1. No category

Centre for Research on Ageing
PG Certificate/ PG Diploma/
MSc Gerontology (Distance Learning)
Student Handbook &
How to…? Guides
2013/14
Centre for Research on Ageing
Faculty of Social and Human Sciences
University of Southampton
Highfield, SO17 1BJ
United Kingdom
Tel: +44 (0) 23 8059 8940
Fax: +44 (0) 23 8058 8649
www.southampton.ac.uk/ageing
2
Contents
Introduction ............................................................................................................................... 6
Welcome from the Director of Postgraduate Programmes ................................ 8
Director of Postgraduate Programmes, Social Sciences ...................................... 9
Welcome from the Director of the CRA ..................................................................... 10
CRA Staff Contact Details and Research Interests .............................................. 11
1. General Information .................................................................................................. 16
1.0
1.1
1.2
1.3
1.4
1.5
1.6
2.
Supporting you through your studies .............................................................. 20
2.1
2.2
2.3
2.4
2.5
3.
4.
Learning environment ............................................................................. 29
Time management ..................................................................................... 29
Lectures............................................................................................................ 29
Tutorials/supervisions ........................................................................... 30
Self learning .................................................................................................. 30
Key skills ......................................................................................................... 30
Academic integrity and plagiarism .................................................. 30
Assessment.................................................................................................................... 33
6.1
6.2
6.3
6.4
6.5
6.6
6.7
7.
The academic year and the programme structure ................. 27
Registration and amendment to optional modules ............... 27
Lectures and other learning activities ........................................... 28
Learning and Teaching in the Faculty .............................................................. 29
5.1
5.2
5.3
5.4
5.5
5.6
5.7
6.
The role of your Personal Tutor ........................................................ 20
What to do if you are ill .......................................................................... 21
External factors affecting your studies......................................... 21
Suspending your studies ....................................................................... 22
Withdrawing from your studies ......................................................... 22
Your Safety ..................................................................................................................... 23
Your Academic Programme ................................................................................... 27
4.1
4.2
4.3
5.
Glossary of Terms...................................................................................... 16
Your Student Office................................................................................... 17
How we keep in touch with you ........................................................ 17
Confirmation of your student enrolment status ..................... 18
Transcripts of marks and confirmation of award ................... 18
Fees: when and how you should pay .............................................. 18
Use of iSolutions facilities .................................................................... 19
Coursework assessment and submission ................................... 33
Penalties for late coursework submission .................................. 33
Coursework extensions .......................................................................... 34
Scrutiny of assessed work by the external examiners ........ 34
Coursework feedback .............................................................................. 35
Release of results....................................................................................... 35
Final assessment ........................................................................................ 36
Module Evaluations and Student Feedback ................................................... 37
7.1
7.2
Module Evaluations ................................................................................... 37
Staff/Student liaison groups (SSLG) ................................................ 37
8. Employability ................................................................................................................ 39
9. For students considering a PhD/MPhil ............................................................ 39
10.
Progression requirements & degree classification ............................... 40
10.1
10.2
Module marks and core modules ................................................. 40
Progression, referrals and repeats .............................................. 40
3
10.3
10.4
11.
Academic and Non-Academic Support ......................................................... 43
11.1
11.2
11.3
11.4
11.5
11.6
11.7
11.8
12.
13.
Degree classification ........................................................................... 41
Progression to postgraduate research study ........................ 42
Support for Student Learning ......................................................... 43
University Student Services ............................................................. 44
Centre for Language Study............................................................... 44
Support Services ..................................................................................... 44
Dyslexia Services.................................................................................... 46
Wessex Needs Assessment Centre (WNAC) ............................ 46
Career Destinations .............................................................................. 46
Students’ Union ....................................................................................... 46
Aims of the Gerontology (DL) Programmes .............................................. 48
Programmes of Study in Gerontology (DL)................................................ 49
13.1
PG Cert/PG Dip/MSc Gerontology (DL)...................................... 49
13.2
Course structure for PGCert/PGDip/MSc Gerontology (DL)
Part-time ....................................................................................................................... 50
13.3
Course structure for PGCert/PGDip/MSc Gerontology (DL)
Full-time ........................................................................................................................ 51
14.
Module Descriptions and Indicative Reading .......................................... 52
GERO6010 Perspectives in Gerontology (DL).......................................... 52
GERO6011 Ageing, Health and Well-being (DL) ..................................... 55
GERO6012 Demographic Change, Ageing and Globalisation (DL)
............................................................................................................................................ 58
GERO6013 Methods for Researching Ageing Societies (DL) .......... 61
GERO6014 Quantitative Research Methods (DL) .................................. 64
GERO6015 Qualitative Research Methods (DL)...................................... 67
GERO6016 Dissertation (DL) ............................................................................. 70
GERO6021 Ageing, Diversity and Rights (DL) ........................................ 73
GERO6022 Poverty and Social Protection around the World (DL)
............................................................................................................................................ 76
GERO6023 Mental Health and Ageing (DL) .............................................. 79
15.
Essays .......................................................................................................................... 83
15.1
15.2
15.3
15.4
16.
Marking Criteria ...................................................................................................... 92
16.1
16.2
17.
Guidance on writing essays ............................................................. 83
How to present your essay .............................................................. 87
Referencing ............................................................................................... 88
The bibliography .................................................................................... 89
Marking criteria for essays .............................................................. 92
Marking criteria for presentations .............................................. 93
Dissertations ............................................................................................................ 95
17.1
17.2
17.3
17.4
17.5
17.6
17.7
17.8
17.9
What is an MSc Dissertation? .......................................................... 95
Dissertation workshop ....................................................................... 96
Deciding on a topic ............................................................................... 96
Dissertation supervision ................................................................... 96
Risk Assessment for Dissertations ............................................. 97
Ethical review ........................................................................................... 98
Rules and regulations ......................................................................... 98
Submission of Dissertations ........................................................... 98
Marking criteria for MSc Dissertations .................................. 100
4
17.10
17.11
18.
19.
Further information about your Dissertation ................... 101
Example of a Dissertation title page ...................................... 102
MSc Gerontology (DL) Prizes .......................................................................... 103
Divisions and Centres in the Academic Unit of Social Sciences ... 104
Centre for Research on Ageing (CRA) ...................................................... 104
ESRC Centre for Population Change (ESRC CPC) ................................ 105
Centre for Global Health, Population, Poverty and Policy (GHP3)
......................................................................................................................................... 105
National Centre for Research Methods (NCRM).................................. 106
Social Statistics Research Institute (S3RI) .............................................. 106
Centre for Citizenship, Globalisation and Governance (C2G2).. 107
Third Sector Research Centre (TSRC) ....................................................... 107
Work Futures Research Centre (WFRC) .................................................... 107
‘How to …?’ Guides............................................................................................................ 109
How to set-up your new email account................................................................... 110
How to enrol online .......................................................................................................... 112
How to check and reply to emails ............................................................................. 114
How to pay your fees ....................................................................................................... 118
How to set up a Virtual Private Network ............................................................... 119
How to access and use Blackboard........................................................................... 126
How to submit assignments through Turnitin on Blackboard ................... 132
How to set up and use Skype....................................................................................... 136
How to access Electronic Journal Articles, Course Collection materials
University Library E-books, and AgeInfo................................................................ 142
How to try the New Library EBSCO Discovery System .................................... 171
How to use Inter Library Loans .................................................................................. 179
How to use EndNote Web ............................................................................................... 183
How to improve your search for documents ....................................................... 184
Library Guide: Searching Databases - Hints & Tips .......................................... 185
How to create an audio recorded presentation using PowerPoint ........... 192
How to use the drop-off service ................................................................................. 210
DISCLAIMER
This Guide is issued on the condition that it does not form part of
any contract between the University and any student. The
information given has been made as accurate as possible at the
time of going to press, but the University reserves the right to
modify or alter, without prior notice, any of the contents
advertised.
You should note that it may not be possible to offer all modules or
components of your degree programme as outlined within this
Guide. You will be alerted to any significant revision to key
information via email and any amendment will be incorporated
within the online version of the Guide available at
http://www.southampton.ac.uk/socscinet/pgt/booklets.html
This material is available in alternative formats on request.
5
Introduction
The information contained within your Programme Handbook is
designed to provide key information applicable to you and your
programme during the 2013/14 academic year. It is designed to
complement the University’s Student Services Handbook, which
provides helpful information on matters such as housing, finance,
leisure, healthcare and support facilities. (You can access the
University’s Student Handbook by logging on to SUSSED
(http://www.sussed.soton.ac.uk/), using your user name and
password, and clicking on the Resources tab in the top navigation
bar.) It is important that you make use of these resources, including
those listed below, as they support the regulations relating to your
obligations and those of the University whilst you are registered
with us.
Resource
Weblink
Academic
integrity
Statement for Students
(http://www.calendar.soton.ac.uk/sectionIV/academicintegrity-statement.html)
Regulations
(http://www.calendar.soton.ac.uk/sectionIV/academicintegrity-regs.html)
Procedures
(http://www.calendar.soton.ac.uk/sectionIV/academicintegrity-procedures.html)
Blackboard
http://blackboard.soton.ac.uk/
Faculty
website
http://www.southampton.ac.uk/faculties/faculty_social_huma
n_sciences.html
Faculty staff http://www.southampton.ac.uk/socsci/about/staff.page
information
Library
http://www.soton.ac.uk/library/
Programme Your programme structure (i.e. which modules make up your
and module programme) is available via the on-line programme catalogue:
descriptions https://studentrecords.soton.ac.uk:1916/BNNRPROD/bwkkspg
r.showpage?page=ESC_PROGCAT_FINDPR
To find links to broad generic descriptions of the programmes
and modules, follow links to your programme starting from:
http://www.southampton.ac.uk/socsci/
Programme
regulations
http://www.calendar.soton.ac.uk/sectionXIII/sectXIIIindex.html
Educational
support
services
http://www.southampton.ac.uk/edusupport/
Study skills
support
http://www.studyskills.soton.ac.uk/
6
We hope you will be satisfied with your experiences as a student
here. However, we recognise that, on occasions, things can go
wrong. If you have a concern about any aspect of your experience
at the University we encourage you to raise it with the relevant
service or member of staff informally and as soon as the concern
arises. It is always better to let us know that you feel there is a
problem as soon as possible so that any concerns you have may
be resolved quickly. You may also wish to consult with your
Course Representative if it is an issue in common with other
students. In most cases we hope to resolve your concerns
informally. However, the University does have a formal complaints
procedure
(http://www.calendar.soton.ac.uk/sectionIV/studentcomplaints.html), which you can follow if initial discussion has
failed to resolve the issue for you. Please be reassured that you
will not suffer any disadvantage or recrimination as a result of
raising a genuine concern or complaint. In addition, the
Regulations Governing Academic Appeals by Students
(http://www.calendar.soton.ac.uk/sectionIV/student-appeals.html)
outline the steps that should be followed should you wish to
appeal against a decision taken by the Board of Examiners.
The University requires all students to observe the terms of its
regulations and breaches may be subject to disciplinary action
(http://www.calendar.soton.ac.uk/sectionIV/discipline.html).
The
essence of misconduct under these regulations is improper
interference, in the broadest sense, with the proper functioning or
activities of the University or those who work or study in the
University, or action which otherwise damages the institution.
7
Welcome from the Director of Postgraduate
Programmes
Welcome to the University of Southampton. I am the Director of
Postgraduate Programmes for
Social
Sciences and my
responsibilities cover all aspects of postgraduate education and
student matters, and primarily your experience while you study
here. Whichever degree programme you are studying, you will be
meeting staff and other students representing a wide spectrum of
approaches to social scientific research. A lot of exciting work
goes on at this University and it is our aim to give you the very
best education experience and to help you feel part of what we do.
As a postgraduate, you have made a significant step-change in
your studies. Postgraduate work will be more demanding in a
number of ways; it is more than an additional year of
undergraduate study. We are confident that you will see this as an
amazing opportunity to deepen your knowledge, to develop critical
and evaluative thinking and develop your analytical abilities. We
are confident that you will become part of a lively postgraduate
community that interacts both in the classroom and socially.
Indeed, we rely on you to keep that community as lively as it is!
A Master’s degree is a taught programme, but you will probably
find it to be more collaborative and interactive than your previous
study. This will be educational in the broadest sense of the word
and our ambition is to see each of you graduate with a sense of
accomplishment and a feeling that your decision to come to
Southampton was definitely the right one. Our postgraduate
community includes doctoral researchers and you may find
yourself drawn towards a PhD. If so, your MSc is the foundation
for success at that level. If your ambitions lie in other directions,
the MSc confirms your abilities of analysis, judgement, synthesis
and communication.
You will be well prepared for success
whichever path you choose.
This handbook contains a compendium of useful information
about studying in Social Sciences at the University of
Southampton. You will find a summary and glossary of terms
section below to assist you in navigating the information. If you
lose this handbook, you can access it online.
http://www.southampton.ac.uk/socscinet/pgt/booklets.html).
If anything in the handbook is unclear or if you have any questions
that the handbook does not answer, Faculty staff are here to help.
Questions about specific module material should be addressed to
the module co-ordinator. Questions of a general academic nature
should be addressed to the Programme Co-ordinator/Academic
Tutor assigned to you. In addition, staff working in the Social
8
Sciences Student Administration Office can explain and advise on
many matters. In short, there is a wealth of support and you
should use all that we make available to you.
Should you have a health condition that would benefit from
additional support, it is essential that you contact the education
support services (http://www.southampton.ac.uk/edusupport/) at
the earliest opportunity. This is particularly important if you feel
that you would need extra assistance during examination periods.
If you need further pastoral support, please call at the Social
Sciences Student Administration Office, where you will be able to
talk to someone about your needs and be advised of additional
sources of support. We take student support very seriously, but
you must seek that support when you need it. Please do so.
However, the key point is that your postgraduate studies should
be exciting and transformative. I hope you enjoy your time here
and that postgraduate study is everything you thought it would
be.
Professor Jenny Fleming
Director of Postgraduate Programmes, Social Sciences
9
Welcome from the Director of the CRA
Welcome to the Centre for Research on Ageing (CRA) in the Faculty
of Social and Human Sciences. We hope your studies with us are
enjoyable and interesting.
This Handbook will help to ensure that your induction to the
Centre goes smoothly and provides a useful source of information
throughout your period of study. The Handbook provides
information on the programmes, individual course modules,
assessment and feedback, learning resources, student support,
general calendar information and tutor contact details. Please take
the time to find your way around this Handbook. The ‘How to …?
Guides’ at the end of the Handbook will prove invaluable when
learning about the different practical tasks and resources involved
with your study.
Feel free to email us if you have any queries. Happy studying!
Professor Maria Evandrou
Director of the Centre for Research on Ageing
Head of Teaching Programmes
10
CRA Staff Contact Details and Research Interests
Ms Jennifer Baird
Lecturer in Gerontology, DL Residential Course Coordinator
Tel +44 (0)23 9059 2672 Fax +44 (0)23 8059 8649
Email: [email protected]
Jennifer’s research interests encompass poverty, multidimensional
wellbeing, sources of support and living arrangements among
older people in in urban slum settlements in sub-Saharan Africa.
Her research interests also include the measurement of
multidimensional poverty and the impact of this on the
development of policies to address poverty.
Professor Maria Evandrou
Director of the CRA, Head of Teaching Programmes and Professor
of Gerontology
Tel +44 (0) 23 8059 4808 Fax +44 (0)23 8059 8649
Email: [email protected]
Maria’s research is varied and includes inequalities in later life,
equity in health and social care, and inequalities amongst black
and minority ethnic elders. She also examines the retirement
prospects of future generations of elders, particularly the building
and use of different types of policy tools for modelling income,
pensions, health, incapacity, demand and supply of formal and
informal care amongst older people in the future.
Dr Emily Freeman
Lecturer in Gerontology, Ethics Committee Member, PGR Forum
Coordinator and PGT Study Skills Coordinator
Tel +44 (0)23 8059 8938 Fax +44 (0)23 8059 8649
Email: [email protected]
Emily's research focuses on experiences of ageing, aged identities
and sexuality and sexual health at older ages as well as the
development and evaluation of qualitative research methods. Her
research is interdisciplinary and draws on insights from
demography, anthropology, sociology, psychology and geography.
Since 2007 Emily’s primary research focus has been on African
ageing.
Dr Aravinda Guntupalli
Lecturer in Gerontology, Tutor for Distance Learning, DL
Residential Course Coordinator, Blackboard Coordinator and
Library Liaison Officer
Tel +44 (0)23 8059 2452 Fax +44 (0)23 8059 8649
Email: [email protected]
11
Aravinda’s research interests are motivated by poverty and health
inequalities across the life course. Her recent work is concerned
with gender differentials in wellbeing, socio-economic inequalities,
nutritional transition and reproductive health. She has collected
historical data to study changes in wellbeing in India and the UK
using a multidisciplinary approach.
