ࡱ> O 05Ubjbj99 pSWipSWiUL,""""" # # #8C## #7>%A&W&W&W&/bt0L0(=======$@Bb="0.@/00=""W&W&{=h9h9h90"8W&"W&=h90=h9h9:2=,"r=W&.~v16^= =>07>h= +C2^+Cr=+C"r=000h900000== 6^0007>0000+C000000000 m!:  Programme Details 1. Programme titleNursing (Adult) with Foundation Year2. Programme codeNURU1973. QAA FHEQ level6 (this specification relates to the Foundation Level 0)4. FacultyLevel 0 within APSE / Extra-Faculty LTC Levels 1-3 (4-6) within the Faculty of Health5. DepartmentLevel 0 within Department for Lifelong Learning Levels 1-3 (4-6) within the School of Allied Health Professions, Nursing and Midwifery6. Other departments providing credit bearing modules for the programme25% of ACE0349 (20 credit Extended Project module) provided within the School of Allied Health Professions, Nursing and Midwifery7. Accrediting Professional or Statutory BodyNot applicable8. Date of production/revisionNovember 2023 AwardsType of awardDuration9. Final awardBMedSci4 years Full-time inc. Foundation Year10. Intermediate awards as per General Regulations Programme Codes 11. JACS code(s) Select between one and three codes from the HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \hHESA website.B74012. HECoS code(s) Select between one and three codes from the HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \hHECoS HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \hvocabulary.100279 Programme Delivery 13. Mode of study Full-time14. Mode of delivery Face to face (on campus) (refers to Foundation Year) 15. Background to the programme and subject area Please refer to the Programme Specification for the BMedSci Nursing (Adult) Levels 1-3. This Programme Specification is for the addition of a Foundation Year to the above programme. The Foundation Year in the Department for Lifelong Learning provides students with both generic and subject-specific skills and knowledge, along with the confidence and familiarity with the academic environment, to equip them to succeed on a University of 91̽ degree programme. 16. Programme aims BMedSci Nursing (Adult) with Foundation Year aims to:A1Provide students with subject based knowledge and skills of the required standard for a successful undergraduate career at the University of 91̽.A2Develop students familiarity with different methods of learning, teaching and assessment employed at the University of 91̽.A3Build confidence in students academic ability and develop understanding of personal strengths and weaknesses.A4Develop students ability to adapt knowledge and skills in new situations.A5Increase students awareness of the opportunities as well as the challenges of studying as an undergraduate student throughout the University year.A6Provide strategies for managing the conflicting demands placed upon mature students.A7Provide information and guidance relating to students chosen degree programme.A8Develop students awareness of the key attributes of the 91̽ Graduate.A9Encourage students enthusiasm and motivation for future degree level study. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1Knowledge and understanding of Academic English of a standard necessary for successful progression to Level 1 HE study.A1, A3, A9K2Knowledge and understanding of Mathematics and descriptive statistics of a standard necessary for successful progression to Level 1 HE study.A1, A3, A9 K3Subject knowledge and understanding of the Natural Sciences and Health sufficient for successful progression to Level 1 of BMedSci Nursing (Adult)A1, A3, A7, A9K4Knowledge and understanding of the opportunities as well as the demands placed on students by university style methods of learning, teaching and assessment.A2, A4, A5, A9K5Knowledge of personal study strengths and weaknesses.A2, A3, A4, A5, A6, A9Skills and other attributes On successful completion of the programme, students will be able to:S1Relevant skills in the acquisition, evaluation and use of subject-related information in different circumstances.A1, A2, A3, A4, A8, A9S2Essential skills in oral and written