Order 1412114: Public transportation and how it affects the environment

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A S HE In di vi dual Res e arc h Pr oj ec t: A ss essm ent Gu ide

Deadline Dates: 1. Interim submission date: Friday 11th Jan 2019

2. Thursday April 4th 2019

Table of Contents Learning outcomes........................................................................................................................................................ 1

Choosing your Topic....................................................................................................................................................... 2

Individual Research Project – Sustainability .................................................................................................................. 2

Interim Report Structure ............................................................................................................................................... 8

Marking Scheme (What the assessor is looking for)...................................................................................................... 11

How to hand in your report. .......................................................................................................................................... 12

FAQ................................................................................................................................................................................ 12

Overview This assignment counts for 70% of your overall mark for this unit. Interim report (20%) and the final report submission (50%).

You are being asked to conduct an individual research project focusing on an aspect of sustainability. The aim is to use

and demonstrate the study skills you have developed and improved during this unit.

All research projects aim to answer a question. This sets them apart from reports or essays. You will choose one of the

suggested topics to investigate or you may have your own related area of interest , but this MUST be discussed in advance

with your tutor. The next step is to determine your aim and main research question. As well as reviewing the literature,

you should collect some primary data, for example, from a questionnaire or interview.

There will be a series of workshops and classes, which will help you and prepare you for each stage in the

development and writing of your report.

Learning outcomes The aims and objectives of this project are to develop your ability to

• Reflect upon your skills, learning and performance through personal development planning

• Undertake research into a given topic, critically analyse the information found and use it to form a clear and

coherent argument

• Use data to undertake statistical analysis and present the data in an appropriate form

• Express ideas and arguments in the form of a well-structured academic report making appropriate use of ICT.

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Choosing your Topic

The general topic is Sustainability. You can do your project on any aspect of this very broad topic; however we have

suggested areas that may be most relevant to you with respect to your linked degree subject. It is a good idea to select a

broad area that you want to focus on and do some quick research or background reading to help you narrow down your

focus.

Individual Research Project – Sustainability Important points to consider when selecting the area of your research.

• You need a research question to answer, do NOT attempt to focus on more than one question.

• You need to generate or use some data – see the minimum requirements for the Results section. So aim to use

one of the online data generators e.g. waterfootprint calculator, write and deliver a questionnaire, carry out

interviews, collect data e.g. distance food has travelled from production to selling point.

• You do not have to choose one of the suggested areas or the suggested question below however if you have

your own idea you must get it agreed with your tutor.

Suggested Topics: Below you will find a list of possible areas which include a brief description of the topic, some

possible questions that can form a research project and some starter links.

1. Ethical Consumerism and Green Consumer Behaviour when Purchasing Products

Green consumerism refers to recycling, purchasing and using eco-friendly products that minimise damage to the

environment. This involves decisions such as using appliances that consume less power, buying hybrid cars that emit less

carbon dioxide, using solar and wind power to generate electricity and buying locally grown vegetables and fruits.

You can select one of the following research questions:

• What is the real impact of ethical consumerism on the environment?

• How green consumers decided which product to purchase? What factors influenced this purchase decision process?

• What factors influence individuals when considering ‘green goods’?

• Are degradable shopping bags sustainable? How do the options compare in terms of cost (including cost to the

environment) to produce and time to degrade?

• Are smart cars/electric cars more sustainable? How do they compare to conventional transport? How long do

they last? What are the issues? How can the public be persuaded to use them?

Starter Resources:

• Paavola, J. (2001). "Towards Sustainable Consumption: Economics and Ethical Concerns for the Environment in Consumer Choices." Review of Social Economy 59.2.

• Papaoikonomou, E. (2013), Sustainable lifestyles in an urban context: towards a holistic understanding of ethical consumer behaviours. Empirical evidence from Catalonia, Spain. International Journal of Consumer Studies, 37: 181– 188.

