ࡱ>  %nbjbj99 7SSFe+  999MMM8|LMe0M_uuuI% U&d&4///////$w2)5> 09&'%"I%&& 0uu0(((&^8u9u/(&/((VH/@!/uj# K'/ /500e0/ g5](:g5/g59/0&&(&&&&& 0 0(&&&e0&&&&g5&&&&&&&&& :  1Programme TitleHistorical Research2Programme CodeHSTT15 (Full-time), HSTT16 (Part-time)3JACS CodeV1004Level of StudyPostgraduate5Final QualificationMA6Intermediate QualificationPostgraduate Diploma7Teaching Institution (if not «Ӱҵ)Not applicable8FacultyArts and Humanities9Home DepartmentHistory10Other Departments involved in teaching the programmeNone11Modes of AttendanceFull-time or Part-time12Duration of the Programme1 year or 2 years13Accrediting Professional or Statutory BodyNone14Date of production/revisionApril 2003; revised May 2010; August 2011; April 2015; revised March 2016, revised March 2018Background to the programme and subject area Knowledge and understanding of the human past is of incalculable value both to the individual and to society. Studying history provides a distinctive education by providing a sense of the past and its separation from the present, together with an awareness of the development over time of different values, systems and societies. Completing a MA degree in History at «Ӱҵ enhances students critical and organisation skills, equipping them to undertake independent historical research. It provides opportunities for students to acquire a high level of historical knowledge and understanding, explore a range of historical contexts, and develop and refine ICT, bibliographical and research skills The Department of History at the University of «Ӱҵ is one of the most active centres for teaching and historical research in the country. In the latest Research Excellence Framework exercise (2014), we were ranked third nationally in the overall ranking and second for outputs: both in terms of the average score of our books and papers (with a score of 3.30) and in terms of the overall quality: 45% of our research was judged 'world-leading' and 86% either 'world-leading' or 'internationally excellent'. This indicates the Departments wider commitment to research-led teaching. A complement of over 40 members of academic staff gives the Department both chronological and geographical coverage, with research and teaching expertise in British, European, North American and global history. Members of the Department of History have played a pioneering role in making historical sources available in electronic form, and these projects offer an example of how teaching and research are inter-linked within the department.. For example, the Hartlib Project [ HYPERLINK "http://www.shef.ac.uk/hri/projects/projectpages/hartlib" \h http://www.shef.ac.uk/hri/projects/projectpages/hartlib] which created electronic editions of texts produced by a group of millenarian thinkers during the English Civil War that have been used by both MA and doctoral students for independent research. Similarly, the Cistercian monasteries in Yorkshire project [ HYPERLINK "http://cistercians.shef.ac.uk" \h http://cistercians.shef.ac.uk] and the online edition of the Old Bailey trial accounts between 1670 and 1834 [ HYPERLINK "http://www.oldbaileyonline.org/" \h http://www.oldbaileyonline.org], as well as ongoing digitisation projects on John Foxes Book of Martyrs, Plebeian Lives and the Making of Modern London, and the Proceedings of the Central Criminal Court, provide students with ready access to new sources for their own research. An active research culture of publishing, conferences and seminars ensures that our teaching is informed by the most recent historiographical debates and research findings. Those teaching on the programme are thus well-placed to introduce students to academic controversy as well as current historical problems and issues. There are opportunities to participate in events organised by a number of research centres and clusters, such as the Medieval and Ancient Research Centre at the University of «Ӱҵ (MARCUS), the «Ӱҵ Centre for Early Modern Studies (SCEMS), the Cultures of the Cold War Network and the Centre for Modern and Contemporary History. The MA in Historical Research is specifically designed for students who wish to go on to advanced independent research up to doctoral level and the programme explicitly aims to aid students determine their own motivation and aptitude for further research in history. MA students from the Department regularly go on to undertake advanced study in History, both at «Ӱҵ and elsewhere.Programme aims Degree programmes offered by the Department of History have the following general aims consonant with the University of «Ӱҵs Mission Statement: To provide high quality teaching at undergraduate and postgraduate levels that is informed and invigorated by research and scholarship and alert to the benefits of student-centred learning. To sustain a culture of research and learning that promotes the free pursuit of knowledge, impartial analysis and the acquisition of informed attitudes to the study