ࡱ> ] 0X^bjbj !b!bmU:NNNbbb8&DbL`jF (n n n S+Q--LLLLLLLL$NQj6LN1.+@S+1.1.6Ln n KL0001.R8n Nn L01.L00R8H6@Jn NGG.^,IKaL0LJIR.R<@J@J8RNxJ1.1.01.1.1.1.1.6L6L01.1.1.L1.1.1.1.R1.1.1.1.1.1.1.1.1.B :  1Programme TitlePolitics and Philosophy with International Experience (Study)2Programme CodePOLU353JACS CodeL2004Level of StudyUndergraduate5aFinal QualificationUndergraduate5bQAA FHEQ LevelBachelor of Arts with Honours (BA Hons)6aIntermediate Qualification(s)Honours6bQAA FHEQ LevelNone7Teaching Institution (if not «Ӱҵ)Not applicable8FacultySocial Sciences9DepartmentPolitics10Other Departments providing credit bearing modules for the programmePhilosophy11Mode(s) of AttendanceFull-time12Duration of the Programme4 years13Accrediting Professional or Statutory BodyNot applicable14Date of production/revisionJanuary 2017 / February 201815. Background to the programme and subject area The study of politics involves the development of knowledge and understanding about governance in human societies. Politics is concerned with ideas, institutions and practices from the local and regional levels to the national and international domains. Issues such as power, democracy, and rights are central to its pre-occupations. Politics graduates are equipped to pursue a variety of careers in the public, private and voluntary sectors. At «Ӱҵ, the politics curriculum is structured around five strands of the discipline: political analysis; political economy; political theory, comparative politics and international politics. Teaching is organised to provide a challenging learning environment that reflects the research interests and expertise of staff. Philosophy seeks to understand, and question, ideas concerning the nature of reality, value and experience that play a pervasive role in understanding the world and ourselves. Some concepts, such as existence, reason and truth, occur in every sphere of human enquiry. Others belong to particular areas of thought and practice, such as art and politics. Study of philosophy develops skills of comprehension, analysis and communication, which are an excellent training for a very wide range of careers. Unique to this programme, during the third of study students will spend one year overseas at one of the Universitys partner institutions. Students will be assessed on a pass-fail basis that is, they will have to achieve a pass mark at the institution of study on all modules. The programme has been designed to appeal to students with a desire to gain cultural and social experiences in international settings. Students who work well independently and seek out challenges may be best-suited to this programme, as are those who wish to gain experience with forms of university instruction and assessment different to those in the UK. This programme provides the opportunity to live and study abroad in order to enhance future career prospects, diversify academic skills and general transferable skills without missing critical elements of their studies at «Ӱҵ, particularly research skills modules. The Department of Politics at «Ӱҵ has gained an international reputation as one of the top Politics research departments in Britain, ranked in the top three for research excellence in the most recent (2014) Research Excellence Framework. In terms of teaching the department was awarded a maximum 24 points in the last Quality Assurance Agency Subject Review. In its 40-year history, many prominent scholars in the field of Politics and International Relations have been members of staff and a number of leading figures in the discipline currently work in the Department. Further information on programmes can be found on the Departments website at  HYPERLINK "http://www.shef.ac.uk/politics" http://www.shef.ac.uk/politics. Philosophy at «Ӱҵ concentrates on the Western philosophical tradition, which is diverse and open-ended, stretching back for over 2,500 years and still developing. In the 2014 'Research Excellence Framework the Department of Philosophy publications were ranked 2nd in the country, both by their average quality (3.19 out of 4), and by the proportion of those