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Course Addendum: Changes to 2020/21 Teaching In Response to Covid- 19
Whilst we hope to deliver as much activity on-campus as possible, the government’s guidance and social distancing measures will inform how much teaching we can deliver face-to-face in the 2020/21 academic year. Working to government guidelines we have adapted the delivery of our courses to a model of blending learning, which consists of a mix of online and on-campus activities. We are equipped to move between blended learning to fully online, or face–to–face, as the Covid- 19 situation evolves. The learning outcomes of your course remain the same but there are changes to its delivery, assessment and structure, as set out in the Changes section of this document. The subsequent pages of this document contain the original teaching and learning schedule of this course, for your reference. 24 th^ July 2020 Course Details Course Title(s) BSc (Hons) Biomedical Science Course Code(s) 5578 Course Director Eiman Aleem Shared Modules? Yes Year/Level/Module Changes to delivery mode Changes contact hours (%) Current New L4 (S1) Module specific changes L4 (S1): ASC_4_487 Chemistry for Life The following general changes are made to the delivery of the modules at L4, 5 and L6 in S1: Face to face lectures are replaced by synchronous online lecture sessions and supplemented synchronous tutorials and asynchronous online support materials such as forum discussion. For some modules there will be onsite laboratory sessions. Lecture Laboratory Seminar Self-Directed Online sessions Lecture Laboratory (onsite) Seminar Self-directed Online sessions:
ASC_4_498 Human Anatomy and Physiology. ASC_4_488 Biochemistry Lecture Laboratory (onsite) Seminar Self-directed Online sessions: Lecture Laboratory (onsite) Seminar Self-directed Online sessions:
Academic Quality and Enhancement Manual LSBU Mission Statement and Strategic Plan LSBU Core Skills Policy LSBU Academic Regulations Applied Sciences School Roadmap 2018-19/19 - 20 External Subject Benchmark Statement for Biomedical Sciences (QAA, 2015) Framework for Higher Qualifications (QAA, 2014) SEEC Credit Level Descriptors 2016 Criteria and Requirements for the Accreditation and Re-accreditation of BSc (Hons) degrees in Biomedical Science (Ed. 2.4, 2016) B. Course Aims and Features Distinctive features of course This innovative programme is designed for those students wishing to pursue careers in medicine, laboratory-based biomedical research, pharmaceutical and biotechnology industry, or in Science policy, and regulatory professional bodies. “ An honours degree in Biomedical Science accredited by the IBMS is acceptable as a preliminary academic qualification for registration with the Health and Care Professions Council (HCPC). By undertaking a period of laboratory training and completion of the Institute’s Registration Training Portfolio for the award of a Certificate of Competence, individuals are able to demonstrate they meet the fitness to practice standards (HCPC Standards of Proficiency) required for registration as a biomedical scientist. The degree gives eligibility for Licentiate membership of the IBMS ” (Criteria and Requirements for Accreditation and Re-accreditation of BSc (Hons) degrees in Biomedical Science (Ed. 2.4, 2016). The course provides an integrated approach towards understanding and in-depth knowledge of human health and disease. The interdisciplinary nature of this course is reinforced by broad departmental expertise in areas of cell and molecular biology, microbiology, human anatomy and physiology, and clinical OMICS and precision medicine. Students will acquire knowledge, intellectual and practical skills to understand human disorders and means of disease diagnosis and treatment through laboratory testing. A distinctive feature of the course is that it introduces the students to state- of-the-art tools used in precision medicine, such as bioinformatics, genomics, transcriptomics, proteomics, and high-throughput drug screening geared towards molecular target identification and targeted therapeutics. Furthermore, students will be trained to apply their knowledge to offer solutions and to develop opportunities in a wide range of industries that require a broad understanding of biomedical science. The course has been designed to allow focus in particular areas, including clinical sciences, entrepreneurship, ethics and law, in addition to the central themes of biomedicine. Through carefully guided optional modules, students will be able to pursue their area of particular interest whilst core modules ensure attainment of knowledge and understanding of key concepts and contemporary perspectives across the biomedical science. After completion of the course, students may apply for medical school if they meet all the criteria required for(graduate entry medicine, or pursue
careers in biomedical research, pharmaceutical industry, or science policy and ethics. Course Aims The BSc (Hons) in Biomedical Science aims to:
- Enable students to understand the biology of human health and disease, including the basic knowledge of human anatomy and physiology, cell biology, genetics and molecular biology, biochemistry, immunology and microbiology.
