Subsea Eng Prog Man 08-09

MSc Subsea Engineering
Student Programme Manual
School of Engineering College of Physical Sciences
Session 2008/2009
UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL
Before You Begin

This Programme Manual aims to provide students on the Master of Science programme in Subsea Engineering at the University of Aberdeen with items of general information relevant to the course, whichever level you are studying at. This document consists of a number of sections and it is important that you familiarise yourself with the content within each of them so that you may be sufficiently prepared for carrying out your studies at the University of Aberdeen. Please print and retain a copy of this document in order that you may refer to it as necessary throughout the year. It is recommended that you read the Programme Manual in conjunction with other documents circulated by the University, in particular the Academic Quality Handbook (http://www.abdn.ac.uk/registry/quality/) This is a weighty document and so we would suggest focussing you main attention on section 5 (Student Guidance and Learner Support) You attention is drawn in particular to appendix 5.3 - Code of Practice For Postgraduate Taught Students, Programme Co-Coordinators, Heads of School, Heads of Graduate School And College Postgraduate Officers which this document has been designed to supplement rather than repeat (http://www.abdn.ac.uk/registry/quality/appendix5x3.pdf). While we endeavour to ensure the Programme Manual covers as wide a breadth of relevant subjects as possible, it is by no means a comprehensive document and as such, should you have any queries at any time relating to any aspect of the course or your studies, please contact the Programme Office directly. Academic regulations and policies will change with time, and while the College of Physical Sciences Graduate School makes every effort to ensure the Programme Manual reflects these changes there may be instances in which this document does not reflect the most current University policy or regulation. In such instances, when the Programme Manual differs from that which has most recently been approved by the University Senate or Court, the latter will prevail. You should also be aware of the general principles set out in the Student Charter (http://www.abdn.ac.uk/registry/charter.shtml).
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Equality and Diversity Policy Statement

The University of Aberdeen is committed to a comprehensive policy on Equality and Diversity for all its staff and students. This policy aims to prevent discriminatory practices and seeks to create a culture where staff and students can reach their full potential. It is the Universitys policy to select and treat staff and students on the basis of their merits only and irrespective of colour, race, nationality, national origins, disability, sexual orientation, religion or belief, family circumstances, political beliefs, gender, gender reassignment, trade union membership, age or any other unfair distinction. The University is committed to providing a learning, working and social environment in which the rights and dignity of all its members are respected, and which is free from discrimination, prejudice, intimidation and all forms of harassment and bullying. This Equality and Diversity Policy will be monitored and reviewed by the University regularly and promoted throughout the University. The Equality and Diversity Code for Staff and Students and the Universitys Equality and Diversity Strategy can be viewed at: http://www.abdn.ac.uk/hr/policies/equopp.shtml
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Student Responsibility Statement

Students enrolled on the University of Aberdeens Master of Science programme in Subsea Engineering are expected to study this document (and all other documents linked within the text) carefully to become familiar with all policies, procedures, and regulations. Knowledge of the information contained in this document is the responsibility of each student. The provisions of this document are subject to change and should be considered to be for informational purposes rather than to be an irrevocable contract between the University and the student.
STUDENT EMAIL PLEASE NOTE: FOLLOWING AN INITIAL PERIOD, ALL EMAIL CORRESPONDENCE FOR THE PROGRAMME WILL BE SENT OUT USING YOUR UNIVERSITY ALLOCATED EMAIL ADDRESS. IF YOU DO NOT REGULARLY CHECK THE EMAIL ACCOUNT YOU WILL MISS IMPORTANT INFORMATION REGARDING THE PROGRAMME, COURSEWORK AND EXAMS. FAILURE TO CHECK EMAIL WILL NOT BE ACCEPTED AS A REASON FOR MISSING DEADLINES. DETAILS ON HOW TO ACCESS YOUR EMAIL ACCOUNT CAN BE FOUND IN SECTION 1.5.
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Contents
1.0 INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 WELCOME YOUR CONTACT DETAILS ENQUIRIES & CONTACTS 1.3.1 GENERAL ENQUIRES 1.3.2 MODULE ENQUIRIES PERSONAL STUDY PLANS EMAIL 1.5.1 WEBMAIL 1.5.2 POP3 ACCESS FIREWALL & SPAM FILTERS 6 6 6 6 6 6 7 7 8 8 8 9 9 9 9 9 10 10 10 11 11 12 13 13 13 13 13 13 14 14 14 15 15 15 15 16 16 16 16 17 17
2.0 POLICIES & PROCEDURES 2.1 2.2 2.3 2.4 2.5 2.6 2.7 ENGLISH PROFICIENCY REGISTRATION 2.2.1 E-REGISTRATION 2.2.2 ID CARDS FEE PAYMENT & REFUNDS STUDENT REPRESENTATION AND FEEDBACK ACADEMIC APPEALS & STUDENT COMPLAINTS 2.5.1 APPEALS 2.5.2 STUDENT COMPLAINTS CHEATING & PLAGIARISM MEDICAL CONDITIONS & OTHER SPECIAL FACTORS 2.7.1 ILLNESS 2.7.2 MEDICAL CERTIFICATES 2.7.3 SPECIAL CIRCUMSTANCES 2.7.4 DYSLEXIA AND OTHER LONG-TERM PROBLEMS 2.7.5 HELP
3.0 PROGRAMME STRUCTURE 3.1 3.2 COURSES COURSE CODES EXPLAINED
4.0 EXAMINATIONS AND ASSESSMENTS 4.1 4.2 4.3 4.4 4.5 4.6 ASSESSMENT COURSEWORK SUBMISSION AWARD OF CERTIFICATE OR DIPLOMA THE COMMON ASSESSMENT SCALE THE GRADE SPECTRUM EXAMINATION ARRANGEMENTS FOR DISTANCE LEARNERS 4.6.1 EXAMINATION CENTRES 4.6.2 EXAMINATION DATES 4.6.3 RE-ASSESSMENT EXAMINATIONS (RESITS)
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5.0 UNIVERSITY LIBRARY SERVICE 5.1 5.2 5.3 INTRODUCTION LIBRARY STUDENT GUIDES SHIBBOLETH
18 18 18 18 19 19 20 20 22 23 23 24 24 24 25 25 26 29 29 30 32 33 33 33 33 38 38 39 41 42 44 45 47 49 51 53 56
6.0 GETTING STARTED 6.1 6.2 THE ONLINE LEARNING PORTAL ONLINE SYSTEMS 6.2.1 WEBCT 6.2.2 STUDENT PORTAL 6.2.3 UNIVERSITY IT HELPDESK 6.2.4 LIBRARY CATALOGUE 6.2.5 ELECTRONIC JOURNALS 6.2.6 STUDENTMAIL 6.2.7 E-REGISTRATION
7.0 APPENDICES APPENDIX 1: COMMON ASSESSMENT SCALE APPENDIX 2: SELECTING AND CITING INTERNET INFORMATION APPENDIX 3: RESPECT FOR STAFF AND FELLOW STUDENTS & NETIQUETTE FOR ONLINE SESSIONS STUDENT CODE OF PRACTICE NETIQUETTE APPENDIX 4: WORKING WITH YOUR TUTOR APPENDIX 5: TACKLING ASSIGNMENTS INTRODUCTION TYPES OF ASSIGNMENTS PRINCIPLES OF ESSAY WRITING APPENDIX 6: MODULE DESCRIPTORS INTRODUCTION TO SUBSEA SYSTEMS AND NETWORKS SUBSEA SAFETY AND RELIABILITY MANAGEMENT FLOW ASSURANCE PIPELINES AND SOIL MECHANICS SUBSEA OPERATIONS AND INTEGRITY SUBSEA CONTROL SYSTEMS RISERS, MOORINGS AND ADVANCED HYDRODYNAMICS SUBSEA INSTALLATION, INSPECTION & MAINTENANCE INDIVIDUAL PROJECT (DISSERTATION) APPENDIX 7: REQUIREMENT FOR INDIVIDUAL PROJECT DISSERTATIONS APPENDIX 8: PROGRESSION REQUIREMENTS FOR THE MSC PROGRAMME
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1.0 Introduction
1.1 Welcome
Welcome to the College of Physical Sciences at the University of Aberdeen. Postgraduate students make a huge contribution to intellectual activity within the College and to its reputation. In return we hope that you will find your time studying with us both enjoyable and stimulating, and that it will enhance your career opportunities. The College of Physical Sciences is committed to excellent postgraduate education that is both a rewarding and stimulating experience for students and programme staff alike. Equally, we aim to deliver programmes that will enable students to become leaders in their chosen field anywhere in the world.
1.2
Your Contact Details
It is essential that we have up-to-date contact details. If your details change for any reason ensure you have updated your University record via the Student Portal (http://www.abdn.ac.uk/studentportal). Failure to do so may result in you not receiving important information about your studies.
1.3
Enquiries & Contacts
1.3.1 General Enquires