• Başgöze, P., & Tektaş, Ö. (2012, August). Ethical Perceptions and Green Buying Behavior of Consumers: A Cross- National Exploratory Study. Journal of Economics and Behavioral Studies, 4(8), 477-488.

• Young, W., Hwang, K., McDonald, S. and Oates, C. J. (2010), Sustainable consumption: green consumer behaviour

when purchasing products. Sustainable Development, 18: 20–31.

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2. Psychology A. The psychology of sustainable behaviour

Human behaviour underlies almost all environmental problems, such as air and water pollution, climate change,

deforestation, and loss of biodiversity. Research in psychology offers clues as to why people engage in unsustainable

behaviours despite their concern about the broader consequences. At the same time, the research also explains why

people go out of their way to behave sustainably, and how it is possible to motivate and empower sustainable actions. The

goal of the psychology of sustainable behaviour is to create the conditions that make sustainable action the most appealing

or natural choice.

Most people want to live in a way that treats the ecosystems we depend on with care and respect, and people express

increasing worry about the state of our natural environment. Yet we all find ourselves engaging in unsustainable daily

behaviours that have negative environmental impacts.

Example questions:

• How important is recycling to MMU students?

• Why is it so difficult for us to change our behaviour despite our environmental concerns?

• How does individual sustainability contribute to broader social and policy change?

Starter Resources:

• Amel, E. L., Manning, C. M., & Scott, B. A. (2009). Mindfulness and sustainable behavior: Pondering attention and

awareness as means for increasing green behavior. Ecopsychology, 1(1), 14-25.

• Manning, C. (2009). The Psychology of Sustainable Behavior. Minnesota Pollution Control Agency. Retrieved from

https://www.pca.state.mn.us/sites/default/files/p-ee1-01.pdf

• Trijp, H. v. (2014). Encouraging sustainable behavior: psychology and the environment. New York: Psychology Press.

B. Conservation Psychology:

Conservation psychology is defined as psychological research oriented toward understanding why people help or

hurt the natural environment and promoting environmentally sustainable practices.

• How Psychology Can Save The World From Climate Change?

Starter Resources:

• Clayton, S. D., & Myers, G. (2015). Conservation psychology: Understanding and promoting human care for

nature. Chichester, UK: Wiley-Blackwell.

• Trijp, H. V. (2014). Encouraging sustainable behavior: Psychology and the environment. New York: Psychology

Press.

C. The Psychology of Education

Changing society’s minds about sustainability requires knowledge about the situation, awareness of what

needs to be done and actions to change today’s unsustainable behaviours. The university students have the

opportunity during their education to develop the ability to understand the need for sustainability and act on it

by integrating social, environmental and economic considerations in their decision making.

• What influences students’ self-perceived sustainability actions after undergraduate education?

Starter Resource:

• Sammalisto, K., Sundström, A., Haartman, R. V., Holm, T., & Yao, Z. (2016). Learning about Sustainability—What

Influences Students’ Self-Perceived Sustainability Actions after Undergraduate Education? Sustainability, 8(6),

510.

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3. Eco Sustainable Fashion:

Chemicals are used in the production of clothing material. This has been flagged as an issue by Greenpeace who say

they have found toxic chemicals in a number of high profile companies’ clothes. Non phenol ethoxylates (NPEs) have

been used for years to remove oils from natural fibres because they are not absorbed into wool. The EU recognises

that some of these chemicals are associated with reproductive abnormalities in fish and aquatic wildlife

• How environmentally friendly are so-called eco-fashion fabrics or clothes? How does the cost

compare?

Starter Resources:

• Reeve, J. (2010). Sustainable Fashion and Textiles: Design Journeys/Eco-Chic: The Fashion

Paradox. Journal of Design History. 23, 3: 317-319.

• Farley Gordon, J., & Hill, C. (2014). Sustainable fashion: past, present and future. London:

Bloomsbury Publishing.

