Faculty of Science and Technology

Postgraduate Major Project

Department: Computing and Technology
Module Code: MOD002726

Academic ear: 20!2"20!# $emester: !

Contents 1. Key Information ....................................................................................................................2 2. Introduction to the Module.....................................................................................................2 3. Intended Learning Outcomes.................................................................................................3 4. Supervision.............................................................................................................................3 . !ssessment.............................................................................................................................4 ". #o$ is my $or% mar%ed&...................................................................................................... '. !ssessment (riteria and Mar%ing Standards..........................................................................1 ). !ssessment Offences..............................................................................................................1 *. Learning +esources................................................................................................................4 *.1. Li,rary.................................................................................................................................4 1-. Module .valuation...............................................................................................................4

!% &ey 'n(ormation
Module Title: Module )eader: Postgraduate Major Project (MOD002726 !laine "ro#n $nglia %us&in 'ni(ersity )a*+us, "uilding, %oo*, !.tension, !*ail, )a*-ridge "ryant "ry110 21/0 (Direct Dial, 00/1 126 21/0 !laine3"ro#n4anglia3ac3u&

!(ery *odule has a Module Definition For* (MDF #hich is the officially (alidated record of the *odule3 5ou can access the MDF for this *odule in three #ays (ia,

the 6irtual 7earning !n(iron*ent (67! the My.Anglia Module Catalogue at ###3anglia3ac3u&8*odulecatalogue $nglia %us&in9s *odule search engine facility at ###3anglia3ac3u&8*odules

$ll *odules deli(ered -y $nglia %us&in 'ni(ersity at its *ain ca*+uses in the ': and at $ssociate )olleges throughout the ': and o(erseas are go(erned -y the Academic Regulations3 5ou can (ie# these at ###3anglia3ac3u&8acade*icregs3 $ +rinted e.tract of the Academic Regulations; &no#n as the Assessment Regulations; is a(aila-le for e(ery student fro* your Faculty Office (all ne# students #ill ha(e recei(ed a co+y as +art of their #elco*e +ac& 3 <n the unli&ely e(ent of any discre+ancy -et#een the Academic Regulations and any other +u-lication; including this *odule guide; the Academic Regulations; as the definiti(e docu*ent; ta&e +recedence o(er all other +u-lications and #ill -e a++lied in all cases3

2% 'ntroduction to the Module

This *odule su++orts students in the +re+aration and su-*ission of a Masters Stage Dissertation or Project #orth 60 credits in(ol(ing 600 hours of student co**it*ent and +resented in a for* e=ui(alent to a *a.i*u* of 10;000 #ords3 The to+ic *ay -e dra#n fro* a (ariety of sources including, de+art*ental research grou+s; +re(ious 8 current #or& e.+erience; the co*+any in #hich they are currently e*+loyed; a lecturer suggested to+ic or a +rofessional su-ject of their s+ecific interest (if suita-le su+er(ision is a(aila-le 3 The +roject to+ic #ill -e assessed for suita-ility to ensure sufficient acade*ic challenge and satisfactory su+er(ision -y an acade*ic *e*-er of staff3 The chosen to+ic #ill re=uire the student to identify 8 for*ulate +ro-le*s and issues; conduct literature re(ie#s; e(aluate infor*ation; in(estigate and ado+t suita-le de(elo+*ent *ethodologies; deter*ine solutions; de(elo+ hard#are; soft#are and8or *edia artefacts as a++ro+riate; +rocess data; critically a++raise and +resent their finding using a (ariety of *edia3 %egular *eetings #ith the +roject su+er(isor should ta&e +lace; so that the +roject is closely *onitored and steered in the right direction3