awarded the top two scores ('world leading' and 'internationally excellent'). This follows the departments excellent results in the previous research assessment exercise, RAE 2008, which put it joint third. For further background information on the programme please visit the Departments webpage at  HYPERLINK "/philosophy" /philosophy16. Programme aims to produce graduates with broad knowledge and understanding of political phenomena, and of the concepts, theories, approaches and methods employed in the study of politics and philosophy; to enable students to evaluate different interpretations of political processes, events and controversies, and to critically assess issues of contemporary public concern; to equip students with an understanding of a range of philosophers and philosophical problems, while encouraging as deep a critical engagement with those philosophers and problems as is feasible in the time available; to facilitate an awareness of the application of philosophical thought to other academic disciplines or to matters of public interest, encouraging students to apply philosophical skills more widely where appropriate; to enable students to develop a range of important intellectual, practical and key skills; to develop skills in logical thinking and foster a capacity for independent, critical judgement; to provide students with the tools to effectively acquire, select and communicate ideas and information; to prepare graduates for employment in a wide range of contexts, or for continued studies; to enable students to develop individual resourcefulness and cultural agility the ability to move easily between environments of different types and work with people from different backgrounds.17. Programme learning outcomes Knowledge and understanding: By the end of the programme students will be able to demonstrate:K1broad-based knowledge and understanding of political ideas, institutions and practices, and specialised knowledge and understanding of specific areas in politics and philosophy;K2the ability to apply a range of concepts, approaches and methods to analyse political phenomena;K3the ability to evaluate critically differing interpretations of political processes, events, and debates;K4the ability to appreciate and assess issues of contemporary political concern;K5a critical awareness of some of the central distinctions and arguments in moral and political philosophy, epistemology, metaphysics, philosophy of mind and language;K6an in-depth knowledge and understanding of some central areas of Western analytical philosophy;K7knowledge of the theories and arguments of some of the major philosophers, encountered in their own writings, and some awareness of important areas of interpretative controversy concerning those philosophers;K8the ability to use and understand properly specialised philosophical terminology;K9understanding of some major issues currently at the forefront of philosophical debate and research. Skills and other attributes:S1collect data and information from a variety of sources including printed and electronic media;S2understand and interpret qualitative and basic quantitative data;S3organise and synthesise information, arguments, and evidence;S4analyse issues, construct reasoned arguments, solve problems, and exercise critical judgement;S5manage learning effectively, including self-assessment and the constructive use of feedback;S6conduct an extended, self-directed, investigation of a specific issue (including project design and investigation followed by analysis and interpretation and concluding in the presentation of the findings);S7communicate information and ideas effectively in both oral and written forms;S8work independently, demonstrating responsibility, initiative, foresight and the capacity to manage time;S9collaborate effectively with others to achieve common goals;S10use information and communications technologies to retrieve and present information, and analyse data;S11undertake self-directed learning to acquire further knowledge and skills;S12identify and appraise a range of research strategies and methods;S13ability