BSc (Hons) Biomedical Science Student Handbook 2012-13, Lecture notes of Pharmacy

Download BSc (Hons) Biomedical Science Student Handbook 2012-13 and more Lecture notes Pharmacy in PDF only on Docsity! 1 Student Handbook BSc (Hons) Biomedical Science Academic Year 2015/2016 Dr Niall M. Woods School of Pharmacy and Biomedical Sciences All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials. 2 UCLan Mission statement WE PROMOTE ACCESS TO EXCELLENCE ENABLING YOU TO DEVELOP YOUR POTENTIAL We value and practise equality of opportunity, transparency and tolerance. We strive for excellence in all we do: locally regionally, nationally and internationally. We work in partnership with business, the community and other educators. We encourage and promote research innovation and creativity. The Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to • experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported." • contribute to creating a positive environment where discriminatory practices and discrimination no longer happen. Please review the UCLan Equality and Diversity Policy for further information. 5 1. Introduction to the course 1.1 Welcome to the course Welcome to the School of Pharmacy and Biomedical Sciences at the University of Central Lancashire. We hope that you’ll enjoy your studies and experiences in Preston. The Student Handbook brings together information to help you to answer queries you might have about the course. If we have missed something that you think should be included in this Handbook then please let us know. We want this to be a positive learning experience for you. There will be some very hard work for you, but we hope that you’ll find it interesting and stimulating, and that you’ll have the chance to enjoy yourself along the way. We believe you can succeed, and we want you to succeed. All the academic and support staff are here to help you achieve that goal. Good luck! 1.2 Rationale, aims and learning outcomes of the course The aim of the programme is to allow you to gain a broad knowledge and understanding of the breadth of Biomedical Sciences and achieve depth in some areas. On your graduation, you will be well prepared for future employment either in biomedical science or in the broader graduate market. The course uses active learning methods to help you to develop your knowledge in biomedical science as well as skills in problem solving, communication and working independently or in teams. The BSc (Hons) Biomedical Science degree course at UClan is accredited by The Institute of Biomedical Science which is the professional body for this subject area. Course Aims • To develop a knowledge and understanding of human biology and disease based on a scientific foundation, with the ability to apply knowledge and analyse and evaluate information. • To instil an appreciation of the study of biomedical science and its importance and application in different contexts. • To involve the learner in a stimulating learning environment in which students are encouraged to achieve personal growth in terms of a wide range of skills including communication, numeracy, IT, independence, interpersonal and group- working skills. • To develop competence in the definition, implementation and monitoring of plans for self-development. • To prepare the learner for a career in bioscience in positions requiring knowledge of human biology in relation to health and disease. Learning Outcomes (these are the things that you should be able to do at the end of the course) In the category of ‘knowledge and understanding’, you should: • Be able to explain and critically discuss the principles of biomedical science and the underlying biological components, including those related to disease. This will include some elements where the uncertainty, ambiguity and the limits of knowledge within the discipline are exemplified. 6 • Be able to describe and determine appropriate methods of biomedical science relevant to practical problems. • Be able to describe and identify the areas of study covered within biomedical science, and discuss associated ethical issues. • Be able to determine an appropriate statistical test to analyse data that will be produced from various types of study and be able to use those tests. In the category of ‘subject-specific skills’ you should: • Be able to describe and evaluate methods used in biomedical science. • Be able to make use of appropriate laboratory equipment to enable a biological study to be undertaken. • Be able to apply specialist knowledge of biomedical science to investigations and to new situations e.g. formulation of a hypothesis and designing experiments. • Be able to design, perform and interpret the results of experiments investigating biological systems. • Be able to discuss the safety aspects to be considered when undertaking laboratory based investigations and to work safely within a laboratory environement In the category of ‘thinking skills’ you should: • Be able to locate and appraise critically relevant published literature and extract pertinent information from such sources. • Be able to define and develop strategies for solving problems. • Be able to analyse a range of data derived experimentally, or from the literature or databanks, and evaluate it critically supported by logical and structured argument. In the category of ‘other skills relevant to employability and personal development’ you should: • Be able to write using an appropriate scientific style. • Be able to work as a useful contributor to a group or independently. • Be able to use IT effectively for information retrieval, analysis, communication and presentation. • Be able to communicate effectively to transmit ideas and conclusions. • Be able to demonstrate planning, time management; work to deadlines carry out independent learning, including undertaking career planning and development. • Be able to produce a reflective portfolio based on work-based learning. 1.3 Course Team Below is a list of academic staff in the School who are involved in teaching on your course. Also shown are their e-mail contact details, office and telephone contact numbers. For day to day academic enquiries concerned with lectures, practical classes or course work assignments it is more appropriate to contact the member of staff directly as they will be in the best position to give you up to date information. 