#% 'ntended )earning Outcomes

On successful co*+letion of this *odule you #ill -e a-le to, &no*ledge and understanding 13 <dentify; +ro+ose and define the sco+e of a significant and co*+le. area for in(estigation8en=uiry a++ro+riate to a 60 credit dissertation8+roject3 23 <dentify; inter+ret and integrate infor*ation fro* a range of a++ro+riate sources3 >3 !(aluate a++ro+riate conce+ts; *odels and +rinci+les critically3 /3 Select; reflect u+on; justify and use a++ro+riate techni=ues; *ethodologies and +ractical strategies (including #here a++ro+riate accounting for any ethical factors 3 'ntellectual+ practical+ a((ecti,e and trans(era-le s.ills 13 ?andle co*+le. issues fro* a (ariety of (ie#+oints3 63 !(aluate -oth the +rocess and outco*es of the in(estigation8en=uiry3 73 Ma&e e.+licit the a-o(e +rocesses either #ithin the conte.t of a #ritten re+ort or through an a++ro+riate co**entary3 03 @or& inde+endently3

/% $uper,ision
$ttending all your su+er(isions is (ery i*+ortant and one of the -est #ays to hel+ you succeed in this *odule3 <n accordance #ith the Student )harter; you are e.+ected to arri(e on ti*e and ta&e an acti(e +art in all your su+er(isions3 <f you are una-le to attend a su+er(ision for a (alid reason (eg, illness ; +lease contact your Su+er(isor3 $nglia %us&in #ill closely *onitor the attendance of all students and #ill contact you -y eA *ail if you ha(e -een *iss a su+er(ision #ithout notice3 )ontinued a-sence can result in (arious conse=uences including the ter*ination of your registration as you #ill -e considered to ha(e #ithdra#n fro* your studies3 <nternational students #ho are nonA!!$ nationals and in +ossession of entry clearance8lea(e to re*ain as a student (student (isa are re=uired to -e in regular attendance at $nglia %us&in3 Failure to do so is considered to -e a -reach of national i**igration regulations3 $nglia %us&in; li&e all "ritish 'ni(ersities; is statutorily o-liged to infor* the ': "order $gency of the ?o*e Office of significant unauthorised a-sences -y any student (isa holders3 %egular contact #ith your su+er(isor is regarded as an essential +art of the Postgraduate Major Project3 "e +re+ared to co*+lete su-Agoals (drafts )ha+ters of your #or&; and lists of references and +resent the* to your su+er(isor at regular inter(als3 Beeds and +ractice (ary de+ending on the needs of the student; the detailed to+ic and the su+er(isor in(ol(ed3 For e.a*+le; so*e su+er(isors *ay as& you to attend regular #ee&ly *eetings; at least until they are sure you are on the right trac&3

>

0% Assessment
$ll course#or& assign*ents and other for*s of assess*ent *ust -e su-*itted -y the +u-lished deadline #hich can -e found at, Chtt+,88#e-3anglia3ac3u&8curriculu*8learningDteachingD+eriods3+ht*lE ut*DsourceFne#lt+sGut*D*ediu*FurlGut*Dca*+aignFredirectGut*DcontentFne#lt+s3a=s o3*ar11HMastersI3 5ou should su-*it t#o -ound co+ies of your +roject; and an electronic (ersion on )D (or a++ro+riate *edia 3 <t is your res+onsi-ility to &no# #hen #or& is due to -e su-*itted J ignorance of the deadline date #ill not -e acce+ted as a reason for late or nonAsu-*ission3 ou may -e as.ed to present your (indings to date during the module% Additionally+ you may -e in,ited to attend a ,i,a ,oce 1an inter,ie*2 to discuss your project *ith your super,isor and second mar.er a(ter su-mission% $ll student #or& #hich contri-utes to the e(entual outco*e of the *odule (ie, if it deter*ines #hether you #ill +ass or fail the *odule and counts to#ards the *ar& you achie(e for the *odule is su-*itted (ia the i)entre using the for*al su-*ission sheet3 $cade*ic staff )$BBOT acce+t #or& directly fro* you3 <f you decide to su-*it your #or& to the i)entre -y +ost; it *ust arri(e -y *idday on the due date3 <f you elect to +ost your #or&; you do so at your o#n ris& and you *ust ensure that sufficient ti*e is +ro(ided for your #or& to arri(e at the i)entre3 Posting your #or& the day -efore a deadline; al-eit -y first class +ost; is e.tre*ely ris&y and not ad(ised3 $ny late #or& (su-*itted in +erson or -y +ost #ill BOT -e acce+ted and a *ar& of Kero #ill -e a#arded for the assess*ent tas& in =uestion3 5ou are re=uested to &ee+ a co+y of your #or&3 3eed-ac. 5ou are entitled to #ritten feed-ac& on your +erfor*ance for all your assessed #or&3 For all assess*ent tas&s #hich are not e.a*inations; this is +ro(ided -y a *e*-er of acade*ic staff co*+leting the assign*ent co(ersheet on #hich your *ar& and feed-ac& #ill relate to the achie(e*ent of the *odule9s intended learning outco*es and the assess*ent criteria you #ere gi(en for the tas& #hen it #as first issued3

