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The Business Information Technology degree gives you the skills you need for the practical application of computing to areas typically found in industry. These include e-commerce, information systems, and computer consultancy. On this degree, you study a combination of computing and business-oriented modules.
Over half our students choose to do a year in industry. This gives you work experience, a salary and the possibility of a job with the same company after graduation. For details, see Business Information Technology with a Year in Industry.
The Kent IT Consultancy option offers you the opportunity to learn how to become an IT consultant by providing computing support to local businesses while earning credits towards your degree.
The School of Computing is an internationally recognised Centre of Excellence for programming education, with 95% of our research judged to be of international quality. The School is also home to a National Teaching Fellow and authors of widely used textbooks. The award-winning Java teaching systems, BlueJ and Greenfoot were developed at Kent.
The School hosts the University's GCHQ/EPSRC accredited Academic Centre of Excellence in Cyber Security Research, one of only 13 in the country.
Think Kent video series
Computers are very good at mechanical tasks but can they be creative? In this talk, Dr Anna Jordanous from the School of Computing looks at why we would want to study computers being creative and what we can learn from this work. Anna is based at the Medway campus and teaches at both Canterbury and Medway.
Independent rankings
Computer Science at Kent was ranked 12th for graduate prospects in The Complete University Guide 2017.
Of Computer Science students at Kent who graduated in 2015, 92% were in work or further study within six months (DLHE). Of those who went into employment, 95% found professional jobs.
Course structure
The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.
On most programmes, you study a combination of compulsory and optional modules. You may also be able to take 'wild' modules from other programmes so you can customise your programme and explore other subjects that interest you.
Stage 1
|Modules may include
CO320 - Introduction to Object-Oriented Programming
This module provides an introduction to object-oriented software development. Software pervades many aspects of most professional fields and sciences, and an understanding of the development of software applications is useful as a basis for many disciplines. This module covers the development of simple software systems. Students will gain an understanding of the software development process, and learn to design and implement applications in a popular object-oriented programming language. Fundamentals of classes and objects are introduced, and key features of class descriptions: constructors, methods and fields. Method implementation through assignment, selection control structures, iterative control structures and other statements is introduced. Collection objects are also covered and the availability of library classes as building blocks. Throughout the course, the quality of class design and the need for a professional approach to software development is emphasizedView full module details
CO322 - Foundations of Computing I
Mathematical reasoning underpins many aspects of computer science and this module aims to provide the skills needed for other modules on the degree programme; we are not teaching mathematics for its own sake. Topics will include algebra, reasoning and proof, set theory, functions, statistics.View full module details
CO323 - Databases and the Web
An introduction to databases and SQL, focussing on their use as a source for content for websites.
Creating static content for websites using HTML(5) and controlling their appearance using CSS.
Using PHP to integrate static and dynamic content for web sites.
Securing dynamic websites.
Using Javascript to improve interactivity and maintainability in web content.View full module details
CO324 - Computer Systems
14. A synopsis of the curriculum
This module aims to provide students with an understanding of the fundamental behaviour and components (hardware and software) of a typical computer system, and how they collaborate to manage resources and provide services. The module has two strands: Hardware Architecture and Operating Systems and Networks, which form around 35% and 65% of the material respectively. Both strands contain material which is of general interest to computer users; quite apart from their academic value, they will be useful to anyone using any modern computer system.
Hardware Architecture
Data representation: Bits, bytes and words. Numeric and non-numeric data. Number representation.
Computer architecture: Fundamental building blocks (logic gates, flip-flops, counters, registers). The fetch/execute cycle. Instruction sets and types.
Data storage: Memory hierarchies and associated technologies. Physical and virtual memory.
Operating Systems and Networks
Operating systems principles. Abstractions. Processes and resources. Security. Application Program Interfaces.
Device interfaces: Handshaking, buffering, programmed and interrupt-driven i/o. Direct Memory Access.
File Systems: Physical structure. File and directory organisation, structure and contents. Naming hierarchies and access. Backup.
Background and history of networking and the Internet.
Networks and protocols: LANs and WANs, layered protocol design. The TCP/IP protocol stack; theory and practice. Connection-oriented and connectionless communication. Unicast, multicast and broadcast. Naming and addressing. Application protocols; worked examples: SMTP, HTTP).View full module details
CO328 - Human Computer Interaction
This module provides an introduction to human-computer interaction. Fundamental aspects of human physiology and psychology are introduced and key features of interaction and common interaction styles delineated. A variety of analysis and design methods are introduced (e.g. GOMS. heuristic evaluation, user-centred and contextual design techniques). Throughout the course, the quality of design and the need for a professional, integrated and user-centred approach to interface development is emphasised. Rapid and low-fidelity prototyping feature as one aspect of this.View full module details
CB366 - Management Principles
Management Principles aims to provide an understanding of the challenges of managing people within complex work organisations. The experience of work and employment are being affected by rapid change as a result of a number of factors including new technology, the growth of global competition and the changing demographic profiles and values of the work force. These developments are considered within an historical context. An exploration of their implications for management practices and organisational forms will be conducted.
Students will be introduced to the main concepts and theories through readings and discussions of the main authors in the field. Case studies will be used to show how these concepts can impact upon management decision making within work organisations.View full module details
CB371 - Marketing Principles
The module introduces to students the importance of marketing in competitive and dynamic environments. The key topics of the module are:
The marketing concept
The marketing environment
Market segmentation & targeting
Brand development and management
Management of the marketing mix
Marketing research and new product development
The implications of internationalisation for marketing managers
Ethical issues in marketingView full module details
CO334 - People and Computing
Design and communication, what makes for good written communication, how people get and process information, Personal Development Project, effective spoken communication, how to work successfully in a group, doing academic research, about preparing and giving a presentation, history of computing and the history of communication, the effects of technology, Health and safety issues with computing, the Business of Computing, Employment in IT, software development and software engineering, preparing for examinations, designing for the web: web usability and web accessibility, the basics of IPR, relevant Laws applying to the use and development of computing, such as the Computer Misuse Act and the Data Protection Acts.
A range of social issues relating to computing, Representative content might include, Digital divide, Cyber bullying, Case studies
Sustainability: e.g. energy consumption, How to estimate? Substantial challenge, Rules of thumb (eg what to upgrade and when, when not to), Legal requirements of sustainability, Economic and ethical constraints.
How to make money in the IT industry: Consultancy, Selling software, Business planning, Pricing and estimating (case studies of what (not) to do from KITC).View full module details
Stage 2
|Modules may include
CB330 - Fundamentals of Financial Accounting
This module aims to give students a better understanding of the importance of accounting in the modern world, and how accounts are produced and regulated to produce meaningful information to all stakeholders in a business.
The key topics of the module are:
1) Role and evolution of accounting
2) Single entry accounting; double entry bookkeeping
3) Financial reporting conventions
4) Recording transactions and adjusting entries
5) Principal financial statements; monetary items; purchases and sales, and bad and doubtful debts
6) Stock valuation; fixed assets, and depreciation methods
7) Liabilities and provisions
8) Accounting for sole traders and Limited Companies
9) Cash flow statementsView full module details
CB729 - Enterprise and Entrepreneurship
This module aims to enable students to understand the social and economic changes that have raised the status of enterprise, small business and entrepreneurial ventures in the global economy. It examines the diverse nature of entrepreneurs, their characteristics and motivations, as well as the barriers and issues facing entrepreneurs when planning and establishing a new venture.
The key topics of the module are:
1) Factors that have influenced the growth of the enterprise culture in the UK.
2) The role and relevance of SMEs in the UK economy; definitions of SMEs; statistical information; Government policies and initiatives, and support agencies.
3) Whether entrepreneurs are born or made; whether enterprise skills can be taught or learned, and whether entrepreneurs differ from business owners and other managers.
4) Enterprise and innovation development in organisations.
5) Differences in attitudes, objectives, skill requirements and business strategies between small and large firms.
6) Surviving the early stages of business development, including failure rates in new and small enterprises and barriers to growth and development.
7) The planning process for starting a new venture including risks and liabilities; problems and pitfalls, and potential profit and success.
8) The protection of ideas and intellectual capital.
9) Funding a new enterprise, including via 'friends, family and fools', business angels and venture capitalists.
10) Enterprise in different contexts, including corporate enterprise, public sector enterprise and social enterprise.View full module details
CB740 - The Management of Operations
This module will require students to develop the ability to use appropriate techniques of analysis and enquiry within the management of operations, and to learn how to evaluate alternatives and make recommendations.
The key topics of the module are:
1) Strategic role of operations and operations strategy
2) Design of processes and the implications for layout and flow
3) People, jobs and organisation
4) Capacity planning and scheduling
5) Inventory control
6) Supply chain management, lean systems and enterprise resource planning
7) Quality planning and managing improvementView full module details
CO532 - Database Systems
This module provides an introduction to the theory and practice of database systems. It extends the study of information systems in Stage 1 by focusing on the design, implementation and use of database systems. Topics include database management systems architecture, data modelling and database design, query languages, recent developments and future prospects.View full module details
CB5010 - Marketing Analytics
This module will review contemporary approaches to marketing research design, data collection and analysis. A range of customer, market and competitor analysis techniques will be explored from conventional marketing research techniques as well as from ecommerce, geodemographic and new-media sources. Students will also develop an understanding of the importance of effective performance measurement (i.e., making marketing more accountable). Students will further develop their appreciation of market information and intelligence and acquire the specialised skills needed to plan, manage and report marketing research studies.
The key topics of the module are:
- Marketing research planning and process
- Research design and data acquisition
- Qualitative and quantitative consumer research
- Data analysisView full module details
CO329 - Computer Applications
This module introduces students to one of the more important computer tools used in business. The module teaches the use and application of spreadsheets, WhatIf analysis tools and VBA programming to produce solutions to business problems.
Topics covered include
The solution of linear programming problems, financial analysis, time-series forecasting, critical path analysis, inventory control and optimisation.
The use of macros and VBA to automate spreadsheet processing.
The use of statistical analysis software to summarise and display quantitative data, perform regression analysis and significance tests.View full module details
CO546 - Information Systems Analysis
Systems Analysis.
Systems and Models, Soft Systems Methodology.
Entity Relationship modelling.
Systems Analysis for Information Systems Specification
The context of systems innovation - Human, organisational and technical infrastructure, IT applications, Projects and their management.
Project initiation and Requirements investigation - Stakeholder analysis, Interviewing, other fact finding techniques. Business Case, cost-benefit analysis.
OO methods and the use of UML for modelling of requirements (Class, Use Cases, Activity, Sequence and State diagrams).
Procurement and Implementation
Case Studies of Information Systems - student researched and presented.