communication.A1, A2, A3, A8, A9S3Problem-solving and presentation skills sufficient to develop and sustain a coherent line of argument.A1, A3, A4, A8, A9S4Ability to participate effectively in group work activities, both assessed and non-assessed.A1, A2, A3, A8, A9S5Ability to carry out small-scale independent study and research.A1, A2, A3, A4, A8, A9S6Familiarity with basic techniques of quantitative and qualitative data collection and analysis.A1, A2, A3, A8, A9S7Information literacy skills sufficient for effective study at Level 1.A1, A2, A3, A8, A9S8Reflective learning skills which promote self-awareness and appropriate responses to feedback.A1, A2, A3, A4, A5, A6, A8, A9 18. Learning and teaching methods Development of the learning outcomes is promoted through the following teaching and learning methods: Lectures and seminars. Most modules rely largely upon a mixed lecture/seminar format in order to impart essential subject knowledge, build confidence and encourage individual student participation. The latter is achieved through regular question and answer sessions and the use of small-group work to stimulate discussion on particular issues. The balance between tutor- and student-led discussions varies from subject area to subject area. (K1-3, S1-4). Problem solving classes. These are an integral part of the Maths and Statistics module, allowing students to develop their problem-solving skills with individual support from tutors where necessary. The work carried out in these classes allows students to apply and practice their theoretical knowledge, as well as their examination technique, in a supportive environment. (K2-3, S1, S3, S6). Lab classes. Students will participate in Biology lab sessions, developing knowledge of protocols and good practice, undertaking experiments and recording and writing up results. (K2-4, S1, S1,4,6). Independent study. This is the most important part of the learning process for most Foundation Year students. The extent to which independent study is formally guided by the tutor through the setting of specific weekly private study tasks will vary from subject area to subject area. In many natural science-based subjects, for example, formal or informal question papers and tasks may be set on a regular basis. In other subjects, the emphasis will be more upon the location, reading and analysis of suitable primary or secondary sources, often in preparation for particular formally assessed essay questions or projects. All students take a core Extended Project module which specifically develops their independent study and research skills. Within this and the Academic Literacy and Communication Skills module, students are also encouraged to monitor and reflect on their learning and performance in a number of different contexts (K3-5, S1-8). Skills and subject-based tutorials. These are provided as part of the core Extended Project and Academic Literacy and Communication Skills modules. All students are also assigned a personal tutor for the duration of their studies on the Foundation Year with whom they are encouraged to discuss their progress and degree choice. (K3-5, S8). Group work. Throughout the Foundation Year students are encouraged to work together and support one another both within and outside the classroom sharing knowledge and experience in a creative way in order to develop support networks during their time on the Foundation Year which they can continue to draw upon in their future degree level studies. The Maths and Statistics module incorporates assessed groupwork. (K4-5, S4, S8). On-line activities. All Foundation Year modules make use of Blackboard courses to develop familiarity with the use and potential of virtual learning environments to enhance and structure learning, and as a tool for effective communication. (K1-5, S2, S4, S7-8). Revision workshops. All Foundation Year pathways incorporate an element of summative assessment by formal written examination and will include specific workshops to prepare students for this form of assessment. This is an