to read carefully and interpret philosophical texts, and to identify textually-based arguments;S14ability to recognise the strengths and weaknesses of arguments for and against a philosophical position.18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: K1-9 are acquired in a variety of teaching and learning environments including lectures, seminars, small group interactions, and project/dissertation work. Specialised knowledge and understanding of specific areas (K1) is particularly acquired through Level 3 seminars and project/dissertation work. For all such learning outcomes (K1-9) considerable emphasis is placed on individual study on reading and note taking, exploring printed and electronic sources, reflecting on material, and preparation. Assessment (see below) forms an integral part of the learning process, with essays, projects and other course work designed to focus the learners attention on critical issues, and feedback provided to allow the learner to further improve their performance. The balance among teaching methods varies as the programme progresses. Lectures play a significant role at Levels 1 and 2, and a support role at Level 3. Seminars and small group interactions are important at all Levels. Individual supervision of self-directed learning projects and dissertations is central to Level 3 (Year 4 for this programme). Lectures and seminars provide guidance and a framework to assist the progressive acquisition of skills and other attributes S1-14. Seminars, group work and class assignments provide a context to practice these skills, receive feedback from peers and staff, and gain confidence and proficiency. Modules across the curriculum promote cumulative learning of intellectual and practical skills S1, 3, 4 and 5, as well as an appreciation of the variety of methods and research strategies (S12). Explicit instruction in particular skills is provided by the compulsory Level 1 module Analysing Politics, (S1, 2 qualitative, 5), and the compulsory Level 2 module Political Analysis: Research Design and Data Analysis (S1, 2 quantitative, 3). The numerical dimension of S2 will be further developed at Level 3 (in special subject, project or dissertation modules) depending upon the students choice. Acquisition of S6 is ensured through Level 3 project and dissertation modules, but these modules also allow students to develop further their capacities to collect and interpret data (S1 and 2), organise and synthesise information (S3), and to extend their analytical and problem-solving skills (S4), and their capacity to manage their learning (S5). Promotion of specific skills occurs in different combinations across the curriculum at all Levels. Preparation for, participation in, and feedback from, seminars provide a context for developing capacities for oral communication (S7 oral), independent working (S8), and self-directed learning (S11). Preparation of, and feedback from, written assignments provide a context for developing skills of written communication (S7 written), independent working (S8), and self-directed learning (S11). Explicit guidance on essay writing (S7 written) is provided in the Level 1 Analysing Politics. Use of information and communications technologies to retrieve, present and analyse data (S10) is dealt with in Political Analysis modules at Levels 1 and 2. Group work (S9) is a central component of the core Political Analysis module at Level2. All modules require students to display their capacities to undertake self-directed learning (S11), with the Level 3 project and dissertation modules particularly extending this capacity to the fullest extent. In philosophical modules across all levels, discussion both in lectures and to a greater extent in seminars and tutorials facilitates the reading and analysis of philosophical texts (S13). Moreover, philosophical modules help build the ability to identify the strengths and weaknesses of philosophical arguments (S14) and encourage students to develop their own lines of thought against a rigorous background provided by lectures and by private study of assigned reading. Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: Knowledge and understanding (K1-9) are assessed in a variety of methods appropriate to the specific material. Most modules involve both essays and unseen examinations. Some require the preparation of short written assignments (for example, book reviews or briefing reports), oral presentations and group exercises. Marks on project modules are determined on the basis of the written submissions. Formative assessment is provided in seminars, and structured feedback is provided on all written and oral forms of assessment for which marks are awarded. Assessment of skills and other attributes (S1-14) is closely linked to that of knowledge and understanding. Written comments returned after graded work provide feedback on the range and use of sources (S1 and 2), the ability to properly interpret the texts used (S13), the structure and quality of analysis and argument (S9, S10 and S14), as well as on the methods used (S12). Feedback on S6 is provided by project and dissertation supervisors. Students preparing dissertations and projects also receive one-to-one sessions and further advice and feedback from module leaders at dissertation/project workshops. Assessment of skills is integrated with the evaluation of course work at all Levels of the programme. S7 and S8 are assessed through seminar participation and the successful and timely completion of oral and written course work. Assessed group work (S9) is a feature of the core Political Analysis module at Level2. The capacity to use information and communications technologies (S10) is demonstrated through assignments across the curriculum with the analyse data element explicitly assessed on Level 2 module Political Analysis: Research Design and Data Analysis. S11 is not assessed independently, but demonstrated by student attainment on the programme, especially in the preparation of Level 3 projects and dissertations.19. Reference points The learning outcomes have been developed to reflect the following points of reference: Internal: The «Ӱҵ Graduate Attributes  HYPERLINK "/sheffieldgraduate/studentattributes" \h /sheffieldgraduate/studentattributes University Strategic Plan  HYPERLINK "http://www.sheffield.ac.uk/strategicplan" \h http://www.sheffield.ac.uk/strategicplan Learning and Teaching Strategy (2016-21)  HYPERLINK "/staff/learning-teaching/our-approach/strategy2016-21" \h /staff/learning-teaching/our-approach/strategy2016-21 Departmental research interests External: Subject Benchmark Statements  HYPERLINK "http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx" http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx Framework for Higher Education Qualifications (2008)  HYPERLINK "http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx" http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx20. Programme structure and regulations The curriculum enables students to develop both broad-based knowledge and more specialised engagement with specific topics. It is designed to progressively promote the depth of understanding over the four years of undergraduate study. Teaching, especially during the final year of study, is closely linked to the research interests of staff, and all students are required to complete either a dissertation or research project, enabling them to actively engage with the research process. Some modules and/or types of module are compulsory at each level, but substantial choice is built into the programme to enable students (in consultation with staff) to devise a programme of study tailored to their individual needs and interests. Political Analysis modules provide a central core to the degree at Levels 1 and 2. During the third year of the programme students spend the year studying at a partner institution of higher education overseas. Students are able to choose from a wide selection of modules offered by our partner universities, and not just within the strictly defined domain of Politics or Philosophy. The year abroad is recorded on the student transcripts on a pass-fail basis (they have to achieve the pass mark for