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Warning Text %XTableStyleMedium9PivotStyleLight16`WCSheet1<Sheet2=Sheet3,  ;c  ;f^S AA@A@   yDecisions on e-learning programmes get taken but some take a long time or may be contested or ignored after the decision is taken.aNo uniformity in decision making regarding e-learning programmes  "each programme is different".>Total integration of quality enhancement work with e-learning.;No integration of quality enhancement work with e-learning.@Partial integration of quality enhancement work with e-learning.AModerate integration of quality enhancement work with e-learning.DSubstantial integration of quality enhancement work with e-learning.In addition, integration of any teaching enhancement self-audit and quality enhancement processes with benchmarking e-learning.The institution has an approach in a few departments to using e-learning to enhance the employability of students including in their own businesses.The institution has an approach in many departments to using e-learning to enhance the employability of students including in their own businesses.The institution has an approach in most departments to using e-learning to enhance the employability of students including in their own businesses.The institution takes care to ensure in all departments that e-learning is used in a reasoned way to enhance the employability of students including in their own businesses.]Research outcomes are recognised nationally in terms of originality, significance and rigour.bResearch outcomes are recognised internationally in terms of originality, significance and rigour.aResearch outcomes are internationally excellent in terms of originality, significance and rigour.Pedagogy Research InResearchers InThe institution is not aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.Some departments are aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.Many departments are aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.Most departments are aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.nIn addition, the institution makes full use in its programmes of its own research into pedagogy of e-learning.qIt is important to be crystal clear what subsystems are counted in "the core e-learning system" and what are not.MThe core system is 99.5% reliable (total downtime less than 2 days per year).^Staff satisfaction survey done occasionally which contains some relevant e-learning questions.aStaff satisfaction survey done every few years which contains some relevant e-learning questions.hStaff satisfaction survey done every year which contains many of the most relevant e-learning questions.Annual Staff Satisfaction survey which explicitly addresses the main e-learning issues of relevance to staff (e.g. support, workload).Annual Staff Satisfaction survey which explicitly addresses all e-learning issues of relevance to staff and is regarded as an exemplar for the sector.gNo attempt to measure the experience of staff in delivering and managing e-learning aspects of courses.Some attempt made to measure the experience of staff but limited to certain types of courses (e.g. distance learning, employer-based courses).Attention is paid to measuring the experience of staff across courses but only at a basic level e.g. in module/course evaluation.aMost courses using significant e-learning measure the staff experience aspects of this each year.aAll courses using significant e-learning measure the staff experience aspects of this each year..Annual Staff Experience survey which explicitly addresses all e-learning issues of relevance to staff and is regarded as an exemplar for the sector.QIn addition, use of a range of tools (web 2.0 etc) which facilitate this process.A few departments have a managed process of internal (intra-department) disssemination of good practice in e-learning aspects of courses.Most departments have a managed process of internal (intra-department) disssemination of good practice in e-learning aspects of courses.Many departments have a managed process of internal (intra-department) disssemination of good practice in e-learning aspects of courses.There is little sign of a managed process of internal disssemination of good practice in e-learning aspects of courses in any department.uA systematic managed process of internal dissemination of good practice in e-learning aspects of courses is in place. The present StructureDesign and deliveryginvolvement of students in updating the design of e-learning courses across a limited range of courses. Development7Evaluation and quality (see also: External environment)Evaluation and qualityCommunicationsValue for moneyStaff - generalFuturesDesign and development+Students (see also: Evaluation and quality)"Development (see also: Technology)7Leaders play no role in decisions affecting e-learning.The capability of leaders to make decisions regarding e-learning is moderately developed at department level but not institutionally.The capability of leaders to make decisions regarding e-learning is moderately developed at departmental and institutional level.The capability of leaders to make decisions regarding e-learning is adequately developed at departmental and institutional level.|The capability of leaders to make decisions regarding e-learning is fully developed at departmental and institutional level.sInnovators only are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.rEarly adopters are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.rEarly majority are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.qLate majority are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.mAll staff are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims.ZIn addition, leaders are able to mentor other leaders in their own and other institutions.GMany staff are fully comfortable using web 2.0 tools where appropriate.ASome staff are comfortable using web 2.0 tools where appropriate.GMost staff are fully comfortable using web 2.0 tools where appropriate.[Only a few staff are comfortable using web 2.0 tools and most cannot judge appropriateness.A few departments or projects have a reasoned approach to collaboration to gain additional benefit from sharing e-learning material, methodologies and systems.Many departments and projects have a reasoned approach to collaboration to gain additional benefit from sharing e-learning material, methodologies and systems.Most departments and projects have a reasoned approach to collaboration to gain additional benefit from sharing e-learning material, methodologies and systems.The institution does not have collaborations to gain additional benefit from sharing e-learning material, methodologies and systems.Individuals (Leaders)E-xcellence tagBrand ManagementBMGUSP ManagementUSPTime to MarketTTM Cost of SalesCSLManagement StyleHYBLanguage ChoiceLACDissemination InternalDINStaff ExperienceVAll courses using significant e-learning measure the staff experience aspects of this.Staff SatisfactionSSTAnnual Staff Satisfaction survey which explicitly addresses the main e-learning issues of relevance to staff (e.g. support, workload)Collaboration and PartnershipsCollaboration RolesPersonalisationEco-SustainabilitytThe roles and responsibilities of each collaborative partner are clearly defined and the procedures always followed.CDLocal view of central or notHEFCW category 20087Interviews with senior staff in centre and departments.Student Satisfaction e-PortfoliosAn approach to use of learning objects which b< alances pedagogy and technology within an agenda of cost-effectiveness, quality assurance and the grounded research literature.Organisational LearningLearning MaterialTechnical Support to StaffQuality AssuranceQuality EnhancementLearning Outcomes UniformityMarket ResearchWidening ParticipationComputer Based AssessmentStudent Engagement in DesignStudent Understanding of SystemStudent ExperienceLearning ObjectsDecisions on ProjectsDecisions on ProgrammesPlanning AnnuallyStaff Recognition and Reward DisadvantagedLOUUNIUBIRELPERFORMRECRESECINTLEVRSKROURINDSAPRSESUSEDSUSSATSEPEPOLOBADOVLETLSUSAACCELSDPRPEDLMATRGAWKCNLPLAEVAORGTSSQASSRRDPGQENPAVPDTPHYWPROLGCodeXSeamless integration with total uniformity of data formats, interface and response time.CBACOLI8First wave embedded and universal, second wave starting.2How many segments of the Rogers model are engaged?6Interviews, surveys, documentation in IT reports, etc.T'Degree of coherence across institution.Observation, purchase orders.Some use of tools.$Use of locally developed tools also.-Scale, sophistication and depth of tools use.+Standard HCI usability testing and reports.qStrong evidence of conformance with letter and spirit of accessibility in all jurisdictions where students study.[Level of conformance to accessibility guidelines. (Split off separately for legal reasons.)#Test reports, user complaints, etc.S Degree of strategic engagement..PFSome guidelines on house styles, little conformance to any guidelines.BSome systematic training for e-learning, e.g. in some departments.[Full Activity-Based Costing or similar system used and adapted to e-learning work planning.4Annual plans in some departments mention e-learning.MAnnual plans correlate with major e-learning initiatives in most departments.NFull Activity-Based Costing or similar system used and adapted to e-learning. oEvaluation built into an Excellence, TQM or other quality enhancement process - including benchmarking aspects.jCentral unit has Director-level instititution manager in charge and links to support teams in departments.MMost staff engaged in the e-learning process have "nearby" technical support.UAll staff engaged in the e-learning process have "nearby" fast-response tech support.