Gecko [ v3.cesa.co.za ]

Name	Size	Permission	Date
BCE Home cover_files	[ DIR ]	drwxr-sr-x	2012-03-12 06:07
BCE Introduction_files	[ DIR ]	drwxr-sr-x	2012-03-12 06:07
BCE RESOURCE AND SUPPORT_files	[ DIR ]	drwxr-sr-x	2012-03-12 06:08
BCE RULES AND REGULATIONS_files	[ DIR ]	drwxr-sr-x	2012-03-12 06:07
BCE THE LEARNING PROGRAMME_files	[ DIR ]	drwxr-sr-x	2012-03-12 06:08
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ajax	[ DIR ]	drwxr-sr-x	2026-08-20 14:43
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facilitators	[ DIR ]	drwxr-sr-x	2012-01-18 08:00
guidelines	[ DIR ]	drwxr-sr-x	2021-04-29 08:34
images	[ DIR ]	drwxr-sr-x	2023-04-18 07:54
includes	[ DIR ]	drwxr-sr-x	2024-02-23 09:41
lightbox	[ DIR ]	drwxr-sr-x	2012-07-02 08:44
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Rename

<?php
include("inc_functions.php");

if (!isset($_SESSION["StudentID"]) || empty($_SESSION["StudentID"])) header("Location: http://www.cesa.co.za/cesanet/login.php");
?>
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" />
<title>CESAnet</title>
<link href="style.css" rel="stylesheet" type="text/css" />

<style>

</style>

</head>

<div id="container">
<?php include("inc_header.php"); ?>
<?php include("inc_guidelinemenu.php"); ?>
<div class=WordSection1 style="padding-left:5px; padding-right:5px"> 
 <table width="971" height="592" border="0" cellpadding="5" cellspacing="0" background="BCE THE LEARNING PROGRAMME_files/image001.png">
 <tr>
 <td>THE LEARNING
 PROGRAMME 
 
 
 <table border="0" cellspacing="0" cellpadding="0" width="630">
 <tr>
 <td width="630"><a href="#timetable" style="text-decoration:none">1- TIMETABLE</a> 
 
 </td>
 </tr>
 <tr>
 <td width="630"><a href="#rollout" style="text-decoration:none">2- LEARNING ROLLOUT</a> 
 
 </td>
 </tr>
 <tr>
 <td width="630"><a href="#sessions" style="text-decoration:none">3-CONTACT SESSIONS</a> 
 
 
 </td>
 </tr>
 <tr>
 <td width="630"><a href="#modules" style="text-decoration:none">4- LEARNING MODULES &amp; 
 </a><a href="#modules" style="text-decoration:none">&nbsp;&nbsp;&nbsp; ASSIGNMENTS</a>&nbsp; 
 
 
 </td>
 </tr>
 <tr>
 <td width="630"><a href="#casestudy" style="text-decoration:none">5- THE HERITAGE PROJECT&nbsp; 
 </a>&nbsp;&nbsp;&nbsp; CASE STUDY&nbsp; 
 
 
 </td>
 </tr>
 <tr>
 <td width="630"><a href="#portfolio" style="text-decoration:none">6- SUMMATIVE ASSESSMENT 
 </a><a href="#portfolio" style="text-decoration:none">&nbsp;&nbsp;&nbsp; &amp; PORTFOLIO OF EVIDENCE</a> 
 
 
 </td>
 </tr>
 </table>
 
 
 
 
 </td>
 </tr>
</table>
<a name="timetable" id="timetable"></a>TIMETABLE
<img width="986" height="586"
src="BCE%20THE%20LEARNING%20PROGRAMME_files/image002.png"
alt="Description: timetable 10.1.jpg" />

<img width=997 height=476
src="BCE%20THE%20LEARNING%20PROGRAMME_files/image003.png"
alt="Description: timetable 10.2.jpg"><img width=997 height=526
src="BCE%20THE%20LEARNING%20PROGRAMME_files/image004.png"
alt="Description: timetable 10.3.jpg"> 
 CESA reserves the
right to revise the timetable

The Timetable
outlines the following:

<ul>
 <li>The Contact Sessions
 scheduled over a 7 month period that are delivered at the CESA SCE.</li>
 <li>The times and dates for
 each Contact Session.</li>
 <li>The Subject Matter
 Experts that will participate in the Contact Session.</li>
 <li>Periods between each
 Contact Session where the student is required to do self learning and
 preparation of assignments to build their Portfolio of Evidence.</li>
 <li>Time is allowed for
 completing activities if needed and for preparation for the written assessment
 at the end of the Programme.</li>
</ul>
Information on the
venue, recommended accommodation for participants from other parts of the
country, and attendance information is detailed in the introductory letter sent
to participants prior to the start of the Learning Programme.