Dr Gloria Langat
British Academy Postdoctoral Senior Research Fellow
Tel +44 (0)23 8059 2571 Fax +44 (0)23 8059 8649
Email: [email protected]
Gloria’s research interests encompass demography, population
dynamics, and gerontology. Her work focuses largely on resourcepoor settings. She applies a mixed methods approach to the
design and analysis of research. Gloria’s broad research topics
include: ageing in developing countries; HIV/AIDS; migration and
health; impact of population dynamics on households and families;
and urbanization.
Dr Elisabeth Schröder-Butterfill
Lecturer in Gerontology
Tel +44 (0)23 8059 6880 Fax +44 (0)23 8059 8649
Email: [email protected]
Please note I only work Mondays, Thursdays and Fridays.
Elisabeth’s research interests cover ageing, the life course and
social networks in developing and transitional societies. My
academic background is interdisciplinary, combining demography,
anthropology and sociology, and my research merges qualitative
and quantitative methods, with ethnography informing the design
and interpretation of survey sources.
Dr Athina Vlachantoni
Senior Lecturer in Gerontology PGT Admissions Tutor and Exams
and Extensions Officer
Tel +44 (0)23 8059 8940 Fax +44 (0)23 8059 8649
Email: [email protected]
Athina’s research interests combine the areas of ageing, formal
and informal systems of support, and social policy. Her current
research examines the demand for and supply of health and social
care in the UK; informal care provision and receipt in India and
China; life histories as determinants of outcomes in later life; and
pension protection among ethnic minority groups in Britain.
Dr Rosalind Willis
Lecturer in Gerontology, SSLG Tutor, MSc Dissertations Tutor and
Employability Tutor
12
Tel +44 (0)23 8059 5367 Fax +44 (0)23 8059 8649
Email: [email protected]
Rosalind’s research interests include the mental health of older
people, especially dementia, and informal care and social support.
Much of her work has an emphasis on ethnic diversity, and she
has conducted a mixed-methods study of informal support in later
life across eight different ethnic groups.
Rosalind is also
interested in equality of access to health and social care services.
Prof. Asghar Zaidi
Professor of International Social Policy
Tel +44 (0)23 8059 3787
Fax +44 (0)23 8059 8649
Email: [email protected]
Asghar’s research focuses on population ageing and its social and
economic consequences as well as pension policy and its impact
on fiscal and social sustainability of welfare states. His work has
also examined labour market status and well-being of persons
with disabilities; poverty and social exclusion among older people
/ people with disabilities; and dynamic microsimulation modelling.
Centre Research Staff
Rachel Bennett
Senior Research Assistant
Rachel’s is currently researching how social capital, economic and
individual factors interact to enhance the wellbeing of older
people living in the slums of Nairobi, Kenya. The study aims to
better understand resilience amongst older people in coping with
stresses and shocks, and how some people are able to emerge
with better wellbeing outcomes relative to other people in their
communities.
Dr Zhixin Frank Feng
Research Fellow
Frank is currently researching pension provision for minority
ethnic groups in Britain, particularly focusing on the determinants,
prospects and policy implications of current social security in
Britain. He is applying multilevel models to investigate whether
there are ecological effects of the determinants. Frank’s previous
research used multilevel modelling to study health outcomes for
elderly people in China.
Dr Priya Khambhaita
Research Fellow
Priya’s research centres on the experiences of minority ethnic and
lower socio-economic groups in relation to their education, labour
13
market participation and utilisation of health services. She is
currently working on an NIHR SSCR-funded project researching
reasons for satisfaction or dissatisfaction with social care services,
specifically among the Asian and Asian British ethnic groups.
Centre Associate Members
Helen Bowers
Visiting Research Fellow
Helen’s research interests encompass national policy and older
people; strategic and organisation development; mental health and
well-being in later life; health and social care; volunteering; personcentred care; strategic facilitation and partnership working;
designs and conducts evaluation research, particularly on the
quality of life of older.
Professor Peter Coleman
Emeritus Professor of Psychogerontology
Peter’s research focuses on self and identity in advanced old age,
using the Southampton Ageing Project. He also examines spiritual
beliefs, health and well-being. Peter has also researched dementia
and well-being, conducting research on the relatedness needs of
older people with dementia; he has also developed a training
programme on dementia care drawing on attachment theory.
Lorna Easterbrook
Visiting Research Fellow
Lorna’s research examines health and social care policy analysis;
housing options in later life; social service reviews and
evaluations; as well as the role of carers, families and social
networks in supporting older people. Lorna works with local
government, charities and voluntary organisations in evidence
gathering and policy analysis of key issues affecting the quality of
life of older people.
Professor Jane Falkingham
Professor of Demography and International Social Policy
Jane’s work covers population ageing, poverty and economic
welfare as well as the design of pension systems and their impact
upon resources in later life. She has researched the impact of
economic transition on the living standards of older people within
the countries of the Former Soviet Union. Jane has also studied the
welfare of older people in sub-Saharan Africa.
Dr Gillian Granville
Visiting Research Fellow
Gillian’s research focuses on health, health improvement and
health inequalities, in mid and later life as well as women's
14
healthGillian designs and conducts qualitative evaluations, carries
out action research and employs participatory evaluations in
communities, focussing on ways to improve the quality of life of
older people.
Dr Philip Kreager
Lecturer in Human Sciences, Visiting Research Fellow
Philip conducts research on the understanding the ageing process
as part of adaptive mechanisms of local cultures and social
structures. He has undertaken comparative analysis of Asian and
European family systems, with particular reference to Indonesia.
Philip combines qualitative and quantitative methodologies
applied to networks, socio-economic strata, childlessness,
migration and gender.
Dr Marco Trentini
Visiting Research Fellow
Marco’s research focuses on comparative analysis of labour
market policies in the UK and Italy. He has investigated the
employability of older workers as well as social exclusion within
the workplace amongst older workers. Marco examines retirement
patterns and income security in later life and has studied;;
pensions policies in the UK and Italy.
15
1.
General Information
1.0
Glossary of Terms
Academic
Integrity
Assessment
Weightings
Blackboard
Compulsory
Module
The regulations governing academic issues such as cheating or
plagiarism. The regulations can be found online
(http://www.calendar.soton.ac.uk/sectionIV/academic-integrityregs.html ).
A module can be made up of several elements of assessment,
each contributing a percentage to your mark for the module (i.e.
coursework at 40% and exam at 60%). This will vary by module
and will be clearly indicated in the module handbook.
The portal for students to access module materials and lecture
information. Blackboard is a kind of virtual learning
environment and each module you take will have its own
Blackboard site.
A module which you are required to take.
Core module
A designated module in your programme of study which you
have to pass to progress.
Deferral
Normally offered to students who have Special Considerations
and are given a chance to sit ‘as if for the first time’. This could
be offered during referral period or the following year
Extension
Request
An application to receive an extension to a deadline. There are
strict criteria for granting extensions.
Module Code
The code assigned to a module i.e. GERO6018.
Optional
Module
A module of your choice which makes up the required numbers
of modules for each year of study
Pass Mark
The mark that must been achieved to successfully complete the
module. The pass mark for all modules is 50.
The title of your degree programme, e.g. MSc (SocSci)
Gerontology.
Programme
Title
Progression
To be able to progress from one part of your degree programme
to the next.
Qualifying
Mark
The minimum mark that must be achieved to complete a
compulsory or optional module. The Qualifying Mark for all
modules is 25.
Failure to meet the progression requirements for your degree
programme will result in your being referred in that module,
which means that you will undergo some form of re-assessment.
Referral assessments take place in the supplementary period
(normally late August/early September.
Referral
Special
Considerations
If your studies have been affected by illness or other
extenuating factors, a Special Considerations request, supported
by evidence will enable the exam board to consider what, if any,
effect this has had on your studies.
16
1.1 Your Student Office
You should contact the Student Office for all general queries
relating to the administration of your programme, including
module registration changes; special considerations requests;
sickness
(self-certification/medical
reports);
studentships;
suspension, transfer and withdrawal requests. (Please discuss
these matters with your Personal Tutor before contacting the
Student Office.)
Office Hours:
1.2
Monday to Friday
9.00am to 5.00pm
[email protected]
How we keep in touch with you
Email
We will use your University email account to contact you when
necessary. We will not use any other email accounts nor social
networking sites. Check your University email account regularly
and do not let your inbox exceed your storage limit. Notification
that you are due to exceed your storage limit will be sent to your
University email account and you should take immediate action as
you will be unable to receive further emails once your storage
limit has been exceeded.
Written Correspondence
Formal correspondence regarding your programme of study (e.g.
suspension, transfer or withdrawal from programme, academic
performance (including progression/referral information), issues
of academic integrity, complaints and appeals) will be sent to your
permanent (PM) address listed as active on your student record.
You are responsible for advising the University if you change your
permanent address. Neither the University nor the Faculty will be
held accountable if you receive important information late because
you failed to update your student record.
Use of social networking sites
We understand that students are increasingly using social
networking sites such as Facebook to interact with members of
their student community. You should note that any behaviour that
affects other members of the University community or members of
the general public in ways which might damage the standing and
reputation of the University may be subject to disciplinary action
within the scope of the University's regulations.
17
1.3 Confirmation of your student enrolment status
The Student Office can provide you with a certificate to confirm
your status as a student. Please ensure that you give at least 48hours’ notice of your requirements and please note that requests
may take longer to process at peak enrolment/examination
periods. No charge will be made for this service.
For UK Students: During the enrolment process, you will be asked
whether or not you wish for your data to be securely transferred
to your local council (Southampton City Council, Winchester City
Council, Portsmouth City Council and Eastleigh Borough Council)
and for those who consent to share, relevant data will be
forwarded about you to your council. If you do not wish to share
your data or if you live in an area not covered by the councils
listed above, you will need a council tax letter to confirm your
student status. This letter will be produced by the Student
Records Team and you will be notified when your letter will be
available for one of the CRA members of staff to collect from the
George Thomas Building (37), and send to you in the post.
1.4 Transcripts of marks and confirmation of award
The University’s Examination & Award Office can provide you with
an official transcript of marks. All continuing students at the
University of Southampton (i.e. those who are actively studying but
are not yet in their final year) are entitled to one free transcript
per year. Additional copies can be obtained for a fee. Please see
the
website
for
more
information:
http://www.southampton.ac.uk/studentadmin/awards
When you successfully complete your programme you will receive
a formal award certificate. Your award certificate will be produced
using the legal name data you have provided within your student
record. Please check that your student record contains the correct
information. If you need to change your name you will need to
provide evidence of your name to the Student Office who will be
able to update your record.
1.5 Fees: when and how you should pay
Details of arrangements for the payment of fees can be found on
the University web site at:
http://www.southampton.ac.uk/postgraduate/feesandfunding/
18
1.6 Use of iSolutions facilities
iSolutions provides support on a wide range of computing,
communications and technical issues to students and staff. Full
information, including regulations about iSolutions, can be found
online (http://www.soton.ac.uk/isolutions/). Please contact
iSolutions with any technical problems: Phone +44(0)23 8059 5656,
or email [email protected])
As a student of the University you are entitled to use iSolutions
facilities and you are bound by the regulations for their use. When
using email, you are advised to treat correspondence with the
same care as you would when using paper.
19
2.
Supporting you through your studies
2.1 The role of your Personal Tutor
A dedicated member of the Centre for Research on Ageing will be
assigned to act as your Personal Tutor. She or he can offer general
academic guidance, such as help to improve your study skills.
Correspondence with your Personal Tutor will normally take place
through Skype, email or telephone.
Your tutor will not necessarily be involved in lectures or seminars
that you will attend but s/he will have an oversight of your
programme of study. You should consult your tutor for advice and
information on all matters connected both with your programme
of study (e.g. module selection, study methods) and with
University life generally.
Your tutor’s role is primarily an academic one, to provide advice on
choice of modules and on your performance, and so on. In
particular, if you are experiencing any difficulties that you feel
may affect your academic performance you should raise these with
your tutor as soon as they occur. It is vital that you do not wait
until after assignment results have been announced to raise any
difficulties you are experiencing.
Whilst you are likely to retain the same tutor throughout your
programme of study, you will be advised should a change be made
to your tutoring arrangements. Your tutor will normally be the
person who writes you a reference at the end of your degree
programme, so it is in your interests to be in contact with her/him
on a regular basis.
Please email your Tutor to make an
appointment to speak to her/him by Skype.
If you have questions about specific module material, you should
consult your module co-ordinator.
(See also the separate sheet included in your Starter Pack giving
details about the different roles and responsibilities of different
members of staff.)
Provision of academic references
Your tutor will be able to provide a reference for you. However, it
is important to ask your tutor's permission before giving his/her
name as a referee. You may find it helpful, therefore, to provide
your potential referee with some detailed information about
yourself in the form of a CV or a personal information sheet. A
20
student reference pro-forma is available online and you are
advised to complete the form and provide a copy to your tutor.
2.2 What to do if you are ill
It is important that your doctor (as well as your tutor) is
immediately informed of any illness that is likely to affect your
studies. If appropriate, your doctor may inform your tutor, with
your consent, that you are experiencing some health difficulties
that may affect your academic performance.
In the case of minor illness of up to five days, you should fill out a
self-certification form and submit it to the Student Office. You
should submit your form immediately you return to your studies
so that it can be promptly recorded.
If you believe that illness or other circumstances have adversely
affected your academic performance, you must complete a Special
Considerations form. All claims must be substantiated by written
documentary evidence, for example a medical certificate or
doctor’s letter, self-certification (although self-certification will not
be regarded as evidence in relation to your assignment
performance) or a statement from your personal tutor.
The
purpose of asking for supporting documentation is for you to be
able to corroborate the facts of your submission.
All claims will be reviewed by the Faculty’s Special Considerations
board which meets at the end of each semester and just prior to
the referral examination board.
2.3 External factors affecting your studies
We expect you to take responsibility for your studies to ensure
that your full academic potential can be realised.
However,
sometimes difficulties can arise that can affect you.
If your studies have been affected by external factors you must
bring this to the attention of your personal tutor or to the Student
Office immediately.
Whilst we recognise that students can
sometimes be reluctant to discuss cultural, sensitive or personal
issues, it is essential that you bring problems affecting you to our
attention immediately so that we can determine how best to help
you.
A special considerations process is in place to ensure that you are
not penalised for genuine difficulties affecting you. Submitting
such a request, together with supporting documentation, will
enable the Exam Board to consider the issue and its effect on your
studies and performance. Guidance on the special considerations
21
policy and the procedures to follow are available from your
personal tutor or the Student Office.
2.4 Suspending your studies
Should you feel that you need to take some time out from your
studies you should first discuss this with your personal tutor. A
Suspension Request form should be obtained, completed and
returned to the Student Office. Please note that, if you wish, you
can suspend your studies in order to undertake an internship or
period of industrial training outside of normal vacation time.
2.5 Withdrawing from your studies
If you no longer wish to continue with your studies, a Withdrawal
Notification form should be obtained, completed and returned to
the Student Office. Please discuss this with your Personal Tutor
first.
22
3.
Your Safety
Ensuring student health and safety is a major goal of the
University, and this applies to your visit to Southampton
University during the Residential Course. As a new student you
will have received information on Personal Safety and H&S/Fire
Safety as part of your ‘Southampton Welcome’. Both new and
existing students should also take a look at the following links for
further information:
http://www.susu.org/help-and-support/safety/2012/
http://www.southampton.ac.uk/healthandsafety/student.html
The University statement of Health and Safety Policy Statement
and Management System, which defines commitment, governance,
responsibilities and management of health and safety is available
here:
http://www.southampton.ac.uk/healthandsafety/policy/policystat
ement.html
Local arrangements
Key local Health and Safety arrangements are as follows. If you
have questions relating to any of the following information please
contact a member of the Faculty Health and Safety team, details of
which you will find at the end of this section.
Action in the event of a fire
If you notice or suspect that there is a fire you should
immediately raise the alarm by operating the nearest fire
alarm call point (one will be located on the wall as you
leave the building). The fire alarm is a continuously ringing bell.
On hearing the alarm you should immediately stop
what you are doing and make your way out of the
building by following the green emergency exit
signs to the nearest exit, shutting doors behind you
as you leave. Do not stop or return to collect personal belongings.
Do not use lifts unless you have a Personal Emergency Evacuation
Plan (PEEP).
On leaving the building make your way to the assembly
point. Ensure any car parks or roads are kept clear for
emergency vehicles. Do not re-enter a building until you
23
are told it is safe to do so by the Fire & Rescue Service, the senior
Fire Warden or Security staff.
Fire extinguishers are provided in buildings but should only be
used by those trained in their use and only if it is safe to do so.
Evacuation alarms are tested weekly. The times of these tests are
detailed near main entrances to buildings. When tests take place
the bell will ring for no more than a few seconds.
If you have a permanent or temporary mobility impairment that
affects your ability to use stairs to exit a building then you should
have been notified to Health and Safety personnel in order for a
PEEP to be developed. If this has not been done please contact the
Health and Safety team using the details overleaf.