In most circumstances students should make use of the contact facilities within the online office. Alternatively you can contact the programme office directly on: Programme Coordinator: Programme Secretary: Dr. Ekaterina Pavlovskaia Mrs. Fiona Simpson f.simpson@abdn.ac.uk +44(0)1224 272513
Students should always check the online office WebCT module before contacting the office to determine if a similar query had been discussed before and a solution/answer posted online.
1.3.2 Module Enquiries

Please note: If you have not contacted your tutor first the administrative staff have been instructed to pass you back to your tutor.
For questions or problems concerning a particular module please contact your tutor in the first instance. If this fails to satisfactorily resolve the issue/problem contact the Programme Office.
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1.4
Personal Study Plans
Each student is issued with their own Personal Study Plan detailing their course of study and important dates concerning their progress through the programme. It is important that you do not lose this document as it is specific to you alone.
1.5
Email
In registering for the programme you will receive a University UserID (e.g. t01abc) which will act as your login for the WebCT online learning environment. When you register for the programme you will also be asked to choose an e-mail address. This address will be similar to j.bloggs.08@aberdeen.ac.uk Note: aberdeen.ac.uk not abdn.ac.uk If you forget your email address log into your Student Portal (www.abdn.ac.uk/studentportal) and click on the Personal Details tab. You will see your e-mail address listed under DIT Computing Centre Details:
Please use this new address in all your University correspondence. For details on how to transfer your emails please see http://www.abdn.ac.uk/studentmail/returningstudents/transfer.shtml. Details on the StudentMail system can be found at: www.abdn.ac.uk/studentmail.
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PLEASE NOTE FOLLOWING AN INITIAL PERIOD, ALL EMAIL CORRESPONDENCE FOR THE PROGRAMME WILL BE SENT OUT USING YOUR UNIVERSITY EMAIL ADDRESS. FAILURE TO ADEQUATELY CHECK YOUR UNIVERSITY EMAIL WILL NOT BE ACCEPTED AS A REASON FOR MISSING DEADLINES OR IMPORTANT INFORMATION. You can access your email in the following ways:
1.5.1 Webmail
You can access Studentmail from any computer with an internet connection. Simply go to http://studentmail.abdn.ac.uk and login using your Studentmail details.
1.5.2 POP3 Access

To access your email using POP3 use the following settings: Outgoing Mail SMTP Server: Incoming Mail Server: mailhost.abdn.ac.uk mailms.abdn.ac.uk
Your University ID and the password you use to log into WebCT will act as authentication for setting up POP3 access. You can find more detailed instructions at: http://www.abdn.ac.uk/dit/email/configure.hti
1.6
Firewall & Spam Filters
Many of the problems students have experienced in terms of receiving emails or accessing the online learning environment tend to originate at their end. Corporate or personal firewalls can sometimes prevent java from running or block pop-ups on your browser. To ensure you can access the online learning environment from the very start of the programme please refer to section 6.2 of this manual. You should also ensure that the following domains are accessible through your firewall: http://www.abdn.ac.uk https://www.abdn.ac.uk http://webct.abdn.ac.uk/
Email spam filters can also be a problem when receiving class emails. Please ensure the email addresses below are included within your safe senders list: f.simpson@abdn.ac.uk l.pirie@abdn.ac.uk s.barrett@abdn.ac.uk e.pavlovskaia@abdn.ac.uk subsea-office@abdn.ac.uk
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2.0 Policies & Procedures

2.1 English Proficiency
Candidates from whom English is not a native tongue are accepted on condition that their proficiency allows them to learn from Lectures, take part in Tutorials, and write essays and examinations in the prescribed time. Candidates may be asked to present proof of the required proficiency.
2.2
Registration
2.2.1 E-Registration
Each August students are required to register for the coming year. This process is carried out online through the Universitys E-Registration Portal. In order to be fully registered for the programme, and therefore eligible to sit examinations, you should complete the 4 main sections: Personal details Finance Details Course of Study Details (check the modules you are sitting are correct) Computing Account Registration (this provides you with your username and password for the WebCT online learning environment and University email).
Comprehensive instructions are provided within the portal. To log into the portal you are required to enter your date of birth and your University ID Number (you can find this on your acceptance letter). Students who began studies in January will still have to register for the next year in August as the academic year runs September to June.
2.2.2 ID Cards
In order to receive your ID card, you must have fully registered, reached agreement with the finance department concerning your payment plan and have sent in a UK passport approved type photograph to the programme office. Once your photo is received a student ID card can be generated within two working days. Currently, a new student ID card is issued at the beginning of each academic year on re-registration although the University is exploring the possibility of issuing a single ID card for the duration of the programme.
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2.3
Fee Payment & Refunds
The University will automatically raise an invoice for due fees based on your registration information. It is therefore of the utmost importance that you take time to ensure your information is correct at registration each year. Payment should be made in advance of the start of your studies as both campus and distance students have access to all the course material at the start of each course. If you have permission to suspend or withdrawal from a module tuition fees will be adjusted accordingly. The fees can be made in 5 instalments (details sent directly from the University Registry www.abdn.ac.uk/registry) or in two instalments (one per session) or in full for the year. Please note: There is no refund of fees once you have logged into the Universitys Virtual Learning Environment. Students can track their financial payments through the student portal (see below). All queries should be directed to the University Cash Office on +44 (0)1224 272112 or via email at creditctr@abdn.ac.uk. The programme office is unable to help on financial matters as they do not have authority to access your financial records. Note: tuition fee rate changes will come into effect at the start of each new academic year (August/September).
2.4
Student Representation and Feedback
Throughout the Programme student views on all aspects of teaching, assessment and general course operation will be actively sought by the staff. Students are encouraged to complete a questionnaire after each module to assist with course monitoring and evaluation. It is important to remember that if you experience any difficulties you should contact the programme office as soon as possible. The School of Engineering has a Staff/Student Liaison Committee on which each MSc/PgDip Programme has one or two representatives. Procedures for selection of these representatives will be discussed with you at the start of the academic year. The Committees meet regularly and are convened by the Schools Postgraduate Coordinator. It has an open remit, allowing discussion of all matters of concern to the student body. For Subsea Engineering a class representative will be appointed for the fulltime students and one for the distance learners (usually someone living locally to the University, however there is nothing stopping a class representative being appointed who is living in another part of the UK or overseas).
2.5
Academic Appeals & Student Complaints
Students should refer to Section 6.13 of the Academic Quality Handbook and the Appendices noted below to ensure they have the most up-to-date information on this subject. Academic regulations and policies will change with time, and while the College of Physical Sciences makes every effort to ensure the Student Programme Manual reflects these changes there may be instances in which this document does not reflect the most current University policy or regulation. In such instances, when the Programme Manual differs from that which has most recently been approved by the University Senate or Court, the latter will prevail.
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2.5.1 Appeals
Academic appeals will be considered only on matters of procedure, competency and/or prejudice. Those involved in considering academic appeals will not review the question of academic judgement, which is a matter solely for the person or committee that has made the academic judgement. For an appeal to be upheld, a student must have suffered material disadvantage. Appeals which are based on illness (which must be certified by a medical practitioner) and/or other personal circumstance will not normally be considered unless notified to the Programme Coordinator within one week after the date on which a student submitted or appeared for the assessment concerned. This is to ensure that the examiners, including the External Examiner(s), have all the information available to them at the time of confirming a course result or recommending progress from one stage of the programme to the next, or for the overall programme with commendation or distinction. Guidance on Academic Appeals can be obtained from: Policy on Academic Appeals o http://www.abdn.ac.uk/registry/quality/appendix5x18a.pdf Guidance Notes for Students Concerning Academic Appeals o http://www.abdn.ac.uk/registry/quality/appendix5x18b.pdf
The Vice-President (Advice & Support) in the Students' Association is available to help students considering submitting an appeal (tel: +44(0)1224 272965, web: www.ausa.org.uk).
2.5.2 Student Complaints