- Provide students with practical and laboratory skills relevant to the field of biomedical science and enable them to design and carry out an independent research project.
- Provide the knowledge and understanding of disease processes in the context of laboratory investigations through clinical modules such as cellular pathology and imaging, clinical biochemistry, haematology, and blood transfusion.
- Provide competency in data analysis, statistics, numeracy, an overview of big data analysis, and health informatics through the modules of bioinformatics and biostatistics, and clinical OMICS and precision medicine.
- Make students aware of employability pathways early on, and develop their leadership skills, analytical thinking, critical evaluation, team work, time management, negotiation skills and communication skills, particularly those from local areas in accordance with the policies and practice of equality and diversity.
- Develop students’ awareness of the need for compliance with health and safety policies, good laboratory practice, risk and COSHH assessments, the Human Tissue Act and the importance of quality control and quality assurance.
- Provide the opportunity for students for future trainining as accredited Biomedical Scientists, as conferred by the Institute of Biomedical Science, in recognition of their competencies in this subject. Course Learning Outcomes On successful completion of the course : A. Students will demonstrate knowledge and understanding of: A1. The basic biology of human health and disease represented by the disciplines of human anatomy and physiology, cellular, genetic and molecular biology, microbiology, chemistry and biochemistry; A2. Basic principles of laboratory-based diagnostic and analytical techniques used in clinical pathology, human haematology and immunology, clinical biochemistry and blood transfusion; A3. Aetiology, progression, and diagnosis of human diseases to support clinical management and treatment selection;
C6. Use relevant numerical quantitative techniques and demonstrate competence in bioinformatic and statistical methods to validate, calibrate and analyse big data; C7. Present data in seminars or small-group tutorials to develop interpersonal skills such as information retrieval, problem-solving, communication and team working; C8. Demonstrate competence in the use of word-processors, spreadsheets; biological databases and data presentation packages. D. Students will acquire and develop transferrable skills such that they are able to: D1. Identify individual and collective goals and responsibilities; D2. Develop the ability to work on one's own initiative, and manage one's own time to meet deadlines; D3. Develop negotiation skills, and lifelong learning in the field of biomedical science including enterprise and knowledge transfer skills; D 4. Provide reflective and evidence-based solutions to problems; D5. Recognise and respect the views and opinions of other team members; D 6. Evaluate their own performance as an individual and as a team member, as well as the performance of others; D 7. Develop a flexibe and effective approach to study and work; D8. Communicate ideas, arguments and concepts in a rational and systematic way, using a variety of media; D9. Clearly communicate in writing for both academic and lay audiences; D10. Use the full range of sources of information, citing references properly and avoiding plagiarism. C. Teaching and Learning Strategy i) The teaching and learning (T&L) strategy employed in the course is designed to encourage a progressive approach towards the acquisition of subject knowledge and practical skills in a gradual manner, thus leading the students from a greater level of support provided in level 4 towards a more independent and self-directed learning at level 6. ii) Teaching and learning activities vary based on the module aims and learning outcomes. All modules offered at level 4 provide the basic background of Chemistry, Cell Biology, Biochemistry, Human Anatomy and Physiology, Genetics and Molecular Biology, and Microbiology (A1) through a blend of keynote lectures, tutorials, group work, flipped learning, and problem-based learning activities. Many of the first year modules develop and assess practical skills for which students have to demonstrate competence. The laboratory-based
practicals will predominantly use approaches that engage students through structured laboratory demonstrations, practical experiments, group work, and problem-based learning. iii) After students gain the fundamental background in core biological subjects at level 4, they will be introduced at level 5 to modules dealing with aetiology of human disease, disease progression, diagnosis and treatment (A2 and A3). During level 5, the students will be also introduced into essentials of Bioinformatics and Biostatistics (A4), and into Skills for Biomedical Scientists; both allow an assessment of student ability in Mathematics, Statistics, Bioinformatics and English. The social and ethical context of Biomedicine also begins in the Skills for Biomedical Scientists module where students discuss case studies on some aspects of scientific ethics. The latter emphasises critical review and argument development using exercises, and also reviews current key biomedical issues (A 5 ). This module also begins the student’s induction into the scientific method (A5). The latter is further developed in the third year (level 6) in the Project module, which concentrates on data analysis and presentation, including accessing and review of published sources. This module provides additional practice and assessment of scientific writing, and the students have to research and develop a workable project proposal to be conducted in their final year (A5). At level 5, each student will select two optional modules relevant to the career pathway of their choice. iv) At level 6, students will continue to receive training in clinical sciences such as in Clinical Biochemistry and Blood Transfusion, that provides them with necessary skills to perform diagnostic tests in hospitals or in