First Aid
In the event of an accident causing injury, the
nearest first-aider should be contacted. Their details
are displayed on signs in corridors. Alternatively,
contact security on 3311 using an internal phone
and they will assist. Following treatment, the incident must be
reported to your line manager/supervisor and the Faculty Health
and Safety team.
Incident Reporting
If you are involved in an accident or incident, spot a
hazardous situation or are concerned that you are
being asked to do something without the necessary
information, instruction or training that would
ensure your safety, please report this to your supervisor and the
Faculty Health and Safety team. The circumstances can then be
investigated and measures put in place to minimise future risk.
Incidents can be reported online at:
www.southampton.ac.uk/healthandsafety/emergency.html
Induction and Training
As a new student you should have the following
expectations with regard to Health and Safety:
•
To be made aware of local emergency arrangements and H&S
contacts on your first day.
24
•
To receive a local induction before using any laboratory or
workshop area. This will identify hazards and make you
aware of particular procedures in place to help ensure your
safety.
• That risk assessments and other written arrangements that
maintain good H&S in all your activities will be brought to
your attention by your supervisor.
Building Access
Most University buildings are open to all from 08.00-18.00 MonFriday excluding University and public holidays. All undergraduate
students must leave buildings by 18.00. Access by ID card may be
available to postgraduate students from 06.00-23.00 depending on
student status. Buildings are to be clear by 23.00 and remain so
until 06.00 (Closure Period) unless you have particular need which
must be approved by your Head of Academic Unit.
Out-of-Hours Policy
The Out-of-Hours Policy covers the Closure Period from 11.00pm
through to 6.00am the following day and applies to every day of
the year, including weekends and Public Holidays. You must have
received approval to work during the closure period from your
Head of Academic Unit and this must be documented using Form A
available from the link below.
http://www.southampton.ac.uk/estates/services/outofhoursworki
ng/
When you are present in the building you should have access to a
completed copy of Form B (available from same page).
Further information
More detailed information, forms and links to other sources of
advice are available on the FSHS H&S site:
https://groupsite.soton.ac.uk/Administration/FSHS-Health-andSafety/Pages/Home.aspx
25
Contact Information
A student’s primary contact should be their supervisor. However,
the following contacts may be used if necessary:
Faculty Health and Safety Team (Social and Human Sciences)
Pete Dargie
Faculty Health
and Safety
Officer
Peter Morgan Health and
Safety Officer –
Geography and
Environment
44/3011
023 8059 [email protected]
4513
44/1017
023 8059 [email protected]
4673
Safety and Occupational Health
Safety and
Occupational
Health (SOH)
Please contact
SOH if local
contacts are not
available
26
023 8059 [email protected]
University
3277
Road
Security – Central Control Room (CCR)
CCR
023 8059 3311
(Emergency)
023 8059 2811
(Enquiries)
[email protected]
Assembly points
Building
Assembly point
B32 (Education)
Visitor car park at North end of B32 (Burgess Road
end).
B34 (Education)
Area around flag pole in front of University library.
B39 (S3RI)
Car park in front of B54
B44 (Geography /
Psychology)
Grassed area in front of University Health Service
Building (North end of Physics building).
B44a (Psychology)
Car park in front of B44 (Shackleton)
44 Chamberlain Rd
(Psychology)
Car park in front of B44 (Shackleton)
B54 (Mathematics) and
B56
Grassed area between Turner Sims Concert Hall and
John Hansard Gallery.
B58 (Social Science)
For those exiting Building 58 to the North from Level
2, this is the grassed area alongside Building 58A.
For those exiting to the South from Level 1, this is
the car park between Building 54 and the John
Hansard Gallery.
Other buildings
Check the emergency information that should be
displayed on a noticeboard in teaching rooms.
26
4.
Your Academic Programme
4.1 The academic year and the programme structure
The taught components of your programme are delivered in
modular form. For any given programme a module is either core,
compulsory, or optional. The definitions of the first two are
http://www.calendar.soton.ac.uk/sectionIV/creditprovided
in
bearing-progs.html. Your student record should automatically
record core and compulsory modules and these must be
completed in accordance with the requirements for progression
applicable to your programme. Most programmes will have a
number of optional modules. If applicable you will need to select a
certain number of optional modules to complete your portfolio of
modules and fulfil the credit points as required for the
programme. Your Personal Tutor or the Distance Learning Tutor
will be able to provide you with guidance on this.
4.2 Registration and amendment to optional modules
The structure and modular content provided within the
programme specification is specific to your own programme.
The
online
catalogue
(https://studentrecords.soton.ac.uk:1916/BNNRPROD/bwkkspg
r.showpage?page=ESC_PROGCAT_FINDPR) outlines the modular
structure for each year of your programme of study.
Once you have registered your options, it is possible for you make
changes but there are restrictions. The substitution of modules is
not allowed (i.e. you cannot take an extra module in semester 2 to
replace a semester 1 module in which you failed to perform well).
You may request a change to your optional module choice up to
the end of week 2 in each semester. You should consult the
Distance Learning Tutor and complete a Change of Module form to
specify your request
(http://www.southampton.ac.uk/socscinet/pgt/forms.html ).
Option changes after the end of week 2 are only approved in
exceptional circumstances.
You should regularly check your online student record for details of
your registered modules. This is particularly important after you
have made any changes and will help to maintain the accuracy of
your student record.
27
4.3 Lectures and other learning activities
Most modules last one semester (12 weeks).
Semester 1 2013/14
•
•
Thursday 26th September 2013 - Saturday 25th January 2014
Christmas vacation: Sunday 15th December 2013 – Sunday 5th
January 2014
o Includes University closure days: 24th December 2013 –
1st January 2014 [Note: University closure days are days
on which all University offices are closed and members
of staff are not normally at work.]
Semester 2 2013/14
•
•
Monday 27th January 2014 - Saturday 14th June 2014
Easter vacation: Sunday 30th March 2014 – Sunday 27th April
2014
o Includes University closure days 16th April 2014 – 21st
April 2014
Please see the Calendar of all key events and periods which was
included in your Starter Pack.
We recognise that you may combine study with paid or unpaid
work. However, it is your responsibility to organise your time to
enable you to keep up with all learning activities and complete
assignments at the appropriate time. Paid or unpaid work may not
be cited as an extenuating circumstance for adversely contributing
to poor academic performance.
The University’s Academic Skills pages (http://www.academicskills.soton.ac.uk) give advice to help you get the most from your
studies and to enable you to enhance your learning.
28
5.
Learning and Teaching in the Faculty
5.1 Learning environment
A University education aims to encourage you to become
independent in your learning. A key component of this is a culture
of research and inquiry, sustained by a growing familiarity with
original research. Your programme provides an environment that
will allow you to build research skills and to engage with your
chosen discipline, Gerontology.
5.2 Time management
It is your responsibility to manage your time in order to ensure
that you keep up to date with the material presented and with the
requirements of the programme. Deadlines for work submission
should be adhered to, otherwise marks will be deducted via the
imposition of a late submission penalty. Deadlines for submission
of work will be made available to you well in advance, but if you
are unclear about any aspect of your module you should talk this
through with your module co-ordinator or Personal Tutor. This
knowledge will allow you to plan your life based on how you know
you work best. Effective use of your time will allow you to
perform well on your course and to enjoy student life. One of the
work-place skills you should aim to acquire at University is the
ability to manage multiple priorities. If you have problems in this
area please discuss them with your personal tutor.
Please see the Calendar with key deadlines which was included in
your Starter Pack.
5.3 Lectures
Each lecturer will present material using an audio-recording and a
handout. You should ensure that you understand the material and,
if you have difficulty in understanding or applying the knowledge,
use recommended textbooks or the assistance of teaching staff
during Skype tutorials to gain understanding.
It is your
responsibility to develop your ability in a given subject. How well
you have acquired that ability and the associated knowledge is
gauged by the coursework assessment process. Lectures are
provided for your benefit and you should take full advantage by
ensuring you listen to all of the lectures in a given course module
via Blackboard.
29
5.4 Tutorials/supervisions
Group tutorials/supervisions are timetabled for some modules
(e.g. GERO6014). These sessions are intended for you to develop
your problem solving skills as well as for you to discuss further
with an experienced member of staff any particular lecture
material you are finding difficult to understand. It is essential that
you are well prepared for these sessions. These sessions are one
of the most effective ways of reinforcing the lecture material.
5.5 Self learning
In addition to the taught sessions for a module, you are expected
to spend time in independent study. This may be study on your
own using library resources, data retrieval systems, internet,
reading the lecture material or reading around the subject. This
should also develop your investigative and problem solving skills
in furthering understanding of the subject, creating links with
other modules - past and present - and providing a broadening of
your educational experiences and knowledge base.
Self-learning is your personal responsibility and your commitment
to the programme. It requires discipline, motivation and focussing
on achieving individually set targets. It enables you to reach your
full potential academically, develops your personal skills and helps
establish a successful professional career.
5.6 Key skills
Key skills are those skills which can be applied to other disciplines
and fields of work. Employers are increasingly seeking to employ
individuals with well-developed key skills. A conscious effort is
made by the Faculty to ensure that every module allows and
encourages development of key skills. Further details can be found
within individual module specifications. Our Employability Tutor,
Dr Rosalind Willis, will also be able to provide advice on furthering
your key skills and improving your employability.
5.7 Academic integrity and plagiarism
It is often helpful to discuss ideas and approaches to your work
with your peers, and this is a good way to help you think through
your own views. However work submitted for assessment should
always be entirely your own, except where clearly specified
otherwise in the instructions for the assignment.
If you wish to improve your study skills, always seek advice
sooner rather than later. Your personal tutor or module convenor
will be able to help you identify sources of assistance. It is an
30
important element of independent learning, and a normal part of
academic development, to recognise when you need to seek
advice, and to learn to benefit from it. This would not necessarily
mean that you are ‘struggling’ with your work – you may feel you
need additional advice to reach your personal potential.
If in doubt about what is required in any particular assignment,
what referencing styles are appropriate etc, always ask. Your tutor
or module coordinator will be able to point you in the direction of
appropriate sources of advice and information. Please also note
that we offer a number of Study Skills lectures (e.g. on writing
essays, preparing presentations, bibliographic referencing etc.)
which are available to you on Blackboard.
We take academic integrity very seriously. You must familiarise
yourself with the University’s Academic Integrity Regulations
(http://www.calendar.soton.ac.uk/sectionIV/academic-integrityregs.html) which include the Academic Integrity Statement
(http://www.calendar.soton.ac.uk/sectionIV/academic-integritystatement.html) by which all students are bound. We are aware
that students may have experienced differing standards at other
institutions (including those overseas) but it is essential that you
take steps to ensure your full understanding of the standards
expected at Southampton as significant penalties can be imposed
if these are breached.
You are responsible for your own work and conduct, and for
ensuring that you neither fall accidentally into poor academic
practice in your written work nor engage in practices which breach
academic integrity. Such practices are unacceptable, whether they
have been followed deliberately or through a lack of
understanding. It can also potentially damage the relationship
between staff and students which is at the heart of the University
community, and relationships with external partners. Ultimately,
your results will not be a true reflection of your performance,
which may potentially damage the academic standing of the
University’s awards.
If it is suspected that you have not worked with academic integrity
an investigation will be conducted within the University’s defined
procedures (http://www.calendar.soton.ac.uk/sectionIV/academicintegrity-procedures.html). If you are found to have followed one
of these practices there are a range of penalties which may be
applied. These penalties will always affect the mark you receive
for the piece of work in question, and the most serious cases
could lead to a reduction in degree classification or even
termination of programme. There is likely also to be an impact on
any future reference we provide.
31
We will provide you with guidance about how to maintain
academic integrity and avoid plagiarism before your first
assignment is due.
32
6.
Assessment
6.1 Coursework assessment and submission
All modules include coursework assignments as part of the
assessment. When coursework is set a due date and time for
submission will be specified. If you are unsure about the date or
time required for any submission, it is your responsibility to
contact the module co-ordinator to obtain clarity.
All coursework should be accompanied by a completed
Coursework Submission form. All coursework should be submitted
through
Turnitin
via
Blackboard
and
emailed
to
[email protected] before 3.00 pm (UK time) on the given
published hand in date.
Please consult the ‘How to …? Guide’ on submitting coursework
through Turnitin on Blackboard.
6.2 Penalties for late coursework submission
When coursework is submitted late, without an extension having
been agreed in advance, the mark awarded shall be reduced in line
with the University’s late submission penalty (see Assessment
Framework, section 5.3
(https://sharepoint.soton.ac.uk/sites/ese/quality_handbook/Form
Store/Assessment%20Framework/Assessment_Framework.pdf).
Please ensure that you have familiarised yourself with this policy
before your first assignment is due.
Work submitted up to 5 days after the deadline will be marked as
usual, including moderation or second marking, and feedback on
your submission. The final agreed mark (FAM) will then be reduced
by 10% for each day late as illustrated in the table. For example, if
you submit an assignment one day late, then the final agreed mark
will be multiplied by 0.9. If you submit an assignment late by more
than five days, without an agreed extension or special
considerations, you will receive a mark of zero. The table below
shows an example where the student’s final agreed mark is 50.
Table illustrating late submission penalties
University
Working
Days late*
1
Mark
FAM
(final agreed mark) X
0.9
50 X 0.9
33
Mark awarded
45
2
3
4
5
More than
5
(final
0.8
(final
0.7
(final
0.6
(final
0.5
Zero
agreed mark) X
50 X 0.8
40
agreed mark) X
50 X 0.7
35
agreed mark) X
50 X 0.6
30
agreed mark) X
50 X 0.5
25
0
* University working days excluding weekends and bank holidays.
6.3 Coursework extensions
Extensions on coursework deadlines are only given in exceptional
circumstances and for specified reasons. Should you require an
extension on a particular deadline, you need to complete an
Extension Request form following all the instructions given and
have the form signed by the relevant Extensions Officer (Dr Athina
Vlachantoni, [email protected]).
It is your responsibility to seek an extension in a timely manner.
Members of staff who serve as Extensions Officers cannot be
available round the clock, so you must allow for the possibility
that the relevant person is not immediately available.
To ensure consistent and fair treatment, only the Extensions
Officer or his/her Deputy can approve an extension. Once the form
is completed and signed, you should submit it to the Student
Office. This entire process should be completed at least 48 hours
before the assignment’s published deadline.
If you are ill on the day of an assessment hand in, you must
contact the Exams and Extensions Officer on the day to report that
you are unable to submit work due to illness.
6.4 Scrutiny of assessed work by the external examiners
Samples of assessed assignments are moderated by an external
examiner. This process is conducted to ensure that both the
assignments set and the marks awarded are deemed fair and of
the appropriate standard and quality.
Each programme has an external examiner, normally a member of
the academic staff of another university department who has no
connection with the Faculty. They bring a completely impartial and
objective attitude to the assessment of students’ work and
perform a vital function in ensuring fairness and quality in the
34
Faculty’s assessment procedures by reviewing all assessed work
at the end of the year.
6.5 Coursework feedback
Feedback comes in many forms. Formal feedback is well
documented and the following paragraphs identify ones that you
are officially entitled to. Informal feedback is just as important and
comes in the form of individual chats with your tutor, module
coordinators or Dissertation supervisors.
All coursework will be marked with the feedback provided relating
to the standard of your work and the reasons for the mark/grade
given. You should note that all marks are considered provisional
until they have been reviewed and confirmed by the examination
board.
This feedback will be returned within four weeks
following your submission [excluding bank holidays and
University closure days]. Large assignments (e.g. your
dissertation/project work) may take slightly longer to be returned.
Bear in mind that if you hand in work late, your feedback may be
delayed.
The feedback you receive will be:
• timely - allowing you to learn from your work
• related to the learning outcomes for that piece of work
• constructive and honest – allowing you to take the comments
on board, learn from your mistakes and understand why you
did well.
For
the
the
get
the feedback to be effective, it is important that you work with
feedback given and identify how you can improve your work in
future. Should you need further information about your work,
in touch with whoever marked the coursework.
6.6 Release of results
Please note that the dates contained in the following paragraph
are provisional and subject to change. You should consult with
the Student Office to obtain confirmation of the dates of release of
marks.
Provisional marks for semester 1 modules will be made available
to you on Thursday 20th February 2014 and you should discuss any
issues with your personal tutor. Final marks for the modules
taken in semesters 1 and also for those taken in semester 2 will be
reviewed and agreed by the examination board and made available
to you on Thursday 19th June 2014 (finalists) or Thursday 26th June
2014 (continuers). Referral results will be released on Thursday
11th September 2014. You will be notified of any amendment to
35
this schedule or if alternative arrangements are in force due to
your programme structure. .
You should note that the official transcript of your marks would
normally show the overall mark achieved in each module, with a
note, where appropriate, that it was obtained at repeat or referral
attempt.