• Fibre Footprint Calculator: http://www.sustainablecotton.org/footprint_calculator/growers/

• Claudio, L. (2007) ‘Waste Couture: Environmental Impact of the Clothing Industry’ Environ Health Perspect.

115(9)[online] http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1964887/

4. Computational Sustainability Computational Sustainability is an emerging field that aims to apply techniques from computer science and related

disciplines (e.g., information science, operations research, applied mathematics, and statistics) to help manage the

balance of environmental, economic, and societal needs for sustainable development.

A. Sustainable Information Systems

Information Systems (IS) as a discipline draws on diverse areas including, technology, organisational theory,

management and social science. The field is recognized as very broad and encompassing many themes and

areas. Sustainable, or "green," IT is used to describe the development, manufacture, management, use and

disposal of ICT in a way that minimizes damage to the environment.

Starter Resources:

• Linger, H. (2016). Building Sustainable Information Systems: Springer-Verlag New York.

• Melville, N. P. (2010). Information systems innovation for environmental sustainability. Mis Quarterly,

34(1), 1-21.

B. Sustainable Cloud Computing

Cloud Computing is today’s most promising technology due to its cost-efficiency, flexibility and unrestricted

access to computing for everybody. Cloud services make a positive contribution to sustainability: The cloud

encourages clean-tech applications like smart grids and it also encourages consumers to use virtual services such

as video streaming to replace resource-heavy physical products.

Starter Resources:

• Shuja, J., Gani, A., Shamshirband, S., Ahmad, R. W., & Bilal, K. (2016). Sustainable Cloud Data Centers: A

survey of enabling techniques and technologies. Renewable and Sustainable Energy Reviews, 62, 195–214.

• Müller, G., Sonehara, N., Echizen, I., & Wohlgemuth, S. (2011). Sustainable cloud computing. Business & Information Systems Engineering, 3(3), 1.

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5. Sustainable Engineering

A. Renewable Energy Systems & the Environment

Renewable Energy Systems and the Environment is one of the pathways offered in the Sustainable Engineering

domain. It examines the design and operation of the energy systems that provide the environments in which people

live and work. It explores how quality of life can be balanced by the need for conservation of world resources. The

energy resources includes renewable, fossil and nuclear.

Starter Resources:

• Bender, S. F., Wagg, C., & Heijden, M. G. (2016). An Underground Revolution: Biodiversity and Soil Ecological

Engineering for Agricultural Sustainability. Trends in Ecology & Evolution, 31(6).

• Davidson, C. I., Hendrickson, C. T., Matthews, H. S., Bridges, M. W., Allen, D. T., Murphy, C. F., ... & Austin, S.

(2010). Preparing future engineers for challenges of the 21st century: Sustainable engineering. Journal of

cleaner production, 18(7), 698-701.

B. Sustainable Product Design Engineering

Sustainable Design Engineering goes beyond being just efficient, attractive, on time and on budget. It cares about

how such goals are achieved, about its effect on people and the environment.

• What is sustainable design, and how do you create a “greener” product?

Starter Resources:

• Vargova, J., Badida, M., & Hricova, B. (2008). Product design and sustainable development in engineering

process. Annals of DAAAM & Proceedings, 1443-1445.

• Ramani, K., Ramanujan, D., Bernstein, W. Z., Zhao, F., Sutherland, J., Handwerker, C., ... & Thurston, D.

(2010). Integrated sustainable life cycle design: a review. Journal of Mechanical Design, 132(9), 091004.

C. Sustainable Automotive Engineering

The industry is looking to improve the environmental impact of the manufacturing process and products it

delivers. The growth in automotive production has increased the number of end-of-life vehicles (ELVs) annually.

Those new vehicles are delivering enhanced fuel efficiency, air quality standards, safety and desirability to the

consumer.