7 Name E-mail address Subject area Room number Telephone extension number Pete Abel pabel@uclan.ac.uk Haematology MB107a 5828 Jane Alder jealder@uclan.ac.uk Physiology MB241 3915 Tony Ashton acashton@uclan.ac.uk Physiology MB137 3509 Steve Beeton sbeeton@uclan.ac.uk Microbiology MB032 3592 Dave Griffiths dmgriffiths2@uclan.ac.uk Cellular Pathology MB107a 5830 Vicky Jones vcjones@uclan.ac.uk Molecular Biology MB024 5833 Clare Lawrence cllawrence@uclan.ac.uk Molecular Biology MB139 5809 Laura McShane Egle Passante epassante@uclan.ac.uk Pharmacology MB240 5836 Carole Rolph cerolph@uclan.ac.uk Biochemistry MB240 3918 Leroy Shervington lashervington@uclan.ac.uk Chemistry MB061 3519 Chris Smith cgssmith@uclan.ac.uk Pharmacology MB139 5845 Gail Welsby gwelsby@uclan.ac.uk MB107a 3501 Niall Woods nmwoods@uclan.ac.uk Course Leader (Physiology) MB135 3503 1.4 Academic advisor During the first week of your course you will be assigned an Academic Advisor, this will be an academic member of staff who will be able to provide advice and guidance to support you during your studies. You should aim to meet with your Academic Advisor a number of times during each year of your course. Please fill in the space below with the name and contact details of your Academic Advisor. Academic Advisor Room number e-mail address Telephone number 1.5 Campus Administration Services Campus Admin Services provides academic administration support for students and staff and are located at Foster Hub close to the entrance to Foster Building (MB058). The hub is open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via School blackboard sites. The hub telephone number is 01772 891990/891991 10 Further information about the above modules can be found on Blackboard and also in the section on Module Currency (below). You will need to read this information as you start each module. Please note that the only time an elective will be available to you is in Year 1. There will be a specific session in the Induction week programme for you to choose an elective module. All the modules in Years 2 and 3 of your programme are compulsory and must be studied and passed to achieve an honours degree in Biomedical science. Figure 1: Scheme of degree programme YEAR 1 YEAR 2 S E M 1 S E M 2 BL1220 Integrative Biological Sciences 40 credits Elective 10 credits Elective 10 credits S E M 1 BL2203 Molecular and Cellular Biology 20 credits BL2211 Practical Skills and their Application to Diagnostic Analysis 20 credits BL1221 Introduction to Healthcare Science 20 credits BL1216 Research Skills 10 credits BL1217 Introduction to Pharmacology 10 credits BL1219 Biological Chemistry and Foundation Mathematics 20 credits BL2215 Biostatistics 10 credits BL2206 Investigation of Disease 20 credits BL2216 Cellular Investigation 20 credits BL2214 Physiological Systems 20 Credits BL2217 Systems Pharmaco logy 10 credits BL3218 Current Practice in Clinical Biochemistry 10 credits S E M 2 YEAR 3 S E M 1 BL3215 Immunology 10 credits BL3206 Biology of Disease 20 credits BL3298 BL3299 Research Project BL3235 Current Practice in Clinical Microbiology 10 credits 11 Module currency Throughout your programme of study, as a full time student, you will be required to take a total of six modules per year giving eighteen modules in total at the end of three years. Module sizes are presented as either half, standard or double modules giving 10, 20 or 40 credits per module as a result. If you have transferred to the part time route then an individual programme of study will be mapped out fpor you depending on the modules that you are required to take. Level 4 Modules. Modules at Stage 1 (Level 4) are designed to introduce you to the basic concepts of biochemistry, microbiology and physiology and also to provide the necessary chemical and mathematical background to support these areas. In addition to these bioscience- specific areas you will also have the opportunity of taking one module of study as an elective. Depending on subject requirements and timetable considerations you may choose to study a subject area allied to your main degree theme or you may choose to move outside the science arena and choose a language or an IT-related topic if you feel that your IT skills could be improved. The module BL1220 (Integrative Biological Sciences) aims to provide an introduction to basic human physiological function including the functioning of the major organ systems of the human body and the processes by which they are controlled and regulated. In addition, you will also study the structure and function of biomolecules, energy generation and utilisation, genetics, microbiology and pharmacology. Importantly the above will be introduced in both theoretical and practical forms so that you will gain a sound understanding of how the systems operate and how they can be investigated experimentally. Introduction to Healthcare Science (BL1221) will develop an awareness of the principles and techniques used in biomedical science, including how ethical considerations have shaped and informed this area. As part of the School’s commitment to transferable skills, you will study the Research Skills modules (BL1216) to improve your skills in numeracy, scientific writing and IT. Introduction to Pharmacology (BL1217) will explore key aspects of pharmacology including membrane structure and function, intracellular messengers and the principles of drug action. Biological Chemistry and Foundation Mathematics (BL1219) BL3219 Current Practice in Haematology 10 credits BL3217 Molecular Biomedicine 10 credits 12 ensures that you will have the appropriate chemical and mathematical skills to explore and understand the above material and also establish a base for more in-depth study in subsequent years. Level 5 modules Level 5 modules are designed to build upon the Level 4 modules, develop understanding of the subject areas covered, develop analytical and critical skills, and provide the core knowledge from which the Level 6 modules are developed. To this end Molecular and Cellular Biology (BL2203) provides essential biochemistry and molecular biology, building on the themes developed in BL1220. BL2211 (Practical Skills and their Application to Diagnostic Analysis) extends your practical awareness of methods that can be used in the diagnosis and treatment of a range of disease states. Biostatistics (BL2215) ensures that you have the necessary statistical experience and techniques to make informed decisions about experimental design, data handling and the reliability and significance of experimental data. Investigation of Disease (BL2206) is designed to show the various techniques that can be used to help diagnose diseases, and is thus cross-disciplinary in nature. It also contains an introduction to immunology and examines how this area can be brought to bear on the investigation and understanding of disease processes and states. BL2216 (Cellular Investigation) examines the principles and practices of histological, immunological and microbiological methods that can be brought to bear on a range of health problems. BL2214 (Physiological Systems) adopts a practical and theoretical approach to exploring further the working of the main organ systems of the human body. This material extends upon the material covered in BL1220 