each module at the institution of study). Students receive support before and during their year abroad through various mechanisms. Module selection is done in consultation with, and approved by, the Exchange Programmes Coordinator before students go abroad. Students also receive support in different ways by our partner universities. Some universities offer short (week-long usually) induction sessions to facilitate transition to the new environment and academic system. Students are also in open communication with the Departments of Politics and Philosophy for any issues arising, academic or otherwise. A specialised understanding of specific topics is ensured by the requirement in the final year of study for students to take either a dissertation module or prepare a project closely linked to one of the specialist subject modules.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at  HYPERLINK "http://www.sheffield.ac.uk/calendar" http://www.sheffield.ac.uk/calendar21. Student development over the course of study The curriculum is designed to allow students progressively to achieve the specified learning outcomes. Compulsory modules and/or types of module at each level have been structured to enable students to extend systematically their knowledge and skills. Section 20 above (Programme structure and regulations) highlights key concentrations of study at each of the levels. Year 1 provides a foundation of theoretical, empirical and methodological work appropriate for students engaging with political and philosophical concepts. It also encourages reflection on the complexity of political life and philosophical arguments, introducing the approaches required for their comprehension, and developing a range of skills to assist with independent learning. Year 2 develops a solid core of student understanding, allowing students to extend their knowledge and skills base. It also provides ample opportunity for students to select optional modules to reflect their burgeoning interests and expertise in politics and philosophy. During Year 3, students complete the equivalent amount of modules that a home student would normally take in the overseas institution. In addition, and in order to be awarded the year abroad element of the degree, students must pass 120 credits (or equivalent) while overseas. Modules taken overseas will not count towards the final degree classification. The year abroad will allow students to develop individual resourcefulness and cultural agility that should facilitate living working easily in different environments and to collaborating with people from a wider range of cultural backgrounds. Moreover, students will be exposed to different teaching methods, as well as module options, that should enrich their learning experience, broaden their academic horizons, and help them examine the world through a different viewpoint. The final year of study (year 4) enables students to explore their interests and strengths further by providing higher level core skills and allowing students to select from a wide range of research-focused optional modules. It also offers students the opportunity to engage in independent learning through researching and writing an extended piece of work under individual supervision. Coherence, a balance between breadth and depth of study, staged progression over the period of study, and flexibility and choice, are promoted by a combination of compulsory and option modules. At all times, advice is available to help students choose coherent programmes of individual study.22. Criteria for admission to the programme Detailed information regarding admission to programmes is available from the Universitys On-Line Prospectus at  HYPERLINK "http://www.shef.ac.uk/prospective/" http://www.shef.ac.uk/prospective/ 23. Additional information Please refer to the Politics and Philosophy Departmental web pages at  HYPERLINK "/politics" /politics and  HYPERLINK "/philosophy" /philosophyThis specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at «Ӱҵ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" http://www.shef.ac.uk/ssid.      