ࡱ> O 08Abjbj88 7RWiRWi[8,vvXXXlll8tLlb:d^'q(L((9999999$>@b:X('"'((::O/O/O/(8X9O/(9O/O/r8T@e9 PV)6I992:0b:W9A*Ae9AXe9h((O/(((((::e-(((b:((((A(((((((((vX :  1Programme TitleEnvironmental Science2Programme CodeGEOU2113JACS CodeF7504Level of StudyUndergraduate5Final QualificationBSc6Intermediate Qualification(s)None7Teaching Institution (if not 91ֱ)Not applicable8FacultySocial Sciences9Home DepartmentGeography10Other Department(s) involved in teaching the programmeSchool of Biosciences11Mode(s) of AttendanceFull-time12Duration of the Programme3 years13Accrediting Professional or Statutory BodyNot applicable14Date of production/revisionNovember 2019, January 2022; September 202315. Background to the programme and subject area The natural environment is of vital importance to us all with its future and sustainability being matters of great modern concern. Human impact is placing increasing stress on the environment but at the same time there is a growing awareness of the problems and of the need to find solutions. This inter-disciplinary programme provides a science-based degree focusing on the aspects of biology, ecology and physical earth sciences which are of particular importance for understanding the natural environment. This science-based programme provides laboratory and field work skills as well as professional skills required to develop a career in this area. As the subject of environmental science is very broad the programme is structured using two specialist routes. This allows students to tailor their training towards areas of particular interest such as global change, ecology and plant biology, environmental pollution and conservation. The student acquires a fundamental understanding of environmental challenges at global scale in year one, complemented with training in research and communication skills. The second year is focused on technical skills essential for developing laboratory and field work, and research design. The final year prepares the students for professional practice, through development of independent learning, problem solving and research skills (dissertation), fostering creativity to interpret the world from an environmental perspective. Further details on all the above can be obtained from the Geography Department web site at:  HYPERLINK "http://www.shef.ac.uk/geography" \h http://www.shef.ac.uk/geography together with specialist and in-depth experience of selected topics and an extended opportunity to carry out focused research.16. Programme aims Our aims for the BSc in Environmental Science are as follows: To provide a knowledge-rich understanding of natural environmental science and of the work of environmental scientists through research-led teaching. To give students a sound training in the core laboratory, field work and communication skills required for the scientific study of the natural environment. To give an understanding of how the human impact on ecosystems and environments may be identified, quantified and managed. To enhance students abilities to develop skills in the acquisition, evaluation and use of environmental information. To develop students oral, written, numerical, project planning and visual presentation