^Increasing technical sophistication of staff means that explicit technical support can reduce.TConformance to external quality agency precepts and local guidelines for e-learning.rLeadership re external quality agency and wider quality agencies as to appropriate quality regimes for e-learning.xSome departments have considerable (practical) skill in selling e-learning but without the theory to support the skills.^Most departments have considerable skill in selling e-learning and the theory supporting that.HNo IPR items in contracts for staff or consultants (only for suppliers).PIPR in staff contracts but only partially enforced (e.g. avoiding senior staff).oMarket research done centrally and in or on behalf of a few departments, and aware of a few e-learning aspects.Market research done centrally and in or on behalf of some departments, and aware of some e-learning aspects e.g. on major programmes; updated from time to time.mMarket research done centrally and in or on behalf of most departments, and aware of many e-learning aspects.Market research done centrally and in or on behalf of all departments, and aware of e-learning aspects; updated annually or prior to major programme planning.sCompetitor research done centrally and in or on behalf of a few departments, and aware of a few e-learning aspects.Competitor research done centrally and in or on behalf of several departments, and aware of some e-learning aspects e.g. on major programmes.qCompetitor research done centrally and in or on behalf of most departments, and aware of many e-learning aspects.qCompetitor research done centrally and in or on behalf of all departments, and fully aware of e-learning aspects.iVLE and tools run separately from administrative systems (fees, admissions, etc); manual transfers occur.One but not both of: annual student surveys and focus groups are used to determine skill levels; and this is taken into account for programme proposals and e-learning support.JNo attempt to brief students against plagiarism in the e-learning context.Some attempts in some departments to brief students against plagiarism in the e-learning context and to set more suitable assignments.oMany departments brief students against plagiarism in the e-learning context and set more suitable assignments.oMost departments brief students against plagiarism in the e-learning context and set more suitable assignments.All departments operate an electronic system for the detection of plagiarism and an associated human process to confirm diagnoses and take corrective action.Sustained universal campaign to brief students against plagiarism in the e-learning context and to set more suitable assignments.Some departments operate an electronic system for the detection of plagiarism and an associated human process to confirm diagnoses and take corrective action.Many departments operate an electronic system for the detection of plagiarism and an associated human process to confirm diagnoses and take corrective action.Most departments operate an electronic system for the detection of plagiarism and an associated human process to confirm diagnoses and take corrective action.>No integration of estates decisions with e-learning decisions.XUnderstanding in general terms of the issues, no attempt made to base decisions on data.\Integration of e-learning strategy, plans and decisions with the space management processes.[No integration but at least no negative spill-over into e-learning strategy and operations.No integration of e-learning strategy, plans and decisions with support for disadvantaged students (other than disabled - see 05 - and WP - see 70).Some integration of e-learning strategy, plans and decisions with support for disadvantaged students (other than disabled - see 05 - and WP - see 70).Moderate integration of e-learning strategy, plans and decisions with support for disadvantaged students (other than disabled - see 05 - and WP - see 70).Almost complete integration of e-learning strategy, plans and decisions with support for disadvantaged students (other than disabled - see 05 - and WP - see 70).Full integration of e-learning strategy, plans and decisions with support for disadvantaged students (other than disabled - see 05 - and WP - see 70).5No attempt to engage with the personalisation agenda.Informal engagement with the personalisation agenda, most probably within central departments and some academic departments, but uncorrelated.DThere are collaborations in e-learning occurring without agreements.tAll collaborations with e-learning aspects have collaboration agreements, but the procedures are not often followed.aSome use of computer based assessment e.g. within some departments or for some types of students.Students have some understanding of the rules governing assignment submission, feedback, plagiarism, etc etc and usually act on them.Students have reasonable understanding of the rules governing assignment submission, feedback, plagiarism, etc etc and usually act on them.One but not both of: Students have good understanding of the rules governing assignment submission, feedback, plagiarism, etc etc; and always act on them.Students have good understanding of the rules governing assignment submission, feedback, plagiarism, costs, attendance, etc and always act on them.(Use of e-portfolios in many departments.(Use of e-portfolios in most departments.'Use of e-portfolios in all departments.gLevel of institutional overall commitment to the national quality and excellence agenda for e-learning.0There is little public best practice to draw on.< >Level of integration of e-learning with administrative systemsHEFCW long-term tag 2008HEFCE tag 2005;Robustness, sophistication and subtlety of decision-making.5Observation and perusal of relevant committee papers.&Interviews, focus groups, staff survey Perusal of material, interviews.V%ages plus narrative. (Note: this may not involve training courses; but is likely to.)LNo allowance given for the different workload pattern of e-learning courses.bA work planning system which makes some attempt to cope, however crudely, with e-learning courses.8Sophistication of the work planning system for teaching. Level of understanding of costs.Interviews and questionnaires. .Annual plans do not mention e-learning at all.IInterviews with key evaluators. Perusal of conference and journal papers.OCCentral unit or sub-unit set up to support e-learning developments.=Central unit has some autonomy from IT or resources function.VNo specific technical support for the typical (unfunded) person engaged in e-learning.UA few staff engaged in the main e-learning projects are supported by technical staff.ASELELTTOCELPRICMAESTEEXEEGEBLOERSTXILSLSRBMKXKey staff engaged in the main e-learning projects are well supported by technical staff.E1Interviews, questionnaires, quality reviews, etc.NMost informally recognised e-learning experts have been explicitly recognised.mStaff engaged only in e-learning (and not e.g. research) can reach a high level of salary and responsibility.aLevel of staff recognition (not only and not necessarily financial) against the pressure for RAE.SEffective decision-making for e-learning programmes across most of the institution.=Observation and perusal of relevant Courses Committee papers.2Level of provable usability of e-learning systems. pLevel of practical but evidence-based knowledge and application of instructional design and pedagogic principles Evidence areasProcess notes and commentaryCriterion nameSELStudent Help DeskSHDStrategy developmentPartnership and collaborationManagement and leadershipResources and value for moneyDeliveryStudentsStaff$Communication, evaluation and review Individuals TechnologyHA1HB1HD1HC1HH1HC2HH2HE2HE1HA2HF1HE3HG1Strategy ProcessesOBDLOBSDOBMLOBSFOBVLIndividuals (Staff)$Individuals (Staff) (NOT Technology) Coherencen/aWS1WS2WS3WS4WS5WS6WL5BS1.2BS1.3BS1.4BS1.5BS3.4BS4.2BS2.1QualityValueOBHE tagHEFCW tag 2007RADPMOFRLLATPFTFWPENARARQPURFCRLQORERL (RE?)WN01WN04WN05WN06WN09WN08WN07Best practice statementScottish tag (future use)&No systematic training for e-learning.QIntegrated planning process allowing e.g. trade-offs of courses versus buildings.qInstitution offers all services to off-campus users but at considerably reduced functionality and service levels.oInstititution offers all services to off-campus users but at somewhat reduced functionality and service levels.mInstitution offers all services to off-campus users but at slightly reduced functionality and service levels.sInstitution offers a better service to e-learning students and conventional offering is under pressure to catch up.fSome systematic efforts made to look at the negative, and positive, implications of e-learning for WP.bSubstantial efforts made to look at the negative, and positive, implications of e-learning for WP.Integration of e-learning strategy, plans and decisions with Widening Participation processes, within a framework of cost- and income-awareness.VHelp Desk is not functional for all students, or is but is widely viewed as unhelpful.fInstitution-wide training programme set up but little monitoring of attendance or encouragement to go.hInstitution-wide training programme set up with monitoring of attendance and strong encouragement to go.Local tag institution specific)&Institution-wide use of several tools.