of the past. To maintain broad access to its programmes of study for students from a wide range of educational and social backgrounds to the extent permitted by intellectual aptitudes which the programme demands. To respond to the diversity of student interests by offering an appropriate level of student choice within the degree programme, enabling them to pursue chronologically, geographically and methodologically diverse fields of study. To equip students with the skills that will prepare them for employment or for further study. MA programmes in History are designed to meet the following level-specific aims To offer students a programme that is qualitatively different from BA-level study by maximising opportunities for independent study and reflexive practice. To focus on transferable research, learning and presentational skills that are applicable both within the academic discipline of History and in other professional settings. To help students to recognise their personal ability, motivation and interest in pursuing further study and to equip them with the skills needed for independent research at MPhil/PhD level. To improve students chance of developing a coherent and rigorous PhD proposal and obtain funding for further study. The MA in Historical Research has the following programme-specific aims enabling candidates who have completed the course to understand current historiographical and methodological debates in history, leading to an advanced sense of period and chronology. distinguish between and critically evaluate contrasting approaches to the study of history, exhibiting a sense of their development over time, and of the most recent trends in the discipline. identify, evaluate, and use a range of primary sources from a given historical period, showing a critical understanding of genre, of methods of creating and storing knowledge, and, where appropriate, of basic forms of textual analysis. contextualise and account for changes and continuities across the history of a specific period. identify and explore both the historiographical context and the sources available for independent research on a chosen historical subject. 17. Programme learning outcomes Knowledge and understanding:Students achieving either award of Postgraduate Diploma or MA will have developed:K1a critical understanding of the historiography that defines the area of study and of how this relates to a students own research interests.K2a comprehensive understanding of the distinctiveness of history as a discipline, and an ability to reflect on how other disciplines have influenced its development.K3a conceptual understanding that enables the student to evaluate scholarly writing in history and to undertake informed source-criticism.In addition, students achieving the award of MA will have:K4achieved a personal understanding of whether or not they possess the ability, motivation and interest to pursue further postgraduate study in History. Skills and other attributes:Students achieving either the award of Postgraduate Diploma or MA will have developed:S1The ability to reflect deeply on historical knowledge and to demonstrate an awareness of current historical debates.S2The ability to write and speak about the past in good English, showing an awareness of History as a literary discipline and a developing sense of literary style.S3The ability to use a wide range of bibliographical tools (on paper and in electronic form) to locate and critically evaluate appropriate sources and materials for the advanced study of history.S4The ability to locate and critically evaluate archival, printed or electronic source-material for the investigation of specific historical questions.S5The ability to formulate and sustain independent historical arguments, to provide appropriate evidence to support them, including quantitative and visual evidence, and to reference the sources of the evidence used.S6The ability to respond constructively to debate and criticism.S7Effective skills in oral communication to specialist and non-specialist audiences.S8Skills in effective time management, including the ability to work productively alone.S9Familiarity with a variety of ICT skills, encompassing a range of bibliographical, statistical and other computer programmes and their application, as well as electronic sources for research.In addition, students achieving the award of MA will have developed:S10developed the ability to identify an area of historical enquiry and engage in independent historical research.S11The ability to engage in independent and extended research within a defined area of historical enquiry, to construct and sustain a logical and where possible original argument based on information collected, and to present the findings in dissertation form, with a recognised historical apparatus.18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: Introduction to the advanced study of history is available from the first semester