ࡱ>    c `bjbj lxx[\x[\R ::HHHHH$HHHPMIAKH4*[]]]]^"^ ^$^٬H^^^^^٬HH]]"b"b"b^@H]H]"b^"b"b˜tM](^?n04a@MMH3l^^"b^^^^^٬٬@a^^^4^^^^^^^^^^^^^: G: UNIVERSITY OF KENT Programme Specification Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she passes the programme. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found by following the links from:  HYPERLINK "http://www.cs.kent.ac.uk/teaching/" http://www.cs.kent.ac.uk/teaching/ The accuracy of the information contained in this specification is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. BSc Computer Science BSc Computer Science (Artificial Intelligence) BSc Computer Science (Consultancy) BSc Computer Science (Networks) All of the above also available "with a Year in Industry". Awarding Institution/BodyUniversity of KentTeaching InstitutionUniversity of KentSchool responsible for management of the programmeSchool of ComputingTeaching SiteCanterbury CampusMode of DeliveryFull timeProgramme accredited by: Accreditation by the British Computer Society Full Chartered IT Professional (CITP) and CEng (partial). Final AwardBSc (Hons), BSc, Diploma, CertificateProgrammes and UCAS Codes UCAS Code ProgrammeG400 G404 G403 G406 G421 G420 G4G7 G4GRComputer Science Computer Science with a Year in Industry Computer Science (Consultancy) Computer Science (Consultancy) with a Year in Industry Computer Science (Networks) Computer Science (Networks) with a Year in Industry Computer Science (Artificial Intelligence) Computer Science (Artificial Intelligence) with a Year in Industry Credits/ECTS Value360 (180 ECTS) for 3-year programmes; 480 (240 ECTS) for the 4-year programmes that include a year in industry.Study LevelLevel 6Relevant QAA subject benchmarking group(s)Computing 2016 Date of production/revisionRevised version: June 2017/August 2017Intended Start Date of Delivery of this Programme2017 entry Educational Aims of the ProgrammeAll the Computer Science programmes aim to: Provide a programme that will attract and meet the needs of both those contemplating a career in computing and those motivated primarily by an intellectual interest in Computer Science. Be compatible with widening participation in higher education by offering a wide variety of entry routes. Provide a sound knowledge and systematic understanding of the principles of Computer Science. Provide computing skills that will be of lasting value in a field that is constantly changing. Offer a range of options to enable students to match their interests and study some selected areas of computing in more depth. Provide teaching which is informed by current research and scholarship and which requires students to engage with aspects of work at the frontiers of knowledge. Develop general critical, analytical and problem-solving skills that can be applied in a wide range of different computing and non-computing settings. The Computer Science Programme additionally aims to: Enable students to meet the above aims more deeply by providing both a broad overview of the subject and enabling specialisation in selected areas. Several themed pathways build on the core Computer Science modules to allow students to pursue particular interests. The Computer Science (Consultancy) programmes additionally aim to: Provide knowledge of key areas in IT Consultancy and Business. The Computer Science (Networks) programmes additionally aim to: Provide knowledge of key areas in Computer Communication Networks. The Computer Science (AI) programmes additionally aim to: Provide knowledge of key areas in Artificial Intelligence The programmes that include a year in industry additionally aim to: Provide relevant work experience. Provide an opportunity to develop knowledge understanding and skills of relevance to Computer Science within an industrial or commercial organisation. Programme Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. The programme outcomes have references to the 2016 subject benchmarking statements for Computing (CO-SB),  A. Knowledge and Understanding of: All Computer Science programmes: 1. Hardware: the major functional components of a computer system CO-SB3.3(iii). 2. Software: Software: programming languages and practise; tools and packages; computer applications; structuring of data and information CO-SB3.3(iii). 3. Communication and interaction: basic computer communication network concepts; communication between computers and people; the control and operation of computers COSB3.3(iii). 4. Practise: problem identification and analysis; design development, testing and evaluation. CO-SB3.3(iii). 6. An understanding of the scientific method and its applications to problem solving in this area. COSB3.3(ii). Outcomes specific to: BSc Computer Science BSc Computer Science with a Year in Industry BSc Computer Science (AI) BSc Computer Science (AI) and a Year in Industry 5. Theory: algorithm design and analysis; formal methods and description; modelling Outcomes specific to: Year in Industry programmes 13. Aspects of the core subject areas from the perspective of a commercial or industrial organisation. Outcomes specific to: BSc Computer Science (Consultancy) BSc Computer Science (Consultancy) and a Year in Industry 26. Computer consultancy organisations, including project planning and management, costing, marketing and strategic business development. Outcomes specific to: BSc Computer Science (Networks) BSc Computer Science (Networks) and a Year in Industry 25. Have a comprehensive and systematic understanding of current network architectures, their individual protocol layers and the mechanisms used to ensure their security. Outcomes specific to: BSc Computer Science (AI) BSc Computer Science (AI) and a Year in Industry 14. The philosophical and psychological principles of knowledge and cognition. 15. Machine intelligence: systems, algorithms and applications. Note: LOs numbered A7-A12, A16-A24 are intentionally unused and relate to other current or former degree programmes belonging to the school. Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstrated Teaching/Learning Acquisition is through lectures, supported where appropriate by classes and/or laboratory work. Self-directed learning is facilitated by directed reading, study guides and web-based material. Core aspects of computing are covered in the first year/stage when there is an emphasis on supporting students via supervised classes and laboratory sessions. These core components are built on in year/stage 2 with more emphasis on self-directed study via directed reading and research. In year/stage 3, the project provides an opportunity for independent and/or group work under supervision from academic staff. Assessment Assessment is through a combination of unseen written examinations, assessed coursework and both individual and group project work. Coursework consists of both written reports and practical assignments. Skills and Other Attributes B. Intellectual Skills: All Computer Science programmes: 1. Modelling: knowledge and understanding in the modelling and design of computer-based systems in a way that demonstrates comprehension of the trade-off involved in design choices. COSB3.3(iv) 2. Reflection and communication: present succinctly to a range of audiences rational and reasoned arguments. COSB3.5(iv) 3. Requirements: Identify and analyse criteria and specifications appropriate to specific problems and plan strategies for their solution COSB3.3(v) 4. Criteria evaluation and testing: Analyse the extent to which a computer-based system meets the criteria defined for its current use and future development. COSB3.3(vi) 5. Methods and tools: Deploy appropriate theory, practices, and tools for the specification, design, implementation, and evaluation of computer-based systems. COSB3.3(vii) 6. Professional responsibility: Recognize and be guided by the professional, economic, social, environmental, moral and ethical issues involved in the sustainable exploitation of computer technology. COSB3.3(viii) 7. Computational thinking: demonstrate a basic analytical ability and its relevance to everyday life. COSB3.3(i) Outcomes specific to: Year in Industry programmes 8. Apply some of the intellectual skills specified for the programme from the perspective of a commercial or industrial organisation. Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstrated Teaching/Learning Intellectual skills are developed through the teaching and learning programme outlined below. Students develop critical reflection by verbal and written discussion of key themes introduced in the core modules. Project work contributes to the development of these skills by providing the opportunity to consider larger practical and theoretical problems. Assessment Assessment is through a combination of unseen written examinations, assessed coursework and both individual and group project work. Coursework consists of both written reports and practical assignments. C. Subject-specific Skills: All Computer Science programmes: 1. Design and implementation: Specify, design, and implement reliable secure and usable computer-based systems. CO-SB3.4(i) 2. Evaluation: Evaluate systems in terms of general quality attributes and possible trade-offs presented within the given problem. COSB3.4(ii) 3. Information management: Apply the principles of effective information management, information organisation, and information-retrieval skills to information of various kinds, including text, images, sound, and video. 4. Tools: Deploy effectively the tools used for the construction and documentation of software, with particular emphasis on understanding the whole process involved in using computers to solve practical problems. Operation: Operate computing equipment and software systems effectively. COSB3.4(v) 5. The ability to plan and manage projects to deliver computing systems within the constraints of requirements, timescale and budget. CO-SB3.4(iii) 6. The ability to recognise any risks and safety aspects that may be involved in the deployment of computing systems within a given context. COSB3.4(iv) 7. The ability to critically evaluate and analyse complex problems, argument and evidence, including those with incomplete information, and devise appropriate computing solutions, within the constraints of a budget. CO-SB3.4(vi) Outcomes specific to: Year in Industry programmes 13. Apply some of the subject-specific skills specified for the programme from the perspective of a commercial or industrial organisation. Outcomes specific to: BSc Computer Science (Consultancy) BSc Computer Science (Consultancy) and a Year in Industry 22. Communicate effectively, orally and in writing about business issues within a Computer Consultancy context. Outcomes specific to: BSc Computer Science (Networks) BSc Computer Science (Networks) and a Year in Industry 21. Be able to perform software implementations of selected algorithms in the area of computer network protocols and computer and network security. Outcomes specific to: BSc Computer Science (AI) BSc Computer Science (AI) and a Year in Industry 14. Identify and develop solutions for computational problems requiring machine intelligence. (CO-SB3.2) Note: LOs numbered C8-C12, C15-C20 are intentionally unused and relate to other current or former degree programmes belonging to the school. Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstrated Teaching/Learning Acquisition of computing specific skills is through lectures, classes and directed study. From the start of the course, students receive guidance and gain practical experience via supervised practical classes and directed study. As the programme progresses, these skills are further encouraged by the introduction of larger scale problems and project work. Assessment Assessment is through a combination of unseen written examinations, assessed coursework and both individual and group project work. Coursework consists of both written reports and practical assignments. D. Transferable Skills: All Computer Science programmes: 1. Teamwork: Be able to work effectively as a member of a development team. COSB3.5(v) 2. Interaction reflection and Communication: Make succinct presentations to a range of audiences about technical problems and their solutions. COSB3.5(iv) 3. Information Technology: Effective use of general IT facilities; information retrieval skills 4. Intellectual skills: critical thinking; making a case; numeracy and literacy; information literacy. The ability to construct well-argued and grammatically correct documents. The ability to locate and retrieve relevant ideas, and ensure these are correctly and accurately referenced and attributed. COSB3.5(ii) 5. Self-management: Managing ones own learning and development, including time management and organisational skills COSB3.5(iii) 6. Professional Development: Appreciating the need for continuing professional development in recognition of the need for lifelong learning COSB3.5(i) 7. Contextual awareness: the ability to understand and meet the needs of individuals, business and the community, and to understand how workplaces and organisations are governed. CO-SB3.5(vi) 8. Sustainability: recognising factors in environmental and societal contexts relating to the opportunities and challenges created by computing systems across a range of human activities. CO-SB3.5(vii) Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstrated Teaching/Learning General IT facilities are used throughout the course for the preparation of written work. Browsers, search engines and catalogues are used for research and self-study material. All students work within teams during the course and provide presentations of their work to both their peers and academic staff. Assessment Assessment is through a combination of unseen written examinations, assessed coursework and both individual and group project work. Coursework consists of both written reports and practical assignments. For more information on the skills provided by individual modules and on the specific learning outcomes associated with the Certificate, Diploma and non-honours degree awards, see the module mapping at the end of this specification. Programme Structures and Requirements, Levels, Modules, Credits and AwardsThe Computer Science programmes are normally studied over three years full-time with an additional industrial placement year for the Year in Industry variant. Direct entry to Stage 2 is available to students with appropriate prior learning. Study is undertaken at three levels (one for each year of study). Each year of the programme is arranged in 2 x 12-week terms and a final 6-week term, 30 weeks in total. The programme is divided into study blocks called modules. Most modules have a credit value of 15 or 30 credits. Each 15-credit module represents approximately 150 hours of student learning, endeavour and assessment. All students take required modules. All students must take in every stage, modules amounting to 120 credits, making up their choices from the list of optional modules. Required modules must be passed before students progress to the next stage of the programme. The programme is divided into three stages for Computer Science programmes and four stages for the Year in Industry programmes. Each stage comprising 120 credits represents an academic year of study and students must achieve specified requirements before being permitted to proceed to the next stage. Entry to Stage 2 of the CS(Consultancy) programme (including admission via direct entry) is subject to interview and may also be subject to quotas. Students completing Stage 1 but unable to enter Stage 2 of CS(Consultancy) will transfer to an alternative CS programme. For the purposes of Honours classification, the weightings of the stages are: Three stage programmes (including direct stage 2 entry): Stage 2 40% Stage 3 60% Year in Industry programmes: Stage 2 35% Stage S (Placement Year) 10% Stage 3 55% In the Stage 3 students undertake a compulsory 30-credit project and may select up to six 15-credit modules depending on the programme from a selection of optional modules. The optional modules are primarily research led and consequently the list of modules will vary according to emerging research interests and the availability of individual academics. The structure of the programme and the modules that make it up, their levels, credits and the terms in which they are taught, are shown below. Details of each module can be found at  HYPERLINK "http://www.cs.kent.ac.uk/teaching/" http://www.cs.kent.ac.uk/teaching/ At its discretion, the University allows for narrow failure in a small proportion of modules to be compensated by good performance in other modules or, in cases of documented illness or other mitigating circumstances, condoned. Failure in certain modules, however, may not be compensated or condoned, as indicated by the symbol * below. Students successfully completing Stage 1 of the programme and meeting credit framework requirements who do not successfully complete Stage 2 will be eligible for the award of the Certificate. Students successfully completing Stage 1 and Stage 2 of the programme and meeting credit framework requirements who do not successfully complete Stage 3 will be eligible for the award of the Diploma. The programme is studied over three years full time. It is divided into three stages each comprising 120 credits and students must successfully complete each stage before being permitted to proceed to the next stage. A degree without honours will be awarded where students achieve 300 credits with at least 150 credits at level 6 or above including at least 60 credits at level 7 or above. Students may not progress to the non-honours degree programme; the non-honours degree programme will be awarded as an alternative exit award only. Some opportunity is available to allow wild modules to be taken subject to reasonable timetabling constraints. Details of programme structure and requirements are subject to change without notice.  