clinical laboratory settings. The Bioinformatics and Biostatistics module offered to the students at level 5 serves as a background (prerequisite) for the Clinical OMICS and Precision Medicine module at level 6 (A5). The latter deals with current technologies in genomics, transcriptomics, and proteomics used in precision medicine for diagnosis, patients’ stratification and treatment options. This module will also introduce the students to the basics of systems biology (A5). In addition, students will select two optional modules relevant to the career pathway of their choice. v) Lectures will convey major elements of the subject-specific content, and provide explanations of difficult concepts. Lectures will facilitate the development of students’ active listening skills, and enable them to appreciate how information is structured, and presented. Additionally, lectures will involve computer-based aids, and multimedia, as well as will encourage the interactive participation of students in groups. vi) A schedule of personal tutoring monitors student progress especially during the first year and is informed by student progress on the Skills for Biomedical Scientists module. The details of this and the action taken by the student to address any weaknesses will be recorded (see Appendix B). vii) All modules employ teaching methods that encourage students to consider and challenge the evidence with which they are presented. The assessment schedule requires students to question and evaluate the arguments surrounding some key concept or principle. This may be formally assessed or simply part of group discussions, debates or as part of some problem-solving exercises. Biology of the Cell, Biochemistry, Genetics and Molecular Biology at level 4 introduce the students to current thinking over a range of rapidly developing areas in biology and biomedicine, and to look at the different approaches being adopted to analyse these in a series of in-class workshops and coursework tasks (B 1 and B2). Skills for Biomedical Scientists at level 5 and the Project module at level 6 have specific lectures on how to approach the primary literature and evaluate the evidence presented (B1, B2, B3, B4). This is assessed by the project proposal the student is required to generate as part of this module (B2), in preparation for their final year, and which must include a preliminary experimental design (B2, B3). The topics selected for the research proposal must be current and up to date, thus requiring the students to keep abreast of current insights in core and specialist areas of biomedical science (B4). Additionally, the research proposal will have to be
prepare them for their chosen careers. More details about placement options and their relationship to the career pathway chosen by students are provided on pages 12 and 13 of this document. xiv) Digitally Enhanced Learning will be incorporated into the T&L strategy to develop and support learning. Examples will include the University VLE (moodle), Panopto lecture capture and on- line formative assessment platforms, discussion groups and remote tutorial support. xv) Students will be expected to engage in independent learning as outlined in each of the module descriptor documents which will be made available on the Moodle sites. Where appropriate this learning will be guided by staff via tasks set in class and on the VLE. xvi) A wide range of subject-related resources are available within the LSBU Library. These reflect a typical academic repository that includes access to textbooks, licensed E-journal subscriptions, scientific databases, interactive e-learning platforms, and multimedia. Moreover, students have access to site-licensed software and assistive technologies to support their learning (if registered for Disability and/or specific learning difficulties). xvii) The current infrastructure is well equipped to support the course. There are a total of 4 teaching and research laboratories that provide a rich learning environment for combining theory and practice. Each contains state-of-the art equipment to support delivery across all core and specialist modules. xviii) The staff that will teach on the programme comprise: 1 Professor, 4 Associate Professors, 4 Senior Lecturers, and one Lecturer (at the time of writing). Contributions to the programme may also be made by guest lecturers, hourly paid lecturers and Postdoctoral trainees. All staff are appropriately qualified and where Postdoctoral trainees are involved they will be appropriately trained and supervised. D. Assessment i) Assessment will be progressive in terms of level and content and leads to effective feedback to enable development of students’ knowledge and skills as per the subject benchmark statement-biomedical sciences-2015. ii) The course will use a blend of formative and summative assessment, as well as self- and peer assessment. Formative assessment will provide structured feedback to support students in the summative task, therefore scaffolding the approach to assessment and ensuring appropriate development of critical thinking, academic writing, practical and technical comprehension, and creativity. iii) Students experience variety of assessment during their first and second years, including testing of their practical and analytical skills through level 4 modules’ coursework, practice tests and laboratory reports. Proficiency in Mathematics and English is assessed during the Skills for Biomedical Scientists, and the Bioinformatics and Biostatistics modules (A4). Knowledge is tested by unseen written examinations in as well using essays or problem solving exercises across the modules (A1, A2, A3). iv) Level 5 and 6 assessments is a combination of examination, a variety of coursework, including presentations, essays, in-class problem-solving exercises and calculations (A4), devising of experiments (A5), case studies and a final year project (A5). The latter develops out of an extended literature search and initial experimental design (project proposal) submitted at level 5 within the Skills for Biomedical Scientists module.
