ࡱ> pzo} Qbjbj =HG ((xxx8TMl4+ 1""TMMMMMMM$/OQ*Mx)# "+ )#)#*M((i?M''')#j(8xM')#M''Hs`K#j,J$LUM0MPJDR#RHKKRxL)#)#')#)#)#)#)#*M*M')#)#)#M)#)#)#)#R)#)#)#)#)#)#)#)#)# :  EMBED Word.Picture.8  THIS PROGRAMME IS NOT AVAILABLE UNTIL THE 2018-19 SESSION. This programme specification covers the subject curriculum in Music for the following dual honours degree programmes and should be read in conjunction with the relevant specification for the second subject:1. Programme Titles2. Programme Codes3. JACS CodesTheology and MusicRELU05V641French and MusicFREU11R100German and MusicGERU10R200English and MusicLITU04Q300Music and Hispanic StudiesMUSU02W300Music and PhilosophyMUSU03W300Music and East Asian StudiesMUSU04W300Music and Chinese StudiesMUSU05W300Music and Korean StudiesMUSU06W300Russian and MusicRUSU16R700History and MusicHSTU26V100, W3004Level of StudyUndergraduate5aFinal QualificationBachelor of Arts with Honours (BA Hons)5bQAA FHEQ LevelHonours6Intermediate QualificationsNone7Teaching Institution (if not 91ֱ)Not applicable8FacultyArts & Humanities and Social Sciences9Co-ordinating DepartmentMusic for MUSU02-U06, all other degrees are co-ordinated by the partner subject department10Other Departments involved in teaching in the subjectNone11Mode of AttendanceFull-time12Duration of the ProgrammesRELU05, LITU04, HSTU26, MUSU03 and MUSU04 - Three years MUSU05 and MUSU06 - Four years, with a year spent abroad between Levels 1 and 2 FREU11, GERU10, MUSU02 and RUSU16 - Four years, with a year spent abroad between Levels 2 and 313Accrediting Professional or Statutory BodyNot applicable14Date of production/revisionMarch 2015, Revised June 2017 Dual Degrees 91ֱ defines a dual degree as the independent study of two parallel subjects. Dual degrees offer students the flexibility to choose a programme of study that reflects their interests and gives the opportunity to develop detailed knowledge and key skills in two major subjects. Whilst the two subjects may be taught independently, they will complement, inform and illuminate one another. Where there are two programme specifications for dual degrees, one for each half of the programme, and students should refer to both documents for a full description of the whole programme. Where there are clear links between the two subjects, details will be included in Sections 15 and 20 of the programme specifications. However, there are some single programme specifications for dual degree combinations where there is a substantial degree of integration between the two subjects.15. Background to the programme and subject area Music as a university subject has always embraced diverse areas of theoretical and practical study; this approach has broadened in recent years to include both a wider range of music examined and new ways of considering the social and psychological aspects of music. The Department of Music at 91ֱ is at the forefront of these developments, with research and teaching strengths across seven key pathway areas: composition; ethnomusicology; musical industries; musicology; music technology; performance; and psychology of music. The study of Music at 91ֱ thus provides a broad undergraduate curriculum within which students are encouraged to develop their special interests and enthusiasms. Furthermore, the combination of music with various partner subjects offered also allows students to gain insight into the position of music in a broader cultural context: for example, the contribution of music to a linguistic or national culture being studied, or the specific condition of music in relation to questions of aesthetics. In addition to specific intellectual and musical skills, graduates will have acquired a range of transferable and interpersonal skills which will equip them for a diverse range of careers, including employment in educational, cultural and commercial fields. Further detailed information about the Department of Music is available on the Departments website at:  HYPERLINK "http://www.shef.ac.uk/music/" http://www.shef.ac.uk/music/16. Programme aims Programmes offered by the Department of Music have the following general aims consonant with the Mission Statement of the University of 91ֱ: To cultivate an environment of lively and innovative teaching and research that will encourage at all levels an attitude of tolerant and open-minded critical awareness in the free pursuit of knowledge and artistic excellence; To achieve a thorough integration of practical and scholarly approaches to the study of music and musical style; To expose students to diverse historical, critical, scientific and creative perspectives on a wide range of music so as to achieve an understanding of music in its historical, social and creative context; To respond to the diversity of student interests by allowing both the combination of the subject of study with subjects offered by other providers and a level of student choice within each programme of study appropriate to that programme; To widen access to its programmes of study