area of assessment which mature students often find particularly challenging but is also a key assessment tool used at level one and above on most degree pathways (K4, S2-3, S8). The Foundation Year is taught by subject specialist academic tutors within the Department for Lifelong Learning, augmented by Extended Project supervision by an academic in the students destination department, in teaching spaces across campus which are as far as possible selected for their suitability for appropriate delivery methods. As well as Blackboard, the Foundation Year makes extensive use of Encore, and numerous digitally mediated activities and interactions, both in and outside of face to face classroom sessions. 19. Assessment and feedback methods Assessment The assessment on the foundation year of the BMedSci Nursing (Adult) with Foundation Year is designed to provide experience of all key forms of assessment method which students are likely to encounter at higher levels of study, with the exception of assessed placements. Early exposure to these different assessment methods, alongside the opportunities provided through feedback and tutorial discussion to reflect on these experiences, helps build students confidence in their ability to succeed, and to identify strategies for future success. Assessment on the Foundation Year is informed by DLL academics engagement with and contribution to research and academic literature in this specialist field. The assessment methods employed are as follows: 1. Reports. A common method of assessment across most Natural Science and Health based modules. In preparing for and writing their reports, students are given the opportunity to demonstrate the achievement of K1, K3, S1-3, S5 and S7. 2. Oral and/or poster presentations. Individual and group presentations, supported by Powerpoint or posters, are assessed within the suite of core modules taken by all students. They provide an important opportunity for students to demonstrate to their peers their achievement of all learning outcomes. 3. Reflexivity exercises: these exercises can take various forms (e.g. learning journal, feedback action planning, critical reflection on individual extended essay/project) and are an important element of the Academic Literacy and Communication Skills and Extended Project modules. They provide students with the opportunity to demonstrate the achievement of K1, K3-5, S1-8. 4. Unseen examinations: All students undertake at least one centrally timetabled invigilated unseen examination on the Foundation Year. In preparing for and sitting examinations, students are given the opportunity to demonstrate the achievement of K1-3, S1-3 and S6. 6. Extended project. The core extended project module gives all students the opportunity to develop their independent research and communications skills, whilst further exploring subject matter relevant to their chosen degree programme in more depth. The successful completion of this module enables students to demonstrate achievement of all learning outcomes. Feedback Students receive both formative and summative feedback, all of which incorporate feed-forward, throughout their Foundation Year. The core Academic Literacy and Communication Skills module is specifically designed so that feedback received on this module can be used to improve and develop work on subject-based modules. Assessment on ALCS is incremental and takes account of the particular needs of our student body, informed by pedagogical research. Summative feedback is usually provided through Turnitin, with a mix of annotations and summary feedback. Formative feedback is provided face to face on developing work through tutorials on the Extended Project module, and through personal tutorials. Individual tutorials are also a timetabled part of ALCS, enabling students to receive personalised formative feedback on the ALCS assessments which then feed into their assessment on subject-based modules; likewise, group tutorials are used to deliver face-to-face subject-based feedback. Summative written feedback on ALCS also serves as formative feedback for other assignments. Students are encouraged to reflect on their feedback as part of an ALCS assignment. Various forms of instant feedback are also used in class through the use of Socrative quizzes, Plickers &c. to check and reinforce learning. We aim to tailor our feedback to our particular student cohort, mindful of their (usually) mature status and/or previous experiences of education. 