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CS 3312. Part 2 of a semester project design and implementation sequence conjoined with Tech Communications. 2 Credit Hours.

The second part of a 2 semester project design and implementation sequence conjoined with Technical Communications. Implement a project designed in CS 3311. Credit will not be awarded for CS 3312 and CS 4911.

Bachelor of Science in Computer Science - Thread: Modeling - Simulation & People

http://www.catalog.gatech.edu/programs/modeling-simulation-people-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Modeling and Simulation & Media

http://www.catalog.gatech.edu/programs/modeling-simulation-media-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Modeling - Simulation & Devices

http://www.catalog.gatech.edu/programs/modeling-simulation-devices-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Devices & Systems and Architecture

http://www.catalog.gatech.edu/programs/systems-architecture-devices-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Modeling - Simulation & Theory

http://www.catalog.gatech.edu/programs/modeling-simulation-theory-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Theory & Media

http://www.catalog.gatech.edu/programs/theory-media-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Media & Systems and Architecture

http://www.catalog.gatech.edu/programs/media-systems-architecture-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Theory & People

http://www.catalog.gatech.edu/programs/theory-people-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Modeling - Simulation & Systems and Architecture

http://www.catalog.gatech.edu/programs/modeling-simulation-systems-architecture-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Information Internetworks & Intelligence

http://www.catalog.gatech.edu/programs/intelligence-information-internetworks-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Intelligence & Systems and Architecture

http://www.catalog.gatech.edu/programs/systems-architecture-intelligence-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Information Internetworks & Media

http://www.catalog.gatech.edu/programs/media-information-internetworks-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Information Internetworks & Systems and Architecture

http://www.catalog.gatech.edu/programs/systems-architecture-information-internetworks-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Devices & Information Internetworks

http://www.catalog.gatech.edu/programs/devices-information-internetworks-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Devices & Media

http://www.catalog.gatech.edu/programs/media-devices-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Intelligence & People

http://www.catalog.gatech.edu/programs/people-intelligence-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computational Media - Intelligence - Film, Performance, & Media Studies

http://www.catalog.gatech.edu/programs/computational-media-intelligence-film-performance-media-studies-bs/

The Bachelor of Science in Computational Media is a collaborative effort by the College of Computing and the School of Literature, Media, and Communication (LMC). The program offers a thorough education in all aspects of the computer as a medium: the technical, the historical-critical, and the applied. Program graduates will have both significant hands-on and theoretical knowledge of computing and an understanding of visual design and the history of media. Graduates will be uniquely positioned to plan, create, and critique new digital media forms for entertainment, education, and business communication.

Bachelor of Science in Computer Science - Thread: Theory & Systems and Architecture

http://www.catalog.gatech.edu/programs/theory-systems-architecture-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Information Internetworks & People

http://www.catalog.gatech.edu/programs/people-information-internetworks-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Media & People

http://www.catalog.gatech.edu/programs/media-people-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.

Bachelor of Science in Computer Science - Thread: Modeling - Simulation & Intelligence

http://www.catalog.gatech.edu/programs/modeling-simulation-intelligence-computer-science-bs/

The Threads™ represent partial paths through the curriculum. Thus, a student weaves a degree from these Threads. Students are not forced to make Thread decisions very early in their academic careers; however, they may if they want. We define the Threads so they are flexible enough to allow for a variety of technical and creative experiences. Threads are coherent enough that students develop computing skills even if their focus shifts as they go along.