ࡱ> C 0<bjbj 7hhz5PP##sss8<<h"#($$$+,tA-<<<<<<<<$U? Bb&<s}-+"+}-}-&<##$$<444}-#8$s$<4}-<44Vd;@[;$&63 .; ;<0<; mB0nmB;mBs;0}-}-4}-}-}-}-}-&<&<o2n}-}-}-<}-}-}-}-mB}-}-}-}-}-}-}-}-}-P :   1Programme TitleArchitectural Engineering2Programme CodeCIVU213JACS CodeH2104Level of StudyUndergraduate5aFinal QualificationMaster of Engineering (MEng)5bQAA FHEQ LevelMasters = Level 76Intermediate Qualification(s)Bachelor of Engineering with Honours (BEng Hons) Architectural Engineering (for students transferring their registration in Years 1 or 2 - see separate programme specification)7Teaching Institution (if not 91ֱ)Not applicable8FacultyEngineering9DepartmentCivil and Structural Engineering10Other Department(s) involved in teaching the programmeCore Teaching: Architecture Urban Studies and Planning Mechanical Engineering Applied Mathematics Materials Science and Engineering Electrical and Electronic Engineering Management School11Mode(s) of AttendanceFull-time12Duration of the Programme4 years (MEng); 3 years (BEng);13Accrediting Professional or Statutory BodyJoint Board of Moderators (JBM) of the Institution of Civil Engineers (ICE), Institution of Structural Engineers (IStructE), Chartered Institution of Highways & Transportation (CIHT) and Institute of Highway Engineers (IHE) HYPERLINK "http://www.jbm.org.uk/" \hhttp://www.jbm.org.uk/ Institution of Mechanical Engineers.14Date of production/revisionMarch 2015, September 202315. Background to the programme and subject area Architectural engineers are concerned with the efficient and sustainable use of energy in buildings and their immediate infrastructure. There is increasing demand for these engineers who can provide the multi-disciplinary skills required at this interface between engineering and architecture. They design and verify the safety and efficient working of the environmental, electrical, internal transportation and safety systems of buildings and other installations which form the infrastructure essential to modern society. This programme aims to address this need by combining subjects from all of the engineering disciplines associated with buildings and their infrastructure, as well as providing an understanding of architectural thinking and practice. In order to qualify, professional engineers must obtain appropriate academic qualifications, accredited by the relevant professional institutions, and must also obtain sufficient practical experience and training. The MEng Architectural Engineering programme at 91ֱ is designed to inspire and provide students with a holistic view of the technical aspects of building design and to prepare them to address the complex inter-disciplinary nature of the challenges of the 21st century, and to maintain our current status as offering one of the leading undergraduate degrees in this field. By providing a co-ordinated and balanced programme, delivered by staff working in research and staff with industrial experience, the programme integrates core engineering science with practical application, aiming to inspire students and to challenge them to excel academically, whilst preparing them to enter professional practice or research. It is accredited as fully satisfying the educational base requirements for a Chartered Engineer. Strengths of this programme stem from the development of a sound base in traditional fundamental engineering principles and skills in the first two years, which is built on and complemented by application to increasingly complex problems. In the 3rd year this includes a major design project involving independent and group working and integration of technical, professional and management knowledge in a real-life context. The final year consolidates previous learning and provides opportunity to extend knowledge into specialist areas through an individual research project and by exposing students to cutting-edge, research-led Masters-level teaching and project work. The department has a strong research focus, with students taught by active research academics throughout their programme. The programme includes significant industrial involvement, with a variety of industry speakers, lectures, industrial tutors for design projects, and site visits. The department also has strong links with alumni and an Industry Partnership careers event which provides opportunities for graduate jobs, work placements and advice on career opportunities. Graduates from this programme have a very strong employability record with most going on to jobs in Civil or Structural Engineering or Building Services Engineering. Further information about the programme may be found on the internet at HYPERLINK "http://www.shef.ac.uk/civil/ug" \hhttp://www.shef.ac.uk/civil/ug16. Programme aims The overall aims of our MEng Architectural Engineering programme are to prepare students to address the complex, global engineering challenges of the 21st century and to engender a commitment to professional development, life-long learning and social responsibility, thus creating graduates who have the capacity to make a beneficial impact in their chosen career. In doing this, we aim to provide the