Systems characterised by a single database supporting a single application.
ERM - Manufacturing - Supply Chain management systems.
CRM - Marketing and Sales systems.
Financial systems (Revenue collection, Accounting)
Hospital systems - eg Patient Administration Systems.
Local Government systems.View full module details
CO547 - Agile Software Development
The module studies in detail the activities and artefacts associated with software development process as performed by a development team that adopts an Agile methodology.
Topics covered include
Concepts, principles, practice and philosophy of an Agile approach to software development
Collaboration: environment, programmer collaboration, team values, customer involvement, standards and reporting
Planning: release and iteration/sprint planning, risk assessment, stories and estimating
Development: incremental requirements, customer tests, test-driven development, refactoring, simple design, incremental design and architecture, spike solutions, performance optimisation
Agile project management: roles, values and team philosophy; management of scope and the business/economic issues such as:, time, cost, quality and risk.
Ethics and professional responsibilityView full module details
Stage 3
|Modules may include
CB726 - Leadership and Corporate Strategy
Leadership and Corporate Strategy aims to provide an understanding of strategic analysis, strategic decision-making and strategic processes within organisations. The module content comprises two complementary components. The first involves the understanding and learning of the main strategic management concepts and theories. The second implies its application in organisations.
These two core components of the course are then divided into four main sections:
1) Strategy development: comprising topics on how strategies are developed;
2) Strategic decision-making: introducing students to concepts and theories on strategic methods; evaluation (including risk assessment and management), and implementation and change;
3) Strategic context: introducing issues of leadership and their impact on strategy;
4) Strategic content: comprising topics on management issues such as resource management.
Topics on this module include:
1) Strategic leadership
2) Identification of strategic issues and options
3) Evaluation of strategic options
4) Implementation of strategic options
For each of these topics the students will be introduced to the main concepts and theories. Further to that, contemporary issues of businesses and case studies will be used to show how these concepts affect the strategic management of organisations.View full module details
CO544 - Networking
Packet data networks, overview of general equipment and function (e.g. hubs, switches, routers). Large network architecture (e.g. the Internet).
The OSI Seven layer model and packet encapsulation.
An understanding and appreciation for physical issues (such as cabling and wireless mediums, bandwidth, interference, etc).
Data-link layer issues (e.g. IEEE 802.3, IEEE 802.11, collisions, retransmissions, error recovery)
Network layer issues covering underlying protocols (e.g. IPv4/IPv6) and routing protocols (e.g. RIP/OSPF/AODV)
Transport layer issues and protocols (e.g. TCP/UDP)
Session layer issues and protocols (e.g. TCP).
Presentation layer overview
Application layer protocols (e.g. DNS, HTTP, FTP, SMTP/POP3)View full module details
CO600 - Project
The project gives you the opportunity to follow and develop your particular technical interests, undertake a larger and less tightly specified piece of work than you have before (at university), and develop the project organisation, implementation and documentation techniques which you have learnt in other modules. The technical and professional aspects of project courses are seen as particularly important by both employers (who will often bring them up in interviews) and by professional bodies.
The project may be self-proposed or may be selected from a list of project proposals. Typically, a project will involve the specification, design, implementation, documentation and demonstration of a technical artefact. The project is supervised by a member of the academic staff, who holds weekly meetings with the group, during which s/he will give general advice and will assess the progress of the group and the contributions by individual students.
Project deliverables are:
- a technical report, in the style of an academic paper, describing the scientific/technical outcome of the project;
- a well-indexed corpus of material that supports the achievements claimed.
In addition, each individual prepares a report outlining his/her contributions to each of the various aspects of the project. This report should not be a repeat of other material delivered as part of the project, but an assessment of the progress of the project and reflections on what the individual has learnt from undertaking it. In particular, it should include a description of the particular activities and outcomes that individual has contributed to the project, and of how the group worked together. This report will be discussed at a viva voce examination which should include a short presentation/demonstration of the project.View full module details
CO650 - IT Consultancy Project
Students taking this module will undertake two or (typically) more assignments for the Kent IT Clinic (KITC). Each assignment will be of one of three types: .
Work on one of KITCs contracts with an external client. To the extent that client-funded workallows, every student will be given at least one assignment of this type. Wherever practical, astudent will be encouraged to participate in the negotiation and pricing of contracts, under theultimate supervision of KITC management. For each assignment, the student may work on theassignment individually or as part of a group, as directed by KITC.
A contribution to the infrastructure of KITC itself. These assignments work in a similar way to external assignments, but with KITC as the client.
Formulating a costed proposal for the future development of KITC, and presenting reasoned argument in support of the proposal to KITC management, as a candidate for inclusion in KITCs strategic plan for the following academic year. Every student will have at least one assignment of this type.View full module details
CO548 - Software Engineering Process
The module studies in detail the activities and artefacts associated with software development process as performed by a development team (i.e. programming in the large).
Topics covered include
Software development paradigms
Requirements acquisition, requirements stability
Project management: planning and scheduling, staffing, cost estimation, risk assessment and mitigation,
Software architectures and design processes
Verification and validation, software testing
Configuration management, change control, version control
Software quality assurance, software metrics, Capability Maturity Model Ethics and professional responsibilityView full module details
CO659 - Computational Creativity
The module aim is to give students an overview and understanding of key
theoretical, practical and philosophical research and issues around
computational creativity, and to give them practical experience in writing and
evaluating creative software.
The module will cover the following topics:
Introduction to computational creativity
Examples of computational creativity software e.g. musical systems,
artistic systems, linguistic systems, proof generator systems,
furniture design systems
Evaluation of computational creativity systems (both of the quality
and the creativity of systems)
Philosophical issues concerning creativity in computers
Comparison of computer creativity to human creativity
Collaborative creativity between humans and computers
Overview of recent research directions/results in computational
Practical experience in writing creative softwareView full module details
CO816 - eHealth
An overview of basic concepts related to eHealth and a perspective on current HIT (Health Information Technology) and innovation
Review of current healthcare related IT systems
The use of information technology for handling clinical data, health systems. Data representation and knowledge management. Security and privacy.
Ethics and legal requirements of eHealth systems
Clinical decision support systems. TeleHealth tools for remote diagnosis, monitoring, and disease management
Delivery and monitoring platforms for both hospitals and home environment
Innovation in eHealth systems leading to start-up companiesView full module details
CO634 - Computer Security and Cryptography
Security has always been an important aspect of computing systems but its importance has increased greatly in recent years. In this module you learn about areas where security is of major importance and the techniques used to secure them. The areas you look at include computer operating systems (and increasingly, distributed operating systems), distributed applications (such as electronic commerce over the Internet) and embedded systems (ranging from smart cards and pay-TV to large industrial plant and telecommunications systems).View full module details
CO639 - Electronic Commerce
E-commerce is an increasingly important area for consumers, businesses and national economies. This module introduces what is meant by electronic commerce, and discusses its economic and social implications, its drivers and limitations. You will learn about the principal features of business-to-business and business-to-customer e-commerce and compare them with traditional forms of trading. The course also includes the chance to implement a simple end-to-end e-commerce systemView full module details
CO644 - Semantic Web
Resource Description Framework (RDF) & RDF Schema:
o Information representation and knowledge exchange on the web o Applications of RDF (e.g. Haystack, Creative Commons etc.) RDF Query and Inference Languages (e.g. SPARQL etc.)
Web Ontology Language (OWL): o DAML+OIL
o Publishing and sharing of ontologies o Advanced Web searching
o Knowledge management, asset management, enterprise integration o Software agents, automated agents
o Existing Shared Ontologies (e.g. FOAF, DOAC, SIOC, SKOS etc.)
Dublin Core
Data Mining (in relation to the Web) & Screen Scraping
The Wider Picture:
o Personal and corporate privacy issues o Data trust and proof issues o Computer law and professional issues
The future of the Web (these lists are not exhaustive) o Web 2.0: data-driven; architecture of communication; web services; syndication; online communities; folksonmies; wikis; search engine optimisation; contextual & "pay per click" advertising etc.
o Web 3.0: the Semantic Web; cognitive architecture; automated reasoning; distributed computing; composite applications; semantic wikis etc.
o Aim to give students the tools to critically evaluate the Semantic Web (and alternative proposals)View full module details
CO645 - IT Consultancy Practice 2
Students taking this module will undertake one or (typically) more assignments for the Kent IT Clinic (KITC). Each assignment will be of one of three types:
Work on one of KITCs contracts with an external client. To the extent that client-funded work allows, every student will be given at least one assignment of this type. Wherever practical, a student will be encouraged to participate in the negotiation and pricing of contracts, under the ultimate supervision of KITC management. For each assignment, the student may work on the assignment individually or as part of a group, as directed by KITC. A contribution to the infrastructure of KITC itself.
A contribution to the infrastructure of KITC itself. These assignments work in a similar way to external assignments, but with KITC as the client.
Formulating a costed proposal for the future development of KITC, and presenting reasoned argument in support of the proposal to KITC management, as a candidate for inclusion in KITCs strategic plan for the following academic year.View full module details
CO649 - Data Mining
Data mining is a process of extracting, from a large amount of data, interesting patterns that are non-trivial, hidden, new and potentially useful. It is a rapidly growing field and is becoming important because with the increasing quantity and variety of online data collections by many organizations and commercial enterprises, there is a high potential value of patterns discovered in those collections.
This module looks at different data mining techniques and gives you the chance to use a state-of-the-art data-mining tool and evaluate the quality of the discovered knowledge. The topics include: introduction to data mining and knowledge discovery process, data description, data warehousing and OLAP, data pre-processing, overview of basic data mining tasks, market basket analysis and association rules, classification using decision tree induction, Naïve Bayesian classification, K-means clustering, outlier detection, post-processing, social impact and trend of data mining.View full module details
CO539 - Web Development
Building scaleable web sites using client-side and and server-side frameworks (e.g. GWT, CakePHP, Ruby on Rails).
Data transfer technologies, e.g. XML and JSON.
Building highly interactive web sites using e.g. AJAX.
Web services
Deploying applications and services to the web: servers, infrastructure services, and traffic and performance analysis.
Web and application development for mobile devices.View full module details
CB729 - Enterprise and Entrepreneurship
This module aims to enable students to understand the social and economic changes that have raised the status of enterprise, small business and entrepreneurial ventures in the global economy. It examines the diverse nature of entrepreneurs, their characteristics and motivations, as well as the barriers and issues facing entrepreneurs when planning and establishing a new venture.
The key topics of the module are:
1) Factors that have influenced the growth of the enterprise culture in the UK.
2) The role and relevance of SMEs in the UK economy; definitions of SMEs; statistical information; Government policies and initiatives, and support agencies.
3) Whether entrepreneurs are born or made; whether enterprise skills can be taught or learned, and whether entrepreneurs differ from business owners and other managers.
4) Enterprise and innovation development in organisations.
5) Differences in attitudes, objectives, skill requirements and business strategies between small and large firms.