6.7 Final assessment
At the end of your programme, your overall performance will be
assessed. The basis of this assessment is specified in your
programme regulations
(http://www.calendar.soton.ac.uk/sectionXIII/sectXIII-index.html).
If you satisfy the academic standards necessary, the examination
board will recommend you for award.
36
7.
Module Evaluations and Student Feedback
7.1 Module Evaluations
Each module is subjected annually to student evaluation with the
primary purpose to evaluate the student experience of the module
and to engage in a process of continuous improvement.
A
significant element of module monitoring is student feedback,
obtained from questionnaires administered at the end of each
module. You will be emailed such a questionnaire for each module
you have taken in a given Semester and asked to return your
completed Module Evaluation Form to our Quality Assurance
officer to ensure that your feedback is received in an anonymous
fashion. Your feedback is important to us so please take this
exercise seriously. We aim to address any issues that have been
raised and are expected to feed back to students on actions taken
in response to evaluation. This usually occurs through StaffStudent Liaison Groups (SSLGs), see below.
All modules and degree programmes are also subject to a more
detailed, five-yearly review; again it is expected that students are
consulted as part of this process, and are advised of any issues
raised and action taken as a result.
7.2
Staff/Student liaison groups (SSLG)
The University is committed to placing students at the heart of its
education mission. The involvement of students in decisionmaking processes and the encouragement given to students to
voice their views, especially any concerns, is a key element of this
approach. One key mechanism for the involvement of students is
through student representation on committees at discipline,
faculty and University level.
Each discipline has a Staff/Student Liaison Group (SSLG) for the
representation of student opinion. These subject-based groups
play an important role in enabling students to raise issues and
concerns relating to their degree programmes. SSLG meetings
occur once a term and Distance Learning Student Representatives
can participate via Skype. Student Representatives are also invited
to sit in on termly Programme Board meetings.
If you would like to act as a student representative, please contact
the Distance Learning tutor or the SUSU School President
([email protected]).
37
For further information on SSLGs, to access minutes from previous
meetings or to contact your student representative please consult
the
online
SSLG
pages
(http://www.southampton.ac.uk/socscinet/sslg/).
Through the Students’ Union (www.susu.org/education/) you will
be invited to elect your faculty representatives (Faculty Leaders,
Academic Presidents and Course Representatives) who co-ordinate
the student voice on Faculty committees to enable your voice to be
heard.
38
8.
Employability
In Social Sciences, we strongly encourage you to think about and
work towards career opportunities that are best suited to
you. Our postgraduate programmes will enable you to develop
and enhance transferable skills that are highly valued by
employers such as critical thinking, research, report writing and
problem solving.
We provide support to students with their future careers, so every
effort is made to help you secure employment or further develop
your career after leaving University. Students are encouraged to
make use of the University Careers Advisory Service
(http://www.soton.ac.uk/careers/)
We are confident that the educational experience we have given
you provides a solid foundation on which to build a successful
career. You should consider, however, that learning is a lifetime
experience and you should not regard your education finished at
the end of your programme of study. Continuing professional
development (CPD) via short courses, postgraduate diplomas
and/or degrees and corporate membership of a professional
institution may be of interest.
9.
For students considering a PhD/MPhil
If you are interested in pursuing a PhD, there are some funding
opportunities that you may be eligible for. These include the
Southampton ESRC Doctoral Training Centre
(https://www.soton.ac.uk/research/dtc/esrcdtc.html) as well as
other University and Social Sciences scholarships. For updates on
the most recent funding opportunities for both UK/EU and
International students, check online at:
https://www.soton.ac.uk/postgraduate/feesandfunding/index.htm
l.
The deadlines are usually between February and the end of April
and normally require that a potential supervisor has been
identified and the submission of a research proposal. Some
guidance on writing a proposal can be found here:
http://www.southampton.ac.uk/ageing/postgraduate/research_de
grees/apply.page
The current postgraduate students and their research topics can
be found here:
http://www.southampton.ac.uk/ageing/postgraduate/research_stu
dents.page . If you would like to discuss the possibility of
39
undertaking a PhD/MPhil, please speak to your personal tutor or
contact Prof Maria Evandrou ([email protected]) who is
the PGR Admissions Tutor.
10. Progression requirements & degree
classification
The information below makes reference to the University
regulations and, where Social Sciences has modified or opted out
of the University regulations, this is indicated in brackets.
10.1 Module marks and core modules
(a)
(b)
(c)
(d)
The Pass Mark for all modules is 50% (University Progression
and Classification Regulation 2.9).
The Qualifying Mark is 25% (as permitted under University
Progression and Classification Regulation 2.10).
You must achieve the Pass Mark in all core modules.
The Dissertation is a core module for award of the MSc.
10.2 Progression, referrals and repeats
(f)
If you pass all core modules but fail to achieve the Pass Mark
in one or more of your other modules, you will still be
awarded credit, if:
For a Master’s or Postgraduate Diploma, you fail to achieve
the Pass Mark in modules totaling not more than 30 credit
points (15 ECTS), provided no mark is below the Qualifying
Mark.
Or:
For a Postgraduate Certificate, you fail to achieve the Pass
Mark in modules totaling not more than 20 credit points (10
ECTS), provided no mark is below the Qualifying Mark.
In no case will credit be awarded for marks under 25
(University Progression and Classification Regulation 8.2).
(g)
You may only proceed to the dissertation if you have
achieved the Pass Mark of 50% in every module or if (f),
above, has been satisfied (as permitted by University
Progression and Classification Regulation 7.3). If, at any
point during your programme, you have completed the
40
necessary elements required to proceed to the dissertation,
you may, instead, leave with a Postgraduate Diploma if you
so
wish.
(h)
(i)
A.
If you are a full-time student and fail a module which
cannot be compensated for under (f) above, you may
take a Referral assessment in all failed modules during
the Supplementary Period in late August/early
September. The marks will be capped at the Pass Mark
for purposes of determining the award of Merit or
Distinction (University Progression and Classification
Regulation 8.3; also, see (j), below).
B.
If you are a part-time student and you fail a core
module or score below 25% on non-core module, you
may take a Referral assessment in those modules
during the Supplementary period in late August/early
September of the year in which the modules were
taken. The marks will be capped at the Pass Mark for
purposes of determining the award of Merit or
Distinction (University Progression and Classification
Regulation 8.3; also, see (j), below). If you have other
marks below 50% that cannot be compensated for
under (f), above, a decision about referring you in
those modules will be taken at the exam board held
June of your final year of study. See also (i), below.
C.
Referral assessments will only take place during the
summer Referral Period, unless you have Special
Consideration grounds (normally medical reasons) for
seeking an alternative arrangement.
If you fail to gain an award after Referral, or fail to achieve
the required standard to proceed to the next stage of your
programme (i.e. the second year of a two-year programme or
the next part of a part-time programme), your programme of
study will normally be terminated. (Social Sciences has opted
out of University Progression and Classification Regulation
8.4.)
10.3 Degree classification
(j)
For a Master’s or for a Postgraduate Diploma, your degree
will be classified as follows (University Progression and
Classification Regulation 9.2):
A final average mark, weighted by credits of:
41
50% - 59%
60% - 69%
70% and above
Pass
Merit
Distinction
If your un-rounded average mark, weighted by credits, is
within 2% of the higher class, you will be awarded the higher
class if at least 50% of your credit points are in the higher
class or above (University Progression and Classification
Regulation 9.3).
10.4 Progression to postgraduate research study
Students (including students in receipt of an ESRC 1+3 award) who,
following completion of their degree, wish to progress to
postgraduate research study at Southampton should consult the
discipline-based Postgraduate Research Co-ordinator for advice on
specific academic entry requirements to their chosen programme
of study.
42
11. Academic and Non-Academic Support
11.1 Support for Student Learning
There is support for student learning in the Centre for Research on
Ageing, in Social Sciences as well as in central University facilities.
Please refer to the separate fliers ‘Key Contacts – Roles and
Responsibilities’ and ‘Student Support’ which were included in your
Starter Pack for further details about the different sources of
support.
In the Centre for Research on Ageing you will have access to:
•
A Distance Learning tutor who can provide advice on the
programme modules and other University issues;
•
A Personal Tutor who can provide advice on the programme
modules and other University issues, and with whom you can
discuss academic progress and personal problems relevant
to your academic work;
•
One or two MSc Dissertation tutors who will provide advice
and support during your independent research;
•
A programme handbook;
•
Student e-mail;
•
Induction, module briefings and an MSc Dissertation
workshop.
Support for student learning is also provided at University level
through:
•
Access to library facilities, including on-line access to key
journals, books and ageing databases such as AgeInfo;
•
Access to facilities, training and advice provided by the
Information Systems Services and the Assistive Technology
Service within the library;
•
Specialist support services for students with dyslexia and
other specific learning needs, accessible via email;
•
Support for students with disabilities, health conditions and
mental health difficulties, accessible via email;
•
Counselling and Careers Advisory Services, accessible via
email;
•
Assistance with written English for non-native speakers
through the Centre for Language Study, accessible via email;
43
•
An Advice and Information Centre within the Students’
Union, accessible via email.
11.2 University Student Services
Apart from academic support provided by personal and
dissertation tutors, students can also access a range of services
offered by the
University to receive help with specific needs. A brief overview of
the support the individual services offer along with contact details
is given below.
11.3 Centre for Language Study
Online study skills support is available for international students
on distance learning courses. This is provided by the Centre for
Language Study and includes access to a comprehensive online
toolkit in Study Skills and English for Academic Purposes. If
necessary, students may also request an online tutorial slot to
discuss, for example, an aspect of their academic writing; this will
normally be delivered at an agreed time through the synchronous
virtual classroom facility in their Blackboard course.
http://www.soton.ac.uk/cls/english/index.html
11.4 Support Services
(see also separate flier included in your Starter Pack)
Support Services enable students to access any emotional and
personal support they may require whilst studying at University.
We provide confidential and professional support across a range
of personal and academic issues. Staff, students and family or
friends can contact the services to register concerns or ask for
advice at any time.
Counselling - provides university staff and students with
confidential professional support across a range of academic and
personal issues. The service is useful for people who wish to look
at a wide range of personal, relationship or academic issues.
These may include experience of loss or change, anxiety and
depression.
The team is happy to help identify alternative
resources if they are not able to provide the most appropriate
support.
Students or Staff should self-refer to the service
themselves if they wish to access the support, however if staff
members are concerned about someone else the service can be
contacted for advice and referral.
Tel: +44 (0) 23 8059 3719
Email: [email protected]
44
http://www.southampton.ac.uk/edusupport/counselling/index.ht
ml
First Support - Team dedicated to being first point of contact and
supporting students during times of crisis. Working with students
to identify what support is needed, appropriately referring to
correct service (liaising where necessary) and assisting students
until ongoing support is in place.
The team works with students who may be experiencing the
following types of difficulty:•
•
•
•
•
•
•
•
•
•
•
•
•
Mental health crisis
Domestic abuse
Relationship crisis
Accommodation crisis
Academic crisis (exam stress, missing deadlines)
Substance abuse
Death of family member/friend
Serious illness
Impact of someone else’s difficulty on own health and /or
study
Violent sexual assault or attack
Honour based violence
Bullying/harassment
Transitional/cultural crisis
Staff, students or family and friends can refer to the service by
contacting via email or phone. Contact will be made directly with
the student who is causing concern by the team when required.
Students will be assessed for risk and then signposted and
referred to appropriate internal and external services for ongoing
support. The team can be reached out of hours in times of
extreme crisis, contact the University of Southampton’s security
service using the number below.
Tel: +44 (0) 23 8059 7488
Email: [email protected]
Out of Office Hours: +44 (0)23 8059 2811
http://www.southampton.ac.uk/edusupport/firstsupport/
The Enabling Services provide information, advice and support for
students with a wide range of disabilities, health conditions,
mental health difficulties and temporary injuries.
Tel: +44 (0)23 8059 7726
Email: [email protected]
http://www.southampton.ac.uk/edusupport/disability/contactus/i
ndex.html
45
11.5 Dyslexia Services
Dyslexia Services is part of Education Support at the University of
Southampton. It provides a range of services for students and
departments and all tutors have specialist qualifications in
dyslexia.
Tel: +44 (0)23 8059 7726
Email: [email protected]
http://www.southampton.ac.uk/edusupport/ldc/index.html
11.6 Wessex Needs Assessment Centre (WNAC)
The WNAC provides specialist assessments for students with
disabilities and specific learning difficulties (dyslexia), many of
whom are eligible for the Disabled Students' Allowances (DSA).
After an initial assessment you will have access to ongoing
support, advice and guidance. WNAC offers assessment and
training to all UK students in receipt of DSAs.
Tel: +44 (0)23 8059 7233
Email: [email protected]
http://www.southampton.ac.uk/edusupport/wnac/
11.7 Career Destinations
Career Destinations is available to help you research and make
informed choices about future career and further study
opportunities and help you to market yourself effectively to future
employers or course providers.
Our comprehensive website can help you with your career planning
and will allow you to search the latest graduate job vacancies and
keep you informed about the wide range of careers events run at the
University.
You can get individual help with your career planning and can access
this via email by using our e-query service. If you prefer you can
arrange to speak to a Careers Adviser over the phone or by Skype.
Contact details:
Web:
www.southampton.ac.uk/careers
Phone:
+44 (0)23 8059 3501
Email:
[email protected]
11.8 Students’ Union
The Students’ Union (or ‘SUSU’ as it is often referred to) is a
democratic, student led organisation, run by students for students.
The Students’ Union is independent from the University and aims
to provide services, help and support to promote the interests of
students. Despite not being a student studying in Southampton,
46
the Students’ Union and its facilities are available to you and all
distance learning students, as all students of the University of
Southampton, including those studying at a distance, are
automatically members of the Students’ Union.
Many of the facilities provided by SUSU are also available online,
and so there is plenty of reason to utilise the services we offer.
We can offer:
-
Help and advice through our Advice and Information Centre
(SUAIC), via email, phone or simply use their advice booklets.
(http://suaic.susu.org or call 023 8059 2085)
A way to discuss any issues you face or need help with in the
forums (see http://forum.susu.org where there will be a
dedicated area for distance learning students)
Or simply a way to keep in touch with fellow students in the
forums
There are plenty of reasons to get involved and stay in touch
with the Students’ Union, and if you have any problems or
need any help, we are here for you.
Contact details:
Web:
www.susu.org
Email:
[email protected]
Phone:
+44(0) 23 8059 5220 (Vice President Education and
Representation)
47
12. Aims of the Gerontology (DL) Programmes
The aims of the programmes are to provide you with:
•
Critical appreciation of the key theoretical perspectives
within Gerontology and their application in the analysis of
specific issues concerning ageing and the life course.
•
Knowledge and understanding of contemporary debates
within Gerontology concerning the lives of older people,
their families and society, in both developed and developing
countries.
•
The ability to evaluate policies and initiatives concerning
population ageing, welfare provision and the lives of older
people, their families and carers.
•
Knowledge of qualitative and quantitative research methods
and the ability to apply them appropriately to investigate key
research questions.
•
Preparation for a career in the field of Gerontology and
applied health and social sciences.
•
Students pursuing the MSc in Gerontology (Distance
Learning) will also be provided with the ability to design and
conduct independent research within Gerontology, using
appropriate research methods.
Learning Outcomes
Having successfully completed these programmes you will be able
to demonstrate knowledge and understanding of:
•
Key theoretical and conceptual approaches to the study of
ageing and the life course from a multi-disciplinary
perspective;
•
Key debates and controversies within Gerontology;
•
The determinants of demographic
consequences of population ageing;
•
Key changes in the life course over the last 100 years and
their implications;
•
Health and social care policies and initiatives which impact
upon the lives of older people and their families/carers;
•
Principles of research design and
appropriate choice of research method;
•
Students pursuing the MSc in Gerontology (Distance
Learning) will also be able to demonstrate knowledge and
48
change
strategy
and
and
the
the
understanding of an individual research topic in the field of
Gerontology.
13. Programmes of Study in Gerontology (DL)
13.1 PG Cert/PG Dip/MSc Gerontology (DL)
Each of the programmes may be studied over 1 year full-time or,
2.5 years part-time. For the PG Certificate in Gerontology (Distance
Learning) you will take three modules over one year (full-time), or
three modules over two years (part-time), which include the
compulsory module ‘Perspectives in Gerontology (DL)’. You can
choose to take one module in Semester 1 and two modules in
Semester 2, or vice versa, depending on your other commitments
and following discussion with your personal tutor.
For the part-time PG Diploma/MSc Gerontology (Distance
Learning), in the first year you will take three compulsory modules,
and in the second year you will take two compulsory and one
optional module. Each module is worth 20 CATS (or 10 ECTS)
points and for those students progressing onto the MSc
Gerontology, the Dissertation has a value of 60 CATS (or 30 ECTS)
points, making a total of 180 CATS (or 90 ECTS) points, and is
submitted at the beginning of the January following the end of the
taught programme.