skills. To develop students abilities in field-based investigations of phenomena within the natural environment. To train students in carrying out personal research projects of an extended nature within a research-rich environment. To develop transferable professional skills within a collaborative context. To enhance the ability of students to present themselves in the labour market or for further training with a broad range of professional skills and abilities. To provide students with feedback over the achievement of the aforementioned aims through self-reflection and assessment.17. Programme learning outcomes On graduation students will have developed a knowledge and understanding of:K1The scientific study of natural environments using relationships between physical and biological aspects of ecosystems.K2The impact of spatial and temporal scale on physical and biological processes.K3The scientific attributes of the environment and their value to society.K4Monitoring and management of environmental change at local and global scale.K5Quantitative methods, qualitative analysis, critical thinking, and written and oral communication needed to conduct high-level work as interdisciplinary research scholars and/or practitioners. On graduation students will have developed the following skills and attributes:S1The ability to use a substantial range of analytical and observational strategies, and their application in environmental problem solving.S2Plan and undertake effective laboratory and/or fieldwork, and apply good laboratory practice.S3Collect, interpret and combine different types of environmental evidence, including using data mining, technical and laboratory-based methods.S4Plan, design and execute a piece of rigorous research, including the production of a final report, and demonstrate a critical understanding of the appropriate methodology.S5Reflect critically about their roles and identities as experts, citizens, consumers and environmental actors in a complex, interconnected world. On graduation students achieving either award will have developed transferable skills which will allow them to:T1Search, find and utilise electronic and printed information effectively.T2Communicate effectively in writing using a variety of formats.T3Communicate effectively orally and use of AV presentation aids, including video-recording.T4Organise, plan and manage projects.T5Team work, identify individual and collective goals and responsibilities and perform in a manner appropriate to these roles.T6Reflect on individual and group performance and adjust subsequent approaches.T7Analyse and interpret information using a variety of qualitative and quantitative methods.T8Negotiate effectively.T9Identify and work towards targets for personal, academic and career development.T10Self-manage and have the skills underpinning life-long learning (time-management, independent learning, organisational skills, meeting deadlines).T11Make informed / justifiable decisions.T12Develop an adaptable, flexible and effective approach to study and work.T13Approach problem-solving using creativity and curiosity.18. Teaching, learning and assessment Development of the programme learning outcomes is