during Year 1. BL2217 (Systems Pharmacology) covers the pharmacological principles by which the major organ systems of the body operate. This links in closely with BL2214 to explore the pharmacological control of major organ systems and builds upon material introduced in BL1217 (Introduction to Pharmacology). Level 6 modules The level 6 modules are designed to cover the various specialised areas into which biomedical science is divided. These modules provide an in-depth study in areas where you can apply the knowledge, understanding and skills gained at level 5, and especially to develop your ability to integrate and rearrange knowledge, and to develop skills of problem definition and solving, experimental design, analysis and interpretation of data, self-management and independent learning. Accordingly, a variety of skills will be developed in these modules. BL3206 (Biology of Disease) integrates concepts developed in all the other final year taught modules to study the aetiology, pathophysiology and treatment of selected diseases. The module will be delivered using lectures, tutorials and problem based learning approaches. BL3215 (Immunology) will develop and focus on how the techniques and theory discussed in Year 2 can be applied to aid understanding of a range of disease states. In Year 3 there are a number of specialist modules in the areas of Cell Science (BL3216), Clinical Biochemistry (BL3218), Clinical Microbiology (BL3235) and Haematology (BL3219) that focus on developments in these areas and how they can inform the investigation and treatment of a range of disease conditions. These modules will link to and expand much of the material introduced in Year 2. Molecular 15 These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE, or e-mail DPFOIA@uclan.ac.uk 3. Approaches to teaching and learning 3.1 Expertise of staff The academic staff that will be teaching you are all highly qualified and specialists in the areas that they teach. Many of the academic staff are engaged in research and/or scholarly activity which helps enrich your experiences with cutting-edge knowledge. 3.2 Learning and teaching methods All School courses require you to study 6 full modules (or an equivalent made up of half and double modules) in each of the three years of your course. Each full module is given a rating of “20 credits” and corresponds to approximately 200 hours (10 hours per credit) of learning time and related activities undertaken as a part of the engagement with each module. You should note that you will need to pass all 18 modules in order to gain a BSc Honours degree. Under exceptional circumstances, the Assessment Board does have the discretion to compensate poor performance in a limited number of modules depending on the year of study. Throughout your course individual pieces of coursework and examinations will be marked as percentages. At the end of each semester these marks will be used to generate overall module marks, which will appear on your profile and transcript. At the end of your course these module marks will be used to calculate an Average Percentage Mark or APM which will be used to determine your degree classification. You should note that, whilst you must pass the first year in order to proceed to the second year of your course, the actual module marks do not count towards your overall degree classification. However, having said this, experience has shown us that students who do well in the first year have a strong foundation to go on and to perform well in subsequent years. The School’s strategy in all of its courses is to promote deep and active learning and to achieve an appropriate balance between the accumulation of subject specific knowledge, the understanding of subject-specific concepts, the application of these. The development of transferable skills is encouraged within all modules, with increased emphasis on independent and group work as you progress from Level 4 to Level 6. Personal development planning (PDP) and employability is encouraged throughout the course and via the Academic Advisor system, together with specific sessions related to career planning. The School encourages learning using a range of teaching methods to accommodate the range of preferred learning styles of the students. • Lectures are used to introduce you to new areas, define the scope of topics, communicate information, and explain concepts. 16 • Tutorials are used to develop skills or encourage learning through the application of the concepts covered in lectures. • Seminars are used to develop communication skills, literature searching, and analysis and evaluation. • Practical sessions are employed to provide demonstrations of theory and practice and to develop practical skills. You will frequently use ‘state of the art’ scientific equipment that is in regular use in a range of biomedical science laboratories as part of your practicals. • Group exercises are effective in developing a range of skills, including communication and working with others. • Problem-based learning is being used in an increasing number of modules to promote your active participation in determining what you need to learn. • The final-year project, undertaken by all students, is a substantial piece of work that encourages independence and self-management. • Blackboard is being used on all modules to provide a framework for the organisation of module materials, and to support your learning. • In line with the School ethos of developing you as an independent learner, at Level 4, practicals tend to be completely directed, whilst at Level 5, and particularly at Level 6, practical exercises may be more open-ended to allow the development of independence, group working and problem solving skills. You will have an IT induction session during your first week. The University and other Schools offer a range of IT-based electives for you to develop these important skills, and the Library Helpdesk is able to offer personal support to resolve IT-related problems. Basic IT skills (word-processing, use of email, use of library databases and simple statistical analysis) are developed during Level 4 modules. From Level 4 semester 2, all reports are expected to be submitted in a word-processed form. Further development of IT skills at Level 5 takes place as described below. The School subscribes to a number of electronic journals, textbooks and on-line services, and you are strongly encouraged to utilise these as part of your studies. Students are encouraged to use IT in a variety of ways including email communication and the accessing of important materials on the School's web site or various Blackboard folders. The School has developed a largely common set of first year modules for all “Bioscience” courses. This is a deliberate choice on our part since it allows us to ensure that