6) Surviving the early stages of business development, including failure rates in new and small enterprises and barriers to growth and development.
7) The planning process for starting a new venture including risks and liabilities; problems and pitfalls, and potential profit and success.
8) The protection of ideas and intellectual capital.
9) Funding a new enterprise, including via 'friends, family and fools', business angels and venture capitalists.
10) Enterprise in different contexts, including corporate enterprise, public sector enterprise and social enterprise.View full module details
CB561 - Business Law
A synopsis of the curriculum
CB697 - Managing People and Teams
Managing People and Teams aims to provide an understanding of the key concepts within management theory. This core knowledge is applied to a range of organisational settings so that the influence of management theory on management practice is understood. The role played by specialist management functions within Human Resource Management (HRM) and Employment Relations is investigated.
Students will be introduced to the main concepts and theories through readings and discussions of the main authors in the field. Case studies will be used to show how these concepts can impact upon management thinking and decision making within work organisations.View full module details
CB742 - Creating Your Own Enterprise
The understanding and application of enterprise knowledge is seen as a transferable skill that can have cross-school application within the University, in that it has relevance to students from a broad range of academic disciplines who might be considering self-employment after graduation.
The curriculum is based on the Small Firms Enterprise Development Initiative (National Standards-setting body for small business) Standards for Business Start-up, but has been expanded to include contemporary issues such as Intellectual Property and recent legislation.
The module will include the following areas of study:
1) Why firms become insolvent economic financial and operational reasons for business failure; risks & liabilities; skills requirements for business ownership; self-development planning; sources of advice, and support for businesses.
2) The new business planning process and format - developing and evaluating the business idea, and producing a business plan for potential lenders.
3) Financial aspects budgetary planning and control; cash-flow and working capital; understanding financial accounting and key financial documents; break-even analysis; credit control, and debt recovery.
4) Market research, competition and barriers to market entry - identifying customers; market segmentation; planning the sales and marketing processes; customer perceptions and customer care, and developing quality standards for the business
5) Legal issues - reporting requirements; UK & EU law relevant to small businesses; business formats and trading status and their respective risks and liabilities; insurance; insolvency, and intellectual property rights such as patents and copyright.
6) Planning and employing staff - planning and obtaining premises; physical and financial resources, and the phased implementation of the business plan.View full module details
Teaching and assessment
Most modules run for a single 12-week term, and usually include a combination of lectures, seminars, private study and practical sessions.
Teaching is based on lectures, with practical classes and seminars, but we are also introducing more innovative ways of teaching, such as virtual learning environments and work-based tuition. Work includes group projects, case studies and computer simulations, with a large-scale project of your own choice in the final year. Assessment is by a combination of coursework and end-of-year examination and details are shown in the module outlines on the web. Project modules are assessed wholly by coursework.
Programme aims
The programme aims to:
- meet the needs of those contemplating a career involving a significant element of computing and those motivated by intellectual interests in applied computing and business administration
- provide a sound knowledge and systematic understanding of the principles of business information technology
- teach skills that will be of lasting value in a constantly changing field
- offer a range of modules covering the foundations of business IT
- enable students to study in depth selected areas of applied computing and/or business administration
- provide teaching informed by current research and scholarship which requires students to engage with aspects of work at the frontiers of knowledge
- develop general critical, analytical and problem-solving skills that can be applied in a wide range of different business, computing and other settings.
Learning outcomes
Knowledge and understanding
You gain knowledge and understanding of:
- hardware: the major functional components of a computer system
- software: programming languages and practice, tools and packages, computer applications, structuring of data and information
- communications and interaction: basic computer communication network concepts
- communication between computers and people, the control and operation of computers
- practice: problem identification and analysis, design development, testing and evaluation
- organisations: their environment and their management, including people, operations, finance, marketing and organisational strategy
- social science concepts and theories and the ability to apply them to business and management contexts.
Intellectual skills
You gain the following intellectual abilities:
- an understanding of the modelling and design of computer-based systems in a way that demonstrates comprehension of the trade-off involved in design choices
- communication: present rational and reasoned arguments to a range of audiences
- identify and analyse criteria and specifications appropriate to specific problems and plan strategies for their solution
- analyse the extent to which a computer-based system meets the criteria defined for its current use and future development
- deploy appropriate theory practices and tools for the specification, design, implementation and evaluation of computer-based systems
- professional responsibility: recognise and be guided by the professional, economic, social, environmental, moral and ethical issues involved in the sustainable exploitation of computer technology
- demonstrate a basic analytical ability and its relevance to everyday life
- critically evaluate arguments and evidence
- analyse and draw reasoned conclusions concerning structured, and unstructured, problems.
Subject-specific skills
You gain subject-specific skills in the following:
- design and implementation: specifying, designing and implementing computer-based systems
- evaluation: evaluating systems in terms of general quality attributes and possible trade offs presented within the given problem
- information management: applying the principles of effective management, organisation and retrieval skills to information of various kinds
- tools: deploying effectively the tools used for the construction and documentation of software, with particular emphasis on understanding the whole process involved in using computers to solve practical problems
- identifying, formulating and solving business/decision-making problems using appropriate qualitative and quantitative tools
- creating, evaluating and assessing options, in a range of business situations, applying concepts and knowledge appropriately
- communicating effectively, orally and in writing, about business issues.
Transferable skills
You gain transferable skills in the following:
- communication: making succinct presentations to a range of audiences about technical problems and their solutions
- IT: knowledge of information retrieval skills (including the use of browsers, search engines and catalogues) and effective use of general IT facilities
- numeracy: understanding and presenting cases involving a quantitative dimension
- self-management: managing your own learning and development including time management and organisational skills.
Graduates who have both IT knowledge and business skills can expect excellent career prospects. Our recent graduates now work at:
- Accenture
- Barclays Capital
- GlaxoSmithKline
- Intel
- Kent Police
- Lilly
- Microsoft
- Oracle
- Thomson Reuters
- T-Mobile
- Thales.
Entry requirements
Home/EU students
The University will consider applications from students offering a wide range of qualifications. Students offering alternative qualifications should contact us for further advice.
It is not possible to offer places to all students who meet this typical offer/minimum requirement.
New GCSE grades
If you've taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.
|Typical offer/minimum requirement
|A level
Mathematics grade C
|Access to HE Diploma
The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis.
If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above
|BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)
BTEC National Diploma Distinction, Distinction, Merit
|International Baccalaureate
34 points overall or 16 points at HL including Mathematics 4 at HL or SL
International students
The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.
If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.
Meet our staff in your country
For more advise about applying to Kent, you can meet our staff at a range of international events.
English Language Requirements
Please see our English language entry requirements web page.
Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme.
General entry requirements
Please also see our general entry requirements.
The 2017/18 tuition fees for this programme are:
UK/EU fee paying students
The Government has announced changes to allow undergraduate tuition fees to rise in line with inflation from 2017/18.
In accordance with changes announced by the UK Government, we are increasing our 2017/18 regulated full-time tuition fees for new and returning UK/EU fee paying undergraduates from £9,000 to £9,250. The equivalent part-time fees for these courses will also rise from £4,500 to £4,625. This was subject to us satisfying the Government's Teaching Excellence Framework and the access regulator's requirements. This fee will ensure the continued provision of high-quality education.
For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.*
The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.
General additional costs
Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.
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By Reginald Kaigler (DEMCAD)
A disappointed viewership was upset that I said that I wasn't going to vote this year. I was stating on blogtv that it was essentially pointless. The viewer sent me an e-mail questioning whether I was even registered to vote, how I could not vote if I'm a constitutionalists. However, I'm also a pragmatist and this is my response.
The U.S. government only follows the U.S. constitution when in suits them. Nevertheless, I am registered to vote. And Yes, I have voted before. I voted for McCain, the low life who co-signed the National Defense Authorization Act. The same act that allows the military to turn America into a battlefield and detain citizens without a charge, trial or any evidence. Of course, Obama signed this disgraceful piece of legislation. So, no, I will not be voting. I simply don't see a point.
Time and time again, leaders in both the Republican and Democratic parties have lied to the American people. They have continued to support unconstitutional legislation (e.g. Patriot Act, Military Commissions Act, National Defense Authorization) aimed at stripping our civil liberties and basic rights. Both parties have continued to support criminals on Wall Street, banker bailouts and unnecessary wars (Iraq, Afghanistan, Libya, Pakistan bombing, Yemen bombing).
You say that "this is the most important election of our lifetime." Isn't every scam of an election supposedly the most important of our lifetime. And yet, they are always the same. Candidate make promises, one wins the race and when he gets into office, they break almost every promise. Remember when Obama said he was going to close Guantanamo Bay? he lied about that, lied about the one year withdrawal from Iraq, illegally bombed Yemen, Pakistan and Libya, escalated the Afghan War and protected Bush torturers. And he's not the only liar.
Bush claimed that U.S. shouldn't try to police the world and what did he do, he started two unnecessary wars and lied his ass off about weapons of mass destruction. He dramatically expanded the size of government and accelerated the national debt. Obama has just continued the foolishness.
You also say that if I'm a constitutionalists, I would vote. Well, to be honest, if Thomas Jefferson were alive and saw what this government were doing, I doubt he would be concerned about voting.
After all, isn't he the guy who said,
"The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. It is its natural manure."
Anyway, don't you see the scam. People are allowed to vote because it gives them the illusion that they have a say in things. They don't. Remember when Congress was considering the bailout and the overwhelm numbers of Americans called their Congressperson's office and pledged for them to not give their tax money to bankers? What did Congress do?
So sure, Obama is going to try to take away my rights in his second term, but there's plenty of reason to think the GOP nominee will do so as well. Romney and Newt have made anti-gun statements and Santorum is barely better. And as far as Ron Paul, the man is the only non-corporatist, non neo-con candidate and was out right cheated in Maine. The race was close and there simply stopped counting the votes. They had clear discrepancies in the voting from various districts.
Maybe Stalin was right (if he said this.)
"The people who cast the votes decide nothing. The people who count the votes decide everything."
The fact of the matter is that none of the candidates have made a commitment to cut the budget, end the warmongering and stop the banker bailouts. They are all getting money from Goldman Sachs and the criminals on Wall Street. So as disappointed as you are in me, it doesn't even come close to the disappointment I have for this corrupt system.
So what do you think? Should we bother voting in 2012?
I've heard people argue that we should vote for Ron Paul to prevent World War 3, but I think Maine proves that the GOP will make sure he never gets the nomination. If you think I'm wrong, tell me why?