of the programme through tutor-led classes for the optional module Research Skills for Historians. These cover defining a research topic, bibliographical and information skills, and approaches to different sorts of written and non-textual sources (S3-4, S8). General ICT induction is also provided in this module (S9) via demonstration classes led by our IT & Learning Technology Manager; more specialised, hands-on computer training is available from CICS where needed. Oral skills are developed through a core 15 credit module, Research Presentation, taught in semester 2 (S7). This encourages communication and presentation skills, including technical competence in PowerPoint, how to present data effectively, the use of visual material etc. Further study-skills advice, including guidance on the professional presentation of written work using the appropriate scholarly apparatus (i.e. footnotes and a stratified bibliography) is provided to students via the departmental Style Guide. Seminars are used throughout the year to encourage oral expression and the exchange of informed views, the concise summary of complex arguments and the ability to respond constructively to the presentation of alternative views. Some seminars take the form of discussion classes, exploring specific historical problems, methodological issues while others may be dedicated to the interpretation of particular primary sources (the 30 credit core module taught in the first semester and the 15 credit approved modules taught in either semester) (S1, S5, S 7; K1-3). Seminars may be staff or student-led, and students work within small groups for taught classes, focusing on the specific historiographical or evidence-based themes and problems appropriate to their period or field of study. Guided reading is a principal component of independent study. It allows students to develop and reinforce their awareness of historical knowledge and debate (K1-3, S1, S10), to reflect on different methodological approaches and to refine their own historical interests (K3). It furthers their bibliographical skills and enables them to make effective use of library and internet resources (S3-6). Written assignments encourage students to develop their ability to summarise material critically, to present coherent and independent arguments in good English, and to support their arguments with appropriate evidence. Preparing such assignments, particularly defining and researching an appropriate topic and formulating independent questions, is essential to the acquisition of historical knowledge and understanding (K1-3, S1, S10). As both the form and the length of written assignments varies, students develop an appropriate range of learning and time-management strategies in response to them (S2-6, S8). Individual tutorial guidance is given to all students undertaking the Dissertation and also to students who wish to receive guidance on preparing a research proposal and application for further study and associated funding (K4). Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: All forms of assessment used on the programme evaluate students acquisition of historical knowledge and understanding, particularly K1-4, and K5. Assessment also serves a formative function to monitor students progress and provide learners with the feedback they need to evaluate their own progress and reflect upon the historical understanding they have acquired (S1). In the core module students are invited to submit up to 2,000 words of a draft / plan / piece of exploratory writing in advance of their final essay. Feedback on coursework encourages students to respond effectively and positively to constructive criticism by reflecting both on their skills of argument and presentation and on the coherence of their understanding of particular historical problems (S6-7). All assessment which contributes marks towards the degree, and therefore has a summative as well as formative function, is marked in accordance with published marking criteria. Oral performance is assessed via the Research Presentation (semester 2) when each student gives a formal presentation about their research to other MA students and a representative selection of academic staff. This takes place during the second semester in the Research Presentation module and represents 100% of a students overall mark for that module. The presentation tests the students ability to convey the significance and intellectual content of research; the clarity and fluency of their communication skills; the effectiveness and imagination of their use of illustrative material; and their confidence in handling of questions, defending the coherence of their argument while respecting the opinions of others (S2, S6, S7). Collectively, the portfolio of written assignments which students will produce for the assessment of the taught modules demonstrates acquisition of learning outcomes K1-4. This includes a range of technical exercises (including