' route is designed to give you extra support as it provides you with an additional year (full-time) or two years (part-time) of supported study. This is an ideal route if you are returning to study after a gap, or if you have not previously studied this subject, or if you did not achieve the grades you need for a place on this degree.
Once you successfully complete your Foundation Year studies, you will automatically advance onto the main degree.
Alternative entry routes
For the part-time degree: Guaranteed interview for applicants with A-level mathematics (or equivalent*). Applicants without this will need to pass an entrance test. You will also need good written and spoken English.
*for example the Access to Higher Education Diploma with at least 15 Level 3 credits at either Merit or Distinction in mathematics units.
English language requirements
If English is not your first language or you have not previously studied in English, our usual requirement is the equivalent of an International English Language Testing System (IELTS Academic Test) score of 6.5, with not less than 6.0 in each of the sub-tests. We also accept other English language tests.
If you don't meet the minimum English language requirements, please contact us or see our international study skills page for more details of how we can help.
Visit the International section of our website to find out more about our English language entry requirements and relevant requirements by country.
Visa and funding requirements
If you are not from the UK and you do not already have residency here, you may need to apply for a visa.
The visa you apply for varies according to the length of your course:
- Courses of more than six months' duration: Student visa
- Courses of less than six months' duration: Standard Visitor visa
International students who require a Student visa should apply for our full-time courses as these qualify for Student visa sponsorship. If you are living in the UK on a Student visa, you will not be eligible to enrol as a student on Birkbeck's part-time courses (with the exception of some modules).
For full information, read our visa information for international students page.
Please also visit the international section of our website to find out more about relevant visa and funding requirements by country.
Please note students receiving US Federal Aid are only able to apply for in-person, on-campus programmes which will have no elements of online study.
Credits and accredited prior learning (APL)
If you have studied at university (or have an HND or Foundation Degree), you may have accumulated credits through the modules you studied. It may be possible to transfer these credits from your previous study to Birkbeck or another institution.
Mathematics with Statistics BSc (Hons): 4 years part-time, on campus, starting in academic year 2024-25
Academic year 2024–25, starting October 2024
Part-time home students: £6,935 per year
Part-time international students: £13,215 per year
Mathematics with Statistics BSc (Hons): 3 years full-time, on campus, starting in academic year 2024-25
Academic year 2024–25, starting October 2024
Full-time home students: £9,250 per year
Full-time international students: £17,620 per year
Students are charged a tuition fee in each year of their programme. Tuition fees for students continuing on their programme in following years may be subject to annual inflationary increases. For more information, please see the College Fees Policy.
Tuition fee and maintenance loans
Eligible full-time and part-time students from the UK don't have to pay any tuition fees upfront, as government loans are available to cover them.
Maintenance loans are also available for eligible full-time and part-time UK students, to assist with covering living costs, such as accommodation, food, travel, books and study materials. The amount you receive is means-tested and depends on where you live and study and your household income.
Funding for EU students is changing from August 2021: find out about details of these changes.
Find out more about tuition fee and maintenance loans for full-time and part-time students at Birkbeck.
Discover the financial support available to you to help with your studies at Birkbeck.
International scholarships
We provide a range of scholarships for eligible international students, including our Global Future Scholarship. Discover if you are eligible for a scholarship.
Teaching and Assessment
At Birkbeck, most of our courses are taught in the evening and all of our teaching is designed to support students who are juggling evening study with work and other commitments. We actively encourage innovative and engaging ways of teaching, to ensure our students have the best learning experience.
Teaching may include formal lectures, seminars, and practical classes and tutorials. Formal lectures are used in most degree programmes to give an overview of a particular field of study. They aim to provide the stimulus and the starting point for deeper exploration of the subject during your own personal reading. Seminars give you the chance to explore a specific aspect of your subject in depth and to discuss and exchange ideas with fellow students. They typically require preparatory study.
In addition, you will have access to pastoral support via a named Personal Tutor.
Methods of teaching on this course
Most teaching sessions are lectures or, more occasionally, computing sessions.
Some modules involve computer-based learning. For each module you will have weekly three-hour evening sessions with the lecturer, who will work through the material along with exercises and examples. Coursework, past examination papers and other resources are available online to download.
Teaching hours
Our evening hours are normally between 6pm and 9pm (6-7.30pm and 7.30-9pm). Some programmes also offer teaching during the day and this will be clearly signposted to you where it is available.
On our taught courses, you will have scheduled teaching and study sessions each year. Scheduled teaching sessions may include lectures, seminars, workshops or laboratory work. Depending on the modules you take, you may also have additional scheduled academic activities, such as tutorials, dissertation supervision, practical classes, visits and field trips. On our taught courses, the actual amount of time you spend in the classroom and in contact with your lecturers will depend on your course, the option modules you select and when you undertake your final-year project (if applicable).