subset: commoncrawl


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The HTC 8X on T-Mobile is set to receive its 'Portico' update starting tomorrow, December 19th. The update info comes via T-Mobile's own support forums and will include an OS as well as firmware updates, bringing both up to OS 10211 and firmware version 1532.20.20004.531. T-Mobile is also emailing customers to let them know about the update, which is a nice touch.
The update for the HTC 8X will bring many new features, including stability (no random reboots or freezes), SMS call reject, the ability to mass select SMS messages and more under the hood optimizations including a reported great increase in battery life.
Microsoft so far has been quiet on the exact nature of this update, not providing an official changlog of the additions. T-Mobile US will be the first carrier to officially support and push out the OS bump to their customers, though AT&T and Verizon are expected to follow within the coming weeks (or sooner). The update should go a long way in making the 8X an even better phone than it already is, including the addition of a few bonus features.
You can read more about the 8X and this OS update here in our detailed coverage of the update process in addition to the new firmware.
Source: T-Mobile; Thanks, Juan R, Daniel F., for the tip!
This post may contain affiliate links. See our disclosure policy for more details.


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The Isishweshwe Story: Material Women?
Iziko Slave Lodge 23 February 2013 until 31 December 2014
It is with great excitement that Iziko Museums of South Africa announces a new exhibition at the Slave Lodge. The isiShweshwe Story: Material Women? is thefirst in-depth exhibition conceived and created about isishweshwe. This fabric is used today by many women – and men – in southern Africa as traditional, daily and fashion wear.
The exhibition deals with the origins, history and uses of isishweshwe andits uniquely important place in the development of dress and community in South Africa. The story ofisishweshwe is wide-ranging, and one that reflects on trade and cultural interchanges across continents, of social and economic destruction and of indigenization and cultural revitalization.
The isiShweshwe Story: Material Women?comprises of isishweshwe items used in cultural practices, designer fashion garments, accessories and items of daily wear. Aresearch collection of garments, donated by Dr Juliette Leeb-du Toit, art historian, senior research associate and part-time lecturer, will be on public display for the first time. With a discerning eye, she has gathered examples of isishweshwe over a period of more than two decades. Garments by Amanda Laird-Cherry and Bongiwe Walaza form part of this collection.
A visual feast, the exhibition also includes designer wear, donated by Luiz Delaja, Louis Klopper and Cheryl Arthur,complemented by a range of photographic images. A small but intriguing selection of historical garments and images from the Iziko Social History department's own collection too forms part of the exhibition.
The identities of its wearers have changed over many years. The earliest origins of isishweshwe (Xhosa ujamani; AfrikaansDuitse sis) can be traced back to the craze for colourful indiennes (Indian cottons) which spread like wildfire across Europe (even reaching the Cape) from the mid-1600s.
The complicated techniques for making multi-coloured indiennes were adapted in central Europe to the use of one colour – indigo – only. Simplified resist-dyeing techniques were used to create a fabric of small, white, regularly spaced patterns on a deep blue background. Known in Germany as blaudruck (blue print), this fabric was transformed into clothing for work- and peasant wear – and became associated with European regional and Protestant dress, as well as expressing nationalist sentiments.
When large numbers of German missionaries and traders immigrated to the Eastern Cape and other parts of southern Africa during the mid-1800s, they brought with them their blaudruck. A mass-produced copy, made using the so-called discharge-printing technique, soon developed in industrial centres in Europe and Britain. Today, discharge-prints – in South Africa regarded as 'real' isishweshwe – are made only at Da Gama Textiles in Zwelitsha near King William's Town. Cheaper imitations, not discharge-printed, are made both locally and in the East, but purists will always choose 'real' isishweshwe. It is recognised by its smell, taste and the distinctive logos printed on the reverse of the fabric.
The blaudruck tradition in European regional dress still continues today, in countries such as Germany, Austria, Hungary and the Czech Republic. Juliette Leeb-du Toit has done extensive research and fieldwork to investigate links between blaudruck and isishweshwe, reflected in the exhibition by garments, fabric samples and images from her collection.
Isishweshwehas been worn in our region and country and has been
incorporated into traditional African rural customs. The fabric has evolved from its context as a trade item and missionary-inspired Western dress. It has been used as a political statement by white women against apartheid, and has emerged on the international fashion circuit. Increasingly today it is worn as everyday dress by black South African women irrespective of class, and more and more by men.
This exhibition aspires to encourage discussion and debate around issues of dress and identity, showing how people wearing isishweshwe have adopted the fabric in ever-changing movements of creativity and new versions of African and South African identities.
This exhibition has been made possible with the support and sponsorship of the Cape Town Fashion Council, Consulate General of the Republic of Germany in Cape Town, Da Gama Textiles and the National Heritage Council.
The Textile Gallery at the Iziko Slave Lodge Museum has been reopened in celebration of this exhibition. The exhibition opens to the public on 23 February 2013 and will run for a period to coincide with Cape Town's reign as World Design Capital in 2014.
The Iziko Slave Lodge, located on the corner of Adderley and Wale Streets, Cape Town,is open Mondays to Saturdays from 10:00 until 17:00. Closedon Sundays, Workers' Day and Christmas Day.
Iziko Museums of South Africa (Iziko) operates 11 national museums, the Planetarium, the Social History Centre and three collection–specific libraries in Cape Town. The museums that make up Iziko have their own history and character, presenting extensive art, social and natural history collections that reflect our diverse African heritage. Iziko is a public entity and non-profit organisation that brings together these museums under a single governance and leadership structure. The organisation allows *free access to all individuals on commemorative days, (excluding the Castle of Good Hope and Planetarium).
COMMEMORATIVE DAYS – FREE ENTRANCE (excluding Iziko Planetarium and Castle of Good Hope)
- Human Rights Day: 21 March
- Freedom Day: 27 April
- International Museum Day: 25 May
- Africa Day: 25 May
- Youth Day: 16 June
- National Women's Day: 9 August
- Heritage Day: 24 September
- National Aids Awareness Day: 1 December
- Emancipation Day: 1 December
- Day of Reconciliation: 16 December