The University aims to provide a welcoming and supportive environment for its students. However, occasionally students will encounter problems and difficulties. Complaints should be addressed in the first instance to the Programme Coordinator. Guidance on Student Complaints is available as follows: Policy on Student Complaints o http://www.abdn.ac.uk/registry/quality/appendix5x19a.pdf Guidance Notes on Student Complaints o http://www.abdn.ac.uk/registry/quality/appendix5x19b.pdf
The Vice-President (Advice & Support) in the Students' Association is available to help students considering submitting an appeal (tel: +44(0)1224 272965, web: www.ausa.org.uk).
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2.6
Cheating & Plagiarism
Good academic work involves making good use of other peoples' ideas, but also making it absolutely clear which ideas are one's own and which come from somebody else. It is important to realise that it is relatively easy to unintentionally commit plagiarism, and that this is a serious disciplinary offence. Cheating in any assessment, whether formative or summative, can result in disciplinary action being taken by the University. For these purposes Cheating includes: (a) Possession in an examination of material which has not been authorised in writing by the Course Coordinator. Students whose first language is not English may, however, refer to a dictionary where this is approved by the Head of the School responsible for the examination; (b) Copying from another student in an examination; (c) Removing an examination book from an examination room; (d) Impersonating another candidate in relation to any assessment; (e) Permitting another person to impersonate oneself in relation to any assessment; (f) Paying or otherwise rewarding another person for writing or preparing work to be submitted for assessment; (g) Colluding with another person in the preparation or submission of work which is to be assessed. This does not apply to collaborative work authorised by the relevant course coordinator. (h) Plagiarism - Plagiarism is the use, without adequate acknowledgment, of the intellectual work of another person in work submitted for assessment. A student cannot be found to have committed plagiarism where it can be shown that the student has taken all reasonable care to avoid representing the work of others as his or her own. You are recommended to refer to the Universitys Code of Practice on Student Discipline which can be downloaded from: http://www.abdn.ac.uk/registry/quality/appendix5x15.pdf Please note: unintentional plagiarism is still considered plagiarism. We would recommend that you take great care in preparing your work to avoid such an issue arising. If you wish to quote or paraphrase other authors you must ensure all usages are clearly identifiable as being such (for example using quotation marks) and the originating author acknowledged. Certain modules will require you to work in groups; in such cases your tutor will clearly set out any specific additional guidelines. In general, a written report on work carried out by a team must unambiguously distinguish between work to be accredited to the author alone and work to be accredited to another person or the team as a whole.
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2.7
Medical Conditions & Other Special Factors
2.7.1 Illness
If you are ill, or unable to attend lectures or temporarily find your circumstances impede your progress for any other vital reason, please ring or leave a message with the programme office. In circumstances where your illness has a direct consequence for your progression through the programme, you may be asked to provide a medical certificate.
2.7.2 Medical Certificates

If your progression through the programme is impaired by any medical condition, then you must get a medical certificate from your attending doctor/hospital and send it to the programme office where it will be entered into your file. Failure to provide a medical certificate may hamper your ability to appeal a mark or academic decision.
2.7.3 Special Circumstances

You should document any other special factors that you think may have affected your performance, e.g. a family bereavement. It cannot be emphasised too strongly that any such problems must be notified to the programme office in writing as soon as possible and in any case before any deadline which may apply to the course work in question or by the end of the examination period concerned. Failure to ensure timely notification may result in your circumstances being deemed inadmissible.
2.7.4 Dyslexia and other long-term problems

If you suffer from dyslexia, it is your responsibility, as soon as possible in your University career, to consult a medical professional to arrange an assessment to be made and for them to notify the University of any special action that is required. If you have any other long-term problems or disability that may have special requirements, please arrange for appropriate medical information to be provided to the programme office and discuss your special needs with the Programme Coordinator.
2.7.5 Help
If you are experiencing difficulties in performing any aspect of the work for the programme due to personal circumstances or medical reasons you are urged to take the initiative and contact the Programme Coordinator for advice and assistance. Flexible learning programmes are generally very intensive and so if you run into difficulties it is advisable to seek our help immediately rather than fall behind in your work. For on-campus/nearby distance learning students, the University has a Counselling Service which exists to provide help with problems that are not specifically-related. (Tel: 272139; web: http://www.abdn.ac.uk/counselling). Please also see other information for students at: http://www.abdn.ac.uk/central/students.shtml.
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3.0 Programme Structure

3.1 Courses
The programme consists of a number of taught modules and a final dissertation. The module descriptors for the modules you will be following can be found in appendix 8.
3.2
Course Codes Explained
All University of Aberdeen courses follow a simple naming convention. The initial letters denote the Department or School which coordinates the course, while the 4 digit code denotes the level of study (first number 5 denotes level 5 MSc level studies), the time of year it runs (second number 0 denotes the first half session and 5 the second half session) and the course itself (last 2 numbers unique for each programme). For example: Coordinated by the School of Engineering EG 5 0 41 Course 41 within the Engineering level 5 programmes
MSc (level 5) course
Runs in the 1sthalf session
All modules have two different course codes allocated to them. One code is allocated to the fulltime (campus-based) students while the other to distance learning students. This is for administrative purposes only and does not indicate that students under the different modes of study are studying different module content.
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4.0 Examinations and Assessments

4.1 Assessment
Modules are assessed either by coursework and examination or coursework only. The exact balance of assessment within each module varies. Please consult appendix 8 for more details. Marks for assignments or exams will be given in terms of the Common Assessment Scale (or CAS) see appendix 1.
4.2
Coursework Submission
The Graduate Schools rules on submission of coursework for flexible learning courses are: 1. Late submission of coursework is not acceptable except under special circumstances and with the prior permission of the Course Coordinator and Course Tutor. The term special circumstances covers, for example, the death of an immediate family member or personal hospitalisation. 2. More than 50% of all coursework must be submitted for a student to be eligible to sit the exam. Individual tutors will indicate how and where they expect the coursework to be delivered. You will receive a mark on the CAS Scale (see Appendix 1). 3. If coursework is submitted late without prior arrangement as in 1 above, CAS marks will be deducted from the assessed mark as follows: up to one week late 2 CAS points will be deducted up to 2 weeks late, an additional 1 CAS point will be deducted o thereafter no mark will be awarded.
4.3
Award of Certificate or Diploma
The Certificate and Diploma will be awarded to those candidates who satisfy the examiners in the relevant modules but who fail to satisfy the requirements of, or elect not to proceed to, the Diploma or MSc stages, respectively. It should be noted that it is not possible to receive both the certificate and diploma, and neither can be awarded in addition to the MSc.
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4.4
The Common Assessment Scale
To enable students and the University to compare more easily the level of performance in different subjects, and as part of the Universitys mechanisms for monitoring academic standards, the University introduced a Common Assessment Scale (CAS) for assessments in 1992. Its use since then has been compulsory throughout the University for the reporting of marks obtained in coursework and class examinations. Since 1995/96, Schools have been required to inform postgraduate students of their CAS marks for courses comprising the taught components of postgraduate programmes. The scale can be viewed in more detail in Appendix 1.
4.5
The Grade Spectrum
The Grade Spectrum defines the threshold standards against which progression and award decisions are made. For more details on the grade spectrum please refer to the Code of Practice for Postgraduate Taught Students, Programme Co-Coordinators, Heads of School, Heads of Graduate School and College Postgraduate Officers.
4.6
Examination Arrangements for distance learners
4.6.1 Examination Centres

It is the responsibility of each student to ensure they have an examination centre organised in plenty of time before examination time each semester. It is expected that an examination centre will be either an academic institution (preferably a University or College) or a British Council/High Commission office. However other options may be considered if no viable alternative exists (note: alternative locations will only be acceptable if agreed by the Programme Coordinator). It is the responsibility of individual students to contact examination centres to make arrangements for sitting examinations. If you are a local distance learner and intend to sit your examinations at the University of Aberdeen you should still confirm this. Failure to make suitable arrangements will not be considered an acceptable reason for not sitting an exam.
PLEASE NOTE: YOU SHOULD NOTIFY THE PROGRAMME OFFICE OF YOUR EXAMINATION CENTRE USING THE NOTIFICATION FORM TO BE FOUND IN THE ONLINE OFFICE IN WEBCT. DETAILS WILL NOT BE ACCEPTED EITHER VIA EMAIL OR TELEPHONE.
It should be noted that students are responsible for covering all costs associated with sitting the examination. This includes examination centre charges and travel costs.
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4.6.2 Examination Dates

Examinations for programmes with a distance delivered element are given towards the end of January and May each year on a Tuesday (chosen as our experience tells us this is the best day worldwide for finding exam venues). It is common practice to have two University-level examinations on the same day so students should not feel as if they are being unfairly treated.
4.6.3 Re-Assessment Examinations (Resits)

Students who fail exams cannot be given the opportunity to resit. Should you fail please contact the programme coordinator to discuss the impact this will have on your progression through the programme.
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5.0 University Library Service

5.1 Introduction
The main University Library is the Queen Mother Library at Old Aberdeen, with generous reading space. Local students can access the main library through the use of your student ID card. There are also a number of other libraries within the University, such as the medical library at Foresterhill and the Taylor Law Library at Old Aberdeen. In addition, the City of Aberdeen has a technical reference library which has a good collection of material relating to the offshore oil and gas industry. The University Library provides instruction in the use of Library facilities, at three different levels (i) for all users at the beginning of the academic year, (ii) for those needing to search the literature in a particular field, (iii) for those wishing to make a complete investigation of literature in a research topic. Details of the Universitys library service can be found at: http://www.abdn.ac.uk/library. In particular, the library website hosts a section for distance learning students which can be found at: http://www.abdn.ac.uk/library/distance.shtml.
5.2
Library Student Guides
The Library also produces a number of guides for students which can be found at: http://www.abdn.ac.uk/library/guides. The following guides are of particular interest to students following this programme: Library and Information Resources for Distance Learners o http://www.abdn.ac.uk/library/guides/gen/qggen003.pdf Accessing Electronic Information o http://www.abdn.ac.uk/library/guides/dbs/qgdbs005.pdf Ebrary for all users off-campus o http://www.abdn.ac.uk/library/guides/dbs/qgdbs004.pdf Referencing and Citing o http://www.abdn.ac.uk/library/guides/gen/uggen007.pdf Photocopying and Copyright - Your Responsibilities o http://www.abdn.ac.uk/library/guides/gen/qggen008.pdf
5.3
Shibboleth
A national, unified user authorisation scheme called Shibboleth enables access to a range of electronic information resources including BIDS IBSS, BioMed Central, Web of Knowledge, LexisNexis, ScienceDirect, etc. For more details, and access to Shibboleth via MetaLib using your usual ID and password, look at http://metalib.abdn.ac.uk/
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6.0 Getting Started