v) Most examination papers at level 5 and all at level 6 also demand the intellectual skills, as do coursework essays and extended essays at level 6. Real world problem-based learning exercises at all levels typically require students to work individually or collectively by applying their understanding of current thinking or methodologies to a new context (B1, B2, B3). vi) Assessments in both the Bioinformatics and Biostatistics, and the Skills for Biomedical Scientists modules require the students to demonstrate their competence using the range of bioinformatics tools, and statistical methods using worksheets completed on regular basis in compulsory workshops (C6, C8). These tests are completed and students receive their corrected work and a model answer the following week. The rest of the assessment for the latter module requires students to produce a viable experimental design through discussion with their supervisor, in preparation for their final year project (C2, C3, C4, C5). vii) Their capacity to summarise and critically evaluate methodologies is assessed in the Project module at level 6 (C2, C3, C 4 , C5, C7, C8). The Project module also seeks to establish good investigative techniques, by applying skills and attributes acquired in other modules, and as a result of working in close association with a supervisor on a well-defined experiment (C3). The assessment here requires the student to keep a contemporaneous lab book and to produce a paper close to submission standard, and defend this in a viva voce examination (C1-C8). viii) A range of modules at level 4 and 5 require students to manage a task and to be able to communicate their findings to their cohort. Skills for Biomedical Scientists requires them to summarise the recent scientific literature on a topic and use this to develop a hypothesis and associated experimental design. Some of the higher level attributes are only fully assessed at level 6 in the largely independent work in the Project (D1, D2, D4, D8). These require a flexible approach to data acquisition, interpretation and presentation, and the use of a full range of sources of information and proper citations (D7, D10). The development of a research proposal and establishing an investigation protocol begins in Semester II of the second year as part of the assessment of Skills for Biomedical Scientists (D1, D2, D8, D9). ix) Presentations, debates and seminars are used extensively at each level and through feedback, students are encouraged to polish these skills up to their final year (D4, D8, D9). The case studies in Skills for Biomedical Scientists assesses the student’s ability to argue logically on a topic in scientific ethics (C2, C4). Once again, many of these skills and attributes are brought together to complete the final year Project (D1-D10), and the assessment of these are one of the principal elements by which the graduate status of the student is assessed. x) Table 3 (below) shows how the course will be assessed by module. All career pathways share a similar variety of summative assessment, with all comprising coursework (written essays, oral presentation, oral discussion, or group work) and the majority also include a final exam. Most modules carry several points of assessment; however in some, there are sub-components of the coursework comprising a blend of assessments (eg, practical demonstration + essay, or oral presentation + module viva). In the Research Project module, 50% of the overall assessment will be for the 4000- 5000 - word dissertation, 15% for the interim report, 20% for the project management, and the viva voce of the work will constitute 15% of the overall summative assessment for this module. xi) In order to obtain an award, students must pass all required modules (for the relevant award: CertHE; DipHE; Honors Degree) and gain the required number of credits as stated in the LSBU regulations.