&nbsp;

&nbsp;

<a name="rollout" id="rollout"></a>LEARNING ROLLOUT
<img
width=1025 height=673 src="BCE%20THE%20LEARNING%20PROGRAMME_files/image006.png"
alt="Description: rollout BCE workbook.jpg">

Your Learning journey starts with
reading the material you have received from CESA and attending the 1st
contact session, where you will receive a full overview on this Programme.
Briefly, you will have 9 months to study and practice in the Business of
Consulting Engineering. At each contact session you will be exposed to content
delivered by Subject Matter Experts who will give you Hints and Tips on what
you should focus on concerning the business of your profession. Thereafter the
Module Convener will give you a range of activities and assignments that you
MUST complete as per the Assignments outlines on the CESAnet and within the
time allowed. A Facilitator, i.e. a Senior Engineer, is assigned to you. When
you have a problem or need support, call your Facilitator.

Each
activity or assignment you complete will be evaluated and comment provided to
assist you to improve your knowledge and the business elements of the
profession. Each outcome has to be filed in your personal Portfolio of Evidence
to demonstrate what and how you have learnt. After 9 months of self learning
and workplace practice, 3 Contact Sessions, and a lot of communications
exchanged with your Facilitator and your Colleagues, you will complete a
Written Assessment that will be evaluated on how well you have met the
programme outcomes. If you have satisfactorily met the outcomes of the
programme, you will receive a Certificate stating this that will have been
approved by the CESA Education and Training Committee.

<a name="sessions" id="sessions"></a>CONTACT SESSIONS

The
3 scheduled Contact Sessions are delivered over 5 days.

Each
session relates to a Module/Modules in the Learning Programme and is designed
to give an overview of the content that the student is required to master over
the period of the Learning Programme.�

The
Contact Sessions are delivered by a group of Subject Matter Experts chosen for
their experience and expertise in the particular area of content they cover.�
Their curricula vitae, experience and expertise are outlined on the CESAnet.

Contact
Session 1:

Programme Introduction: Participants will be given a full introduction on all
elements of the programme, including its roll-out, self and workplace learning
assignments and activities, resources and support

Module 1: Consulting Engineering Environment: subject content introduced by
Subject Matter Experts

Module 2: Project Delivery (Part 1): subject content in the Concept of Project
Delivery, Project Cycle and introduction to Performing in a Project

Contact
Session 2:

Review and coaching: Support and review of portfolio of assignments and workplace
learning &#8211; group and individual support with assigned Facilitators

Module 2: Project Delivery (Part 2): subject content in Performing in a Project

Module 3: Law: subject content in South African Law, Legislation
requirements of the Public Sector and Construction Regulations, Professional
Service Agreements and Condition of Contract

<img src="BCE%20THE%20LEARNING%20PROGRAMME_files/image007.png"
alt="Description: mce.jpg"
width=458 height=322 align="right" />Contact
Session 3:

Review and coaching: Support and review of portfolio of assignments and workplace
learning &#8211; group and individual support with assigned Facilitators

Module 2: Project Delivery (Part 3): subject content in Contract Administration,
Site Inspection and Close-out

Module 4: Finance: subject content in Finance theory, managing project costs and
project financial administration.

Preparation for Summative Assessment:

Review
of Portfolio of Evidence, Facilitator support and guidance on preparation for
Summative Assessment.

<a name="modules" id="modules"></a>LEARNING MODULES &amp;
 ASSIGNMENTS

Mod 1 &#8211; CONSULTING ENGINEERING ENVIRONMENT

Mod 3 &#8211; LAW

Mod 4 - FINANCE

A. MODULE OVERVIEW:

�This is provided
as a short description of the Module content for information purposes.� Further
detail can be read on the CESAnet.