!.a*ination scri+ts are retained -y $nglia %us&in and are not returned to students3 ?o#e(er; you are entitled to feed-ac& on your +erfor*ance in an e.a*ination and *ay re=uest a *eeting #ith the Module 7eader or Tutor to see your e.a*ination scri+t and to discuss your +erfor*ance3 $nglia %us&in is co**itted to +ro(iding you #ith feed-ac& on all assessed #or& #ithin 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module !lease note that "orking days excludes those days "hen Anglia Ruskin #ni$ersity is officially closed% eg& bet"een Christmas and 'e" (ear). Personal tutors #ill offer to read feed-ac& fro* se(eral *odules and hel+ you to address any co**on the*es that *ay -e e*erging3 $t the *ain $nglia %us&in 'ni(ersity ca*+uses; each Faculty #ill +u-lish details of the arrange*ent for the return of your assessed #or& (eg, a *ar&ed essay or case study etc3 3

$ny #or& #hich is not collected -y you fro* the Faculty #ithin this ti*efra*e is returned to the i)entres fro* #here you can su-se=uently collect it3 The i)entres retain student #or& for a s+ecified +eriod +rior to its dis+osal3 To assure oursel(es that our *ar&ing +rocesses are co*+ara-le #ith other uni(ersities in the ':; $nglia %us&in +ro(ides sa*+les of student assessed #or& to e.ternal e.a*iners as a routine +art of our *ar&ing +rocesses3 !.ternal e.a*iners are e.+erienced acade*ic staff fro* other uni(ersities #ho scrutinise your #or& and +ro(ide $nglia %us&in acade*ic staff #ith feed-ac& and ad(ice3 Many of $nglia %us&in9s staff act as e.ternal e.a*iners at other uni(ersities3 On occasion; you #ill recei(e feed-ac& and *ar&s for +ieces of #or& that you co*+leted in the earlier stages of the *odule3 @e +ro(ide you #ith this feed-ac& as +art of the learning e.+erience and to hel+ you +re+are for other assess*ent tas&s that you ha(e still to co*+lete3 <t is i*+ortant to note that; in these cases; the *ar&s for these +ieces of #or& are uncon(irmed as the +rocesses descri-ed a-o(e for the use of e.ternal e.a*iners #ill not ha(e -een co*+leted3 This means that+ potentially+ mar.s can change+ in either direction4 Mar&s for *odules and indi(idual +ieces of #or& -eco*e confir*ed on the Dates for the Official Pu-lication of %esults #hich can -e chec&ed at ###3anglia3ac3u&8results.

6% 5o* is my *or. mar.ed6

$fter you ha(e handed your #or& in or you ha(e co*+leted an e.a*ination; $nglia %us&in underta&es a series of acti(ities to assure that our *ar&ing +rocesses are co*+ara-le #ith those e*+loyed at other uni(ersities in the ': and that your #or& has -een *ar&ed fairly and honestly3 These include&