Figure 1. Course Structure for BSc (Hons) Biomedical Science. Both Full time and Sandwich programmes are shown. Option modules There will be a flexible approach to selecting Options. At the same time, these Option modules will form coherent “career pathways” within the course structure, so their individual selection will be
defined by the students’ interests. It is intended that the students will meet with their personal tutors and discuss their personal career plans to ensure the selected Options are appropriate and meet their individual aspirations. Four Option modules are included in the Module Descriptor document (at the time of writing). These modules meet the credit requirements of one of the three pathways shown in Table 1. Additional Option modules will be developed as the course is developed. Table 1. Optional modules for BSc (Hons) Biomedical Science. “Career Pathway” Level Option Applied Medical Sciences 5 Introduction to Pharmacology and Toxicology, Public Health, Cancer Biology and Therapy, The Cardiovascular system, Stem Cells and Developmental Biology 6 Diabetes and Endocrine disorders, Clinical nutrition, Neuroscience and Aging, The Microbiome, Current Perspectives in Bioscience Pharmaceutical and Biotechnology Industry 5 Introduction to Pharmacology and Toxicology; Bioreactors, Cancer Biology and Therapy 6 Drug Design and Development, Current Perspectives in Bioscience, Entrepreneurship Regulatory Sector/Science Policy 5 Public health; Ethics and Law 6 Current Perspectives in Bioscience, Legal skills and intellectual property rights Placements information and employability Maximising graduate employment opportunity is a central consideration in the design of the proposed career pathway(s) in Biomedical Science. In addition to the array of graduate skills, both transferable and subject-specific, that the course is providing throughout the modular structure, a graduate employability workshop will be offered during Level 4. This workshop will host representatives from diverse professional bodies. The purpose of this workshop is to help the students identify the career pathway they want to pursue from the first year of their studies. The workshop will also include talks highlighting relevance of learning to employability, and practical skill acquisition in presentation, CV writing and communicating to diverse audiences. In addition, an optional ‘sandwich year’ with placement opportunities is available should students so desire, and help and guidance in appropriate choices will be provided. Students may opt to take the ‘sandwich year’ between Level 5 and 6. This offers considerable benefits to the students in terms of enhancement in their skills, adaptability and employability. The aim of the training year is to give students first-hand experience of current scientific practices in pharmaceutical or biomedical industry, health-related institutions, or in Science policy. This helps to reinforce what they have learnt and to provide a valuable addition to their curriculum vitae. In addition to the value of the work experience itself, the placement often improves future employment prospects. Most students find their own placements but staff will be happy to help if necessary. A placement and Employability handbook that includes a list of relevant placement options will be available to students before enrolment. The placements officer briefs the students and provides support and advice in applying for positions, as well as maintaining a noticeboard where opportunities are posted.
Table 2 shows the core and optional modules, and their assessment. Table 2. Core and optional modules, and their assessment. Module Code Module Title Level Semester Credit value Assessment Chemistry for Life (Core) 4 1 20 40% CW (2 laboratory reports) 60% in-class MCQ test Biology of the Cell (Core)
4 1 20 60 % CW
40 % In-class MCQ test Biochemistry (Core)
4 1 20 100% CW
20% Oral presentation 80% MCQ test Microbiology (Core) 4 2 20 50 % Practical laboratory sessions 50% MCQ test Human Anatomy and Physiology (Core)
50 % CW
50% MCQ test Genetics and Molecular Biology (Core)
4 2 20 100% CW
In-Class test Human Haematology and Immunology (Core)
5 1 20 100% CW
In-Class test Bioinformatics and Biostatistics (Core)
5 1 20 60 % CW
(2 * 30% problem solving tests) 40% Exam Public Health (Option)
5 1 20 100% CW
50% Oral presentation 50% Essay Introduction to Pharmacology and Toxicology (Option)
TBC
Stem Cells and Developmental Biology (Option)
TBC
Cellular Pathology and Imaging (Core)
5 2 20 60 % CW
(2 * 20% practical tests, 20% quiz) 40% Exam Skills for Biomedical Scientists (Core)
5 2 20 100% CW
(40% quiz, 60% research proposal) Cancer Biology and Therapy (Option)
5 2 20 50% CW
(30% Laboratory practical test + 20% presentation) 5 0% Exam The Cardiovascular System (Option)
TBC
Bioreactors (Option) 5 2 20 TBC Ethics and Law (Option) 5 2 20 TBC
Research Project (Core) 6 1 & 2 40 100% CW Clinical Biochemistry and Blood Transfusion (Core) 6 1 20 40% Laboratory practical test 60% Exam Clinical Nutrition (Option)
6 1 20 40 % CW
60 % Exam Diabetes and Endocrine disorders (Option)
TBC
Drug Design and Development (Option)
TBC
Clinical OMICS and Precision Medicine (Core)
6 2 20 60 % CW
(20% presentation, 20% report, 20% MCQ) 40% Practical Current Perspectives in Bioscience (Option)
6 2 20 100% CW
(40% presentation, 60% essay) Neuroscience and Aging (Option)
TBC
The Microbiome (Option) 6 2 20 TBC Enterpreneurship (Option) 6 2 20 TBC Legal Skills and Intellectual Property Rights (Option)
TBC
I. Timetable information
- Timetables will be provided to students via Moodle sites as soon as possible before the start of each semester.