Alongside your contact hours, you will also undertake assessment activities and independent learning outside of class. The amount of time you need to allocate to study both for taught sessions (this might include online sessions and/or in-person sessions) and personal study will depend on how much you are studying during the year and whether you are studying full time or part time.
Birkbeck's courses are made up of modules and allocated 'credit'. One credit is equivalent to ten hours of learning time. Modules are usually in 15, 30 or 60 credit units. A 15-credit module will mean around 150 hours of learning, including taught sessions and independent study or group work. This is spread out over the whole period of that module and includes the time you spend on any assessments, including in examinations, preparing and writing assessments or engaged in practical work as well as any study support sessions to help you in your learning.
On our distance-learning and blended-learning courses, discussion, collaboration and interaction with your lecturers and fellow students is encouraged and enabled through various learning technologies.
Timetables are usually available from September onwards and you can access your personalised timetable via your My Birkbeck Profile online (if you have been invited to enrol).
Indicative class size
Class sizes vary, depending on your course, the module you are undertaking, and the method of teaching. For example, lectures are presented to larger groups, whereas seminars usually consist of small, interactive groups led by a tutor.
Independent learning
On our taught courses, much of your time outside of class will be spent on self-directed, independent learning, including preparing for classes and following up afterwards. This will usually include, but is not limited to, reading books and journal articles, undertaking research, working on coursework and assignments, and preparing for presentations and assessments.
Independent learning is absolutely vital to your success as a student. Everyone is different, and the study time required varies topic by topic, but, as a guide, expect to schedule up to five hours of self-study for each hour of teaching.
Study skills and additional support
Birkbeck offers study and learning support to undergraduate and postgraduate students to help them succeed. Our Learning Development Service can help you in the following areas:
- academic skills (including planning your workload, research, writing, exam preparation and writing a dissertation)
- written English (including structure, punctuation and grammar)
- numerical skills (basic mathematics and statistics).
Our Disability and Dyslexia Service can support you if you have additional learning needs resulting from a disability or from dyslexia.
Our Counselling Service can support you if you are struggling with emotional or psychological difficulties during your studies.
Our Mental Health Advisory Service can support you if you are experiencing short- or long-term mental health difficulties during your studies.
Assessment is an integral part of your university studies and usually consists of a combination of coursework and examinations, although this will vary from course to course - on some of our courses, assessment is entirely by coursework. The methods of assessment on this course are specified below under 'Methods of assessment on this course'. You will need to allow time to complete coursework and prepare for exams.
Where a course has unseen written examinations, these may be held termly, but, on the majority of our courses, exams are usually taken in the Summer term, during May to June. Exams may be held at other times of the year as well. In most cases, exams are held during the day on a weekday - if you have daytime commitments, you will need to make arrangements for daytime attendance - but some exams are held in the evening. Exam timetables are published online.
Find out more about assessment at Birkbeck, including guidance on assessment, feedback and our assessment offences policy.
Methods of assessment on this course
Coursework makes up at least 20% of the assessment of all modules. Most modules also have an examination in the summer term.
Careers and employability
Careers and employability
Graduates can pursue career paths in business and finance, education, research and analysis or statistics. Possible professions include:
- statistician
- mathematical research scientist
- operational researcher
- secondary school teacher.
We offer a comprehensive careers service - Careers and Enterprise - your career partner during your time at Birkbeck and beyond. At every stage of your career journey, we empower you to take ownership of your future, helping you to make the connection between your experience, education and future ambitions.
How to apply
How to apply
You apply via UCAS for our full-time undergraduate courses or directly to Birkbeck for our part-time undergraduate courses.
Full-time (UCAS entry)
If you are applying for a full-time undergraduate course at Birkbeck, you have to apply through the Universities and Colleges Admissions Service (UCAS). To apply, go to the UCAS website and click on 'Sign in'. You will have to register, giving UCAS a few personal details, including your name, address and date of birth, and then you can start working on your application.
The first UCAS deadline is in January, and the majority of university applications through UCAS are made by then. Find the exact deadline date on the UCAS website. We welcome applications outside of the UCAS deadlines, so you can still apply through UCAS after the January deadline, depending on the availability of places. We also take late applications via the UCAS Clearing system in August.
If you are applying for a part-time undergraduate course (4 or 6 year), you apply directly to Birkbeck by using the Apply now button. You will need to prove your identity when you apply - read more about suitable forms of identification.
You are strongly advised to apply now, to ensure that there are still places on your chosen course and to give you enough time to complete the admissions process, to arrange funding and to enrol. You don't need to complete your current programme of study before you apply.