to the extent permitted by the intellectual and musical aptitudes which the programmes demand; To enable students to maximise their potential in all aspects of the programme; To assess students over a range of knowledge, understanding and skills, and to identify and support academic excellence.17. Programme learning outcomes Knowledge and understanding By the end of the programme students will have acquired:K1Sound knowledge and practical understanding of a range of musical styles.K2Sound knowledge and critical understanding of a wide range of musical texts, including aural texts.K3Sound knowledge and critical understanding of a number of musical repertoires in their cultural, social and economic contexts.K4Sound knowledge and understanding of a range of approaches to the analytical, cultural and/or psychological investigation of music (depending on options chosen).K5Sound knowledge of a range of performance, compositional and scholarly techniques (depending on options chosen). Skills and other attributes By the end of the programme students will have acquired:S1Skill in analysing and reproducing a range of musical styles (depending on options chosen).S2A high level of competence in the creative and re-creative skills of composing and performing music and in the intellectual skill of considering it in critical and analytical depth (depending on options chosen).S3Skills in acquiring, using and critically evaluating information about music and its cultural context gained from a variety of sources including teachers, aural sources (live or recorded), books, scholarly articles and online resources.S4The ability to carry out independent study, ethical primary and secondary research, and self-directed skill development; and the ability to reflect critically on those activities.S5The ability to construct and sustain logical arguments on a variety of musical topics, and to write and present them in clear and accurate English.S6Interpersonal and communication skills associated with participation in group activities including seminars, rehearsals and performances.S7Skills of communication and self-confidence associated with public performance, placements and other community-facing activities.S8Further transferable skills valuable for employment, including information gathering, the development of individual resourcefulness, time management skills, teamwork, analytical thinking, the ability to identify problems, opportunities and ways of responding to them.18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: Induction procedures at Level 1 include a year-group orientation session; an initial pastoral tutorial, a library induction tour (average group size six) and an advisory audition on one or more instruments. The Department of Music undergraduate handbook is also distributed to students, which includes a guide to study, writing and examination techniques. Lectures are used at all Levels to convey information (for example, in historical or ethnomusicological areas) (K1-5) to introduce repertory, to pass on specific skills (for example, in harmony or the preparation and presentation of performances) (S1-4, S7) and to stimulate further discovery and thought. Seminars are used to support lecture courses where possible, providing additional teaching in smaller groups and offering opportunities for discussion and feedback. Seminars thus contribute to the achievement of knowledge and understanding (K1-5) and the development of key skills (S3-7). Tutorials in groups of five or fewer are used at all Levels to advise students on the preparation of individual pieces of assessed work, to give feedback on coursework, and to clarify issues raised in lectures or seminar groups. Their primary aim is to raise levels of skill (S1-5, S7). Supervisions on a one-to-one basis are specific to Final Year Project modules (i.e. Composition, Dissertation and Special Project), and are intended to facilitate and develop student-directed and inquiry-based learning across all areas of Knowledge and Skills. Instrumental/Vocal lessons with specialist staff on a one-to-one basis are the principal teaching method by which students develop their performance repertoires and techniques. They thus contribute both to the achievement of knowledge and understanding (K1, K2, K5) and the development of skills (S1, S2, S4, S7). All Level 1 students, as well as Level 2 and 3 students proceeding to the final Recital module, receive eighteen hours tuition per year. Group rehearsal supervised by a member of staff is the principal teaching method of the Level 3 Ensemble Class module. Non-assessed group rehearsal and performance experience directed by a member of staff or visiting conductor is provided by groups including the Symphony, Chamber and Wind Orchestras, the Singers Society and Chamber Choir, and the new Music Group. These activities contribute to the learning of repertoire (K1, K2) and the building of musical and transferable skills (S1, S2, S6-8). Independent Study, both text-based