Anonymous marking J your na*e is not attached to your #or& so; at the +oint of *ar&ing; the lecturer does not &no# #hose #or& he8she is considering3 @hen you underta&e an assess*ent tas& #here your identity is &no#n (eg, a +resentation or Major Project ; it is *ar&ed -y *ore than one lecturer (&no#n as dou-le *ar&ing Internal moderation J a sa*+le of all #or& for each assess*ent tas& in each *odule is *oderated -y other $nglia %us&in staff to chec& the *ar&ing standards and consistency of the *ar&ing External moderation J a sa*+le of student #or& for all *odules is *oderated -y e.ternal e.a*iners J e.+erienced acade*ic staff fro* other uni(ersities (and so*eti*es +ractitioners #ho re+resent rele(ant +rofessions A #ho scrutinise your #or& and +ro(ide $nglia %us&in acade*ic staff #ith feed-ac&; ad(ice and assurance that the marking of your "ork is com!arable to that in other #* uni$ersities. Many of Anglia Ruskin+s staff act as external examiners at other uni$ersities. Departmental Assessment Panel (DAP) J +erfor*ance -y all students on all *odules is discussed and a!!ro$ed at the a!!ro!riate ,APs "hich are attended by all rele$ant Module -eaders and external examiners. Anglia Ruskin has o$er ./ ,APs to co$er all the different subjects "e teach. This *odule falls #ithin the re*it of the )o*+uting and Technology D$P3

The follo#ing e.ternal e.a*iners are a++ointed to this D$P and #ill o(ersee the assess*ent of this and other *odules #ithin the D$P9s re*it, 78ternal 78aminer9s :ame Academic 'nstitution Position or 7mployer

Prof. 0ucur 'o$ac ,r. 1amantha 0ennett ,r. Radu Calinescu Mr. 2ddie 3ray

7ough-orough 'ni(ersity 'ni(ersity of @est*inster 'ni(ersity of 5or& Llasgo# )aledonian 'ni(ersity

Professor Senior 7ecturer Senior 7ecturer Senior 7ecturer

The a-o(e list is correct at the ti*e of +u-lication3 ?o#e(er; e.ternal e.a*iners are a++ointed at (arious +oints throughout the year3 $n u+AtoAdate list of e.ternal e.a*iners is a(aila-le to internal -ro#sers only at ###3anglia3ac3u&8eeinfo3 $nglia %us&in9s *ar&ing +rocess is re+resented in the flo#chart -elo#,

<nternal Moderation Stage Mar&ing Stage

3lo*chart o( Anglia ;us.in9s Mar.ing Processes

Student su-*its #or& 8 sits e.a*ination @or& collated and +assed to Module 7eader

@or& is *ar&ed -y Module 7eader and Module Tutor(s 13 $ll *ar&s collated -y Module 7eader for $77 locations2

<nternal *oderation sa*+les selected3 Moderation underta&en -y a second acade*ic>

!.ternal Moderation Stage

$ny issuesE

5!S

BO Students recei(e initial (unconfir*ed feed-ac& 'nconfir*ed *ar&s and feed-ac& to students #ithin 20 #or&ing days (>0 #or&ing days for Major Projects

!.ternal *oderation sa*+les selected and *oderated -y !.ternal !.a*iners/

D$P/ Stage

$ny issuesE BO Mar&s su-*itted to D$P1 for consideration and a++ro(al )onfir*ed *ar&s issued to students (ia eA6ision

5!S

Mar&s $++ro(ed -y D$P1 and for#arded to $#ards "oard

$ll #or& is *ar&ed anony*ously or dou-le *ar&ed #here identity of the student is &no#n (eg, in a +resentation The internal (and e.ternal *oderation +rocess co*+ares #or& fro* all locations #here the *odule is deli(ered (eg, )a*-ridge; )hel*sford; Peter-orough; Malaysia; <ndia; Trinidad etc3 The sa*+le for the internal *oderation +rocess co*+rises a *ini*u* of eight +ieces of #or& or 10M (#hiche(er is the greater for each *ar&er and co(ers the full range of *ar&s Only *odules at le(els 1; 6 and 7 are su-ject to e.ternal 1*oderation (unless re=uired for se+arate reasons 3 The sa*+le for the e.ternal *oderation +rocess co*+rises a *ini*u* of eight +ieces of #or& or 10M (#hiche(er is the greater for the entire *odule and co(ers the full range of *ar&s D$P, De+art*ental $ssess*ent Panel J $nglia %us&in has o(er 21 different D$Ps to reflect our su-ject co(erage