BSc Computer Science CodeTitleLevelCreditsTerm(s)Stage 1Compulsory ModulesCO320Introduction to object oriented programming4151CO322Foundations of computing I4151CO324Computer Systems4151CO328Human computer interaction4151CO323Databases and the web.4152CO325Foundations of computing II4152CO334People and computing4152CO520Further object-oriented programming5152Stage 2Compulsory ModulesCO510Software engineering5301&2CO518Algorithms, correctness & efficiency5151CO519Theory of computing5151CO539Web development5151CO545Functional concurrency5152CO532Database systems 5152CO527Operating systems and architecture5152Depending on educational background, stage 2 direct entry students may be required to take the following module at stage 2 in place of CO519 in which case, CO519 would be taken in stage 3.CO523Fundamentals of Programming and Logic.5151Stage S (4-year programmes only)Compulsory ModulesCO792Industrial Placement Experience *590-CO793Industrial Placement Report *530- BSc Computer Science Stage 3Compulsory Modules, one of the following projects: CO600Group Project *6301&2 CO620Research Project *6301&2 CO650KITC Project *6301&2Stage 2 direct entry students who didnt take CO519 in stage 2 are required to take this in stage 3 in place of one of the 15 credit options.CO519Theory of computing5151Optional Modules (indicative) Students must select 90 credits from the following:CO528Introduction to intelligent systems5152CO633Computer Networks and Communication6151CO634Computer Security and Cryptography6151CO636Cognitive Neural Networks6151CO637Natural Computation6151CO641Comp Graphics and Animation6152CO643Computing Law and Professional Responsibility6151CO645IT Consultancy Practice 26151 or 2CO646Computing in the classroom6152CO657Internet of Things6151CO658Programming Language Implementation6152CO659Computational Creativity6152CO832Data Mining and Knowledge Discovery7152PL583Philosophy of Cognitive Science and Artificial Intelligence6302CB612New Enterprise Start-up5151EL561Image Analysis and Applications5151&2EL667Embedded Computer Systems6151&2 BSc Computer Science (AI) CodeTitleLevelCreditsTerm(s)Stage 1Compulsory ModulesCO320Introduction to object oriented programming4151CO322Foundations of computing I4151CO324Computer Systems4151CO328Human computer interaction4151CO323Databases and the web.4152CO325Foundations of computing II4152CO334People and computing4152CO520Further object-oriented programming5152Stage 2Compulsory ModulesCO510Software engineering5301&2CO518Algorithms, correctness & efficiency5151CO519Theory of computing5151CO539Web development5151CO545Functional concurrency5152CO532Database systems 5152CO528Introduction to intelligent systems5152Stage S (4-year programmes only)Compulsory ModulesCO792Industrial Placement Experience *590-CO793Industrial Placement Report *530- BSc Computer Science (AI) Stage 3Compulsory Modules, one of the following projects: CO600Group Project *6301&2 CO620Research Project *6301&2 CO650KITC Project *6301&2Compulsory ModulesCO636Cognitive Neural Networks6151CO637Natural Computation6151Optional Modules (indicative) Students must select 60 credits from the following:CO633Computer Networks and Communication6151CO634Computer Security and Cryptography6151CO641Comp Graphics and Animation6152CO643Computing Law and Professional Responsibility6151CO645IT Consultancy Practice 26151 or 2CO646Computing in the classroom6152CO657Internet of Things6151CO659Computational Creativity6152CO832Data Mining and Knowledge Discovery7152PL520Philosophy Extended Essay6151 or 2PL583Philosophy of Cognitive Science and Artificial Intelligence6302CB612New Enterprise Start-up5151EL561Image Analysis and Applications5151&2 BSc Computer Science (consultancy) CodeTitleLevelCreditsTerm(s)Stage 1Compulsory ModulesCO320Introduction to object oriented programming4151CO322Foundations of computing I4151CO324Computer Systems4151CO328Human computer interaction4151CO323Databases and the web.4152CO325Foundations of computing II4152CO334People and computing4152CO520Further object-oriented programming5152Stage 2Compulsory ModulesCO510Software engineering5301&2CO518Algorithms, correctness & efficiency5151CO519Theory of computing5151CO539Web development5151CO532Database systems 5152CO527Operating systems and architecture5152CB680Introduction to marketing5152Depending on educational background, stage 2 direct entry students may be required to take the following module at stage 2 in place of CO519 in that case, CO519 would be taken in stage 3.CO523Fundamentals of Programming and Logic.5151Stage S (4-year programmes only)Compulsory ModulesCO792Industrial Placement Experience *590All yearCO793Industrial Placement Report *530All year BSc Computer Science (consultancy) Stage 3Compulsory ModulesCO650KITC Project *6301&2CO545Functional concurrency5152Stage 2 direct entry students who didnt take CO519 in stage 2 are required to take this in stage 3 in place of one of the 15 credit options.CO519Theory of computing5151Optional Modules (indicative) Students must select 75 credits from the following:CO528Introduction to intelligent systems515SCO633Computer Networks and Communication6151CO634Computer Security and Cryptography6151CO636Cognitive Neural Networks6151CO637Natural Computation6151CO641Comp Graphics and Animation6152CO643Computing Law and Professional Responsibility6151CO645IT Consultancy Practice 26151 or 2CO646Computing in the classroom6152CO657Internet of Things6151CO659Computational Creativity6152CO832Data Mining and Knowledge Discovery7152CB612New Enterprise Start-up5151 BSc Computer Science (networks) CodeTitleLevelCreditsTerm(s)Stage 1Compulsory ModulesCO320Introduction to object oriented programming4151CO322Foundations of computing I4151CO324Computer Systems4151CO328Human computer interaction4151CO323Databases and the web.4152CO325Foundations of computing II4152CO334People and computing4152CO520Further object-oriented programming5152Stage 2Compulsory ModulesCO510Software engineering5301&2CO518Algorithms, correctness & efficiency5151CO519Theory of computing5151CO539Web development5151CO545Functional concurrency5152CO532Database systems 5152CO527Operating systems and