a bibliography for the dissertation) which are assessed on the basis of the students technical proficiency in execution of the task set; the range of material located; the critical assessment offered by the student of the usefulness of the material collected and their informed awareness of any problems, (S2-3; K1-4). Historiographical and methodological essays written for the approaches and optional modules also test students ability to identify a suitable topic for analysis, their familiarity with the relevant theoretical issues and their ability to handle theoretical or methodological material and to use an appropriate vocabulary in discussion as well as their critical and analytical capacity (K5, S4). In assignments for optional modules such as Presenting the Past; History Writers Workshop and Work Placement, we assess students technical skills (for example, through their use of film, audio or digital technology) and communication skills for non-specialist audiences (S7, S9). Successful preparation of a 15,000 word Dissertation demonstrates MA students ability to work independently (S7-8), to define and complete extended research projects (K4, S5, S10) and to present the results in a professional fashion (S2). The Dissertation also tests the ability to locate and analyse a body of primary source material and to undertake independent research on that material (S5, S11). 19. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx" \h 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" \h http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx 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" /staff/learning-teaching/our-approach/strategy2016-21 The teaching ethos of the Department of History as articulated through its Postgraduate Committee and the annual Away Days held to reflect upon Departmental practice in teaching and research. The research interests of academic staff and the Departments research strategy. The AHRCs guidance on BGP Research Preparation Masters Studentships, published in 200820. Programme structure and regulations The programme is modular in format. To be awarded the degree of MA, students will successfully complete modules totalling 180 credits over 1 year (full-time study) or 2 years (part-time study), this includes 120 credits of taught modules plus a dissertation worth 60 credits. Students will take an approaches modules chosen to reflect their individual research interests (30 credits) in semester one and the core Research Presentation module (15 credits) in semester two. Students will take one of a range of research skills modules including Research Skills for Historians; Palaeography; Directed Reading; digital humanities modules and language modules. The remaining 60 credits of taught modules allow students to broaden their knowledge and skills in their chosen area of history. Full-time students will normally take 60 credits of taught modules in each semester, to ensure that their workload is evenly balanced. Work on defining the dissertation topic will begin early in the Autumn Semester and research will continue throughout the year, with the period between the end of the Spring Semester and the beginning of September being devoted entirely to the dissertation. Part-time students will normally take 45 credits of taught modules in each semester of the first year of study and 15 credits of taught modules in each semester of the second year of study, to ensure that their workload is evenly balanced. The appropriate approaches module will be taken in the first year and Research Presentation will be taken in the second year. Work on defining the dissertation topic will begin early in the Autumn Semester of the second year and research will continue throughout the year, with the period between the end of the Spring Semester and the beginning of September being devoted entirely to the dissertation.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/regs" http://www.sheffield.ac.uk/calendar/regs.21. Student development over the course of study The MA in Historical Research provides high-quality, research-led training specifically designed for students intending to proceed to research degrees. It also enables students to acquire a broad range of transferable skills and intellectual training that will be of value to employers outside the academic field of History. The combination of compulsory and optional modules allows both full- and part-time students to further their own interests, broaden their field of knowledge and, at the same, hone the research skills needed for the dissertation. The approaches module and core Research Presentation module both train students in the skills and methods necessary for advanced historical study and the pursuit of independent research. The selection of approaches modules locate students within the key themes and debates of their chosen area of study and provide them with an understanding of how the relevant historiography