For the full-time PG Diploma/ MSc Gerontology (Distance
Learning), you will take six modules (three in Semester 1 and three
in Semester 2), five of which are compulsory (GERO6010,
GERO6011, GERO6012, GERO6014 and GERO6015) and one of
which is optional (GERO6013,
GERO6021, GERO6022 or
GERO6023). Having successfully completed the taught element of
the MSc programme, you will be permitted to proceed to working
on your Dissertation, which is submitted at the end of September
each year.
49
13.2 Course structure for PGCert/PGDip/MSc Gerontology (DL)
Part-time
Module
CATS
(ECTS)
Compulsory
(C) or Optional
(O)
20 (10)
C
20 (10)
20 (10)
C
C
GERO6014 Quantitative Research Methods (DL)
Students should take one optional module from:
20 (10)
C
GERO6013 Researching Contemporary Issues in
Ageing Societies (DL)
GERO6021 Ageing, Diversity and Rights (DL)
GERO6022 Poverty & Social Protection Around
the World (DL)
GERO6023 Mental Health and Ageing (DL)
20 (10)
O
20 (10)
20 (10)
O
O
20 (10)
O
20 (10)
C
First Semester, Year 1
GERO6010 Perspectives in Gerontology (DL)
Second Semester, Year 1
GERO6011 Ageing, Health and Well-being (DL)
GERO6012 Demographic Change, Ageing and
Globalisation (DL)
First Semester, Year 2
Second Semester, Year 2
GERO6015 Qualitative Research Methods (DL)
Summer Year 2 & Autumn Year 3
GERO6016 Dissertation (DL)
60 (30)
180
(90)
Total
50
C
13.3 Course structure for PGCert/PGDip/MSc Gerontology (DL)
Full-time
Module
CATS
(ECTS)
Compulsory (C)
or Optional (O)
GERO6010 Perspectives in Gerontology (DL)
GERO6014 Quantitative Research Methods (DL)
Students should take one optional module from:
20 (10)
20 (10)
C
C
GERO6013 Researching Contemporary Issues in
Ageing Societies (DL)
GERO6021 Ageing, Diversity and Rights (DL)
GERO6022 Poverty and Social Protection Around
the World (DL)
GERO6023 Mental Health and Ageing (DL)
20 (10)
O
20 (10)
20 (10)
O
O
20 (10)
O
20 (10)
20 (10)
C
C
20 (10)
C
60 (30)
180
(90)
C
Semester 1
Semester 2
GERO6011 Ageing, Health and Well-being (DL)
GERO6012 Demographic Change, Ageing and
Globalisation (DL)
GERO6015 Qualitative Research Methods (DL)
Summer
GERO6016 Dissertation (DL)
Total
51
14. Module Descriptions and Indicative Reading
GERO6010 Perspectives in Gerontology (DL)
Module Profile
Module Title:
Perspectives in Gerontology (DL)
Module Code:
GERO6010
1.
Academic Unit (and discipline if applicable)
Social Sciences (Gerontology)
2.
Credit points (show ECTS and CATS)
20 CATS, 10 ECTS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
None
5.
Programme(s) in which the module is
core or compulsory (if any)
6.
Compulsory: MSc Gerontology (DL),
PG Cert Gerontology (DL), PGDip
Gerontology (DL)
Dr Athina Vlachantoni
7.
Module Coordinator
Staff Number
Contact Hours
8.
Non-Contact Hours
172
9.
Total Study Time
200
10.
Date approved (by Social Sciences Programme
Board)
11.
28 (online)
Aims & learning outcomes
This module introduces you to the study of Gerontology as an interdisciplinary subject. You
will be familiarised with main theoretical perspectives and approaches to the study of
ageing and the life course. You will examine the causes and consequences of ageing at the
level of individuals and populations. This involves investigating the social, physical and
mental changes humans undergo as they age, as well as the impact of growing proportions
of older people on social institutions, labour markets, welfare systems and families. The
module combines insights from Social Policy, Demography, Sociology, Biology, Psychology
and Economics.
Having successfully completed the module you will be able to:
• Understand key disciplinary and interdisciplinary perspectives in the study of ageing
and life course;
• Summarise major trends in the speed and nature of population ageing and their
determinants;
• Demonstrate awareness of key changes in the life course over the last 100 years and
their implications for family relations, paid work and economic and social resources in
later life.
52
You will have also developed your:
• Skills in summarising and critically discussing literature;
• Written communication skills through the preparation of assessed coursework.
12.
Summary of syllabus content
The module will include online lectures on: an introduction to the study of Gerontology; the
demography of ageing (UK & Europe); the biology and epidemiology of ageing; the
psychology of ageing and adjustment in later life; key theoretical perspectives on ageing
and the life course; life course transitions, experiences and identity; the history of the
British welfare state and key issues in the development of welfare provision; work and
retirement; material resources in later life; inter-generational relations and family support;
ageing, gender and inequality. The module will also include one session on ‘Library and
Online Resources’ and one session on ‘Essay Writing Skills’.
13.
Summary of teaching and learning methods
Teaching methods include:
Online lectures, tutor-led discussion boards.
Learning activities include:
Online lecture and tutor-led triggers for discussion boards, student discussion boards, and
independent study.
14.
Summary of assessment methods in order of participation
The module will be assessed by means of two 3,000 word essays, weighted equally.
Assessment feedback on written work is given in written format via email, and, where
required, verbal format is given via designated Office Hours using Skype technology.
Formative methods of assessment are used throughout the module in providing students
with ongoing feedback on their progress and understanding through trigger question
quizzes and student discussion boards. Summative assessments are also used, focussing
on specific evidence of students’ knowledge and practice, such as module essays. These are
designed to assess the module learning outcomes.
Assessment Method
Number
Essay of 3,000 words (1st assignment)
Essay of 3,000 words (2nd assignment)
1
1
Reassessment Method
Number
Resit: one essay of 3,000 words
1
% contribution to
final mark
50%
50%
% contribution to
final mark
100%
15.
Special features of module
One or two outside experts are invited to give a couple of online guest lectures on
particular topics; for example, an academic from other universities researching a particular
topic, an international author, a policy analyst, or a senior manager in local government or
in the third sector.
16.
Resources
Module resources will be available on Blackboard, such as lecture PowerPoint slides, audiorecordings of lectures, key readings, coursework details, discussion boards and wikis,
references and module updates. Students will be provided with guidance to use Skype for
verbal/visual communication with tutors.
17.
Health and safety
No identifiable risks are associated with this module.
53
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, Academic
Unit and University. The aim of the policy is to ensure that no prospective student or
current student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
where necessary appropriate variations to normal examining arrangements are made.
18.
Indicative reading list
Bernard, M and Scharf, T (2007) Critical Perspectives on Ageing Societies. The Policy Press.
Bond, J, Peace, S, Dittmann-Kohli, F and Westerhof, G (2007) Ageing in Society: European
perspectives on Gerontology. Sage.
Johnson, M, Bengtson, V, Coleman, P and Kirkwood, T (2005) The Cambridge Handbook of
Age and Ageing. Cambridge University Press.
Victor, C. (2005) The Social Context of Ageing: A Textbook of Gerontology. Routledge.
20.
Other information (required by Academic Unit)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 2009/10
NO
Semester is which module is to be taught
1
Subject Code (see guidance)
Subject Code
%
L510
50
L490
50
2009/10
Is this an optional module for other
students/disciplines/Academic Units?
Yes
Module Capping Restriction
None
54
GERO6011 Ageing, Health and Well-being (DL)
Module Profile
Module Title:
Ageing, Health and Well-being (DL)
Module Code:
GERO6011
1.
Academic Unit (and discipline if applicable)
Social Sciences (Gerontology)
2.
Credit points (show ECTS and CATS)
20 CATS, 10 ECTS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
None
5.
Programme(s) in which the module is
core or compulsory (if any)
6.
Compulsory: MSc Gerontology (DL)
Dr Aravinda Guntupalli
7.
Module Coordinator
Staff Number
Contact Hours
8.
Non-Contact Hours
172
9.
Total Study Time
200
10.
Date approved (by Social Sciences Programme
Board)
11.
28 (online)
Aims & learning outcomes
This module aims to provide you with a foundation of knowledge in the area of social
policy, health and well-being in later life. You will be introduced to key issues and literature
concerning the current structure and workings of the welfare state, focusing on the health
and social care for older people. You will become familiar with the debates and literature on
inequalities in health and the use of health care services in later life; the mixed economy of
social care and the role of different providers (state, family, voluntary, private); different
models of residential care; needs assessment; and partnership working. The module will
examine the relative importance of different factors in the quality of life of older people
and how policy can influence these.
Having successfully completed the module you will be able to:
•1 Understand the links between the ageing process and health status, and the health
implications of ageing for older people and their carers;
•2 Evaluate critically the factors affecting the health and social care of older people;
•3 Understand and evaluate major national initiatives in social policy for older people; in
particular, assess the effectiveness of health and social care policies and initiatives for
the quality of life of older people.
You will have also developed your:
•1 Skills in summarising and critically discussing literature.
•2 Written communication skills through the preparation of assessed coursework.
•3
Skills in preparing a short PowerPoint presentation on a specific topic.
19.
Summary of syllabus content
55
The module will include online lectures on: the contemporary British welfare state focusing
on the organisation, finance and delivery of health care and social care; social policy, older
people and quality of life; health and well-being in later life; healthy active ageing;
inequalities in health and use of health care services; different models of residential care;
mixed economy of social care and the role of different providers (state, family, voluntary,
private); needs assessment; partnership working; informal carers and work-life balance; the
future prospects of retirement communities in Britain and the developed world. The module
will also include a session on ‘Essay Writing Skills’ and a session on ‘Oral Presentation
Skills’.
20.
Summary of teaching and learning methods
Teaching methods include:
Online lectures, tutor-led discussion boards.
Learning activities include:
Online lecture and tutor-led triggers for discussion boards, student discussion boards and
wikis, and independent study.
Assessments:
1 essay assignment and 1 PowerPoint presentation (accompanied by audio commentary and
handout)
21.
Summary of assessment methods in order of participation
The module will be assessed by means of a 3,500 word essay (70%) and a 20-minute-long
individual PowerPoint presentation accompanied by presentation notes and a handout
(30%). Assessment feedback on written work is given in written and verbal format via
designated Office Hours using Skype technology. Formative methods of assessment are
used throughout the module in providing students with ongoing feedback on their
progress and understanding through group discussions, and question and answer sessions.
Summative assessments are also used, focussing on specific evidence of students’
knowledge and practice, in module essays and presentations. These are designed to assess
the module learning outcomes.
Assessment Method
Include duration of exams, if applicable
Number
Essay (2nd assignment)
PowerPoint presentation & audio & handout
(pass compulsory) (1st assignment)
1
Reassessment Method
Include duration of exams, if applicable
Number
Resit: one essay of 3,500 words
1
1
% contribution to
final mark
70%
30%
% contribution to
final mark
100%
22.
Special features of module
One or two outside experts are invited to give online guest lectures on particular topics; for
example, an academic from other universities researching a particular topic, an
international author, a policy analyst, or a senior manager in local government or in the
third sector.
23.
Resources
Module resources will be available on Blackboard, such as lecture PowerPoint slides, audiorecordings of lectures, key readings, coursework details, discussion boards and wikis,
references and module updates. Students will be provided with guidance to use Skype for
verbal/visual communication with tutors and to prepare and submit a Powerpoint
56
presentation through MyPlick technology.
24.
Health and safety
No identifiable risks are associated with this module.
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, Academic
Unit and University. The aim of the policy is to ensure that no prospective student or
current student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
where necessary appropriate variations to normal examining arrangements are made.
25.
Indicative reading list
Alcock, P, Erskine, A and May, M (2008) The Student’s Companion to Social Policy. Blackwell.
3rd edition.
Davey-Smith, G (eds) (2003) Tackling Health Inequalities: Life Course Approaches. Policy
Press.
Easterbrook, L (2003) Moving On From Community Care: The Treatment, Care and Support
of Older People in England, London: Age Concern England.
Evans, O, Singleton, N, Meltzer, H, Stewart, R and Prince, M (2003) The Mental Health of
Older People. London: TSO.
Marmot, M, Banks, J, Blundell, R, Lessof, C, and Nazroo, J (2003) Health, Wealth and
Lifestyles of the Older Population in England. The 2002 English Longitudinal Study of
Ageing, London: IFS.
Soule, A, Babb, P, Evandrou, M, Balchin, S and Zealey, L (2005) Social Focus on Older People.
DWP and Palgrave Macmillan.
20.
Other information (required by Academic Unit)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 2009/10
NO
Semester is which module is to be taught
2
Subject Code (see guidance)
Subject Code
Is this an optional module for other
students/disciplines/Academic Units?
Yes
Module Capping Restriction
None
57
2009/10
%
GERO6012 Demographic Change, Ageing and Globalisation (DL)
Module Profile
Module Title:
Demographic Change, Ageing and Globalisation (DL)
Module Code:
GERO6012
1.
Academic Unit (and discipline if applicable)
Social Sciences, Gerontology
2.
Credit points (show ECTS and CATS)
20 CATS, 10 ECTS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
None
5.
Programme(s) in which the module is
core or compulsory (if any)
6.
Module Coordinator
Staff Number
Core: None
Compulsory:
MSc Gerontology (DL);
Postgraduate Diploma in
Gerontology (DL);
Postgraduate Certificate in
Gerontology (DL).
Dr Emily Freeman and Dr Athina
Vlachantoni
7.
Contact Hours
24
8.
Non-Contact Hours
176
9.
Total Study Time
200
10.
Date approved (by Social Sciences Programme
Board)
11.
Aims & learning outcomes
This module provides you with a foundation of knowledge on demographic change and
population ageing in a cross-cultural, global perspective. The module focuses on developing
and transitional societies, and on linkages between different regions of the world. You will
gain an understanding of the implications of contemporary demographic change for the
welfare of individuals, families and societies; and an awareness of how, with globalisation,
demographic, social and economic change in one part of the world, impacts upon trends in
another. The module takes an intergenerational and lifecourse approach by stressing the
close interaction between generations, and between older and younger selves, in the
production of risk and welfare. You will be introduced to examples from around the world,
including Southeast, East and South Asia, sub-Saharan Africa, Central and Eastern Europe
and Latin America.
Having successfully completed the module, you will be able to:
• describe major differences in population size and trends, age-structure, health,
disease and longevity, and their impact on welfare in different parts of the world;
• give different reasons for imbalances in the age-structure;
• evaluate the strengths and limitations of different systems of securing old-age
welfare through family, community and state support, and assess the role of
58
•
broader political and economic contexts in shaping these systems;
demonstrate understanding of the interconnections between demographic
processes, globalisation, political economy and the lifecourse in shaping welfare
in old age.
You will also have developed your skills of:
•
interpreting qualitative and quantitative data;
•
integrating information from different disciplines;
•
locating relevant literature and published data;
•
writing and critical analysis via the preparation of coursework.
12.
Summary of syllabus content
The module will include lectures on the global shift in population size and age structures;
widening gaps in longevity and health; theories around old-age welfare and security; the
impact of HIV/AIDS on older people; the changing nature of family and kin support; social
protection, ageing and development; ageing in post-socialist transitional economies, the
role of civil society in providing old-age security; the impact of migration on older people’s
lives; older people’s economic contributions in developing countries.
13.
Summary of teaching and learning methods
The module is taught by a combination of online lectures and learning activities. Learning
activities include critical reflection, tasks and problem-solving related to the lectures and
independent study. Students are encouraged to carry out some reading in advance of and
during each session.
14.
Summary of assessment methods in order of participation
The module will be assessed by means of a critical annotated bibliography (30%) and a
3,500 word essay (70%). Assessment feedback on written work is given in written and
verbal format. Formative methods of assessment are used throughout the module in
providing students with ongoing feedback on their progress and understanding through
Skype tutorials and feedback on drafts of written work. Summative assessment is used to
focus on specific evidence of students’ knowledge and practice through the critical
annotated bibliography and essay. These are designed to assess the module learning
outcomes.
Assessment Method
Include duration of exams, if applicable
Critical Annotated Bibliography (2000 words)
Essay (3500 words)
Number
Reassessment Method
Include duration of exams, if applicable
Essay (3500 words)
Number
15.
1
1
1
% contribution to
final mark
30%
70%
% contribution to
final mark
100%
Special features of module
One or two outside experts give guest lectures on particular topics.
16.
Resources
Module resources available on BlackBoard include lecture PowerPoint slides, audiorecordings of lectures, some readings, coursework details, references and module updates.
In addition, resources include specially readings as electronic Reserve Collection items, and
details of specialist websites. Students will be provided with guidance on how to write a
59
critical annotated bibliography.
17.
Health and safety
No identifiable risks are associated with this module.
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, Academic
Unit and University. The aim of the policy is to ensure that no prospective student or
current student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
where necessary appropriate variations to normal examining arrangements are made.
19.