architecture5152Depending on educational background, stage 2 direct entry students may be required to take the following module at stage 2 in place of CO519 in that case, CO519 would be taken in stage 3CO523Fundamentals of Programming and Logic.5151Stage S (4-year programmes only)Compulsory ModulesCO792Industrial Placement Experience *590-CO793Industrial Placement Report *530- BSc Computer Science (networks) Stage 3Compulsory Modules, one of the following projects: CO600Group Project *6301&2 CO620Research Project *6301&2 CO650KITC Project *6301&2Compulsory ModulesCO633Computer Networks and Communication6151CO634Computer Security and Cryptography6151Stage 2 direct entry students who didnt take CO519 in stage 2 are required to take this in stage 3 in place of one of the 15 credit options.CO519Theory of computing5151Optional Modules (indicative) Students must select 60 credits from the following:CO528Introduction to intelligent systems5152CO636Cognitive Neural Networks6151CO637Natural Computation6151CO641Comp Graphics and Animation6152CO643Computing Law and Professional Responsibility6151CO645IT Consultancy Practice 26151 or 2CO646Computing in the classroom6152CO657Internet of Things6151CO658Programming Language Implementation6152CO659Computational Creativity6152CO832Data Mining and Knowledge Discovery7152CB612New Enterprise Start-up5151 18 Work-Based Learning Disability Statement: Where disabled students are due to undertake a work placement as part of this programme of study, a representative of the University will meet with the work placement provider in advance to ensure the provision of anticipatory and reasonable adjustments in line with legal requirements.Where relevant to the programme of study, provide details of any work-based learning element, inclusive of employer details, delivery, assessment and support for students:Industrial placement consists of Modules CO792 (90 credits) and CO793 (30 credits) The onus is on student to secure placement, with assistance from the School The School Industrial Placement Office oversees the placements and one of the placement officers will typically visit the students during their placement. If for any reason the industrial placement cannot be undertaken the student can transfer to the three year version of their programme. The placement is assessment via CO792 (which is pass/fail) by way of a portfolio and log book plus a performance evaluation by the industrial supervisor. The assessment is also assessed via CO793 by way of a placement report.  Support for Students and their LearningSchool and University induction programme Programme/module handbooks Library services  HYPERLINK "http://www.kent.ac.uk/library/" http://www.kent.ac.uk/library/ Student Support  HYPERLINK "http://www.kent.ac.uk/studentsupport/" http://www.kent.ac.uk/studentsupport/ Student Wellbeing  HYPERLINK "http://www.kent.ac.uk/studentwellbeing/" www.kent.ac.uk/studentwellbeing/ Centre for English and World Languages  HYPERLINK "http://www.kent.ac.uk/cewl/index.html" http://www.kent.ac.uk/cewl/index.html Student Learning Advisory Service  HYPERLINK "http://www.kent.ac.uk/uelt/about/slas.html" http://www.kent.ac.uk/uelt/about/slas.html PASS system  HYPERLINK "https://www.kent.ac.uk/teaching/qa/codes/taught/annexg.html" https://www.kent.ac.uk/teaching/qa/codes/taught/annexg.html Academic Adviser system  HYPERLINK "https://www.kent.ac.uk/teaching/advisers/index.html" https://www.kent.ac.uk/teaching/advisers/index.html Kent Union  HYPERLINK "http://www.kentunion.co.uk/" www.kentunion.co.uk/ Careers and Employability Services  HYPERLINK "http://www.kent.ac.uk/ces/" www.kent.ac.uk/ces/ Counselling Service  HYPERLINK "http://www.kent.ac.uk/counselling/" www.kent.ac.uk/counselling/ Information Services (computing and library services)  HYPERLINK "http://www.kent.ac.uk/is/" www.kent.ac.uk/is/ Undergraduate student representation at School, Faculty and Institutional levels International Recruitment Office  HYPERLINK "https://www.kent.ac.uk/internationalstudent/" https://www.kent.ac.uk/internationalstudent/; International Partnerships Office  HYPERLINK "https://www.kent.ac.uk/global/partnerships/" https://www.kent.ac.uk/global/partnerships/ Medical Centre  HYPERLINK "https://www.kent.ac.uk/studentwellbeing/medicalcentre.html" https://www.kent.ac.uk/studentwellbeing/medicalcentre.html School-specific information about the support available Introductory talks at the start of each teaching term of Stages 2 and 3 On-line Student Data System An extensive Computing Laboratory website containing information on all Computer Science modules including where appropriate Module Learning Outcomes module specification details of any classes module assessment course material anonymous question pages copies of course handbooks past examination papers staff/student liaison information including details of student representatives minutes of meetings Administrative support via the Course Administration Office Industrial placement support via an Industrial Placement co-ordinator and visits by academic staff Entry Profile20.1 Entry Route For fuller information, please refer to the University prospectusCandidates must be able to satisfy the general admission requirements of the University and the subject-specific requirements of the Computing Laboratory. Please refer to the General Requirements and Computer Science sections in the University prospectus for full details. Note: for students who are not native speakers of English the standard IELTS requirements will apply. General Minimum requirements: You must be at least 17 years old by 20 September in the year you begin your programme. There is no upper age limit to studying. Five GCSE passes, including English Language or Use of English, and at least two subjects at A level. See Curriculum 2000 for details of our minimum requirements for the new AS levels tariff. A levels and AS levels: 340points over 21 units, of which 18 at A level. GCSE Mathematics Grade C required International Baccalaureate: 33points BTEC