6.1 The Online Learning Portal
Your learning experience is supported by a number of resources and system across the University. For easy access to these systems your point of entry should always be the Graduate School Online Learning Portal:
This can be found at: http://www.abdn.ac.uk/cops/graduateschool/portal/ Each area is explored below.
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6.2
Online Systems
6.2.1 WebCT
The University of Aberdeen Flexible Learning Programmes online teaching is hosted through the Universitys WebCT Virtual Learning Environment. WebCT is an acronym for Web Course Tools and is designed to deliver online learning. It was originally developed by the University of British Columbia and is presently being used by universities and colleges all over the world. The University of Aberdeen is supporting WebCT as the delivery platform for its online courses. Students normal University username and password will allow them access to the system. Once logged in, students can view any content the course tutor has decided to make available online, anything from grades to online discussion boards. As you progress through each module, the tools provided by WebCT will become more familiar and more comfortable to use.
6.2.1.1
Logging In
To log in to WebCT click on the link illustrated below in the Graduate School Online Learning Portal:
In the box marked Log In enter your University username and password and click on the OK button.
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6.2.2.2
Access Issues
If you have problems accessing online materials from home, this will most likely be due to settings imposed by your Internet Service Provider, by Firewall software such as Norton Internet Security, or by spyware programs that have previously been installed on your computer. The University maintains a section of its website to help resolve any problems. It can be found at the following location: http://www.abdn.ac.uk/webct/factsheets/webctoffampushelp.htm Should you continue to have issues please contact the helpdesk by clicking on the helpdesk link in the Graduate School Online Learning Portal:
Common issues can be resolved through ensuring your computer is up-to-date with updates. To ensure your browser is set up correctly for working in the WebCT environment go to the WebCT login page where you can run a browser check-up to determine your settings:
Click here to run the browser check-up.
While this browser check is effective we would recommend that you supplement the check with installing the latest java version.
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To do this: 1. Go to http://www.webct.com/tuneup and follow the questions regarding your operating system and web browser type. 2. When you reach the supported browser versions page scroll down to Prepare Your Browser Settings for WebCT and click on the java download button:
3. Select the appropriate version and download it to install on your computer (note: we recommend you save the installation package and install from your desktop rather than performing any online installations).
6.2.2 Student Portal

Your computer userid and password also enable you to access the University of Aberdeen Student Portal, through which you can view and, where appropriate, update the information in your student record. Data in the Student Portal is updated nightly from the live student record, so you see your data as it was at the close of the previous day. To access the student portal click on the relevant link in the Graduate School Online Learning Portal:
You will be taken to the Student Portal Entry Screen from where you can login:
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Your student portal should always be the first point of reference for administrative information about yourself. It is your responsibility to make use of the student portal to maintain your contact details and to ensure your financial commitments to the course have been met.
6.2.3 University IT HelpDesk

If you are having technical problems you should always take these to the University IT HelpDesk. No matter how small you may regard your technical problem, the helpdesk are more than happy to provide assistance and try to help you resolve it. If this fails to satisfactorily resolve the issue/problem contact the programme office who will liaise with the University Computing Centre to try to seek a solution.
Please note: the administrative staff have been instructed to request the HelpDesk call reference number issued to you before affording technical help. If you cannot provide the call reference number you will be instructed to contact the HelpDesk to receive a new one. Our administrative staff are not trained in technical support and so can only facilitate a solution rather than provide one.
To access the helpdesk website and details on how to contact helpdesk staff click on the helpdesk link in the Graduate School Online Learning Portal:
6.2.4 Library Catalogue

The web-based catalogue provides access to the main catalogue of Aberdeen University Library. It contains details of both printed and electronic resources, from all library sites, including Special Libraries and Archives. To access the catalogue and search for a publication click on the Library Catalogue link in the Graduate School Online Learning Portal:
Please note: students wishing to borrow books from the library must do so in person and take their University ID Card with them in order to gain access.
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6.2.5 Electronic Journals

The Library subscribes to over 15,000 electronic journals. Most e-journals are listed in the library catalogue with links to the full-text. MetaLib, the Library's electronic information portal, lists most of our full-text e-journals with holdings and links. Journal titles can be listed alphabetically, by keyword or multiple journals can be searched for articles. Staff and students of the University can access our ejournals from both on and off campus. Instructions for setting up your computer are available. Copyright regulations apply to electronic material in the same way that they do to printed books and journals. In addition, with electronic journals and databases, our access is based on license agreements with publishers. Please read the guidance on downloading from electronic resources. To access the electronic journals database and search for a publication click on the electronic journals link in the Graduate School Online Learning Portal:
6.2.6 StudentMail
If you wish to read your University email click on the StudentMail link in the Graduate School Online Learning Portal:
Instructions on how to use the StudentMail system can be found in the same location.
6.2.7 E-Registration
Each year students are required to register for the modules they wish to take over the following year. The E-Registration link from the Graduate School Online Learning Portal provides an easy route to accessing the system. Students should note that they will be informed when they have access to e-
registration.
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7.0 Appendices
Appendix 1: Common Assessment Scale
CAS Points Public Recorded
Definition Able to argue logically and organize answers well; shows a thorough grasp of concepts; good use of examples to illustrate points and justify arguments; evidence of reading and wide appreciation of subject but shows in addition: outstanding analytical ability and critical thought; evidence of extensive reading; superior understanding. Able to argue logically and organize answers well; shows a thorough grasp of concepts; good use of examples to illustrate points and justify arguments; evidence of reading and wide appreciation of subject. Limited ability to argue logically and organize answers; repetition of lecture notes without evidence of reading or wider appreciation of subject; lacking in illustrative examples and originality; basic level of understanding, competent. Only partial grasp of concepts and other shortcomings such as proneness to inaccuracy; failure to develop or illustrate points; weak presentation; tendency to irrelevance. Some attempt at an answer but seriously lacking in content and/or ability to organize thoughts; contains errors and misconceptions; poor presentation.
20 19 18
First Class Merit
17 16 15
Second Class Merit
14 13 12
Good Pass
11 10 9 8 7
Pass
Possibility of listing on supplementar y pass list Not Listed
A lack of knowledge and understanding of the basic principles making it impossible to produce competent decisions without close supervision.
6 5 4 3 2 1 0
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Appendix 2: Selecting and Citing Internet Information