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Angels lock up sweep behind dominant Wilson
ANAHEIM -- April is over, and the Angels have more wins than losses.
Around here, that's no small thing.View Full Game Coverage
ANAHEIM -- April is over, and the Angels have more wins than losses.
Around here, that's no small thing.View Full Game Coverage
Not for a team that endured debilitating injuries and overcame the worst opening series you could possibly imagine.
Not for a team that has suffered about as many tough losses as anyone, losing seven of the nine games that have been decided by a single run.
And especially not for a team that had its playoff hopes crippled after the season's very first month each of the last two years.
"We're keeping our heads above water," Angels manager Mike Scioscia said after sweeping a three-game series over the Indians with a 7-1 win at Angel Stadium on a windy Wednesday afternoon.
From 2012-13, the Angels had the fourth-worst April winning percentage. This year they finished at 14-13, heading into an off-day on Thursday and six home games against the Rangers and Yankees thereafter. It marked their second winning April in the last six years and their first winning record since Opening Day of 2013, representing the longest drought in Angels history since the mid-1970's.
"There's a different feeling in the clubhouse right now," Mike Trout said. "We're having a lot more fun. The guys are coming together. It's where we want to be."
Their hitting coach, Don Baylor, broke his right femur on Opening Day. Their two corner outfielders, leadoff hitter Kole Calhoun and cleanup hitter Josh Hamilton, sustained injuries that would put them on the shelf for more than a month. The first three games saw them get outscored by 18 runs to the division-rival Mariners. And the bullpen -- still without two key relievers in Dane De La Rosa and Sean Burnett -- lost its footing for a while, posting a 4.40 ERA in the first 20 games as Ernesto Frieri pitched his way out of the closer's role.
But the Angels marched on, never losing sight of the mission they carried through Spring Training and finally coming out of April with some momentum on their side.
"It's not so much you feel like a burden is off, but it's just very encouraging," catcher Hank Conger said. "Because I know that, especially pressure-wise, the last few years, everyone's like, 'Slow start, slow start.' Especially this season, it's like, 'When are you going to be able to get over .500 and get over that hump?' It's a small hump compared to where we want to be in September, but it's a hump leading into the month of May, especially in the direction that we want to go to."
They got there with power. Conger's second-inning two-run homer off Zach McAllister, who took the mound for the Indians on three days' rest, put the Angels on the board and gave them a Major League-leading 38 homers -- the highest output for April in franchise history.
They got there with Albert Pujols, the 34-year-old who finally has his legs back under him. Pujols now has nine homers and 23 RBIs to go along with a .279/.341/.586 slash line, after a day that included a third-inning sacrifice fly and a fifth-inning double that carried over center fielder Michael Bourn's head despite 27-mph winds.
They got there, as usual, with Trout, whose sixth-inning two-run double essentially blew the game open, putting the 22-year-old's slash line at .321/.403/.596.
But they got there, mostly, with starting pitching.
"Something that's flown a little bit under the radar is our starting pitching," Scioscia said. "There's been a lot of focus on what's happened on the offensive side and our troubles in the bullpen and trying to get our feet on the ground. But our starting pitching has been terrific."
C.J. Wilson pitched eight innings of one-run ball on Wednesday, giving up only two hits, walking one, striking out eight and retiring the last 18 batters in order -- six via strikeouts -- to put him at 4-2 with a 3.18 ERA on the year.
The Angels now have a 3.46 ERA from the department that was their biggest question mark heading into the year, with ace Jered Weaver still waiting to turn the corner and the three young guys -- Garrett Richards, Tyler Skaggs, Hector Santiago -- more than carrying their weight.
Last April, their rotation ERA was 5.26.
"One month down, five to go," Wilson said when asked of the 392-day drought between winning records. "We have to obviously do better than one game above .500 -- that's not going to cut it -- but I think we're going in the right direction. The starting pitching is starting to click a little bit, and that's going to make it a lot easier on the bullpen."
Despite the winning April, there's a sense that the Angels could be a lot better.
Their run differential is plus-40 now, ranked second in the Majors and trailing only the red-hot A's. Last year, when the Angels finished April 9-17, their run differential was minus-28.
If their bullpen can start displaying prolonged success, and David Freese -- with five hits in his last three games to raise his batting average by 38 points, to .193 -- can continue to hit, they may just see that start to translate moving forward.
"We got off to a rough start that first series, and then outside of that, we've played good baseball," Scioscia said. "The talent on this team points in a direction of a team that has a chance to really play well and play at a high level. And I think we've seen that. But this is just the start. We need to carry this for a long time."
Alden Gonzalez is a reporter for MLB.com. Read his blog, Gonzo and "The Show", and follow him on Twitter @Alden_Gonzalez.


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The Panthers have taken things slowly with linebacker Jon Beason this summer as he recovered from microfracture surgery on his right knee by stopping him from practicing fully until they felt he had recovered enough to resume a full workload.
That moment has arrived. Beason was in full pads for the first time this summer at Sunday's practice, marking a major step forward in his comeback after two years that were essentially wiped out by injuries.
Beason has played in just five games for the Panthers over the last two seasons, stalling a productive career and leaving the Panthers shorthanded on defense. Beason said recently that he hopes that taking it slow in his recovery from the microfracture surgery will lead to a sustained comeback rather than a brief stay on the field before another setback.
"I want to get out there as soon as possible, but might as well take advantage of the time," Beason said, via Joseph Person of the Charlotte Observer. "Trying to make it a permanent comeback from a temporary setback. Know what I mean?"
Having a healthy Beason for an entire season would do the Panthers defense a world of good, so they surely hope that the cautious approach proves to be a winning one.


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will maack needed a new other design and created a contest on 99designs.
A winner was selected from 22 designs submitted by 5 freelance designers.
Road Rates Website
Road Rates is an auto insurance website that serves a resource for web surfers looking for online quotes or information about auto insurance in their state or country (http://www.roadrates.com). We are seeking a design graphic that will replace the current header and menu on the website. From the new graphic direction, we will build the website around that concept and color scheme. (Note: The current site http://www.Roadrates.com is dark. We are changing this design to something much lighter. A background image of a car will be used as the background to the website. The image will be something open and airy with a blue sky most likely.) The header needs to be 960 pixels wide. We are open to the height of the header. Within the header we need a spot for advertising that fits a 720x90 leaderboard. This leaderboard will fit to the right of the banner area.
At the top of the banner/header we want some small buttons built for the following menu options:
About, Contact Us, Let's Connect: Twitter, Facebook, RSS, Search Box (I like the way this site has the buttons laid out at the top: http://www.freshome.com . I like the idea of having icons next to the menu option there. (that site also shows a good picture of how a leaderboard will fit into the banner/header area).
I want four buttons at the bottom of the banner that are very bold and good size. They should say:
Resource Guide Home; Free Instant Quote (I do like how bold the yellow button is on http://www.roadrates.com ), United States Drivers, Non-U.S. Drivers
(Everyone and anyone looking for car insurance. However I do want to appear very professional as this is a costly product and our website must instill confidence in our service.)
The logo will need to be fit into that space since the leaderboard is also in the header/banner area.
I have uploaded the logo files here:
I do want you to edit the logo and use the word "Car Insurance Guide" instead of "Car Insurance Quotes".
The theme should be professional as you might expect from an insurance related business.. We are open for various designs but do not want anything that fits the cartoon, thrown together, or childish look. We are open to various font styles but nothing to traditional, puffy, curly, or old style, rather clean, modern-ish, up to date, and easy to read.
We will require the photoshop or illustrator files when the contest is completed.
I have also attached files to this contest with the logo files and the background image.