Indicative reading list
Baars, J. et al. (eds) (2006). Aging, Globalization and Inequality: The New Critical
Gerontology. New York, Baywood.
Johnson, M. et al. (eds) (2005). The Cambridge Handbook of Age and Ageing. Cambridge,
Cambridge University Press.
Lloyd-Sherlock, P. (2010). Population Ageing and International Development: From
Generalisation to Evidence. Bristol, Policy Press.
20.
Other information (required by Academic Unit)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 2009/10
NO
Semester is which module is to be taught
2
Subject Code (see guidance)
Subject Code
Is this an optional module for other
students/disciplines/Academic Units?
Yes
Module Capping Restriction
60
2009/10
%
GERO6013 Methods for Researching Ageing Societies (DL)
Module Profile
Module Title:
Methods for Researching Ageing Societies (DL)
Module Code:
GERO6013
1.
Academic Unit (and discipline if applicable)
Social Sciences, Gerontology
2.
Credit points (show ECTS and CATS)
10 ECTS, 20 CATS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
None
5.
Programme(s) in which the module is
core or compulsory (if any)
6.
7.
Module Coordinator
Staff Number
Contact Hours
Core:
Compulsory: None
Dr Rosalind Willis
8.
Non-Contact Hours
172
9.
Total Study Time
200
10.
Date approved (by Social Sciences Programme
Board)
11.
28 (online)
Aims & learning outcomes
The aim of this module is to (i) engage you in a critical debate on the transformations,
challenges and potentials that ageing societies face and (ii) discuss the research methods,
data and ethical implications involved in contemporary research of older people. Thus the
module will combine critical assessment of contemporary issues relevant to ageing
societies with the discussion of the application of quantitative and qualitative research
methods to researching older people. You will gain an understanding of the individual,
social, economic and political implications of population ageing by examining substantive
and research methods issues around ageism, discrimination and exclusion; changing family
forms and diverse lifestyles; you will investigate the contributions of older people such as
their social and economic participation, and caregiving in later life; and you will gain an
appreciation of the diverse meanings and experiences of ageing over the lifecourse by
examining ageing through the lenses of ethnicity, gender, socio-economic group and sexual
identity, and discussing the methods, data and ethical implications of conducting empirical
research on such issues.
Having successfully completed the module you will be able to:
• Discuss contrasting viewpoints on key contemporary issues in ageing societies and
critically evaluate the evidence for them.
•
Identify and discuss the methods, data and ethical implications of researching
substantive issues concerning ageing and older people.
•
Draw upon theoretical perspectives in Gerontology and apply them to real world social
and economic issues impacting upon the lives of older people.
61
You will have also strengthened your:
• Written communication skills through the preparation of assessed coursework.
• Skills in preparing a PowerPoint poster presentation on a specific topic.
12.
Summary of syllabus content
The module will include online lectures on: critical consideration of the quantitative and
qualitative research methods, data sources and ethical issues concerned with researching
older people in society issues around diverse lifestyles in later life and their implications
for old-age support; poverty and social exclusion in old age; ageing in a multi-racial and
multi-ethnic society; migration in later life; researching ‘hard to reach’ groups; conducting
research in care homes; how ageing is structured by gender and ethnicity; design and
creative technology for an ageing society; and end of life care and dying. The module will
also include a session on ‘Tips on Preparing a Poster Presentation’.
13.
Summary of teaching and learning methods
Teaching methods include:
Online lectures, tutor-led discussion boards.
Learning activities include:
Online lecture and tutor-led triggers for discussion boards, student discussion boards, and
independent study.
14.
Summary of assessment methods in order of participation
The module will be assessed by means of a 3,500 word essay (70%) and an individual
poster presentation accompanied by a handout (30%). Assessment feedback on written
work is given in written and verbal format. Formative methods of assessment are used
throughout the module in providing students with ongoing feedback on their progress and
understanding through group discussions, and question and answer sessions. Summative
assessments are also used, focussing on specific evidence of students’ knowledge and
practice, in module essays and presentations. These are designed to assess the module
learning outcomes.
Assessment Method
Include duration of exams, if applicable
Individual poster presentation & handout (1st
assignment)
Essay (2nd assignment)
Reassessment Method
Include duration of exams, if applicable
Resit: one essay of 3,500 words
15.
Number
1
1
Number
1
% contribution to
final mark
30%
70%
% contribution to
final mark
100%
Special features of module
One or two experts are invited to give online guest lectures on particular topics; for
example, an academic with expertise in researching a particular topic.
16.
Resources
Module resources will be available on Blackboard, such as lecture PowerPoint slides, audiorecordings of lectures, key readings, coursework details, discussion boards, references and
module updates. You will be provided with guidance to use Skype for verbal/visual
communication with tutors and to prepare and submit a Poster presentation through
PowerPoint technology.
62
17.
Health and safety
No identifiable risks are associated with this module.
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, Academic
Unit and University. The aim of the policy is to ensure that no prospective student or
current student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
where necessary appropriate variations to normal examining arrangements are made.
19.
Indicative reading list
Bernard, M. and Scharf, T. (Eds) (2007). Critical Perspectives on Ageing Societies. Bristol: The
Policy Press.
Bond, J, Peace, S, Dittmann-Kohli, F and Westerhof, G (2007) Ageing in Society: European
perspectives on Gerontology. Sage.
Bryman, A (2012) Social Research Methods. 4th edition. Oxford: Oxford University Press.
Daatland, S. O. and S. Biggs, Eds. (2006). Ageing and Diversity. Bristol: The Policy Press
Johnson, M.L., Bengtson, V.L., Coleman, P.G. and Kirkwood, T.B.L. (Eds) (2005) The Cambridge
Handbook of Age and Ageing, Cambridge: Cambridge University Press.
Phillips, J., Ajrouch, K. and Hillcoat-Nalletamby, S. (2010) Key Concepts in Social Gerontology,
London: Sage.
Stuart-Hamilton, I. (Ed) (2011) An Introduction to Gerontology, Cambridge: Cambridge
University Press.
Victor, C. (2005) The Social Context of Ageing: A Textbook of Gerontology, London:
Routledge.
20.
Other information (required by Academic Unit)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 2009/10
NO
Semester is which module is to be taught
1
Subject Code (see guidance)
Subject Code
%
L510
50
L490
50
2009/10
Is this an optional module for other disciplines/Academic Units?
Yes
Module Capping Restriction
None
63
GERO6014 Quantitative Research Methods (DL)
Module Profile
Module Title:
Quantitative Research Methods (DL)
Module Code:
GERO6014
1.
Academic Unit (and discipline if applicable)
Social Sciences (Gerontology)
2.
Credit points (show ECTS and CATS)
10 ECTS, 20 CATS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
None
5.
Programme(s) in which the module is
core or compulsory (if any)
6.
Module Coordinator
Staff Number
Compulsory: MSc Gerontology (DL)
Dr Aravinda Guntupalli and Ms
Jennifer Baird
7.
Contact Hours
28 (online)
8.
Non-Contact Hours
176
9.
Total Study Time
204
10.
Date approved (by Social Sciences Programme
Board)
11.
Aims & learning outcomes
This module introduces you to survey design, implementation, questionnaire design and
the analysis of quantitative data through a combination of online lectures, online exercises
using SPSS, assessed coursework, and individual study and practice. The module is aimed at
providing a firm understanding of the fundamental principles of quantitative analysis, and
a good foundation of knowledge of quantitative methods and their application to data
relevant to disciplines across the Social Sciences, particularly Gerontology. The module
assumes no previous knowledge of either SPSS or quantitative analysis training.
Having successfully completed the DL module you will be able to:
•1 Demonstrate knowledge and understanding of the fundamental principles of survey
design, questionnaire design and quantitative data analysis, including sampling,
hypothesis setting and testing, correlation and confidence intervals;
•1 Apply statistical methods to the analysis of data sets from the Social Sciences, including
the analysis of variance, simple and multiple linear regression, and logistic regression;
•2 Demonstrate awareness of quantitative analysis through the interpretation and
discussion of statistical analyses such as hypothesis tests, linear regression and logistic
regression;
•3 Use statistical software SPSS effectively.
By the end of the DL module, you will have also developed your:
•2 Skills in statistical computing;
64
•3 Skills in handling and manipulating large data sets;
•4 Written communication skills through the interpretation and discussion of statistical
results.
12.
Summary of syllabus content
The module will include online lectures and practice exercises on: principles of statistical
analysis and key terms; types of surveys, data collection methods, sampling frames,
methods of sampling (including sample design, simple random samples, stratified and
clustered sampling, multi-stage sampling, non-probability sampling), sample size,
questionnaire design and survey processing; introduction to UK and international data;
descriptive statistics; z-scores; confidence intervals for means and proportions and
hypothesis setting and testing; power calculations; chi-square tests; t-tests and analysis of
variance; correlation and simple linear regression; multiple linear regression; variable
interactions and regression assumptions; logistic regression; multiple logistic regression;
mixed methods.
13.
Summary of teaching and learning methods
Teaching methods include:
Online lectures, online practice exercises.
Learning activities include:
Online lectures and trigger questions, online practice exercises, and independent study.
14.
Summary of assessment methods in order of participation
Assessment Method
Number
Include duration of exams, if applicable
Exercise 1 (1st assignment)
1
Exercise 2 (2nd assignment)
1
% contribution to
final mark
50%
50%
Reassessment Method
Include duration of exams, if applicable
Resit: one exercise
% contribution to
final mark
100%
Number
1
14.
Special features of module
You will be expected to download the SPSS software (v. 17) on your PC prior to the module
commencing; guidance will be provided on this.
15.
Resources
Module resources such as audio-recording and web-casts of lectures will be available on
Blackboard, including PowerPoint lecture slides, readings, discussion board trigger
questions, exercise coursework details, references and module updates. You will be
provided with accessible datasets through Blackboard which you will manipulate for the
purpose of practice exercises and the assessed assignments.
16.
Health and safety
No identifiable risks are associated with this module.
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, Academic
Unit and University. The aim of the policy is to ensure that no prospective student or
current student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
65
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
where necessary appropriate variations to normal examining arrangements are made.
19.
Indicative reading list
Agresti, A. and Finlay, B. (1997) Statistical Methods for the Social Sciences (3rd ed). London:
Prentice-Hall.
Diamond, I. and Jefferies, J. (2000) Beginning Statistics: an introduction for Social Scientists.
London: Sage.
Field, A. (2005) Discovering statistics using SPSS. London: Sage.
Kleinbaum, D. G. (2005) Logistic Regression: A self-learning Text (2nd ed). New York: SpringerVerlag.
20.
Other information (required by Academic Unit)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 2009/10
2010/11
Semester is which module is to be taught
1
Subject Code (see guidance)
Subject Code
Is this an optional module for other
students/disciplines/Academic Units?
Yes
Module Capping Restriction
None
66
No
%
GERO6015 Qualitative Research Methods (DL)
Module Profile
Module Title:
Qualitative Research Methods (DL)
Module Code:
GERO6015
1.
Academic Unit (and discipline if applicable)
Social Sciences, Gerontology
2.
Credit points (show ECTS and CATS)
10 ECTS, 20 CATS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
None
5.
Programme(s) in which the module is
core or compulsory (if any)
6.
Module Coordinator
Staff Number
Core:
Compulsory: MSc Gerontology (DL)
Dr Rosalind Willis and Dr Emily
Freeman
7.
Contact Hours
26 (online)
8.
Non-Contact Hours
176
9.
Total Study Time
202
10.
Date approved (by Social Sciences Programme
Board)
11.
Aims & learning outcomes
This module introduces you to the use of qualitative research methods in the Social
Sciences, and particularly in the field of Gerontology. The module is aimed at enabling you
to understand the principles of qualitative methods and analysis, and equipping you to
apply qualitative research methods in practice. The module assumes no previous
knowledge of either NVivo or qualitative analysis software training.
Having successfully completed the DL module you will be able to:
• Understand theoretical concepts in qualitative research and be able to recognise
their relevance to your own research and that of others in the Social Sciences and in
particular, within the field of Gerontology;
• Apply your knowledge to the collection, organisation, manipulation and
interpretation of qualitative data;
• Demonstrate an awareness of important aspects of conducting qualitative research,
such as ethical considerations, risk in research contexts and quality in research
outcomes.
You will have also developed your:
• Skills in using qualitative analysis software;
• Written communication skills through the interpretation of qualitative analyses and
the preparation of assessed coursework;
• Skills in preparing for and conducting qualitative research.
67
12.
Summary of syllabus content
The module will include: an introduction to the theoretical underpinnings of qualitative
analysis; what is qualitative research; research ethics; documentary analysis and content
analysis; qualitative interviewing; focus groups; participant observation and ethnography;
participatory action research; organising, coding and analysing qualitative data; data
analysis using CAQDAS (NVivo); writing up and presenting qualitative findings; mixed
methods research.
13.
Summary of teaching and learning methods
Teaching methods include:
Online lectures, trigger questions.
Learning activities include:
Online lectures, trigger questions and independent study.
Assessments:
1 essay assignment (30%)
1 qualitative research methods report (70%)
14.
Summary of assessment methods in order of participation
The module will be assessed by means of 2 assignments: a 2,000 word essay on a
theoretical aspect of qualitative research, and a 4,000 word report on your own qualitative
research project, which includes sections on planning your project, the collection of data,
and the analysis and presentation of your research results. The aim is to encourage you to
demonstrate the knowledge and skills to conduct a research project. Assessment feedback
to both assignments is given in written format. Formative methods of assessment are used
throughout the module in providing students with ongoing feedback on their progress and
understanding through online (non-assessed) quizzes on particular aspects of the taught
material, discussion boards, and online student-tutor question and answer sessions.
Summative assessments are also used, focussing on specific evidence of students’
knowledge and practice. These are designed to assess the module learning outcomes.
Assessment Method
Include duration of exams, if applicable
Essay (2,000 words) (1st assignment)
Qualitative Research Report (4,000 words) (2nd
assignment)
Number
Reassessment Method
Include duration of exams, if applicable
Resit: Qualitative Research Report (4,000 words)
Number
15.
1
1
1
% contribution to
final mark
30%
70%
% contribution to
final mark
100%
Special features of module
You will be guided and expected to have downloaded the software NVivo prior to the
module commencing.
16.
Resources
Module resources such as audio-recording and web-casts of lectures will be available on
Blackboard, including PowerPoint lecture slides, readings, trigger questions, assignment
details, references, online resources and module updates.
17.
Health and safety
68
No identifiable risks are associated with this module.
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, Academic
Unit and University. The aim of the policy is to ensure that no prospective student or
current student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
where necessary appropriate variations to normal examining arrangements are made.
19.
Indicative reading list
Bryman, A. (2012) Social Research Methods, 4th edition. Oxford: Oxford University Press. (key
textbook)
Gilbert, N. (Ed.) (2008) Researching Social Life, London: Sage.
Holliday, A. (2002) Doing and Writing Qualitative Research, London: Sage.
Lewis-Beck, M. S., Bryman, A. & Futing Liao, T. (Eds.) (2004) The Sage Encyclopedia of Social
Science Research Methods, Thousand Oaks California: Sage.
Ritchie, J. & Lewis, J. (Eds.) (2003) Qualitative Research Practice - A Guide for Social Science
Students and Researchers, London: Sage. (key textbook)
Silverman, D. (2000) Doing Qualitative Research, London: Sage.
Useful Website:
http://www.intute.ac.uk/socialsciences/cgi-bin/browse.pl?id=120997
20.
Other information (required by Academic Unit)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 2009/10
2010/11
Semester is which module is to be taught
2
Subject Code (see guidance)
Subject Code
Is this an optional module for other
students/disciplines/Academic Units?
Yes
Module Capping Restriction
None
69
NO
%
GERO6016 Dissertation (DL)
Module Profile
Module Title:
Dissertation (DL)
Module Code:
GERO6016
1.
Academic Unit (and discipline if applicable)
Social Sciences (Gerontology)
2.
Credit points (show ECTS and CATS)
60 CATS, 30 ECTS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
5.
Programme(s) in which the module is
core or compulsory (if any)
In order to be allowed to proceed to
the submission of a Dissertation for
the award of an MSc (DL), students
require an overall weighted average
mark of at least 50% on the taught
component of the programme (6
units), subject to having marks
below 40% on no more than 2 units
(40 CATS points worth of units), and
provided that the units in which they
have such marks below 40% are not
designated as compulsory units for
the programme.
MSc Gerontology (DL)
6.
Dr Athina Vlachantoni
7.
Module Coordinator
Staff Number
Contact Hours
8.
Non-Contact Hours
593
9.
Total Study Time
600 (Approx. 3 months for full-time
students and 6 months for part-time
students)
10.
Date approved (by Social Sciences Programme
Board)
11.