- Typical contact hours for each week will range from 9 to 15 hours depending on the level of study and the modules that run in a semester. Modules that have laboratory sessions will normally have more contact time in a week than those without.
- Each module is timetables for 1x3 hour block in a week (except those with laboratory sessions). Classes are never scheduled on a Wednesday afternoon, so students can take part in sports activities. J. Costs and financial support Course related costs Costs that are in addition to the tuition fees sin this course may include:
- The cost of text books and journal subscriptions.
- Student membership of relevant professional bodies and organisations such has the Institute of Biomedical Science.
- Costs related to subject specific seminars or conferences.
- Any extracurricular courses that a student wishes to take that are NOT provided and supported financially by the University, and accreditation applications.
- Travel to work placements.
- Uniforms and clothing may also be required to be purchased for placement activities. Tuition fees/financial support/accommodation and living costs
- Information on tuition fees/financial support can be found by clicking on the following link - http://www.lsbu.ac.uk/courses/undergraduate/fees-and-funding or
Appendix A: Curriculum Map This map provides a design aid to help course teams identify where course outcomes are being developed, taught and assessed w ithin the course. It also provides a checklist for quality assurance purposes and may be used in validation, accreditation and external examining processes. Making the learning outcomes explicit will also help students to monitor their own learning and development as the course progresses. T is taught, D is developed, and A is assessed. L Module Title A B C D 1 2 3 4 5 1 2 3 4 5 6 1 2 3 4 5 6 7 8 1 2 3 * 4 5 6 7 8 9 10 4 Chemistry for Life T/A T/A T D T/A T/A T/ A A D D A D A 4 Biology of the Cell T/A T T/A D/ A D/ A T/A A D D/ A A D D D / A D/ A 4 Biochemistry T/A T D/ A A T/A T A A D D D D / A D / A D/ A 4 Microbiology T/A T/A T T/A T T/A A T/A T/A T/ A A D D D D D / A D 4 Human Anatomy and Physiology T/A T/A T A T/A T A D D/ A D A A 4 Genetics and Molecular Biology T/A T/A T/A T/ A A T/A T T A A D D/ A D / A D D / A D / A D/ A
5 Human Haematology and Immunology T/A T/A T/A T/A T/A T/ A D A T/A T/A T / A T/ A A A D/ A D / A D D / A A D/ A 5 Bioinformatics and Biostatistics T T/ A T/A T/A T/A T/A T/ A T/ A T/ A T / A T/ A T/ A D/ A T/ A D D / A D / A T/ A 5 Cellular Pathology and Imaging T/A T/A T/A T/A T/A A T/ A T/A T/ A T/A T/A T/ A T/ A T/ A T / A D / A D/ A D D D D D D / A D / A D/ A 5 Skills for Biomdical Scientists T/A T/A T/A T/A T/ A T/A T/ A T/A T / A T/ A T / A D/ A D / A D/ A D / A D / A D D / A D / A D/ A 5 Cancer Biology and Therapy T/A T/A T/A D/ A D/A D/A D/A D/ A T/A D/ A T/A D / A D D / A D/ A D / A D/ A D D / A D / A D / A D / A D / A D / A D/ A 5 Public Health T/A T/A D/ A T/A T/A D/A D/ A D/ A T / A D/ A T / A D / A D/ A D / A D/ A D D / A D / A D / A D / A D / A D / A D/ A 6 Project A A A A A A A A A A A A A A A A A A A A A A A A A D A A A 6 Clinical Biochemistry and Blood Transfusion T/A T/A T/A T/A T/A T/A T/ A T/A T/ A T/A T/A T / A T/ A T/ A T / A D / A D/ A T / A D T/ A D / A D / A D / A D D D / A D/ A