promoted through the following teaching and learning methods: Active learning is at the centre of disseminating knowledge in this programme. Fundamental concepts are outlined and discussed using lectures, whilst practical skills such as plant identification and analytical quantification of environmental parameters is developed through laboratory or field practicals. Seminars are used for discussing specific aspects of environmental problems, and workshops serve as opportunities to develop group work. Small tutorial sessions are used in level 1 for discussing environmental issues and in level 2 and 3 for tackling specialist areas, including research for dissertation. Specific units on skills relevant to work in the natural environment are features of the programme throughout all levels. Skills are primarily developed through tutorials, practical work, field investigation, team work and the production of a research project (dissertation) at level 3. Flipped learning is used during laboratory practicals to maximise opportunity to develop knowledge. Supervision of student learning is carried out in small groups (sometimes also involving student teamwork), with individual supervision offered during research projects. Specialist skills are developed by using open ended problems at level 3 supported by team work. Self-reflection is encouraged through all levels during individual tutorials. Opportunities to demonstrate achievement of the programme learning outcomes are provided through the following assessment methods: Testing of core knowledge base (K1-K5) depends fundamentally on unseen written examinations, reports, laboratory and field notebooks and coursework relating to core units at levels 1 and 2. More advanced knowledge in level 3 is assessed by a combination of unseen written examinations, coursework, presentations and other set assignments (K1-K5). Monitored achievement of skills and other attributes rests on methods such as submitted laboratory workbooks and cartographic exercises and on assessed elements including coursework projects, fieldwork reports and the environmental research project. Certain assessments also require reflection and critique of techniques used. Skills are introduced and implemented progressively across all three levels, with assessment similarly adopting varying forms at each stage. For example, at level one, the students are introduced to laboratory procedures, whilst at level two they have to plan, design and execute a piece of research under guidance based on field work experiences. The final year environmental research project represents the culmination of this aspect of the programme requiring key skills (S1, S3-S5, T1-T11). Through all levels there are opportunities for improving students working practices through transferable skills (T1-T4. T10-T13).19. Reference points The learning outcomes have been developed to reflect the following points of reference: The departments Learning and Teaching Statement The research interests of departmental staff and the research strategy of the Department of Geography University Vision and Strategic Plan QAA Earth Science, Environmental Science and Environmental Studies Benchmark Statement