20. Programme structure and student development Please refer to the regulations/diet for details of the programme structure. Our Foundation Years are carefully designed to ease transition back into study for people who have often not studied in a formal academic environment for a long period of time. In this respect, the key subject matter and assessments students encounter in the first semester are intended to introduce and refresh key study skills and practices and to build confidence, but also to open up their thinking to the wider field of learning and knowledge which is the lifeblood of any University degree. We also place a strong emphasis upon group and peer-assisted learning at this stage, through the inclusion of different group tasks and assessments which are designed to ensure students can share and develop skills and support networks together which will serve them well throughout their University career. Students are also encouraged at an early stage and throughout their Foundation Year to engage with other University services including 301 and ELTC, and we encourage the formation of peer support groups and a sense of belonging through our DLL Explore programme of extra-curricular activities. As the year progresses, the nature of the challenges we present intensifies, with an increasing emphasis placed upon those forms of assessment which mature students often find most rewarding (more in-depth project work) or most difficult (unseen exams, presentations). Through the project work, departmental visits and placement opportunities, we also create a range of opportunities to become increasingly engaged in the life of the School of Allied Health Professions, Nursing and Midwifery. In this way, we aim to ease students second critical point of transition from foundation year student attached to the Department for Lifelong Learning to a successful undergraduate student ready to flourish in their new departmental home. Before the end of the years study, all students are offered clear advice and guidance around progression options from Foundation Level to Level One, including appropriate careers advice, and through their final pieces of assessment in the Academic Literacy and Communication Skills and Project modules, are encouraged to reflect carefully upon their learning over the course of their foundation year, and their preparedness for level one study. In the case of students who do not achieve the threshold in their Foundation Year required to progress onto level one of their chosen degree programme at the University of 91̽, we provide in depth support, advice and guidance to help them pursue an alternative progression route, either through the Department for Lifelong Learnings own Certificates of Higher Education, or by applying for other degree level study at 91̽ or elsewhere. The regulation allowing for progression at the discretion of DLL and the destination department was introduced with the aim of avoiding a stark arbitrary cut-off point and allowing consideration of a small contextual element, and maintaining student motivation, particularly for those (as is often the case) whose performance has improved through the course of the Foundation Year. The lower end of the discretionary zone was set at 57 so that a student who is getting an average of sixty across the board but performing less well in - but still passing - an outlying module (potentially Maths and Stats or a module taken outside DLL or not directly relevant to their degree) could have their performance considered on an individual basis.