*Institution-wide use of at least one tool.This is particularly relevant to those institutions with substantial programmes in distance learning and/or work-based learning.QFollow general guidance and other benchmarking initiatives from UCISA and SCONUL.LWidespread use of at least one specific tool, e.g. assignment handling, CBA.4Level of "fitness for purpose" of learning material.Staff increasingly keep themselves up to date, "just in time", except when discontinuous system change occurs, when training is provided.vLevel of thoroughness of evaluation, regarded as a "pyramid" stretching from informal broadly-based to expert studies.KInstitution must decide which systems are in scope as "e-learning systems".gNo understanding of how selling courses is different when they include "visible" amounts of e-learning.Individuals (Students)External environmentELDAA tag (balanced MIT90s)LLUK tagHEFCW short-term tag 2008BNo analysis of how learning outcomes differ across modes of study.mSome analysis of how learning outcomes differ across modes of study, e.g. in a few distance learning courses.[A general but informal understanding of how learning outcomes differ across modes of study.TInstitution does not deliver the same grade of service even to all points on campus.cInstitution delivers the same grade of service across campus and has some wireless networking also.jInstitution delivers the same grade of service across campus and has substantial wireless networking also.UNo documentation of response times required for e-learning systems; poor performance.RKey e-learning systems operate in much uptime within accepted response guidelines.SMany e-learning systems operate in much uptime within accepted response guidelines.SMost e-learning systems operate in most uptime within accepted response guidelines.#No look-ahead function; no R&D lab.Some attempt at look-ahead.VLook-ahead (with subscription to central agencies doing foresight  OBHE, etc) or lab.,Both look-ahead and lab, working in concert.1No IPR in staff contracts (only for consultants).LIPR in staff, consultant and supplier contracts but only partially enforced.^No market research done except centrally for the institution, with no reference to e-learning.bNo competitor research done except centrally for the institution, with no reference to e-learning.ZConsiderable integration with some uniformity of data formats, interface and response timefAlmost seamless integration with almost total uniformity of data formats, interface and response time.Annual student surveys and focus groups are used to determine skill levels and this is taken into account for programme proposals and e-learning support.>There is no electronic system for the detection of plagiarism.The institution has a reasoned approach to collaboration at various levels to gain additional benefit from sharing e-learning material, methodologies and systems. BenchmarkingoThe institution has recently benchmarked its e-learning and is working through the implications of the results.oIn addition, the institution is planning the next round of benchmarking at institutional or departmental level.UThe institution is in the reflection phase of its benchmarked its e-learning project.QThe institution is in the active phase of its benchmarked its e-learning project.DThe institution is planning its benchmarked its e-learning project. |The institution has not recently undertaken a benchmarking e-learning project and has no plans to do so in the near future. Open Educational ResourcesdThe institution has a reasoned approach to the use of OER and is using them across the institution. ?The institution makes no use of OER and has no plans to do so. tThe institution has an overall policy for the use of OER and makes use of OER in a reasoned way in many programmes. [The institution makes minimal use of OE< R - e.g. via some individual academic initiatives. GThe institution makes use of OER in a reasoned way in some programmes. `In addition, the institution is an active generator of OER as part of its approach to using OER.Annual Employer Satisfaction survey which explicitly addresses the main e-learning issues of relevance to employers of students on WBL courses. EmployabilityThe institution has no approach to using e-learning to enhance the employability of students including in their own businesses.The institution is fully aware of outcomes of research which will enhance the experience of its students by suitable use of e-learning.KThe institution is fully comfortable using web 2.0 tools where appropriate.[Understanding in general terms of the issues, little attempt made to base decisions on dataZUnderstanding in general terms of the issues, good attempts made to base decisions on dataKNo consideration of risks even in large e-learning projects and programmes.dSome consideration of risks in some large e-learning projects and programmes, e.g. if JISC projects.Consideration of risks in large e-learning projects and programmes, even in projects where external sponsors do not require it._Most e-learning projects and programmes integrate pro-active risk management at various levels.iSome of the institution s leading researchers do teach on courses with substantial e-learning components.iMany of the institution s leading researchers do teach on courses with substantial e-learning components.iMost of the institution s leading researchers do teach on courses with substantial e-learning components.Level 2 statementLevel 4 statementWLevel and delicacy of exploitation of students pre-existing IT and information skills.JISCInfonet guidance is usefulfLevel of skill by which the institution manages who can access which system, monitors and enforces it.IT audit report.VIntellectual Property (IPR) aspects of e-learning re staff, consultants and suppliers.MDocumentary review of staff agreements and consultant and supplier contracts.pLevel and breadth of skill in selling e-learning programmes. (Excludes market research and competitor research.)2Sales figures and supporting reports and analyses.8Some e-learning systems exceed stakeholder expectations. UCISA and general IT guidelines.TThe time period is 24x7x365 with scheduled downtime being counted as unavailability.,Overall student satisfaction with e-learning&Use the Student Satisfaction approach 3Competence and timeliness of Help Desk for studentsBOverall student understanding of e-learning implications for them.MCan include consideration of input measures also, e.g. student briefings, etc)Level of skill in managing collaboration.%Analysis of collaborative agreements.5Integration of e-learning with disadvantaged support.~Level of skill in ensuring that the e-learning activity contributes as much as is feasible to the (eco) sustainability agenda.!Committee papers, interviews etc.$Research input to e-learning courses8Level of management of risks associated with e-learning.]Check central and local Risk Registers and associated documentation (committee papers, etc.).ALevel of integration of e-learning with physical space management=Check records of plagiarism cases and how they were resolved.Level of use of techniques to deter the occurrence of plagiarism including both awareness-raising and adjustment of assessments.BCheck discussions of plagiarism and L&T papers on how to avoid it.}All staff except laggards are delivering "enhanced learning" via appropriate use of e-learning and can evidence their claims. Teaching 2.0Leadership in e-Learning&Adoption by Staff of Enhanced LearningCollaboration for e-LearningComputer Managed AssessmentA systematic managed process of using Computer Managed Assessment and feedback of assignments (including dissertations) across the institution in ways appropriate to each programme.'No use of computer managed assessment. cSome use of computer managed assessment e.g. within some departments or for some types of students.FUse of computer managed assessment in some way across the institution.hUse of computer managed assessment in some way across the institution with pockets of thoroughgoing use.gA systematic managed process of using CMA across the institution in ways appropriate to each programme.Developed from P80Employer ExperienceYAll courses using significant e-learning measure the employer experience aspects of this.^Most WBL courses using significant e-learning measure the employer experience aspects of this.HSome attempt but limited to certain types of courses (e.g. distance WBL)^No attempt to measure the experience of employers of students engaged in WBL using e-learning.Employer EngagementA managed approach to involvement of employers of students in creating or updating WBL courses to include appropriate amounts of e-learning.xNo attempt to gain involvement of employers in creating or updating the design of WBL courses that might use e-learning.Involvement of employers in creating or updating the design of courses that might use e-learning, across a limited range of courses.Involvement of employers in creating or updating the design of courses that might use e-learning, across a wide range of courses.Some attempt to gain involvement of employers in designing or updating the design of WBL courses that might use e-learning, but only in specialist courses.Employer SatisfactionNSurvey done occasionally which contains some questions relevant to e-learning.QSurvey done every few years which contains some questions relevant to e-learning.An institution-wide approach to personalisation in e-learning which makes an attempt to balance pedagogy, access and government desires.An approach to personalisation in e-learning which goes a long way to balance pedagogy, access and government desires within an agenda of cost-effectiveness, quality assurance and the grounded research literature.kNo interest in the sustainability agenda, and/or possible negative effects of e-learning on sustainability.CNo activity beyond those earmarked and funded by external agencies.ESome projects beyond those earmarked and funded by external agencies.HEFCE theme 2009Performance DashBoard themeFramework for ExcellenceHEFCE theme 2005 Amount of use core (24) Release phaseUSeveral large-scale sustainability initiatives where e-learning is a major component. UK QAA tag UK QIA tag UNIQUe tagQoL tag MIT90s codehA culture where sustainability is built into decision-making and operation of large e-learning projects.kThe roles and responsibilities of each collaborative partner are defined and the procedures often followed.mThe roles and responsibilities of each collaborative partner are defined and the procedures usually followed.