Starter Resources:

• Tian, J., & Chen, M. (2014). Sustainable design for automotive products: Dismantling and recycling of end-of-

life vehicles. Waste management, 34(2), 458-467.

• Mayyas, A., Qattawi, A., Omar, M., & Shan, D. (2012). Design for sustainability in automotive industry: A

comprehensive review. Renewable and Sustainable Energy Reviews, 16(4), 1845-1862.

6. Animal Welfare

A 2007 report by Compassion in World Farming highlighted the fact that the vast majority of animals farmed for

food worldwide are intensively reared. Industrial animal productions main concern is maximising productivity and

profit, however, this can often mean confinement, overcrowding and over-feeding which causes great suffering

to the animals being farmed.

• More than 40% of the meat eaten in Britain is chicken with approximately 830 million farmed birds (known as

broilers) slaughtered every year.

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• In poultry farming typically, around 25,000 birds are housed together within a building, but in some cases the

number is much higher. Intensively farmed chicken raises serious concerns over the animal’s health and

welfare.

• However, farming chicken in this manner allows for cheap production and therefore a cheaper selling price.

Starter Resources

• Asselt, E. v., Capuano, E., & Fels-Klerx, H. v. (2015). Sustainability of milk production in the Netherlands – A

comparison between raw organic, pasteurised organic and conventional milk. International Dairy Journal, 19-

26.

• Velarde, A., Fàbrega, E., Blanco-Penedo, I., & Dalmau, A. (2015). Animal welfare towards sustainability in

pork meat production. Meat science, 109, 13-17.

• Van Asselt, E. D., van Bussel, L. G. J., van Horne, P., van der Voet, H., van der Heijden, G. W. A. M., & van der

Fels-Klerx, H. J. (2015). Assessing the sustainability of egg production systems in The Netherlands. Poultry

science, pev165.

• Schmitt, E., Keech, D., Maye, D., Barjolle, D., & Kirwan, J. (2016). Comparing the Sustainability of Local and

Global Food Chains: A Case Study of Cheese Products in Switzerland and the UK. Sustainability, 8(5), 419.

7. Vegetarianism for a Sustainable Planet?

One reason for vegetarianism which has become increasingly popular in the past 2 years or more is the impact

the production of meat has on the environment (e.g. climate change)

Starter Resources

• Clarke, A. (2015). Vegetarianism and sustainability. Journal of the Australian Traditional-Medicine Society, 21(2), 106.

• Linn, S. E. (2016). The Insect Cookbook: Food for a Sustainable Planet. Florida Entomologist, 99(1), 157-158.

• Stoll-Kleemann, S., & O'Riordan, T. (2015). The Sustainability Challenges of Our Meat and Dairy Diets. Environment: Science and Policy for Sustainable Development, 57(3), 34-48.

8. Over-Fishing

Over three quarters of the Earth are covered by the oceans containing over 80% of all life on the planet. However, destructive methods of fishing have caused severe strain on this ecosystem. Scientists now

estimate that, at the current rates of decline, most fish stocks could collapse within the next 50 years.

Millions of people worldwide depend on fish for food and for their livelihood. The collapse of these stocks would

not only impact on the ecosystem but it would also have profound social and economical consequences.

Starter Resources • Zhou, S., Smith, A. D., & Knudsen, E. E. (2015). Ending overfishing while catching more fish. Fish and

Fisheries, 16(4), 716-722.

• Seves, S. M., Temme, E. H., Brosens, M. C., Zijp, M. C., Hoekstra, J., & Hollander, A. (2016). Sustainability aspects

and nutritional composition of fish: evaluation of wild and cultivated fish species consumed in the

Netherlands. Climatic Change, 135(3-4), 597-610.

• Zhou, G., Hu, W., & Huang, W. (2016). Are Consumers Willing to Pay More for Sustainable Products? A Study of

Eco-Labeled Tuna Steak. Sustainability, 8(5), 494.