all our students benefit from the available resources and it also may allow students to transfer between some of the bioscience courses at the end of the first year. By the end of Level 4 you will have begun to develop an understanding of the key concepts relevant to Biomedical Science and will have initiated the development of a wide range of relevant skills such as scientific communication, problem solving, data analysis and presentation. To achieve this, factual information is delivered through lectures, supported by prepared material, and the provision of lecture notes in electronic form via Blackboard. Learning and writing skills are reinforced through the use of regularly set ‘short-notes’ assignments; these are focused on the subject matter of the relevant modules, and provide an opportunity for staff to give specific feedback on writing skills. The skills modules also focus on the development of teamwork, planning, understanding accuracy and variability, and the generation of scientific hypotheses. All students are able to word-process, use e-mail, and access the 17 University network, as demonstrated by coursework. Effective time-management is encouraged through tutorial exercises. Modules at Level 5 and 6 are still delivered by a mixture of teaching methods, but with an increased emphasis on input from the student. Class sessions are used more widely for problem-solving and group work. A range of other skills are developed, e.g. oral skills through discussions and oral presentations. Modules use teaching aids as deemed appropriate by the module teams. These may include videos, e.g. showing an experimental technique; CAL packages; and printed material for problems, data manipulation and interpretation and case studies. Within Biomedical Science, skills in carrying out practical work are fostered through laboratory classes with workbook or practical manuals, with safe working practices described. In addition to the above, you will also be asked to write laboratory reports and interpret other data. This approach is important in developing the skills necessary to undertake the final year project. Throughout your course you will have the opportunity of developing a range of practical competencies based in the area of laboratory skills. These are key employment skills and are important in ensuring that you can work accurately and efficiently when dealing with biological samples. Students studying Bioscience undergraduate courses will study BL2215 Biostatistics in which statistical and IT skills are developed. Such modules equip you with the necessary analytical and presentational skills to carry out Level 6 work and, in particular, the Honours Project. The School offers a variety of opportunities for placement learning across our degree schemes. For Biomedical Science the main opportunity is to undertake one of the summer internships that take place over the summer period between the academic years of your course. The Level 6 modules are designed to provide in-depth study in selected areas. By the end of the course it is expected that you will have developed the appropriate skills to undertake independent study; be able to demonstrate higher level cognitive skills such as evaluating information, and developing clear and consistent arguments; be able to plan, design and undertake investigative work; be able to work effectively as part of a group; to apply theory/knowledge to new situations; formulate and test hypotheses by designing experiments and applying practical techniques; analyse and evaluate data supported by logical and structured argument; and define and develop strategies for solving problems. At each level you are expected to spend a significant amount of time in private study. At level 4 this is typically 15-20 hours per week, and reading is mainly of set texts. By level 6 as class contact time is reduced, more private study time is expected, with reading of reviews and the primary literature, some being suggested by academic staff and some found by you using the resources that are available to you through using the library. Communication is developed through discussions and presentations; numeracy and statistics via practical work; IT through coursework; and teamwork through class work in problem-based learning, tutorials, case studies, and problem-solving. Generally 20 • support to find work placements, internships, voluntary opportunities, part-time employment and live projects • workshops, seminars, modules, certificates and events to develop your skills Daily drop in service available from 09.00am-17.00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal. 4. Student support, guidance and conduct We realise that for most of you this can be a daunting time and it maybe your first time away from home. We are sure that in the first few days of your course and throughout your time at UCLan you will make friends with a range of people on your degree course and these friendship could last for much longer than the few years you will be here. 4.1 Academic Advisor You will be assigned an Academic Advisor during Induction Week. The Academic Advisor will generally be a member of Academic Staff who has a good understanding of your course (and most probably who teaches a significant amount of the material on your course). The role of the Academic Advisor is to meet regularly with you and to provide a focal point for academic development, to provide individual feedback on progress, to identify areas needing improvement and discuss strategies for achieving this and to monitor attendance and progress through the course. The Academic Advisor also gives guidance to students following Assessment Boards. In addition, Academic Advisors should provide personal support, taking account of current problems in the student’s life and be available for informal appointments through email or requests via availability sheets posted on staff doors to provide flexible access. Students are also supported by the Course Leader. The School expects undergraduate students to have at least six meetings with the Academic Advisor during Year 1, with at least three of these being ‘one to one’ meetings. In subsequent years, there will be at least three contacts in Year 2 and 2 during your final year. You are, of course, at liberty to seek extra meetings with your Academic Advisor outside of the appointments. When appropriate, your Academic Advisor may well refer you to specialized central University support e.g. WISER for further help and support. The School of Pharmacy and Biomedical Sciences is in the process of appointing Year tutors. Further information on their roles and how they can be contacted will be made available to you after the start of the academic year. 21 4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘I’ shop and UCLan Financial Support Bursary (first year students only). 