%No use of computer based assessment. DUse of computer based assessment in some way across the institution.fUse of computer based assessment in some way across the institution with pockets of thoroughgoing use.gA systematic managed process of using CBA across the institution in ways appropriate to each programme.XNo attempt to gain involvement of students in updating the design of e-learning courses.Some attempt to gain involvement of students in updating the design of e-learning courses but only in specialist courses e.g. courses about e-learning.MIT90s categorydInvolvement of students in updating the design of e-learning courses across a wide range of courses.oA managed approach to involvement of students in updating the design of e-learning courses across many courses.HHelp Desk exists f< or all students, with many lapses from service levels.*Help Desk is adequate but has some lapses.?No attempt to measure the experience of students in e-learning.SSome attempt but limited to certain types of courses (e.g. distance learning, WBL).dAttention is paid to this across courses but only at a basic level e.g. in module/course evaluation.YMost courses using significant e-learning measure the student experience aspects of this.XAll courses using significant e-learning measure the student experience aspects of this.KSurvey done occasionally which contains some relevant e-learning questions.NSurvey done every few years which contains some relevant e-learning questions.USurvey done every year which contains many of the most relevant e-learning questions.XA work planning system which makes a reasonable attempt to cope with e-learning courses.ZAll staff engaged in the e-learning process have "nearby" fast-response technical support.MThere is some recognition (including financial recognition or "better jobs").UA few departments (e.g. business school) understand the issues of selling e-learning.ZSystem of user codes and passwords and some monitoring of how or whether they are misused.rSystem of user codes and passwords with monitoring of how or whether they are misused and issues resolved in time.SSome integration with some uniformity of data formats, interface and response time.Student surveys or focus groups from time to time address this issue; but not always taken into account for programme proposals and e-learning support.cNo integration; erroneous belief systems or unwise extrapolation from minimal anecdotal situations. OBHE codeOBCROBSTOBPC$(reserved for employer/WBL criteria)rAnnual Student Satisfaction survey which explicitly addresses the main e-learning issues of relevance to students.No use of e-portfolios.Some use of e-portfolios.>No evidence of organisational learning in the e-learning area.@Organisational learning in the e-learning area on a few aspects.BOrganisational learning in the e-learning area on several aspects.?Organisational learning in the e-learning area on most aspects.Balanced Scorecard tagAdoption VLE stageTools Usability AccessibilitygAll e-learning material and services are accessible, and key components validated by external agencies.e-Learning StrategyRegularly updated e-Learning Strategy, integrated with Learning and Teaching Strategy and all related strategies (e.g. Distance Learning, if relevant).PedagogyTrainingAcademic WorkloadiWork planning system which recognises the main differences that e-learning courses have from traditional.CostsZIntegrated annual planning process for e-learning integrated with overall course planning. Evaluation Organisation`All informally recognised e-learning experts have been explicitly recognised in a financial way.UbiquityInstitution offers a pervasive seamless network/service to all its students, on- and off-campus and via wireless on campus also. Reliability Performance`All e-learning systems operate in all uptime within documented and accepted response guidelines. Foresight]Both look-ahead and lab, working in concert; at least one of these should be a sector leader.SellingLWidespread skill in selling e-learning and the theory to support the skills.IPRFIPR embedded and enforced in staff, consultant and supplier contracts.Competitor ResearchSecurityA system where security breaches are known not to occur yet which allows staff and students to carry out their authorised duties easily and efficiently. (unallocated) IntegrationLeveragePlagiarism AvoidancePlagiarism DetectionPhysicalRisksKProjects and programmes integrate pro-active risk management at all levels. Research Out Information Literacy of StudentsLibrary Services e-ResourcesUNo students have electronic resources appropriately embedded within their curriculum.WSome students have electronic resources appropriately embedded within their curriculum.WMany students have electronic resources appropriately embedded within their curriculum.WMost students have electronic resources appropriately embedded within their curriculum.VAll students have electronic resources appropriately embedded within their curriculum.All students have electronic resources appropriately embedded within their curriculum and also in informal learning support beyond the curriculum.UNo students have information literacy appropriately embedded within their curriculum.WSome students have information literacy appropriately embedded within their curriculum.WMany students have information literacy appropriately embedded within their curriculum.WMost students have information literacy appropriately embedded within their curriculum.VAll students have information literacy appropriately embedded within their curriculum.All students have information literacy appropriately embedded within their curriculum and also in informal learning beyond the curriculum.fAll e-learning material and systems are accessible, and key components validated by external agencies.]Some e-learning material and/or systems do not conform to minimum standards of accessibility.XMost e-learning material and most systems conform to minimum standards of accessibility.]Almost all e-learning material and all systems conform to minimum standards of accessibility.lAll e-learning material and systems conform to minimum standards of accessibility, much to higher standards.tEffective decision-making for e-learning projects across the whole institution, including variations when justified.]No uniformity in decision making regarding e-learning projects  "each project is different".QEffective decision-making for e-learning projects across most of the institution.cDecisions on e-learning projects taken in an organic way and efficient way, e.g. via a Round Table.qPedagogic guidelines for the whole institution with permitted variants, and understood and acted on by all staff.RTerms to do with pedagogy related to e-learning not understood in the institution.CIn addition, much learning material exceeds expectations on layout.7Most learning material conforms to explicit guidelines.All learning material conforms to explicit guidelines - but little embedding of guidelines in the process of materials creation.Institution-wide guidelines for learning material, which are adhered to and embedded from early in the materials creation process.ULittle conformance of learning material to guidelines (if any) for editing or layout.ISome allowance given, but distortions in the system, of concern to staff.;No understanding of costs of e-learning in any departments.9Understanding of costs of e-learning in some departments.9Understanding of costs of e-learning in most departments.>Good understanding of costs of e-learning in most departments.Activity-Based Costing or a system with equivalent functionality being used to some extent in all departments for costs of e-learning.Regular evaluation of all e-learning courses using a variety of measurement techniques and involving outside agencies where appropriate.SNo evaluation of e-learning courses take place that focusses on e-learning aspects.dSome evaluation of e-learning courses takes place, by staff with expertise in e-learning evaluation.qEvaluation of key e-learning courses is done from time to time, by staff with expertise in e-learning evaluation.Regular evaluation of all e-learning courses by experts, using a variety of measurement techniques and involving outside agencies where appropriate.rEvaluation of most e-learning courses is done from time to time, by staff with expertise in e-learning evaluation.RIn addition, a holistic view is taken of e-learnng support across the institution.,No appointments of e-learning support staff.pAppointments of e-learning support staff in at least some departments but no specialist managers of these staff.