National Certificates/Diplomas: Diploma: DDD overall Certificate: counts as double A level (e.g. DD is 240 points) BTEC QCF Extended Diploma: DDD overall Direct entry to stage 2: typically, distinction at HND level Mature Students For mature students without traditional qualifications we ask for proof of any recent study or of an ability to complete a degree course successfully20.2 What does this programme have to offer?High quality teaching based that was rated Excellent after a visit by independent assessors from the Higher Education Funding Council Teaching that is informed by research activity, using research-led teaching whenever possible The development of a broad range of skills that are highly sought after by employers and which open up a wide range of careers to graduates, within Computing and other professional fields. Programming, modelling and design skills you can use throughout a career in Computing Coverage of software engineering principles which underlie large scale programme construction Strong links with Industry that are maintained through an Industrial Panel and which result in industrial placements and joint research projects. An optional year in industry that provides valuable experience20.3 Personal ProfileDesirable qualities include: an enthusiasm about computing and related subjects a willingness to accept new ideas and be flexible in your thinking a willingness to work with others good oral and written communication skills an interest in developing a career in a computing related area Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning21.1 Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standardsStudent module evaluations Annual programme and module monitoring reports  HYPERLINK "http://www.kent.ac.uk/teaching/qa/codes/taught/annexe.html" http://www.kent.ac.uk/teaching/qa/codes/taught/annexe.html External Examiners system  HYPERLINK "http://www.kent.ac.uk/teaching/qa/codes/taught/annexk.html" http://www.kent.ac.uk/teaching/qa/codes/taught/annexk.html Periodic programme review  HYPERLINK "http://www.kent.ac.uk/teaching/qa/codes/taught/annexf.html" http://www.kent.ac.uk/teaching/qa/codes/taught/annexf.html Annual staff appraisal Peer observation Quality Assurance Framework  HYPERLINK "http://www.kent.ac.uk/teaching/qa/codes/index.html" http://www.kent.ac.uk/teaching/qa/codes/index.html QAA Higher Education Review  HYPERLINK "http://www.qaa.ac.uk/InstitutionReports/types-of-review/higher-education-review/Pages/default.aspx" http://www.qaa.ac.uk/InstitutionReports/types-of-review/higher-education-review/Pages/default.aspx School-specific information Student representation on key committees External accreditation of courses Active staff development programme Continuous monitoring of student progress and attendance Vetting process of examination questions by module team, and external examiners Departmental staff acting as external examiners at other institutions Double marking and/or moderation of examinations and some assessed work Industrial links Evaluation of graduate destination statistics Departmental director of learning and teaching Module teams Programme Teams21.2 Committees with responsibility for monitoring and evaluating quality and standardsStaff-Student Liaison Committee School Education Committee Faculty Education Committee Faculty Board Education Board Board of Examiners21.3 Mechanisms for gaining student feedback on the quality of teaching and their learning experienceStudent module evaluations Staff-Student Liaison Committee Student rep system (School, Faculty and Institutional level) Annual NSS School-specific mechanisms used to obtain student feedback University Internal Student Surveys Discussions with tutor Discussions with senior tutor Newsgroups for each year of Computer Science Anonymous question pages for individual modules Student programme evaluations Informal meetings and social contact with students (including student role in recruitment activities) Student representation on department committees Student representation on faculty committees Student representation on university committees  21.4 Staff Development priorities include:PGCHE requirements HEA (associate) fellowship membership Annual appraisals Institutional Level Staff Development Programme Academic Practice Provision (PGCHE, other development opportunities) Professional body membership and requirements Programme team meetings Research seminars Conferences Study leave School-specific staff development opportunities Staff members have an individual allocation of funds which they may use to develop any of their interests, including those of teaching and learning Staff training of various kinds including appraiser training, interview training, meeting skills etc. Participation in staff development week Research group support for research-led teaching Annual away-days that cover a number of staff-related issues Module team meetings Regular formal and informal collaboration in programme development Attendance at relevant industry/business conferences/seminars Minimum expected qualifications for appointments to lecturing posts Minimum expected research record for appointments to lecturing posts Membership of relevant professional/academic bodies Widening participation Health and safety Participation on learning and teaching innovatory projects Indicators of Quality and StandardsResults of periodic programme review (March 2012) Professional Accreditation: by the British Computer Society, Full Chartered IT Professional (CITP) and CEng (partial). QAA Higher Education Review 2015 Annual External Examiner reports Annual programme and module monitoring reports School-specific indicators Degree results and graduate recruitment statistics Independent review of the quality of educational provision in the Computing Laboratory by the Higher Education Funding Council subject review process achieving an excellent grading. 