Dec 2014 The 91ֱ Graduate 91ֱ Graduate Attributes 20. Programme structure and regulations The programme is offered in full-time study mode only. All students take modules to the value of 120 credits in each year of study. At level 1, students take a mixture of knowledge and skills-based modules in physical science and environmental biology. Students must take 100 credits of core modules on fundamentals of Environmental science. Students must then choose the remaining twenty credits from approved modules in Geography. At level 2, a student must take 60 credits of core modules, 50 from Geography including research design, geographical skills and fieldwork modules and 10 credits from Biosciences. The remaining 60 credits are chosen from an approved list of modules in Biosciences and Geography or from a selection of modules available in other subjects depending on availability. At level 3 students must take 30 credits of core skills-based modules. A student must take either 40 credits based on a Geo-research project or a research-based Bio-project (30 credits). The project may be field, laboratory or computer based. The remaining 50 or 60 credits (depending on research pathway chosen) are chosen from an approved list of modules in Biosciences and Geography or from a selection of modules available in other subjects depending on availability.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/" \h http://www.sheffield.ac.uk//calendar/21. Student development over the course of study At the end of Level 1 students should have: An essential knowledge-rich introduction to natural environmental science. Achieved a common broad foundation in and familiarity with certain basic concepts in natural environmental science. Developed skills in the acquisition of information, both through desk and laboratory-based work and through field investigation. Developed skills in written and oral presentations and in the visual representation of environmental information. At the end of Level 2, students should have: Enhanced their core knowledge of natural environmental science, and developed an understanding of new environmental concepts. Developed awareness of the inter-relationships between different elements within the environmental sciences. Enhanced their skills in the acquisition of information, both through desk and laboratory-based work, and through field investigation. Developed their skill in the handling and analysis of environmental data, biological and geophysical science material by a variety of methods including quantitative and laboratory analysis. Been trained in the execution of environmental fieldwork and research projects. At the end of Level 3, students should have: Carried out an individual research project work under supervision. Acquired an in-depth knowledge of certain areas of natural environmental science at global scale. Developed an understanding of the human impact on natural environments and how environments may be restored and managed. Developed professional skills in discussion, oral presentation, and task achievement within a collaborative context. 