< TConformance to external quality agency with no specific focus on e-learning courses.PConformance to external quality agency at a minimal level as regards e-learning.KConformance to external quality agency precepts that impinge on e-learning.vConformance to external quality agency precepts and local guidelines for e-learning within an overarching methodology.vEffective decision-making for e-learning programmes across the whole institution, including variations when justified.Effective decision-making for e-learning programmes, with decisions taken in an organic, efficient and appropriately devolved way.CSF*Innovators only ones taking up e-learning.$Early adopters taking up e-learning.$Early majority taking up e-learning.#Late majority taking up e-learning.-All taken up e-learning except some laggards.+No Learning Environment in the institution.*Different LEs across diferent departments.%LEs reducing in number to around two.>One LE chosen for future use but not yet replaced former VLEs.One LE.[One LE but with local variants when strong business case, and activity of a post-LE nature.0No use of tools beyond the Learning Environment.XNo usability testing of subsystems of the Learning Environment, no grasp of the concept.KSome IT staff understand the concept of usability and test some subsystems.1Explicit usability testing of all key subsystems.DMost subsystems usable, with some internal evidence to back this up.LAll subsystems of the LE are usable, with internal evidence to back this up.UAll subsystems are usable with evidence of usability involving external verification.ye-Learning Strategy produced from time to time, e.g. under pressure from above the institution, or for particular grants.?No e-Learning Strategy. No recent Learning & Teaching Strategy.CSome mention of e-learning within the Learning & Teaching Strategy.mFrequently updated e-Learning Strategy, integrated with Learning & Teaching Strategy and perhaps some others.Regularly updated e-Learning Strategy, integrated with Learning & Teaching Strategy and all related strategies (e.g. Distance Learning, if relevant).eCoherent regularly updated e-Learning Strategy allowing adaptations to local needs, made public, etc.CSF status (Re.ViCa)$Decision-making at department level.Decisions on e-learning projects get taken centrally (if large) but some take a long time or may be contested even after the decision is taken.fTerms understood within the learning & teaching core team and among a few academic staff outside that.]Terms well understood within the learning & teaching core team and among some academic staff.]Terms well understood within the learning $ teaching core team and among most academic staff.QA culture where techno-pedagogic decisions are made naturally, within guidelines.UAll staff trained in e-learning, appropriate to job type - and retrained when needed.LAnnual plans correlate with most e-learning initiatives in most departments.UNo recognition for staff, explicit pressure against (e.g. due to research pressures).uFormal structure for recognition (e.g. Teaching Fellows), but no real progress on recognition of staff in e-learning.OThe institution is a source of wisdom on using web 2.0 tools where appropriate.bThe institution is a source of wisdom on its approaches to collaboration in respect of e-learning.The overall institutional management style is inappropriate to manage its mix of educational and business activities (e.g. it lies at one or other of the ends of the academic-business divide).}The overall institutional management style is partially appropriate to manage its mix of educational and business activities.The overall institutional management style is fully appropriate to manage its mix of educational and business activities and is accepted by almost all staff.The overall institutional management style is fully appropriate to manage its mix of educational and business activities, but is not accepted by some staff.The overall institutional management style is fully appropriate to manage its mix of educational and business activities, but is not accepted by many staff.@"Time to market" is a concept not understood in the institution.2Time to market is similar relative to comparators.;Time to market is somewhat shorter relative to comparators.7Time to market is much shorter relative to comparators./Time to market is long relative to comparators.?"Cost of sales" is a concept not understood in the institution.1Cost of sales is similar relative to comparators..Cost of sales is high relative to comparators.8Cost of sales is somewhat lower relative to comparators.}The institution teaches in one language, irrespective of the evidence for the value of more than one language of instruction.bThe choice of languages for teaching is always evidence-based and not e.g. politically determined.JThe choice of languages for teaching in some programmes is evidence-based.KThe choice of languages for teaching in a few programmes is evidence-based.JThe choice of languages for teaching in most programmes is evidence-based.kA systematic approach to the challenge of understanding how learning outcomes differ across modes of study.A good evidence-based understanding of how learning outcomes differ across modes of study and in particular how the amount and style of e-learning affects learning outcomes.The institution is a source of wisdom on understanding of how learning outcomes differ across modes of study and in particular how the amount and style of e-learning affects learning outcomes.Institution offers markedly inferior service to off-campus users (e.g. some subsystems of the Learning Environment are not available).Institution offers the same service level (pedagogic and administrative) to all students irrespective of mode or location of study.Institution delivers the same grade of service across campus, has substantial wireless networking and makes considerable effort to supply good service to off-site users (including study locations and homes).oIn addition, the institution actively takes responsibility for helping to ensure bandwidth to off-campus users.UThe Learning Environment is 95% reliable (total downtime less than 19 days per year).UThe Learning Environment is 97% reliable (total downtime less than 12 days per year).UThe Learning Environment is 99% reliable (total downtime less than 4 days per year)..The Learning Environment is more reliable than the main systems students and staff are used to from their wider experience as citizens. (Around 99.9%.)The Learning Environment is as reliable as the main systems students and staff are used to from their wider experience as citizens. (Around 99.75%)MThe institution is a source of wisdom on its approaches to IPR in e-learning.VCompetitor research in e-learning is up to leading sector and international standards.A system where security breaches rarely occur and are fixed fast, yet which allows staff and students to carry out their authorised duties easily and efficiently.A system where security breaches are known not to occur, yet which allows staff and students to carry out their authorised duties easily and efficiently.^The institution is a source of wisdom on its approaches to security of Learning Environments.System of user codes and passwords for the subsystems of the Learning Environment but little monitoring of how or whether they are misused.sThe institution is a source of wisdom on its approaches to integration of Learning Environments with admin systems.No real understanding of how to apply knowledge of students and their behaviour; perhaps even no detailed knowledge of which students own PCs and why.qSome understanding of students and their behaviour including general knowledge of which students own PCs and why.nThe institution is a source of wisdom on its approaches to understanding of students in respect of e-learning.PThe institution is a source of wisdom on its approaches to plagiarism avoidance.~Sustained universal campaign to brief students against plagiaris< m in the e-learning context and set more suitable assignments.PThe institution is a source of wisdom on its approaches to plagiarism detection.jThe institution is a source of wisdom on its approaches to integration of estates matters with e-learning.qThe institution is a source of wisdom on its approaches to integration of Widening Participation with e-learning.An approach to personalisation in e-learning which balances pedagogy, access and government desires within an agenda of cost-effectiveness, quality assurance and the research literature.bNo attempt made to measure staff satisfaction in respect of their activities involving e-learning.bNo attempt made to measure employer satisfaction with courses with substantial e-learning aspects.Students have little understanding of the rules governing assignment submission, feedback, plagiarism, etc - perhaps because the rules are not clear or clear but not enforced.;In addition, students play a role in setting up procedures.