The world-wide web is a particularly powerful source of information for your assignments and course work. Google (www.google.co.uk) will provide a means of locating a whole range of different resources and sources as you complete your studies. However, along with all of the valuable resources available there is also a lot of rubbish. It is important that you are able to differentiate between good and poor sources of information. For those who have access to the Universitys Library, we strongly recommended that you make it your first source of research. By collecting articles and books on your topic from the library you can begin to get a feel for the arguments and styles of good research. Resources found on the Internet can still be used; however, you must conscientiously evaluate the source and content of the Web page. When an academic presents a piece of work to a journal for publishing, the paper goes through a peerreview process to ensure it is accurate and not plagiarised. You can therefore be reasonably sure that any paper published in a reputable journal is accurate and will provide a credible source for referencing. This does not apply for much of the information you will find online (unless it is an online version of a published journal). For most web pages there is no review process and as such there is no guarantee that the information you find is credible. The temporary nature of much of the world-wide web also means the source may not be around should your tutor wish to look it up themselves. Nevertheless, the Internet can be a useful source of information, when used with forethought. At this point we should emphasise that should you include inaccurate or plagiarised information in any of your assignments or your dissertation, you are responsible regardless of the fact that you sourced from a website. It is your responsibility alone to ensure that any sources you make use of and cite in your work are accurate. In evaluating web-sourced material you can make use of the following 5-point evaluation process:
I. Authority
Is there an author? Is the page signed? Is the author qualified? An expert? Who is the sponsor? (i.e. is a company using the source to further its agenda or support its product) Is the sponsor of the page reputable? How reputable? Is there a link to information about the author or the sponsor? If the page includes neither a signature nor indicates a sponsor, is there any other way to determine its origin? Look for a header or footer showing affiliation. Look at the URL. http://www.abdn.ac.uk Look at the domain. .edu, .com, .ac.uk, .org, .net Rationale 1. 2. 3. 4. Anyone can publish anything on the web. It is often hard to determine a web page's authorship. Even if a page is signed, qualifications are not usually provided. Sponsorship is not always indicated.
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II. Accuracy
Is the information reliable and error-free? Is there an editor or someone who verifies/checks the information?
Rationale 1. Anyone can publish anything on the web. 2. Unlike traditional print resources, web resources rarely have editors or factcheckers. 3. Currently, no web standards exist to ensure accuracy.
III. Objectivity
Does the information show a minimum of bias? Is the page designed to sway opinion? Is there any advertising on the page?
Rationale 1. Frequently the goals of the sponsors/authors are not clearly stated. 2. Often the Web serves as a virtual "Hyde Park Corner", a soapbox.
IV. Currency
Is the page dated? If so, when was the last update? How current are the links? Have some expired or moved?
Rationale 1. Publication or revision dates are not always provided. 2. If a date is provided, it may have various meanings. For example,
It may indicate when the material was first written It may indicate when the material was first placed on the Web It may indicate when the material was last revised
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V. Coverage
What topics are covered? What does this page offer that is not found elsewhere? What is its intrinsic value? How in-depth is the material?
Rationale 1. Web coverage often differs from print coverage. 2. Frequently, it's difficult to determine the extent of coverage of a topic from a web page. The page may or may not include links to other web pages or print references. 3. Sometimes web information is "just for fun", a hoax, someone's personal expression that may be of interest to no one, or even outright silliness.
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Appendix 3: Respect for Staff and Fellow Students & Netiquette for Online Sessions
Student Code of Practice
Please familiarise yourselves with the Code of Practice for Student Discipline, available from http://www.abdn.ac.uk/registry/quality/appendix5x15.pdf. This document includes full information on academic and other misconduct and the penalties which will be imposed. In particular, for the purpose of this document please note the contents of Section 3: 3. OTHER FORMS OF MISCONDUCT a. A person who, without good cause, does any of the following is guilty of misconduct under this Code: i. Seriously disrupts, or seriously interferes with, the academic, administrative, sporting, social or other activities of the University, whether on University premises or elsewhere; Obstructs, or seriously interferes with, the functions, duties or activities of any student, member of staff or other employee of the University or any authorised visitor to the University; (a) Behaves in a violent, indecent, disorderly, threatening or offensive manner whilst on University premises or engaged in any University activity; (b) Uses threatening, abusive or offensive language whilst on University premises or engaged in any University activity; iv. Engages in deception or other forms of dishonesty in relation to the University or its staff or in connection with holding any office in the University or in relation to being a student of the University; Behaves in a way likely to cause injury to any person or impair safety on University premises or while engaged in any University activity; Harasses any student, member of staff or other employee of the University or any authorised visitor to the University. For these purposes harassment means behaviour or language which is regarded by the person to whom it is directed as harassment and which would be regarded as harassment by any reasonable person. Discriminates against any student, member of staff or other employee of the University or any authorised visitor to the University on any ground such as colour, race, nationality, national origins, disability, sexual orientation, religion or belief, family circumstances, political beliefs, gender, gender reassignment, trade union membership, age or any other unfair distinction. Intentionally or recklessly damages University property or the property of other members of the University community, or of any authorised visitor to the University.
ii.
iii.
v. vi.
vii.
viii.
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ix. x.
Steals University property, or the property of other members of the University or of any authorised visitor to the University. Misuses or makes unauthorised use of University premises or items of property, including computer misuse, infringement of copyright when copying or downloading published information and the misuse of safety equipment. Deliberately does, or fails to do, anything which thereby causes the University to be in breach of a statutory obligation. Fails, upon request, to disclose name, address and programme of study to an officer or employee of the University in circumstances where it is reasonable to require that such information be given. Fails to comply with a previously-imposed penalty under this Code.
xi. xii.
xiii.
Staff at the School of Engineering and our colleagues in other departments are here to assist you over the period of your studies and unreasonable behaviour will not be tolerated. You are expected to show respect and maturity in your dealings with all persons, staff and students alike, while you are studying with the University.
Netiquette
Adapted from: http://www.distancelearning.org/howtosucceed.html
Online learning and interactions are primarily through writing in the discussion boards, communicating via email and occasional chat-room sessions. In this environment it can be difficult to adhere to the same classroom conduct that you would in a face-to-face course. Over the years a system for expressing ourselves and exhibiting acceptable manners as we would in a normal (offline) interaction has developed for the online community. Known as netiquette, the simple practices involved can help to avoid unintentional conflict or upset. Examples of netiquette are: Dont shout as a general rule, anything written in ALL CAPITAL LETTERS is generally understood to be shouting. Be very careful what you write, even if it is an email to one other person. Assume that anyone could read it. Emails sent to a single person are easily forwarded to other people (even hundreds of others) and will usually be read out of context. Grammar and spelling are important - Online courses demand the same standard of academic communication and use of grammar as face-to-face courses. Never use profanity in any area of an online course. The transcripts of online course bulletin boards, e-mail, and chat sessions are saveable and may be come back to haunt you! When responding to messages, only use "Reply to All" when you really intend to reply to all. Avoid unkind public criticism of others. Publicly criticizing others in an inappropriate way is known as "flaming". Use sarcasm cautiously. In the absence of nonverbal clues such as facial expressions and voice inflections, the context for your sarcasm may be lost, and your message may thus be misinterpreted.
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In a face-to-face setting, our tone of voice and facial expressions may convey as much of our meaning as the words we use. In a written message, the subtext of your meaning may be confused or misinterpreted. "Emoticons" are sometimes used in conjunction with text to overlay emotion in a written message, to clarify the meaning. It is a good idea to check with your tutor as to when (or if) it is appropriate in any areas of the online classroom to use emoticons or commonly used Internet slang abbreviations (e.g., "lol," "brb," etc.). Here are just a few examples of some popular smileys (it helps if you read them sideways):
:-) smile :-( sad 8-) glasses :-D big smile
|-( late night [:-) listening to IPOD :-} wry or fiendish grin :-I hmmm
B-| sunglasses :-& tongue-tied :-0 big mouth
;-) wink :<| Ivy Leaguer :-@ screaming
(:-) smiley big-face :-] sarcasm
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Appendix 4: Working with your Tutor

Each tutor has different expectations and course requirements. It is very important that you read information supplied by them very carefully, and communicate thoroughly with them during the module. Don't wait until the last minute to report problems, or discuss any difficulties you may be having. At the beginning of the term, make sure you introduce yourself to your tutor as soon as possible. If you have not received a communication from your tutor within a week of starting the module try contacting them again to ensure your contact details are correct and that there are no firewall or spam filter reasons for information being lost. You can contact your tutor either via the email address they provide or via the WebCT discussion boards for the particular module. Work WITH your tutor. If you have an academic matter to discuss with your tutor, contact her/him. The Programme Office can only help you with administrative problems. If, for example, your online testing session timed out and you have lost access to the online test, contact your tutor - this is NOT an administrative problem. Equally all technical issues should be directed to the Universitys helpdesk (http://www.abdn.ac.uk/helpdesk), leaving your tutor to deal with academic-related matters.
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Appendix 5: Tackling Assignments

Adapted from: Rawnsley, de Looy, Sanderson Study Skills, National Coaching Foundation and Leeds Metropolitan University, 1992
Introduction
Your progress through the course is assessed continually by submission of set assignments, and in most cases by examination. It is obvious that you are going to have to write essays of different types and lengths throughout your studies and so it is important to remember that the assignment is not just a chore to get through so that your tutor can assess your performance. Writing an essay is a crucial part of the learning process because it provides you with the opportunity of expressing your thoughts in your own words which reinforces the learning. It helps you to assess your own understanding of a topic and gives you the chance to explore other sources of information.
Types of Assignments
An assignment can be: A series of questions demanding short, to-the-point answers. These will require you to develop your ability to express yourself concisely as well as accurately. A short essay of between 1000 1500 words, about 3 pages of A4 paper. A report on an article or a study you have been asked to read A longer essay of between 2000- 5000 words, asking you to do something a little more demanding; for example, to assess the relevance of a particular idea A project requiring you to design, carry out and write up a study on a particular selfselected topic
Principles of Essay Writing

Whatever the format, the secret of a good assignment is good planning. You need to start to do this well before the due date so that you have plenty of time to mull things over. Golden Rules: Stick to the point. Cover all the relevant points in a balanced way. Look at the problem from all possible perspectives and show how these perspectives can be integrated. Support your arguments or interpretations with adequate evidence referring to your sources of information. Make sure any conclusion you draw logically follows on from the arguments you have presented.
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Keep personal opinions and anecdotes out of it unless you are absolutely sure of their relevance.
That first assignment you have to do will usually be the most daunting. However, you should give each one the same level of care and attention, no matter how straight forward you may feel later ones are. Writing an essay can be divided into 5 basic stages. 1. Examine the question 2. Find and organise the relevant material 3. Make a plan 4. Produce a rough draft 5. Write the essay Your list may differ in a way that reflects the way you like to work; however the most important thing is to find a structure that you can work with. The five items listed above will now be discussed in detail.
1. Examine the Question