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at HYPERLINK "http://www.sheffield.ac.uk/calendar/" \hhttp://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme The entry requirements and admissions processes for this programme follow the model developed for all degrees with Foundation Year delivered through DLL. These non-traditional entry pathways are specifically designed to help mature applicants make a successful transition to full-time undergraduate study. Some applicants will have few or no formal educational qualifications above GCSE level, and most will typically not have studied full-time for A-Level (or equivalent) qualifications within the last three years. All applicants are usually asked to attend an interview, either via video call or in person. All applicants Maths and English abilities are assessed via tests. These form part of the selection processes, alongside an academic interview which assesses applicants understanding of and commitment to their chosen subject, their potential to succeed (assessed by reference to prior work, life and educational experience) and their current preparedness for study. The interview is integral to the selection process, as it is the key tool in assessing a candidates aptitude for study and understanding of the demands that will be placed upon them. In addition to HYPERLINK "/dll/entry-requirements" \hstandard DLL entry requirements Nursing students will require: GCSE English grade 4 / C or IELTS Overall IELTS grade of 7.0 with a minimum of 7.0 in Speaking, Reading and Listening, and 6.5 in Writing. GCSE Maths Grade 4/C - Functional Skills level 2 IS accepted. Students will also be required to have a DBS check and Occupational Health Screening and will be interviewed by both DLL and the Health Sciences School. 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements"https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014) HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf"https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision and Strategic Plan HYPERLINK "/vision"/vision 23. Additional information None  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 91̽ can be accessed via our Student Services web site at HYPERLINK "http://www.shef.ac.uk/ssid" \hhttp://www.shef.ac.uk/ssid.     nuru197 ver24-25 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from 91̽  -.RSTefmno     * + Z [ w B K S Z g j | } ~ ʿʷʿʿշշʿշշʿշʿʷʿh;G?CJaJh;G?h;G?CJaJh;G?hBuCJaJh;G?hl-CJaJ hBu5>* hl-5>*hBujh2UmHnHuH .S $Ifgd;G? $d<1$$a$$<a$ STfnobY $Ifgd;G? (($Ifgd;G?kd$$IfH0 g(   t 0n(4d4 HaApyt2noof[ $1$Ifgd;G? $Ifgd;G?kd$$IfH0 g(   t 0n(4d4 HaApyt2 offf $Ifgd;G?kd$$IfH0 g(   t 0n(4d4 HaApyt2  + [ offf $Ifgd;G?kdL$$IfH0 g(   t 0n(4d4 HaApyt2 } of[ $1$Ifgd;G? $Ifgd;G?kd$$IfH0 g(   t 0n(4d4 HaApyt2} ~ obW $1$Ifgd;G? (($Ifgd;G?kd$$IfH0 g(   t 0n(4d4 HaApyt2 obW $1$Ifgd;G? (($Ifgd;G?kd$$IfH0 g(   t 0n(4d4 HaApyt2    ! * 2 G H I ` a b | } ~  " # $ ùñññìñññ걱ˤꘉw#j h;G?hl-CJUaJjh;G?hl-CJUaJh;G?hl-6CJaJh;G?hBu5 h;G?>*h;G?hBu>*h;G?hBu6>*h;G?hl->*h;G?hl-5>*h;G?hBu5>*h;G?h;G?CJaJh;G?hBuCJaJh;G?hl-CJaJ) oi^^^ $$Ifgd;G?$gd;G?kd\$$IfH0 g(   t 0n(4d4 HaApyt2  ! H MBBB $$Ifgd;G?kd $$IfHF l(   t0n(    4d4 HaFpyt2H I a b } ~ YNNNN $$Ifgd;G?kd$$IfHF l(   t 0n(    4d4 HaFpyt2~  U 5$$d%d&d'd(d1$IfNOPQRgd;G?kd$$IfH4F l(`   t 0n(    4d4 HaFpyt2 JD<$<gd;G?$gd;G?kd$$IfH4F l(    t 0n(    4d4 HaFpyt2 $$Ifgd;G? 3 8 9 : $1$Ifgd;G? $Ifgd;G?$ 1 2 3 7 8 9 : ; L M N y z     ʿ|֎jY *h;G?hl-B*CJaJph"""#j, h;G?hl-CJUaJ#j h;G?hl-CJUaJjh;G?hl-CJUaJh;G?hl-6CJaJh;G?hCKCJaJh;G?hBuCJaJh;G?hl-CJaJh;G?hBu6CJaJ,jh;G?hl-6>*B*CJUaJphU#h;G?hl-6>*B*CJaJphU: ; M  ?666 $Ifgd;G?kd $$IfH\c"+(FsU  t 0(4d4 Ha_p(yt2   4.1$gd;G?kdp $$IfH\c"+(FsU  t 0(4d4 Ha_p(yt2 $1$Ifgd;G?   . / 0 4 5 9 : ; O P Q qrsuvklmopvRSTVWɵɵɵɵɵɵɵɵh;G?hl-5CJaJh;G?CJaJh;G?hBuCJaJh;G?hl-CJaJh;G?hBu5>*h;G?hl-5>*h;G?hBu5CJaJG  / 0 : ; P Q [kdd $$IfH0 ( k  t 0#(2 s4d4 HaPpyt2 $Ifgd;G?$<gd;G? ldZOO $1$Ifgd;G? $<a$gd;G?$a$gd;G?kd; $$IfH0 ( k  t 0#(2 s4d4 HaPpyt2{r $Ifgd;G? $<a$gd;G?