B. MODULE OBJECTIVES

The main scopes of
the Module are outlined as Objectives to be achieved.� The Assignment sheets
will give further and more detailed information on the objectives, stated as
outcomes and assessment criteria.

C. MODULE RESOURCES

An Index of
Resources is given as contained in the CESAnet Library to be accessed for
Reading, Learning and Assignment completion.

D. ASSIGNMENT REFERENCES

A List of
Assignments is provided under Assignment References. The applicable Assignments
will be available on the CESAnet after each Contact Session during which the
content overview will have been delivered.�

The Assignments
describe what has to be completed, together with a submission date, the
applicable Resources for that Assignment, the Module Convenor and notes for
completion

MODULE 1: CONSULTING ENGINEERING ENVIRONMENT

Module
Reference: M1

<?php
$sql = "SELECT * FROM CCEModules INNER JOIN CCEModuleSchedules USING (CCEModuleID)
INNER JOIN CCEFacilitators USING (FacilitatorID)
WHERE CCEModules.CCEModuleID=1";
$rec = mysql_query($sql);
$row = mysql_fetch_assoc($rec);
?>

A. Module
Overview:

<?php echo $row["Description"]; ?>
B. Module Objectives:

<?php echo $row["Objectives"]; ?>

C. Module Resources:

Reading and reference
resources available on CESAnet for your learning:

<?php echo $row["Resources"]; ?>

[[[[[

D. Assignment References

<?php
	$sql="SELECT * FROM CCEAssignments WHERE CCEModuleID=1 AND CCEAssignments.Archived=0 ORDER BY RefNum";
	$recA = mysql_query($sql);
	while ($rowA = mysql_fetch_assoc($recA)) {
?>
		<a href="assignmentinfo.php?id=<?php echo $rowA["CCEAssignmentID"]; ?>"><?php echo $rowA["RefNum"]; ?> - <?php echo $rowA["AssignmentName"]; ?></a>
<?php
	}
?>

[[[[[

MODULE CONVENOR:� ZULCH
LOTTER

Module Reference: M2<?php
$sql = "SELECT * FROM CCEModules INNER JOIN CCEModuleSchedules USING (CCEModuleID)
INNER JOIN CCEFacilitators USING (FacilitatorID)
WHERE CCEModules.CCEModuleID=2";
$rec = mysql_query($sql);
$row = mysql_fetch_assoc($rec);
?>
 
 

A. Module
 Overview:
<?php echo $row["Description"]; ?> 
B. Module Objectives:
<?php echo $row["Objectives"]; ?>
C. Module Resources:
Reading and reference
 resources available on CESAnet for your learning:
<?php echo $row["Resources"]; ?>
�������

D. Assignment References:

<?php
	$sql="SELECT * FROM CCEAssignments WHERE CCEModuleID=2 AND CCEAssignments.Archived=0 ORDER BY RefNum";
	$recA = mysql_query($sql);
	while ($rowA = mysql_fetch_assoc($recA)) {
?>

<a href="assignmentinfo.php?id=<?php echo $rowA["CCEAssignmentID"]; ?>"><?php echo $rowA["RefNum"]; ?> - <?php echo $rowA["AssignmentName"]; ?></a>
<?php
	}
?>
�������

MODULE CONVENOR: CRAIG CLARKE Pr.Eng

<img
width=412 height=559 src="BCE%20THE%20LEARNING%20PROGRAMME_files/image008.png"
alt="Description: IMG_195201March09.jpg">&nbsp;

MODULE 3 &#8211; LAW

MODULE 4 - FINANCE
 

<a name="casestudy" id="casestudy"></a>THE HERITAGE PROJECT
CASE STUDY

The Case Study
provided is the main resource and reference for Module 2: Project Delivery,
Module 3: Law, and Module 4: Finance.

The Case Study
describes a major project and illustrates the entire project cycle from
inception to close-out.� It is provided as a reference for the Project Delivery
Activities and Assignments.�

The Case Study
is available on the CESANET in the Project Delivery Library.� It will be
introduced in the Contact Sessions, and students will be provided with guidance
on how to apply the Case Study to their Activity and Assignment completion.