and practical, is essential to the successful completion of the programme. New students are introduced to study skills through the undergraduate handbook and through practical experience in Level 1 modules. The handbook gives advice on effective study techniques and the management of study time, whether reading, listening or practising. Independent reading/listening is geared towards the assimilation and further clarification of material gleaned from lectures, the preparation of seminars, written assignments and examinations, and the broader development of knowledge within the field of study. It thus contributes to the successful development of knowledge and understanding throughout the programme, and is especially important in refining skills (S1-5, S8). Independent study is fundamental to the Level 1 individual project module and the Level 3 dissertation and composition options. Independent practice is geared towards the assimilation and development of skills taught in instrumental lessons, learning of repertoire and the development of individual interpretations of that repertoire (K1-2, K5; S2, S4, S7)). It is fundamental to the Level 1 and Level 3 recital modules and to the Level 2 practical skills module. Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: A variety of assessment methods are used. Regular assessment, usually in the form of exercises to reinforce knowledge and develop skills, is of particular importance in stylistic studies such as harmony, counterpoint and orchestral techniques (K1, S1) as well as in analytical and psychological investigation (K4). Assessment is carried out in a variety of ways, including the following: Written examinations designed to test knowledge and the communication of knowledge (K1-4; S3-5); Essay writing and project work (K1-5; S1-5, S8); Individual and group presentations (K1-4; S3-4, S6, S8); Dissertation (K1-5; S1-5, S8)); Portfolios of work (K1, K5; S1-2, S4-5, S8); Group projects (K5; S4, S6-8); Tests of practical musical skills (S2, S4); Recital (S2, S7). Progression through the programme sees a shift away from formal written examination to the other forms of assessment in which the submission of coursework predominates.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"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.aspx University Strategic Plan HYPERLINK "http://www.sheffield.ac.uk/strategicplan"http://www.sheffield.ac.uk/strategicplan Learning and Teaching Strategy (2016-2021)  HYPERLINK "http://www.shef.ac.uk/lets/staff/lts" http://www.shef.ac.uk/lets/staff/lts 20. Programme structure and regulations The Dual Honours programmes are primarily designed to ensure an equal balance between the two subjects of the degree and, within the subject area of Music, that every student has the opportunity to spend at least some time engaging with each of the principal areas of the discipline - playing music, writing music and writing about music - while allowing increasing specialisation according to interests and skills. Student choice is provided by opportunities for students to choose from a wide range of option modules which may be taken at Levels 1, 2 or 3. Seven of the options available at Level 2 or 3 (Pathway modulessee section 15) are available each year; the rest are taught biennially. Further choice is provided by specialist options available at Level 3 while at both Level 2 and at Level 3 students may take an unrestricted module taught by another department.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 Level 1 provides all students with a core curriculum designed to consolidate work done through prior study (i.e. A-level, BTEC or advanced instrumental and theory tuition) and to be a foundation for subsequent studies, offering flexibility through up to five optional modules. Musicianship modules in each semester develop skills in harmony, aural and analysis, recognising that in these areas (as in composition, also taught at this level) some students will have had little prior experience. Musical and intellectual abilities necessary for solo performance are taught through individual lessons and lectures. Other lectures develop knowledge of and critical responses to Western musical repertoire and World Music, and the skills necessary to produce a variety of coursework, including essays, portfolios and creative assignments. Level 2 develops further skills and areas of knowledge, preparing students for specialisation at Level 3. To encourage focused consolidation of subdisciplinary areas introduced in Level 1, Level 2 students are required to select three 20-credit annual 'pathway' modules, each corresponding with a key area of curriculum and research activity within the department (see section 20)andeach providing greater depth of knowledge ofthat areathrough consolidation of applied understanding of theoretical frameworks and research methods and approaches). Students are then able to choose from seven or eight optional modules also available to Level 3 students