$a$gd;G?qkd$$IfH^'' t0'2d4d4 Hap yt2rx $Ifgd;G? $1$Ifgd;G?skd$$IfH2'Q'  0Q'4d4 Hazp yt2rsvti` $Ifgd;G? $1$Ifgd;G?kdb$$IfH02{'I%  0Q'4d4 Hazpyt2lti` $Ifgd;G? $1$Ifgd;G?kd*$$IfH02{'I%  0Q'4d4 Hazpyt2lmpti` $Ifgd;G? $1$Ifgd;G?kd$$IfH02{'I%  0Q'4d4 Hazpyt2Sti` $Ifgd;G? $1$Ifgd;G?kd$$IfH02{'I%  0Q'4d4 Hazpyt2STWti` $Ifgd;G? $1$Ifgd;G?kd$$IfH02{'I%  0Q'4d4 Hazpyt2ti` $Ifgd;G? $1$Ifgd;G?kdJ$$IfH02{'I%  0Q'4d4 Hazpyt2Qti` $Ifgd;G? $1$Ifgd;G?kd$$IfH02{'I%  0Q'4d4 Hazpyt2PQRTUOPQRabcefz{|~ "$&(*,-곧h{CJaJh{h;G?h;G?5CJaJh;G?h;G?CJaJh;G?CJaJh;G?hBu6CJaJh;G?hBu5CJaJh;G?hl-5CJaJh;G?hBuCJaJh;G?hl-CJaJ=QRUti^ x$Ifgd;G? $1$Ifgd;G?kd$$IfH02{'I%  0Q'4d4 Hazpyt2Ptnf[N P$1$Ifgd;G? $1$Ifgd;G?<1$gd;G?1$gd;G?kd$$IfH02{'I%  0Q'4d4 Hazpyt2PQRb $1$Ifgd;G?ukdj$$IfHBu'3'  03'4d4 Hap yt2bcfncZc $Ifgd{ $1$Ifgd;G?kd$$IfH0B "u'!U 03'4d4 Hapyt2{\QHQ $Ifgd{ $1$Ifgd;G?kd$$IfHFB "u'fxU  03'    4d4 Hapyt2.\ZOFO $Ifgd{ $1$Ifgd;G?kd$$IfHFB "u'fxU  03'    4d4 Hapyt2-./12!#%')+,-./0KL  !"UVWY[\]_aceghijlmh{CJaJh;G?h;G?5CJaJh;G?h;G?CJaJY./2\QHQ $Ifgd{ $1$Ifgd;G?kd$$IfHFB "u'fxU  03'    4d4 Hapyt2/\QHQ $Ifgd{ $1$Ifgd;G?kd$$IfHFB "u'fxU  03'    4d4 Hapyt2/0L\QD P$1$Ifgd;G? $1$Ifgd;G?kdx$$IfHFB "u'fxU  03'    4d4 Hapyt2v $Ifgd{ $1$Ifgd;G?ukdX$$IfHBu'3'  03'4d4 Hap yt2"Vi\SJ? $1$Ifgd;G? $Ifgd{ $Ifgd;G?kd $$IfHFB "u'fxU  03'    4d4 Hapyt2ijm\QHQ $Ifgd{ $1$Ifgd;G?kd$$IfHFB "u'fxU  03'    4d4 Hapyt2GHIKMOQSUWYZ[\^_ "$&(*,-./12xyz|~h{h;G?5CJ\aJh;G?h{CJaJh;G?h;G?5CJaJh{CJaJh;G?h;G?CJaJOH[\QHQ $Ifgd{ $1$Ifgd;G?kd$$IfHFB "u'fxU  03'    4d4 Hapyt2[\_\QHQ $Ifgd{ $1$Ifgd;G?kd$$IfHFB "u'fxU  03'    4d4 Hapyt2.\QHQ $Ifgd{ $1$Ifgd;G?kd $$IfHFB "u'fxU  03'    4d4 Hapyt2./2y\QHQ $Ifgd{ $1$Ifgd;G?kdl!$$IfHFB "u'fxU  03'    4d4 Hapyt2\QHQ $Ifgd{ $1$Ifgd;G?kdL"$$IfHFB "u'fxU  03'    4d4 Hapyt2   12bc} !"#t#u##ijħĜĜ}ĜĜh{5CJaJh;G?h{CJaJh;G?hBuCJaJh;G?hl-CJaJh;G?hBu5CJaJ h;G?hBu5B*CJaJphh;G?hl-5CJaJ h;G?hl-5B*CJaJphh;G?hBu6CJaJh;G?h;G?CJaJh{CJaJ1\V1$gd;G?kd,#$$IfHFB "u'fxU  03'    4d4 Hapyt22cu#$&')k**+ x$1$Ifgd{ x$Ifgd{ $Ifgd{;$ @ <$d%d&d'd(dNOPQRgd;G? #$$$$%&~&&&''''((()))j*k**)+*+++,+O+P+Z+[+[,[-..K.L.W.[.5/6/Z/Z0d0e0}0Z11111Z2222Z333R4S4Y4[4\444W555 6޸޸޸h;G?hl-6CJaJh;G?hBu5CJaJh;G?hBuB*CJaJphh;G?h{CJaJh;G?hl-5CJaJh;G?hBuCJaJh;G?hl-CJaJD*+++,+P+[+.L.6/e012S4\4uuuuuuhh xx$Ifgd{ x$Ifgd{ $Ifgd{<gd;G?gd;G?jkd $$$IfH'`'0`'4d4 Hap yt2 \44!6688y9 : ::Q9$ @ $d%d&d'd(dNOPQRgd;G?jkd$$$IfH'`'0`'4d4 Hap yt2 x$Ifgd{ 6!6667888889x9y9 : : ::::*:=:>:::;<=>>>?@@@@@4AAABwCxCCD8E9EEFGGHHHHʾʾꥥh;G?hl-B*CJaJphh{CJaJ h;G?hBu5B*CJaJphh;G?hl-5CJaJ h;G?hl-5B*CJaJphh;G?hBuB*CJaJphh;G?hl-CJaJh;G?hBuCJaJ5:>::>AxC9EH x$Ifgd;G? x<$Ifgd;G? $Ifgd{;$ @ <$d%d&d'd(dNOPQRgd;G?HHJIa3$$d%d&d'd(dIfNOPQRgd{jkd"%$$IfH'`'0`'4d4 Hap yt2HHI!I"I#IGIHIIIJIKILIMINIwIxIxJxK~KKwLwMNNNNVN­sgsVGh;G?hl-B*CJaJph111 h;G?hBu5B*CJaJphh;G?hl-5CJaJ h;G?hl-5B*CJaJphh;G?hBuCJaJh;G?hBuB*CJaJphh;G?hl-B*CJaJph)jh;G?hl->*B*CJUaJph h;G?hl->*B*CJaJph#j%h;G?hl-CJUaJh;G?hl-CJaJjh;G?hl-CJUaJJIKILIxI\!;$ @ <$d%d&d'd(dNOPQRgd;G?9$ @ $d%d&d'd(dNOPQRgd;G?jkd%$$IfH'`'0`'4d4 Hap yt2xIKNN#OaOOOVjkd&$$IfH'`'0`'4d4 Hap yt2 & Fx$-DIfM gd{x$-DIfM gd{ x$Ifgd{ $Ifgd;G?VNWNXNuNwNxNNNNNNNN!O"O#ORO`OaOOOOOPPhPiPPP͸wk_TIIh{h{CJaJh{hBuCJaJh{hl-5CJaJh;G?hBu5CJaJh;G?hl-5CJaJh;G?hBuCJaJh{B*CJaJph111h;G?hBuB*CJaJph111h;G?hl-B*CJaJph111)jh;G?hl->*B*CJUaJphU h;G?hl->*B*CJaJphUjh;G?hl-CJUaJ#j&h;G?hl-CJUaJOOPiPPQJQQRgR|lAx$If[$\$gd{Ax$If[$\$gd{ $Ifgd{ x$Ifgd{$ @ x$Ifgd;G?$ @ <gd;G?9$ @ $d%d&d'd(dNOPQRgd;G? PPPPPQQQIQJQKQQQQQQQQRRRARBRCRƵƵ厎}h}Ph/j'h{h{CJOJQJU^JaJ)jh{h{CJOJQJU^JaJ h{h{CJOJQJ^JaJ)h{h{B*CJOJQJ^JaJph#j'h{h{CJUaJ!jh{h{0J#CJUaJh{h{0J#CJaJ#js'h{h{CJUaJh{h{CJaJjh{h{CJUaJCReRfRgRhRiRRRRRRRRRRRSSS T T4T̻sdYYYYJYjh;G?hl-CJUaJh;G?hl-CJaJju)h;G?hl-CJUaJh;G?hBuB*CJaJphh{B*CJaJph h;G?hBu5B*CJaJph h;G?hl-5B*CJaJphh;G?hBuCJaJ h{hBuCJOJQJ^JaJ6jh{h{0J#B*CJOJQJU^JaJphU-h{h{0J#B*CJOJQJ^JaJphUgRhRiRS9$ @ $d%d&d'd(dNOPQRgd;G?skd?