has developed. Students also explore various technical and methodological issues raised by the advanced study of history, how archives are assembled, for example, as well as broader questions around the codification of knowledge. Research Presentation helps students to develop and refine their personal presentation skills, these skills are valuable to both students looking to enter employment or intending to go on to doctoral study. The Research Skills for Historians module, gives students the opportunity to receive training in advanced bibliographical management skills and in ICT, an introduction to recent debates over the nature of History as a discipline and the audiences for history, as well as training in the handling and managing research data. Directed Reading gives students the opportunity to work with a member of staff (usually their prospective doctoral supervisor) in developing relevant skills or a familiarity with a particular body of material, historiography, or theoretical literature. Students wishing to develop a PhD proposal will be supported by a dedicated workshop and tailored advice from their prospective supervisor. The complementary 15 credit, content-led modules equip students with an intellectual and historiographical context from which to undertake detailed exploration of a particular period or problem in their own areas of interest, so enhancing their analytical and research skills. The option modules also enable students to acquire technical skills such as palaeography and Latin. The seminar-based learning, written papers and the portfolio of technical and presentational exercises (section 18 above) undertaken in these taught modules are structured so as to enable students to carry out supervised research. The dissertation enables students to develop their own independent research topic within their chosen field of history, drawing on and demonstrating the knowledge and research techniques acquired through the taught modules (both through seminars and consolidated through the assessment). Students who wish to take relevant language training may take suitable modules from those offered elsewhere in the University (subject to availability and the formal approval of Director of MA Programmes).22. Criteria for admission to the programme Applicants are expected to have a good first degree in History or a related discipline. Our standard requirement is a first class degree, or equivalent, in a Bachelors degree from a recognised UK or overseas university. Applicants who have not studied History at undergraduate level will be expected to demonstrate commitment to and academic preparedness for advanced study in History. This might be via an interview or by the submission of written work, as requested by the Director of MA Programmes during consideration of the application. Non-native speakers of English should demonstrate proficiency in English through one of the University approved language tests, for example an IELTS average of 7 with at least 6.5 in each component. Further details are available on the university webpages at  HYPERLINK "http://www.sheffield.ac.uk/postgraduate/info/englangu" www.sheffield.ac.uk/postgraduate/info/englangu Detailed information regarding admission to the programme is available on the department of History web pages at HYPERLINK "http://www.sheffield.ac.uk/history/study/ma"www.sheffield.ac.uk/history/study/ma and the University webpages at  HYPERLINK "http://www.sheffield.ac.uk/postgraduate" \h www.sheffield.ac.uk/postgraduate For more information students can contact the Admissions and Postgraduate Support Manager in the Department of History;  HYPERLINK "mailto:history@sheffield.ac.uk" \h history@sheffield.ac.uk; telephone 0114 222 2552.23. Additional information Further information is available on the History Department webpages at HYPERLINK "http://www.sheffield.ac.uk/history/study/ma"www.sheffield.ac.uk/history/study/ma and HYPERLINK "/history/research/strengths"www.sheffield.ac.uk/history/research/strengths. These provide full details about the content of the MA degree programme, information about the research interests of individual members of staff and the research collections in «Ӱҵ, as well as advice about how to apply and funding opportunities.This 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" \h www.shef.ac.uk/ssid.     hstt15 ver18-19 PAGE5 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from «Ӱҵ ()*+,:;abcdenostuvw      $ % 8 9 : ; < ɹɹɪɝɹɪɝɹɪɝɹɪɝɹɪɝɹɪɝɹɪɝɹɪɝh;>hOJQJ^Jh;>h[OJPJQJ^Jh;>h[5OJPJQJ^Jh;>h OJPJQJ^J3jhOhO5OJPJQJU^JmHnHujh;>UmHnHu>) 9r (($Ifgd;> (($Ifgd;>$(($Ifa$gd;> r<]rgd;>)*,;bcSF3 9r (($Ifgd;> (($Ifgd;>$(($Ifa$gd;>kdhS$$Ifl,F(e0f)    44 lapytObceotcSF3 9r (($Ifgd;> (($Ifgd;>$(($Ifa$gd;>kdT$$Ifl,F(e0f)    44 lapytOtuwcSF7$(($Ifgd;> (($Ifgd;>$(($Ifa$gd;>kdT$$Ifl,F(e0f)    44 lapytOcSF3 9r (($Ifgd;> (($Ifgd;>$(($Ifa$gd;>kdU$$Ifl,F(e0f)    44 lapytOcSF3 9r (($Ifgd;> (($Ifgd;>$(($Ifa$gd;>kd4V$$Ifl,F(e0f)    44 lapytO  cS@@ 9r (($Ifgd;>$(($Ifa$gd;>kdV$$Ifl,F(e0f)    44 lapytO   % 9 cSF3 9r (($Ifgd;> (($Ifgd;>$(($Ifa$gd;>kdW$$Ifl|F(e0f)    44 lapytO9 : < L T cSF3 9r (($Ifgd;> (($Ifgd;>$(($Ifa$gd;>kdMX$$Ifl,F(e0f)    44 lapytO< K L S T U W X  $ % & ( ) D E   ѵѵѩј!jh;>h[OJQJU^Jh;>OJPJQJ^Jh;>h;>OJPJQJ^Jh;>hOJQJ^Jh;>h[OJPJQJ^Jh;>h OJPJQJ^Jh;>h[5OJPJQJ^J8T U X cVVC 9r (($Ifgd;> (($Ifgd;>kdY$$Ifl,F(e0f)    44 lapytO cVVC 9r (($Ifgd;> (($Ifgd;>kdY$$IflXF(e0f)    44 lapytO cVVC 9r (($Ifgd;> (($Ifgd;>kdfZ$$Ifl,F(e0f)    44 lapytO % cVVC 9r (($Ifgd;> (($Ifgd;>kd[$$Ifl,F(e0f)    44 lapytO% & ) E cVVC 9r (($Ifgd;> (($Ifgd;>kd[$$IflXF(e0f)    44 lapytO  cWCC55$x$Ifa$gd;>$ 9r x$Ifa$gd;> & Fxxgd;>kd\$$Ifl,F(e0f)    44 lapytO9:;<jk  *+#$>?