You apply directly to Birkbeck for this course, using the online application link. Please note that online application will open in September.
When to apply
You are strongly advised to apply now, to ensure there are still places on your chosen course and to give you enough time to complete the admissions process, to arrange funding and to enrol.
You don't need to complete your current programme of study before you apply - Birkbeck can offer you a place that is conditional on your results.
You will also receive information about subject-specific induction sessions over the summer.
Help and advice with your application
Get all the information you need about the application, admission and enrolment process at Birkbeck.
Our online personal statement tool will guide you through every step of writing the personal statement part of your application.
Apply for your course
Apply for your course using the apply now button in the key information section.
Course structure
Course structure listing
Course structure and modules for Mathematics with Statistics BSc (Hons): 4 years part-time, on campus, starting October 2024
You must complete modules worth a total of 360 credits.
- Year 1: three core modules
- Year 2: three compulsory modules and a Level 4 option module from the list below or from another subject area
- Year 3: two Level 5 option modules from the list below, or one from the list and one from another subject area, and the Level 6 option module Calculus 3
- Year 4: two compulsory modules and a Level 6 option module from the list below or from another subject area
Year 1 core modules
Year 2 compulsory modules
Year 4 compulsory modules
Indicative option modules - Level 4
Indicative option modules - Level 5
Indicative option modules - Level 6
Course structure and modules for Mathematics with Statistics BSc (Hons): 3 years full-time, on campus, starting October 2024
You must complete modules worth a total of 360 credits.
- Year 1: three core modules and a Level 4 option module from the list below or from another subject area
- Year 2: three compulsory modules and two Level 5 option modules from the list below, or one from the list and one from another subject area
- Year 3: two compulsory modules and two Level 6 option modules from the list below, or one from the list and one from another subject area


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About me
I am a beginning teacher at Sacred Heart School in Petone. I am currently teaching a Year 2 class. I am interested in PD that focuses on developing as a teacher.
Kia ora Sophie and welcome to the Blended e-learning Literacy group.
This is a group to support the e-Learning aspect of raising student achievement in literacy.
Please do use the Group discussion navigation tab to join in and/or initiate discussion about the use of e-Learning to support literacy. Share your favourite tools or readings through the Group bookmarks or expand on this in the Group blog.
Remember, the best way to learn something is to teach it, so be active in this space and contribute your ideas to enrich the practice of all.
Looking forward to working with you online.
Ngā mihi nui, nā Anne/profile/anne.ken
Kia ora Sophie and welcome to the VLN.
I am part of the online team and we are here to support you and help you get the most out of the VLN community./groupcms/view/785042/ko-wai-matou-who-are-we
I see you have joined a group already; maybe I could suggest some other groups to help you get the most out of the VLN.
You might like to join the "Getting started on the VLN" group, here you will find a wealth of tips to help you get the most out of the VLN./groups/profile/25604/getting-started-on-the-vln/
You might like to join this group too. /groups/profile/118255/enabling-elearning/ There are several more e-learning sub-groups you might like to join too for on-going conversations.
Every three weeks we put together the e-learning round-up on the blog, it is well worth skimming through to see the latest discussions and links, /blog/group/118255/all
If you want to know more about VLN/Enabling e-Learning community groups, you can view this webinar recording >>> http://bit.ly/1eQTLXD
Ngā mihi nui, nā Nathaniel.
Tēnā koe Sophie,
Welcome to the iPad group on the VLN.
There are lots of great resources to be found here particularly in the discussions and bookmarks.
Please have a good look around and join in the discussions.
Let us know if there is something you would like particular assistance with.


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That was a good game, but unfortunately no longer available :(
Of course we've similar games!
Or try one of these super addictive games
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A Place for Companies to show us their products and promote special sales.
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Allows you to choose the data by which the thread list will be sorted.
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Forum Rules


text:
Subject: Respiration (inhalation & exhalation) without ribcage
Front view
- Race: 4
- Gender: M
- Tags: No
- Arrows: No
"Wow, Sarah! Congratulations on doing a tremendous job on this project. You've created a collection of beautiful, accurate anatomical illustrations that show just the right amount of detail, illuminated by clear labels. Thank you for providing a set of tools that will help the next generations to feel a lot more confident in their understanding of vocal anatomy."
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On the different races: "My goodness… Never, ever, ever had the feeling of seeing us represented like this! Your work is beautiful, it makes me cry… I'm so used to never seeing someone make the effort to be inclusive. Bless you, Sarah"
"Your drawings are the best I've ever seen. They only show relevant info, unlike medical drawings that show everything – which might be confusing for students. The colour coding is also great, as it makes it even more specific."