22.1 The following reference points were used in creating these specifications:QAA UK Quality Code for Higher Education QAA benchmark statements for Computing (2016); Requirements of the British Computer Society. School and Faculty plan University Plan/Learning and Teaching Strategy. Staff research activities School-specific reference points Requirements of the IET Association of Computing Machinery, CS2013: Computer Science Curricula 2013.University plan/Learning and Teaching Strategy Learning Outcomes Matrix for CS Programmes  LINK Excel.Sheet.12 "\\\\myrtle.kent.ac.uk\\exports\\proj\\comp-qa\\Programme Specifications\\BenchMark2016\\LearningOutcomes Feb2017.xlsx" CS!R4C4:R47C35 \a \f 4 \h \* MERGEFORMAT   CSA1A2A3A4A5A6A13B1B2B3B4B5B6B7B8C1C2C3C4C5C6C7C13D1D2D3D4D5D6D7D8RequiredCO320XXXXXXXXXXCO322XXXCO324XXXXXXCO334XXXXXXXXXXXXXCO325XXXCO323XXXXXXXXXXXXCO328XXXXXXXXXXXXCO520XXXXXXXXXCO510XXXXXXXXXXXXXXXXXXXXXXXCO518XXXXXXXXXXXXXXXCO519XXXXXXXXXCO539XXXXXXXXXXXXXXCO545XXXXXXXXXXCO527XXXXXXXXXCO532XXXXXXXXXXXXDirect EntryCO523XXXXXXXXXXXXXYear in industryCO792XXXXXXXXXCO793XXXXXXXXXOne ofCO600OXOXOXOOXXXXXXOXXXXXXXOXXXXXXXOCO620OXOXOXOOXXXXOOOXXXXXOXOXXOXOXOCO650XXXXXXXXXXXXXXXXXXXXXXXXXOptionsCO528XXXXXXXXXXXXCO633XXXXXXXXXXXXXXCO634XXXXXXXXXXXXXXCO636XXXXXXXXXXCO637XXXXXXXXXXXCO641XXXXXXXXXXXXXCO643XXXXXXXXXXXXCO645XXXXXXXXXXXXXXXXXXXXXXXCO646XXXXXXXCO657XXXXXXXXXXXCO658XXXXCO659XXXXXXXXCO832XXXXXXXXXXXXXXEL561XXXXXXEL667XXXXXXXXXXXXPL583XXXCB612XXXX Notes: Learning outcomes for non-CO modules are indicative, as specifications for such modules have not necessarily been written directly in terms of the learning outcomes for CO programmes. Learning outcomes marked as O for project modules are dependent on the chosen project topic. LOs: A13, B8 and C13 only relate to the Year in Industry version of this degree programme. Module CO790 is only taken by students taking the year in industry version of this degree programme. Learning Outcomes Matrix for CS(AI) Programmes  LINK Excel.Sheet.12 "\\\\myrtle.kent.ac.uk\\exports\\proj\\comp-qa\\Programme Specifications\\BenchMark2016\\LearningOutcomes Feb2017.xlsx" CS(AI)!R4C4:R43C38 \a \f 4 \h   CS(AI)A1A2A3A4A5A6A13A14A15B1B2B3B4B5B6B7B8C1C2C3C4C5C6C7C13C14D1D2D3D4D5D6D7D8RequiredCO320XXXXXXXXXXCO322XXXCO324XXXXXXCO334XXXXXXXXXXXXXCO325XXXCO323XXXXXXXXXXXXCO328XXXXXXXXXXXXCO520XXXXXXXXXCO510XXXXXXXXXXXXXXXXXXXXXXXCO518XXXXXXXXXXXXXXXCO519XXXXXXXXXCO539XXXXXXXXXXXXXXCO545XXXXXXXXXXCO528XXXXXXXXXXXXXXXCO532XXXXXXXXXXXXCO636XXXXXXXXXXXXXCO637XXXXXXXXXXXXXYear in industryCO792XXXXXXXXXCO793XXXXXXXXXOne ofCO600OXOXOXOOOOXXXXXXOXXXXXXXOOXXXXXXXOCO620OXOXOXOOOOXXXXOOOXXXXXOXOOXXOXOXOCO650XXXXXXXXXXXXXXXXXXXXXXXXXOptionsCO633XXXXXXXXXXXXXXCO634XXXXXXXXXXXXXXCO641XXXXXXXXXXXXXCO643XXXXXXXXXXXXCO645XXXXXXXXXXXXXXXXXXXXXXXCO646XXXXXXXCO657XXXXXXXXXXXCO659XXXXXXXXCO832XXXXXXXXXXXXXXEL561XXXXXXXXPL520XXXXPL583XXXXXXCB612XXXX Notes: Learning outcomes for non-CO modules are indicative, as specifications for such modules have not necessarily been written directly in terms of the learning outcomes for CO programmes. Learning outcomes marked as O for project modules are dependent on the chosen project topic. LOs: A13, B8 and C13 only relate to the Year in Industry version of this degree programme. Module CO790 is only taken by students taking the year in industry version of this degree programme. Learning Outcomes Matrix for CS(Networks) Programmes  LINK Excel.Sheet.12 "\\\\myrtle.kent.ac.uk\\exports\\proj\\comp-qa\\Programme Specifications\\BenchMark2016\\LearningOutcomes Feb2017.xlsx" CS(networks)!R4C4:R44C35 \a \f 4 \h   CS (Networks)A1A2A3A4A5A6A13A25B1B2B3B4B5B6B7B8C1C2C3C4C5C6C7C13C21D1D2D3D4D5D6D7D8RequiredCO320XXXXXXXXXXCO322XXXCO324XXXXXXCO334XXXXXXXXXXXXXCO325XXXCO323XXXXXXXXXXXXCO328XXXXXXXXXXXXCO520XXXXXXXXXCO510XXXXXXXXXXXXXXXXXXXXXXXCO518XXXXXXXXXXXXXXXCO519XXXXXXXXXCO539XXXXXXXXXXXXXXCO545XXXXXXXXXXCO527XXXXXXXXXCO532XXXXXXXXXXXXCO633XXXXXXXXXXXXXXXXCO634XXXXXXXXXXXXXXXXDirect EntryCO523XXXXXXXXXXXXXYear in industryCO792XXXXXXXXXCO793XXXXXXXXXOne ofCO600OXOXOXOOXXXXXXOXXXXXXXOXXXXXXXOCO620OXOXOXOOXXXXOOOXXXXXOXOXXOXOXOCO650XXXXXXXXXXXXXXXXXXXXXXXXXOptionsCO528XXXXXXXXXXXXCO636XXXXXXXXXXCO637XXXXXXXXXXXCO641XXXXXXXXXXXXXCO643XXXXXXXXXXXXCO645XXXXXXXXXXXXXXXXXXXXXXXCO646XXXXXXXCO657XXXXXXXXXXXCO658XXXXCO659XXXXXXXXCO832XXXXXXXXXXXXXXCB612XXXX Notes: Learning outcomes for non-CO modules are indicative, as specifications for such modules have not necessarily been written directly in terms of the learning outcomes for CO programmes. Learning outcomes marked as O for project modules are dependent on the chosen project topic. LOs: A13, B8 and C13 only relate to the Year in Industry version of this degree programme. Module CO790 is only taken by students taking the year in industry version of this degree programme. Learning Outcomes Matrix for CS(Consultancy) Programmes  LINK Excel.Sheet.12 "\\\\myrtle.kent.ac.uk\\exports\\proj\\comp-qa\\Programme Specifications\\BenchMark2016\\LearningOutcomes Feb2017.xlsx" CS(Consultancy)!R4C4:R41C35 \a \f 4 \h   CS (Consultancy)A1A2A3A4A5A6A13A26B1B2B3B4B5B6B7B8C1C2C3C4C5C6C7C13C22D1D2D3D4D5D6D7D8RequiredCO320XXXXXXXXXXCO322XXXCO324XXXXXXCO334XXXXXXXXXXXXXXCO325XXXCO323XXXXXXXXXXXXCO328XXXXXXXXXXXXCO520XXXXXXXXXCO510XXXXXXXXXXXXXXXXXXXXXXXCO518XXXXXXXXXXXXXXXCO519XXXXXXXXXCO539XXXXXXXXXXXXXXCO545XXXXXXXXXXCO527XXXXXXXXXCO532XXXXXXXXXXXXCB680XXXXXCO650XXXXXXXXXXXXXXXXXXXXXXXXXXXDirect EntryCO523XXXXXXXXXXXXXYear in industryCO792XXXXXXXXXCO793XXXXXXXXXOptionsCO528XXXXXXXXXXXXCO633XXXXXXXXXXXXXXCO634XXXXXXXXXXXXXXCO636XXXXXXXXXXCO637XXXXXXXXXXXCO641XXXXXXXXXXXXXCO643XXXXXXXXXXXXXCO645XXXXXXXXXXXXXXXXXXXXXXXXXCO646XXXXXXXCO657XXXXXXXXXXXCO659XXXXXXXXCO832XXXXXXXXXXXXXXCB612XXXXX Notes: Learning outcomes for non-CO modules are indicative, as specifications for such modules have not necessarily been written directly in terms of the learning outcomes for CO programmes. Learning outcomes marked as O for project modules are dependent on the chosen project topic. LOs: A13, B8 and C13 only relate to the Year in Industry version of this degree programme. 