Where real
workplace projects can be referenced by students, this is the optimal
situation.� However, there may be students on the programme from a variety of
different organisations that may not necessarily be able to reference real
workplace projects in a Consulting Engineering firm.� The Case Study therefore
plays a major role in providing real situations to reference.

The following
gives an introduction and then background of the Heritage Project:

Introduction:

The Heritage Project Case Study
describes all the processes and activities which take place throughout the
construction stages cycle of a typical project. We refer to this as the project
delivery process.

The case study will be used during
the Business of Consulting Engineering course as a reference source. It is
intended to create an image of a real project which you will be able to relate
to and compare with your own actual workplace and working environment. Real
life situations, which occur on all projects, are described and will be used as
the basis for learning through group discussions and assignments. In addition,
by applying the imaginary incidents and activities to your own workplace
experience you will gain a better appreciation and understanding of the various
processes of project delivery and how to deal with everyday problems as they
arise.

The Heritage project is fictional and
as such it certainly does not describe an actual project. You must appreciate
that consulting engineers find themselves in enormously differing
circumstances. Firstly, we all come from different disciplines, such as civil,
structural, electrical, mechanical, etc. Some of us work mainly with public
sector clients, while others work mainly in the private sector. We may work on
infrastructure projects, industrial, commercial, etc, etc and the projects may
vary in size from very large and complex to small, routine projects. The
possibilities are limitless. Some of us work for large firms, while others may
be from small firms, and we may work in one of the metropolis, or we may be
located in a remote area. It is essential that you understand this infinite
diversity of our profession and you need to gain an appreciation and acceptance
of the different contributions that those around you make as part of the
overall project delivery process.

Regardless of this diversity,
however, the one thing that is common to every one of us is that all projects
should be executed following the same basic principles &#8211; this is what project
delivery is all about. The case study has been written in such a way that,
regardless of your circumstances, you should be able to recognize and apply the
guidelines and activities presented in the Heritage project, to your own
situation.

Before we start to examine the
project delivery process, let us pause and understand the difference between
project management and project delivery. We must be absolutely clear that the
CESA courses on consulting engineering are not intended to teach you project
management. Project management is a specialized discipline on its own and it
involves the planning, scheduling and control of projects employing carefully
structured management techniques in order to control and monitor the project
process. Generally speaking, a single person or firm is assigned the role of
project manager responsible for planning and control of the overall
construction project. Every firm involved in the project delivery process
should have one person within the firm assigned the role of project manager to
plan and control the firm&#8217;s role in the project delivery process, and every
single person involved in the project delivery process should intuitively apply
good project management principles in the way in which they go about their work
even if this is in an informal manner.

Project delivery on the other hand
involves the actual work execution, processes and activities including
co-ordination between different disciplines, client and contractor which take
place throughout the course of a project and which are essential to the
successful outcome of the project. The principles of project management are
generic by nature and may be applied to almost any type of project imaginable,
while project delivery is very specific and depends on the discipline involved.
Every single member of the overall project team, right down to individual
person level, has a very clear and hopefully, well-defined role in the project
delivery process for a construction project. For example, if you consider the
main role players involved in a typical project, picture the different project
delivery activities undertaken by an architect, compared with an engineer, or a
contractor.

This course will examine and describe
the role of the consulting engineer in project delivery.

A simple example of the difference
between project management and project delivery is a small building project.
The project manager may be the contracts manager who manages and controls the
construction operations, while the team of artisans and labourers who carry out
the building work are responsible for the project delivery.

As an aside, a certain highly
respected text book on project management suggests, very tongue in cheek, that
project management may be described as follows:

&#8220;Project Management is the
art of creating the illusion that any outcome is the result of a series of
predetermined, deliberate acts when, in fact, it is dumb luck!&#8221;

Seriously, good project management is
an essential feature of any successful construction project, and hopefully we
all employ good project management techniques in our consulting engineering
firms, but our focus here is on actual project delivery.

We have therefore set about
describing a project and a set of circumstances so that, regardless of your
background or work environment, you will be able to recognize and relate to the
situations described as if this were a real project with you as part of the
project team. The processes which happen throughout the course of the Heritage
project are described in the manner and sequence which one would normally
expect on any typical construction project. You will find that there are some
twists and turns along the way and many difficulties are presented for you to
solve, but otherwise the project moves along in a fairly routine manner.