4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk In our School, Dr Lisa Shaw is the point of contact for students with disability. Lisa’s office is MB241 in Maudland building , email lshaw1@uclan.ac.uk or phone 01772 895829. 4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University . UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of academic staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students. 22 If there are concerns about your behaviour whilst you are at UCLan of if there are any concerns about your professional attitude then you may be referred to the Fitness to Practice panel. Further information can be found here (https://intranet.uclan.ac.uk/ou/sass/resource- centre/_layouts/WordViewer.aspx?id=/ou/sass/resource- centre/Support%20Materials%20for%20Staff/Fitness%20to%20Practise%20Procedu re.docx&DefaultItemOpen=1) 4.6 Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part- time work, whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student-bar (Source) and student venue (53 Degree), can be found at http://www.uclansu.co.uk/. The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union. 5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. 25 deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to the Staff in The Hub (01772 895802 or 893531) and no later than 9.30 am on the morning when the work is due in or you have an in-semester test. Authorisation of the late submission of work requires written permission. The School with responsibility for your module will be authorised to give permission for one extension period of between 1 and 10 working days where evidence of circumstances has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). If you are experiencing exceptional circumstances such as illness or severe personal problems which prevent you from submitting your work, you may seek authorisation for late submission from the Associate Dean of School. You should complete and submit an extension request form, with any supporting evidence to Central Admin Services. Further information is available from the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circu mstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations: and Assessment Handbook). 5.5.1 Extenuating circumstances "Extenuating Circumstances" is a phrase which refers to exceptional factors outside of your control which have adversely affected your performance within your course. These factors may prevent you from attending examinations or other timed assessments or caused you to miss assessment submission dates. Examples are illness, accidents or serious family problems. Some students face significant events in their personal life that occur after their course has started, which have a greated impact on their studioes that can be solved by the use of an extension. If this applies to you, the University is ready to support you oth with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academice Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay- fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an 26 extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circu mstances_submissions.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstanc e_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook). 5.5.2 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work: • If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment. • Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment. • Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for that element of assessment. 5.6 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with feedback for in-module formative and summative elements of assessment, which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other. 5.7 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own. 27 If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations: G7 and the Assessment Handbook . • Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook. • Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments. • Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief. • Re-presentation is an attempt to gain credit twice for the same piece of work. You will be given more guidance within certain modules during Year 1 and Year 2.To help staff detect plagiarism we use Turnitin software. You will be required to upload your word-processed work, for example an essay or a case study onto Turnitin, which is available on each module via ELearn (Blackboard). This will produce a report sheet that determines the level of similarity (hopefully very low) with material already on the data base. Staff will look at this report to help decide if plagiarism has taken place. In Year 1 we tend to take a more lenient view of plagiarism and we call it ‘poor academic practice’. If a member of staff believes that you may have plagiarised you will be invited to discuss the situation. This will be to show you where you may have gone wrong to help you in the future but we will not invoke the University regulations on plagiarism. However, if a further issue of plagiarism occurs then the University regulations will apply, as described above. The term ‘poor academic practice’ constitutes 2 possibilities: 1. Where a student has copied word for word or made a minimal attempt to re- word information from a written source eg internet or book etc. without including a reference to the original source. In this case the student will be instructed to re-submit the assessment for a capped assessment mark of 40%. 2. Where a student has copied word for word or made a minimal attempt to re- word information from a written source eg internet or book etc. but has included a reference to the original source. In this case the marker may decide that there is insufficient evidence that the student understands the area and thus a mark cannot be given. In this case the student will be instructed to re-submit the assessment for a capped assessment mark of 40%. During induction week you will be given tutorial(s) on how to use Turnitin. 