educational base for a Chartered Civil / Structural / Mechanical Engineer. The key objectives of this programme are: to provide students with a sound technical foundation in the key areas of Civil and Structural Engineering and Mechanical Engineering, as well as a more detailed and critical understanding in selected areas of specialist building physics alongside an awareness of Space and Architecture. to introduce the multi-disciplinary, global and professional context in which civil and structural engineering projects are developed, enabling students to develop an appreciation of the professional responsibilities of civil, structural and building services engineers to society and the environment. to develop students ability to produce effective, innovative designs solutions for the benefit of humanity, by taking a holistic approach, integrating engineering principles, subject-specialist knowledge with professional engineering skills and attitudes. engender in students a holistic view of scientific and engineering aspects of building design, preparing students for employment in multidisciplinary teams. for students to develop independence of thought, a critical approach to new information and ability to make rational, evidence-based decisions. for students to develop key engineering and professional skills and attitudes valued by employers, including ability to communicate clearly and effectively in a professional environment and to plan and manage work both independently and as part of a diverse but integrated team. to inspire intellectual curiosity and develop the breadth of vision for students to become life-long learners by appreciating the need to adapt and keep up to date with changing knowledge and requirements. 17. Programme learning outcomes Knowledge and understanding: On successful completion of the programme, candidates will have developed:K1broad knowledge and understanding of fundamental concepts and principles of engineering science relevant to building services engineering, civil and structural engineering.Teaching / learning methods & strategies (see section 18) K1, K2 and K3 are developed through a combination of lectures, tutorials / example classes, practical laboratory classes, small group project work, design classes and coursework assignments mainly in Y1 and Y2, but also extending into Y3 of the course. K4 is developed mainly through practical classes, design classes and coursework assignments, supported by lectures where relevant. K5 is developed through lectures, group project work, design classes and coursework assignments supported by seminars. This starts in Y1, but is principally developed in Y3 and Y4. K6 is developed through a combination of lectures, coursework and small group work in Y1 and 2 and the Y3 group design project. K7-K9 are developed through a combination of lectures, tutorials coursework assignments, small group project work and year 3 design work. K10 is delivered through tutorials in the year 3 design project. Assessment (see section 18) Knowledge and understanding are assessed through a combination of written examinations / class tests (K1-K3, K6-K9), assessed coursework (K1-K9), laboratory reports (K1, K2), group and individual design project reports (K3, K5-K9, K10), oral presentations and interviews (K1, K3, K5-K10).K2broad knowledge and understanding of mathematics necessary to represent physical concepts and apply engineering science to building services, civil and structural engineering.K3broad knowledge and understanding of analytical and design methods used in building services, mechanical engineering, and civil and structural engineering.K4knowledge and understanding of use of information and computation technology for analysis, design and management.K5An understanding of the operation of the building services, civil and structural engineering industry, including business practice and project management.K6an understanding of the professional and ethical responsibilities of building services, civil and structural engineers, the global context and impacts of civil engineering projects, and the social, environmental, ethical, economic and commercial considerations and constraints that influence engineering decisions.K7broad knowledge and understanding of sciences and technology underpinning building design.K8an understanding of environmental impact of the energy efficiency and sustainability of building design.K9an understanding of the relationship and interaction of space, architecture and engineering in building design.K10An understanding of the key factors affecting project success, such as the commercial risks and occupant / building owner satisfaction. Skills and other attributes: On successful completion of the programme, students will be able to: Intellectual skills:S1Use engineering science, mathematics and, where appropriate, information technology to analyse and develop solutions to engineering problems.Teaching / learning methods & strategies (see section 18) Intellectual skills are developed over the course of the 4-year programme through the teaching / learning methods outlined above and