# Open Support

Open Consumer Research (UK)

Customer contact information dataset Published by Intellectual Property Office. No licence specified. Openness rating: Government Customer contact data helps support the provision of the corporate data as well as assisting customers with their dealings ...

[Article has an altmetric score of 1]

UK Customer Services Call Statistics

codeforuk ; lissacoffey ; lissacoffey ; Dr. Peter Sinclair; et al.

talk to sky customer care here http://www.fixithere.net/sky-contact-number/ This version contains the code and data that was used to produce the results for open dataset "UK Customer Services Call

#### 1 Published by Intellectual Property Office.

Published by Intellectual Property Office. No licence specified. Openness rating: Government Customer contact data helps support the provision of the corporate data as well as assisting customers with their dealings ...

## Key Standards Supported

## Reading Science/Technical | |

RST.6-8: Key Ideas and Details | |

RST.6-8.1 | Cite specific textual evidence to support analysis of science and technical texts. |

RST.6-8.2 | Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. |

RST.6-8.3 | Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |

Craft and Structure | |

RST.6-8.4 | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |

RST.6-8.5 | Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. |

RST.6-8.6 | Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. |

Integration of Knowledge and Ideas | |

RST.6-8.7 | Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |

RST.6-8.8 | Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. |

RST.6-8.9 | Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. |

Range of Reading and Level of Text Complexity | |

RST.6-8.10 | By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. |

RST.9-10: Key Ideas and Details | |

RST.9-10.1 | Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. |

RST.9-10.2 | Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. |

RST.9-10.3 | Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. |

Craft and Structure | |

RST.9-10.4 | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. |

RST.9-10.5 | Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). |

RST.9-10.6 | Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. |

Integration of Knowledge and Ideas | |

RST.9-10.7 | Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. |

RST.9-10.8 | Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. |

RST.9-10.9 | Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. |

Range of Reading and Level of Text Complexity | |

RST.9-10.10 | By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. |

RST.11-12: Key Ideas and Details | |

RST.11-12.1 | Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. |

RST.11-12.2 | Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. |

RST.11-12.3 | Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. |

Craft and Structure | |

RST.11-12.4 | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. |

RST.11-12.5 | Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |

RST.11-12.6 | Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. |

Integration of Knowledge and Ideas | |

RST.11-12.7 | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. |

RST.11-12.8 | Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. |

RST.11-12.9 | Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. |

Range of Reading and Level of Text Complexity | |

RST.11-12.10 | By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. |

## Writing HS/S/T | |

WHST.6-8: Text Types and Purposes | |

WHST.6-8.1 | Write arguments focused on discipline-specific content. |

WHST.6-8.1a | Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. |

WHST.6-8.1b | Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. |

WHST.6-8.1c | Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. |

WHST.6-8.1d | Establish and maintain a formal style. |

WHST.6-8.1e | Provide a concluding statement or section that follows from and supports the argument presented. |

WHST.6-8.2 | Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |

WHST.6-8.2a | Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. |

WHST.6-8.2b | Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. |

WHST.6-8.2c | Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. |

WHST.6-8.2d | Use precise language and domain-specific vocabulary to inform about or explain the topic. |

WHST.6-8.2e | Establish and maintain a formal style and objective tone. |

WHST.6-8.2f | Provide a concluding statement or section that follows from and supports the information or explanation presented. |

WHST.6-8.3 | (See note; not applicable as a separate requirement) |

Production and Distribution of Writing | |

WHST.6-8.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

WHST.6-8.5 | With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. |

WHST.6-8.6 | Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. |

Research to Build and Present Knowledge | |

WHST.6-8.7 | Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. |

WHST.6-8.8 | Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. |

WHST.6-8.9 | Draw evidence from informational texts to support analysis reflection, and research. |

Range of Writing | |

WHST.6-8.10 | Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |

WHST.9-10: Text Types and Purposes | |

WHST.9-10.1 | Write arguments focused on discipline-specific content. |

WHST.9-10.1a | Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. |

WHST.9-10.1b | Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. |

WHST.9-10.1c | Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. |

WHST.9-10.1d | Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. |

WHST.9-10.1e | Provide a concluding statement or section that follows from or supports the argument presented. |