\Help Desk is viewed by students as "excellent" at solving their e-learning related problems.WHelp Desk is viewed by students as "good" at solving their e-learning related problems.]Help Desk is viewed by students as "quite good" at solving their e-learning related problems.xNo attempt made to measure student satisfaction in respect of e-learning aspects of their experience at the institution.iThe institution is a source of wisdom on its approaches to Student Satisfaction in respect of e-learning.lThe institution is a source of wisdom on its approaches to Organisational Learning in respect of e-learning.LThe institution makes no use of learning objects and has no plans to do so. zThe institution makes some use of learning objects but no recognition of the problems they cause and how to overcome them.The institution makes some use of learning objects and has some recognition of the problems they cause and how to overcome them.The institution makes considerable use of learning objects when appropriate but has not a good understanding of the literature on them.The institution has an approach to use of learning objects which balances pedagogy and technology within an agenda of cost-effectiveness, quality assurance and the research literature.:The institution is a source of wisdom on learning objects.6The institution is a source of wisdom on e-portfolios.The institution is a source of wisdom on how to develop an appropriate management style for managing a mix of educational and business activities in respect of e-learning.VThe institution is a source of wisdom on collaboration roles in respect of e-learning.CThe institution is a source of wisdom on Computer Based Assessment.EThe institution is a source of wisdom on Computer Managed Assessment.In addition, student co-developers play a leading role in some courses, within the constraints of the quality assurance system.9The institution is a source of wisdom on personalisation.qThe institution is a source of wisdom on integration of the Disadvantaged Student agenda with e-learning aspects.kNone of the leading researchers in the institution teach on courses with substantial e-learning components.Programme offerings with substantial e-learning are equally taught by leading researchers as offerings of a more traditional nature.In addition, the institution focusses on ensuring that its leading researchers teach via e-learnimg both in the formal and informal context (e.g. via podcasts).zResearch outcomes in the e-learning area are below the national standard in terms of originality, significance and rigour.cResearch outcomes in e-learning are world-leading in terms of originality, significance and rigour.jIn addition, the institution as a whole is a leader in its own country in terms of research in e-learning.OThe institution is a source of wisdom on risk management aspects of e-learning.NThe institution is a source of wisdom on its approaches to selling e-learning.5Cost of sales is among the lowest of all comparators.8Time to market is among the shortest of all comparators.<The institution is a source of wisdom on eco-sustainability.VThe institution is a source of wisdom on Employer Engagement in respect of e-learning.7The institution is a source of wisdom on Employability.NThe institution is a source of wisdom on the student experience of e-learning.VThe institution is a source of wisdom on Employer Experience in respect of e-learning.XThe institution is a source of wisdom on Employer Satisfaction in respect of e-learning.Relationship Management UpwardsRMUbThe institution is a source of wisdom on relationship management upwards in respect of e-learning.The institution has some processes designed to achieve high formal and informal credibility with relevant government and public agencies overseeing its activity in e-learning, but most are not effective.The institution has no or ineffective processes designed to achieve high formal and informal credibility with relevant government and public agencies overseeing its activity in e-learning.The institution has comprehensive processes designed to achieve high formal and informal credibility with relevant government and public agencies overseeing its activity in e-learning, but many are not effective.The institution has comprehensive processes designed to achieve high formal and informal credibility with relevant government and public agencies overseeing its activity in e-learning, but they are not fully effective.The institution has comprehensive and effective processes designed to achieve high formal and informal credibility with relevant government and public agencies overseeing its activity in e-learning.%KSF (consortia, national initiatives)Neither the institution nor departments have a reasoned approach to the issues involved in managing the brand and sub-brands in respect of e-learning,The institution and all its relevant departments have a reasoned and integrated approach to managing its brand and sub-brands in respect of e-learning.mSome relevant departments have a reasoned approach to managing their sub-brands but the institution does not.Many relevant departments have a reasoned approach to managing their sub-brands, and the institution does, but these approaches are not at all integrated.All relevant departments have a reasoned approach to managing their sub-brands, and the institution does, but these approaches are not well integrated.pThe institution is a source of wisdom on its approaches to integrated brand management in respect of e-learning.KSF (for-profits)Worldware for StudentsqIn addition, the institution is a source of wisdom on student use of their own hardware and "worldware" software.zStudents can on the whole make use of their own hardware and "worldware" software thus minimising cost and support issues.Students can on the whole make use of their own PC hardware but not mobile devices and on the whole are restricted to institution-provided software.Students can on the whole make use of their own PC hardware and mobile devices but on the whole are restricted to institution-provided software.Students can on the whole make use of their own hardware (PC and mobile) but on the whole are restricted to institution-provided software.Students can on the whole make use of their own hardware (PC and mobile) but on the whole are restricted to institution-provided or commercial software.&KSF (national initiatives, evolutions)WWSRecruitment of StaffjIn addition, the institution is a source of wisdom on recruitment of staff with enthusiasm for e-learning.tThe institution has categorised the staff roles that require staff knowledgeable and enthusiastic about e-learning. The institution has effective processes designed to attract, for appropriate roles, employees knowledgeable and enthusiastic about e-learning.The institution has processes designed to attract, for appropriate roles, employees knowledgeable and enthusiastic about e-learning, but they are not fully effective.The institution has processes designed to attract, for app< ropriate roles, employees knowledgeable and enthusiastic about e-learning, but they are not adequately effective.The institution has little understanding of the staff roles that require staff knowledgeable and enthusiastic about e-learning. ROSPricingThe institution has effective processes which ensure that the price of its courses with substantial e-learning are competitive yet sustainable.cThe institution has little understanding of pricing issues for courses with substantial e-learning.The institution has adequate but not fully effective processes which ensure that the price of its courses with substantial e-learning are competitive yet sustainable.The institution has a general understanding of pricing issues for courses with substantial e-learning but has not embedded this knowhow into pricing processes.The institution has a general understanding of pricing issues for courses with substantial e-learning and some processes embedding this knowledge.PRCeIn addition, the institution is a source of wisdom on pricing of courses with substantial e-learning.8KSF (for-profits, public institutions in some countries) KSF (newlies)Innovation ManagementzIn addition, the institution is a source of wisdom on fostering innovation and innovators in e-learning in a balanced way.The institution has a partially adequate approach to encouraging innovation and innovators within the constraints of delivering effective services attractive to students.KThe institution does not encourage innovation and innovators in e-learning.The institution provides informal but not formal encouragement to innovation and innovators in e-learning but not to handling the trade-offs with service delivery.The institution has formal mechanisms to encourage innovation and innovators in e-learning but not to handling the trade-offs with service delivery.The institution has a balanced approach to encouraging innovation and innovators in e-learning within the constraints of delivering effective services attractive to students.INMKSF (evolutions)010203040506070809Consortia No-CompeteConsortia Roles DefinitionConsortia Roles ImplementationABoth look-ahead and lab, working in concert; both sector leaders.AMarket research up to leading sector and international standards.MThe institution is a learning organisation on all core aspects of e-learning.`Interviews, cross-checking with agencies (in UK: JISC and CETIS, HE Academy, Becta) as relevant.Review of documents produced by the institution for ministry/Funding Council and Quality Agency. Interviews with senior staff responsible.eDegree to which staff have competence in Learning Environment and tools use, appropriate to job type.Detailed and possibly anonymous interviews and questionnaires. (Some union sensitivity likely in some institutions in some countries.)"Interviews with senior management.MInterviews with senior staff and selective interviews with grass-roots staff.XIt is vital to consult staff "consuming" the support, not just the providers of support.ADocumentary evidence and interviews (needs Deans to be involved).ZPerusal of institution Quality Enhancement Programme reports (in UK: TQEF for English HE).Interviews not only with leaders, but also staff reporting to them and other committee members of the committees that leaders chair.aA standard list of web 2.0 tools is: blogs, wikis, podcasts, social networks (including Twitter).sInterviews of staff, perhaps complemented by a survey in institutions where the scale of web 2.0 activity is large.dInterviews within the institution and also with institutions that the institution collaborates with.rInterviews with senior sales & marketing staff, cross-correlated with interviews of those influenced by the brand.