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Stackable system holds rolled coins. Capacity and denomination etched on front. Color-coded to banking standards. Handles on both ends. Unbreakable yet lightweight plastic. Trays interlock with large capacity coin trays MMF21207 Series, in same denomination. Coin wrappers sold separately. Cash Drawer/Box/Tray Type: Tray; Denomination: $5/Pennies; Money Tray Features: Interlockable; Stackable; Material(s): Plastic.
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Cook the green beans in a large pot of boiling water until crisp-tender, stirring occasionally, about 4 minutes. Using a mesh strainer, transfer the green beans to a large bowl of ice water to cool completely. Drain the green beans and pat dry with a towel.
Add 2 teaspoons of salt to the same cooking liquid and bring the liquid to a simmer. Add the potatoes to the simmering liquid and cook until they are just tender but still hold their shape, about 8 to 10 minutes. Transfer the potatoes to the ice water to cool completely. Drain the potatoes and pat dry with a towel.
In a small bowl, whisk the lemon juice, garlic, oil, oregano, 1 teaspoon salt and 3/4 teaspoon pepper. Place the tomatoes, basil and parsley in a large serving bowl. Add the tuna and toss gently to combine. Add the green beans and potatoes and gently combine. Pour the dressing over the salad and toss to coat.


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|Welcome to Ericsson RSU 8 Fusion Splicer page.
|Home | otdrs directory | site map
Ericsson RSU 8 Fusion Splicer
Ericsson fusion splicer ( View Items )
Ericsson's revolutionary new fusion splicer delivers ultra fast splice time and the world's shortest shrink time. This adds up to a total cycle time of less than 40 seconds. The combination of cold image alignment and warm image processing is what makes this technology sizzle. Ericsson fusion splicer is a world leader in providing total fusion splicing solutions for industrial splicing, where it requires careful attention to quality.
All Ericsson Models available new and used:
FSU 15 FI, FSU 975, FSU AccessMAN, FSU 995 FA, FSU 995 PM, RSU 8, RSU 12.


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Finding an unused or used Bobcat skid steer has never been so easy.
With 300+ unreserved auctions held annually worldwide and thousands of Bobcats being sold each year, there's a good chance you'll find the Bobcat skid steer you need at a Ritchie Bros. auction.
More Bobcats selling soon.
Our equipment inventory changes frequently. Check back often. Or better yet, create a free account, save your searches and set up email notifications to know when more Bobcat skid steers are added to our upcoming auctions. Every skid steer will be sold with no minimum bids or reserve prices. Bid with confidence on the Bobcat equipment you need knowing buyers set the prices at our auctions, not sellers.


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It is an idyllic scene. Two beautiful girls give themselves up to the tender pleasures of a total massage.
Against a background of a tropical paradise, two masseuses give their longed-for care. They miss nothing in their quest to give complete gratification. Working as one, they unite the girls in the pleasures of the body.
They know, as only other women can, what thrills quiver through those whom they are pleasuring. Dreamy satisfaction at the finish is their reward.


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Kathleen ni Houlihan
This production played in repertory with Juno and the Paycock, The Plough and the Stars, The New Gossoon, The Far-off Hills, Drama at Inish, Look at the Heffernans, The Shadow of the Glen, The Playboy of the Western World, Church Street, The Resurrection, The Coiner, The Well of the Saints, Riders to the Sea, Spring
John Golden Theatre, (circa. 11/1934 - circa. 11/1934)
Category: Play, Revival, Broadway


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Yesterday we selected as one of our Power Line Picks a Weekly Standard article in which Lee Smith argued that Atlanta Braves shortstop Andrelton Simmons may be the best defensive player at his position in baseball history. Smith is one of my favorite analysts of the Middle East, but I had no idea he's the expert on baseball that his piece about Simmons revealed.
Smith's piece was not only well-argued, it was an excellent discussion of the shortstop position. He also included plenty for the baseball historian to love. There was even a reference to Terry Turner, known to a few of us (nearly 100 years after he played his last game) as the double-play partner of Hall of Famer Napoleon Lajoie.
So what happened yesterday? Playing for the Braves against our Washington Nationals, Simmons committed an error on a routine ground ball in the ninth inning. With that error, Jeff Kobernus scored the tying run (he would have scored even if Simmons had made the play) and Anthony Rendon scored the winner. Game over. Nats 6, Braves 5.
With the victory, and a 4-0 win in the second game of the double-header, the Nats keep alive their very slight hope of making the playoffs. And the Braves will not clinch the NL East crown until they leave Washington.
Simmons' error does nothing to detract from the claim that he is the best fielding shortstop in the game today, and potentially the best ever. It just highlights the reality I see when I pore over old box scores and play-by-plays — baseball is a demanding, quirky game, and even its very best practitioners make more basic, game-changing mistakes than you might expect.


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Student Engagement Survey
District Calendars
Richard Carroll Elementary School
Workorder Program
A Message From The Superintendent
Welcome to Bamberg School District One, a small, rural district located in Bamberg, South Carolina. Our district is made up of three schools and serves approximately 1,400 students in grades 4K-12. With an annual average staff of 250, we are indeed a district with a family atmosphere. We are proud of our academic success which is evidenced by the number of high school graduates we have to pursue post-secondary education; our athletic prowess in 29 fielded sports; and our performing arts program which includes dance, art, and a jazz band. As a district, we have so much of which we are proud. We would be even prouder to have you JOIN our family - for we believe that Bamberg School District One is the place to be!- Phyllis K. Schwarting
District News


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UConn women trounce Colgate
HARTFORD -- The UConn women's basketball team has received production from numerous players this season. That theme continued Wednesday night against Colgate.
Brianna Banks led four players in double figures with a career-high 20 points, three rebounds, five assists and four steals as the second-ranked Huskies rolled to a 101-41 win before 7,934 at the XL Center. Stefanie Dolson added 18 points, seven rebounds and three assists for UConn (6-0). Kelly Faris had a season-high 17 points, while Breanna Stewart had 12 points and eight rebounds.
Bria Hartley, who was honored during a pregame ceremony for reaching 1,000 career points last season, finished with eight points.
Sophomore Kaleena Mosqueda-Lewis missed the first game of her career. She suffered a concussion in Saturday's win over No. 14 Purdue.
• STAR OF THE GAME: Faris. She has become to be an offensive threat for the Huskies, finishing 5-of-6 from the field (3-of-3 3-pointers). She also added five rebounds, five assists and three steals in 21 minutes.
• KEYS TO THE WIN: Led by six points from Dolson and four from Faris, the Huskies scored the first 12 points of the game during a 21-5 run over 6:10. ... Banks continues to provide the Huskies with a spark off the bench, scoring 14 points (5-of-6 FG; 3-of-3 3-pointers) in 12 minutes in the first half. ... Powered by Dolson and Stewart, the Huskies outscored Colgate 50-2 in the paint. ... Stewart has scored in double figures every game this season. ... The Huskies made 13 3-pointers.
• UP NEXT: Monday vs. No. 11 Maryland at XL Center (Jimmy V Classic), 7 p.m. (ESPN2)