WHST.9-10.2 | Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |

WHST.9-10.2a | Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. |

WHST.9-10.2b | Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. |

WHST.9-10.2c | Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. |

WHST.9-10.2d | Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. |

WHST.9-10.2e | Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. |

WHST.9-10.2f | Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). |

WHST.9-10.3 | (See note; not applicable as a separate requirement) |

Production and Distribution of Writing | |

WHST.9-10.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

WHST.9-10.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. |

WHST.9-10.6 | Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. |

Research to Build and Present Knowledge | |

WHST.9-10.7 | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |

WHST.9-10.8 | Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. |

WHST.9-10.9 | Draw evidence from informational texts to support analysis, reflection, and research. |

Range of Writing | |

WHST.9-10.10 | Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |

WHST.11-12: Text Types and Purposes | |

WHST.11-12.1 | Write arguments focused on discipline-specific content. |

WHST.11-12.1a | Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. |

WHST.11-12.1b | Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. |

WHST.11-12.1c | Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. |

WHST.11-12.1d | Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. |

WHST.11-12.1e | Provide a concluding statement or section that follows from or supports the argument presented. |

WHST.11-12.2 | Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |

WHST.11-12.2a | Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. |

WHST.11-12.2b | Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. |

WHST.11-12.2c | Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. |

WHST.11-12.2d | Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. |

WHST.11-12.2e | Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). |

WHST.11-12.3 | (See note; not applicable as a separate requirement) |

Production and Distribution of Writing | |

WHST.11-12.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |

WHST.11-12.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. |

WHST.11-12.6 | Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |

Research to Build and Present Knowledge | |

WHST.11-12.7 | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |

WHST.11-12.8 | Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. |

WHST.11-12.9 | Draw evidence from informational texts to support analysis, reflection, and research. |

Range of Writing | |

WHST.11-12.10 | Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |

## The Complex Number System | |

HSN.CN: Perform Arithmetic Operations With Complex Numbers. | |

HSN.CN.1 | Know there is a complex number i such that i2 = –1, and every complex number has the form a + bi with a and b real. |

HSN.CN.2 | Use the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. |

HSN.CN.3 | (+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers. |

Represent Complex Numbers And Their Operations On The Complex Plane. | |

HSN.CN.4 | (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number. |

HSN.CN.5 | (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (–1 + √3 i)3 = 8 because (–1 + √3 i) has modulus 2 and argument 120°. |

HSN.CN.6 | (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints. |

Use Complex Numbers In Polynomial Identities And Equations. | |

HSN.CN.7 | Solve quadratic equations with real coefficients that have complex solutions. |

HSN.CN.8 | (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x – 2i). |

HSN.CN.9 | (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. |

## The Number System | |

6.NS: Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples. | |

6.NS.2 | Fluently divide multi-digit numbers using the standard algorithm. |

6.NS.3 | Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. |

6.NS.4 | Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). |

Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers. | |

6.NS.5 | Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. |

6.NS.6 | Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. |

6.NS.6.a | Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. |

6.NS.6.b | Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. |

6.NS.6.c | Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. |

6.NS.7 | Understand ordering and absolute value of rational numbers. |

6.NS.7.a | Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. |

6.NS.7.b | Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC. |

6.NS.7.c | Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. |

6.NS.7.d | Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. |

6.NS.8 | Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. |

Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions. | |

6.NS.1 | Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? |

7.NS: Apply And Extend Previous Understandings Of Operations With Fractions To Add, Subtract, Multiply, And Divide Rational Numbers. | |

7.NS.1 | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. |

7.NS.1.a | Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. |

7.NS.1.b | Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. |

7.NS.1.c | Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. |

7.NS.1.d | Apply properties of operations as strategies to add and subtract rational numbers. |

7.NS.2 | Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. |

7.NS.2.a | Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. |

7.NS.2.b | Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real- world contexts. |

7.NS.2.c | Apply properties of operations as strategies to multiply and divide rational numbers. |

7.NS.2.d | Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. |

7.NS.3 | Solve real-world and mathematical problems involving the four operations with rational numbers. |

8.NS: Know That There Are Numbers That Are Not Rational, And Approximate Them By Rational Numbers. | |

8.NS.1 | Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. |

8.NS.2 | Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. |

## The Real Number System | |

HSN.RN: Extend The Properties Of Exponents To Rational Exponents. | |

HSN.RN.1 | Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5. |

HSN.RN.2 | Rewrite expressions involving radicals and rational exponents using the properties of exponents. |

Use Properties Of Rational And Irrational Numbers. | |

HSN.RN.3 | Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. |