FILENAME polu35 ver18-19  PAGE 6 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from «Ӱҵ $.TUVgkmno{Ϳ{n{{{`PAh h0]CJOJQJaJh h0]6CJOJQJaJh h0]5CJOJQJh htCJOJQJh hz$CJOJQJaJh hz$CJOJQJh hfCJOJQJh h0]CJOJQJh hz$5CJOJQJhGYh:CJ\^JaJhGYh:5CJ^JaJhGYh<"95CJ^JaJ,jhGYh^aCJU^JaJmHnHuUVXgOkd$$IfHF'@0`'    44 Had(($Ifgd $da$gdU $<a$gdz gnoq{fkd$$IfHF'@0`'    44 Had(($Ifgd vfffd(($Ifgd kd,$$IfHF'@0`'    44 HavffVd(($Ifgd d(($Ifgd kd$$IfHF'@0`'    44 Ha vffQ 9r d(($Ifgd d(($Ifgd kdX$$IfHF'@0`'    44 Ha # , > D [ m n ~    ( E N | ⹪⛊{l]h h9CJOJQJaJh he{7CJOJQJaJh h jzCJOJQJaJ h h jzCJOJPJQJaJh h<"9CJOJQJaJh haCJOJQJaJh CJOJQJaJh hfCJOJQJaJh h0]CJOJQJ\h h0]CJOJQJaJh h0]5CJOJQJ#   # + vffQ 9r d(($Ifgd d(($Ifgd kd$$IfHF'@0`'    44 Ha+ , / > C vffQ 9r d(($Ifgd d(($Ifgd kd$$IfHF'@0`'    44 HaC D F n } vffQ 9r d(($Ifgd d(($Ifgd kd$$IfHF'@0`'    44 Ha} ~ vffQ 9r d(($Ifgd d(($Ifgd kd$$IfHF'@0`'    44 Ha vffQ 9r d(($Ifgd d(($Ifgd kdF$$IfHF'@0`'    44 Ha  vffQ 9r d(($Ifgd d(($Ifgd kd$$IfHF'@0`'    44 Ha    ' vffQ 9r d(($Ifgd d(($Ifgd kdr$$IfHF'@0`'    44 Ha' ( + E M vffQ 9r d(($Ifgd d(($Ifgd kd$$IfHF'@0`'    44 HaM N Q | vffQ 9r d(($Ifgd d(($Ifgd kd$$IfHF'@0`'    44 Ha vffQ 9r d(($Ifgd d(($Ifgd kd4$$IfHF'@0`'    44 Ha ~vn^N>dx$Ifgd dx$Ifgd "dx$Ifgd dgd kd$$IfHF'@0`'    44 Ha}~  :;YZ\4CN̻{jUF7(h he{7CJOJQJaJh h)CJOJQJaJh hCJOJQJaJ)jh h(.0JCJOJQJUaJ h hz$*0JCJOJQJaJh h(.CJOJQJaJ%jh h(.CJOJQJUaJh hz$*CJOJQJaJh h9CJOJQJaJ h h jzCJOJPJQJaJ h haCJOJPJQJaJh h jzCJOJQJaJ%h h9B*CJOJQJaJph~\TUh$xpSSSSS & F hhdx$If^hgd dgd ckd` $$IfH'`'0`'44 Hayt9$dx$If[$\$gd dxx$Ifgd N`$5+,RSTUh"ijsuvgXgIgIgIgh hlCJOJQJaJh h<"9CJOJQJaJh h9CJOJQJaJ(h h jz>*B*CJOJQJaJph)jh h(.0JCJOJQJUaJ h he{70JCJOJQJaJh h(.CJOJQJaJ%jh h(.CJOJQJUaJh h jzCJOJQJaJh he{7CJOJQJaJh hCJOJQJaJ!EFGJK  : ⵦⓄueUHeUĵĵUh h40CJOJQJh h405CJOJQJ\h hz$5CJOJQJ\h h<"9CJOJQJaJh hz$CJOJQJaJ$h h9CJOJQJaJnH tH h hlCJOJQJaJh h40CJOJQJaJh h z}CJOJQJaJh hCJOJQJaJh h9CJOJQJaJh haCJOJQJaJ>IAdgd ckd $$IfH'`'0`'44 Ha & F hdxx$If^hgd  & F hdx$If^hgd  & F hhdx$If^hgd FGJ =Okd $$IfH0'@ %`'44 Haytz 9r d(($Ifgd d(($Ifgd <kdN $$IfH'`'`'44 HaytzdPP$Ifgd : V b e i !!#!&!(!!!!!!."/"1"4">"### # #Y#Z#\#_#m#######񕅕uh hw[5CJOJQJ\h hz$5CJOJQJ\h hz$CJOJQJaJh hUCJOJQJaJh h z}5CJOJQJ\h haCJOJQJaJh h405CJOJQJ\h h40CJOJQJaJh h z}CJOJQJaJ( a b e =Qkd` $$IfH_0'@ %`'44 Hayt jzd(($Ifgd Okd $$IfH0'@ %`'44 Haytzd(($Ifgd  "!#!&!!!}-Okd $$IfH0'@ %`'44 Haytz$d(($Ifgd d(($Ifgd Okd $$IfH0'@ %`'44 Haytzd(($Ifgd !!0"1"4"## #?Okd $$IfH0'@ %`'44 HaytzOkd~ $$IfH0'@ %`'44 Haytzd(($Ifgd d(($Ifgd  #[#\#_####?5 dgd Okd $$IfH0'@ %`'44 Haytzd(($Ifgd Okd: $$IfH0'@ %`'44 Haytzd(($Ifgd ####E$F$I$=OkdL$$IfH0'@ %`'44 Haytz 9r d(($Ifgd d(($Ifgd <kd $$IfH'`'`'44 HaytzdPP$Ifgd #D$E$F$I$T$$$$$$$$$$$/%0%1%4%;%%%%%%%A&Q&b&c&e&h&t&&&&$'''3'e'i'm''''(񰡒h hUCJOJQJaJh h(TCJOJQJaJh h]CJOJQJaJh h(T5CJOJQJ\h haCJOJQJaJh hw[5CJOJQJ\"h hw[56CJOJQJaJh hw[CJOJQJaJ.I$$$$$v 9r d(($If]gd d(($Ifgd Okd$$IfH0'@ %`'44 Haytzd(($Ifgd $$$0%1%4%%?Okdf$$IfH0'@ %`'44 Haytzd(($Ifgd d(($Ifgd Okd$$IfH0'@ %`'44 Haytz%%%d&e&h&&?Okd"$$IfH0'@ %`'44 Haytzd(($Ifgd d(($Ifgd Okd$$IfH0'@ %`'44 Haytz&&&#'$''':Okd$$IfH0'@ %`'44 Haytz 9r d(($Ifgd d(($Ifgd Okd$$IfH0'@ %`'44 Haytz''d'e'i''''(?Okd$$IfH0'@ %`'44 Haytzd(($Ifgd Okd<$$IfH0'@ %`'44 Haytzd(($Ifgd ((( ($(-(E(e(g(k(r(s((((((B)h))))+++.../ГscTscTscTh h)CJOJQJaJh h5CJOJQJaJh h)5CJOJQJaJh hz$5CJOJQJ\h h<"9CJOJQJaJh h]CJOJQJaJh haCJOJQJaJh h(T5CJOJQJ\h h(TCJOJQJaJ"h h(T56CJOJQJaJh hCJOJQJaJ( ($(f(g(k(4OkdV$$IfH0'@ %`'44 Haytz$d(($If^`a$gd d(($Ifgd Okd$$IfH0'@ %`'44 Haytzk((((A)B)7Okd$$IfH0'@ %`'44 Haytd(($Ifgd Okd$$IfH0'@ %`'44 Haytd(($If^`gd B)h))#.138888^TT dgd `kdp$$IfH'`'0`'44 Hadxx$If^`gd dx$Ifgd dx$Ifgd dgd / 0d0v0!1&1:5L5667Z7b7c7~77778888q999IJIJIJĐueUFh h.jCJOJQJaJh hn5CJOJQJaJh hz$5CJOJQJ\h h:CJOJQJaJh CJOJQJaJh hz$CJOJQJaJ%h h_D5CJOJQJ\]aJ"h h_DCJOJQJ\]aJh h_DCJOJQJaJh haCJOJQJaJh h)CJOJQJaJh hpCJOJQJaJ8q9;@@@HARA^VFdx$Ifgd dgd `kd$$IfH'`'0`'44 Hadxx$If^`gd dx$If^`gd dx$Ifgd 9;;;m<<<<<<<<v====? ??7@@@@HARAtAuAAAwfSS%jh h jzCJOJQJUaJ h h jzCJOJPJQJaJh hz$5CJOJQJ\h h<"9CJOJQJaJh hz$CJOJQJaJh h jzCJOJQJaJh h]CJOJQJaJh haCJOJQJaJh hwHCJOJQJaJh hn5CJOJQJaJh hnCJOJQJaJABBB B!B"B[B\BBBBBBCCbCcCCCCCCοiiZG%jh h(.CJOJQJUaJh hnCJOJQJaJ5jh h jz>*B*CJOJPJQJUaJph,h h jz>*B*CJOJPJQJaJph%jh h jzCJOJQJUaJ h h jzCJOJPJQJaJh h jzCJOJQJaJ5jh h jz>*B*CJOJPJQJUaJphU,h h jz>*B*CJOJPJQJaJphURAB!BBBdCCCD Fdxx$Ifgd dx$Ifgd dx$Ifgd d$Ifgd <dx$$d%d&d'd(dIfNOPQRgd m$ C#D$DDDDDDnEoE F F F F5FGGGGTIfIJJMM*M9MhMɰɰteVeVeVeGeGeGeh hECCJOJQJaJh h]CJOJQJaJh h~8CJOJQJaJh h<"9CJOJQJaJh hz$CJOJQJaJh h jzCJOJQJaJh hnCJOJQJaJ1jh h(.