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What are the most compelling and irrefutable arguments against the existence of God?
When I say irrefutable, I mean "beyond a reasonable doubt", as in a court of law.
First, we need to define the term "god", so I will be referring to the Judeo-Christian god
of the bible who we must agree has the following attributes:
That god is omniscient
That god is omnipotent
That god is omnibenevolent
Let us also agree that the Christian bible is the true word of this god, and that it is his commandments to all humans.
Also please consider all philosophical counter arguments posed by C.S. Lewis, et'al.
Please explain and justify your argument.
For example; if you believe the Argument for Evil is compelling, please explain why the theist counter argument is not acceptable.
It could be argued for example, that god does not send any souls to hell, we send ourselves to hell by our own free will and that god has given us every opportunity to make that decision, and in our own free will, god is simply granting our request.
All philosophical and scientific arguments should have a justification.
For example; the bible says god created the earth and the "heavens" in 6 days, on the 7th day, he rested. We know from many disciplines of science that this cannot be true; however, it could be argued that the term "6 days" could have other biblical meaning, etc.
Be careful of logical falicies in forming your agruments. :)
Please contribute your argument(s).
P.S. your argument does not need to be in your own words, you can copy and paste, just mention the source :)
Views: 2927
I already put that entire concept out before you.. You might want to go back and study lol.. Wow, how many airplanes fly over your head in a day Johny D?
It's like you didn't even comprehend this statement:
And You know what doesn't have informational value John D.. NOTHING lol
The bell is ringing but I don't think you can hear it. ;)
And You know what doesn't have informational value John D.. NOTHING lol
This plane will buzz over your head for a very long time John D :) And I am still waiting for you to take up my challenge so I can worship you!
Try posting without using information, energy, or material-physicality. .. WOOO WOO!! Right?? You seem to avoid this like the plague >:)
Lets see.. without information, Johny D wouldn't even have a Language? Without language there is no understanding? hmmm :)
It is therefore a complete fiction!
This is Golden right here!.. Information is "Fiction"! lol I'm glad we have a professor Johny D to tell us information is fiction! I don't know how I would ever understand if I didn't know information was fictitious O.o
<insert face palm here>
You make a reasonable argument.. My original argument was only to address an all OMNI GOD.. I think we can reasonably rule that out. However, gods in general are just simply concepts of opinion regardless if the object of the opinion exists or not. It can only be a GOD if it's worshiped as such, and is only a GOD to those who would worship it as such. Otherwise it's simply not applicable as a concept to those who don't.. And when Theists say there GOD is made of nothing, it's quite evident no scientific proof can be given for it's existence. But for those of us who actually understand the definition of the term "nothing", a nothing GOD simply doesn't exist by definition. It only exists as an Idea, concept, or belief. And ideas, concepts, or beliefs are not the objects of those ideas, concepts, or beliefs. Theists don't seem capable of comprehending the difference between the idea of GOD and what is supposed to be the object of the idea. And they probably do so by intention because its the idea they grasp on to. And in order for it to survive, it must be kept alive by keeping people believing in it. Thus duplication of the idea through indoctrination becomes a critical part of the ideology's future. Hence, what is a GOD with nobody to worship it as such?
However, the absolute proof of no GOD's exist is very simple. I wouldn't view or worship anything as a GOD. Thus the GOD concept is entirely irrelevant, and such things simply don't exist.
Implicit in the statement that a being is a perceiver that cannot know whether its perceptions have anything to do with an external reality is that there might not be one. In this it is impossible for a being to acknowledge (in the absolute sense) the existence anything more than its perceptions. This argument was originated by Descartes and has stood the test of time for 400 years. Moreover, Hawking acknowledges the validity of it on p#45 of his new book The Grand Design.
Now, the Biblical god demands that beings worship him. Therefore, it expects them to acknowledge his existence absolutely. Since it is impossible for them to do this the Biblical god expects them to do the impossible. As such it cannot be good and, in this, is inconsistent with its own definition. Accordingly, a Biblical type god cannot exist.
I'm not clear about what "acknowledge (in the absolute sense)" entails. What Descartes maintained was, to the best of my understanding, that one cannot have knowledge of the existence of god (at least until he went further and posited an easily refutable argument to the contrary). Of course, the definition of 'knowledge' is not something on which there is any consensus amongst epistemologists. Moreover, Descartes' criterion (an inability to be doubted) was set much higher than that of any contemporary theory of knowledge with mainstream adherents.
I don't have 'The Grand Design', perhaps if you told me more about it I could better understand what you mean by 'acknowledge' in this context.
Perhaps there is a meaning of 'acknowledge' which is used specifically with reference to theological questions of which I am ignorant. As I understand it, the word 'acknowledge' is not one which refers to belief or some epistemic state of affairs, but is rather a matter of behavior such as giving a sign of recognition.
I am not trying trying to be difficult. It seems to me that these are significant distinctions because one could certainly express belief in something when there is not certainty so strong as to exclude all doubt. If worshiping only requires acting the way that one would reasonably expect one to act IF they had knowledge of god's existence, and especially if 'knowledge' is used in accord with modern theories of knowledge, then worship would be quite possible.
I am not going to spend a lot of time on this because the meaning is actually very simple and is explained in detail in the definition of a being that I presented in the disproof.
To acknowledge that something exists as the word is used in the disproof means to self-honestly know beyond any doubt whatsoever that it exists. Since we experience our perceptions we can self-honestly know beyond any doubt that they exist. However, we must jump to a conclusion to hold that they validly reflect any external reality that might exist.
Perhaps you should get Hawking's last book, The Grand Design, and read p#45 of it.
Basically, I look at statistical data.
With that said, everything falls within statistical norms...
IF there was a god, and that god interfered in any way with this world, it would show up as a glowing statistical anomaly... basically what science would reluctantly agree is a "miracle".
But there are none.
No statistical anomalies pertaining to heavenly bodies.
No hand of god.
So that renders all prayer pointless.
And it renders any belief of gods intervention pointless, at least in the present tense.
So either god doesn't give a crap about what happens to his followers enough to intervene...
... or he doesn't intervene, because he doesn't exist.
The bible teaches you that you get what you pray for.
This is therefore a complete fallacy.
You get what you strive to get.
You accomplish what you push to accomplish.
No god will help you.
No god has helped anyone, for as long as we've been paying attention.
Any claims to the contrary are bull****, otherwise those events would have been detected as an anomaly, and scientists would be clamoring to research it further.
If the Christians, Muslims, or any denomination were the "followers of the truth" or the "chosen ones", they would show up with an anomalous statistical trend that shouldn't exist.
But they don't.
They have the same death rates.
The same rates of agonizing deaths.
The same poverty rates amongst the uneducated.
The same everything.
... clearly, they aren't chosen, favored, or paid attention to at all.
I don't argue for the non-existence of God. I don't argue for the non-existence of the invisible pink unicorn, which is incredibly pink, yet invisible at the same time. I don't go down the street, and think to myself "that woman is very non-pregnant". How far do I need to go with this, I'm having fun with it!
People who believe in God either need to prove God's existence, or admit that they believe in something that has absolutely no reason for being true.
The best I can do is point out the errors in the bible, which is the infallible word of God, and let them decide what else might not be true in their perfect book.
It is possible to prove the negative of the existence of a Biblical god as follows:
1.) A Biblical god is good - by definition of a Biblical god.
2. A Biblical god wants to be worshiped - by definition of a Biblical god.
3.) Good beings do not want to be worshiped - by definition of good.
4.) Therefore, a Biblical god does not want to be worshiped - from 1.) and 3.) above.
5.) Consequently, a Biblical god both does and does not want to be worshiped - from 2.) and 4.) above.
6.) Resultantly, the concept of a Biblical god is self-contradictory and, as such, a Biblical god cannot exist in reality.
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Muscle Mustangs & Fast FordsFeatured Vehicles
1988 Ford Mustang LX - Family Ford Flyer
This 1,000-plus horsepower Turbo LX Helps Michael Newton Enjoy Drag Racing Again
Drag racers are a competitive lot—and sometimes they get so wrapped up trying to go faster than the next guy that they lose sight of life's most important things: fun, family, and friends. For Michael Newton, it's the relationships that make the Mustang hobby enjoyable.
Growing up in Dalton, Georgia, Michael's first car was a '78 280Z. The 16-year-old thought it was pretty fast . . . until Michael rode in his friend Tony Welch's Fox-body Mercury Capri with a cam, 3.55s, and exhaust work.
"I realized the Z-car wasn't quite what I thought it was," Michael stated with a smile. "The ride in the Capri put me on the road to being a Mustang fanatic."
While in college in the early '90s, Michael picked up a job at a local Mustang performance and salvage shop, Mathis Mustang, where he worked with Tony Welch pulling parts and cutting his teeth on performance heads, cam, and intake installations. His first Mustang was an '88 coupe that was a former Georgia State Patrol car. While working at the shop, cruising around town, and hitting the local dragstrip, he met like-minded gearheads. He progressed through several different Mustangs and engine combinations over those years (including '87 Saleen No. 193) before he graduated college, got married, and "got out of Mustangs for a while," as Michael describes it.
After life settled down, he got the itch for another Mustang. He found an '88 LX that was the same color as his '88 Georgia Highway Patrol car: Bright Regatta Blue.
"The car was a little rough paintwise," Michael comically recalls. "For a while we called it the Blue Turd." Michael and his longtime friend, Lamar Clark, started fixing up the coupe and adding go-fast parts. Michael reminisces about the many memories and photos he has of he and Clark knee-deep in engine swaps, grease-stained and dripping with sweat. "Lamar and I have been friends for a long time. He's one of those people that you can't remember when you weren't friends."
After stepping through several different combinations, Michael set his sights on NMRA's EFI Renegade class. He focused on a supercharged combination that, by the time it was complete, became uncompetitive for the class.
The temperamental, high-maintenance powerplant took the fun out of it and that's when he discovered MM&FF's True Street. "I liked it because the rules were minimal. You could build any engine combination you wanted, use any size drag radial street tire you wanted, and you still have a place to run. You don't have to worry about the rules changing in one season and making your car uncompetitive."
Another thing friends love to do: Spend each other's money! "Lamar found a Vortech 'igloo' intercooler setup online that he convinced me would be perfect for the turbo setup we wanted to build, so we planned the road trip and drove up north to get it."
Michael liked the Jekyll and Hyde nature of turbocharged combinations: quiet on the street, but fast on the track. Top-End Fabrications near Chattanooga, Tennessee, helped make Michael's boosted dream a reality by creating the turbo setup. Top-End hand-fabricated all the exhaust and intake plumbing, including the cold-side inlet tubing to the aforementioned air-to-water intercooler. Michael had only one stipulation for the turbo build: "It had to have the signature LX exhaust tips out back."
Not only did they meet his expectations, but they also fabricated 3-inch exhaust tips with V-band clamp connections so Michael could remove them to cut down on the cleanup time at the track. Michael gushes about the work that Jason Harvey and Shane Brown did at Top-End Fabrications: "I have beat on the car for several years now and the fabwork has stood the test of time."
Michael then took the car to Mark Biddle at Panhandle Performance for final work and tuning. His new turbocharged setup was making a lot more power than the old supercharged EFI Renegade setup, which uncovered the coupe's existing 308-inch short-block's power limits on the dyno. Michael authorized Panhandle Performance to transform the Ford Racing "R-block" into a 347-inch mill capable of handling the 1,000-plus horsepower they expected from the small-frame Precision Turbo T88 snail.
They topped off the "R-block"-based short-block with TFS Twisted Wedge street heads ported by Total Engine Airflow, and fed the Vortech Igloo intercooler with an Accufab 90mm throttle body. Biddle then tuned the combo using the first generation of FAST's DFI system.
Just as Michael prefers, the car is extremely quiet on the street. During our photo shoot, the '88 coupe behaved better than some bolt-on cars with a mere fraction of the power. The turbine soaks up a lot of the noise, and the full exhaust and Borla XR1's take care of the rest. The loudest thing is the fuel pump, which Michael plans to swap with a quieter one. Besides the pump, the only other hint of the car's potential is the parachute. It's always fun taking it to a track that isn't familiar with the car, as Michael explains, "In the pits most people don't pay much attention to the shiny show car. But after we make a pass it gets lots of attention."
A Glenn McCary–built Pro Glide transmission deals with the unenviable task of living behind Michael's monstrous powerplant, but Michael uses an AMS-1000 system to control the boost off the line so the drivetrain isn't hit with all 29 psi when the light goes green. Moser 33-spline axles and 3.55 gears transfer the power to Bogart Racing 15x10 wheels and drag radials.
Michael credits Lyons Custom Motorsports with scaling the car and helping dial in the suspension, which includes a tubular K-member and A-arms, Strange adjustable struts, and QA1 coilovers up front. Metco double-adjustable upper control arms, Wolfe Race Craft double-adjustable lower control arms, and a HP Motorsport antiroll bar comprise the rear suspension. Aerospace brakes were installed to bring the car to a halt and so far they've been able to stave off the need for pulling the parachute.
Mike Garland whipped the body back into shape and sprayed the car with its original hue—though we doubt any Regatta Blue Fox looked this good from the factory.
Other than a few race car–oriented gauges, switches, and boxes, the interior is pretty stock. The car's original shifter boot was modified to try and keep the stock five-speed appearance, and the factory armrest/cassette holder is used to conceal the AMS 1000 boost controller.
Michael does have to climb over an MV Performance–built rollcage, the rear seats were tossed to make room for the necessary rear X-brace. However, it's a small price to pay for safety when Michael is running 8.67 at 160 mph down the quarter-mile.
In 2008 Michael had the privilege of taking home the NMRA Bowling Green "True Street" trophy and crown. In the 2009 edition, Michael was runner-up with a jaw-dropping 8.883-second average. After that, life got busy with work and a growing family so the car spent the next three years away from the track.
But in 2013 Michael decided it was time to blow the cobwebs out of the car (as well as himself) and make another appearance at NMRA Bowling Green, where he ended up taking home the 9-second class win with a 9.016 average. "After being out of the scene for those years, it definitely felt good to stretch the car's legs!"
What does the future hold for Michael Newton and his 8-second True Street winner? "A larger/quieter fuel pump, an up-to-date fuel injection and ignition system, larger fuel injectors, and maybe nitrous would be nice for those grueling hot/humid summer events," he states. Then more seat time and leaving with more boost off the line."
In addition to the already-mentioned shops, Michael has many people to thank. First and foremost: his wife, Denise, who not only understands—but shares his passion for cars. His 10-year-old daughter Amber and 6-year-old son Chance are by far his biggest fans. They are always eager to help wrench or cleaning up the "blue coupe" and take it out to the weekend cruise-ins. His parents Donald and Ann, who supported him in all his interests from an early age; even if those interests required a parachute! And, of course, Michael thanks his friends Lamar Clark, Tony Welch, Ricky Millard, Jud Stansell, Eric Gulas, and Jeff Shular.
Through the support of his friends and family, they all share in the fun of this fantastic street car. It's this humble nature that helps Michael Newton keep things in perspective: "Keep your family and friends first. The car hobby brings us together, but it's the friendships that make it worthwhile."