@NOʹʹʹ󥖥yiWi"h;>h[56OJPJQJ^Jh;>h[6OJPJQJ^Jh;>h[5OJPJQJ^Jh;>h;>OJQJ^Jh;>h OJPJQJ^Jh;>h[OJPJQJ^J1jh;>h[>*B*OJPJQJU^Jph(h;>h[>*B*OJPJQJ^Jph!jh;>h[OJQJU^Jh;>h[OJQJ^J?@OVcykYYYYYk$ & FP$Ifa$gd;>$x$Ifa$gd;> & Fxxgd;>jkd2]$$Ifl(D)0D)44 lap ytO$xx$Ifa$gd;> UVbcNO. / _ v w .!/!0!!!!""":#;#<#########$$$Z$³£Գ}h;>h[OJQJ^Jh;>h;>OJQJ^Jh;>OJPJQJ^Jh;>h[5OJPJQJ^Jh;>h OJPJQJ^J"h;>h[56OJPJQJ^Jh;>h[6OJPJQJ^Jh;>h[OJPJQJ^Jh;>h OJQJ^J1O/ 0!!"<##$ & FPx$Ifa$gd;>$x$Ifa$gd;>$ & FP$Ifa$gd;> ####$$}8Ekd(^$$IflT(D)D)44 lap ytO PP$Ifgd;>xxgd;>lkd]$$Iflt(D)0D)44 lap ytO$[$\$_$$$$C]kd^$$Ifl,0(.'D)44 lapytO (($Ifgd;>Ekd^$$Ifl,(D)D)44 lap ytO (($Ifgd;>Z$[$\$^$_$$$$$$$t%%%%%% &!&"&#&$&^&_&`&b&c&&&&&&'''p'q'r't'u'''''''((((((T)U)ǽǗǗևǗǗǗǗh;>h[5OJPJQJ^Jh;>OJPJQJ^Jh;>hOJQJ^Jh;>h OJQJ^Jh;>OJQJ^Jh;>h[OJPJQJ^J h;>h h;>h[h;>h;>OJQJ^Jh;>h OJPJQJ^J5$%%%"& (($Ifgd;>]kd_$$Ifl,0(.'D)44 lapytO$(($Ifa$gd;>"&#&$&_&`&(]kd`$$Ifl,0(.'D)44 lapytO$(($Ifa$gd;> (($Ifgd;>]kd:`$$Ifl,0(.'D)44 lapytO`&c&&&&'xk PP$Ifgd;> ^`gd;>]kdla$$Ifl,0(.'D)44 lapytO$(($Ifa$gd;> (($Ifgd;>''q'r'u''hX$(($Ifa$gd;>Ekdxb$$Ifl(D)D)44 lap ytO (($Ifgd;>Ekd b$$Ifl(D)D)44 lap ytO'''(((]kd~c$$Ifl07(&D)44 lapytO$(($Ifa$gd;> (($Ifgd;>]kdb$$Ifl07(&D)44 lapytO((V)W)Z))]kdd$$Ifl07(&D)44 lapytO$(($Ifa$gd;> (($Ifgd;>U)V)W)Y)Z)))))))****** + +++++c+d+e+f+h+i+++++++,,,,,,,,<-=->-?---........6272*3+333<6=6L6777/:ŹŹŹŹŹŹŹh;>h;>OJQJ^Jh;>OJPJQJ^Jh;>h[OJPJQJ^Jh;>h[5OJPJQJ^Jh;>hOJQJ^Jh;>h OJPJQJ^JD)))**(]kd^e$$Ifl07(&D)44 lapytO$(($Ifa$gd;> (($Ifgd;>]kdd$$Ifl07(&D)44 lapytO**+++e+]kde$$Ifl07(&D)44 lapytO$(($Ifa$gd;> (($Ifgd;>e+f+i+++(]kd>g$$Ifl07(&D)44 lapytO$(($Ifa$gd;> (($Ifgd;>]kdf$$Ifl07(&D)44 lapytO++,,,,,>-@Ekd~h$$Ifl(D)D)44 lap ytO]kdg$$Ifl07(&D)44 lapytO$(($Ifa$gd;> (($Ifgd;>>-?-C-m.n.(]kdi$$Ifl07(&D)44 lapytO$(($Ifa$gd;> (($Ifgd;>]kdh$$Ifl07(&D)44 lapytOn...72+3=670:;;Vjkd$j$$Ifl(D)0D)44 lap ytO$<x$Ifa$gd;>$x<$Ifa$gd;>$x$Ifa$gd;>xx^`gd;> /:0:L:;;;;;;==K?L?q??+B,BKB^BBCQD}DFFG+GHHHHHHHHHIIIIIIIŸҫ񚫚l1jh;>h[>*B*OJPJQJU^Jph(h;>h[>*B*OJPJQJ^Jph!jh;>h[OJQJU^Jh;>h[OJQJ^Jh;>h;>OJQJ^Jh;>h OJQJ^Jh;>h[OJPJQJ^Jh;>h[5OJPJQJ^Jh;>h OJPJQJ^J*;;;L?,BFHHHHfUUxx^`gd;>jkdj$$Ifl(D)0D)44 lap ytO $$Ifa$gd;>$xx$Ifa$gd;>$x$Ifa$gd;>gd;> HHII2J}KKK%LLMMBN$xx$Ifa$gd;>$x<$Ifa$gd;>$<$Ifa$gd;> x$Ifgd;> $Ifgd;>$xP$Ifa$gd;> II1J2J3JJJ{K|K}KKKKKKKKKL#L$L%L&L2LLLLLLѯѯ|rer|V|h[h;>0J#OJQJ^Jh;>h;>OJQJ^Jh;>OJQJ^Jjh;>OJQJU^Jh;>OJPJQJ^J1jh;>h[>*B*OJPJQJU^Jph(h;>h[>*B*OJPJQJ^Jphh;>h[OJQJ^J!jh;>h[OJQJU^Jh;>h[OJPJQJ^Jh;>h OJPJQJ^JLLMMMMANBNCNjNkNNN~OO{Q|QSSUUU8VWVXVdVsVxVVVVɽհհ}kVkVk}(h;>h;>>*B*OJPJQJ^Jph"h;>>*B*OJPJQJ^Jph+jh;>>*B*OJPJQJU^Jphh;>h[OJQJ^Jh;>h[5OJPJQJ^Jh;>h;>OJQJ^Jh;>OJPJQJ^Jh OJPJQJ^Jh;>h OJPJQJ^Jh;>h[OJPJQJ^Jh;>h OJQJ^JBNCNkNO|QSUssss$ 9r xx$Ifa$gd;> $xxa$gd;>jkdk$$Ifl(D)0D)44 lap ytOUUV xx$Ifgd;>lkdk$$Ifl4(D)0D)44 lap ytOVVVVVVVV0X1XYYE\F\]^__```Sarasabb`cacbcccdeeefʻʻʻʻʉʻ}}ʻʻʉk" *h;>B*OJPJQJ^JphA@Bh;>OJPJQJ^J( *h;>h[B*OJPJQJ^JphA@Bh;>h[5OJPJQJ^Jh;>h;>OJQJ^Jh;>h OJPJQJ^Jh;>h[OJPJQJ^J+jh;>>*B*OJPJQJU^Jph h[h;>0J#OJPJQJ^J#VVV1XYF\_`sabvvfXXvv$x$Ifa$gd;>$xx$Ifa$gd;>$ 9r x$Ifa$gd;>xxgd;>lkdl$$Ifl4(D)0D)44 lap ytO bacbcce%gphLi}t`S xx$Ifgd;>$ 9r x$Ifa$gd;>xxgd;>lkdl$$Ifl(D)0D)44 lap ytO$ 9r xx$Ifa$gd;>ffffff#g$g%ggggggghhMhNhnhohﴥr]D1jh;>h[>*B*OJPJQJU^Jph(h;>h[>*B*OJPJQJ^Jph(h;>h[>*B*OJPJQJ^JphUh;>h[OJQJ^J!jh;>h[OJQJU^Jh;>h[OJPJQJ^Jh;>h OJPJQJ^J h[h;>0J#OJPJQJ^Jh;>h;>OJPJQJ^Jh;>OJPJQJ^Jjh;>OJPJQJU^Johphhhii0i1iKiLiMigihiiiii jjjϭxh\MBM3M\h;>h[B*CJaJphUh;>h[CJaJjh;>h[CJUaJh;>h[>*CJaJh;>h[5OJPJQJ^Jh;>h;>OJQJ^Jh;>h OJPJQJ^J1jh;>h[>*B*OJPJQJU^Jph(h;>h[>*B*OJPJQJ^Jphh;>h[OJQJ^J!jh;>h[OJQJU^Jh;>h[OJPJQJ^Jh;>h >*OJPJQJ^JLiMihijk|l$xx$Ifa$gd;>$x$Ifa$gd;>xxgd;>lkd6m$$Ifl(D)0D)44 lap ytOjjUjVjjjjjkkkmm-m.mAmBmCmDmEmFmGmImJmʿvaH@<@h[jh[U1jh;>h[>*B*OJPJQJU^Jph(h;>h[>*B*OJPJQJ^Jphh;>h[OJQJ^J!jh;>h[OJQJU^Jh;>h;>OJQJ^Jh;>h OJPJQJ^Jh;>h[OJPJQJ^Jh;>h CJaJh;>h[>*CJaJh;>h[B*CJaJphUh;>h[CJaJjh;>h[CJUaJkkDm$xx$Ifa$gd;>lkdm$$IflX(D)0D)44 lap ytODmEmFmHmImKmLmNmOmQmRmSmTmfm{ 9r  $ 9r a$gd;>lkd6n$$Ifl(D)0D)44 lap ytO JmLmMmOmPmRmSmTmemfmgmkmlmmmnmomqm{mmmnnnn n!n"n$nȸ|j]K]KjK]Gh #h;>h[5CJOJPJQJ^Jh;>h OJQJ^J#h;>h[5CJOJPJQJ^Jh[5CJOJPJQJ^J!h~LOJPJQJ^JmHnHujhOOJPJQJU^Jh[OJPJQJ^Jjh[OJPJQJU^Jh OJPJQJ^Jh;>CJOJPJQJ^JaJh CJOJPJQJ^JaJjh[Uh[fmompmqmmmn!n"n#n$n%ngd;>:D$:Da$ $ 9r a$ $n%nh;>h OJPJQJ^J50P. A!"Q#8$% DphSDdp5V@`Vl  c :A?image2.png"bRTyٯ<{ɄRD5n|RTyٯ<{ɄPNG  IHDRJ5NR2IDATxͮ9H&4 9@8LA`!! O\Ysay9^o<К7( @PQAs-2~GFvgqq-4玐"䆌?4ҶqgS"w)~9|9~E~EG~3" AlM{M[G>bHg ٝO_yőȳpFb<\< i0RőYh{@6/}|Yk'ec}HO# 4RV~Q@ZJ%=u_i_<_v`53)$Ry9_I |qdxԯ/b=r8_)#_}q7@/f6͗E*$򱇗PY[~r.4D_Yt=R"r/?S"ۂ!