22. Criteria for admission to the programme Detailed information regarding admission to the programme is available in the Universitys On-Line Prospectus at: HYPERLINK "http://www.sheffield.ac.uk/prospective/prospectus"www.sheffield.ac.uk/prospective/prospectus23. Additional information All students are expected to attend a local residential field class in Level 1 and a residential field class in Level 2. These are provided free as part of the degree programme and costs are covered by degree fees. Costs of optional UK based Level 3 field classes are also covered by degree fees however, these modules require a minimum number of students to run detailed information is provided to students as part of the module selection process for continuing students. Students can obtain up-to-date information on the costs of such field work on the departmental web-site:  HYPERLINK "http://www.sheffield.ac.uk/geography" \h http://www.sheffield.ac.uk/geography.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 91ֱ can be accessed via our Student Services web site at  HYPERLINK "http://www.sheffield.ac.uk/ssid" http://www.sheffield.ac.uk/ssid.     PAGE5 geou211 ver24-25 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from 91ֱ *+,-.<=DEFGHQRVWXYZhivwxyzïh+:$h h~CJOJPJQJ^JaJ$h h+:CJOJPJQJ^JaJ'h h~5CJOJPJQJ^JaJh+:CJOJPJQJ^JaJjh UmHnHu;jh h 5CJOJPJQJU^JaJmHnHu4+,.=ENkd$$IfHF'@0`'    44 Hapyt d(($Ifgd d<EFHRWeUUUd(($Ifgd kd}$$IfHF'@0`'    44 Hapyt WXZiweUUUd(($Ifgd kd5$$IfHF'@0`'    44 Hapyt wxzeUUUd(($Ifgd kd$$IfHF'@0`'    44 Hapyt eUUUd(($Ifgd kd$$IfHF'@0`'    44 Hapyt eUUUd(($Ifgd kd]$$IfHF'@0`'    44 Hapyt      ) * + - . d e z { | ~       " # 0 2 > @ N O P ²!h~5CJOJPJQJ^JaJhCJOJPJQJ^JaJh:CJOJPJQJ^JaJ$h h~CJOJPJQJ^JaJ$h h+:CJOJPJQJ^JaJ'h h~5CJOJPJQJ^JaJh+:9 eUUUd(($Ifgd kd$$IfHF'@0`'    44 Hapyt    * eUUUd(($Ifgd kd$$IfHF'@0`'    44 Hapyt * + . e { eUUUd(($Ifgd kd$$IfHF'@0`'    44 Hapyt { |  eUUUd(($Ifgd kd=$$IfHF'@0`'    44 Hapyt  eUUUd(($Ifgd kd$$IfHF'@0`'    44 Hapyt   eUUUd(($Ifgd kd$$IfHF'@0`'    44 Hapyt    # O eUUUd(($Ifgd kde$$IfHF'@0`'    44 Hapyt O P neRBdxx$Ifgd$ @ dxxkd$$IfHF'@0`'    44 Hapyt  mnoUVÿævravvv!h~5CJOJPJQJ^JaJh+:$h h+:CJOJPJQJ^JaJ9jh h~>*B*CJOJPJQJU^JaJph0h h~>*B*CJOJPJQJ^JaJphh~jh~UhCJOJPJQJ^JaJ$h h~CJOJPJQJ^JaJ!h+:5CJOJPJQJ^JaJ&noVmr^J6 & FdPx$Ifgd  & FdP$Ifgd  & Fdx$Ifgd dx$Ifgd $ @ dxxjkd$$IfH'`'0`'44 Hap yt lmBC#$oprstvwcdegh()*Ŵ֠֠֠֠֠'h h~5CJOJPJQJ^JaJ!h+:5CJOJPJQJ^JaJ!h~5CJOJPJQJ^JaJh+:$h h+:CJOJPJQJ^JaJ$h h~CJOJPJQJ^JaJ;mC$p & Fdxx$Ifgd  & Fdx$Ifgd  & Fd$IfgddD & FdPP$IfgddDr/Ckd $$IfH'`'`'44 Hap yt dPP$Ifgd $ @ dxxjkdW $$IfH'`'0`'44 Hap yt stw9[kd!$$IfH0'@ %`'44 Hapyt [kd*B*CJOJPJQJU^JaJphc0h h~>*B*CJOJPJQJ^JaJphch~jh~Uh+:$h h+:CJOJPJQJ^JaJ$h h~CJOJPJQJ^JaJhCJOJPJQJ^JaJ33A4dxx$Ifgd jkd.$$IfH'`'0`'44 Hap yt A4B4s444^55r^J6 & FdP$Ifgd  & FdPx$Ifgd  & Fdx$Ifgd dx$Ifgd $ @ dxxjkd.$$IfH'`'0`'44 Hap yt 55556P6Q6}6~66667h7i77778888889*9+9m9n9999:H:I:::::::::;];^;_;`;Ŵy3jhdD>*B*CJOJPJQJU^JaJphhdDCJOJPJQJ^JaJ!h+:5CJOJPJQJ^JaJ!h~5CJOJPJQJ^JaJ!hdD5CJOJPJQJ^JaJh+:$h h+:CJOJPJQJ^JaJ$h h~CJOJPJQJ^JaJ/5Q6~66i7788+9n99I:{{ & FedP$If^e`gd  & Fedx$If^e`gd  & FdP$Ifgd  & Fdx$Ifgd dx$Ifgd  & FdP$Ifgd I:::::;yffVdxx$IfgddD$ @ dxxjkd5/$$IfH'`'0`'44 Hap yt  & FedPx$If^e`gd `;j;k;r;z;;;;;;;;;;;;;< <<<= =U=]==귢tcSSSCSSSCShl4CJOJPJQJ^JaJhCJOJPJQJ^JaJ!h+:5CJOJPJQJ^JaJ!h~5CJOJPJQJ^JaJh+:0hdDhdD>*B*CJOJPJQJ^JaJph(hdhdD0J%CJOJPJQJ^JaJ3jhdD>*B*CJOJPJQJU^JaJph0h hdD>*B*CJOJPJQJ^JaJph*hdD>*B*CJOJPJQJ^JaJph;;;>rdxx$Ifgdl4$ @ dxxjkd/$$IfH'`'0`'44 Hap yt => >->.