7% Assessment Criteria and Mar.ing $tandards

A:<)'A ;=$&': =:'>7;$'T <7:7;'C A$$7$$M7:T CRITERIA A D !AR"I # $TA DARD$ %E&E% '
)e,el 7 is characterised -y an e.+ectation of students9 e.+ertise in their s+ecialis*3 Students are se*iAautono*ous; de*onstrating inde+endence in the negotiation of assess*ent tas&s (including the *ajor +roject and the a-ility to e(aluate; challenge; *odify and de(elo+ theory and +ractice3 Students are e.+ected to de*onstrate an a-ility to isolate and focus on the significant features of +ro-le*s and to offer synthetic and coherent solutions; #ith so*e students +roducing original or inno(ati(e #or& in their s+ecialis* that is #orthy of +u-lication or +u-lic +erfor*ance or dis+lay3

<eneric )earning Outcomes 1<)Os2 (A(ademi( Regulations) $e(tion 2) Mar. ?ands Outcome &no*ledge @ =nderstanding
!.ce+tional analysis of &ey issues8conce+ts8ethics #ith (ery clear originality and autono*y3 !.ce+tional de(elo+*ent of conce+tual structures and argu*ent *a&ing an e.ce+tional use of scholarly con(entions3 De*onstrates inde+endence of thought and a (ery high le(el of intellectual rigour and consistency3 @or& +ushes the -oundaries of the disci+line and *ay -e considered for e.ternal +u-lication

'ntellectual 1thin.ing2+ Practical+ A((ecti,e and Trans(era-le $.ills

!.ce+tional analysis of &ey issues8conce+ts8ethics3 !.ce+tional de(elo+*ent of conce+tual structures and argu*ent; *a&ing consistent use of scholarly con(entions3 !.ce+tional research s&ills; inde+endence of thought; an e.tre*ely high le(el of intellectual rigour and consistency; e.ce+tional e.+ressi(e8+rofessional s&ills; and su-stantial creati(ity and originality3 !.ce+tional acade*ic8intellectual s&ills3 @or& +ushes the -oundaries of the disci+line and *ay -e considered for e.ternal +u-lication Outstanding analysis of &ey issues8conce+ts8ethics3 6ery high le(el de(elo+*ent of conce+tual structures and argu*ent; *a&ing consistent use of scholarly con(entions3 Outstanding research s&ills; inde+endence of thought; a high le(el of intellectual rigour and consistency; outstanding e.+ressi(e8+rofessional s&ills; and considera-le creati(ity and originality3 !.e*+lary acade*ic8intellectual s&ills !.cellent analysis of &ey issues8conce+ts8ethics3 ?igh le(el de(elo+*ent of conce+tual structures and argu*ent; *a&ing consistent use of scholarly con(entions3 !.cellent research s&ills; inde+endence of thought; a high le(el of intellectual rigour and consistency; e.cellent e.+ressi(e8 +rofessional s&ills; and considera-le creati(ity and originality3 !.cellent acade*ic8intellectual s&ills; and considera-le creati(ity and originality Lood analysis of &ey issues8conce+ts8ethics3 De(elo+*ent of conce+tual structures and argu*ent; *a&ing consistent use of scholarly con(entions Satisfactory &no#ledge of &ey issues8 conce+ts8ethics in disci+line3 Descri+ti(e in +arts -ut so*e a-ility to synthesise scholarshi+ and argu*ent3 Minor la+ses in use of scholarly con(entions "asic &no#ledge of &ey issues8conce+ts8ethics in disci+line3 Lenerally descri+ti(e; #ith restricted synthesis of e.isting scholarshi+ and little argu*ent3 'se of scholarly con(entions inconsistent3 7i*ited research s&ills i*+ede use of learning resources and +ro-le* sol(ing3 Significant +ro-le*s #ith structure8accuracy in e.+ression3 Tea*8Practical8 Professional s&ills not yet secure3 @ea& acade*ic8 intellectual s&ills3 7i*ited use of scholarly con(entions 7ittle e(idence of research s&ills; use of learning resources and +ro-le* sol(ing3 Major +ro-le*s #ith structure8 accuracy in e.+ression3 Tea*8Practical8Professional s&ills (irtually a-sent3 6ery #ea& acade*ic8intellectual s&ills3 7ittle e(idence of use of scholarly con(entions <nade=uate use of research s&ills; learning resources and +ro-le* sol(ing3 Major +ro-le*s #ith structure8accuracy in e.+ression3 Tea*8Practical8Professional s&ills a-sent3 !.tre*ely #ea& acade*ic8intellectual s&ills3 <nade=uate use of scholarly con(entions Bo e(idence of use of research s&ills; learning resources and +ro-le* sol(ing3 <ncoherent structure8accuracy in e.+ression3 Tea*8Practical8Professional s&ills nonA e.istent3 Bo e(idence of acade*ic8intellectual s&ills3 Bo e(idence of use of scholarly con(entions