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h#hCJOJQJ^JaJ$h#hOJQJ^J_HnH tH  hb|hh#hOJQJ^J%TTT U UUUtt]Q] $$Ifa$gd#~$d$If`a$gd#~d$If`gd#~wkdv$$IfTlW&&  0&494 lap ytoPTUU4UKB $Ifgd#~kd$$IfTlrH W&0&494 laythT4U5UHU $Ifgd#~wkd$$IfTlW&&   0&494 lap ythTHUIUOUqUsUvUxUk___ $$Ifa$gd#~d$If`gd#~ $Ifgd#~wkdW$$IfTlW&&   0&494 lap ythTxUyUUUKB.d$If`gd#~ $Ifgd#~kd$$IfTlrH W&0&494 laythTUUUUUU?6 $Ifgd#~kd$$IfTlrH W&0&494 laythT $$Ifa$gd#~UUUUUUU{vvlc $Ifgd#~ $a$gd#~gd  & Fdgdwkd_$$IfTlW&&   0&494 lap ythTUUU $Ifgd#~wkd$$IfTlW&&   0&494 lap ythTUUVVVVVkTTH $$Ifa$gd#~$d$If`a$gd#~d$If`gd#~ $Ifgd#~wkd$$IfTlW&&   0&494 lap ythTVVVVVV%V=V>V?V@VAVBVIV]V^V_V`VaVbVVVV WWWWW1WFWQWdWeWfWlWWWWWWWڻukh@OJQJ^J2h#h5>*OJQJ^J_HmH nH sH tH h#h5>*OJQJ^J#h#h6CJOJQJ^JaJh#OJQJ^J#h#h5CJOJQJ^JaJh#hOJQJ^J hb|h h#hCJOJQJ^JaJh#CJOJQJ^JaJ(VV%V8VKB.d$If`gd#~ $Ifgd#~kd' $$IfTlrH W&0&494 laythT8V:V=VAVBV(kd $$IfTlrH W&0&494 laythT $$Ifa$gd#~$d$If`a$gd#~BVIVXVZV]VaV $$Ifa$gd#~$d$If`a$gd#~d$If`gd#~ $Ifgd#~aVbVVKB $Ifgd#~kd!$$IfTlrH W&0&494 laythTVVV W WWWtt]Q] 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$Ifgd#~ZZkd0$$IfTlrH W& 20&494 lap2ythTZZZZwkdG1$$IfTlW&&  0&494 lap ytoPT $Ifgd#~ZZZ[[ [ [zzcWc $$Ifa$gd#~$d$If`a$gd#~ $7$8$H$Ifgd#~wkd1$$IfTlW&&  0&494 lap ytoPT [ [[.[@,,d$If`gd#~kd2$$IfTlrH W&0&2929494 laythT.[0[3[5[6[$kdL3$$IfTlrH W&0&29494 laythT $$Ifa$gd#~$d$If`a$gd#~6[<[M[O[R[T[ $$Ifa$gd#~$d$If`a$gd#~d$If`gd#~T[U[[[v[G33d$If`gd#~kd4$$IfTlrH W&0&29494 laythTv[x[{[}[~[$kd4$$IfTlrH W&0&29494 laythT $$Ifa$gd#~$d$If`a$gd#~~[[[[[[ $$Ifa$gd#~$d$If`a$gd#~d$If`gd#~[[[[G33d$If`gd#~kd5$$IfTlrH W&0&29494 laythT[[[[[[[[[[[[[[[[[[\\\ \!\"\*\+\>\?\D\E\Y\\\_\`\a\b\c\d\i\j\\\\\\\\\\\\\\\\\\\\󻩻ϔϔ(h@hCJOJQJ^JaJnH tH #h@h5CJOJQJ^JaJ h@hh@h@OJQJ^J h@hCJOJQJ^JaJ$h@hOJQJ^J_HnH tH h@hOJQJ^J:[[[[[$kd^6$$IfTlrH W&0&29494 laythT $$Ifa$gd#~$d$If`a$gd#~[[[[[[ $$Ifa$gd#~$d$If`a$gd#~d$If`gd#~[[[\G33d$If`gd#~kd&7$$IfTlrH W&0&29494 laythT\\\!\"\$kd7$$IfTlrH W&0&29494 laythT $$Ifa$gd#~$d$If`a$gd#~"\*\+\>\wkd8$$IfTlW&&   0&494 lap ythT $Ifgd#~>\?\E\Z\\\_\c\tt]Q] $$Ifa$gd#~$d$If`a$gd#~d$If`gd#~wkdN9$$IfTlW&&   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12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd $$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd'$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd)'$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd0$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd+:$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|TqkdC$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd-M$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|TqkdV$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd/`$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkdi$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd1s$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd|$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd3$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd5$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd7$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd9$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd;$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd=$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd?$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|TqkdA $$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|TqkdC$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|Tqkd'$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T $$If!v h#v#v :V l tX%6, 5p5 9 /  / /  / / /  / /  / / / /  / / /  / /  / / / / /  / /  /  B pqdyt%|TqkdE1$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T$$If!v h#v#v :V l tX%6, 5p5 9 /  / / /  / / /  / / / / / /  / / /  / / /  /  / /  / B pqdyt%|Tqkd:$$IfTl "Nz  <h*VD!"p$&'2)*^,-/ 12L4Fpfffffffffffffffffffffffffffffff tX%6րրրր44 lB apqdyt%|T"$$If!v#h#v#v#:V l: t(6)v#,#55#9#/ / /  / / /  / /  /  / /  / /  / /  / / / / " / / "# / "/ #/ "#B#pqւyt%|Tkd+D$$IfTl:#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|TkdRN$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|TkdeX$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkdxb$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkdl$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkdv$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|TkdĊ$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkdה$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd#$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd6$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|TkdI$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd\$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkdo$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd $$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd!$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd+$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd6$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd@$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd-J$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd@T$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|TkdS^$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkdfh$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkdyr$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd|$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|TkdŚ$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkdؤ$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / / /  /  / /  / / /  / /  / / / / " / / #/ / "#/ "#B#pqւyt%|Tkd$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v#h#v#v#:V l t(6,#55#9#/  / /  / /  /  / /  / /  / / /  / / / / / "/ #/ / "# / "B#pqւyt%|Tkd$$$IfTl#"Nz  <h*VD!"p$&'2)*^,-/ 12L45x79Fffffffffffffffffffffffffffffffffff t(6֌֌֌֌44 lB#apqւyt%|T$$If!v"h#v#v":V l 4 t(6()v","5$5 5 !,5!"T9"/ /  /  /  / /  / /  / /  /  /  / /  / /  / / / / / / / ! / !" / !/ "/ !"B"pqxyt%|Tkd)$$IfTl"r4 ` "Nz<h!*#$V&')+,D./p134267F$ffffffffffffffffffffffffffffffff,fT 4 t(6(ֈֈֈֈ44 lB"apqxyt%|T$$If!v"h#v#v":V l 4 t(6(,"5$5 5 !,5!"T9"/  /  / /  / / /  /  / / /  / /  / /  / / /  / / / / ! / "/ / !"/ 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