andtaught biennially and so allowing students to choose the modules that most interest them over the course.Compositional techniques and period-specific stylistic techniques can be cultivated in greater depth; selected areas of western musical history are available for more detailed study, as are subjects in the fields of Ethnomusicology and Music Psychology. Modules in ensemble playing, performance and practical skills allow students to deepen their experience in group rehearsal and musicianship. The modules Community, Music and Education, Music Promotions and Industry Placement provide opportunities for a deeper understanding of music in its social and commercial contexts. Students may also broaden their learning experience by taking 20 credits outside the Department. Level 3/4 develops skills and critical understanding to a high level of sophistication. Students take 20, 40 or 60 credits from the Final Year Project options (see section 20). Teaching for all FYPs is centred on one-to-one supervision.All these options develop skills and knowledge to an advanced level and require sustained independent study.Students remaining credits are taken from the list also available to Level 2 students (including annual 'pathway' modules), ensuring that a broad approach to the discipline is maintained (and in line with the QAA's recent commendation of mixed-level study in its Subject Benchmark Statement for Music, 2016).22. Criteria for admission to the programme Detailed information regarding admission to these programmes is available at  HYPERLINK "/music/undergraduates/combinedhonours" /music/undergraduates/combinedhonours 23. Additional information For further information students are directed to the Department of Music web pages at  HYPERLINK "www.shef.ac.uk/music/%20" www.shef.ac.uk/music/ and to the Hub on MOLE, which provides access to all undergraduate handbook information.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.shef.ac.uk/ssid" www.shef.ac.uk/ssid     PAGE  PAGE 1  FILENAME hstu26dd ver18-19 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from 91ֱ X' ( ] ^ g q w x | } ~    ! " Ƽysssssss h<\^J hj(^Jh] h6T^J h7^Jh] h6T5^JaJh] h6T5^Jh] h6T6^JaJh] h6T56^Jh] h6T6^Jhs;zhs;z5CJaJ j.@ h6TUVmHnHu h6T5jh6T5Ujh6TUmHnHu(X' ( < O ] ^kdV$$IfH'`'0`'4 Ha (($Ifgd<\$a$gd2] ^ q x } zm`` (($Ifgd<\ (($Ifgd7kdW$$IfHF'@ @ 0`'    4 Ha} ~ zmmm (($Ifgd<\kdW$$IfHF'@ @ 0`'    4 Ha zmmm (($Ifgd<\kd;X$$IfHF'@ @ 0`'    4 Ha zmmm (($Ifgd<\kdX$$IfHF'@ @ 0`'    4 Ha zmmm (($Ifgd<\kd]Y$$IfHF'@ @ 0`'    4 Ha    " zmmm (($Ifgd<\kdY$$IfHF'@ @ 0`'    4 Ha" # @ G L zmmm (($Ifgd<\kdZ$$IfHF'@ @ 0`'    4 Ha" # 1 ? G K L M f n r s t  = > P X Y [ v w | }  ^ _ ˻h] h"^Jh<\h6T\^J h] 5^Jh] h6T5^J hs;z^Jh] hI~^J hI~^Jh] h6T6^JaJ h<\^Jh] h6T^Jh] h6T^JaJ>L M g n s zmmm (($Ifgd<\kd[$$IfHF'@ @ 0`'    4 Has t zmmm (($Ifgd<\kd[$$IfHF'@ @ 0`'    4 Ha zmmm (($Ifgd<\kd2\$$IfHF'@ @ 0`'    4 Ha zmmm (($Ifgd<\kd\$$IfHF'@ @ 0`'    4 Ha zmmm (($Ifgd<\kdT]$$IfHF'@ @ 0`'    4 Ha   = zmmm (($Ifgd<\kd]$$IfHF'@0`'    4 Ha= > A P X zmmm (($Ifgd<\kd^$$IfHF'@0`'    4 HaX Y [ w | zmmm (($Ifgd<\kd#_$$IfHF'@0`'    4 Ha| }  zmmm (($Ifgd<\kd_$$IfHF'@0`'    4 Ha zmmm (($Ifgd<\kda`$$IfHF'@0`'    4 Ha  ^ zmmm (($Ifgd<\kda$$IfHF'@0`'    4 Ha^ _ b zmmm (($Ifgd<\kda$$IfHF'@0`'    4 Ha zmmm (($Ifgd<\kd>b$$IfHF'@0`'    4 Ha zmmm (($Ifgd<\kdb$$IfHF'@0`'    4 Ha  #-@ABCP0|}񶪠|vm`jh] h6TU^Jh] hI~^J h6T^J h<\^JhI~hI~^Jh] h6TaJh] h6T6^JaJh] h6T6^Jh] h6T6]^Jh] h6T56\^J h2^J h<\5^Jh] h6T5^Jh] h6T^JaJ hs;z^J hI~^Jh] h6T^J hj(^J$ zmmm (($Ifgd<\kd|c$$IfHF'@0`'    4 Ha#Azmmm (($Ifgd<\kdd$$IfHF'@0`'    4 HaABCPzqdW xx$Ifgd] x$Ifgd] gd] kdd$$IfHF'@0`'    4 Ha | xx$Ifgds;z x$Ifgds;zgd$CckdYe$$IfH'`' t0`'44 HaFGJ_t~%&)Q R U )!*!-!!!""""""""i#úήâââΜâΜâÐâââΜââh9h9^J h2^J hs;z^J h9^Jh] h6T5\^Jh] h6T5^JaJh] h6TaJh] h6T^JaJh] h6T^Jh] h6T0J^Jjh] h6TU^Jjeh] h6TU^J5nP}Wt xx$Ifgds;z x$Ifgds;z x$Ifgds;zgd$C^kdyf$$IfH'`'0`'4 Ha  F P$Ifgd2 PP$Ifgd2gd$C^kdf$$IfH'`'0`'4 HaFGJ (($Ifgd2akdsg$$IfH'`'0`'4 Hayt<\}} (($Ifgd2tkdg$$IfH0'@ %0`'4 Hayt<\}} (($Ifgd2tkdh$$IfH0'@ %0`'4 Hayt<\%}} (($Ifgd2tkdi$$IfH0'@ %0`'4 Hayt<\%&)}} (($Ifgd2tkdi$$IfH0'@ %0`'4 Hayt<\re P$Ifgd2 PP$Ifgd2gd] vkd@j$$IfH0'@ %0`'4 Hayt2Q (($Ifgd2akdj$$IfH'`'0`'4 Hayt<\Q R U )!}} (($Ifgd2tkd^k$$IfH0'@ %0`'4 Hayt<\)!*!-!"}p (($Ifgd9 (($Ifgd2tkdk$$IfH0'@ %0`'4 Hayt<\""""}} (($Ifgd2tkdl$$IfH0'@ %0`'4 Hayt<\"""j#}} (($Ifgd2tkdm$$IfH0'@ %0`'4 Hayt<\i#j#k#n####}$~$$$%%%%/&''(((())**++,--//4444586U666/707h7i77777778888H8g888888 9 hs;z^Jh9 h95 h^Jh] h6T5^Jh] h6TaJh9h9^Jh] h6T5^JaJh] h6T5\^Jh] h6T^JaJh] h6T^J?j#k#n##}} (($Ifgd2tkdm$$IfH0'@ %0`'4 Hayt<\###~$}} (($Ifgd2tkd3n$$IfH0'@ %0`'4 Hayt<\~$$$%}} (($Ifgd2tkdn$$IfH0'@ %0`'4 Hayt<\%%%&'()*+-/xxxkkkx^ xx$Ifgds;z x$Ifgd9 x$Ifgdgd$CtkdUo$$IfH0'@ %0`'4 Hayt<\ /4445V66717j7777}}}pppppp x$Ifgd x$Ifgdgd] ^kdo$$IfH'`'0`'4 Ha xx$Ifgd 788888+9H9*:_:;;ti`i`i $Ifgd<\ x$Ifgd<\ x$Ifgd<\gd$C^kdcp$$IfH'`'0`'4 Ha xx$Ifgds;z x$Ifgd 9*9+9H9I999(:):*:^:_:`:;;;;;;;;;<<<J<K<}<~<<<<<<<<>ػదtne\h] h6T^Jh] h6TaJ hs;zaJh] h6T^JaJh<\h6T^Jhh0J^JjphU^J h^JjhU^Jhh^JaJh<\^JaJ h?h<\>**<\jh<\Uh?h<\^JaJh] h6T5\^Jh5\^J$;<J<<<<<p>:@uppcV xx$Ifgd x$Ifgd] gd$C^kdq$$IfH'`'0`'4 Ha & Fhx$If^h`gds;z x$Ifgd $Ifgd<\>?