30 The classification of your degree will be based on the final APM as follows: 1. Half or more of the counting modules for APM purposes must be in the classification awarded (or above) and 2. The APM is no lower than 2 percentage points below that required for the higher classification. At the Board itself therefore academic staff will: • Use APM down to borderline grade of 69.5, 59.5, 49.5 and 39.5 and award the classification grade automatically based on this. • Use only the profiling methodology beyond -0.5% from the borderline grade, and automatically elevate you to a higher grade if supported by this methodology, down to an APM -2% below the borderline (accepting that leapfrogging based on APM may therefore occur). Profiling will make an upper award if half or more modules at level 5 or 6 are in the upper category. We would of course make individual judgments if extenuating circumstances and similar issues have been lodged and have not already been taken into consideration at the Module Boards. Rest assured that we do not use profiling methodologies to award a lower classification if your APM already favours the higher classification. Your APM will then be used to determine the degree classification as follows: APM 70 - 100% - First Class Honours APM 60 - 69% - Upper Second Class Honours APM 50 - 59% - Lower Second Class Honours APM 40 - 49% - Third Class Honours You should of course note that the Assessment Board does make individual judgments if extenuating circumstances and similar issues have been lodged and have not already been taken into consideration at the Module Boards. 7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning, some of these are formal and some are informal. We aim to respond to your feedback and let you know of our plans for improvement. At the end of each academic year we review all our modules. During this process we take into account student views, which are discussed at Staff Student Liaison Committee (SSLC) meetings (see section 7.2 and 7.3). Following the discussions at 31 Module Review, we may decide, for example to alter the number and/or type of module coursework assessments. Alternatively we may choose to leave the module as it is for the next academic year. The Students’ Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (during semester 1 for all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. They encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), and members of Students’ Council each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. 7.1 Course representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year usually in September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk. School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk 7.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. 32 Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting • Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report; outcomes of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and the course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal Development Planning, Academic Advisor arrangements; • Other aspects of University life relevant to student experience e.g. learning resources, IT, library; • Any other issues raised by students or staff. As mentioned above (Section 7.1) the Course Representatives for Year 1 are elected each academic year and they normally continue through in each subsequent academic year. The process is co-ordinated by the Students Union and will be explained to you in the early part of the first academic semester. 7.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure 35 Year 2 First Upper second Lower second Third Fail Knowledge Excellent use of taught material, clearly extended by the use of additional material. Major issues clearly addressed, very good evidence of wide reading around the subject. Very good use of taught material, good use of additional material. Most of the major issues clearly addressed, good evidence of reading around the subject. Good use of taught material, some use of additional material. Some of the major issues addressed, limited evidence of reading around the subject. Reliance on use of taught material, no use of additional material. Few, if any, of the major issues addressed, no evidence of reading around the subject. Poor in all areas, little or no knowledge of the subject area demonstrated. Comprehension Excellent understanding of the subject. Very good development of own ideas, logical arguments clearly presented and structured Very good understanding of the subject. Good development of own ideas, logical arguments clearly presented and structured Good understanding of most aspects of the subject. Some development of own ideas, logical arguments mostly clearly presented and structured Evidence of understanding some aspects of the subject. Little evidence of development of own ideas, few logical arguments. Little understanding of the topic. Application Excellent application of theory to practice in all relevant areas Competent in all areas of practical work Very good application of theory to practice in the majority of relevant areas Competent in the majority of practical work Good application of theory to practice in most of relevant areas Competent in most practical work. Can apply theory to practice in some of the relevant areas Competent in limited areas of practical work. Unable to apply theory to practice. Does not demonstrate competence in practical work Analysis Excellent analysis of evidence or results with clear, independently derived conclusions. Ability to place material in a wider context clearly demonstrated. Very good analysis of evidence or results with some independently -derived conclusions. Evidence of ability to place material in a wider context demonstrated. Good analysis of evidence or results with some independently derived conclusions. Some evidence of ability to place material in a wider context demonstrated. Some analysis of evidence or results. Clear gaps in linking evidence to outcomes. No attempts made to analyse evidence or results, any suggested conclusions may contain serious inaccuracies. 36 Novel analysis of material. Evaluation Very high level of independent thinking demonstrated Excellent evaluation of the evidence. High level of independent thinking. Good evaluation of the available evidence. Good level of independent thinking. Adequate evaluation of the evidence. Little evidence of independent thinking. Poor or incorrect evaluation of the material. No evidence of independent evaluation presented. Presentation (in written communication) Material is presented to a very high standard, all sources of information properly acknowledged and cited. No errors in spelling or sentence construction. Material is presented to a high standard, most sources of information properly acknowledged and cited. One or two errors in spelling and/or sentence construction. Material is presented to a good standard, most sources of information properly acknowledged and cited. A few errors in spelling and/or sentence construction. Poor standard of presentation, few references cited, errors in main body of the text and in the reference list. May contain significant errors in spelling and/or sentence construction. Very poor presentation overall. Many errors. Oral communication (formal presentation) Voice clear, volume good, nicely paced, narrative is well structured and information is presented in a good format. Excellent visual aids, Good interaction with the audience. Excellent time keeping. Voice is clear for the majority of the presentation and not rushed. Generally