It is important that you understand
that there is no such thing as a perfect project and you must always be ready
and prepared to deal with the unexpected. Construction projects rarely happen
as planned and you have to be flexible and able to adapt to circumstances which
will continually change as the project develops. Project delivery cannot be
taught or learned from a text book and even after years of experience you will
encounter new situations and surprises every day. This is probably what makes
this wonderful career of consulting engineering so interesting and exciting &#8211;
it is a life filled with new challenges all the time!

Years of experience have taught us
that there are only two basic rules around project delivery:

Rule number 1: There are
no rules.

Rule number 2: Any rules
which may exist will be broken.

And so we hope that you will both
learn from and enjoy the experience of working on the Heritage project. We will
use parts of the case study during each module of the course, and it is up to
you whether you try to read the entire story at the beginning of the year or
whether you study each section as it is dealt with during the contact sessions.
The knowledge and experience you gain is intended not only to teach you the
correct manner in which to undertake a project, but also to prepare you to be
adaptable and ready to deal with the unexpected.

THE &#8220;HERITAGE&#8221; PROJECT BACKGROUND

Our imaginary project takes place in
the rapidly developing small town of Heritage, located in Utopia Province,
somewhere in rural South Africa. There are actually three separate projects,
which happen to take place simultaneously, as follows:

<ul>
 <li>The
 Department of Public Works (DPW), Utopia Provincial Government intends
 undertaking the construction of a Secondary School to accommodate 600
 pupils. The school will include all the normal facilities for an academic
 school, including laboratories and workshops as well as a number of sports
 fields for a variety of sports. The site is located on sloping ground and
 extensive earthworks will be required to establish terraced platforms. 
 
 </li>
 <li>Heritage
 Municipality has commenced a project to construct a new waste water
 treatment works with the capacity to treat 2 mega litres of effluent per
 day. 
 
 </li>
 <li>A
 private sector property development company, Fantasy Investments, has recognized
 an investment opportunity and intends undertaking the development of a new
 retail shopping complex. The intention is to create 7000m2 of
 anchor tenant space, 4000m2 of line shops and parking for 600
 vehicles. Again the sloping site will require significant earthworks. The
 project will include an 8 MVa medium voltage bulk electrical supply to the
 site at 22kV.</li>
</ul>
The reason we have described three
different projects is to provide a sufficient range of project types to enable
all students to relate to at least one of them, regardless of your current
working environment and circumstances. Furthermore, as engineers we tend to
focus very intently on what we are doing and sometimes we forget to broaden our
vision and to take note of our surroundings. You must make an effort to
understand the different manner in which the consulting engineer will perform
his role as these three projects proceed.

<img src="BCE%20THE%20LEARNING%20PROGRAMME_files/image009.png"
alt="Description: clip_image002.jpg"
width=433 height=347 align="right" />The project delivery strategy and
processes will involve many different role players working under differing
circumstances and careful liaison and cooperation by all parties will be an
essential feature of the project.

Utopia Province DPW and the Heritage Municipality are both respected public sector client bodies with the
capacity and expertise to run large infrastructure projects. They will provide
a detailed project brief and will be supportive throughout the project. They
expect their professional team to provide a high standard of service, but,
unfortunately they have a poor history regarding payments to professionals and
contractors.

Fantasy Investments has a long
standing reputation as a developer and manager of commercial property in South
Africa. In the construction industry they are well regarded as a client who is
professional and pays on time but they also have a reputation with both
consultants and contractors for resorting to litigation when problems arise on
a project and has successfully sued both professionals and contractors in
several instances of poor performance.