Read the title of the essay and consider its meaning carefully. Ask yourself two questions: 1. What is the essay about (content)? 2. What is it asking me to do (approach)? The essay title should be interpreted as literally as possible. It will have been very carefully thought out and phrased by your tutor to be as clear as possible. Start by breaking the question up phrase by phrase, word by word if necessary, and highlight all the key words. This will provide you with a checklist of all the points you must cover to ensure you dont leave anything out. The approach you have to take is given by words such as contrast, assess, or discuss. Some assignments will ask you to approach the question in a relatively straightforward way. Here are some of the words that you may find in an essay title:
Account Analyse Assess Compare Consider Contrast Define Demonstrate Describe Differentiate
Give reasons for Break down into the component parts Work out how important it is Show similarities and differences say which is better Take into account, weigh up the advantages/disadvantages Give the differences between Give the meaning of Prove, with examples Write in detail about the characteristics of Distinguish between
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Discuss Evaluate Examine Explain Illustrate Outline Relate State Summarise Trace
Describe the important aspects pointing out pros and cons Judge the impact, importance or success of Investigate, consider all the evidence, enquire into Give clear reasons for Indicate the important aspects only Indicate the important aspects only Show the connection between Set down the main points bring together the main points Follow the development of
It is useful to think about the purpose (aim and objective) of the assignment that you have been set. This way you know exactly what should be achieved by the end of a given time. An aim is the overall goal for any piece of learning. It can either be formed from a teaching or learning standpoint, is usually long term and often difficult to define and even more difficult to assess. An objective is a written statement in precise and unambiguous terms of what you, the student, will be able to do as a result of the learning. It is usually short-term, more explicit and easier to define and measure. If you have any doubts about what is required, ask for clarification. The best place for such clarification is on the WebCT forum, because the other students will also benefit from the tutors response.
2. Finding and Organising your Material

Once you have examined the question, highlight the main points and draw up some topic headings. Always keep these in your mind. You will probably need to do some research and the sources that you use need to be acknowledged. Make a note of the source of any relevant material e.g. a page number of the book, the title, author and location of an article. You will then need to go over the all this information in a very purposeful way, working out which parts are relevant and which are not. This is the most time consuming and most important part of preparing an essay. This can take a few days so dont leave writing it up until the day before the assessment is due in!
3. Making an Essay Plan

By now, you will have analysed the essay title, listed the key points, carried out a search and located the relevant information. Now you need to construct an essay plan in order to organise your notes into a logical order and highlight the main points from the supporting points. It is at this stage that you need to think of a way of opening and closing the essay: Decide on you main points. Put them in the most logical order.
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Set alongside your main points all the supporting points, examples, data or illustrations that strengthen your main points. Think of a way of introducing the essay. A good introduction should make it clear what you think the problem is and how you are going to tackle it. It usually does not need to be more than a single paragraph.
Think of a way to conclude the essay. This does not mean coming down on one side or the other, but make sure your conclusion is consistent with what you have said throughout the essay. Often your conclusion will simply be a summary of the arguments but dont just leave your arguments or analysis dangling in the air. A good way to conclude is to look back at the title and show how far you have got. You and the reader should feel that they have arrived somewhere at the end.
4. Making a Rough Draft

The end point of an assessment is to produce something which you understand and enjoy. Dont try to write the finished article at the first attempt. Write a rough draft and then check to see if it: Uses simple words Is logical The meaning is clear Has a good beginning, middle and end Has useful background information Is put in context Not too long Not boring
It can be useful at this stage to ask someone else to read it through to see if they understand it. As time goes on, you will be more confident in your approach, but in the early stages of the programme, it is worth trying to make the time for this stage of the process.
5. Writing the Essay

When writing the essay, keep your plan in front of you and refer to it continuously. Remember the following points: If possible, try to set aside enough time to write the final version in one go, so that you maintain the flow from beginning to end. Sub-headings tend to split up your essay into separate sections and can make it more difficult for you to relate various points together in an integrated way. A good essay should be a continuous piece of prose. For the same reason, try to avoid the use of lists and note form.
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A labelled diagram or sketch may help you to get your point across and may give you a focus for your discussion. Abbreviations are fine as long as they are spelt out the first time they are used. If you refer to a piece of work done by someone else or an idea or theory developed by another person, you need to make it clear that it is not your own idea by referencing it. At the end of the essay you need to list your references: Books: Taylor W.J. and Watling T.F., Successful Project Management, (First Edition), Business Books Ltd 1970 Articles/Papers: Macdonald K.A. and Baker M.J., "Pioneering offshore research in Aberdeen", Journal of Offshore Technology, Volume 3, No 3, pp 9-14, Aug.1995 [this paper when referred to in the main text would appear as Macdonald and Baker (1995)]
Plagiarism is the inclusion of other peoples thoughts and writings without acknowledging them as such. Always acknowledge your sources. Avoid colloquial terms, abbreviations and the first person (I, we) because they tend to reduce the flow and make it more difficult for the reader.
USE Should not For example It appears that
AVOID Shouldnt e.g. I think
Check grammar and spelling but dont rely on spellchecker!
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Appendix 6:
Module Descriptors
This appendix contains details of each of the modules within the programme, including expected learning outcomes and syllabi. Students are encouraged to study the descriptor for each module as they embark on them. The provisions of this appendix are subject to change and should be considered to be for informational purposes rather than to be an irrevocable contract between the university and the student.
Introduction to Subsea Systems and Networks

Aims: To provide an overview of subsea production and processing systems, field architecture and current methods for delivery of hydrocarbons from well to surface. Description: This module gives an introductory overview of the main aspects of subsea field development and of the related disciplines of drilling engineering and well completion engineering, introduces students to the main subject areas which make up this area of study which are covered in further depth in subsequent modules. Learning Outcomes: By the end of the module students should have: Knowledge and understanding of the purpose of subsea systems, how subsea networks are designed to facilitate the most efficient and effective means of production from oil and gas fields from an economic and technical perspective. Knowledge and understanding of the design issues relating to common subsea structures Knowledge and understanding of legislative and ownership of subsea systems and subsea networks in terms of interconnectivity and transit from field to shore Advanced knowledge of particular subsea components Knowledge of specific design issues relating to deep water deployment And to be able to put this knowledge to effect to effect top-level design of subsea field systems and networks.
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Syllabus:
Overview of oilfield development options Infrastructure ownership models and stakeholder interfaces Legislation, permits, and consents Basic principles of drilling Basic principles of completion Subsea structures and architecture Advanced design of trees, valves and structures Fundamentals of subsea systems design, equipment interaction, and reliability issues Deepwater production applications
Timetable:
Full time students will have one 2 hours lecture and 1 hour tutorial per week. Distance learning uses the internet as the communication medium. These take the place of lectures and handouts and will be pages of notes interspersed with learning activities. engage with the material. These will allow the students to
Assessment:
In course assessment (100%) Assessment will be via 2 essay style questions typically of between 1,500-2,000 words each. In addition there will be regular exercises following completion of each block of the syllabus designed to ensure learning outcomes are achieved that will not form part of the overall course assessment.
Subsea Safety and Reliability Management

Aims: To provide an insight into issues of safety hazards, risk management, systems reliability, and legislation as they apply in the subsea environment. Syllabus: Natural and man-made hazards measures of safety and reliability accident and failure statistics fatal accident and serious injury rates societal risks
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technical versus human reliability safety management systems introduction to safety and reliability terminology risk assessment techniques HAZOP classical reliability theory modelling of engineering systems as series and parallel systems redundancy fault trees and event trees availability and maintainability International, European and UK safety legislation, including the Health and Safety at Work etc Act, CIMAH, COSHH and other Regulations.
Learning Outcomes:
By the end of the module students should have: Knowledge of the principles of safety management, and how these are applied in the subsea environment The ability to evaluate hazards and assess risk for subsea projects, with a view to completing hazard and risk assessments, and appropriate strategies for mitigation Developed awareness and understanding of the main reliability issues subsea, including assessing failure causes, failure probability, and examine potential failure consequences; Design of redundancy into subsea systems Knowledge of pertinent national and international health, safety and environmental protection legislation and its application to subsea projects The ability to examine and assess in context human factors in subsea safety and reliability management And to be able to put this knowledge to influence detailed design of subsea field systems
Timetable:
Full time students will have one 2 hours lecture and 1 hour tutorial per week. Distance learning uses the internet as the communication medium, which takes the place of lectures and handouts. Notes will be interspersed with
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learning activities to allow the students to engage with the material. Assessment: 1 two hour examination (100%)
Flow Assurance
Description: To provide detailed knowledge and understanding of the issues facing subsea engineers that implicate on the flow of fluids through pipelines and other structures Learning Outcomes: By the end of the module students should have: A non-specialist understanding of the basics of the chemical properties of the principal hydrocarbon fluids. Knowledge of the techniques to model flow and to consider design implications resulting there from Knowledge of the causes and effects of waxing, hydrate build up, and other chemical obstacles to fluid flow through pipelines and other structures Knowledge of techniques to maintain pipelines free from obstructions Knowledge and understanding of the importance of various forms of coating and insulation, and their application across a variety of environmental and other conditions Knowledge of, and ability to use, the mathematical techniques to model flow dynamics Knowledge and understanding of design criteria for subsea pumps and separation systems, how these differ in deeper water, and introduction to future design trends And to be able to put this knowledge to effect to contribute to detailed component design for subsea field systems and networks Syllabus: Product chemistry Thermodynamics and fluid mechanics Phase Equilibria Analysis
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Multiphase flow modelling including 2 and 3 phase flow Waxing and hydrates Chemical inhibition Coatings and Insulation Steady state and transient flow analysis Slug flow analysis and design thermal modelling techniques, computational flow dynamics, finite element analysis, testing and calibration methodologies, complex path modelling
Timetable:
Subsea processing including subsea pumping and separation
Assessment:
1 two hour examination (80%) and continuous assessment (20%)
Pipelines and Soil Mechanics