20A100M

00A02M
Achie$es module outcome s) related to 3-4 at this le$el

Outstanding analysis of &ey issues8conce+ts8ethics #ith clear originality and autono*y3 Outstanding de(elo+*ent of conce+tual structures and argu*ent *a&ing an e.e*+lary use of scholarly con(entions3 De*onstrates inde+endence of thought and a (ery high le(el of intellectual rigour and consistency

Characteristics o( $tudent Achie,ement -y Mar.ing ?and

70A72M

!.cellent analysis of &ey issues8conce+ts8ethics3 !.cellent de(elo+*ent of conce+tual structures and argu*ent *a&ing e.cellent use of scholarly con(entions3 De*onstrates inde+endence of thought and a high le(el of intellectual rigour and consistency

60A62M

Lood analysis of &ey issues8conce+ts8ethics3 De(elo+*ent of conce+tual structures and argu*ent *a&ing consistent use of scholarly con(entions Satisfactory &no#ledge of &ey issues8 conce+ts8ethics in disci+line3 Descri+ti(e in +arts -ut so*e a-ility to synthesise scholarshi+ and argu*ent3 Minor la+ses in use of scholarly con(entions A marginal !ass in module outcome s) related to 3-4 at this le$el A marginal fail in module outcome s) related to 3-4 at this le$el. Possible com!ensation. 1at5 isfies 6ualifying mark "asic &no#ledge of &ey issues8conce+ts8ethics in disci+line3 Lenerally descri+ti(e; #ith restricted synthesis of e.isting scholarshi+ and little argu*ent3 'se of scholarly con(entions inconsistent

10A12M

/0A/2M

>0A>2M

7i*ited &no#ledge of &ey issues8conce+ts8ethics in disci+line3 7argely descri+ti(e; #ith restricted synthesis of e.isting scholarshi+ and li*ited argu*ent3 7i*ited use of scholarly con(entions3

20A22M

7ittle e(idence of &no#ledge of &ey issues8conce+ts8ethics in disci+line3 7argely descri+ti(e; #ith little synthesis of e.isting scholarshi+ and little e(idence of argu*ent3 7ittle e(idence of use of scholarly con(entions3 7ails to achie$e module outcome s) related to this 3-4. 8ualifying mark not satisfied. 'o com!ensation a$ailable

10A12M

<nade=uate &no#ledge of &ey issues8conce+ts8ethics in disci+line3 @holly descri+ti(e; #ith inade=uate synthesis of e.isting scholarshi+ and inade=uate argu*ent3 <nade=uate use of scholarly con(entions3 Bo e(idence of &no#ledge of &ey issues8conce+ts8ethics in disci+line3 <ncoherent and co*+letely -ut +oorly descri+ti(e; #ith no e(idence of synthesis of e.isting scholarshi+ and no argu*ent #hatsoe(er3 Bo e(idence of use of scholarly con(entions3