(Interviews with sales & marketing staff.LInterviews with sales & marketing staff, correlated with input from Finance.eThe institutions's approach to language choice is a source of pride to the country/region hosting it.1This is a particularly sensitive area to explore.Interviews with those staff who recruit staff in those areas; also with some staff who have been recruited; and ideally with some staff who were not recruited or did not want to accept a job offer.A sensitive topic.Informal and perhaps off-the-record interviews with relevant staff in ministries, agencies and other senior country/region/city stakeholder organisations.The total price of study must be considered, not just the price of the course (e.g. if the student requires to buy a PC or textbooks or attend summer schools or weekend meetings).BInterviews with sales & marketing staff and ideally with students.A balanced set of interviews both with innovators (especially their leaders) and also those charged with maintaining quality and service levels.@This criterion is still seen as a very difficult one to measure.rTo consider a score at level 6, additional investigations will be required within the catchment area for students.>It may be worth splitting this criteria into two sub-criteria.KSF (public institutions)This criterion is still valid even when courses are free, since some system is still needed in order to assess likely student numbers.2Interviews, analysis of emails, blogs, wikis, etc.vSome of the evidence for this may come from broader schemes including ISO 9000. (In the UK: also Investors in People.)KSF (consortia)FThe institution is a source of wisdom on consortial no-compete issues.KThe institution is a source of wisdom on consortial role definition issues.OThe institution is a source of wisdom on consortial role implementation issues.|Documentary review; and interviews within the institution and also with institutions that the institution collaborates with.hAmount and level of research output leveraged on e-learning operations. (Not relevant in most colleges.)HSubmissions to research quality processes run or overseen by ministries.=Integration of e-learning with Widening Participation agenda.gDocumentary review and interviews with key staff in the e-learning and the Widening Participation area.vA working definition of personalisation is needed, acceptable to the institution and yet in line with ministry wishes.CNCCRDCRIIn most of the consortia that it is a member of that impact on e-learning, the institution has a reasoned, evidenced and documented approach to collaboration with partners.In none of the consortia that it is a member of that impact on e-learning, does the institution have a reasoned, evidenced and documented approach to collaboration with partners.In all consortia that it is a member of which impact on e-learning, the institution has a framework covering e-learning aspects to ensure that issues of competing with its members are speedily resolved.In a few of the consortia that it is a member of which impact on e-learning, the institution has a framework covering e-learning aspects to ensure that issues of competing with its members are resolved.In most of the consortia that it is a member of which impact on e-learning, the institution has a framework covering e-learning aspects to ensure that issues of competing with its members are resolved.In all consortia that it is a member of which impact on e-learning, the institution has a framework covering e-learning aspects to ensure that issues of competing with its members are resolved, but in some cases they are not speedily resolved.In none of the consortia that it is a member of which impact on e-learning, does the institution have a framework covering e-learning aspects to ensure that issues of competing with its members are resolved.In all consortia that it is a member of which impact on e-learning, the institution has a reasoned, evidenced and documented approach to collaboration with partners but only some agreements specifically cover e-learning.In all consortia that it is a member of which impact on e-learning, the institution has a reasoned, evidenced and documented approach to collaboration with partners and most agreements specifica< lly cover e-learning.In all consortia that it is a member of which impact on e-learning, the institution has a reasoned, evidenced and documented approach to collaboration with partners and all agreements specifically cover e-learning.In all consortia that it is a member of which impact on e-learning, the institution implements the collaboration roles in respect of e-learning that it agrees with its partners.In none of the consortia that it is a member of which impact on e-learning, does the institution implement the collaboration roles in respect of e-learning that it agrees with its partners.In some consortia that it is a member of which impact on e-learning, the institution implements the collaboration roles in respect of e-learning that it agrees with its partners.In most consortia that it is a member of which impact on e-learning, the institution implements the collaboration roles in respect of e-learning that it agrees with its partners.In a few consortia that it is a member of which impact on e-learning, the institution implements the collaboration roles in respect of e-learning that it agrees with its partners.For this and the next two criteria, it is crucial to agree a list of "consortia that impact on e-learning" and analyse only these. (This criterion is the e-learning slice of the more general criterion on no-compete.)kSee above note. (This criterion is the e-learning slice of the more general criterion on roles definition.)oSee above note. (This criterion is the e-learning slice of the more general criterion on roles implementation.)&Level 6 statement (Excellent Practice)+Level 1 statement (Minimal or Nil Practice)%Level 3 statement (Typical Practice) &Level 5 statement (Best Practice)Re.ViCa Case Study Themes~Some relevant departments have a reasoned approach to managing their unique selling propositions but the institution does not.Neither the institution nor departments have a reasoned approach to the issues involved in managing their unique selling propositions in respect of e-learning,Many relevant departments have a reasoned approach to managing their unique selling propositions, and the institution does, but these approaches are not at all integrated.All relevant departments have a reasoned approach to managing their unique selling propositions, and the institution does, but these approaches are not well integrated.The institution and all its relevant departments have a reasoned and integrated approach to managing their unique selling propositions in respect of e-learning.yThe institution is a source of wisdom on its approaches to managing unique selling propositions in respect of e-learning.4Cost of sales is much lower relative to comparators.l3 6%8:=8 iA JEFcGHK+NrUPPSRRgT&UUEUu)VYVVV5VfX~Y4,[ ^ a {eikm5SqsE~u*w9xix-z{#i||( |X ;} } }9 (~ X~ ~ 7  iJ gAѕ 6ߜ 1 N"[W:Ԯ D}6`uDYDY  {  o~+@d[!}t/& =4 VM|s0d7 D}P"  L-;u4 " I%(1*4-28|;ccB  TM_ ;Cs  %+,2;99  dMbP?_*+%/,&LPickandMix version 2.5 beta 3&CPage &P&R&F'$Prepared by Paul Bacsich &D&RPage &P&~?'~?(~?)~?MBrother HL-5350DN series Print 4dXXA4 pX7 '''' ,@''''d d'PaulDAD-VISTA-DESK$Arial' ENGLISHQWPRIV(HL-5350DN" K `? `?&`U} m} U} I} U}  }  } $U}  U} }  } $} $}  ?}  ?}  }  ?} $ T}  }  U}  U}  U}  ?}  T} $ T} $ } !&$ T} ''T} (( T} )-$ T} .0$ T} 11T} 29$ T} :$ U::9^ :::e@::::: : : : : :::::r@:::  :i:i:i:i ::::: ::;> >. > >z > > > > > > > >- >, > >f > > >d >5 > >  >e > > >g >{ >A >  >  > >  >  ]!>>>>>>& '> (> )>K *> +> ,> ->.TTTTTTTTTTTT9 _N \B ` a HP a a a a  a  a  a  a Z Hd H HR H6 HK H<E HY Ht YZZ HaH Hl HfB H~  L?!HHHHHH& 'H;(HHJIBB- bO cC P R C; R R R R  R  R  R  R Q Cd C Cc C6 CK C=C CT Cs VQQ C[C Cl CgC C~  M?!CCCCCC& 'C;(CCKFCC- bP cD P R C; R R R R  R  R  R  R] Q Ce C CR C6 CK C>C CX Ct VQQ C\C Cl ChC C~  M?!CCCCCC& 'C;(CCKFCC- bQ cE P R C; R R R R  R  R  R*  R Q Cd C C7 C6 CK C?C CX Cv VQQ C^C Cl ChC C~  M?!CCCCCC& 'C; (C)CKFCC- bR cF P Rx C; Ry Rz R{ R|  RG  R  R  R Q Cd C C7 C6 CK C?C CZ Cy VQQ C^C Cl ChC C~  M?!CCCCCC& 'C;(CCKFCC- bS cH P RI CI R R R R  R  R  R  R^ Q Cd C CI C2 CL CSC CT Cw VQQ C[C Cm CiC C~  M?!CCCCCC& 'CI (C)CKFCC- bT cz P R} CJ R~ R R R  R}  R  R  R Q Cd C CI C4 CM C=C CU Cs VQQ C[C Cm CiC C~  M?!CCCCCC& 'C1 (C)CKFCC- bU cJ P R CP R R R R  R  R  R+  R Q Ce C Cb C8 CN C@C CW Ct VQQ C\C Cl CfC C~  M?!CCCCCC& 'C+(CCKFCC- bV cm P R CJ R R R R R R R R Q Cd C C7 C6 CK CA C CW Cv VQQ C^ C Cl Ch C C~ M? !CCCCCC& 'C- (CCKFCC-~ @$@ cK P R CP R| R R R R R R_ R Q Cd C C8 C8 CN C@ C CV Cs VQQ C\ C Cl Cf C C~ M? !CCCCCC& 'C8 (CCKFCC-~ @&@ cL P RM CJ R R R R, RM R R  R` Q Ce C Cc C5 CO CB C CW Cs VQQ C` C Cm Cg C C~ M? !CCCCCC& 'C1 (CCKFCC-~ @(@ cN P R CJ R R R R R R R  R  Q Cd C Cc C5 CO C= C CW Cs VQQ C` C Cn Cg C C~ M? !CCCCCC& 'C1 (C )CKFCC-~ @*@ c| P RO CJ R  R R R RO R} R Rh Q Cd C CI C4 CM C= C CT Cs VQQ C[ C Cn Ci C C~ M? !CCCCCC& 'C1 (C )CKFCC-~ @,@ cP P R CJ R R R R  R  R  R  R  Q Cd C Cb C9C CCC CY Cv VQQ C_C Co CjC C~  M?!CCCCCC& 'C/(CCKFCC-~ @.