well structured and presented with good visual aids. Some interaction with the audience. Good time keeping. Voice for most of the presentation is clear. Delivery/volum e and tone may be variable. Narrative poorly structured at times. Poor interaction with the audience. Some or little use of visual aids. Adequate time keeping. Voice and delivery are poor at times. The presentation may be hurried and unclear in some parts or overly long. Poor structure to narrative. Little or no use of visual aids. Very poor presentation overall. Little evidence of planning, material is irrelevant. Poor time keeping, little or no interaction with the audience. Numeracy Competent in all those areas relevant to the topic Competent in the majority of the areas relevant to the topic Competent in some of the areas relevant to the topic Competent in limited areas relevant to the topic Not competent in most or all areas relevant to the topic Group work Excellent communication skills. Management and performance of tasks is well organised. Works well as a member of the team. Able to motivate and Very good communicatio n skills. Management and performance of tasks is generally well organised. Generally works well as a member of the team. Able Good communication skills. Management and performance of tasks is occasionally disorganised and does not always engage with the team. Adequate communication skills. Takes some responsibility of tasks within the team but is not always engaged or organised. Poorly organised or absent for meetings. Poor communication skills. Disorganised. Does not work well with the group 37 direct the team as appropriate. to take a leading role when required. 40 First Upper second Lower second Third Fail Presentation (in written communication) Excellent: no errors of spelling. Appropriate choice of words. Good sentence / paragraph construction; very clearly presented. Correct scientific conventions used Very good: one or two errors of spelling. Good structure / construction, neatly presented. Readable style. Acceptable bibliography Good: some errors in spelling and/or sentence construction. Correct structure, limited bibliography Acceptable: quite a few errors in spelling and /or sentence construction. Correct structure, limited bibliography Poor spelling and/or sentence construction. Poor structure; untidy presentation. Inappropriate bibliography Oral communication (formal presentation) Voice clear, well-paced. Outline and content of presentation very clear. Narrative well structured. Visual aids well produced Voice and delivery good. Content of presentation well set-out. Narrative generally well structured. Good use of visual aids Voice and delivery good. Narrative lacking some structure. Visual aids generally acceptable Voice and delivery acceptable. Voice unclear. Narrative unstructured. Numeracy Competent in all those areas relevant to the topic Competent in the majority of the areas relevant to the topic Competent in most of the areas relevant to the topic Competent in some of the areas relevant to the topic Not competent in most or all areas relevant to the topic Group work Good communication and listening skills. Clear delineation of roles. Well organised management and performance of tasks; Good communication with and listening to others in group. Some delineation of roles. Responsibility for management and performance of tasks Good communication and listening skills. Some responsibility for performance of tasks Good communication and listening skills. Some responsibility for performance of tasks Lack of communication with others in group. No attempt at working as a group 41 8.2 Programme Specification UNIVERSITY OF CENTRAL LANCASHIRE Programme Specification This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. 1. Awarding Institution / Body University of Central Lancashire 2. Teaching Institution University of Central Lancashire DY Patil 3. University Department/Centre School of Pharmacy and Biomedical Sciences 4. External Accreditation Institute of Biomedical Science 5. Title of Final Award BSc (Hons) Biomedical Science 6. Modes of Attendance offered Full time 7. UCAS Code B940 8. Relevant Subject Benchmarking Group(s) Biomedical Science and Biosciences 9. Other external influences Institute of Biomedical Science 10. Date of production/revision of this form February 2012 42 11. Aims of the Programme • To develop a knowledge and understanding of human biology and disease based on a scientific foundation, with the ability to apply knowledge and analyse and evaluate information. • To instil an appreciation of the study of biomedical science and its importance and application in different contexts. • To involve the learner in a stimulating learning environment in which students are encouraged to achieve personal growth in terms of a wide range of skills including communication, numeracy, IT, independence, interpersonal and group-working skills. • To develop competence in the definition, implementation and monitoring of plans for self- development. • To prepare the learner for a career in bioscience in positions requiring knowledge of human biology in relation to health and disease. 12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding A1. Be able to discuss and critically evaluate the principles of biomedical science and the underlying biological components, including those related to disease. This will include some elements where the uncertainty, ambiguity and the limits of knowledge within the discipline are exemplified. A2. Be able to discuss and determine appropriate methods of biomedical science relevant to practical problems. A3. Be able to discuss and identify the areas of study covered within biomedical science, and discuss associated ethical issues. A4. Be able to determine an appropriate statistical test to analyse data that will be produced from various types of study and be able to use those tests. Teaching and Learning Methods A range of teaching and learning methods will be used including lectures, practicals, IT, laboratory sessions, tutorials, presentations, reading, problem solving exercises, case studies, and discussions and reflection. Assessment methods Students will demonstrate their knowledge and understanding through a combination of workbooks; short notes; essays; reports of various types e.g. practical reports, summaries, data analysis; group and individual presentations; end of module examinations. The final module mark is based on a weighted aggregate of all assignments in that module. B. Subject-specific skills B1. Be able to describe and critically evaluate methods used in biomedical science. B2. Be able to make use of appropriate laboratory equipment to enable a biological study to be undertaken. B3. Be able to apply specialist knowledge of biomedical science to investigations and to new situations