7 (online)
Aims & learning outcomes
The aim of this course is to give you the opportunity to carry out independent research on a
topic of your choice within the field of Gerontology. You will be provided with guidance and
support via the online Dissertation Workshop and by your allocated dissertation tutor. By
the end of the unit you should be able to:
• identify key research questions within the field of Gerontology upon which you will
carry out independent research;
• carry out a literature review of the relevant field;
• understand and apply theoretical frameworks to the chosen area of study;
• apply the research training acquired in the taught element of the programme by
designing an appropriate research strategy and research methodology to carry out
your research;
• undertake the collection, analysis and interpretation of qualitative, quantitative or
documentary data to investigate your chosen key research questions; or carry out a
70
literature-based study on selected research issue;
write up the process of carrying out independent research and report your results
with reference to existing literature;
• draw out the implications of your research for further research and policy/practice;
manage your time effectively whilst working on your independent research.
•
Having successfully completed the unit you will have developed your skills in:
• carrying out independent research;
• identifying and summarising relevant literature;
• collecting, analysing and interpreting data;
• report writing;
• referencing and other aspects of academic writing.
26.
Summary of syllabus content
The unit will include:
•
an online Dissertation Workshop in semester 2 to outline expectations for the
preparation of the Dissertation (guidelines, aims, choice of topic, period of study,
supervision, length, layout, language, referencing, bibliography, figures/tables, risk
assessment form, ethics, disclaimer, binding);
•
a minimum of 4 supervisory sessions with your Dissertation Tutor over the summer
period using Skype technology and/ or email, for which you will receive guidance in
your Programme Handbook;
•
structured email correspondence with written feedback from your Dissertation Tutor
following supervision meetings;
•
and independent study.
As part of this unit, you will be offered an opportunity to discuss and agree the topic of
your dissertation with the MSc Programme Co-ordinator and your allocated Dissertation
Tutor. You will be given guidance on the preparation of your dissertation via an online
Dissertation Workshop in semester 2 and through general support and direction by your
Dissertation Tutor while you are carrying out your independent research and writing it up.
Your Dissertation Tutor will be in communication with you using Skype technology and/or
email to assess the progress of your dissertation, advise you on the structure and comment
on outlines of chapters.
27.
Summary of teaching and learning methods
Teaching methods include the online Dissertation Workshop, a minimum of 4 supervisory
sessions with your Dissertation Tutor using Skype technology and/or email.
Learning activities include the online Dissertation Workshop, dissertation supervision,
email correspondence and independent study.
28.
Summary of assessment methods in order of participation
The course unit will be assessed by means of a 15,000 word dissertation (excluding
footnotes, references and tables), submitted at the end of September for full-time students
and beginning of the following January for part-time students.
Assessment Method
Number
Dissertation
1
Reassessment Method
Number
Resit: submit Dissertation once
29.
Special features of module
71
% contribution to
final mark
100%
% contribution to
final mark
100%
None.
30.
Resources
Students can benefit from an online Gerontology MSc Dissertation Workshop that provides
them with guidance on key aspects of producing a dissertation. The material from this
workshop is available on Blackboard, while detailed guidance is also provided in the MSc
Handbook. In addition, students will be provided with guidance on the format of
supervision meetings held over the summer period using Skype technology and/or email.
31.
Health and safety
No identifiable risks are associated with this module.
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, Academic
Unit and University. The aim of the policy is to ensure that no prospective student or
current student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
where necessary appropriate variations to normal examining arrangements are made.
32.
Indicative reading list
Bernard, M and Scharf, T (2007) Critical Perspectives on Ageing Societies. The Policy Press.
Bond, J, Peace, S, Dittmann-Kohli, F and Westerhof, G (2007) Ageing in Society: European
perspectives on Gerontology. Sage.
Glatthorn, A. A. and R. L. Joyner (2005). Writing the winning thesis or dissertation: a step-bystep guide, Corwin Press.
Johnson, M, Bengtson, V, Coleman, P and Kirkwood, T (2005) The Cambridge Handbook of
Age and Ageing. Cambridge University Press.
Rudestam, K. E. and R. R. Newton (2007). Surviving your dissertation: A comprehensive
guide to content and process, Sage Publications Inc.
20.
Other information (required by Academic Unit)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 2009/10
NO
Semester is which module is to be taught
Summer
Subject Code (see guidance)
Subject Code
%
L510
50
L490
50
2010/2011
Is this an optional module for other
students/disciplines/Academic Units?
No
Module Capping Restriction
None
72
GERO6021 Ageing, Diversity and Rights (DL)
Module Profile
Module Title:
Ageing, Diversity and Rights (DL)
Module Code:
GERO6021
1.
Academic Unit (and discipline if applicable)
Social Sciences, Gerontology
2.
Credit points (show ECTS and CATS)
20 CATS, 10 ECTS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
None
5.
Programme(s) in which the module is
core or compulsory (if any)
6.
Module Coordinator
Staff Number
Core:
Compulsory:
Dr Emily Freeman and Dr Athina
Vlachantoni
7.
Contact Hours
28 (online)
8.
Non-Contact Hours
172
9.
Total Study Time
200
10.
Date approved (by Social Sciences Programme
Board)
11.
Aims & learning outcomes
This module provides students with a foundation of knowledge about the diversity of
ageing and the ageing experience within the UK. It focuses on the ways ageing experiences
are shaped by society’s responses to diversity across the lifecourse. It addresses the ways
in which multiple identities – such as ethnicity, gender and sexuality – can lead to
cumulative disadvantage, particularly in older age. The module also considers age
inequalities, age discrimination and the human rights of (diverse) older people from a UKbased socio-legal framework, together with the ways in which the human rights of older
people might be improved.
Having successfully completed this module, students will have gained an understanding of:
• the diversity of ageing and the ageing experience in the UK;
• the impact of age discrimination upon the ageing experience;
• a range of ways to conceptualise human rights and equality issues;
• the ways in which diversity impacts upon human rights and equality issues;
• the combined impact of age discrimination and diversity upon the human rights and
inequalities of older people;
• key ways in which the human rights of older people might be improved.
Students will also be able to:
• locate discourse about the human rights of older people within a legal/socio-political
framework;
• identify key debates associated with the human rights of older people;
73
•
critically evaluate research for its relevance to diversity of older people.
Students will have developed skills in:
• interpreting qualitative and quantitative data;
• writing via the preparation of two essay assignments;
12.
Summary of syllabus content
The module will include online lectures on the key human rights and equality legislation
and its relevance to older people; ageism and age discrimination; the ageing experiences of
older people of black and ethnic minorities; socio-economic inequality and ageing; age,
disability, health and social care; gender and ageing; elder abuse; the ageing experience of
lesbian, gay, bisexual and transgender older people; multiple diversities and ageing; and
autonomy, decision-making and rights at the end-of-life.
13.
Summary of teaching and learning methods
The module is taught by a combination of online lectures and learning activities. Learning
activities include critical reflection, tasks and problem-solving related to the lectures and
independent study. Students are encouraged to carry out some reading in advance of and
during each session.
14.
Summary of assessment methods in order of participation
The module will be assessed by means of two 3,000 word essays, weighted equally. These
summative assessments focus on specific evidence of students’ knowledge and practice
and are designed to assess the module learning outcomes. Assessment feedback on written
work is given in written format via email, and where required, verbal format is given via
online-video conferencing (using Skype). Formative methods of assessment are used
throughout the module in providing students with trigger questions and feedback on their
draft assignments.
Assessment Method
Include duration of exams, if applicable
Essay
Essay
Number
Reassessment Method
Include duration of exams, if applicable
Essay of 3000 words
Number
15.
Special features of module
16.
Resources
1
2
1
% contribution to
final mark
50%
50%
% contribution to
final mark
100%
Module resources will be available on Blackboard, such as lecture PowerPoint slides, audiorecordings of lectures, key readings, coursework details, references and module updates.
Students will be provided with guidance to use Blackboard for programme materials; Skype
for verbal/visual communication with tutors.
17.
Health and safety
No identifiable risks are associated with this module.
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, Academic
74
Unit and University. The aim of the policy is to ensure that no prospective student or
current student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
where necessary appropriate variations to normal examining arrangements are made.
19.
Indicative reading list
Arber, S. et al. (eds) (2003) Gender and Ageing: Changing Roles & Relationships.
Maidenhead: Open University Press. [e-book]
Johnson, M.L. et al. (eds) (2005) The Cambridge Handbook of Age and Ageing. Cambridge:
Cambridge University Press.
Sargeant, M. (ed) (2011) Age Discrimination and Diversity: Multiple Discrimination from an
Age Perspective. Cambridge: Cambridge University Press.
Townsend, P. (2007) Using human rights to defeat ageism: dealing with policy induced
“structured dependency”, in M. Bernard and T. Scharf Critical Perspectives on Ageing
Societies. London: The Policy Press, pp.27-44. [e-book]
Victor, C. (2005) The Social Context of Ageing. London: Routledge.
Vincent, J. et al. (eds) The Futures of Old Age. London: Sage.
20.
Other information (required by Academic Unit)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 2009/10
NO
Semester is which module is to be taught
1 and 2
Subject Code (see guidance)
Subject Code
Is this an optional module for other
students/disciplines/Academic Units?
Yes
Module Capping Restriction
No
75
2011/12
%
GERO6022 Poverty and Social Protection around the World (DL)
Module Profile
Module Title:
Poverty and Social Protection around the World (DL)
Module Code:
GERO6022
1.
Academic Unit
Social Sciences, Gerontology
2.
Credit points
10 ECTS – 20 CATS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
None
5.
Programme(s) in which the module is
core or compulsory (if any)
6.
7.
Module Coordinator
Staff Number
Contact Hours
Core: none
Compulsory: none
Dr Athina Vlachantoni
8.
Non-Contact Hours
172
9.
Total Study Time
200
10.
Date approved (by SEC)
11.
28 (online)
Aims & learning outcomes
This module introduces you to the study of social protection and the alleviation of poverty
around the world. You will be familiarised with the main approaches to social protection in
different parts of the world, and the interaction between demographic change and the
design of social protection. You will focus particularly on the wellbeing of older people, for
example in physical and financial terms. You will examine the methodological approaches
to the study of poverty and the contribution of welfare mechanisms to its reduction and
alleviation. The module combines insights from Social Policy, Demography, Sociology and
Economics.
Having successfully completed the module you will be able to:
• Understand key components of social protection in high- and low-income countries
around the world.
• Summarise major trends in the provision of social protection around the world.
• Demonstrate awareness of the measurement of poverty in later life in high- and lowincome countries around the world.
You will have also developed your:
• Skills in summarising and critically discussing literature;
• Written communication skills through the preparation of assessed coursework.
12.
Summary of syllabus content
The module includes online audio-recorded lectures on: Introduction to the module; The
76
principles of social protection; Contributory Vs. non-contributory schemes of pension
protection; Understanding and measuring poverty in later life in high-income countries;
Understanding and measuring poverty in later life in low-income countries; Policy
responses to poverty in later life; Social protection in European countries; Social protection
in African case studies; Social protection in Asian case studies; Livelihoods and vulnerability
in later life; Gender differences in pension protection; and Cohort differences in pension
protection.
13.
Summary of teaching and learning methods
Online audio-recorded lectures.
Learning activities include:
Online lectures and independent study.
Assessments:
2 essay assignments
14.
Summary of assessment methods in order of participation
The module will be assessed by means of two 3,000-word essays (50% of the grade each).
Assessment feedback on written work is given in written format via email, and, where
required, verbal format is given using Skype technology. Formative methods of assessment
are used throughout the module in providing students with ongoing feedback on their
progress. Summative assessments are also used, focussing on specific evidence of
students’ knowledge and practice, such as module essays. These are designed to assess the
module learning outcomes.
Assessment Method
Include duration of exams, if applicable
3,000 word essay
3,000 word essay
Reassessment Method
Include duration of exams, if applicable
One 3,000 word essay
15.
Number
1
1
Number
1
% contribution to
final mark
50%
50%
% contribution to
final mark
100%
Special features of module
One or two outside experts are invited to give a couple of online guest lectures on
particular topics; for example, an academic from this or another university researching a
particular topic, an international author, or a policy analyst.
16.
Resources
Module resources will be available on Blackboard, such as lecture PowerPoint slides, audiorecordings of lectures, key readings, coursework details, references and module updates.
Students will be provided with guidance to use Skype for verbal/visual communication with
tutors.
17.
Health and safety
No identifiable risks are associated with this module.
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, School
and University. The aim of the policy is to ensure that no prospective student or current
student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
77
where necessary appropriate variations to normal examining arrangements are made.
19.
Indicative reading list
Barrientos, A. and Hulme, D. (eds) (2008) Social Protection for the Poor and Poorest.
Concepts, Policies and Politics. Basingstoke: Palgrave Macmillan.
Johnson, M.L. et al. (eds) (2005) The Cambridge Handbook of Age and Ageing.
Cambridge: Cambridge University Press.
Lloyd-Sherlock, P. (2004) Living Longer: Ageing, Development and Social Protection. London:
Zed Books Ltd.
Lloyd-Sherlock, P. (2010) Population Ageing and International Development. From
generalisation to evidence. Bristol: The Policy Press.
Phillips, J. et al (2010) Key Concepts in Social Gerontology. London: Sage.
Vincent, J. et al (eds) (2006) The Futures of Old Age. London: Sage.
20.
Other information (required by School)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 200910
NO
Semester is which module is to be taught
1
Subject Code (see guidance)
Subject Code
%
L510
50
L490
50
2011/12
Is this an optional module for other students/schools?
No
Module Capping Restriction
None
78
GERO6023 Mental Health and Ageing (DL)
Module Profile
Module Title:
Mental Health and Ageing (DL)
Module Code:
GERO6023
1.
Academic Unit (and discipline if applicable)
Social Sciences, Gerontology
2.
Credit points (show ECTS and CATS)
10 ECTS, 20 CATS
3.
Level of study
7
4.
Any pre-requisite and/or co-requisite
None
5.
Programme(s) in which the module is
core or compulsory (if any)
6.
7.
Module Coordinator
Staff Number
Contact Hours
Core:
Compulsory: None
Dr Rosalind Willis
8.
Non-Contact Hours
176
9.
Total Study Time
200
10.
Date approved (by Social Sciences Programme
Board)
11.
24 (online)
Aims & learning outcomes
The aim of this module is to engage students in a critical debate on the conceptualisation,
measurement, diagnosis, treatment and policy on mental health and mental illness in later
life. Thus the module will provide a critical assessment of evidence relevant to mental
health and ageing, with a concentration on dementia, one of the most common and serious
disorders in later life. The module will take an international perspective, providing an
understanding of prevalence, treatment and policy on mental illness in later life in both the
developed and developing world. Students will gain an understanding of the key
challenges and debates in diagnosis, treatment and policy on mental illness in later life.
After successfully completing this module students will be able to:
• Distinguish between ‘normal’ and ‘abnormal’ ageing from a psychological and
cognitive perspective.
• Discuss mental illnesses, e.g. depression, psychosis and dementia, in later life and
the policy response from an international perspective.
• Critically evaluate evidence for best practice in dementia and other mental illnesses
in later life, using data from different countries/regions (e.g. China, India, Africa, UK,
USA).
• Apply theoretical approaches, e.g. from Gerontology and Psychology, to treatment
and policy issues affecting older people with mental illnesses and their carers.
Students will have also strengthened their:
• Written communication skills through the preparation of assessed coursework.
79
•
12.
Critical skills in preparing an evidence review report.
Summary of syllabus content
The module will include online lectures covering: normal and abnormal memory changes in
later life; life course determinants of mental illness in later life; prevalence of mental illness
in later life around the world; the different types of dementia; how dementia alters brain
physiology; quality of life in dementia; ethnic diversity and dementia; treatment of
behavioural and psychological symptoms of dementia; theory of personhood; psychological
and pharmacological therapies; long-term care in the community and residential setting;
informal care and carer burden; policy challenges and how these are responded to around
the world; and recent research priorities.
13.
Summary of teaching and learning methods
Teaching methods include:
Online lectures, tutor-led discussion boards.
Learning activities include:
Online lecture and tutor-led triggers for discussion boards, and independent study.
14.
Summary of assessment methods in order of participation – please ensure that you
consult the guidance notes for this section
The module will be assessed by means of a 3,000 word evidence review (50%) and a 3,000
word essay (50%). Assessment feedback on written work is given in written and verbal
(through Skype) format. Formative methods of assessment are used throughout the module
providing students with ongoing feedback on their progress and understanding through
discussion boards and trigger questions by email. Summative assessments are used,
focusing on specific evidence of students’ knowledge and practice, in module essays and
reports. These are designed to assess the module learning outcomes.
1 x 3,000 word evidence review worth 50%. The review will be the result of an investigation
the student has conducted into a treatment method for mental illness in later life, e.g.
reminiscence therapy in dementia, cognitive behavioural therapy in depression, or a social
support group for carers of older people with mental illness. The report should be divided
into three main parts: description of treatment, evaluation of evidence, and policy
implications.
1 x 3,000 word essay worth 50%. The essay will be the second assessment and submitted
toward the end of the module.