in section 18. Analysis and problem-solving skills (S1, S2) are developed through coursework in the form of problem sheets, supported by tutorial / example classes as well as through laboratory classes and small group / design projects. Further design and problem-solving skills (S3, S4, S5) are developed mainly through design classes, individual and group project work and coursework assignments. Experimental and research skills (S2, S6, S7, S8) are developed through coursework activities, practical laboratory analysis and the Y3 group design project, as well as through the individual research project. Assessment (see section 18) Intellectual skills associated with analysis, problem solving and design are assessed through a combination of written examinations (S1), coursework assignments (S1-S7), lab reports (S2, S7), group and individual project reports and presentations / interviews (S3-S6, S8).S2Extract, analyse and interpret experimental and other numerical data in the research of unfamiliar problems.S3Design a system, component, process or structure to meet a need.S4Be creative and innovative in solving unfamiliar problems and developing designs.S5Take an integrated / holistic approach to solving problems and developing designs, applying professional judgement to take into account risks, costs, benefits, safety, reliability, social and environmental impact.S6Integrate and evaluate information and data from a variety of sources, exercising independent thought and judgement, taking a critical approach to new information and mitigating the impact of incomplete or uncertain data through the use of other approaches.S7Undertake health and safety risk assessments and devise safe systems of working.S8Plan and perform and report a programme of original research to investigate a technical problem. Practical skills:S9conduct safely, practical experiments to investigate engineering behaviour and material properties.Teaching / learning methods & strategies (see section 18) Practical skills are developed over the course of the 4-year programme as outlined above and in section 18. Practical experimental skills, surveying, drawing and writing computer programmes (S9-S10) are introduced in Y1 through lectures and undertaking practical laboratory, surveying and computer classes, sketching and drawing / design classes. These are developed through coursework submissions and through group project work. These skills are further developed in later years, particularly in laboratory practicals and group project work. Use of computer software, scientific literature and skills in technical communication (S11-14) are introduced through lectures and project work, and developed through application in group projects and coursework assignments. Assessment (see section 18) Practical skills are assessed through coursework assignments (S9-S14), lab reports (S9), class tests (S11), group and individual project reports and presentations / interviews (S12-S14).S10prepare technical sketches and drawings, using hand or computer methods as appropriate.S11Write and evaluate computer programs to perform analysis of engineering problems.S12use commercial computer software for analysis and design taking into account limitations of the software and using alternate methods as necessary.S13use published scientific / engineering literature effectively.S14prepare technical reports and give technical presentations. General Transferable Skills:S15Use information technology for communication and presentation.Teaching / learning methods & strategies (see section 18) General transferable skills are developed over the course of the 4-year programme as outlined above and in section 18. Communication and presentation skills (S15, S16) are developed through practice in group project work and feedback on reports, coursework assignments and in individual project work. Teamworking and planning and management skills (S17-S19) are developed throughout the programme, particularly through group design projects and the Y3 integrated design project. In particular, the interdisciplinary teamworking and project management is introduced in theY1 and Y2 faculty interdisciplinary project weeks. Students are encouraged to reflect on their learning and progress (S20) in individual progress reviews with their personal tutor. Reflection on learning and personal and professional development forms part of the Y1 Skills module and Y3 integrated design project. Assessment (see section 18) S15 and S16 are assessed through group and individual coursework submissions and project work. S17 is assessed within group design projects, in particular, the Y3 group design project. S18 and S19 are assessed through the final year individual project, and other group design projects and individual coursework. S20 is mainly assessed through the Y3 integrated design project and the final year individual project.S16Communicate effectively (in writing, orally and through drawings).S17Collaborate with others in interdisciplinary teams, take personal responsibility and act on own initiative.S18Plan and manage their time and resources efficiently.S19Find