($$IfH'`'0`'22 H4d4 Hap yt2iRRRR&jkd($$IfH'`'0`'4d4 Hap yt23$$d%d&d'd(dIfNOPQRgd{;$ @ <$d%d&d'd(dNOPQRgd;G?RRRRSTTTUTWTXTZT[T]T^T`TtrrrrrrrjkdU*$$IfH'`'    0`'4d4 Hap yt2 $Ifgd{$ @ xxgd;G?gd;G? 4T5T6TPTQTRTSTTTUTVTWTXTYTZT[T\T]T^T_T`TaTbTcThTkTqTuTvTwT{T|T}T~T͸viaiSih2B*mHnHphuhl-B*phjhl-B*Uphhl-B*CJaJphh;G?B*CJaJphhBuB*phhl-jhl-Uh;G?hBuCJaJh;G?hl-CJaJ)jh;G?hl->*B*CJUaJph h;G?hl->*B*CJaJphjh;G?hl-CJUaJ#j*h;G?hl-CJUaJ `TaTbTcTvTTTTTaV $<<:Da$4$ 9r $d%d&d'd(dNOPQRa$1 9r $d%d&d'd(dNOPQR4$ 9r $d%d&d'd(dNOPQRa$~TTTTTTUU$U%U.U/U0U1U2U3U4U5Uh;G?hBuCJaJhl-5B*CJphhBuhl-5B*CJphhl-hBuB*phTU/U0U1U2U3U4U5Ugd;G?:D<<:D$<:Da$$<:Da$50P. A!`"`#@$% Dpn| x+cxYq]PNG  IHDR1t2IDATx^]oyEEڻBho #}2 Zx"]\no~ME wջ{^^ v),3C΋V8/Av^/QY9S8lnЌaJ3 +:vH+}s&g.%FJ̶jm3Yk3s][CL;3ؕ^kS0ۭ\l&YZSfIv+|:Lb7i;tN?*g{|{6qs ɟYh*5gЫ7;j5:9stlڞNRG3dYeܛ|$@Ԕuss߆69asqjLrWva9^͵ZoNx8g*߭2[[HNpǜKpWB|8np2c ]8Ig0rqKL* N} ]8Mb|uէR cFr;gprqodbm$wd6sB-83t|4u=#Xcv '9)'`@l}u9JLpƕKβrh1'2uԥ Δ۟K99uKq8 Ar*/gtJօӌ9GyS?>kgq k1C8yj~Z椶';:ɏ(/'2 Nw|$i&:!ڌӺp1(rzOkjzC JƢ<^,wtչ8hЎF]+䓬51 N?(rq><-Rzsy o{dG1.GSп 8ĩTŨqutAd ްi>>:7̜<ԉ7+ғG&8qgq~66冮K9b˞bX,×Va/NSFyS^HI$?ʣ<8 O1l4ϥ<>}8G;q>y]v=8Gp>&KniL xe>SNщEÉ߽5@y:CJBz@O3l y{>?t o؟˞N32pJwߐ~NSߓSs*[c :qmX/NAWNeb4>󳦰­6;ϰߟ5Erʗ&Px)01mI)srk87[Jpܧ2}kbe*z/#\#'?5N-'d)Nru1N$S}^ɹ۞@BE9oMq = _b[eD)˟H4LK)괔X9?oI?TSג'Y8gICےAӑOn+8~s^$.'r΃+ջpj)Nz{醓 D e"NA1oNlsn$ۄ)3 ,ls='ϜW'L2E/^g9o)jIӧ^݀vl_!Emo޳{qP9= m0]r =Ph|5qKd~v]&-g/9/8 Mi8Τ̜ebU_nJDf6D9 ~,KY/ u3L2KcTlu2sKMuhϑ&'n^XFx5n-|^{'I]8mp )U_c8pRI󦴴_'Q>ct-a1ǿ0yks#NSs]q|Cm K>̧"I ؤYP/qkE9|dM,}4aӂÔ9D(NA;٬&lIWS9}t$ޝG68m5ݮ'NµBHf+NKZ'윒sZӑdr⸘Sǚ^m&IwhtrpĉGy@rbo%Ω7>}47ȯE49[s'uJirlR.Nʪhn2ljJaWN.7pq:'%[^]88u '1bp1ZNS.N(Ε'uώ|S85i(z3\"Ο;7'^0q14ZgT=ҜΧy2S8 τEƘS?L\NZm8#Odh1C-|3sqJ]\6~2S8%# dU|:qx4"JL$S;L|b슱hw^]S[upV[!#0S|#5F9J=W:Ap>qξڵq.&8]M'Ksq*SstqJ:T㤯y2{ifuiOΩ8$g.nsrr;U.˼ʸX6i$8'& W[眪Ãm!ki>Oup "NgNp=VGMIq:)Nq"Nũ.pCoEɲFacN,g|go6|&'iLT9fl"}r陜ܖA'g/9F>{Fw>3FlN -N]U=@Έ0zcEIN8CɈWMBG t3<̠TU$rS#n+NnV7ȯgvog;q!Kr‹#MWsi \C1d ipC=;qi8JF"M=3iZG>;'Oqj{Y$,hq"Nn kyp/LYRq_kEGcB@0,T }ʠ7;%RCNUz%$*g#4s:2ٔt]NU>N79ңɗiw"C>z)+PSo 1=P=U8}Htmg ^ʩ gq eH9=NsirqrSu9yS2s:R~doT}Y_pVt%+'5t>b9ySrp fup[6 =2sR0AQ;gU9^Y[;֜ g Epxp9wၛ9C '`T [?ɾv3G̜V̩~3RP[Τa>sbQ=5RB#qڭ WV΀8WBt5߫%2g(3*~*ATy#ljQIg0ыvN_r$(I3xqt)q<{񳔙=86QlR-E@(D9-Sp8U^iQvN=+pM1ϪT@'ϡ~ ˀx y:cX NF'fXҟ&'VM0`X4E:DNZ+@{WoҒkcR7TN2bN:i(X*'*Z@5NmKd`מ9P RJWSym9HqFT𢆈3E59&C6yu象ʙAΩQ4k!eҜpC5 e8L͂Q(өGtqu?hT6Ɯ!qbԏp,2pZ*O;ҷ$Hs} S%.t|dLi[xh:l.a !rFHB9uĈ(_Ըj7DH8]Ɲ4ʌ8!Am?*L9 PnQƢ.N8B: O_1qX&M4+-Q,D9UDDf܇!)KT86ư`XEsS-3>rȜSUq$_V_ ]Ӌ T9LGwbwIwgW#9]tj`ԩD/Gs-[bNr K?+d *Q;RqNȡroرôaUHaLJSswZHeս+G3['NP9;+ɖr8NuE1':tD8]8v5V¡b _YCgӖ^b}['Xb pX~:pW!; F:<1oE5&YsyPut>;"C^M9LĹm۵ȗtjDP,HY8088Cd91G6C/(NݲZk opտ44NYRY UD[l/{*S7-d8,j fэu{6$U[Q68U<,NX5R uxmWSʆ)S'DaC cn{iD{;؊\}}I# Ks+ 7$W4yvw2Y`)o{UQy}yJjrZjh8[Y4mq(vVnER!)-F1RZ޺c NOCg7N >bZoo=A^ϫLYT좼{;T*=M488o-nɯSq2+4V;3N5WyUs*ueDù aaw})NI!{-60PpʥA]DdGpkWNoyMX%ؗ0Æ\p UջViGZ TxK !E">`ZIUUfߌM_ѧLXC|C8C9w՝7'fo;0eڃݴ{׏w7apq?h W&N1)ZJU}rlFS|oww3[U{73h+(lW&NϪ-4Vm^+'[AqIn#yC.6'Σ?2qea *ýc#CGm{mgL2g qy(wMxH2qJ^[svw7sK9kOjxlRun:5woӣ}ϩu(00RiGFo]2lNd߳}9Q`m {.c:qlrGK97}8RXr*$NDC[V^_AdW>61#}t L9q3)#;kBՇ Ͱz wQ:5,ipAvXe.m #n9`LŻ릺Ʋ~ʌ&9Y`VSوn]'$s_/RȨ0VlϑB3[QȌNq2pZ2u4gj&:qFQoN*Kӑ;u6~XSR,S73N'p-.[7`FU gLuAxxQ䒨N4i Q OrapG^S P(]1','lȥ]]wUȜ.HB*BgO~vCŜd-N5cppWz\LCm$1xTɌsUUʉa w+[:8VqX:TG< xBmـ禷q<)a'C0ORwo_S$HwK5asb-h%s9k܇^q;v;89oљJ'6([z?1d0,H;7TD^79U^pdɇOR5Ӧ 3`o^=0^&tc8)J{nI=*.sUSdm;kܬïw)̝nm2kZ2͛%stwco2i05ʼnZ?UhD{{U5HrERhm{+$ΝOVaw!@Kp:/L4>C99]]wd_DI NGn49*뽔cr"ΐ8+Mo8'wpY3`688mL]O6zsRK;li5Né#T] ?yxx!"u~ZO^}64۵k!GTğ龉 6rRh[;e^ I'F>C#3$^mTZש"NBs*DﴟS9IҥS%gr6攪sϜp0xfg\R+& pN"ͩzYsgMĝy׋98UC{Rt.,V%g*9UYJbUrXŪ,V%g*9UYJbUrXŪ,V%g*9UYJbUrXŪ,V%g*9UYJbUrXŪ,V@J2\0SIENDB`$$IfA!vh#v #v:V H  t 0n(5 54d4 HaApyt2$$IfA!vh#v #v:V H  t 0n(5 54d4 HaApyt2$$IfA!vh#v #v:V H  t 0n(5 54d4 HaApyt2$$IfA!vh#v #v:V H  t 0n(5 54d4 HaApyt2$$IfA!vh#v #v:V H  t 0n(5 54d4 HaApyt2$$IfA!vh#v #v:V H  t 0n(5 54d4 HaApyt2$$IfA!vh#v #v:V H  t 0n(5 54d4 HaApyt2$$IfA!vh#v #v:V H  t 0n(5 54d4 HaApyt2$$IfF!vh#v #v#v :V H  t0n(5 55 4d4 HaFpyt2$$IfF!vh#v #v#v :V H  t 0n(5 55 4d4 HaFpyt2$$IfF!vh#v #v#v :V H4  t 0n(+5 55 4d4 HaFpyt2$$IfF!vh#v #v#v :V H4  t 0n(+5 55 4d4 HaFpyt2DD$$If_!vh#v#vF#vs#vU:V H  t 0(55F5s5U4d4 Ha_p(yt2DDDD$$If_!vh#v#vF#vs#vU:V H  t 0(55F5s5U4d4 Ha_p(yt2$$If%!vh#v #vk:V H  t 0#(5 5k/ 2 s4d4 HaPpyt2$$If%!vh#v #vk:V H  t 0#(5 5k/ 2 s4d4 HaPpyt2$$If!vh#v':V H t0'5'2d4d4 Hp yt2$$Ifz!vh#vQ':V H  0Q',5Q'/ 4d4 Hazp yt2$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt2$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt2$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt2$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt2$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt2$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt2$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt2$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt2$$Ifz!vh#vI#v%:V H  0Q'5I5%/ 4d4 Hazpyt2$$If!vh#v3':V H  03'53'/ 4d4 Hap yt2$$If!vh#v!