Aims: To provide detailed knowledge and understanding of all factors relating to pipeline design, including pipe protection and seabed preparation. Description: This module will provide detailed knowledge and information applicable to the design of in-field pipelines, flowlines and main export lines located on or close to the seabed. Learning Outcomes: By the end of the module students should have: The ability to calculate and design in pipeline stress analysis for detailed cross section design Knowledge of materials design and application for coatings and insulation The ability to calculate hydrodynamic loading, bending equations, and to model and design pipeline support structures
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such as mattresses and berms. Knowledge and understanding of the rock and sediment/pipe interface, including knowledge of scouring effects, sediment hydraulics, and suction effects; knowledge of rock typers and strengths to enable design of strategies for pipeline installation and protection Knowledge of the causes of pipeline buckling, and calculations for pipeline design Knowledge of pipeline interconnection and protection systems, including design criteria and an understanding of their various applications Knowledge and ability to include design criteria for pipeline manufacture to allow for installation loads and stresses Knowledge of other pipeline installation techniques, including pipe-in-pipe systems, coiled tubing, etc. And to be able to put this knowledge to effect to contribute to detailed pipeline system design Syllabus: Pipeline cross-section design for pressure containment and collapse Simplified pipeline hydraulics Pipeline coatings and insulation design Hydrodynamic loads on pipelines Pipeline-soil interaction response including soil friction, stiffness and suction modelling effects Soil and rock types and strengths relevant to pipeline and seabed equipment foundation design Pipeline stability and bottom roughness calculations Pipeline seabed spanning response and evaluation Upheaval and lateral buckling response including temperature and pressure effects Pipeline ancillary equipment design including PLEMs, protection devices, etc. Pipeline installation methods and installation analysis techniques Pipe-in-pipe design National and international design codes
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Timetable:
Assessment:
Subsea Operations and Integrity

Aims: To provide detailed knowledge of materials engineering issues in a subsea environment, especially in deep water; to understand and to apply the relevant design standards criteria; and to provide a detailed understanding related to fault finding, inspection and intervention. Description: This module provides a detailed understanding of design considerations for components to be used in subsea environments, especially in terms of materials selection, qualification, standards and testing. Reasons for failure and the application of failure and reliability analysis in design will be studied, as well as design considerations to permit intervention and maintenance activities subsea. Learning Outcomes: By the end of the module students should have: Knowledge and understanding of principal materials
manufacturing for subsea applications. Knowledge and understanding of the design issues in terms of use of materials in different applications and environments Knowledge, understanding and application of design standards and the implication to materials testing and component acceptance Knowledge of fundamental design problems, reasons for defects, degradation and failure, and the potential consequences of failure Knowledge and application of common fault finding techniques and development and application of preventative and corrective
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action planning Knowledge of processes of live systems intervention, and understanding of design implications And to be able to put this knowledge to effect to contribute to detailed component design for subsea field systems and networks Syllabus: Timetable: Materials selection and manufacturing process Materials and component qualification: design standards and testing/acceptance regimes Defects and Degradation Corrosion and stress failure Reliability-based fatigue and fracture assessment Fundamentals of fault finding and problem solving Live systems intervention Isolation standards Welding and inspection techniques
Full time students will have one 2 hours lecture and 1 hour tutorial per week. Distance learning uses the internet as the communication medium. These take the place of lectures and handouts and will be pages of notes interspersed with learning activities. These will allow the students to engage with the material. Web-based seminars, in which the module tutor will instigate topics for discussion on a 'bulletin board' to which the students have access.
Assessment:
1 two hour examination (80%), Continuous Assessment (20%)
Subsea Control Systems

Aims: To provide detailed knowledge and understanding of the requirements for, and design of, subsea electrical, electro-hydraulic, hydraulic and programmable control systems Description: This module will develop detailed knowledge in the design of subsea
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control systems for a variety of field development options to allow effective management of subsea facilities either from offshore structures or from shore bases. This will include power and telemetry focussing on electrical, hydraulic and electro-hydraulic systems, automatic shut down systems, and application of intelligent monitoring and smart fields. Learning Outcomes: By the end of the module students should have: Knowledge of the components and uses of a wide variety of subsea control systems. Knowledge of the requirements for and design implications, of umbilicals and control lines (power and telemetry) Knowledge of, and ability to model, power requirements subsea Knowledge of, and awareness of design implications of, electrical pumping and compression systems for use in subsea systems, including aspects of transferring topside units to the seabed Knowledge and detailed understanding of the requirements and objectives of pre-commissioning, both at the factory and in situ Knowledge of the design, control and application of manual and automatic shut-down valves, and emergency response systems Been introduced to condition monitoring systems, and Smart fields, including design of redundancy and the role of spare capacity And to be able to put this knowledge to effect to contribute to detailed field design Syllabus: Timetable: Subsea control systems Umbilicals and control lines Power management Subsea electrical submersible pumping (ESP) and compression Systems pre-commissioning Shut down valves and pig traps Variable speed drives Condition monitoring
Full time students will have one 2 hours lecture and 1 hour tutorial per week.
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Distance learning uses the internet as the communication medium. These take the place of lectures and handouts and will be pages of notes interspersed with learning activities. engage with the material. Assessment: 1 two hour examination (80%) and continuous assessment (20%) These will allow the students to
Risers, Moorings and Advanced Hydrodynamics

Aims: To provide detailed knowledge and understanding of all factors relating to riser and mooring design, including the effect of dynamic motions. Description: The module provides students with detailed knowledge of riser and mooring design considerations, in particular looking at novel design considerations such as riser bundling, and the design implications of deep water fields for riser design in terms of additional hydrodynamic loading. Learning Outcomes: By the end of the module students should have: Knowledge and understanding of different riser designs and their application Knowledge and understanding of the mechanics of riser technology, and the role of tension, stress, and fatigue Knowledge and understanding of external dynamic forces and their impact on riser and mooring system design Knowledge and understanding of the dynamic motion of floating surface facilities and their consequences for riser design Knowledge and understanding of the methods of riser installation engineering and planning Knowledge and understanding of the design and application of ancillary riser technology, including interconnectors, joints and buoyancy aids Knowledge and understanding of all applicable international design codes Knowledge and awareness of design trends in riser technologies Knowledge concerning the application of riser technologies in
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deep water And to be able to put this knowledge to effect to contribute to detailed riser system design. Syllabus: Timetable: Overview of riser systems including flexible, steel catenary, hybrid and top tensioned riser systems Ocean environment hydrodynamics including waves, currents, return periods, wave spectra and statistical representation Vessel response characterisation including response amplitude operators and second order response Mooring system response analysis and design Stresses in the subsea environment and hydrodynamic loads on risers Effective tension and its role in riser and mooring response Catenary equations for approximate static solutions Large displacement riser mechanics Riser equations of motion Time and frequency domain solution techniques Regular and irregular wave loading analysis Extreme and fatigue response analysis Flexible pipe cross-section design and analysis, and global riser configuration design Top tension riser design considerations Steel catenary riser design considerations Hybrid riser design Riser installation methods and analysis techniques Riser ancillary equipment design such as buoyancy, bend stiffeners, flex joints, riser bases, etc. Riser design standards Implications of deep water for riser and mooring design
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Assessment:
Subsea Installation, Inspection & Maintenance

Aims: To provide a detailed understanding of the techniques used for installation, inspection, and maintenance of subsea systems, including seabed hardware, pipelines and risers, and the implications of such techniques for the design of subsea components and systems. Description: The moduule will provide detailed knowledge on various techniques and trends in the installation, inspection and maintenance of subsea equipment, especially pipeline and riser systems and principal components. The module will provide engineers with a sufficiently broad awareness of techniques used throughout offshore operations to give an appreciation and understanding of system limitations and appropriate applications for different subsea environments. Learning Outcomes: By the end of the module students should have: Knowledge and understanding of different types of installation and maintenance vessels and barges Knowledge and understanding of deck layouts and equipment set ups for equipment installation Knowledge and understanding of the various methods of pipeline and riser installation, including calculations and use of tension, touchdown monitoring, and load calculation and analysis at both design and operational phases Knowledge and understanding of methods of installation and inter-connection of subsea plant, including manifolds and other structures, including detailed calculation and analysis of load and lifting plans Knowledge and awareness of the various methods of intervention, including ROV and diver intervention, tooling systems and applications. Knowledge and understanding of inspection and access to subsea equipment and wells, including implications for design
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Knowledge and understanding of installation techniques in deep water, the application of mathematical techniques for deep water installation projects, and techniques for inspection and maintenance of subsea systems in deep water
Knowledge of survey techniques, and knowledge and awareness of acoustic positioning systems, their application, and understanding of spatial positioning accuracy in various water depths
And to be able to put this knowledge to effect to contribute to operational planning and management Syllabus: Design and installation planning Vessel types Spool designs Principles of rig set up and operation Subsea installation (including operational and installation loads) Lifting analysis and calculation ROV Diving and diverless intervention and Tooling systems Subsea well access Deep water subsea installation techniques Subsea Inspection Survey and understanding spatial/acoustic positioning methods and accuracy Timetable: Full time students will have one 2 hours lecture and 1 hour tutorial per week. Distance learning uses the internet as the communication medium. These take the place of lectures and handouts and will be pages of notes interspersed with learning activities. engage with the material. These will allow the students to
Assessment:
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Individual Project (Dissertation)