\Y1),igrGZY@(0pȶ'n4oǟR>FRB%WR~ gHy%$xcHBԆ3RD7t=QŠaϣ"_7!WȟGTzH?C+i V4jik|X9- Kd+qM6BX*-%$ׄ˥]E+ԯ| w,_95c+}[HlTCӥ,6''.,,&^9Q|,"ߒvi$1Hc_#Qw}6ƫ"ecor$ h<Oܵ t6+!DՐӌLOD6WB*KIL._+!AW4ۀjedܒwfD` '!G׿/ h^1 HKs4;71>!r3vٓ3dOSoƑE $\]Pl)a}{_LVel儁gٱsJggءȡ$ ;i.= ]% mQoB2@2Ęx;TR6L'?>#MO9sOu )QUS?#u\,tLDrE|ހTy!5 MD NMZzHC~n CqEW^W7/$" |AB+"4vӹ9Gd;~Ǯ|aR+YAn^G? UWī`qlr䳰2v57~?vu!K8+1-B{;+uM+ u}mm3z+ߏdp]$L;4q "J|Tdٰu3C$mgv:9_tT H^^|赑 ܟ xٷ y齻.R{ AcfE/?IέH`Ő(/(]s]߂^?Tu@kwvUiيAQB >Sm+Z F׵EDɃEGEpz";.tI D«qh;ԄL~ ydk[Q@"\W0 WZH9Ί8=~y?WEPFE.e gH_H, y 5R!E:PAۺXH кF_987&zd:P@44 IFq=0H?{E0^mnk#[TCg Rs ڤ"WZ fIŮ!5u)4tNه &B,5ѕF=쵑(t?0C^ 2 oh|{ A)7MֿhHp$!IEdIӢ? N Ѷ<+ [5:G5pVCʡjqE*r۠o>Y Z4T;i^)ư{bI&?}c7kYvRR\s&׳(:&;?(g ^iIA+t4^hxj "kJDfV*u{qNUW<[dG28D:ߠ <:d^$Pk{rQWȎT0PA\iA3qƒ1H V'Q!~p?I5H>C&  y lM=Ց0y}5~PSW+#{d=mȥ%]B[j~轭GHo(ié1[jokG ̎÷-L@h ze,ir$̬|~}d滞҂}w}$BMPG"9`f ֧OrDÀb|76:w Q 6RdLE*WDBDfIH-j;٧Fox@@Hqu$ӫ)OLBȭ{_>O?Ѱӎ1#-<@P$g:;W C \G& 컁h0/#Qj[r4pQ2|GZC#  \8YmBZf={\>I2$!W^I-uASG)"RR u'bVOdk <Oթn =Z  ?pDcO˦Ct!j܈ޚnЬk&f@rIW<$O?vGeNuQݒ-zLDGa%t<]}p>5WGj2GGuEg`zh8ѻCE"jѯdf/V5пgZ5z~mPle\M@'A򪅄S k8&Fg)}/Y]0tgbj(y$ӧg?"MutH-'Gj2ՑO;~Ƞp i넿feDlĶ{cf2oL0#⠡ODӪtau=ÞiKB`Ot!}S!;Snu͟);Y1%^JSzmK> ^0d[LOlnDHmyx4ȱHr~d)JjAO4Z=OI8[$~܃)L?O"c?fiE)$Ȼq"LCkEgTHMVPvsTHRTrY^y t'BJhvOGxP#l'Aj"=DHVW^i?F ZJiF=!p#Gs_.9{q1t㐣}9$[|WWWWWCȯ++*cHVϏA5~r8Ѻr%Nu}8rQ)Ñ11?Gl3!P7T-WGL\?}$L!3hҖRM{T;zCf>2KR79"͸|*2S`- g9RNC5=L6H:GW2>,:1.j\6O RVdH?wIeekH;eb&]O#9,?H0Bm$ls$>ubqA@"u9 ]H,`ȘInKhkn#_ɾYqAh䶃 G'$!YdfG@P ]"AхW6 f|REIx<9*C﶑L.y"!{H 9@a}DnD|3!Gq|;!;UFvͻS\⇰ n d}o+ߎ #uBzIn?M>9R͑v`PEV=#g5]6CA؄' *$$D +n-$je{* 9=H &pQ{ ]"$M9K@.r h!2$8bX OKtZl6MB6i$W R.]k(v l`IZ@Ue~DB60 )YVtVOUԺ`x$4~A sbHCm{n" Zhb*6V^_m3$BpUr+Hd T:!=!R$}X׏ɳB_e7"E$.g" oU0%PoZ"qbr$tU%fHD "Nw! r$tJg ؙw5Ŏ} s a̜h|@etxaŏ! 3۱-.6xl6fHlB/RPZm!qE__@5oz#U@(zCjs٠P՛С d!9<>Ch#ZUD~H> `hTE4lc9~TFd,6 >wP+vTBX㠓o>zr#C@F1> Ā;z5Eב:XTn{>A n iDG=,>WS$kHE&@hisB.bkdRu:{⧍] H%IA%N4G"[D 90hjXd~Xhd6XQXuh H8(|F[~ul$#a8q@+*G3XΡl)$$EK ӄb*eO؍("Kl&d&HB6k4TXZyPX_G$VůcO2!ζ ~ Oe *B9h?+X,^mT)JiPj.(?%Az3"YVxfo$-E}Kƫ%QCU`HHȟ9bс | Ϣ&}H$.쀄2."ש?a"걲;LH&$]1z4fR򚞐p&6>. ,ƣWm ZTD\qEh %&)\䏨#;'1 ǎZ Cc QC@OL^;zf+6L_0KXoOH\(n*bK<>(tIא$JFvNO+q:`yi3)"YtFb9_^6ŠɎ3~!'$Q fe+:yI^ $CSz*XF4U;9< ɳ:ŧ\V%d##1<&+6Ed& k{Kli!VF'> Fpl<%H*2  "v KkWÚɶI̠DY$LؿkEGe4b:㾜? PkR4QZ"Eeմ%h" aFP%EC]!U9m~ P(yf(7F}ȟ2/ V냑ZXd*Tix7IZt>a.?'MF$yD5ƛ+yskBt^Um*%C# |{'7]KH:kzÑCB av5Tj.֐5i "٩MBV۠~fAԝDl0.ĪT}-f7I"*vg]\25";Lx$}~"v܄ 17,`Dd=ϑlv%!CH%$:1]GN+n I= Q*# Cܚ̑6C~!CԒ`&&o!Mh ^ tJ5!5~!C6pԑ`Cxm>;.$3̘h.5![ '2D*1^b!uDR?6 $tv+S܊a N 2z0H̶g?#(#! \O 5H4.e`R[Ȑ\vfC8b<2\jd9ONb0VaAWr'Ũ%oO%r3(.,k~\n!%ZhfƬu-ɮ:68f>#24f5$YƂDT>BdHG2 }RGb(TMLUlb`IES6, lÎa)f0eԄp/d%:<u@gȼcx4u+ɀ4!VE/<$f%dJ6}:[>q۰@$-8~Uݣ-ޱ2"czʿ?cz_UJZ"`Y;ISRR̕J?Rm h;hDLX%ӊ%G ȔWC2DBh2#$GEb+R܍m )]!E^uw#H>:dKrsˊ,= 8p rܵ@JRuۈ$GNƱ0;H/`!!{B"2V w?l& ?"޳xEWw=$%&4roX:ǓڢgӶ-',\XC}Kfd@DĪ ̪M* 6R &X[f!f7!_0@G6].LnGn ]`)7}Xd  cT춐 Rܠ0{7rDfz!T,NXA|sq9l#SXIFp#Eo"saMW% )iT<ޝEnRn<+8&7eٝFwH$n.|¥+@HWB "*|RLxdr G!¥M&9ݾo7.W4EDf&; OR㎙Oo!uɶf$M$=Qj5憃fC}YW~$zfn"XX2L-74r4:6{7Aֶrd]?/ i@Y^Cpozx9~HV_4l!0m@#Iɕ_ף8괻ѶPhOYU V_&F>>˞@fg oCz FIu`?͞En(?_i]y<=V̏>9R셓GȏJD}]CHʪ1^O&o ;ݟPgs rCyO<鐲$O_IR.><IHjMx#Iwe}i!OHjsˮtOaH,x| e #* <RV<~`MY@:'п^<~`ʿzDqO$?v',do j!/> 3ڛϙT #A确~27\ gC"-$;8&ǖic58%;{`bATkL-dshE8--^ESF\?fb:\Pl!ɑwz B9iEE:6;GN/[械;"<(9kШRqh'/CgC~w2Vn#1/dzDn" k~"oyHz?,vDg\lNH<]1y} U@ݥ ydk[S'D);j=0UH-N%2tr86Sk3I$ȿ`uds׮elP2>|En> t[('$WgqgLȏjʛȝ$Ԅ:đd9JBvHc'Lؕ%Dc$'E]B )ܮ+.|3{g/r=5a# W:0ܖ ol Krݙ 2`-xsoGCn%QYB6jj:G[ rzIg/o!M. c%)6:;|4:Js͑a`[r=^Iuo #r3dnݞZog[)[6)=!O {:6Prc7jY=J, h͉d YUߛŇL''HoYe^"MBm=BfFtDm;.HRGQBb7T_!GdnDD<YZ|,]})X4mbU_#҅- +ctoD?G&w^A Y+@Q2 X}䰏T>XR}-7j82}MYR#8ҀU~E_5 Ҍr2b+"Yfa#kB|6}5aD@ d"_Xå{Q^@VXx#yLXߨ" MI;DH%dyVO]OB⑯D\h.^Aqm>Ų圾*<YCvB2+J5zTyC/_ݶ@CBj!Dz?–=Y:v(SM'G6_ܖҖ#UhV}GCbʆiG6z YP;N9yׅItgߖE^%G1z0 b2Jg{]yO7.%pɵa)gof2=y/E$0)q i"-ǶuEӋ;Jk> ءB?Xްc, Yrn@G>2RINPPZE?fd[^WK&_ i"KmtLțh[ ״d 8lo;KMX^钩,4Dl&u0;l_3$EblC*HZ`C!~K:,:cH+zM1Ʃw##rI.*@g`&8Ҥ^Q{G"e{pe_Ƣ3]܆ B4ARt"./S)+@vqQ1ͱm?ہd{L,5K -<}gk=W3QyWD$EJ*kEKă'瞒tSvqP)Rڍ32/sJҰqY!Kh ߀ڲKϨŚ4KxS*2rB&Ed35=,4->5Sї'*hv⣅ʭ U^c[Yxɖ(-z?(~ ta^d Ȋsu4шmWԱ) Ch$+"% r~`H8F)(#}} 6^@o&qLGuYM ^x?QaT$ 0{36+$\˻2tAD og`ayw9B<^@7cn iq{WତF3?;(~hh9Ad6C"RA2ff#ҟ)!IY  OT>c*x YZkjm#u~P"i GɏԴ^ d N rIm,![gy΄NRq9!o vxQyWA$^@֡۷Gm۲4E$Ro޾#yً7  K8țߒ[~_;(~4 kB͸C7(~bs7xTd9Xʴ%8\̓S~ oAڡSJHS 9wL+^iȌiKȚ尬xlON3K?6ztn}WDu8%?>4z`Xꭌt+ wIҢ=$٘WMR)UJ-`>Z Y>ukМ2yoh[[ȶmG!+ƒ7] @dAD* - p|6.U} 7 aId%$n4yb;uy%e8$ pg|F U@ Wk."iOd >`[W6˛J,՝ȭXurcF0ro] 1TG.s@4gKr1MDO[V -^L0H[A H?]BJ`H4.IH 75dI~-$]"$֞G~LjqWH[ aT' $X8׷\Hk\ҿWW?7nYD%T9*UDMyƒUc=F Yؖg㿁$ՒymKR}KQBD`Z^d&L;C% ͑h5brSBiduՏt?#=C=QJ0G7 Sؽz ,bgbŭ /|;HEE؛q. exme,`1 䝟5FWbFolݬxMVRa"#,|(]Dw 8Tn"}ɟj֙\LlzJh -#vd,KRF@C̀M'dN]ŅɂCwGbbo@XƑٻlIze?bnLjHQAvI![H#Ml:l6ࣳ{"1Gr6F#>KH沵*5ܳձۿᢲ3Ҳٻ?%֡&ѡшoݖsa1!lѫ6ҳռLT,ڱ;χ,?"/+>|ҳv#/"ɄԵⱫ6ܱ/5˅֡< _0uUCUz 8fȨYrQ yU%C+WG$7⯜72ה/W%p׆+nchu ]yf+O%r~MO,"_Qc[E:;?