information and learn independently in familiar and unfamiliar situations, through critical enquiry.S20Review their experience and level of competence and plan further personal / professional development in a wide context throughout their career.18. Teaching, learning and assessment Development of the programme learning outcomes is promoted through the following teaching and learning methods: Lectures used to transmit information, explain theories and concepts, and illustrate methods of analysis or design. For most lecture programmes tutorial sheets are provided to enable students to develop their understanding during private-study. Practical classes - students undertake laboratory experiments, surveying and computing to gain practical skills. Coursework assignments - generally require students to seek additional information and work on their own, or sometimes in small groups, to develop understanding of subject matter. Tutorials and example classes - run for small groups or a whole class to help students with their understanding and to resolve problems as they work through tutorial sheets. Design classes - students work to solve design problems related to real engineering situations in order to learn design methods and to practise associated analytical techniques. Individual investigative project a major study carried out over two semesters and involving a significant research component. It is supervised by a member of the academic staff but allows the student ample scope to display initiative, originality and creativity. Group design projects - teams, typically of 4 -6 students collaborate to tackle realistic design and field-based engineering projects by working through various design stages from concept and elaboration of design briefs to elements of detailed design. These projects, which increase in complexity over the duration of the course, develop a wide range of skills, including team-working and communication skills as well as further developing technical skills. Formative feedback is provided in all modules, sometimes through the teaching and learning methods outlined above (e.g. advice in tutorial, example and design classes) and sometimes in the form of written comments or verbal discussion relating to coursework assignments. The feedback is usually given by academic staff and teaching assistants, but also through organised peer- and self-assessment, which are very effective learning methods. Opportunities to demonstrate achievement of the programme learning outcomes are provided through the following assessment methods: Written examinations typically of 2 or 3 hours duration. Coursework submissions - these include design studies, computational assignments, laboratory reports and essays. Class tests - tests conducted in a lecture theatre or workroom during the main teaching periods to assess progress, as an alternative to more formal assessment methods. Oral presentations and interviews most group design projects involve an oral presentation of the proposed design in which each group member plays a part. The audience may include industrial visitors and fellow students. An individual interview with two academic staff is held as part of the assessment of the Individual Investigative Project. Individual project reports these include intermediate and final written reports for the Individual Investigative Project and other written reports describing individual work and experience gained in group design projects. Group design project reports written reports assembled by teams of students with shared authorship. The teaching, learning and assessment methods adopted for each learning outcome are shown below. In most cases a combination of methods is used. LEARNING OUTCOME (abbreviated see Section 17 for full text) TEACHING / LEARNING ASSESSMENT Lectures Practical classes Coursework assignments Tutorials /examples classes Design classes Individual investigative project Group design projects Written examinations Coursework submissions Class tests Oral presentations / interviews Individual project reports Group design project reports K1 Fundamental principles h h h h h h h h h K2 Mathematics h h h h h K3 Analytical / design methods h h h h h h h h h h K4 Information technology h h h h h h h h K5 Industry / business h h h h h h K6 Professional responsibility h h h h h h h h K7 Building science & technology % % % % % % % K8 Environmental Impact % % % % % K9 Architecture - Engineering % % % % % % % S1 Analyse problems h h h h h h h h S2 Analyse / interpret data h h h h h h h h h h S3 Design to meet a need h h h h S4 Be creative / innovative h h h h h S5 Produce integrated designs h h h h S6 Exercise independent judgement h h h h h h h h S7 Carry out risk assessment h h h h h h h S8 Plan & perform technical investigation h h h h h S9 Conduct experiments h h h S10 Prepare sketches / drawings h h h h h h S11 Write computer programs h h h h h S12 Use commercial software h h h h S13 Use published literature h h h h h h S14 Communicate technical info h h h h h h h S15 Use information technology h h h h h h h S16 Communicate effectively h h h h h h h h S17 Collaborate in teams h h S18 Manage time efficiently h h h h h S19 Learn independently h h h h h h S20 Manage professional development h h h h h Proportions of types of assessment by level can be found on the UniStats website: HYPERLINK "http://unistats.direct.gov.uk/" \hhttp://unistats.direct.gov.uk/ Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at HYPERLINK "http://www.sheffield.ac.uk/calendar/regs" \hhttp://www.sheffield.ac.uk/calendar/regs.19. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements HYPERLINK "https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-engineering"https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-engineering Framework for Higher Education Qualifications (2008) HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf"https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf Guidelines for an Accredited MEng Course, Joint Board of Moderators of the Institution of Civil Engineers (ICE), Institution of Structural Engineers (IStructE), Chartered Institution of Highways & Transportation (CIHT) and Institute of Highway Engineers (IHE), 2009. Guidance Notes on the Academic Content Requirements for a Degree in Building Services Engineering, Chartered Institution of Building Services Engineers 2006. Academic Accreditation Guidelines for the Institution of Mechanical Engineers 2011. The Accreditation of Higher Education Programmes, UK SPEC, 2004 (updated 2013) Engineering Council HYPERLINK "http://www.engc.org.uk/engcdocuments/internet/Website/UK-SPEC%20third%20edition%20%281%29.pdf" \hhttp://www.engc.org.uk/engcdocuments/internet/Website/UK-SPEC%20third%20edition%20%281%29.pdf University Vision and Strategic Plan  HYPERLINK "/vision" /vision Education Strategy (2020-27) HYPERLINK "/vision/our-pillars/education"/vision/our-pillars/education In assessing the learning outcomes, the level of performance, e.g. the extent of knowledge and depth of understanding, will comply with guidance given in the above references.20. Programme structure and regulations The programme structure is modular and in each year students study modules worth a total of 120 credits. In Years 1 and 2 the programme comprises mainly 20 credit modules and the curriculum has major components of mathematics and applied science. Architecture, Urban Studies and Town planning, Mechanical Engineering and Electrical Engineering modules to the value of between 10 and 60 credits are taken in each of Years 1 - 4. In Year 3, the curriculum is broader and involves consolidation of previous learning and application to real, complex situations, particularly in the form of an integrated group design project. This project, which spans the building physics and structural engineering disciplines is completed in the second semester of Year 3 and involves students working in interdisciplinary groups through the design process from initial brief and concepts to detailed design to develop proposals for a real site in 91ֱ. The final year includes a 30-credit individual investigative project and Masters-level technically advanced modules, exposing students to cutting-edge, research-led teaching. At the end of year 2 students may transfer their registration to study for a BEng Architectural Engineering. At the end of Year 2, students not meeting specified progression targets will be required to transfer their registration to BEng Architectural Engineering. In Years 3 and 4, normally no changes of registration are allowed. In addition to the credit-bearing modules, students undertake two non-credit-bearing, compulsory, cross-faculty engineering group projects. In Year 1, students participate in a week-long Global Engineering Challenge. Based on the Engineers without Borders Challenge (a national challenge for engineering undergraduates), students from across the Faculty of Engineering work together in multi-disciplinary teams to tackle a real-world problem with a global perspective. In Year 2, students take part in the week-long project Engineering: Youre Hired. Again working with students from other engineering disciplines, this project requires them to apply their technical skills and engineering judgement to develop proposals for a technical industrially relevant problem. Both project weeks enable students to develop a range of professional and technical competences, including awareness of the global context of their decisions, communication skills, cultural agility and enterprising problem solving. Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at HYPERLINK "http://www.sheffield.ac.uk/calendar/regs" \hhttp://www.sheffield.ac.uk/calendar/regs.21. Student development over the course of study Year 1Students will be introduced to the principal civil, structural and mechanical engineering subjects and will be able to apply standard methods to analyse relatively simple problems in these areas. In addition an introduction to Architectural technology will be given including sustainability, and vernacular architecture. They will undertake practical experiments, programming and will be able to present, interpret and evaluate data reliably. They will also participate in design exercises requiring conceptual thinking, logical argument and judgement, and allowing the development of communication skills and teamwork.Year 2Students will gain more extensive knowledge and deeper understanding of the civil, structural and mechanical engineering subjects and principles including the scientific concepts underpinning building technology with a focus on passive design measures. In addition they will be introduced to the core principles of reading, representing, and interpreting the physical organisation of space in cities, and the spatial environment and how they can be analysed. . They will be able to select and apply established methods of analysis to solve more difficult problems. They will undertake more detailed design work in which some elements of professional practice are introduced. Students practical and transferable skills will be further developed.Year 3Students will be exposed to the complexities of building services engineering and will also develop practical skills necessary to design buildings in an environmentally sustainable manner and will use these methods in project work. Over the course of the second semester, students have the opportunity to experience the design process by working in inter-disciplinary teams on proposals for the redevelopment of a real brownfield site in 91ֱ. The exciting and challenging project involves integrating a wide range of technical engineering design and management issues into development of a scheme from initial site and stakeholder analysis through option identification and evaluation to production of design calculations, detailed design drawings and models. This project develops skills in self-directed teamwork and requires innovative conceptual thinking skills in a multi-discipline environment. Students research, apply and integrate technical, professional and management knowledge, develop skills in creativity, independent research and judgement and ability to work with uncertainty, manage risk and adapt to changing environments.Year 4Students will be exposed to advanced methods of analysis and simulation techniques for certain buildings, and civil, structural systems. Students will enhance their knowledge through a range of technically advanced modules with a focus on the complex simulation of the indoor and built environment. Students will also undertake a major individual investigative project, developing their ability to work independently, and carry out research, critically evaluating information and communicating effectively.On graduation, students will be well prepared for a career in building services, civil or structural engineering and a range of other careers. They will also be able to assess whether or not they have the ability, motivation and interest to pursue post-graduate education in building services, civil or structural engineering.22. Criteria for admission to the programme Detailed information regarding admission to programmes is available from the Departments website at HYPERLINK "http://www.shef.ac.uk/civil/ug" \hhttp://www.shef.ac.uk/civil/ug. 23. 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The personal tutor is available to provide help and advice on all aspects of university life, including career decisions. In addition, Year 1 students see their tutor at a series of structured meetings to discuss personal skills and professional issues. One of the aims of the programme is to assist students in developing a commitment to self-improvement and continuing professional development. Throughout the programme, students are encouraged to think about and record their skills, producing a portfolio to demonstrate achievement of some of the competences required by the Institution of Civil Engineers for graduates aiming to become Chartered Engineers. Further information about both the programme and the department can be found on the internet at HYPERLINK "http://www.sheffield.ac.uk/civil" \hhttp://www.sheffield.ac.uk/civilThis specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at 91ֱ can be accessed via our Student Services web site at HYPERLINK "http://www.shef.ac.uk/ssid" \hwww.shef.ac.uk/ssid      PAGE PAGE1 civu21 ver24-25 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from 91ֱ ɃHB>Px$$d%d&d'd(dIfNOPQR`gdU>P$$d%d&d'd(dIfNOPQR`gdU>x$$d%d&d'd(dIfNOPQR`gdUSV>xx$$d%d&d'd(dIfNOPQR`gdUjkd`S$$IfH'`'0`'44 Hap ytUPQRSTUVWXYZ[\]^_`abcdhijklmn˴wowwggN0jh^ZB*CJOJPJQJU^JaJphhwifB*phh^ZB*phjh^ZB*UphhwifB*CJaJphh^Zjh^ZU'hwifB*CJOJPJQJ^JaJphhwif-hUhwifB*CJOJPJQJ^JaJph-hUh^ZB*CJOJPJQJ^JaJph9jhUh^Z>*B*CJOJPJQJU^JaJphSTUWXZ[]^`a`YWYWYWYWd5d$d%d&d'd(dNOPQR`jkd/T$$IfH'`'0`'44 Hap ytU abcklme0$d%d&d'd(dNOPQR`3$$d%d&d'd(dNOPQR`a$5$$d%d&d'd(dNOPQR`a$nrstuv-ҸҤ|hddPL8&h^Z5B*CJOJPJQJ^Jphhwif&h^Z5B*CJOJPJQJ^Jphh^Z'hwifB*CJOJPJQJ^JaJph'hB*CJOJPJQJ^JaJph'h^ZB*CJOJPJQJ^JaJph'hwifB*CJOJPJQJ^JaJph2hUB*CJOJPJQJ^JaJmHnHphu0jh^ZB*CJOJPJQJU^JaJph'h^ZB*CJOJPJQJ^JaJph mv89:;qf d:D`$d<<:D`a$$d<<:D^a$0$d%d&d'd(dNOPQR`8$d$d%d&d'd(dNOPQR`a$ -.789:;<м'hwifB*CJOJPJQJ^JaJphh^Zhwif&h^Z5B*CJOJPJQJ^Jph&h^Z5B*CJOJPJQJ^Jph;<5d$d%d&d'd(dNOPQR`50P. 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