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9. Food Miles

What is the significance of food miles? Does it impact on economy? Does it impact on the environment?

• You could, for example, pick a food product you regularly consume and research the food chain for this

product – where did it originate, how many food miles has it travelled, who has taken part in getting it to you?

• Also think about the impact of the production, transport and consumption of this product on global

sustainability

Starter Resources:

• Galli, F., Bartolini, F., Brunori, G., Colombo, L., Gava, O., Grando, S., & Marescotti, A. (2015). Sustainability

assessment of food supply chains: an application to local and global bread in Italy. Agricultural and Food

Economics, 3(1), 1.

• Hiroki, S., Garnevska, E., & McLaren, S. (2016). Consumer Perceptions About Local Food in New Zealand, and

the Role of Life Cycle-Based Environmental Sustainability. Journal of Agricultural and Environmental

Ethics, 29(3), 479-505.

• Galli, F., Bartolini, F., & Brunori, G. (2016). Handling diversity of visions and priorities in food chain

sustainability assessment. Sustainability, 8(4), 305.

• There is a food mile calculator at http://www.organiclinker.com/food-miles.cfm

10. Water Footprint You can select one of the following research questions:

• How much water do you use? Compare the water footprint of different countries – are they sustainable with

current water purification methods? How can water footprint be reduced? Investigate the effects of methods

of water reduction would have if taken up by the entire UK population/half the population – what would be

the impact.

• Investigate views of general public in some of the changes – to what lengths would they be prepared to go?

What if it cost them more money? Or took more time?

Starter Resources: Use the water footprint calculator (first starter link) to investigate group of people/compare water use in

different areas of the world/effects of changing behaviour on water footprint.

• Waterfootprint Organisation: http://www.waterfootprint.org/?page=files/YourWaterFootprint.

• Wichelns, D. (2015). Virtual water and water footprints: Overreaching into the discourse on sustainability,

efficiency, and equity. Water Alternatives, 8(3).

• Konar, M., Evans, T. P., Levy, M., Scott, C. A., Troy, T. J., Vörösmarty, C. J., & Sivapalan, M. (2016). Water

resources sustainability in a globalizing world: who uses the water? Hydrological Processes.

• Zhang, Y., Huang, K., Yu, Y., Hu, T., & Wei, J. (2015). Impact of climate change and drought regime on water

footprint of crop production: the case of Lake Dianchi Basin, China. Natural Hazards, 79(1), 549-566.

• Lovarelli, D., Bacenetti, J., & Fiala, M. (2016). Water Footprint of crop productions: A review. Science of the

Total Environment, 548, 236-251.

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Interim report structure

The majority of the time spent on your interim report will involve researching, note taking and reviewing the

literature. There will be ASHE classes covering all of the stages of this initial assessment. When it comes to writing up

your interim report it should contain the following sections (see Interim report template for further details):

Section What is the function of this section?

Introduction

• This is a summary of the background research that you have found relevant to your study. • This sets the scene and also tells the reader why your study is important and what you were

trying to find out. • This should include detailed research with appropriate citations.

• 500-800 words

Methodology • This should briefly describe the design of your study, e.g. the design of a questionnaire or

how you structured an interview. • To include information on demographics and how information will be collected.

References

• This is the list of the sources of information you have used and should be in Harvard style. • Only list sources that you have mentioned in the body of your work above. • The quality and quantity of references is important here – ensure you have sufficient

references for your work and that material is obtained from good quality, reliable sources.

Appendix – including Questionnaire

• This section includes material not required for the main report but that may be useful. For the interim report this should include your blank questionnaire, a copy of the questions for interview or any other relevant data collection details.

• The questionnaire should be designed to generate quantitative and qualitative data. • Quantitative data should be appropriate for data analysis and summary statistics

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Interim report Marking Scheme (What the assessor is looking for)

Section (% of total mark) Features of an excellent report Features of a Failed Report

Introduction(including Literature review) 40%

• Aims of the report are clearly expressed.