@ cQ P R CQ R R R R  R  R R  Ra Q Cd C CR C4 CM CDC CU Cs VQQ C`C Cm CiC C~  M?!CCCCCC& 'C*(CCKFCC-~ @0@ cn P R C: R R R" R  R-  R  Rc  Rb Q Cd C C8 C6 CK C@C CV Cs VQQ C]C Cl CfC C~  M?!CCCCCC& 'C8 (C)CKFCC-~ @1@ co P R CJ R R R R  R  R  R  R$ Q Cd C# Cb C9 C6 CCC CV Cs VQQ C_C Cp CkC C~  M?!CCCCCC& 'C.(CCKFCC-~ @2@ c} P RR CQ R R R. R%  RR  R&  R'  Rd Q Ce C C8 C8 C7 CBC CV Cs VQQ C`C Cm CfC C~  M?!CCCCCC& 'C2(CCKFCC-~ @3@ c{ P R CJ R R R R(  R  R  R  R) Q Cd C CI C4 CM CCC CU Cs VQQ C[C Cm CiC C~  M?!CCCCCC& 'C1 (C)CKFCC-~ W4@ cp P R CJ R R R R  R  R R  Re Q Cd C Gb G9 G6 GEG GV Gv dee G_G Gl GkC C~  M?!CCCCCC& 'C/(CCKFCC-~ f5@ c P R CP R< R= R> R?  R  R@ QQQC Cg H8"HHHHHYZZHHHHCC~  M@!CCCCCC& 'C+*(CCKFCChhhhhhhhhhhh9~ @6@ c P R; CJ R7 R8 R9 R:  R;  RA Q  Qf  QC CS C4"CCCCCVQQCCCCCC~  M@!CCCCCC& 'C4 (C()CKFCChhhhhhhhhhhh9~ @7@ c P R CP RE RC RB RD  R  R  Rg  Rh  QC CS C8"CCCCCVQQCCCCCC~  M@!CCCCCC& 'C8*(CCKFCChhhhhhhhhhhh9~ @8@ c P R C [I [F [G [H  [  [ R  Ri  QC C#j G_"DDDDDkllDDDDCC~  M@p@!CCCCCC& 'C (C"()CKFCChhhhhhhhhhhh9~ N9@ OL PM R$ C R# R% R& R'  R$  [( R  Rj  QC C#S C4"mEEEEnooEEEECC~  M@p@!CCCCCC& 'C) (C))CKFCC-~ N:@ ON PO R C R R R R  R  [ R  Rk  QC C#S C4"FCCCCVQQCCCCCC~  M@p@!CCCCCC& 'C)(CCKFCC-~ @;@ OP PQ R C R R R R  R  R R  Rk  QC C#S C4"FCCCCVQQCCCCCC~  M@p@!CCCCCC& 'C3(CCKFCC-~ @<@ OR PS R C R R R R  R  R R  Rl  QC C#S C4"FCCCCVQQCCCCCC~  M@p@!CCCCCC& 'C1(CCKFCC-~ @=@ OT PU R CJ R R R R  R  Q QQQC CS C4"pGGGGdeeGGGGCC~  M@p@!CCCCCC& 'C* (C)CKFCC-~ W>@ OV PW R C R R R R  R  Rm  Rn  RQC C#S C4"XHHHHYZZHHHHCC~  M@p@!CCCCCC& 'C(CCKFCC-~ @?@`cPQCQQQQQQRRQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-D8ldXxpx`TTTLL .!.;".#. $.%.@&.;'.;(.;).2 @*. +.,.;-.;..;/.;0:;1:J 2:3:4: 5:6:7:8:9:::;:<:@=:i>:?:~ @@@ c* P2 R, C R- R. R/ R0 R, R+> RRQCCSCCCCCCVQQCCCCCCMCCCCCC& 'C (C1 )CKFCC-~ !@@@`!cPQCQQQQQQRRQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ "@A@ "c3 "P: "R6 "CP "R9 "R5 "R8 "R7 " R6 " R4" R " Ro:" QCCSCCCCCCVQQCCCCCCMCCCCCC& "'C8 "(CD")CKFCC-~ #@A@ #c #P #R! #C #R #R #R #R  # R! # R # Rp # Rq:# QCCSCCCCCCVQQCCCCCCMCCCCCC& #'C #(C#)CKFCC-~ $@B@ $c; $PA $R< $C $R= $R? $R@ $R> $ R< $ RB $ Rr $ Rs:$ QCCSCCCCCCVQQCCCCCCMCCCCCC& $'C $(CC$)CKFCC-~ %@B@ %cE %PL %RK %CJ %RH %RI %RJ %RG % RK % RF% R % Rt:% QCCSCCCCCCVQQCCCCCCMCCCCCC& %'C3 %(CM%)CKFCC-~ &@C@`&cPRCQQQQQQQQQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ '@C@`'cPRCQQQQQQQQQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ (@D@`(cPRCQQQQQQQQQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ )@D@ )cW )P )R )C )R )R )R )R ) R ) R} ) R ) Ri ) QC )C#&)SCCCCCCVQQCCCCCC~ ) M@p@)!CCCCCC& )'C )(C|))CKFCC-~ *@E@ *cX *P *R *C *R *R *R *R * R * R~ * R * R * QC *C#&*SCCCCCCVQQCCCCCC~ * M@p@*!CCCCCC& *'C *(C|*)CKFCC-~ +@E@ +cY +P +R +C +R +R +R +R + R + R + R + Ri + QC +C#&+SCCCCCCVQQCCCCCC~ + M@p@+!CCCCCC& +'C +(C|+)CKFCC-~ ,@F@`,cPRCQQQQQRQQQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ -@F@`-cPRCQQQQQQQQQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ .@G@`.cPRCQQQQQQQQQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ /@G@`/cPRCQQQQQQQQQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ 0@H@`0cPRCQQQQQQQQQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ 1AH@`1cPRCQQQQQQQQQCCqDDDDDDkllDDDDCCMCCCCCCCCCKFCC-~ 2NI@ 2Oq 2P 2r 2C 2r 2r 2r 2r 2 r 2 R 2 ru 2 RQ 2Ce 2C2s 2E6 2EK 2E< 2EE 2Ev2nooEE 2Ep 2Eh2C~ 2C?2 MCCCCCC& 2'C/2(CCKFCC-~ 3@I@ 3cr 3P 3r 3C; 3r 3r~ 3r 3r 3 r 3 r 3 r 3 RQ 3Cd 3C3S 3C6 3CK 3C? 3CC 3Cy3VQQCC 3Cl 3Ch3C~ 3C@3 MCCCCCC& 3'C;3(CCKFCC-~ 4@J@ 4cS 4P 4rT 4C; 4r 4r 4r 4r 4 rT 4 r4 R 4 Rv4 Q 4Cd 4C4S 4C6 4CK 4C? 4CC 4Cy4VQQCC 4Cl 4Ch4C~ 4C@4 MCCCCCC& 4'C;4(CCKFCC-~ 5@J@ 5cU 5P 5t 5C; 5t 5t 5t 5t 5 t 5 t 5 r 5 r5 Q 5Cd 5C5S 5C6 5CK 5C? 5CC 5Ct5VQQCC 5Cl 5Ch5C~ 5C@5 MCCCCCC& 5'C; 5(C5)CKFCC-~ 6@K@ 6cV 6P 6rW 6C; 6r 6r 6r 6r 6 rW 6 r 6 r 6 r6 Q 6Cd 6C6S 6C6 6CK 6C? 6CC 6Ct6VQQCC 6Cl 6Ch6C~ 6C@6 MCCCCCC& 6'C;6(CCKFCC-~ 7@K@ 7cX 7P 7rY 7C 7r 7r 7r 7r 7 rY 7 rZ 7 rw 7 RQ 7Cd 7C#7S 7C4 7CM 7CE 7CC 7Ct7VQQCC 7Cm 7Ci7C~ 7C@7 MCCCCCC& 7'C3 7(Cx7)CKFCC-~ 8@L@ 8cZ 8P/ 8r[ 8CJ 8r 8r/ 8r 8r 8 r[ 8 [ 8 r 8 r8 Q 8Cd 8C8S 8C4 8CM 8CCC 8Cu8VQQCC 8Cl 8Cg8C8C?M@p@ 8!CCCCCC& 8'C3 8(CC8)CKFCC-~ 9@L@ 9c\ 9P\ 9r] 9CJ 9r 9r 9r 9r 9 r] 9 [ 9 r 9 r9 Q 9Cd 9C9S 9C4 9CM 9CD 9CC 9Cx9VQQCC 9Cn 9Ck9CCMCCCCCC& 9'C-9(CCKFCC-~ :@M@ :cs :P :r :C :r :r :r :r : r : r[ : ry : RQ :Ce :C#:S :C9 :C6 :CCC :Cu:VQQCC :Cm :Cj:C~ :C@: MCCCCCC& :'C3 :(C:)CKFCC-~ ;@M@ ;c^ ;P ;r ;C ;r ;r ;r ;r ; r ; r ; r ; RQ ;Ce ;C#;S ;C9 ;C6 ;CCC ;Cx;VQQCC ;Cm ;Cj;C~ ;C@; MCCCCCC& ;'C3 ;(CC;)CKFCC-~ <@N@ <c_ <P <r` <C; <r <r0 <r1 <r < r < [ < r < r< Q <Cd <C<S <C6 <CK <CF <CC <Cu<VQQCC <Cl <Ck<CCMCCCCCC& <'C; <(C<)CKFCC-~ =@N@ =c =P =R =C =R =R =R =R = R = R= RRQC =C#=S =C90=CCCCCVQQCCCCCCMCCCCCC& ='C+*=(CCKFCChhhhhhhhhhhh9~ >@O@ >cb >P >r >C; >r >r2 >r >r > r > [ > r > r> Q >Cd >C>S >C6 >CK >CF >CC >Cu>VQQCC >Cl >Cg>C~ >C"@> MCCCCCC& >'C;>(CCKFCC-~ ?@O@ ?cc ?P ?r ?C ?r ?r ?r3 ?r ? r ? [ ? r ? RQ ?Cd ?C?S ?C7 ?C7 ?C? ?CC ?Cv?VQQCC ?Co ?Ch?C~ ?C@? MCCCCCC& ?'C7?(CCKFCC-Dl'l r $$ rrrPPPrrrrrrB@:A:B:C:D: @E:@F:G:H: I:J:; K:'vL:c@M:; N:; O:P:Q:iR:vS:iT:iU:iV:iW:iX:iY:iZ:[:\:]:^:_:~ @@P@ @cd @P @r @C @r @r @r @r @ r @ [ @ r @ r@ Q @Ce @C@S @C7 @C7 @C> @CC @Ct@VQQCC @Cl @Ch@C~ @C@@ MCCCCCC& @'C7@(CCKFCC-~ A@@P@ Ace AP Ar AC Ar Ar Ar Ar A r A [A r A rA Q ACe ACAS AC7 AC7 AC> ACC ACtAVQQCC ACl AChAC~ AC@A MCCCCCC& A'C7A(CCKFCC-~ B@P@ Bcf BP Br BCI Bt Br Br Br B r B [ B r B RQ BCd BCBS BC2 BCL BC= BCC BCwBVQQCC BCm BCiBC~ BC@B MCCCCCC& B'CIB(CCKFCC-~ C@P@ Ccg CP Crh CCJ Cr Cr Cr Cr C rh C R C r C rC Q CCd CCCS CC4 CCM CC= CCC CCwCVQQCC CCn CCkCC~ CC@C MCCCCCC& C'CIC(CCKFCC-~ D@Q@ Dci DP Dr DCP Dr  Dr Dr Dr D r D r D r D rD Q DCd DCDS DC8 DCN DCCC DCxDVQQCC DCp DCjDC~ DC?D MCCCCCC& D'C8D(CCKFCC-~ E@@Q@ Ec EP Er  EC Er  Er Er Er E r  E R  E r E RQ ECe EC#ES EC6 ECK ECG ECC ECtEVQQCC ECq ECjEC~ EC?E MCCCCCC& E'C4E(CCKFCC-~ F@Q@ Fct FP Fr FCI Fr4 Fr Fr Fr F r F [ F r F RF Q FCe FCFS FC2 FCL FC? FCC FCuFVCQQQ FCr FCiFC~ FC&@F MCCCCCC& F'CIF(CCKFCC-~ G@Q@ Gc~ GP Gr GCI Gr Gr Gr Gr G r G R  G r G RQ GCe GCGS GC2 GCL GC? GCC GCyGVQQCC GCo GCiGC~ GC?G MCCC      !"#&CCC& G'CIG(CCKFCC-~ H@R@ Hca HP Hr HC Hr Hr Hr Hr H r H R H r H RQ HCe HCHS HC7 HC7 HC? HCC HCuHVQQCC HCo HCiHC~ HC@H MCCCCCC& H'C+H(CCKFCC-~ I@@R@ Icb IP Ir ICJ Ir Ir Ir Ir I r I R I r I rI Q ICd ICIS IC2 ICL IC= ICC ICwIVQQCC ICp ICgIC~ IC?I MCCCCCC& I'CII(CCKFCC-~ J@R@ Jca^JPRCRRRRRRRRQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ K@R@ Kck KP  KRq KC; KRl KRm KRn KRo K Rp K RqK RRQC KCKS KC50KCCCCCVQQCCCCCCMCCCCCC& K'C-*K(CCKFCCuuuuuuuuuuuu9~ L@S@ Lcj LP LRw LC LRr LRs LRt LRu L Rv L RwL RRQC LCLS LC70LCCCCCVQQCCCCCCMCCCCCC& L'C7L(CCKFCC-~ M@@S@ Mca^MPRCRRRRRRRRQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ N@S@ Nca^NPRCRRRRRRRRQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCC-~ O@S@ Oc` OP Orc OC Or Or Or Or O rc O R O r O rO Q OCe OC#OS OC3 OC8 OCH OCC OCxOVQQCC OCl OCj OCC~ O M@p@O!CCCCCC& O'CO(CCKFCC-~ P@T@ Pcu PP PR PC; PR PR PR PR P R P R P RRQ PCe PCPS PC7 PCK PC> PCC PCtPVQQCC PCl PChPC~ PC?P MCCCCCC& P'C;P(CCKFCC-~ Q@@T@ Qc QP QR QC; QR QR QR QR Q R Q R Q R Q RQC QCQS QC6 QCCCCCVQQCCCCC~ QC?Q MCCCCCC& Q'C;*Q(CCKFCChhhhhhhhhhhh9~ R@T@ ROX RPY Rw( RCJ RR' RR$ RR& RR% R w( R R#R R R Rz R QC RCRS RC9"RFCCCCVQQCCCCCC~ R M@R!CCCCCC& R'C0 R(CM(R)CKFCCuuuuuuuuuuuu9~ S@T@ SOZ SP SR[ SCP SR SR SR SR S w! S w"S RRQC SCSS SC80SFCCCCVQQCCCCCCMCCCCCC& S'C8*S(CCKFCChhhhhhhhhhhh9~ T@U@ TO\ TP] TR^ TCP Tr Tr Tr Tr T w T wT RRQC TCTS TC80TFCCCCVQQCCCCCCMCCCCCC& T'C8*T(CCKFCChhhhhhhhhhhh9~ U@@U@ Uc UP UR UC UR UR UR UR U R U RU RRQC UC#US UC4"UCCCCCVQQCCCCCC~ U M@U!CCCCCC& U'C*U(CCKFCChhhhhhhhhhhh9~ V@U@ Vc VP VR VC VR VR VR& VR V R V RV RRQC VC#VS VC9"VCCCCCVQQCCCCCC~ V M@V!CCCCCC& V'C/*V(CCKFCChhhhhhhhhhhh9~ W@U@ Wc WP Wr WC Wr Wr Wr Wr+ W r W RW RRQC WC#WS WC9"WCCCCCVQQCCCCCC~ W M@W!CCCCCC& W'C/*W(CCKFCChhhhhhhhhhhh9~ X@V@ Xc9vXPRCRRRRRRRRQCCSCCCCCCVQQCCCCCCMCCCCCCCCCKFCChhhhhhhhhhhh9~ Y@@V@ Yc YP YR YC YR YR YR YR Y R Y RY RRQC YC#YS YC7"YCCCCCVQQCCCCCC~ Y M@Y!CCCCCC& Y'C/*Y(CCKFCChhhhhhhhhhhh9~ Z@V@ Zcv ZP ZR! ZC ZR ZR Zx, ZR  Z R! Z R Z RRQ ZCe ZCZS ZC7 ZC7 ZC? ZCC ZCvZVQQCC ZCo ZChZC~ ZC@Z MCCCCCC& Z'C-Z(CCKFCC-~ [@V@ [cw [P [r [C [r [r [r [r [ r [ r [ r [ r[ Q [Ce [C[S [C7 [C7 [C? [CC [Cv[VQQCC [Co [Ch[C~ [C@[ MCCCCCC& ['C7 [(C[)CKFCC-~ \@W@ \c0 \P1 \r \C \r \r" \r# \r \ r \ r \ r \ r\ Q \Cd \C\S \C6 \CK \C? \CC \Cv\VQQCC \Cl \Ch\C~ \C@\ MCCCCCC& \'C7 \(C\)CKFCC-~ ]@@W@ ]cx ]P ]R( ]C ]R$ ]R% ]R& ]R' ] R( ] R ] RRQ ]Cd ]C]S ]C9 ]C7 ]C? ]CC ]Cv]VQQCC ]Co ]Cj]C~ ]C@] MCCCCCC& ]'C5](CCKFCC-~ ^@W@ ^ci ^P ^r: ^C ^r ^r) ^r* ^r+ ^ r: ^ [ ^ r ^ r^ Q ^Cd ^C^S ^C9 ^C7 ^C? ^CC ^Cv^VQQCC ^Co ^Cj^C~ ^C"@^ MCCCCCC& ^'C5 ^(C^)CKFCC-~ _@W@ _cj _P _r _CJ _r; _r< _r _r _ r _ R _ RRQ _Ce _C_S _C7 _C7 _CA _CC _Cu_VQQCC _Cl _Ch_C~ _C@_ MCCCCCC& _'C;_(CCKFCC-D/l~B*~~dxBBXXXX`:a:7ib:ic:  d:e:f:g:h:i:j:k:l:m:n:o:p !q !r !s !t !u !v !w !x !y !z !{ !| !} !~ ! !~ `@X@ `cy `P `rk `C; `r `r `r `r ` r ` R ` RRQ `Cd `C`S `C6 `CK `CC `CC `Ct`VQQCC `Cl `Ch`CCMCCCCCC& `'C6`(CCKFCC-~ a@@X@ ac aP aR aC aR aR aR aR a R a Ra RRQC aC#aS aC_0aCCCCCVQQCCCCCCMCCCCCC& a'C-*a(CCKFCChhhhhhhhhhhh9~ b@X@ bc bP! bR bC bR bR bR bR b R b Rb RRQC bC#bS bC9"bCCCCCVQQCCCCCC~ b M@b!CCCCCC& b'C/*b(CCKFCChhhhhhhhhhhh9~ cAX@ cyl cz c{\ cDJ c{= c{> c{? c{@ c {\ c |c | c |{c l cDd cDcq cD9 cDN cD@ cDD cDxckllDD cDm cDfcDcD@}@ c!DDDDDD& c'D/ c(D)c)D~DD-zd9ze9zf9zg9zh9zi9zj9zk9zl9zm9zn9zo9p q r s t u v w x y z { | } ~  DlBX~~~~~~~~~~~~  ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !                                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