/?N?:@;@ A AA?AAABAjAkAmAnAAAAADDDDJJJJKKK.K/K0K1K2KMMM=MlMnMxMyMMMM帲{uu h 9z^Jh] h6T^JaJ hs;zh6Th 9zhq9 hq9hq9 hq95\hs;zh h5\ h] aJh] h6TaJhfEhs;z0J^Jhs;zhs;z^J hs;z^Jjhs;zU^Jh] h6T5^JaJh] h6T^J h^J.:@;@mAnAA4/gd$C^kdr$$IfH'`'0`'4 Ha xx$Ifgds;z^kd0r$$IfH'`'0`'4 HaADJMM=MNgd$C^kdLs$$IfH'`'0`'4 Ha xx$Ifgds;z x$Ifgds;zMMMMNNNNN:NNNNNNNN(O)O*OPPPPPPPPPPPP¹~vrkr`vWvhh0JjuhU h hhjhUh] h6T5^Jh 9zh 9z0J^JjZth 9zU^J h 9z^Jjh 9zU^Jh 9zh 9z^Jh] h6TaJ haJh] h6T^JaJh] h6T^JhfEhs;z0J^Jjhs;zU^J hs;z^Jh 9zhs;z^JNNN:N)O*O/^kdu$$IfH'`'0`'4 Ha xx$Ifgd 9zgd$C^kds$$IfH'`'0`'4 Ha*OPPPPPPPPPPPPP$a$gd] ^kdwv$$IfH'`'0`'4 Ha xx$Ifgd PPPPPPPPPPPPPPPQQQ Q Q Q Q QQQ Q!Q'Q(Q,Q-Q.Q/QGQQQQQQQؼ|rjrjhnh25hnh25CJhnh25CJaJ hlh2hs;z0JCJhh20JCJhhj0JCJhmHnHuhFiAh20JCJh jhFiAh20JCJUhhj0JmHnHu h20Jjh20JUh2 h25CJhXjhXU'PPQQ Q-Q.Q/QGQQQQQQQgd] $a$gd6T &`#$gd6TQQh] h6T^J;0P:p6T. A!`"`#@$%  DpVDdJ +QB  S A? bUn){ɿg JUD9nUn){ɿg JPNG  IHDRJ gAMAPLTEٟ pHYs_ɵ IDATxώHb y<}}K=&=u^VoP+uYt>BV՞ "ɏ_QLgflA.c]a?jUo t_U|&R}C~C#E~(!/eB]=>G}|>߳UFǐ#- )?EvE Ho9nȬz$#2rg̶S3o9WOG*vo@)@OE2 '$RcC[7CK ,էz:r, e\#OC2&6Aǐ/k|Ym*!s=vZGkݰNGθLF5?L[@Jc_lB^'}vtVș5\6fHΉS[rU&=@2  ֬ xKfHC+A |)kWpVgp91~h'RU_dc "3!,~Z#>7r}EN ]n8AN't^xT[[cF+"'_!S8 U#ޱji|{H *k~$F wq䛾Ʋtc"/*9CJ@ 'N|ȑ0 X?2PtE^MA$3H-;Ru' 洄PgDfuٹR!Fd#T}~JQZVHVmHBj"TC,T}^1F 'ci84|~DkY8| B42ӤHX=ˇqyQE|i8|M#8&c?Wrb" Q5FQJ`e?c՗yȖlZ$GB#]ӓ/@JJ݇>7~?Ҽi.ar NH%邱]d~ܣDi[S$ή=:pedN5,oCP DJXZqȱRV\4 $72Bnk-ZH0z-"|Ȗ,!:콽 u9~Y VOM2T-@*N$܍]Dv<~AMh4R b#uOAO؍bl-1N+9+=gRKOH"PR# Y~lwP.At[Ey 9RRX 9h[F$ F@\ 7YO YÎLF o;=㐘*Vk{tUh되_)jIݞ Ծ?i;by) ƍm#[ zro\r`b?k!PXl$0:7X kӂ`ϧa:KX_whӬ.*r5-ӱd  -CQ۫YdsPGأ? ہ m<* `C`CcL/΋Bqo>Y9ujQ Ȕ/v:#R@?jț-k֋H~"}5D袚{ ^Hgt+c  ϏY4̑яXC!7chI詭cKJ`&n^UY`Տʄwω\@tZq= sB]݃=V"Z?hQQW@Q"U{]ޝR(X"pf:7Ikb֣h~LkP}c 9n@C8ؚ=ّІHj:\(FZ6x9UZD5D> (00i[#O94h.8ktw5.}atlĠQݭGm#^P$= #+0ߥ?g1h!X2WZg :$ oel} >p&Ҥ|v֦rA1#As MO}_pBw_ aAL :qq~$JmQ JzJ#麧< ?򠃑dH[BmV#jл,@!QԺR#qqRv}m%i hnz3H3.h]'`gq? ~xfmH< MhI~q=#DdǸ&,B5!5]Y*[>zϱԦVݜ>躛ڰ܋1>?씶$Ԯڳ>8Q<3h+9#4yw&p; )Yd:r XQE;}): [z> Yn:"}d~z dWj@qx[9翬O°xN \O\3MEI#`чrdE?O^' ۞4EDǑpRP I]#lwAHcj)'dzDP_({H1j°YTYL?~rd5dg~qdJI4@/= 0/DHUp~Av`D $He'"W'BbO"P@nERY?zJ 171w Zu<  kAD_Np<J䧤r)^I< )~{ wn~i1D{Yn%{<U~ rȅ#;G,jΑe{YKh%ҧA* 6 vN3䌮@ƾs;?<8[ :qH8G"&tΆ| Ր  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefhijklmnq|stuvwxyRoot Entry  Fm{ Data gvWordDocument =ObjectPool m_1076762034 F  1TablerCompObjhObjInfo [$@$NormalmH <A@<Default Paragraph Font  l,b$=MKwBV՞ "ɏ_QLgflA.c]a?jUo t_U|&R}C~C#E~(!/eB]=>G}|>߳UFǐ#- )?EvE Ho9nȬz$#2rg̶S3o9WOG*vo@)@OE2 '$RcC[7CK ,էz:r, e\#OC2&6Aǐ/k|Ym*!s=vZGkݰNGθLF5?L[@Jc_lB^'}vtVș5\6fHΉS[rU&=@2  ֬ xKfHC+A |)kWpVgp91~h'RU_dc "3!,~Z#>7r}EN ]n8AN't^xT[[cF+"'_!S8 U#ޱji|{H *k~$F wq䛾Ʋtc"/*9CJ@ 'N|ȑ0 X?2PtE^MA$3H-;Ru' 洄PgDfuٹR!Fd#T}~JQZVHVmHBj"TC,T}^1F 'ci84|~DkY8| B42ӤHX=ˇqyQE|i8|M#8&c?Wrb" Q5FQJ`e?c՗yȖlZ$GB#]ӓ/@JJ݇>7~?Ҽi.ar NH%邱]d~ܣDi[S$ή=:pedN5,oCP DJXZqȱRV\4 $72Bnk-ZH0z-"|Ȗ,!:콽 u9~Y VOM2T-@*N$܍]Dv<~AMh4R b#uOAO؍bl-1N+9+=gRKOH"PR# Y~lwP.At[Ey 9RRX 9h[F$ F@\ 7YO YÎLF o;=㐘*Vk{tUh되_)jIݞ Ծ?i;by) ƍm#[ zro\r`b?k!PXl$0:7X kӂ`ϧa:KX_whӬ.*r5-ӱd  -CQ۫YdsPGأ? ہ m<* `C`CcL/΋Bqo>Y9ujQ Ȕ/v:#R@?jț-k֋H~"}5D袚{ ^Hgt+c  ϏY4̑яXC!7chI詭cKJ`&n^UY`Տʄwω\@tZq= sB]݃=V"Z?hQQW@Q"U{]ޝR(X"pf:7Ikb֣h~LkP}c 9n@C8ؚ=ّІHj:\(FZ6x9UZD5D> (00i[#O94h.8ktw5.}atlĠQݭGm#^P$= #+0ߥ?g1h!X2WZg :$ oel} >p&Ҥ|v֦rA1#As MO}_pBw_ aAL :qq~$JmQ JzJ#麧< ?򠃑dH[BmV#jл,@!QԺR#qqRv}m%i hnz3H3.h]'`gq? ~xfmH< MhI~q=#DdǸ&,B5!5]Y*[>zϱԦVݜ>躛ڰ܋1>?씶$Ԯڳ>8Q<3h+9#4yw&p; )Yd:r XQE;}): [z> Yn:"}d~z dWj@qx[9翬O°xN \O\3MEI#`чrdE?O^' ۞4EDǑpRP I]#lwAHcj)'dzDP_({H1j°YTYL?~rd5dg~qdJI4@/= 0/DHUp~Av`D $He'"W'BbO"P@nERY?zJ 171w Zu<  kAD_Np<J䧤r)^I< )~{ wn~i1D{Yn%{<U~ rȅ#;G,jΑe{YKh%ҧA* 6 vN3䌮@ƾs;?<8[ :qH8G"&tΆ| ՐߐB}too_ȿ}^'zΆ-#3!},Nij!<GJhH0Ư=4GH؝v|ENtHUM,q;n#6PiO>4[>$ǥrFbiu#N;|a~MJ1z9^@uX .Mati}Anh6B?l1_5yT_YX -F] Jr"_B{'t{r0'"ΨC9\J)r9iH='7?lsH ~x*q_@ )#}s> 1c"_}~Χ {r$ bht#TeG@otϖ9CזRxԎ!fb V!9t'!gm924=W/up=Gd#WY!t)"(mi{"])C#m )G gu@ medu;WJAwj,#%`R;9A!䰅TC` y$Eց"̓5/6P"";N'_ӣE2L!;d2vy"q~@| \є8QpѲt~sS !?y:5d#ude[<f7 LQ CwS:EGTY#Ri.eXQ2<5Fd}"$ 5 d GGBEȕ)B] RU;16Cr(/cn4 (|)[n$Lp?chaT.mRPjRck0}i\}J]H#L@RըoqsHGHoQ CP ޸F,J҇c&$,duHz,j< Ԃ$Гݢ], 1z-r4lHцפGb-FhR8g|X8JJ=hQ{rea(B+B)fK uK+#fc'jYK44&׻ >5Ч;zX!izUn`ƅT/"k\jif 91wHE01-$%PbdԵ|rOk",ũhh,O$PEQC"@+uE*d8աeS uB`—^!+, ~'V$DA$z=Pb_kۨaY= g G4 *eg&LRa 88 s PX7zѨU8"B^wnK"8ZcV3HncܒrHZO[%$#eLK\S<:ZzME+Y$6T`HidXimf$4y 8zsT8"*Lߛ(뛐LBሠ i~3 ,SO=׶sB T RR tV=S9!TT a*NJ,A(~NJʪ" Z%d+n@V5l"yR:&KX$FU>sm,); !%"HrkuG2 頔n}kے[$GVh>@ΈVG44ge8J(N*{H1򭵢ē Cɞ\![EAWsH8kUHlpуK%e;_!@28$tAjS) q x7hH"_7-f4Vh}!Z˨JӃI[H챭G9ބHxJ[^pDZG,6ikr{:@6-sQ!rFv`L\Е8ql lcut©Qz#JH`IAB(H:wHY6>B.jA+0&V[S fȉ!AHrD`;BHȽ/؅ը- r #A;:?KAgkíVHhjq= H`v(%$N]@К2qIz\`x$̳;㲑f1+ Vȗ43AV'h3!=%$ٲieP,HDa%$ K)R䠮rz7I~rg~EeB9fM\Fc:h/X!M|g- (@u)XxdCҬ7AɅ4krȉf;مHT'rHF2AR}DDg{lTabjU][j6㳰r X^9萭G `0d-CJBwpusXIZtm,; o MK;hYŊuw?8Z,w/#$1FvKXB@Z -Zk'|] =%HmVm 8ЛqUER/h&22$^skLQVԮE:@>ALqR[~He;MgAoS$ۆMa6D^3Ezn "-Ї]\#k9Ruw91)R|1[dP- 3"%"3_>Cl"mgq̸A9"Fj]A]kĺK 7ZF 0dktN5,W rB$˷!