1A2M 0M

$#arded for, (i nonAsu-*issionN (ii dangerous +ractice andN (iii in situations #here the student fails to address the assign*ent -rief (eg, ans#ers the #rong =uestion and8or related learning outco*es

A% Assessment O((ences
$s an acade*ic co**unity; #e recognise that the +rinci+les of truth; honesty and *utual res+ect are central to the +ursuit of &no#ledge3 "eha(iour that under*ines those +rinci+les di*inishes the co**unity; -oth indi(idually and collecti(ely; and di*inishes our (alues3 @e are co**itted to ensuring that e(ery student and *e*-er of staff is *ade a#are of the res+onsi-ilities s8he -ears in *aintaining the highest standards of acade*ic integrity and ho# those standards are +rotected3 5ou are re*inded that any #or& that you su-*it *ust -e your o#n3 @hen you are +re+aring your #or& for su-*ission; it is i*+ortant that you understand the (arious acade*ic con(entions that you are e.+ected to follo# in order to *a&e sure that you do not lea(e yourself o+en to accusations of +lagiaris* (eg, the correct use of referencing; citations; footnotes etc3 and that your #or& *aintains its acade*ic integrity3 Definitions of $ssess*ent Offences Plagiarism Plagiaris* is theft and occurs #hen you +resent so*eone else9s #or&; #ords; i*ages; ideas; o+inions or disco(eries; #hether +u-lished or not; as your o#n3 <t is also #hen you ta&e the art#or&; i*ages or co*+uterAgenerated #or& of others; #ithout +ro+erly ac&no#ledging #here this is fro* or you do this #ithout their +er*ission3 5ou can co**it +lagiaris* in e.a*inations; -ut it is *ost li&ely to ha++en in course#or&; assign*ents; +ortfolios; essays; dissertations and so on3 !.a*+les of +lagiaris* include, directly co+ying fro* #ritten #or&; +hysical #or&; +erfor*ances; recorded #or& or i*ages; #ithout saying #here this is fro*N using infor*ation fro* the internet or electronic *edia (such as D6Ds and )Ds #hich -elongs to so*eone else; and +resenting it as your o#nN re#ording so*eone else9s #or&; #ithout referencing the*N and handing in so*ething for assess*ent #hich has -een +roduced -y another student or +erson3

<t is i*+ortant that you do not +lagiarise J intentionally or unintentionally J -ecause the #or& of others and their ideas are their o#n3 There are -enefits to +roducing original ideas in ter*s of a#ards; +riKes; =ualifications; re+utation and so on3 To use so*eone else9s #or&; #ords; i*ages; ideas or disco(eries is a for* of theft3 Collusion )ollusion is si*ilar to +lagiaris* as it is an atte*+t to +resent another9s #or& as your o#n3 <n +lagiaris* the original o#ner of the #or& is not a#are you are using it; in collusion t#o or *ore +eo+le *ay -e in(ol(ed in trying to +roduce one +iece of #or& to -enefit one indi(idual; or +lagiarising another +erson9s #or&3 !.a*+les of collusion include, 1

agreeing #ith others to cheatN getting so*eone else to +roduce +art or all of your #or&N co+ying the #or& of another +erson (#ith their +er*ission N su-*itting #or& fro* essay -an&sN +aying so*eone to +roduce #or& for youN and allo#ing another student to co+y your o#n #or&3

Many +arts of uni(ersity life need students to #or& together3 @or&ing as a tea*; as directed -y your tutor; and +roducing grou+ #or& is not collusion3 )ollusion only ha++ens if you +roduce joint #or& to -enefit of one or *ore +erson and try to decei(e another (for e.a*+le the assessor 3 C+eating )heating is #hen so*eone ai*s to get unfair ad(antage o(er others3 !.a*+les of cheating include, ta&ing unauthorised *aterial into the e.a*ination roo*N in(enting results (including e.+eri*ents; research; inter(ie#s and o-ser(ations N handing your o#n +re(iously graded #or& -ac& inN getting an e.a*ination +a+er -efore it is releasedN -eha(ing in a #ay that *eans other students +erfor* +oorlyN +retending to -e another studentN and trying to -ri-e *e*-ers of staff or e.a*iners3