Ϩ+3[ȷ ) ̝%26~{qτZ1@6U:ҐEq`c&K=ĒIKt9(Ho'FW^lʐգj'Z܄&8|elw c d5dnWCvτ);܀'Cm:  F$̥Kbv`,Zֈn 9 0m#2F$ 7Hݓ Uү"\ TO 6BN]B!jDLՎ Wnw*nwLр8 ]#A)d53%.,U-%r G1LGJwrڗ=EH6iI-"Sl9;rhi0Iٞ)@Ԏjy95'9. IC# 'e{& SoFln:.mU7mi6zK#zN*( gȑFqzan-L![8S gEqxzQI7sĴ-+ v\3jDJDL \Cp!kA&Gp682b'dEO6CF~59~;pwghTik679f3WEFdkѿ88R&k,Q:܊!GBFdy٫q\'%MJY:}]|Ӈ>fbn|%zpg@1l۵ w5)`7 %ʾ/u+Z@ya~*(ڍkZ!ۖ3 $r*˷ 6?HS[@6A6 h;O%ɀyXS*ُCvʖ'viޔH(ڴd_6[Rd_-<"ټKf$ H$V^ရ=!N'/WBc?1M>k>pi{Jȁ ;6.좑mhyɊÕڧ$zߜl G3Y6]aYͺP ΗF„\->NڥhbFa^B#~b ֑7:Ň #dZ0Xl"[HzK8IfYA „m1_ ˬr>F$]=&Per EVeSFji*]Ƀ-?|]v٬eÍ ܭgРrʻ_ i V\uVq䖇^C¶hWYm)/kZ$K Y; PŨe,(5aRJ/iQIhRELgXIKA qB6CW88ILzDG BjǪg¾2dkyɑBbIDɗFSY=r2;Ar2aXN?[3_9X(*! Ԥ|-G8l"Bv,-O8k#'THkd_|Cӻ&fO!%&deѲY؛xl@y2'AZnߣ;A ⻗2T4KKH& ;]BJ,:Y79] i3AH @DHx[Zvvvչ'Xy!q {:CjRIKS^u'[Sa(Vu<-},• v$f$$yN^]}2-rr#ܨJh,8!ۀFg[/_w$i!AqN*!ׁ-df,6WUK8r4?Y;WYr|2s8F%GX(kDR*Cl1̦6I W}&I1.i9c ({&dHP.2 d Ex=$$Hr, hw,d>cI{T#Huꛀ%)W|*9iF"%“NMݰDPa4 f0c%H9ECdcY{H bfq= HHxp)5Z,"ՐNV.aǂ#R5x\/d~=RqZV-Ql,l~HG%33RkDB 'FVSs͵̒)$ H@4iRLeM15\2(AMLeFddwwd,\{Z@DWA2GH eȿYL%~Ӹ.!Mf%a. ѥ" .EZupzE$by\Bʟ BK Y0}H!ț b4OE!i~mD:,MСFƺf+wKDbt4l ^٣)є4anD1k$ʓlM YLͰT/|Y!+)fCB@tP2W >gHtU@R@逦Ea|NE$ 9mi Xʢ?Wo?C&dqTSMDN&Xx"9rL:aOX߱s gCB#,ƥ-# )sVȁouT +|,ނ .4Y$w+8$ԃۤLr qf_u瞌gkXO!_D#{9s 9zI:uȞϢ?Jfk,MD£7$GR/0VrRXL e HHQ$>0S%"(k 9Ņ"l9Q}6+#*56 eDF! lqmYTל=S`]i7GZ,kE wxl(gh "*@3GYk:E?!cGYhyY/TcV J+d+L疺媟{h'0>8uqMH. sb1rY>{#YjgY%ndAq,|)ZE_*6+.R )Ng ̗zǪy PHv!"OnXD×Yk/T^%d)O+s,q|\N2%sk/4g?L\Vo~yʰhГz:jIed!5 M,q!rfNWgnYA* u i׺c/Vksf1/5KerF*NCCX(.>ɍ˚SՑنA #MJ%]#ml5_3Gn8ނ{ksdNY mD©j!e_{^Є>ݧR5V@ MGdOtt΀\ǚJ:GޏHY5Hݙuv3%.G io)`eVi? Ӆ >Fj@)YH a cvBrHYt)i0(!#5ht?C+#㑣NL[ Q\4|$rt,P6Cdqћ vDz@cȱ7苐T&CmlL< _&1R8]5 \asBnG"3_]Dzzd^9/esHM4~_1]Y*0h In! 3"A $#B!̲м#/1]g@2ȩsD5CL!ma!as3AX0LEUymEoȢӶᒃBv4r1;u{v˵Ya!MֲO {4 N"ëHלB6|yj$VԸ~q<ޞk MIK496666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH ` NormalW$d%d&d'd(dNOPQRB*_HmH phsH tH >@> Heading 1$ CJ H*aJ H@H Heading 2$$hP 5CJ$aJ$P@P Heading 3$>*CJH*OJPJQJ^JaJH@H Heading 4$$( 5CJaJH@H Heading 5$5H*OJPJQJ^JH@H Heading 6$$( 5CJaJDA`D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List @>@@ Title$$x 5CJHaJH^J@^ Subtitle$$hP$6B*CJ0OJPJQJ^JaJ0phfff(/( :V44(/#( :V44(/3( :V44(/C( :V44(/S( :V44(/c( :V44(/s( :V44(/( :V44(/( :V44(/( :V44(/( :V44(/( :V44H@H O0 Balloon TextCJOJQJ^JaJNoN O0Balloon Text CharCJOJQJ^JaJ4@4 ;>0Header  B#8/8 ;>0 Header Char B*ph4 @4 ";>0Footer ! B#8/!8 !;>0 Footer Char B*ph6U@16 ;>0 Hyperlink >*B*phFVAF ;>0FollowedHyperlink >*B*phPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V'}ʅ$I1Ê9cY<;*v7'aE\h>=,*8;*4?±ԉoAߤ>82*<")QHxK |]Zz)ӁMSm@\&>!7;ɱʋ3װ1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'+ theme/theme/_rels/themeManager.xml.relsPK]& %f%f* ***-< Z$U)/:ILVfohjJm$n%n8BIKOV]`adghjmo)bt 9 T % #$$"&`&''()*e++>-.;HUVbkٳڳ%9:;<=>?@ACDEFGHJLMNPQRSTUWXYZ[\^_bcefikln  9 ; j * AAA2BB{CCCC%DDDWNNN^^#____`M`n``a0aaa bbUbbe-eAe%fXXXXXXXXXXXXXXX %'-!8@i(    6!e!e"3"UCPK!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!m%drs/e2oDoc.xmlSMo0 t_dI8=0t,dI#Ͷ0d|"4vVٚ3ek=Ç gmqV߿ۍRi0Jb}|e({5\8,;)kA}0YAIH_ ߧ]du35B:!MmKάhDQcEgdFSC|Sl[:ߐݕu5US`_ojD2yIE@3KRN_XA85Y|o0c#غxm/Yd9VJqdA/zh1 FZ34Ų\v%gI_4aehgFb#4Dẖqnzy?PK!CI drs/downrev.xmlLAO0 HHܶAWNh7$D1mL[q&ʿ;~z1:On RmGU "DCPɬ?+elPȌ6!2-:~@۷,Fќ82QN:h̀c99 6+-|ӋWK3ѡ`OdYoS5g߁x$;E.w(~PK-!8[Content_Types].xmlPK-!8! /_rels/.relsPK-!m%.drs/e2oDoc.xmlPK-!CI .drs/downrev.xmlPK: B S  ?%fY:(p _gjdgxs_30j0zll_1fob9te _Hlt509394777 _Hlt509394778 _Hlt509394809 _Hlt509394788 _Hlt509394800_3znysh7_2et92p0_tyjcwt_3dy6vkmM_____%_p`hac&f@@@@@ M_____%_p`hac&f FeHeIeKeLeNeOeQeRepeqe#f&f 0;<D_`ck$$0&111':):+G,GiTpTt^%_FeHeIeKeLeNeOeQeRepeqe#f&f333333333333333^$_EeFeaeeefene&fU mdYWb^`H*OJPJQJ^J%^`H*OJPJQJ^Jop^p`H*OJPJQJ^J%@ ^@ `H*OJPJQJ^J%^`H*OJPJQJ^Jo^`H*OJPJQJ^J%^`H*OJPJQJ^J%^`H*OJPJQJ^JoP^P`H*OJPJQJ^J%^`H*OJPJQJ^J%^`H*OJPJQJ^Jop^p`H*OJPJQJ^J%@ ^@ `H*OJPJQJ^J%^`H*OJPJQJ^Jo^`H*OJPJQJ^J%^`H*OJPJQJ^J%^`H*OJPJQJ^JoP^P`H*OJPJQJ^J%\^`\H*.^`^`^`^`^`^`^`^`UmWb;>~L[O FeHe@$_$_$_$_%fp@UnknownG*Ax Times New Roman5Symbol3. *Cx Arial7Georgia5. .[`)TahomakNoto Sans SymbolsTimes New Roman?= *Cx Courier NewA$BCambria Math"1hcgcg)V38V4!80eeBHX $P 2!xx adminadmin   Oh+'0 px  adminNormaladmin2Microsoft Office Word@@ @ )V՜.+,D՜.+,, hp|  3e  Title  8@ _PID_HLINKSA Z`=*http://www.shef.ac.uk/ssid*f'7https://www.sheffield.ac.uk/history/research/strengths3a$,http://www.sheffield.ac.uk/history/study/maV:!mailto:history@sheffield.ac.uk z(http://www.sheffield.ac.uk/postgraduate3a,http://www.sheffield.ac.uk/history/study/ma P6http://www.sheffield.ac.uk/postgraduate/info/englanguKG)http://www.sheffield.ac.uk/calendar/regs[Qhttps://www.sheffield.ac.uk/staff/learning-teaching/our-approach/strategy2016-21D )http://www.sheffield.ac.uk/strategicplan%' 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.aspxc> http://www.oldbaileyonline.org/e.http://cistercians.shef.ac.uk/3&8http://www.shef.ac.uk/hri/projects/projectpages/hartlib  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoprstuvwxyz{|}~Root Entry F 9p# Data qn1Table5WordDocument7SummaryInformation(DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q