#Wؓ@$~1xfDg0HT`?" VE?K 4{ xȠe!GI:KVHY$(4$N۲kDؗ,rF+ZˆKc#Ҙ=\>(ZQRN $Pȵ:.YX6R&Y6X-$զ]r{)/`F7b dotEdk XOYˢƁ}0!UovJn"87 tlt[6ɚpK?5(%ػ$*An9叱H/ZEz'.'GrpF- {A&k%-d➰HHڋ' lbCc8nFI,r#9#UW}5T* $7RHٹS3RŤ*qS䰇pT1m!rqCCdшnJCIfT`#d呋FgΜ ( IDATDVPVDx[^Z>=<(T CR/gt ҹcHn)y=r@V TBG^cyNH/Li;"1 Aw4TEi- ?oVHH o-Uއ i_Q\c)G~Myfv%V ai#r36-THkq*]-9$7xX;_`mIjA;X5Vam;ٞ  cG ݢfYjb +$jםi(LTE><5(Zwa I\09ߔqkݫ3=m?H\AHnj`"&P@NԂ؅a@RyXSywӃ[.#}O {f0{`\.ú5*@V-FRa| ; _H#?j <!?iK@`%.$r-3X SBoeeLiVj.aYT+4HUfuCb]o+o';&䍏+vY\u&t'/!naܑaT@*ϕQR#a C-+n3;{b4 :DqZ,c.U[:Cr)!uoj )nY܌F:%%8y ~Br 䎮HtWdA׀u "A#1O7m+h)VVD'!(lL Cyr[Fbh;*.Dža&Ƌx&Ȇ'9rkCFGݡ4e١DI>@?T{ȱ;ԕ8!1fZ]!KHie51!ءV.e q0 Y7&m\PZX*D}h-o4f&U@5Ը"H58R*Ķt鑼J]S0Uީh"D -1={6 +!Dha!r"E %Ib7HNQ1[dD#3cI+zuglw3miҊ{ Z "yEDY9sn!;;Q@dv Ui2{m$)<Ҍ_0۹2$HXAOL¿d4LU3_۹Hb3`8mpb"{͖NgK3gsL[HMoΖYwX"'FzEVH1Vf[DI!gm."eeWS 2H!7P 449iYdl Ec .+i{65r )2 iCO' Ekƒ""5 $tS˲LEk4Do6; B:ǐո7H8EY<2HCb vG$HCLo1"s2֊F[Fvm&A$ !dCegEԅk5ك>Dڅ2GM;C.her)7"#E9sH\p97l4CVpdHׇrD重}1.AJKN aSk69L"\;D }M9E*EfaMRk:伒|KX:T{mtHQYmG/n Vw)xa92`:.-үΧ pr?~|_/+q Dd;\9d0=2Ȭr䵉O36w#H+!<5 ɮBr|Cm_7'DnVWKW!1,ʜF>3ǻ 'ߜ4N6,lt$T:߀푍HAmdMv07§CUVt lX<1z8 zxt0^- vG쭄0V`M;H[Lڮ!1YH]#AAmv9@7s'@tITXq.\ 0rX#8icyopJG~2R٭ kވ3ۣ%AAuRE}~r:d*tFi% DJnə$f7* ELfo#zzYPaIBQn!Uɷ&}:0<J $hu\^ R# +$_8Rn#֎K#vXHGU

$φI qX#AtFxY{ W4eicCOAnyKGD抦"7=&ث0 e/A; /YZO!R₱i+ t d{&&kNM#wZ)!og,'QܙJ([;1#QJ٤KDEbG]M-"/s iR>2Ƚ+\0|_iK#|V!햤~HwOR5rTfPX.-/ M nIBν-o51 |Bl Yo%C}ܲL%F| Rz)F&*hgM_c[d5>rk*1劑d %lBX5t$N=D8W 1zYNGN|I@iʳ58L byc`Yl0ߏ?tBj􍁙dhvY5D•Y=@$%m H:d-RbU+3քT"iVCءʫ4' R֥/;,2mPEkdt/;{䂝x*"3EH[M1 pQUn6LU) ,#v%Г/+FGE=o 1) H|}oT\yuѾ7l%oSXdf)PEscz,d d֒*;DHʍک0)A, Y@[yј.[?tYۥ1OPhdkflՕ3X@I)]jN53"/[Ȃ`ύ rhMVH4Ug/ s,A亪>ܙv9yꕕs;cW! BVVu _=Q_e 7߱7Uo d2ȜUPS y4DLU^h N^Pozc~O!~r؋oX7&dcFfEHF9! IM#|^~1ArP/"/gȬVGi&;/y{ 2btոjd \e>z#Jd Io}1Eu Z$\_L/32d:\@bz(n}zvĥȬe״a"SLy&AfEY YyLc;j'HᶓLk3|m:>+EfL>6jŵCTR@"s Ks:g be2;UKZ6,lEL\o(EeTr,}9dFḦ́L6Yn*P3Ȭ$aMSD}5N`#e-$ԅ:O 2|;DSs\9,zEr7%[;,BSDdvmzr;k'A3zmLs 2+쾽j5=-x>@̹{#̍5jt0wDW3luwH$I^P2,䍍,2?25poW+sbEOTS?.C \9&I-oi kdc;2 E;[w=k-2+b~8QLi "]>hNFHm8nY>FF)it!9!K*T s)JOYN uTS{nYi<7L,Ouc U{LNivH Ε2묩蠑Y|ZQCYGG#3.,7 cI h(8ʲf0rT0K.1/bȌl?k g߫W]ydi+hqnJ,v<' b._`;Q C|>6ѫ#ںJd-%dU)1֎Z:|Q93A# QS=ZD_22#7*{%D^܍tdYZq9խݼAp-"K19ydFnn;z̢ii/̴Bl|IP2m{_P/o3U0{Gi $s/Y9d)LDZli 4װ;3F2?`<]#x~ׁDCd,F=itB#yr`jw$&WLpxMFHYi/LEIPD&0ɹ"[yʯ}Sitb}E!ؘY z,!*:\!us|IVCs*SE 2)@QB&#JU쬮*3Ld'XhiI*ύ]%dR1\LDF*0GxKȍ} >4ǎՌbdzNLA$.OU_/ccMl!Wn?ԿÇUcbeBAcK8c^D46g$+ye-~' jX:#4ŋJ] H\PPWN#Id="Lbex$u r"q5Ȇa lOY>)?ᇶao VȨz&az&оg7ydnFӅ-dg㵢N򁿤7CM$ҭBW<,R61Hrm{g K*6GU^T\vs!;=bIihF^10,2WgFrr^8l9523"$28x_C^=!M6e#dV!B? !u36ݟrID.,%}6MTl̄D9{_9q[@ }Ÿ&(g;eԶA{W!1`W %r3~ JXD4HX"s^dEMo5TLNvpN(%d rBif,H<4BKEV o#_ĀB$Su"2dz3IDATsZ kzD<="{I1 o<51'[]'s9OrCBCB͔Gs0ݸjbB>[ҟ6UaF  i/՟ eôF>rrN@ ]u}ܕCDuXo*vX9| ;i!]D.+ZžG] 0mg!!!o("}^b1(pUZ^3!Y]iEqY#FTsh]!9It7:i9]xy);5`dl` kRvjWD()tYJj'Dt.o4g@H+)>!&貴ܴѧ=(7'<¹!n!q6 ET[Y$=_:}Kjq.P=$j@Z!,2@[nW05xYoE%Lr{< }EHf/;9׍HvN<(uNT>kxN"޽,d ?1r|.en4~4b9•WԲI^V19DrKrn/\z$ +BW<{~o!@_۲ /v ϾC'g!a$+0ZYqṋt3-%a1QJa߯>z@%a{ϜH-Xq 1:ռzɹ޷ԘD&AJcf*4Ks rdBZ*F1&YW҄k9SkE~d \zY7"s2LSd"*ߘR#E v@Y䔱pd4!0 *tEK1lXYKz=,!.6P1 Xo- ѝ)p|ms{]Ud1d $4eSY} 7*'U4o}[SbA -Do3KRB^k@2$g-)N2D7< n!!,j*U™6fi!z0)UJLDErȴ19LqU ='n:zO{$}O47@rA*A6l5}J 4fp?}VxQ-zɑCH^U˯m9ߴ3Pv(!l$rh ucMHeSN8D2-q#W $!< %0 XT9[ڌBFb2;W"ߞj k OH·AbQD"6fT-s0nT!RM@zLJ7fؔt{GTz1!e^#*|5 n`p#oI H] "y=DHH20 IT#a/LlKGb">q-^0CHQrKfH @VpdEg%.lȕ2@GB[J7FSV"@a 5#gQdF*Bv~2T"C!?5-o Fml57CtJz  c)A9"֭ BH8?DU$de55oJ+/&oC ,﨣 }8"R- F[`wR*tq/l\+Lw+g++֊ AS@ȎuCi֙[fІUUHf?a^:XH6V~5RbͦNWfBڛB$*%pK&;`7GH X=xn&ywS)l SuY{>W@Ev @F.zSAdQk0B 6$Hk>tĖHVCY},;7 b4 E5we fH&Yb 8@ [@NhJT9իF22l)Eo,H41R䔫W3Ā/s!J+)fCB@tP'%Wf9@ d Hj8 ELX eC$*VP R<49!{Ҧ7R u'x_X_| ҶjT &+$, 9d.9H^4w2 3|*۽-@vs ì b?4vK @28`qq3P yB} g \r.r- }ᗈZGL/gi"]y|LAvonak\^73WKFk"2uݭ./ta!3SlsVZ\ۅS4mon?S3 k gQ-9Ëof0K>v%@"3SbH]p*C|C8l*zHKUzUXN\A#YORCi;WliT2?;4 鳣l!Vƻ[I`+0$:Qth/28ˊdIO D"ㇻUd(}/r"U\2yFpz">?US*+f.O٪MтEd + +eʝ%2V [1_?ׄ$qZu V8J 9d&4_ U-Y[!Ţ0sffGTw$x-f)q _JFdx`F̿Oi`[zBu=~)hN};123cxP=EY ⡌#fl# cbKhRKf~rT':-ݎk/>||VJNg/zp{AG#dNthrxB(!/#{8| 2/bdځ}1S"%wW[  ']?&w p$7 &NpnmúG @¬kM ~5m6)P@SEj8d;Mi>>8T*8*$Я;$/MɃ#!%aŦs[#k2ά24qb< M/ RZ/FM"R AƝ!\h!_ 9 3[xQI?#R\Jhx$!:fANɷ CFNaDzS xcd9tj K6=`iR`W j2thH([ Fh]## tcF "[n q ZbSf 6HO!tu) Egh:\VӉi[a0!ë;Ee):3@'׸9DX\! YgL嬀t"dOBay[{H'aAYgA,v79E#?1=k.$#zs/< _Cl;q[X슐D΅{i#N" y[@Fj+v$K%Ȝ" t >Im"a s߂ S#Yl"; L31He]X ãX̖-xrz]"az$N?igF &> I%3L+>/ԕ`TԀ|Y0H\"GCBa=kC$i죐~GR FKZ !-d#N ] s;*HcPX!Ax#bP=qUTŒVK9A6E.67TOxC9D.y>i3x@0? E5zd`9RvOEۍ%H |wZrM~!]HEТ I1Q˱[Ί=S`Puωip@ [9ulFG gм)75b;2PKA18.^Qr:R!ap9N5d9΋ vԼ\D6S L&>ǐS¸׭ڳ).!&1Ųй?_𳾲&8,۰93!.Җ0<2{Eunlk#ӳ# W ɑGRuB:קD8ry xr}6@S S'ĞT:AG!k{uBĆ83ւ: )ri'iH >sw ,m<o8Uc9m6$Fps> -DԿ"]\cN&P[ 7 * .6Jhd,㺫"dyxPK:9ǑaL*H'Z  cooooooooooooȿ38B[IENDB` Oh+'0|  8 D P\dltssJeannette DowningdeaneanNormaltJeannette Downingd2anMicrosoft Word 8.0@@8 @8  ՜.+,D՜.+,D hp  91ֱ1  Title 6> _PID_GUIDAN{950148A5-2F65-11D6-8553-000102B17007}ߐB}too_ȿ}^'zΆ-#3!},Nij!<GJhH0Ư=4GH؝v|ENtHUM,q;n#6PiO>4[>$ǥrFbiu#N;|a~MJ1z9^@uX .Mati}Anh6B?l1_5yT_YX -F] Jr"_B{'t{r0'"ΨC9\J)r9iH='7?lsH ~x*q_@ )#}s> 1c"_}~Χ {r$ bht#TeG@otϖ9CזRxԎ!fb V!9t'!gm924=W/up=Gd#WY!t)"(mi{"])C#m )G gu@ medu;WJAwj,#%`R;9A!