?el+ to $(oid $ssess*ent Offences Most of our students are honest and #ant to a(oid *a&ing assess*ent offences3 @e ha(e a (ariety of resources; ad(ice and guidance a(aila-le to hel+ *a&e sure you can de(elo+ good acade*ic s&ills3 @e #ill *a&e sure that #e *a&e a(aila-le consistent state*ents a-out #hat #e e.+ect3 5ou #ill -e a-le to do tutorials on -eing honest in your #or& fro* the li-rary and other central su++ort ser(ices and faculties; and you #ill -e a-le to test your #ritten #or& for +lagiaris* using OTurnitinP':9 (a soft#are +ac&age that detects +lagiaris* 3 5ou can get ad(ice on ho# to honestly use the #or& of others in your o#n #or& fro* the li-rary #e-site (###3li-#e-3anglia3ac3u&8referencing8referencing3ht* and your lecturer and +ersonal tutor3 5ou #ill -e a-le to use OTurnitinP':9; a s+ecial soft#are +ac&age #hich is used to detect +lagiaris*3 TurnitinP': #ill +roduce a re+ort #hich clearly sho#s if +assages in your #or& ha(e -een ta&en fro* so*e#here else3 5ou *ay tal& a-out this #ith your +ersonal tutor to see #here you *ay need to i*+ro(e your acade*ic +ractice3 @e #ill not see these for*ati(e TurnitinP': re+orts as assess*ent offences3 <f you are not sure #hether the #ay you are #or&ing *eets our re=uire*ents; you should tal& to your +ersonal tutor; *odule tutor or other *e*-er of acade*ic staff3 They #ill -e a-le to hel+ you and tell you a-out other resources #hich #ill hel+ you de(elo+ your acade*ic s&ills3

Procedures for assess*ent offences $n assess*ent offence is the general ter* used to define cases #here a student has tried to get unfair acade*ic ad(antage in an assess*ent for hi*self or herself or another student3 @e #ill fully in(estigate all cases of sus+ected assess*ent offences3 <f #e +ro(e that you ha(e co**itted an assess*ent offence; an a++ro+riate +enalty #ill -e i*+osed #hich; for the *ost serious offences; includes e.+ulsion fro* $nglia %us&in3 For full details of our assess*ent offences +olicy and +rocedures; see the $cade*ic %egulations; section 10 at, ###3anglia3ac3u&8acade*icregs To see an e.+anded (ersion of this guidance #hich +ro(ides *ore infor*ation on ho# to a(oid assess*ent offences; (isit ###3anglia3ac3u&8honesty3

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B% )earning ;esources B%!% )i-rary

Faculty of Science and Technology li-tea*3fst4anglia3ac3u& Please see the 67! for a list of resources to su++ort you in your +roject3

!0% Module 7,aluation

During the second half of the deli(ery of this *odule; you #ill -e as&ed to co*+lete a *odule e(aluation =uestionnaire to hel+ us o-tain your (ie#s on all as+ects of the *odule3 This is an e.tre*ely i*+ortant +rocess #hich hel+s us to continue to i*+ro(e the deli(ery of the *odule in the future and to res+ond to issues that you -ring to our attention3 The *odule re+ort in section 11 of this *odule guide includes a section #hich co**ents on the feed-ac& #e recei(ed fro* other students #ho ha(e studied this *odule +re(iously3 5our =uestionnaire res+onse is anony*ous3 Please hel+ us to hel+ you and other students at $nglia %us&in -y co*+leting the Module !(aluation +rocess3 @e (ery *uch (alue our students9 (ie#s and it is (ery i*+ortant to us that you +ro(ide feed-ac& to hel+ us *a&e i*+ro(e*ents3 <n addition to the Module !(aluation +rocess; you can send any co**ent on anything related to your e.+erience at $nglia %us&in to tellus4anglia3ac3u& at any ti*e3