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D'arci needed a new logo design and created a contest on 99designs.
A winner was selected from 59 designs submitted by 19 freelance designers.
Centre for Learning
We are a Canadian federal government learning centre providing service to our internal clients. These services include library resources, training/learning sessions, career guidance. We would like to be perceived as professional and cutting edge with a focus on client service. We have been in operation for 15 years and although most employees are aware of our services we want a fresh, new look and image.
Internal federal government employees. Our clients range from administrative support to scientific/technical professionals.
Simple, simple, simple! We want a logo to focus on our name (Centre for Learning) but this could include a simple graphic. No graduation type logos please.
- logo needs to print easily and clearly on a variety of materials (pens, bags, gadgets as well as paper)
- will be used on our website
- no stock images or clip art
- we are open to colour variations (ie: blue/green) with a maximum of 2 colours
- type face should be clear and simple
The files we will require are:
Print file format - .ai (CMYK)
Web file format - .jpg and layered .psd (RGB)
Find out how a design contest works or learn more about our logo design services.


text:
Editorís note: Ronald, 21, graduated from the sponsorship program in June of 2008.
Iím Ronald from Hyderabad, India. I come from a family where education was always a daydream. Iím delighted to share a few memories of my life, as I was a fortunate child who has been blessed by God.
CFCA has helped me complete my education and stand on my feet. To make my dreams come true, CFCA came to my aid. Because of their valuable and timely help, my parents were able to enroll me in Mount Carmel High School. CFCA took care of all my educational needs and supported my parents.
Throughout my association with CFCA, I thought all the sponsors belonged to rich families, and helped unfortunate children with their surplus. But to my astonishment, my sponsors, John and Bobby, were an elderly couple who were not wealthy, and were no longer in touch with other family members. I was very joyful to know that they treated me as their grandson.
I remember in one of the letters John told me he had made a big board in his room where he preserved my letters, photographs and paintings, and he read them whenever he felt lonely. I was taken aback by his affection for me.
Sadly, John passed away, but Bobby continued to sponsor me. She also shared with me that after John died I was the only one with whom she could express all her feelings. Iím happy that I was able to know such adoring people.
After I received my education, I got a job with an information technology company. Today, I have everything I need: loving parents, a good education and a fine job. And the two most important people responsible for my life being so good today are my dear sponsors, John and Bobby.


text:
(We are Jewish. For those of you who don't know, it's a Christmas tradition for Jews to eat Chinese food and see a movie on Christmas, since there's nothing else to do. It's currently a week before Christmas, and we don't know what to eat.) Dad: Maybe we should do Chinese tonight instead of for Christmas. Mom: Honey, DON'T ruin my Christmas!
- Reposted by


text:
Lyrics: Unknown
Music: Unknown
Played by Jerry Garcia with Howard Wales and others on 26 Jan 1972. The title and authorship are unknown - "Carry Me Back" is the title most often used on setlists.
Can't get away from here, child
Can't get her back I know
You've got so much time, I tell you
Carry a heavy load
You don't know what [helping] will need
You don't know what can be for me, yeah
I've carried up my [pail], can't get [?] way
You've done something, tell me child
I'm hoping you can stay
Carry me back
Carry me back
You don't try to tell
You don't try, I'm telling you
You got nothing, nothing baby
What I'm gonna give you
[?] turn on me
When I'm trying to tell you
I can't get back, baby, no more
Come on, come on, yeah, yeah
Come on back now
Come on back girl
Come on back child
Yeah, yeah, yeah, yeah
I can't give away
I can't give away nothing else, baby
Sure don't know what you're giving me
I don't know now baby
Come on down to the railroad track
Get youself a-grooving
If your [?] all right
They don't mind you grooving


text:
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