e.g. formulation of a hypothesis and designing experiments. B4. Be able to design, perform and interpret the results of experiments investigating biological systems. B5. Be able to discuss the safety aspects to be considered when undertaking laboratory based investigations and to work safely within a laboratory environment. Teaching and Learning Methods A range of teaching and learning methods will be used including data interpretation exercises; laboratory practical work, using workbooks or laboratory manuals and the production of appropriate written and/or oral material based on the work. Write laboratory reports. Safe working practices are included in all laboratory investigations, but particularly when designing experiments and in the final year research project. Material will also be explored in lectures, tutorials and seminars which will allow students the opportunity to discuss bioscience-based information and place it in a wider scientific context. Assessment methods 45 The PDP programme is based around a number of assessments rather than stand-alone modules. Students are introduced to the idea of PDP and career planning through sessions in induction week, including a talk from a careers advisor or employer and meetings with their Academic Advisor. Reflection and self-assessment on their achievements and goal setting is supported by linking selected coursework to the reflection process. Students are asked to reflect (and record their reflections) on these pieces of work both before submission and after obtaining the mark and feedback. The students have meetings with their Academic Advisors who are responsible for discussing the reflection and notifying the module tutors that it has occurred. Reflection is encouraged by assessing its occurrence by modifying coursework marks. Students are advised to keep a progress file containing the reflections and examples of work. In the 3rd year, students are asked to supply to their Academic Advisor their best examples and reflections showing achievement in a list of skills. Any references are based on the information the student has provided plus module results. Work on career development, CV writing or further study is incorporated in group sessions scheduled in induction week and via the Academic Advisor system. 16. Admissions criteria 260 points including Biology or Chemistry at A2 level or Science at Advanced VCE or appropriate combination and Maths and English GCSE Grade C or above. Other acceptable qualifications include: • Scottish Certificate of Higher Education Higher Grade passes • Irish Leaving Certificate Higher Grade • International Baccalaureate • BTEC National Certificate/Diploma (DDD) • Kite marked Access Course Students where English is not the first language need to demonstrate their ability in the English language through obtaining an IELTS score of 6 or above or equivalent. Applications from people with relevant work or life experience and/or non-standard qualifications are welcome. 17. Key sources of information about the programme • Outside the University – QAA website, including the Biomedical Science benchmark statement; UCAS handbooks and web site; IBMS website. • University sources – University/School of Pharmacy and Biomedical Sciences web sites; School of Pharmacy and Biomedical Sciences brochures; University prospectus, Student Handbook. 46 LE VE L 6 Module Code Module Title Core (C) or Compulsory (COMP) or Option (O) Knowledge and understanding Subject-specific skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 D1 D2 D3 D4 D5 D6 BL3206 Biology of Disease C           BL3215 Immunology C             BL3216 Current Practice in Cell Science C           BL3217 Molecular Biomedicine C            BL3218 Current Practice in Clinical Biochemistry C           BL3219 Current Practice in Haematology C           BL3235 Current Practices in Clinical Microbiology C              BL3298 Group Research Project OR Research Project C                   BL3299 C                   47 LE VE L 5 BL2203 Molecular & Cellular Biology COMP               BL2206 The Investigation of Disease COMP            BL2211 Practical Skills and their Application to Diagnostic Analysis COMP                 BL2214 Physiological Systems COMP            BL2215 Biostatistics COMP             BL2216 Cellular Investigation COMP      BL2217 Systems Pharmacology COMP           LE VE L 4 BL1216 Research Skills COMP           BL1217 Introduction to Pharmacology COMP             BL1219 Biological Chemistry and Foundation Mathematics COMP           BL1220 Integrative Biological Sciences COMP                BL1221 Introduction to Healthcare Science COMP              50 Mobile phone or landline £2.50 £10 Books £5 £10 Leisure £5 £25 Total per week £110 £282 Total for 42 weeks (typical halls of residence contract) £4,620 £11,844 Total for 52 weeks £5,720 £14,664 You will also need to budget for ‘one off’ or irregular costs Typical items Notes Bedding From £20 Clothes Costs vary depending on your needs TV licence £145.50 per year Insurances Costs vary depending on your needs. Computer/laptop/telephone You will have access to University computers or laptops for your studies or you may have your own you wish to bring. If you are acquiring one to come to university the cost varies depending on model and whether it is new or refurbished. Furniture, crockery etc. Furnished accommodation may include all your needs. Check your accommodation to see what is included. Additional costs. The costs below are incurred by some but not all students and are not included within the Tuition Fees. Optional items – all courses Estimated costs Travel to course related work placements, work experience, voluntary work, or site visits (for example costs of petrol, business level motor insurance cover, taxis, train fares, bus fares etc.). Variable depending on the distance travelled and the method of transport chosen. 51 Library fines & charges Avoid these by returning on time or renewing books! On time £0.00 0-8 days overdue £0.10-0.50 per day 9+ days overdue £0.50-£1.00 per day 40+ days replacement cost and administrative charges/account suspension Costs of obtaining medical or other evidence to support applications for extenuating circumstance applications relating to assessments. For example a medical certificate may cost from £10. Fees for arranging and invigilating course examination(s) off campus are payable by the student (Note this only applies where permitted by course regulations and approved by course leaders) £300 Printing of electronic books, journals etc. You are strongly recommended to access these electronically. Estimated £0.10 per copy sheet Printing of reports, course materials and other course documents, which have been supplied or are available electronically or in hard copy in the library. Estimated £0.10 per copy sheet