>*B*CJOJQJUaJph(h hn>*B*CJOJQJaJph%jh h(.CJOJQJUaJh h(.CJOJQJaJ F F5FhIhMPNqadxx$Ifgd  9r dx$Ifgd dx$Ifgd dgd `kdN$$IfH'`'0`'44 HahMMMNNONPNQN O!OROSOvOwOxOyOOQ!QQR>RDRsRʽsdRdCdCdh h8 CJOJQJaJ"h hzr5CJOJQJ\aJh hzrCJOJQJaJh h<"9CJOJQJaJh hz$5CJOJQJh hU0JCJOJQJh hUCJOJQJ!jh hUCJOJQJUh h<"9CJOJQJh hz$CJOJQJaJh hz$CJOJQJh h]CJOJQJh h~8CJOJQJPNQNxOyOO-%dgd `kd:$$IfH'`'0`'44 Hadxx$Ifgd `kd$$IfH'`'0`'44 HaOQRSVoXYYYZ~vdgd `kd$$IfH'`'0`'44 Hadxx$Ifgd dx$Ifgd sRRRRSSS4T=TVW WoXYYYYZ Z.Z1Z2Z⽪❐reXeK:!jh h(.CJOJQJUh hnCJOJQJh hlrHCJOJQJh hz$CJOJQJh h<"9CJOJQJaJh hz$CJOJQJaJh h<"9CJOJQJh h~8CJOJQJ%h h]B*CJOJQJaJph%h hzrB*CJOJQJaJph"h hzr5CJOJQJ\aJh hzrCJOJQJaJh h]CJOJQJaJ2ZbZcZZZZZZZZZZZ[[C[D[I[J[~[[[[[[$]%]|m`QDDh hz$CJOJQJh hzr0JCJOJQJh hTCJOJQJh hT0JCJOJQJh h jzCJOJQJh h<"9CJOJQJaJh CJOJQJaJh hz$CJOJQJaJh hnCJOJQJ%jh h(.0JCJOJQJUh hn0JCJOJQJ!jh h(.CJOJQJUh h(.CJOJQJZZZZ[dxx$Ifgd dgd `kd:$$IfH'`'0`'44 Ha[[k]l]-`kd$$IfH'`'0`'44 Hadxx$Ifgd `kd$$IfH'`'0`'44 Ha%]M]N]h]i]k]l]m]n]p]q]s]t]v]w]y]z]{]|]]]]]]jZjGjZ$hN0JCJOJQJhmHnHuhUht0JCJOJQJh(jhUht0JCJOJQJUhht ht5htLjhtLUh hz$CJOJQJ\aJh hz$CJOJQJaJh hz$CJOJQJ%jh h(.0JCJOJQJUh hz$0JCJOJQJ!jh h(.CJOJQJUh h(.CJOJQJl]m]o]p]r]s]u]v]x]y]z]{]]]]]]9^U^V^W^X^$a$gdU $a$gdz$a$ $a$gdU  9r ` gd~$a$gdz$ dgd ]]]]]]]]]]]]J^K^T^V^W^X^оЩКthtXh hz$CJOJQJ\aJhUht5OJQJhUht5CJOJQJhUht5CJOJQJaJhtLhthUhtCJOJQJaJ(hN0JCJOJQJaJhmHnHu#hUht0JCJOJQJaJh,jhUht0JCJOJQJUaJhhUhtOJQJh 0JCJOJQJh.:p<"9. A!`"`#@$%  n8?sfL"cPNG  IHDR1tgAMA|Q pHYs. . NIDATxoyY.˥{FBh. [AE'.]K?`R pKX5'8/ ^}2,>ְ4%4wv–xGof!qxYvpp(3G,y> gQ8 gY8|™p<p(3G,y> gQ8 gY8|8u>sg|줱=3N%g?tFrhkV e(L8y))˝&mRz';=y'c'ډ$'܉ GɧvXoΈ+N/xզ֙|J# M*JySu6S{8w9(_N'27˓3^7iv?7& N<'_ I=?Υ8̝*w 2wrE |vzp ]s2w\Qɗt uǏ.ypr糳 3ߥ 3y"k33ֱols_\ەyuKysNk>Nj N(Ch |T˪||JLt:# lM87h:˹A< pNys [Stmu7gP{}{"rO>w` rxo v?B2{{F`; A(7 ''lu q*#e7dfNq5jpG'ICuԔmIg;-p2;Jc=N;rz9#:뜁Cb^@ln{>p/Q;v9$EC2a? !SN[D\N7ry:] ގ չd]rz԰yt`ך)Ll#N7!:pک9]y 7eP"g3/ NO+Nߞ6C 5\'0ugW::W:8[)"&8v̹ v 8?ͥO50Pn7ZsvY9O=v^5yӖa&N9S7dJs> ,'I%&ΐO2+ӳ%>qtx;:l**ղV<8` Q M2PLw|ONo8kIs?z &=I~7ӯN0qlٝUiȔ,N^s:Q`?*vS2}l0EāRM?q:HKƕ^rs3?t$s䞗(Ur 7>2 װ̙3 ?8MyOj5g;O+eMO*9}U(Y W9T% bQODyӦ$FP͛WKj IgrܿlɀcM !+O=c̕V @=I [t2 =>'4d) {j:*I8)pbNfiZ7|< JHT3"o&`Πf}~zVuVOST#p2uֽʢuNZu89:W>ڿ^^}4Ucz8N 8vpHNh\.#P p3 Rqw**X-+ eLN}|`w;1%M+@!F`s~|@pFf9fi |vO#w҄H|O8ԩ1npRsyqq'&us&H&>4:<Ŧr'U95&?^"Lw4rɒΒ~9gIW] o#?'>̆1sں&}粤u NHj'sF Fҩ;@Nu8UH %ӓ#"Nyk). W:FA3trwN;#sBc£N'Y靥{'%ܥqiU)L8 P:V%Ws/{Nk}؅FYzgTNp$}aH3 ָk`yWaF.qyZN5"Hd6N: zY om% Ŵ[!8Ƅrz-z[̯z h-!2uJÑ@E!%_dz'Zk.f$zګV0M5TZR-$:c=Qi?4Tj83~nݟS64?~x-\ ͕8%hDv쪿Iփ[xGVN[oWv궉N=~s=,QV=C.~[6SGOPTau3*GN]k[k9V dvLm[xm%7>ǍA^±Ohp~e']-B99fFrWn/rk60اZ;he8u J#^l;qs嬜++u ʉq jŇ5Tum.G8b}hl{uKh|A|־hə:y{9E}qɁ[CHY&{N'a!89} qvщ4i>0*w=ޞA5a+])Gn}qs;ĺ+bNfCb 3` {oˇ3a} 6<ػg`7G;|x慜̩˝*۾ܫ!wƱ/ mpM{Re=rW曆< wrq0+ýc+=rۗi5J jr=Kӷ~CqJQ^X:M< ޭWkNPΨ;.:<ϼmtN3)Ia`j-6j)NB];C|-x#lO\]?)NA6{*/{rữ󲧊{unoR8")IK,,.ٴUNGM.TE#VWR :| NF)PX?,݁*>[E`|S1'-فݮdOnņjx~R; }')ɼvGܸi'J-1 .ƲNa0zjz:i]Tw]琿f⾶~ċ3ܢfNV.nLTq_^Yq3 X9ŀwGlZ9Uw'BN+5 iB\4D-7:yQOSgvu㌩dq'5Զw(K J$\N_-,FFtܼ7l8fƏڡ DtJz=SOONhi R]X^"ynDKgӌOSzSqX lntjjw`6:K]!oTTisbǹJečDw,p^&<5Pd$]W5܌ܓ*ga" NL,SD)戧's0^4tGCvrl$ 蝻lScZ/pŢ5] F. MjfPÆb\ (3昣2{ɕjyˉ6Y)~]G Y'WlMdtBO=f>Zt18:~h#SV+S/;qJ^)5"wLւNםQoN,C>էkk|+ĀJ]O:fȝšrjvOw Q{Qԩ2%ˉ&Gf k=ZU@!_\NC43' D*?rq51+IS]j~$$sƓlaf'qbG]FR8N'17Vp7E0zmN4X:Zkgo7h;*aM΀o6a+RViHdPC/%vwKp⹎w) |ֻfiHۖwL~7Y<xښuzl ~H)ߠ7zŜ%BU͇{paM,{F쳜dޭ4{kx6m;Es\ZX`isko<~ƄSg#?U{[{{DI" Sd _I^PNtzzA )^t-n6yyϽvz$ӓ[#W9U;NɈr)yW.Kwhޠ"M`NN\t+8ݰ+@..z9+q8%1jvtAK7GJ_` K` owGzӅy3G~ă@ ᳘Mt"fhci0'4۳Nz@,щ]#mgdj޹8Ьl;ۧfivb?-:}R7z'ܒLis+ݏY))ԙ؝3_ə+RnbVezI>1S5@GJ9,ZvbFzosG,y> gQ8 gY8|™p<p(3G,y> gQ8 gY8|™p<p(3Gu~3Y8||ch*CJ<@<  Heading 4$@&5CJ88  Heading 5$@&5<<  Heading 6$@&6CJ<<  Heading 7$@&>*CJ<@<  Heading 8$@&6CJDA`D ^aDefault Paragraph FontRi@R 0 Table Normal4 l4a (k ( ^a0No List 4@4 &Header 9r 4 @4 %0Footer 9r 6P@6 Body Text 2CJ:Q": Body Text 36CJ,/@2, List ^`6"6 Caption xx5.)