Aims: This module offers the student the opportunity of putting his acquired knowledge into a practical application. Description: The dissertation is an independent piece of work based on a topic of the students own choice. The students are encouraged to focus their dissertation on a problem confronting the Subsea industry, and demonstrate how the design fundamentals they have learned during the taught programme can be put into practice to provide solutions towards addressing the problem. The dissertation should contain a degree of original work and demonstrate in-depth the skills and knowledge acquired throughout the MSc programme. Learning Outcomes: By the end of the module students should: Have knowledge and understanding of: the design and technical issues of the topic involved the research processes and research methodology selected the applicability and application of results into work based situations Have gained intellectual skills so that they are able to: interpret experimental data and present results in a meaningful way critically discuss results and compare with others assess reliability of data and its significance apply knowledge gained from earlier modules in carrying out project work Have gained practical skills so that they are able to: apply new Subsea engineering design methods to the students work evaluate a range of different solutions to sharing project data obtain reliable data in the form demanded by the project write concise reports in English use a variety of IT skills which they use to enhance their project
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Have gained or improved transferable skills so that they are able to: Syllabus: use different search engines on the internet; plan a project within a given timescale communicate with others express themselves clearly and concisely in written presentation
The student will be required to pursue a Subsea Engineering project, and will be appointed a University supervisor. He will also be assisted to engage an appropriate industry mentor. The student is responsible for making contact with his supervisor and this can be done electronically as well as in person. Takes place over a 3 months period (6 months for distance learners) following the completion of all taught elements.
Timetable:
Assessment:
Dissertation (100%)
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Appendix 7: Requirement for Individual Project Dissertations Guidelines for Preparation of Dissertation Academic Year 2008-2009
(subject to revision as required) General For full-time students taking the MSc Programme over 12 months, a dissertation is to be prepared on the work undertaken during the final individual project, which will normally form part of an approved industrial placement carried out from June to September. However, this cannot be guaranteed. For parttime students who are sponsored by their company or who are working for a company approved by the University, a dissertation is to be prepared on approved project work carried out within that company during the second or third year of the Programme. Submission dates and requirements For full-time students the dissertation is to be submitted by the end of September in the calendar year following the year of their admission to the Programme. For part-time students, the dissertation is to be submitted by the end of September at the end of their second, or third, academic year of study. It should be handed in to Room G034 in the Fraser Noble Building, Postgraduate Office, or be sent by post using recorded delivery. Students are required to submit two spiral bound (or other suitably loose-bound) copies and one electronic copy (on a CD) of their dissertation by the above date. These will be used for assessment and examination purposes. Following examination of the dissertation, which may include an oral examination, you may be required to make corrections or other alterations and must then submit two copies of the approved dissertation, bound in accordance with the University Regulations for the degree of Master of Science (available separately). These must be received before the award of the degree can be made. This requirement will be strictly enforced. Specification The dissertation shall be a scholarly work describing an investigation of some aspect of safety and/or reliability in the field of engineering. The dissertation will normally include a description of the problem investigated, a review of relevant literature, a description of the work carried out, presentation of the findings obtained and relevant conclusions and/or recommendations. A summary of not more than one page shall also be included. Where information, diagrams, text or other intellectual property is taken from other sources and included in the dissertation, due acknowledgement must be given by appropriate referencing. The dissertation shall be written in English and shall be typed or word-processed on A4 paper with 1 spacing (approx. 3 lines per inch). The preferred font is 12pt Times Roman for normal text, and this should be used unless there are very good reasons for not doing so. The dissertation shall be approximately 100 pages in length, including title and contents pages, diagrams, tables, references and essential appendices containing material generated as part of the study; but excluding computer printout and material taken directly from other sources (e.g. drawings, data, etc.). The latter may be included if it is needed for the purposes of understanding the dissertation,
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or if it provides a useful source of information and shall be in the form of one or more annexes, bound with the dissertation.
Layout
The dissertation shall normally comply with the following layout: Title Page Summary Page Contents Page(s) Acknowledgements Main Body of Dissertation (including tables and figures) References and/or Bibliography Appendices (e.g. long mathematical derivations, lists of substances, tables, etc., too long to be included in the main body of the dissertation) Annexes (e.g. computer printout, or data obtained from other sources)
Title page
The title page should be set out according to the attached sheet.
Binding
When the final content of the dissertation has been agreed, three copies should be prepared and bound in accordance with the University Regulations for the degree of Master of Science. This can be undertaken by the Queen Mother Library. The bound copies of the dissertation should be handed in to the Postgraduate Office.
Oral examination
Candidates should be prepared to attend an oral examination on their dissertation, which will normally take place sometime in November. However, this is at the discretion of the Board of Examiners. The date for oral examinations will be announced as soon as it is known.
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TITLE
(14pt bold)
(12 pt italic)
by
CANDIDATE NAME, B.Sc., C.Eng., etc.
(as appropriate)
(12pt bold)
Dissertation submitted in partial fulfilment of the degree of Master of Science in the University of Aberdeen
(12pt italic)
School of Engineering University of Aberdeen
Month, Year
before the award of the MSc degree

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Appendix 8: Progression Requirements for the MSc Programme

The scheme for progression from the taught part of the Programme to the individual project is governed by the University Regulations Procedures for Determining Progression and Award in Modularised Postgraduate Taught Programmes of Study (Grade Spectrum). Details of this can be seen at http://www.abdn.ac.uk/quality/appendix7x7archive.pdf#search=%22Grade%20Spectrum%22 In assessing your performance throughout the year, the rules set out in the Grade Spectrum will be applied, and the requirements for achieving the degree of MSc can be summarized as follows: Normally CAS scores of 9 or better in all elements of assessment, inclusive of the project/dissertation, and Normally CAS scores of 12 or better in elements of assessment constituting three quarters of the total assessment. For information, it should be noted that the [CAS 8]/[CAS 9] boundary corresponds to a percentage pass mark of about 40%. For award of the Masters degree with Commendation, it is necessary to obtain CAS scores of 15 or better in elements of assessment constituting three quarters of the total assessment and CAS scores of 12 or better in all elements of assessment. For award of the Masters degree with Distinction, it is necessary to obtain CAS scores of 18 or better in elements of assessment constituting half the total assessment, and CAS scores of 15 or better in three quarters of the total assessment, and CAS scores of 12 or better in all elements of assessment. For progression to the dissertation element of the Programme (EG5904), and for transfer from PG Diploma Registration to MSc Registration, it is necessary to obtain CAS scores of 12 or better in elements of assessment constituting three quarters of the total assessment and CAS scores of 9 or better in all elements of assessment. For students who do not achieve the above standards, a Postgraduate Diploma can be awarded to those who achieve CAS scores of 9 or better in all elements of assessment.
Please note: re-sitting of written examinations is not allowed except in special cases, e.g. illness. Any re-sits will be held in January or May of the following year.
re-submission of individual project dissertations is not possible except in very special circumstances and as agreed by the External Examiner.
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Subsea Eng Prog Man 08-09

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MSc Subsea Engineering

Student Programme Manual

School of Engineering College of Physical Sciences

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

Before You Begin

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

Equality and Diversity Policy Statement

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

Student Responsibility Statement

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

3.0 PROGRAMME STRUCTURE 3.1 3.2 COURSES COURSE CODES EXPLAINED

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

Your Contact Details

Enquiries & Contacts

1.3.1 General Enquires

1.3.2 Module Enquiries

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

Personal Study Plans

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

1.5.2 POP3 Access

Firewall & Spam Filters

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

2.0 Policies & Procedures

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

Fee Payment & Refunds

Student Representation and Feedback

Academic Appeals & Student Complaints

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

2.5.2 Student Complaints

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

Cheating & Plagiarism

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

Medical Conditions & Other Special Factors

2.7.2 Medical Certificates

2.7.3 Special Circumstances

2.7.4 Dyslexia and other long-term problems

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

3.0 Programme Structure

Course Codes Explained

MSc (level 5) course

Runs in the 1sthalf session

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

4.0 Examinations and Assessments

Award of Certificate or Diploma

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

The Common Assessment Scale

The Grade Spectrum

Examination Arrangements for distance learners

4.6.1 Examination Centres

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

4.6.2 Examination Dates

4.6.3 Re-Assessment Examinations (Resits)

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

5.0 University Library Service

Library Student Guides

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

6.0 Getting Started

This can be found at: http://www.abdn.ac.uk/cops/graduateschool/portal/ Each area is explored below.

UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL

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UNIVERSITY OF ABERDEEN - MSC SUBSEA ENGINEERING - STUDENT PROGRAMME MANUAL