䰅TC` y$Eց"̓5/6P"";N'_ӣE2L!;d2vy"q~@| \є8QpѲt~sS !?y:5d#ude[<f7 LQ CwS:EGTY#Ri.eXQ2<5Fd}"$ 5 d GGBEȕ)B] RU;16Cr(/cn4 (|)[n$Lp?chaT.mRPjRck0}i\}J]H#L@RըoqsHGHoQ CP ޸F,J҇c&$,duHz,j< Ԃ$Гݢ], 1z-r4lHцפGb-FhR8g|X8JJ=hQ{rea(B+B)fK uK+#fc'jYK44&׻ >5Ч;zX!izUn`ƅT/"k\jif 91wHE01-$%PbdԵ|rOk",ũhh,O$PEQC"@+uE*d8աeS uB`—^!+, ~'V$DA$z=Pb_kۨaY= g G4 *eg&LRa 88 s PX7zѨU8"B^wnK"8ZcV3HncܒrHZO[%$#eLK\S<:ZzME+Y$6T`HidXimf$4y 8zsT8"*Lߛ(뛐LBሠ i~3 ,SO=׶sB T RR tV=S9!TT a*NJ,A(~NJʪ" Z%d+n@V5l"yR:&KX$FU>sm,); !%"HrkuG2 頔n}kے[$GVh>@ΈVG44ge8J(N*{H1򭵢ē Cɞ\![EAWsH8kUHlpуK%e;_!@28$tAjS) q x7hH"_7-f4Vh}!Z˨JӃI[H챭G9ބHxJ[^pDZG,6ikr{:@6-sQ!rFv`L\Е8ql lcut©Qz#JH`IAB(H:wHY6>B.jA+0&V[S fȉ!AHrD`;BHȽ/؅ը- r #A;:?KAgkíVHhjq= H`v(%$N]@К2qIz\`x$̳;㲑f1+ Vȗ43AV'h3!=%$ٲieP,HDa%$ K)R䠮rz7I~rg~EeB9fM\Fc:h/X!M|g- (@u)XxdCҬ7AɅ4krȉf;مHT'rHF2AR}DDg{lTabjU][j6㳰r X^9萭G `0d-CJBwpusXIZtm,; o MK;hYŊuw?8Z,w/#$1FvKXB@Z -Zk'|] =%HmVm 8ЛqUER/h&22$^skLQVԮE:@>ALqR[~He;MgAoS$ۆMa6D^3Ezn "-Ї]\#k9Ruw91)R|1[dP- 3"%"3_>Cl"mgq̸A9"Fj]A]kĺK 7ZF 0dktN5,W rB$˷!#Wؓ@$~1xfDg0HT`?" VE?K 4{ xȠe!GI:KVHY$(4$N۲kDؗ,rF+ZˆKc#Ҙ=\>(ZQRN $Pȵ:.YX6R&Y6X-$զ]r{)/`F7b dotEdk XOYˢƁ}0!UovJn"87 tlt[6ɚpK?5(%ػ$*An9叱H/ZEz'.'GrpF- {A&k%-d➰HHڋ' lbCc8nFI,r#9#UW}5T* $7RHٹS3RŤ*qS䰇pT1m!rqCCdшnJCIfT`#d呋FgΜ ( IDATDVPVDx[^Z>=<(T CR/gt ҹcHn)y=r@V TBG^cyNH/Li;"1 Aw4TEi- ?oVHH o-Uއ i_Q\c)G~Myfv%V ai#r36-THkq*]-9$7xX;_`mIjA;X5Vam;ٞ  cG ݢfYjb +$jםi(LTE><5(Zwa I\09ߔqkݫ3=m?H\AHnj`"&P@NԂ؅a@RyXSywӃ[.#}O {f0{`\.ú5*@V-FRa| ; _H#?j <!?iK@`%.$r-3X SBoeeLiVj.aYT+4HUfuCb]o+o';&䍏+vY\u&t'/!naܑaT@*ϕQR#a C-+n3;{b4 :DqZ,c.U[:Cr)!uoj )nY܌F:%%8y ~Br 䎮HtWdA׀u "A#1O7m+h)VVD'!(lL Cyr[Fbh;*.Dža&Ƌx&Ȇ'9rkCFGݡ4e١DI>@?T{ȱ;ԕ8!1fZ]!KHie51!ءV.e q0 Y7&m\PZX*D}h-o4f&U@5Ը"H58R*Ķt鑼J]S0Uީh"D -1={6 +!Dha!r"E %Ib7HNQ1[dD#3cI+zuglw3miҊ{ Z "yEDY9sn!;;Q@dv Ui2{m$)<Ҍ_0۹2$HXAOL¿d4LU3_۹Hb3`8mpb"{͖NgK3gsL[HMoΖYwX"'FzEVH1Vf[DI!gm."eeWS 2H!7P 449iYdl Ec .+i{65r )2 iCO' Ekƒ""5 $tS˲LEk4Do6; B:ǐո7H8EY<2HCb vG$HCLo1"s2֊F[Fvm&A$ !dCegEԅk5ك>Dڅ2GM;C.her)7"#E9sH\p97l4CVpdHׇrD重}1.AJKN aSk69L"\;D }M9E*EfaMRk:伒|KX:T{mtHQYmG/n Vw)xa92`:.-үΧ pr?~|_/+q Dd;\9d0=2Ȭr䵉O36w#H+!<5 ɮBr|Cm_7'DnVWKW!1,ʜF>3ǻ 'ߜ4N6,lt$T:߀푍HAmdMv07§CUVt lX<1z8 zxt0^- vG쭄0V`M;H[Lڮ!1YH]#AAmv9@7s'@tITXq.\ 0rX#8icyopJG~2R٭ kވ3ۣ%AAuRE}~r:d*tFi% DJnə$f7* ELfo#zzYPaIBQn!Uɷ&}:0<J $hu\^ R# +$_8Rn#֎K#vXHGU

$φI qX#AtFxY{ W4eicCOAnyKGD抦"7=&ث0 e/A; /YZO!R₱i+ t d{&&kNM#wZ)!og,'QܙJ([;1#QJ٤KDEbG]M-"/s iR>2Ƚ+\0|_iK#|V!햤~HwOR5rTfPX.-/ M nIBν-o51 |Bl Yo%C}ܲL%F| Rz)F&*hgM_c[d5>rk*1劑d %lBX5t$N=D8W 1zYNGN|I@iʳ58L byc`Yl0ߏ?tBj􍁙dhvY5D•Y=@$%m H:d-RbU+3քT"iVCءʫ4' R֥/;,2mPEkdt/;{䂝x*"3EH[M1 pQUn6LU) ,#v%Г/+FGE=o 1) H|}oT\yuѾ7l%oSXdf)PEscz,d d֒*;DHʍک0)A, Y@[yј.[?tYۥ1OPhdkflՕ3X@I)]jN53"/[Ȃ`ύ rhMVH4Ug/ s,A亪>ܙv9yꕕs;cW! BVVu _=Q_e 7߱7Uo d2ȜUPS y4DLU^h N^Pozc~O!~r؋oX7&dcFfEHF9! IM#|^~1ArP/"/gȬVGi&;/y{ 2btոjd \e>z#Jd Io}1Eu Z$\_L/32d:\@bz(n}zvĥȬe״a"SLy&AfEY YyLc;j'HᶓLk3|m:>+EfL>6jŵCTR@"s Ks:g be2;UKZ6,lEL\o(EeTr,}9dFḦ́L6Yn*P3Ȭ$aMSD}5N`#e-$ԅ:O 2|;DSs\9,zEr7%[;,BSDdvmzr;k'A3zmLs 2+쾽j5=-x>@̹{#̍5jt0wDW3luwH$I^P2,䍍,2?25poW+sbEOTS?.C \9&I-oi kdc;2 E;[w=k-2+b~8QLi "]>hNFHm8nY>FF)it!9!K*T s)JOYN uTS{nYi<7L,Ouc U{LNivH Ε2묩蠑Y|ZQCYGG#3.,7 cI h(8ʲf0rT0K.1/bȌl?k g߫W]ydi+hqnJ,v<' b._`;Q C|>6ѫ#ںJd-%dU)1֎Z:|Q93A# QS=ZD_22#7*{%D^܍tdYZq9խݼAp-"K19ydFnn;z̢ii/̴Bl|IP2m{_P/o3U0{Gi $s/Y9d)LDZli 4װ;3F2?`<]#x~ׁDCd,F=itB#yr`jw$&WLpxMFHYi/LEIPD&0ɹ"[yʯ}Sitb}E!ؘY z,!*:\!us|IVCs*SE 2)@QB&#JU쬮*3Ld'XhiI*ύ]%dR1\LDF*0GxKȍ} >4ǎՌbdzNLA$.OU_/ccMl!Wn?ԿÇUcbeBAcK8c^D46g$+ye-~' jX:#4ŋJ] H\PPWN#Id="Lbex$u r"q5Ȇa lOY>)?ᇶao VȨz&az&оg7ydnFӅ-dg㵢N򁿤7CM$ҭBW<,R61Hrm{g K*6GU^T\vs!;=bIihF^10,2WgFrr^8l9523"$28x_C^=!M6e#dV!B? !u36ݟrID.,%}6MTl̄D9{_9q[@ }Ÿ&(g;eԶA{W!1`W %r3~ JXD4HX"s^dEMo5TLNvpN(%d rBif,H<4BKEV o#_ĀB$Su"2dz3IDATsZ kzD<="{I1 o<51'[]'s9OrCBCB͔Gs0ݸjbB>[ҟ6UaF  i/՟ eôF>rrN@ ]u}ܕCDuXo*vX9| ;i!]D.+ZžG] 0mg!!!o("}^b1(pUZ^3!Y]iEqY#FTsh]!9It7:i9]xy);5`dl` kRvjWD()tYJj'Dt.o4g@H+)>!&貴ܴѧ=(7'<¹!n!q6 ET[Y$=_:}Kjq.P=$j@Z!,2@[nW05xYoE%Lr{< }EHf/;9׍HvN<(uNT>kxN"޽,d ?1r|.en4~4b9•WԲI^V19DrKrn/\z$ +BW<{~o!@_۲ /v ϾC'g!a$+0ZYqṋt3-%a1QJa߯>z@%a{ϜH-Xq 1:ռzɹ޷ԘD&AJcf*4Ks rdBZ*F1&YW҄k9SkE~d \zY7"s2LSd"*ߘR#E v@Y䔱pd4!0 *tEK1lXYKz=,!.6P1 Xo- ѝ)p|ms{]Ud1d $4eSY} 7*'U4o}[SbA -Do3KRB^k@2$g-)N2D7< n!!,j*U™6fi!z0)UJLDErȴ19LqU ='n:zO{$}O47@rA*A6l5}J 4fp?}VxQ-zɑCH^U˯m9ߴ3Pv(!l$rh ucMHeSN8D2-q#W $!< %0 XT9[ڌBFb2;W"ߞj k OH·AbQD"6fT-s0nT!RM@zLJ7fؔt{GTz1!e^#*|5 n`p#oI H] "y=DHH20 IT#a/LlKGb">q-^0CHQrKfH @VpdEg%.lȕ2@GB[J7FSV"@a 5#gQdF*Bv~2T"C!?5-o Fml57CtJz  c)A9"֭ BH8?DU$de55oJ+/&oC ,﨣 }8"R- F[`wR*tq/l\+Lw+g++֊ AS@ȎuCi֙[fІUUHf?a^:XH6V~5RbͦNWfBڛB$*%pK&;`7GH X=xn&ywS)l SuY{>W@Ev @F.zSAdQk0B 6$Hk>tĖHVCY},;7 b4 E5we fH&Yb 8@ [@NhJT9իF22l)Eo,H41R䔫W3Ā/s!J+)fCB@tP'%Wf9@ d Hj8 ELX eC$*VP R<49!{Ҧ7R u'x_X_| ҶjT &+$, 9d.9H^4w2 3|*۽-@vs ì b?4vK @28`qq3P yB} g \r.r- }ᗈZGL/gi"]y|LAvonak\^73WKFk"2uݭ./ta!3SlsVZ\ۅS4mon?S3 k gQ-9Ëof0K>v%@"3SbH]p*C|C8l*zHKUzUXN\A#YORCi;WliT2?;4 鳣l!Vƻ[I`+0$:Qth/28ˊdIO D"ㇻUd(}/r"U\2yFpz">?US*+f.O٪MтEd + +eʝ%2V [1_?ׄ$qZu V8J 9d&4_ U-Y[!Ţ0sffGTw$x-f)q _JFdx`F̿Oi`[zBu=~)hN};123cxP=EY ⡌#fl# cbKhRKf~rT':-ݎk/>||VJNg/zp{AG#dNthrxB(!/#{8| 2/bdځ}1S"%wW[  ']?&w p$7 &NpnmúG @¬kM ~5m6)P@SEj8d;Mi>>8T*8*$Я;$/MɃ#!%aŦs[#k2ά24qb< M/ RZ/FM"R AƝ!\h!_ 9 3[xQI?#R\Jhx$!:fANɷ CFNaDzS xcd9tj K6=`iR`W j2thH([ Fh]## tcF "[n q ZbSf 6HO!tu) Egh:\VӉi[a0!