<a name="portfolio" id="portfolio"></a>SUMMATIVE ASSESSMENT AND
PORTFOLIO OF EVIDENCE

ASSESSMENT PRINCIPLES

The
following principles are applied to assessment:

<ul>
 <li>Assessment must relate
 to the stated outcomes being assessed.</li>
 <li>Assessment must be
 practical to a given scenario.</li>
 <li>Assessment must be time
 efficient and cost-effective and not interfere with a learner&#8217;s normal
 responsibilities.</li>
 <li>The assessment
 instruments are fair, clear and understandable.</li>
 <li>The assessment
 judgments are made against set requirements.</li>
 <li>The venue and equipment
 should be functional.</li>
 <li>Special needs must be
 identified and assessment plan adjusted accordingly.</li>
 <li>Feedback is
 constructive against the evidence required.</li>
 <li>An opportunity to
 appeal is given according to the outlined grievance and appeals procedure.</li>
 <li>The evidence is
 recorded and signed by student and assessor.</li>
</ul>
WHAT WILL
BE ASSESSED?

A range of Assignments and
Activities have been set for each Module of the BCE Programme and will be
assessed by your assigned facilitator on completion.� Each Assignment and
Activity has a reference related to the Modules and will be explained at the
relevant Contact Session, either by the Subject Matter Expert, or your
Facilitator.�� Completed Assignments and Activities, together with workplace
reports and observations will form the overall Portfolio of Evidence to be
submitted at the end of the programme.

BY WHAT
METHOD AND CRITERIA WILL YOU BE ASSESSED?

&nbsp;Each Assignment and/or Activity
provides the following:

<ul style="margin-bottom: .0001pt">
 <li>Title</li>
 <li>Objectives</li>
 <li>Assessment Criteria</li>
 <li>Timeline</li>
 <li>Assignment requirements</li>
 <li>Reading Resources</li>
 <li>Notes</li>
</ul>
The objectives and
the related assessment criteria as stated in the learning modules will
be applied to the assessment of your assignments.� You should pay particular
attention to the assessment criteria to be sure that your assignment meets the
requirements.

THE
ASSESSMENT PROCESS TO BE FOLLOWED:

Each Assignment and/or
Activity gives a timeline.� This is the date by which you need to submit your
completed work.� You upload your work on the CESAnet and your Facilitator will
be notified that your Assignment is ready to be assessed.� Once this has been
done, you will then be given the results of the assessment, together with
written feedback from your Facilitator.� If you need to do any additional work
your Facilitator will give you guidance on what you need to do.

THE
RESPONSIBILITIES OF THE ROLE PLAYERS IN ASSESSMENT:

The Role of the Candidate
(Student):

The candidate triggers the
assessment process by declaring his/her readiness to be assessed.� In the BCE Programme, this is when an Assignment or Activity has been loaded on the CESAnet by a student.
The candidate is responsible for ensuring that he/she has supplied sufficient
and valid evidence, according to the stated objectives and assessment criteria,
to enable the assessor to make an informed judgement on competence.
The role of the Assessor
 in Assessment:
The assessor is the
catalyst of the assessment process.� In the BCE Programme, your Facilitator
will assess your Assignment or Activity and provide you with written feedback
on your work.� If you need to do further work to meet the objectives, your
Facilitator must provide written guidance to you on what to do.� Once your
Assignment or Activity is satisfactorily completed and signed off you will be
able to see your completed assignments and progress on the CESAnet.
Role of the Moderator:
The moderator of learning
supports and guides all role players involved in the assessment process to
ensure fairness and accuracy, and is responsible for the appeals process.� The BCE programme will be moderated by a nominated professional on the CESA Education and Training
Committee�

SUMMATIVE
ASSESSMENT AND PORTFOLIO OF EVIDENCE:

Summative Assessment is another way of
referring to a final assessment that will look at all your work over the course
of the programme, as well as require a written evaluation to assess your
overall competence in the course of study.�

Summative Assessment
outcomes will determine your successful achievement on the BCE Programme, and will be conducted according
to the Module objectives and Assessment Criteria.

Your Portfolio of
Evidence contains all your completed Assignments and Activities, Workplace
Observations, Reports and any additional resources and references you have
collected over the course of study.� It is a very important part of Summative
Assessment and should be compiled throughout the programme to be presented at
the end of the course of study.� Your Facilitator will assist you to build up
your Portfolio and ensure its completeness at the end of the programme.

&nbsp;<img
width=582 height=505 src="BCE%20THE%20LEARNING%20PROGRAMME_files/image011.png"
alt="Description: trasformazione colorata-Roma.jpg">

&nbsp;

&nbsp;
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