>c>d>>>>>>>>? ?@@ @ @@$@)@4@6@7@ȫ혔zddKdKdz0h h:>*B*CJOJPJQJ^JaJph*h:>*B*CJOJPJQJ^JaJph3jh:>*B*CJOJPJQJU^JaJphh+:$h h+:CJOJPJQJ^JaJ9jh h~>*B*CJOJPJQJU^JaJph0h h~>*B*CJOJPJQJ^JaJphh~jh~U$h h~CJOJPJQJ^JaJ>>Y@dxx$Ifgd jkdM0$$IfH'`'0`'44 Hap yt 7@V@W@X@Y@Z@[@\@]@^@_@`@a@b@c@d@e@f@g@h@i@j@n@o@p@q@r@Ѿk[kFk)hTCJOJPJQJ^JaJmHnHuh~CJOJPJQJ^JaJ'jh~CJOJPJQJU^JaJh~h+:CJaJhHsjhHsUh+:CJOJPJQJ^JaJh+:$h h+:CJOJPJQJ^JaJ$h h~CJOJPJQJ^JaJ3jh:>*B*CJOJPJQJU^JaJph(h h:0J%CJOJPJQJ^JaJY@Z@[@]@^@`@a@c@d@f@g@h@i@r@@|$a$$a$djkd0$$IfH'`'0`'44 Hap yt r@@@@@@@@A AAA4A5A6A7A8AȴȌh+:CJOJPJQJ^JaJ&h~5B*CJOJPJQJ^Jphh+:&h~5B*CJOJPJQJ^JphhHsh~h+:CJOJPJQJ^JaJhdDCJOJPJQJ^JaJh~CJOJPJQJ^JaJ@@@@A5A6A7A8Ad $d:Da$ $d<:Da$ $d<:Da$50P. A!`"`#@$% DpDd l  c :A?image2.png"b(u7)Dqn(u7)PNG  IHDRl>PLTEgvctRNS@fvIDATx^\( 53<5ӧ{^")ſT~#כUsڋ_Goő j e 8F' &v`Q ~ +OhS\]T?T#|>u|^\;.hB.xbI"'LQ;G |A=qEK7!'r™&:J焥 I'L,{<൏^=Ϥ}|}q#*rX粍CDŞs8n YԃpnQƠzV~[ 9F##|3N ]D_5v]s*q 7_LlX03$Eۗ -ۮ Mn}Ą4Ƅ {]33**^{L&Vt(\~zȩD}X/ ߏO,̄lTZ]ktRFƃg/402*Tj)*؅AP_,\*ǹ# )DBv.P~c}'z Hɶg 3|2$T[炽J8bK\IN)$ˋ^c)*( T=&9d'uft=ZKT#TDLҽz ~x sC㘙{ZzdT F S WmX&q"ғ@\zF44FAc00 |WRr*͸ Vzs7HS,2:2 -(JQlpߑ!4J2LpS4Ļ)85U4*cg(l0,:"caXv{1bBBUk6~sˍE D؞E@+M^^Iwp# tgWh "W>PU]c%ё3ZQ!Z;EaL$f;$%1ʁNkHɶC?`>YdTAN+bVE;ޅ !c)Ҳx**JޮTi2!z߹TfMuj -5]E,!l}p -=X{i1LKVV5+Wu=pg(ޔ()Ĺ/gzd_g] -$+.8ޏs H[XՅ]UU\99I]&EAdfF>&jdBoy@VH*PPʬ bC :<ܑ'=XTuL#H gLB{cpǐrg (Btt@8rA=f"bEqbo0Жn Ȉ6S!JiM+/PGrSz̨umj/wkE8=8dh68 "4 X1p]ҩ*uOEDP.(&IbRVWT^~ %ɵJQzEAx9pԒi#MSF[.I!fuv%c EC'ID.7yQ.f/1ØL$+]ic{8 f*3=#K N26=̓:[&+' 4<+ˁVh.+x /\eڼg#]ʣBƦNl R[9.{c_ A=K,\J)W',Zh\9uHtpT1} %N~d/o "oA`SaJ@%.bآ1G}wbINoaԺ {*5DF}2)ٽJ#SPApdy̎8)s 6p[*c.L.+3I}wZ~À`!&4 _=j\ʊBc. |2!ID8ܣpw!E}wHlӒ`+Da6m>:Ž?& 2(OC=4`OxJ1jdgŦ(ަ)/߈J AIENDB`$$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v@#v#v:V H0`',5@554 Hpyt $$If!vh#v`':V H0`'5`'4 Hp yt $$If!vh#v`':V H0`'5`'4 Hp yt a$$If!vh#v`':V H`',5`'/ 4 Hp yt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt a$$If!vh#v`':V H`',5`'/ 4 Hp yt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt a$$If!vh#v`':V H`',5`'/ 4 Hp yt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt s$$If!vh#v@#v %:V H`'5@5 %/ 4 Hpyt $$If!vh#v`':V H0`'5`'4 Hp yt $$If!vh#v`':V H0`'5`'4 Hp yt $$If!vh#v`':V H0`'5`'4 Hp ytdD$$If!vh#v`':V H0`'5`'/ 4 Hp yt $$If!vh#v`':V H0`',5`'/ 4 Hp yt $$If!vh#v`':V H0`'5`'/ 4 Hp yt $$If!vh#v`':V H0`',5`'4 Hp yt $$If!vh#v`':V H0`'5`'4 Hp yt $$If!vh#v`':V H0`',5`'4 Hp yt "+x666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666$OJPJQJ^J_HmH nHsH tHN`N Normal dCJ_HaJmH nHsH tHHH  Heading 1$dh 5B*phHH  Heading 2$$5OJPJQJ^J66  Heading 3$>*>>  Heading 4$ 5CJaJ66  Heading 5$5>>  Heading 6$ 6CJaJDA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List @>@ Title$$x 5CJHaJH^J^ Subtitle$$hP$6B*CJ0OJPJQJ^JaJ0phfff22 :V4 H442#2 :V4 H44232 :V4 H442C2 :V4 H442S2 :V4 H442c2 :V4 H442s2 :V4 H4422 :V4 H4422 :V4 H4422 :V4 H4422 :V4 H4422 :V4 H4422 :V4 H44BB 0 Comment TextdCJaJB/B 0Comment Text CharCJaJB' B 0Comment ReferenceCJaJ44 ":0Header ! B#6/!6 !:0 Header CharCJaJ4 24 $:0Footer # B#6/A6 #:0 Footer CharCJaJ6U`Q6 :0 Hyperlink >*B*phcRv!aR :0Unresolved MentionB*ph`^\q RrR (0 Balloon Text 'dCJOJQJ^JaJN/N '0Balloon Text CharCJOJQJ^JaJH H,y0Revision)CJ_HaJmH nHsH tHFV F dD0FollowedHyperlink >*B*phOrPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭Vj\{cp/IDg6wZ0s=Dĵw %;r,qlEآyDQ"Q,=c8B,!gxMD&铁M./SAe^QשF½|SˌDإbj|E7C<bʼNpr8fnߧFrI.