ë;Ee):3@'׸9DX\! YgL嬀t"dOBay[{H'aAYgA,v79E#?1=k.$#zs/< _Cl;q[X슐D΅{i#N" y[@Fj+v$K%Ȝ" t >Im"a s߂ S#Yl"; L31He]X ãX̖-xrz]"az$N?igF &> I%3L+>/ԕ`TԀ|Y0H\"GCBa=kC$i죐~GR FKZ !-d#N ] s;*HcPX!Ax#bP=qUTŒVK9A6E.67TOxC9D.y>i3x@0? E5zd`9RvOEۍ%H |wZrM~!]HEТ I1Q˱[Ί=S`Puωip@ [9ulFG gм)75b;2PKA18.^Qr:R!ap9N5d9΋ vԼ\D6S L&>ǐS¸׭ڳ).!&1Ųй?_𳾲&8,۰93!.Җ0<2{Eunlk#ӳ# W ɑGRuB:קD8ry xr}6@S S'ĞT:AG!k{uBĆ83ւ: )ri'iH >sw ,m<o8Uc9m6$Fps> -DԿ"]\cN&P[ 7 * .6Jhd,㺫"dyxPK:9ǑaL*H'Z  cooooooooooooȿ38B[IENDB`$$If!vh#v`':V H0`'5`'/  44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v#v@ :V H0`',55@ 44 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 H$$If!vh#v@#v#v:V H0`',5@5544 Hs$$If!vh#v`':V H t0`'5`'4 HDyK yK :http://www.shef.ac.uk/music/{$$If!vh#v`':V H0`'5`'44 H{$$If!vh#v`':V H0`'5`'44 H$$If!vh#v`':V H0`',5`'44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt2$$If!vh#v`':V H0`',5`'44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\$$If!vh#v@#v %:V H0`'5@5 %44 Hyt<\{$$If!vh#v`':V H0`'5`'44 H{$$If!vh#v`':V H0`'5`'44 HDyK yK bhttp://www.shef.ac.uk/lets/staff/ltsyX;H,]ą'c{$$If!vh#v`':V H0`'5`'44 H$$If!vh#v`':V H0`'5`'/ 44 H$$If!vh#v`':V H0`',5`'/ 44 H$$If!vh#v`':V H0`'5`'/ 44 H$$If!vh#v`':V H0`',5`'44 HDyK yK Dwww.shef.ac.uk/music/yX;H,]ą'c{$$If!vh#v`':V H0`'5`'44 HDyK www.shef.ac.uk/ssidyK Nhttp://www.shef.ac.uk/ssidyX;H,]ą'c$$If!vh#v`':V H0`',5`'44 H1TableRSummaryInformation(DocumentSummaryInformation8 CompObj)r@t~@l~@ >՜.+,D՜.+,D hp  91ֱ%H  TitleD 8@ _PID_HLINKSA6`=http://www.shef.ac.uk/ssidwww.shef.ac.uk/music/CAhttps://www.sheffield.ac.uk/music/undergraduates/combinedhonoursKG)http://www.sheffield.ac.uk/calendar/regsW%http://www.shef.ac.uk/lets/staff/ltsD  )http://www.sheffield.ac.uk/strategicplan%' http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx jhttp://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspxhttp://www.shef.ac.uk/music/  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q      !"#^( 666666666vvvvvvvvv6666668666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH D`D I7rNormalOJQJ_HaJmH sH tH 8@8 I7r Heading 1$@&CJ 8@8 !I7r Heading 2$@&CJ<@< I7r Heading 3$@&>*CJ<@< "I7r Heading 4$@&5CJ8@8 I7r Heading 5$@&5<@< #I7r Heading 6$@&6CJ<@< $I7r Heading 7$@&>*CJ<@< I7r Heading 8$@&6CJDA`D I7rDefault Paragraph FontVi@V  Table Normal :V 44 la (k (I7rNo List .)@. I7r Page Number4@4 I7rHeader  9r 4/4 I7rList^`6U`!6 I7r Hyperlink >*B*ph4 @24 I7rFooter  9r :B@B: Body Text 5OJQJ6"@6 I7rCaption xx56P@b6 I7r Body Text 2CJ4Or4 I7rps1d<<aJ4o4 I7rps1 Char OJQJtH NON $Cps2$$ @ dxx 5\^JH@H  Balloon TextCJOJQJ^JaJFV`F I7rFollowedHyperlink >*B* ph4O4 I7rStyle1 <<aJ<Oq< I7r ps1 numbered  & F<Oq< I7r ps1 bullet  & F DD I7rps1numbered (a)  hjj zl Table Grid7:V 0 HoH I7rHeading 2 CharCJOJQJaJtH Lo!L I7rHeading 4 Char5CJOJQJaJtH Lo1L I7rHeading 6 Char6CJOJQJaJtH LoAL I7rHeading 7 Char>*CJOJQJaJtH :Q@R: &I7r Body Text 3%6CJPoaP %I7rBody Text 3 Char6CJOJQJaJtH JOrJ I7rps1 numbered I ' & F 5\^JPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$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-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] II FFFI" i# 9>MPQQ)2AFT[]`ce] } " L s = X | ^ AF%Q )!""j##~$%/7;:@AN*OPQ*+,-./013456789:;<=>?@BCDEGHIJKLMNOPQRSUVWXYZ\^_abd|H11(2_233334J4~44 9A9j9EEFFFFHHHI:XtXXXXXXXX "$/8I!!8@ (    <?"? B S  ?I;&?t _1076762034 _Hlt421535750 _Hlt421535751 _Hlt421535908 _Hlt421535909 _Hlt421535911 _Hlt421535912 _Hlt421535918 _Hlt421535919 _Hlt421535951 _Hlt421535952 OLE_LINK11 OLE_LINK10 OLE_LINK5 OLE_LINK4 OLE_LINK9 OLE_LINK8 _Hlt421533031 _Hlt421533032 _Hlt421536073113344h9h9K=K= > >^>^>HHHI@@@@@@@@@ @ @ @@@113344i9i9==L>L>??HHHIgjq==HHHHHHHHH.I/III^p$$HHHHHHHHH.I/III3X(^g#@fg>vw_b-@P GJ_t~~&)RU*-ikn} ###%%..//0/h/i/j////////00000000+1H1444444467/7N7 9k99EEElEnExEyEEFFF:F(GHHHHHHHHHH I!I(I,I.I/III\\>E  $K _8 N t:h!?n%4Q-}y3,0Lmx2~a8=$@@ECEP|'|R rw^}`*y}vlt* hh^h`hH) ^`hH) 88^8`hH) ^`hH() ^`hH() pp^p`hH()   ^ `hH. @ @ ^@ `hH.   ^ `hH. hh^h`hH) ^`hH) 88^8`hH) ^`hH() ^`hH() pp^p`hH()   ^ `hH. @ @ ^@ `hH.   ^ `hH. hh^h`hH) ^`hH) 88^8`hH) ^`hH() ^`hH() pp^p`hH()   ^ `hH. @ @ ^@ `hH.   ^ `hH.\^`\o(.h   ^ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h | | ^| `OJQJo(h LL^L`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.55^5`CJOJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo( hh^h`o(hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo( h^h`o(hH()^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH ^`o(hH ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.55^5`CJOJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.hhh^h`OJQJo(hHh^`OJQJo(hHh L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.N a8rwh!4Q-|Ry3,0*y}@$K_8>E CEmx2` @ ^`OJQJo(0>         |r                SH        x`{)s'J4S?@p!Ki Pp]107ub5QXI~9gd] a "7^<?;B$C6TVZ<\xkn=n 9zs;z #Yf'}j"Bjq9Bb#%VT Sej(2?4RT<\\HH@ gggg'I@UnknownG*Ax Times New Roman5Symbol3. *Cx Arial5. .[`)Tahoma?= *Cx Courier New;WingdingsA$BCambria Math"1Ȍhagagag >% >%!4HHM2qHX ?[2!xx 3U:\templates\Programme Specifications Pro-forma.dot Jeannette DowningadminH