• Relevant background research is excellently and comprehensively discussed , including citations.

• The range and quality of the citations are appropriate for the study.

• Material is presented as a logical argument.

• Demonstrates in depth knowledge.

• Lacks structured content. Little or no evidence of background research.

• Use of quality resources negligible.

• No citation or very poor quality citation.

Methodology 15%

• Methodology is concisely and clearly explained and was designed to generate quantitative and qualitative data.

• Poorly designed, not clearly explained.

• No justification for methods used.

Questionnaire 25%

• Evidence of clear understanding of survey requirements.

• Questions clear and generate quantitative and qualitative data.

• Variety and number of questions appropriate for study.

• Questions correspond to the survey topic

• Inadequate primary data collection – low quality design

• Questions are vague and poorly worded

• Questions do not allow for collection of Quantitative AND Qualitative data.

• Questions limited in variety – no scale or numerical data

Overall Presentation – academic tone. 10%

• Impeccable standard of presentation.

• Excellent use of ICT, including in the analysis of data.

• Written in clear English (fluency, grammar, punctuation and spelling).

• Clear layout and excellent use of academic language throughout.

• Poor layout and structure, lacking in literacy style or quality.

• May be difficult to follow because of errors in grammar, punctuation and spelling.

• Written almost entirely in wrong tone – little or no academic language

Citation and referencing 10%

• Excellent use of Harvard citation and referencing.

• Correct format and appropriate quantity and quality of references for report.

• Not referenced or poorly referenced.

• Few or no citations used.

• May be difficult to follow because of errors in grammar, punctuation and spelling.

The length of the Interim Report should be approximately 700-1000 words. The marking scheme for the project is shown below; it is good practice to use this as a

checklist when writing your report. References and Appendix data are not counted as part of the word count.

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Full Report Structure The majority of the time spent on your project will involve researching, note taking and analysis of your data. There

will be ASHE classes covering all stages of conducting a project. When it comes to writing up your report it should

contain the following sections:

Section What is the function of this section?

Abstract This should be very short and summarizes the results and sometimes the conclusion. Basically should tell someone all about your project in as few words possible!

Introduction

This is a summary of the background research that you have found relevant to your study. This

sets the scene and tells the reader why your study is important and what aim to find out.

Methodology This should briefly describe the design of your study, e.g. the design of a questionnaire or how

you structured an interview.

Results/Data

Analysis

This should present your data. It should describe your findings, but not offer any explanations or

discussion of the results. The data you collected, ‘raw data’, usually has to be converted statistically or mathematically to

display in tables and/or graphs.

For this project you MUST include:

• Minimum of 2 graphs

• Qualitative

• Quantitative data • Summary statistics • With all data traceable through a spreadsheet

Discussion and Evaluation

This section tells the reader what you think your results mean. Are they relevant? How do they

connect to what we already know about this area? If you were continuing to research in this

area what would you investigate? Why?

Might your work contain errors? How could this study have been improved? In other words this

section contains a critical analysis of your work.

Conclusion, Recommendation and Future Work

It should end with your overall conclusions – did you answer the question you set out to investigate? Explain any future work that needs to carry out in the future.

References This is the list of the sources of information you have used and should be in Harvard style. Only

list sources that you have mentioned in the body of your work above.

PDP Summary Approximately 200 words with reference to your PDP entries that you have sent to your tutor.

This should summarize and reflect on your work in this unit, your skills, how they have

developed, and your targets for next year.

Supporting

Evidence

This file will consist of your raw data and calculations carried out on that data.

The length of the Written Report should be approximately 2500 words (+/- 10%). References and Appendix

data are not counted as part of the word count. The marking scheme for the project is shown below; it is good

practice to use this as a checklist when writing your report.

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Marking Scheme (What the assessor is looking for)

Section (% of total mark) Features of an excellent report Features of a Failed Report

PDP Summary.