#vU:V H 03',5!5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#v3':V H  03'53'/ 4d4 Hap yt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#vf#vx#vU:V H  03'5f5x5U/ 4d4 Hapyt2$$If!vh#v`':V H0`'5`'4d4 Hp yt2$$If!vh#v`':V H0`'5`'4d4 Hp yt2$$If!vh#v`':V H0`'5`'/ 4d4 Hp yt2DD$$If!vh#v`':V H0`',5`'/ 4d4 Hp yt2DD$$If!vh#v`':V H0`',5`'4d4 Hp yt2DDDDDD$$If!vh#v`':V H0`'5`'/ 22 H4d4 Hp yt2$$If!vh#v`':V H0`'5`'4d4 Hp yt2DdP  3 3"((DD$$If!vh#v`':V H0`',5`'/  4d4 Hp yt2"Cx666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@66666$OJPJQJ^J_HmH nHsH tH<`< Normal_HmH nHsH tH<<  Heading 1$@&CJ aJ <<  Heading 2$@&CJaJ@@@  Heading 3$@& >*CJaJ@@  Heading 4$@& 5CJaJ88  Heading 5$@&5@@  Heading 6$@& 6CJaJDA`D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List @>@@ Title$$x 5CJHaJH^J^ Subtitle$$hP$6B*CJ0OJPJQJ^JaJ0phfff:/: :V4d4 s442/#2 :V4d44:/3: :V4d4 s44:/C: :V4d4 s442/S2 :V4d44:/c: :V4d4 s44:/s: :V4d4 s442/2 :V4 H442/2 :V4 H442/2 :V4 H442/2 :V4 H442/2 :V4 H442/2 :V4 H442/2 :V4 H4444  m,0Header B#.. m,0 Header Char4 4 "m,0Footer !B#.!. !m,0 Footer Char6U`16 m,0 Hyperlink >*B*phRv!AR m,0Unresolved MentionB*ph`^\q :/S: :V%4d4 H44%:/c: :V&4d4 H44&:/s: :V'4d4 H44':/: :V(4d4 H44(:/: :V)4d4 H44):/: :V*4d4 H44*:/: :V+4d4 H44+:/: :V,4d4 H44,:/: :V-4d4 H44-:/: :V.4d4 H44.:/: :V/4d4 H44/:/: :V04d4 H440:/: :V14d4 H441:/#: :V24d4 H442:/3: :V34d4 H443:/C: :V44d4 H444:/S: :V54d4 H445:oc: :V64d4 H446:os: :V74d4 H447:o: :V84d4 H448:o: :V94d4 H449:o: :V:4d4 H44::o: :V;4d4 H44;:o: :V<4d4 H44<:o: :V=4d4 H44=:o: :V>4d4 H44>:o: :V?4d4 H44?:o: :V@4d4 H44@Z^`Z {0 Normal (Web)Add[$\$CJOJPJQJ^JaJ@ "@{0RevisionB_HmH nHsH tHPK![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]& 5M5M? +++. $ -# 6HVNPCR4T~T5U+4;>JQX^adgjlmqsSn } H ~ :  rlSQPb./i[.*+\4:HJIxIOgRiRR`TT5U,-./012356789:<=?@ABCDEFGHIKLMNOPRSTUVWYZ[\]_`bcefhiknoprt#1y@"AGAFWFwFHHIJIIIJBJeJ L5LPL5MXXXXXXXXX!&(.!,b$ x+cxYq]7# @(    6!e!e"#"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!I<drs/e2oDoc.xmlSێ0}G,\B5]]!8Xrl3v;a[ gs<>gf{E.4*DhnZO5y[5 GoF[F&ѮmM{m$b`ne ̣ 6bA%yOFÅs4>:׮sUS qmšw: ,&5^yF J5Hƙίudj^zfEԂqL_./XѺʡTL TuɊ͚k\ '&O8ܦ %YZi-? 3`3`<^_p3JTt<* ]*%^`>*%p^p`>*%@ ^@ `>*%^`>*%^`>*%^`>*%^`>*%P^P`>*%^`5.^`.pL^p`L.@ ^@ `.^`.L^`L.^`.^`.PL^P`L. $'wl-;G?CKBu{2ULWL@ KKKK5M@UnknownG.[x Times New Roman5Symbol3. .[x Arial7Georgia;(SimSun[SO7..{$ Calibri7$BCambriaA$BCambria Math"qhwGwGd @' A'!`@20.LLCQ@P $PBu2!xx}c Claire AllisonClaire Allison  Oh+'0( px   Claire AllisonNormalClaire Allison2Microsoft Office Word@F#@j~@j~d @ ՜.+,D՜.+,, hp|  '.L  Title 8@ _PID_HLINKSAD6`=http://www.shef.ac.uk/ssid:#https://www.sheffield.ac.uk/visionBJhttps://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf:|@https://www.qaa.ac.uk/quality-code/subject-benchmark-statementsk4 3https://www.sheffield.ac.uk/dll/entry-requirements^Q %http://www.sheffield.ac.uk/calendar/ '(https://www.hesa.ac.uk/innovation/hecos '(https://www.hesa.ac.uk/innovation/hecos Bhttps://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F`".~@Data *1Table?CWordDocument SummaryInformation(DocumentSummaryInformation8MsoDataStore’.~.~ERERETQSNBISNBIEQSNA==2’.~.~Item  Properties CompObjr CgMxLjAyCGguZ2pkZ3hzMgloLjMwajB6bGwyDmguZWZ2ZzVodm15dGs2MgloLjFmb2I5dGUyCWguM3pueXNoNzIJaC4yZXQ5MnAwMghoLnR5amN3dDIJaC4zZHk2dmttMgloLjJzOGV5bzE4AGotChRzdWdnZXN0Ljlnbmh6Y3c1YnV5dhIVS2F0aGVyaW5lIEogR2FsbGFnaGVyai0KFHN1Z2dlc3QudnM4c3FvY241cXgxEhVLYXRoZXJpbmUgSiBHYWxsYWdoZXJyITF5bTRwX09ESWUwaTVoc2FodjJqdHg5eDlJMFFRbWVNMA==   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q