{1fVԅ$21(t}kJV1/ ÚQL×07#]fVIhcMZ6/Hߏ bW`Gv Ts'BCt!LQ#JxݴyJ] C:= ċ(tRQ;^e1/-/A_Y)^6(p[_&N}njzb\->;nVb*.7p]M|MMM# ud9c47=iV7̪~㦓ødfÕ 5j z'^9J{rJЃ3Ax| FU9…i3Q/B)LʾRPx)04N O'> agYeHj*kblC=hPW!alfpX OAXl:XVZbr Zy4Sw3?WӊhPxzSq]y 8989. +++. *%.25`;=7@r@8A!(139@EIJMPRTVEWw * {  O nme|mG &0,-3A45I:;>۰@8"#$%&')*+,-./0245678:;<=>?ABCDFGHKLNOQSUW+,?,_333-6c66868V889XXXXX.!8@v(    <!e!e!e!e"3"\J?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.xmlSێ0}G,Ӥi˶QU *-|؍%Mn7DOx|~0\lC糒ak=55%!22hUz{nZTs@ ubR:0,bcu,?փ"8&.חRM " En1cZݖ'`S|a⥯Yd RFqp8NJEրjj;Eւ M_/ Qb>Ԙ$`\k˵ڳ=$jֱǕ?> m[H*G]i0=m zb!1I=癁D8|Y]ۀY9 @<ɑstReHf6&&c~PK!:h drs/downrev.xmlLN0DHH\P5І8BǶg'&:NDo;b;;+8ޓt@jUPw55m= -oo =\B! \ttX,VQ_Y$OC|:LNA}SU}]b']=)u7803:TLu-Q"]&@lge!7PK-!8[Content_Types].xmlPK-!8! /_rels/.relsPK-!>+.drs/e2oDoc.xmlPK-!:h 5drs/downrev.xmlPKA B S  ?89,t&t _gjdgxs_30j0zll_1fob9te_3znysh7_2et92p0 _Hlt156211556 _Hlt156211557_tyjcwt_3dy6vkm'+2333699@@'+2333699}_3366668W8[8]8^8`8a8c8d8f8g8i8q8886999U _ M`=KyNV>GF S ""D(J(..55#6+6[8]8^8`8a8c8d8f8g88869993333333333333333333.e#22@@o tweh| mpGJORpt8&$F$F$@%K%Y%Y%%%%&22]3^3_33335666668W8Z8[8]8^8`8a8c8d8f8g8r8888894969990Nm m F$F$@%K%Y%Y%%%&&p'p'q'r'( ( ( (((5(7(J(X((((((()8)))))))*******+--22]3^3_333566668W8Z8[8i8q88899zy9 އtl:\_MblV/mh^h`H*.^`H*OJ PJ QJ ^J op^p`H*OJ PJ QJ ^J %@ ^@ `H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J o^`H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J oP^P`H*OJ PJ QJ ^J %h^h`H*.^`H*OJ PJ QJ ^J op^p`H*OJ PJ QJ ^J %@ ^@ `H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J o^`H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J oP^P`H*OJ PJ QJ ^J %h^h`H*.^`H*OJ PJ QJ ^J op^p`H*OJ PJ QJ ^J %@ ^@ `H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J o^`H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J oP^P`H*OJ PJ QJ ^J %h^h`H*.^`H*OJ PJ QJ ^J op^p`H*OJ PJ QJ ^J %@ ^@ `H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J o^`H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J %^`H*OJ PJ QJ ^J oP^P`H*OJ PJ QJ ^J %/ml:zy9 _MbldDl42-+:K2PrY)-c,y: T ~!=(Hs[8]8@89@UnknownG.[x Times New Roman5Symbol3. .[x Arial=& /J@TUOS Blake7..{$ Calibri7$BCambria7Georgia9. . Segoe UIW,|8DengXian LightI{~ LightC.,.{$ Calibri Light? |8DengXianI{~?= .Cx Courier NewkNoto Sans SymbolsTimes New RomanA$BCambria Math"1hQJGQJGi/f0g!`@20?88CQ@P $P+:2! xx Claire AllisonClaire Allison    Oh+'0d   , 8DLT\Claire AllisonNormalClaire Allison2Microsoft Office Word@F#@KV@KVi/ ՜.+,D՜.+,, hp|  f?8  Title 8@ _PID_HLINKSA?d  http://www.sheffield.ac.uk/ssidG  %http://www.sheffield.ac.uk/geography2http://www.sheffield.ac.uk/prospective/prospectusLC&http://www.sheffield.ac.uk//calendar/p! http://www.shef.ac.uk/geography  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXZ[\]^_`abcdefghijklmnopqstuvwxyz{|}~Root Entry F0PVData YW11Tabler6AWordDocument7SummaryInformation(DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q