15%

Engaged with all the PDP elements of the unit. Assessed and evaluated personal skills, reflected

on their progress, identified future targets. Provided evidence for their comments.

Poor or no attendance Very poor selection of skills, little or

no reflection, minimal targets.

Introduction

15%

Aims of the project are clearly expressed. Relevant background research is discussed and cited.

The range and quality of the references are appropriate for the study. Material is presented as a

logical argument.

Introduction lacks structured content. Little or no evidence

of background research using quality resources

The design of the study

and choice of methods

10%

The study design is concisely and clearly explained and was designed to generate quantitative

and qualitative data.

Poorly designed, not clearly explained. Questions do not yield quantitative AND qualitative data

Results and Data Analysis

25%

The data include both qualitative AND quantitative primary source data. Appropriate methods have been used to analyze the data. At least 2 different styles of graphs have been used to represent data–with correct axes and labels Summary statistics have been included – averages and standard deviations calculated There is evidence of raw data and all calculations in the supporting evidence file – with all data traceable through the spreadsheet.

Raw data file lacking data or absent Graphs are included but not created by students using a spreadsheet. Single data analysis or less. Only a few measures of spread calculated.

Critical analysis of the

Results and Conclusion

25%

Reasoned discussion of results and links to referenced material.

Critical analysis of own data. Logical conclusions based on

research evidence, results linked consistently to research

question and objectives

Limited discussion of results. No linking findings to

background research.

Very little attempt at conclusion.

Presentation, use of ICT,

Referencing.

10%

Impeccable standard of presentation, citation and Harvard referencing. Excellent use of ICT,

including in the analysis of data. Written in clear English (fluency, grammar, punctuation,

spelling). Clear labelling of sections, clear report structure.

Not referenced or poorly referenced. Few or no citations

used. May be difficult to follow because of errors in

grammar, punctuation, spelling.

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How to hand in your report. You will submit your work in two stages and there are 2 compulsory submission dates.

Firstly, the Interim submission date is Friday 11 th

January 2019 and this includes two completed sections of your

research report – the Introduction (which should include a literature review) and a Methodology

Interim report submission will be during the PC Lab session of the first week of term two to ensure students do not suffer from IT issues when using Turnitin.

The second and final submission deadline date is Thursday 4 th

April 2019 and this will include the remaining sections

of your research report and a completed PDP summary. It is important that you respond to both of these deadlines,

however the way you submit the work will be different.

You will submit your work for the first submission deadline date via Turnitin during your PC Lab session – during

Week 13 – week beginning 7th January 2018. Turnitin is a facility for collecting and storing coursework, it is used

widely in UK Universities. It is also a plagiarism tool. It will compare your work to millions of books and online

resources as well as work submitted by students to other universities.

For the second submission deadline date – Thursday 4 th

April 2019, you will submit 2 files; a word file containing

your report and PDP and an evidence file (probably an Excel file) containing raw data and its analysis. The full report

will be uploaded via Turnitin, the data file (excel) will be uploaded via Moodle link on the ASHE Moodle Quicklinks

side bar.

You will be able to submit your work in advance of the deadline. This means that you will be able to check your own

work by viewing your “originality report” then amend the report if you wish and upload a new copy to Turnitin. Each

time you resubmit a file the previous copy is deleted. You can resubmit as many times as you like until the deadline.

In cases of exceptional factors - obtain further information from the Student Hub or speak to the unit leader:

S.abu- [email protected] .

FAQ

1. I submitted my work, but I can’t see an originality report. Originality reports can take 24 hours or more to

appear, especially when lots of students are uploading documents at once. Just keep checking.

2. I am not sure if the electronic submission worked! How can I tell? You should be able to see your report on

the screen, but you will get an email receipt to your university student email address.

3. I think I submitted the wrong file. You can upload your file again, or to check just click on your report and it

will open.