@Q. Page Number6U`a6 Hyperlink >*B*phNOrN :ps2$$dxx@ 5\^J44 <"9Style1 <<aJ4O4 <"9ps1d<<aJ88 <"9 ps1 numbered F88 <"9 ps1 bullet  F@/@ <"9ps1 CharOJQJ_HmH sH tH FV F <"9FollowedHyperlink >*B* phHH z Balloon TextCJOJQJ^JaJR/R zBalloon Text CharCJOJQJ^JaJtH @@ !9 Comment Text OJQJaJ>/> 9Comment Text ChartH 2B@"2 #9 Body Text"xD/1D "9Body Text CharOJQJaJtH R^@BR z$*0 Normal (Web)$dd[$\$CJOJQJtH >/Q> V0 Footer CharOJQJaJtH >/a> 400 Header CharOJQJaJtH RrR ) Normal Indent 'x^a$CJOJQJaJH/H  z}Heading 2 CharCJOJQJaJtH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vc:E3v@P~Ds |w< XVXV 999<N: #(/9AChMsR2Z%]]X^06BDEHNTXZ[]_bcfhg + C }  ' M ~ ! ##I$$%&''(k(B)8RA FPNOZ[l]X^12345789:;<=>?@ACFGIJKLMOPQRSUVWY\^`adeg :Y+Rt99:!:[:::;b;;#<<<n= > GRGvG1RbRRRSCSIS~SS$UMUhUXVXXXXXXXXXXXX -46<! ,b$8?sfL"c0# @H 0(   Y (    l??"Rectangle 33"kY?PK!8[Content_Types].xmlAN0EH%N@%邴K@`dOdlyLhoDX3'AL:*/@X*eRp208J妾)G,R}Q)=HiҺ0BL):T뢸WQDY;d]6O&8* VCLj"󃒝 yJ.;[wIC_ :{IOA !>Ø4 p;fɑ3׶Vc.ӵn(&poPK!8! _rels/.relsj0 }qN/k؊c[F232zQLZ%R6zPT]( LJ[ۑ̱j,Z˫fLV:*f"N.]m@= 7LuP[i?T;GI4Ew=}3b9`5YCƵkρؖ9#ۄo~e?zrPK!;-drs/e2oDoc.xmlTێ0}G,giDnX i,;n3ۻCS=SK&BR.!fiC%,L]dMBDk3\Ӧ5DȖ YJK"DojSJLkؽ⹋_0R3 6}7oIUxqAECKO!h/^(ein ,y`?yHG' [?*)#AH{mӵ:QY}g\UJɮbWBQH HԡT K)!`PQ'V0Gp pUڼbAȰ.B._K:$G8?л\;PK!WhE drs/downrev.xmlLn0DV *%i*%Q&^@lG=jf슣#`h: l iE?aU>>2Wf-s)@0F~;@r5/(Fv]cs_׵N2M] 4߀? %9*zIz0{R`DdYDY,PK-!8[Content_Types].xmlPK-!8! /_rels/.relsPK-!;-.drs/e2oDoc.xmlPK-!WhE Cdrs/downrev.xmlPKP   A2?2 "tuoslogo_key_bw extendedPicture 5tuoslogo_key_bw extendedC"?B S  ?XV &tj _Hlt474156726 _Hlt474156727 _Hlt474156734 _Hlt474156735 _Hlt474156863 _Hlt474156864 _Hlt474156866 _Hlt474156867 _Hlt474156914 _Hlt474156915 _Hlt474156932 _Hlt474156933 _Hlt474156940 _Hlt474156941 _Hlt474156942 _Hlt474156943 _Hlt474156944 _Hlt474156945EEMMN<N<==hGhG{R{R4S4SSSYUYUYV@@@@@@@@@ @ @ @ @ @@@@@FFNNO<O<==iGiG|R|R5S5SSSZUZUYVmUoUpUrUsUuUvUxUyUUUVVYV!!mUoUpUrUsUuUvUxUyUUUVVYV3VFnQ|UhGJbe#&14 \_FI14eh$'ei $ g k B!h!88 >5>RRmUoUpUrUsUuUvUxUyU{UUUU9VTVVVYV >E  $K _8 N t:H&H+67:m[>><+@0>\E6:s A`%*y}vlts^`sOJQJ^Jo(hh^h`)^`)88^8`)^`()^`()pp^p`()  ^ `.@ @ ^@ `.  ^ `.hh^h`)^`)88^8`)^`()^`()pp^p`()  ^ `.@ @ ^@ `.  ^ `.hh^h`)^`)88^8`)^`()^`()pp^p`()  ^ `.@ @ ^@ `.  ^ `.\^`\o(.^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hH^`OJPJQJo(-^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.hh^h`o(.^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. ^`OJQJo(^`OJQJ^Jo(o ^`OJQJo( m ^m `OJQJo(=^=`OJQJ^Jo(o  ^ `OJQJo( ^`OJQJo(^`OJQJ^Jo(o }^}`OJQJo( hh^h`OJQJo( ^`OJQJo(L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L. N *y}@$K_8>E H&H+E6:s[>>\7:                   db"k>`~tx>|r                 SH        9 ^<(f1s[!"{P)N0]Fxz$P)z$*(.40N 1e{7~8<"9:}>qBEClrHlKtL&M1N; RJR(TGYw[-^+`^a<_dud'i.jn*pqzrst jz z}Pi=q4;kqZ_Dzl~a3.V 07]+8 wHT9:4X]1VprmX)j?{2 MeV|U?bvfmUoU@ 0000'XV@Unknown G*Cx Times New Roman5Symbol3. *Cx Arial7.*@Calibri;(SimSun[SO5..[`)TahomaABook Antiqua?=.Cx Courier New;WingdingsA$BCambria Math"1Ȍh 3cG!3cG 3cG H+ H+!0BUBUBQHX  ?<"92! xx:*  Jeannette DowningClaire Allison<         Oh+'0|   , 8 D P\dlt Jeannette DowningNormalClaire Allison3Microsoft Office Word@F#@ G@ G@fHCG H ՜.+,D՜.+,D hp  «Ӱҵ+BU  Title4 8@ _PID_HLINKSAH`=!http://www.shef.ac.uk/ssidd*'https://www.sheffield.ac.uk/philosophyH%https://www.sheffield.ac.uk/politicszc#http://www.shef.ac.uk/prospective/,~$http://www.sheffield.ac.uk/calendar%'http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx jhttp://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx[ Qhttps://www.sheffield.ac.uk/staff/learning-teaching/our-approach/strategy2016-21D  )http://www.sheffield.ac.uk/strategicplanqe@https://www.sheffield.ac.uk/sheffieldgraduate/studentattributesd*'https://www.sheffield.ac.uk/philosophyq6http://www.shef.ac.uk/politics  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwyz{|}~Root Entry FbUGG@Data x1TableMRWordDocument SummaryInformation(DocumentSummaryInformation8MsoDataStoreBGGNGGF5SC25ENEQ==2BGGNGGItem  2PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q