Assessment Method
Include duration of exams, if applicable
Evidence review (1st assignment)
Essay (2nd assignment)
Number
Reassessment Method
Include duration of exams, if applicable
Resit: one essay of 3,000 words
Number
15.
1
1
1
% contribution to
final mark
50
50
% contribution to
final mark
100
Special features of module
One or two outside experts are invited to give online guest lectures on particular topics; for
example, an academic from other universities researching a particular topic, an
international author, a policy analyst, or a senior manager in local government or in the
80
third sector.
16.
Resources
Module resources will be available on Blackboard, such as lecture PowerPoint slides, audiorecordings of lectures, key readings, coursework details, discussion boards, references and
module updates. Students will be provided with guidance to use Skype for verbal/visual
communication with tutors, and to access electronic learning materials through the library
and VPN.
17.
Health and safety
No identifiable risks are associated with this module.
18.
Equal opportunity
In line with the University’s Equal Opportunities Policy, individuals are treated on their
relevant merits and abilities and are given equal opportunities within the module, Academic
Unit and University. The aim of the policy is to ensure that no prospective student or
current student should receive any less favourable treatment on any grounds which are not
relevant to academic ability and attainment. Every effort is made to ensure that disabled
students are aware of and assisted in making use of the support provided by the
University; to ensure access to lectures, classes, learning materials; and to ensure that
where necessary appropriate variations to normal examining arrangements are made.
19.
Indicative reading list
Cook, A. (2008) Dementia and Well-Being: Possibilities and Challenges. Policy and Practice in
Health and Social Care Series. Edinburgh: Dunedin Academic Press.
Innes, A., Kelly, F., & McCabe, L. (2012) Key Issues in Evolving Dementia Care: International
Theory-based Policy and Practice. Jessica Kingsley.
Johnson, M.L. et al. (eds) (2005) Cambridge Handbook of Age and Ageing. Cambridge:
Cambridge University Press.
Krishnamoorthy, E.S., Prince, M.J., & Cummings, J.L. (2010) Dementia: A Global Approach.
Cambridge University Press.
Stuart Hamilton, I. (2012) The Psychology of Ageing. 5th edition. London: Jessica Kingsley
Publishers.
Woods, R. & Clare, L. (eds) (2008) Handbook of the Clinical Psychology of Ageing. 2nd edition.
Chichester: John Wiley & Sons.
20.
Other information (required by Academic Unit)
Replacement module? If YES, please state code of current module
requiring inactivation.
Academic Session first offered e.g. 2009/10
NO
Semester is which module is to be taught
1
Subject Code (see guidance)
Subject Code
%
L490
50
L431
25
81
2013/14
L510
Is this an optional module for other
students/disciplines/Academic Units?
Module Capping Restriction
Yes
None
82
25
15. Essays
Throughout the programme, you will be asked to complete essays.
These will typically be pieces of assessed coursework. In this subsection you will find some advice about how to write good essays.
You are strongly advised to return to this information throughout
your studies in order to remind yourself about what examiners are
looking for.
15.1 Guidance on writing essays
An essay is a well-informed, critical discussion of a particular
topic, often with a specific question or set of questions in mind.
Before embarking on the reading for your essay, make sure you
have the exact essay title or question in mind, so that your
research is focused. Sometimes only parts of an article, book or
report that you consult are relevant to your essay topic, so it’s
good to be selective in your reading and note-taking. Don’t forget
to draw on lecture and seminar notes and readings, where
appropriate. When reading for your essay, remember to make
notes (including of facts and figures), for it’s impossible to try and
construct an essay entirely from memory!
There are three key ingredients to a good essay. These are: a good
introduction; a well-argued main part; and a conclusion which
really draws conclusions.
In your introduction you should at the very least do the following:
•
Present succinctly and clearly what the topic you are
discussing is, and what specific question(s) you are
addressing. For example, if your essay is about support that
older people provide to their grandchildren, you could
spend a short paragraph on the topic of intergenerational
family support in general (support that older people
receive, support they give, different kinds of support).
However, you then have to focus in on the specific topic and
questions you wish to address. “In this essay I will examine
a particular type of intergenerational support, namely
support provided by older people to their grandchildren.
This topic raises important empirical and theoretical
questions: How common is such support, what forms does it
take, and in what contexts does it arise? How is it
negotiated? Is it based on notions of obligation or of
reciprocity? What implications does it have for the welfare
of children and of grandparents?”
•
A good introduction provides a brief preview of the main
evidence you will draw on (“I shall be comparing qualitative
and quantitative evidence on grandparental support from
83
the USA, UK and Indonesia to show the importance of
cultural context…”), and the main conclusions you will
arrive at (“The essay will conclude that where
grandparental support has to replace parental support for
children, for example due to a crisis in the middle
generation, grandparents perceive their role as a
burdensome
responsibility.
By
contrast,
providing
additional support to grandchildren, alongside their
parents, is experienced as satisfying. Contrary to
expectations, the evidence does not show that provision of
grandparental support is associated with expectations of
reciprocal support by grandchildren.”)
•
The introduction is also a good place for definitions of
unfamiliar terms or concepts, and where there are different
possible definitions; it allows you to state clearly how you
are going to use a particular term or concept. Use the
introduction also to state what you will not cover. (“Some
authors include small-scale gifts and support from
grandparents, such as occasional baby-sitting, birthday and
Christmas gifts, in their discussion of grandparental
support. However, here I am only concerned with more farreaching support, such as …”).
In your main part you are presenting the evidence and argument
for your position.
•
A common weakness in essays is that there is too much
description and not enough critical analysis. In most of
your essays during the programme of the MSc you will
primarily be drawing on secondary evidence, i.e. published
articles, reports, policy papers, existing demographic or
other data. (In your Dissertation you may collect some data
of your own.) The temptation is simply to summarise what
different articles etc. say. (“Smith (2000) finds that
grandparents in the USA provide on average 3.4 hours of
support per week. Albert (2005) states that in the UK, the
figure is around 4.5 hours.”) The result is a list of points or
a list of article summaries. This is not only boring to read, it
also doesn’t provide the person marking your essay with
any evidence that you have understood the topic and
answered the question(s). Instead of a survey which
summarises literature, an essay is supposed to be a critical
analysis of literature in response to a question or ‘academic
puzzle’.
•
Critical analysis means that you make explicit connections
between different arguments or pieces of evidence; you
contrast different points of view and weigh up their relative
merit; you draw attention to weaknesses in argument,
method or evidence; you take position and state which
84
argument or evidence you find most convincing (and why),
or you come up with a different position altogether.
•
Before writing your essay (or Dissertation) think carefully
about the structure of the main part. It is never a good idea
to structure around what you have read (a paragraph on
Smith, then a paragraph on Wilkinson…). Instead, think
about different themes that are relevant to the topic. To
stay with the ‘grandparental support’ example, possible
themes might be: types of support provided; contexts under
which such support arises; motivations for grandparental
support; implications for children; implications for
grandparents. You would then draw together the evidence,
argumentation and theory (where appropriate) from
different readings, organised around these themes. Each
section would weigh up, compare, contrast, criticise etc. the
evidence from different sources on a particular theme.
•
Another important thing in the main part of the essay is to
be selective in what you report on. Very often your essay
topic is in the form of a question, and if it is not, you are
still expected to formulate specific questions to pursue. It is
therefore crucial to present only that evidence and
argumentation which is relevant to the question. You will
always be working under time pressure and within strict
word-limit constraints. Trying to cover everything will not
be possible!
•
Always remember to include concrete examples in support
of your points. This allows you to present relevant
qualitative and quantitative evidence (including, where
appropriate, in the form of percentages, tables or graphs)
and makes the essay much more lively.
•
Finally, don’t forget to be scrupulous about acknowledging
your sources. You must make clear where any evidence or
argumentation or theory you include is from, and present a
complete bibliography of sources used at the end of your
essay. (See below, under Plagiarism and Referencing.)
A good conclusion is the lynch-pin of a good essay.
•
The purpose of a conclusion is to summarise very briefly
the main arguments of the essay, and to present a
concluding verdict. Writing good conclusions is a matter of
practice, and it takes time. Often in academic writing the
temptation is to spend a lot of time polishing the main part,
and not allow enough time for the introduction and
conclusion. “In conclusion, grandparental support is very
important, but it differs in the USA, UK and Indonesia” is
not really adequate! Also avoid vacuous conclusions (“This
is a very complex topic with many sides to it, and further
85
research will be needed…”). The following advice should
help you gain confidence in writing conclusions:
•
The conclusion should always provide the harmonious
counterpart to the introduction. Just as the introduction
states clearly what the essay is going to do (which
questions it will address, which evidence it will bring to
bear), the conclusion re-caps what the essay has done.
Always come back to the questions raised in the
introduction (it’s fine to repeat them!) and state briefly how
you have answered them. Do not shy away from repetition:
it is good if the conclusion contains a brief summary of the
main findings. (“The main questions this essay addressed
concerned the contexts in which grandparents provide
support, the motivations for such support, and the
implications for the welfare of grandchildren and
grandparents. The evidence from the UK and the USA
showed that … By contrast, the evidence from Indonesia
pointed to slightly different motivations, namely …. Across
all contexts it was striking that far-reaching support,
especially where it had to replace support from parents,
caused a decline in welfare. The reasons for this were
shown to be … “)
•
You are encouraged to present your own position in the
conclusion. In the main part you summarised and evaluated
different types of argumentation and evidence. Now say
which argument and evidence you find most convincing.
(“As we have seen, Smith has argued that… By contrast,
Wilkinson pointed out that… In my view, neither positions
adequately consider … I would therefore conclude that …”)
You can arbitrate between different positions; you can state
for which cases you find A applicable, and for which
situations B; you can state why the weight of evidence
supports A, rather than B; you can suggest modifications to
existing theories or arguments; you can highlight gaps left
in our understanding which require further investigation.
Be bold!
•
Finally: Never introduce new material in the conclusion.
Good essay-writing is a skill which you acquire with practice. Don’t
be disheartened if early attempts fall short of the ideals. Even very
experienced academics write several drafts, which they revise and
sometimes abandon altogether, before they succeed in producing
an acceptable version. Don’t expect your first draft to be perfect,
but instead allow enough time to revise and rewrite. Revisit the
advice here over the programme of your studies and before you
embark on your Dissertation, and take on board your tutors’
86
feedback on essays. That way you will soon find yourself writing
well-structured, well-argued and well-rounded essays!
The following web-site includes a wealth of advice on writing
essays or giving presentations:
http://www.studyskills.soton.ac.uk
15.2 How to present your essay
Aside from having a good introduction, main part and conclusion,
essays should be written in a clear, concise style and should be
free of spelling and grammatical mistakes. Always proof-read your
essay before handing it in, and if you are unsure about
formulation, ask a friend to check your essay for linguistic errors.
If you are including tables or graphs in your essay, which is often
appropriate and useful for summarising data, make sure they are
clearly labelled, so that they can be understood without reading
the text in which they are embedded. Always quote the source of
the data (or the table / figure if you are reproducing an existing
table or figure) below the table or graph.
When typing your essays please use 1.5 line-spacing, and allow a
large margin on the right. (For example, 1 cm left margin and 5 cm
right margin.) Make use of section headings to organise your
essay as appropriate, but avoid having too many short paragraphs
and sections.
Use gender-neutral language and avoid formulations that are likely
to cause offence. In March 1989 the Senate and Council of the
University of Southampton endorsed the use of gender-neutral
language in all University documentation. The Equal Opportunities
Committee made this recommendation in the belief that language
not only describes the world, but also helps to construct our
understanding of it. Please make every effort to use genderneutral language in your own work. Some examples of genderneutral language are given below:
•
people in general (for ‘man in the street’)
•
layperson (for ‘layman’)
•
artificial, synthetic or manufactured (for ‘man-made’)
•
chair or chairperson (for ‘chairman’)
When talking about older people, avoid generalising formulations,
like ‘the elderly’. Terms like ‘older people’, ‘older women’, ‘persons
of advanced age’ are more appropriate.
Guidelines on the use of anti-sexist, anti-racist, and non-disablist
language and other useful resources can also be found on the
British Sociological Association website:
http://www.britsoc.co.uk
87
15.3 Referencing
The main purpose of a bibliography is to enable readers of your
work to trace the materials you have used and read further if they
wish to. You’re advised to keep a note of bibliographic details of
all material you read as you go along (for example, by using
EndNote or EndNote Web software), as it’s cumbersome to have to
find that information later on.
The bibliographical referencing system you’re advised to use in
your essays and Dissertation is the Harvard citation system.
According to this system references are placed in the text, rather
than in a footnote or using numbers. You place an author's name
in the text itself and then put all references mentioned in the work
in a bibliography at the end. (Using referencing software like
EndNote makes this very easy for, because it automatically
produces a bibliography for you based on your in-text references.)
Here we show an example of Harvard referencing style. The most
important thing to remember when using a referencing style is to
be consistent, so if you prefer to use another type of Harvard
referencing (e.g. the one recommended by the University of
Southampton library) then please do so but remember to be
consistent throughout the essay.
Library guide to referencing:
http://www.soton.ac.uk/library/infoskills/references/index.html
The following passage indicates the different ways in which
references can be made in the text using this method.
As Hugo (1994a) has pointed out, in a country like Indonesia
expenditures on the young far exceed expenditures on the
old, so that old and young dependency ‘burdens’ are not
commensurate. While the interpretation of dependency ratios
is contentious, other demographic trends are less ambiguous
(Ananta and Arifin 2003; G. Jones 1997; Kreager et al. 2005).
If an author has published more than one cited document in the
same years, use a, b, c etc. after the year to distinguish these.
Where several authors have the same surname, use initials in the
in-text referencing to make the reference unambiguous. Works
written by two authors should mention both authors’ names, for
example Applebaum and Schneider (2007), whilst works written by
three or more authors are referenced as follows: Davidson et al.
(2003). Note that in such cases you would still put all authors’
names in the bibliography at the end of the document.
Occasionally you might wish to reference an idea or quote quoted
in another text, but which you haven’t read in the original. As in
cases of direct referencing, you should make your source clear by
88
writing: “Population aging will be one of the most important social
phenomena of the next half century. It is important because
changes in the aggregate age structure are mirrored within nearly
all social institutions, from firms to families.” (Preston and Martin
1994: 3, quoted in Marshall 1997: 345).
15.4 The bibliography
At the end of each essay or your dissertation, you have to provide
a bibliography listing the details of all material cited in your essay
or dissertation. Just as you must not omit any sources used and
cited in your essay/dissertation, you should also not include
material which you haven’t read. References should be listed
alphabetically; where there are several works by the same author,
list them chronologically and then by letter (2001a, 2001b) if more
than one in a single year.
There are precise rules about how different kinds of works should
be cited, the following gives an overview and some examples.
Books
Journal articles
Author’s name(s) and initials (or
full name)
Year (in brackets)
Title of book, underlined or in
italics
Edition (if not first)
Place of Publication
Publisher
Author’s name(s) and initials (or
full name)
Year (in brackets)
Title of article in ‘quotation
marks’
Title of journal, underlined or in
italics
Volume number and part no [e.g.
12(3)]
Page numbers
Book chapters
Newspaper articles
Chapter author’s name(s) (or
full name)
Year (in brackets)
Title of chapter, followed by In
Editor’s name(s) and initials
Title of book, underlined or in
italics
Place of Publication
Publisher
Page numbers
Author’s name(s) and initials (or
newspaper title)
Year (in brackets)
Title of article in ‘quotation
marks’
Title of newspaper, underlined
or in italics
Date and Month
Page numbers
Websites
Working Paper / Discussion
Paper
Author’s name(s) and initials (or
full name)
Author’s name(s) and initials (or
89
Year (in brackets) (if available)
Title of website, underlined or
in italics [online]
Available from: URL [Date
accessed]
full name)
Year (in brackets)
Title of paper, underlined or in
italics
Paper type (e.g. Working Paper)
Publishing organisation
Paper number
Published conference papers
Unpublished conference papers
Author’s name(s) and initials (or
full name)
Year (in brackets)
Title of paper in ‘quotation
marks’ In
Name and initials of editor
Title of conference, underlined
or in italics
Date and place of conference
Place of Publication
Publisher
Page numbers
Author’s name(s) and initials (or
full name)
Year (in brackets)
Title of paper in ‘quotation
marks’
Paper presented at Title of
conference, underlined or in
italics
Date and place of conference
Theses
Videos, Films or Broadcasts
Author’s name(s) and initials (or
full name)
Year completed (in brackets)
Title of thesis, underlined or in
italics
Type of thesis (e.g. PhD Thesis)
Name of division and institution
where awarded
Title, underlined or in italics
Year (brackets)
Type (e.g. Film)
Name of author, director,
broadcaster
Production place, organisation,
channel
Date of transmission [where
appropriate]
Alcock, P., Erskine, A. and May, M. (2003) The Student’s Companion
to Social Policy. 2nd edition, London: Blackwell.
Evandrou, M. and Glaser, K. (2004) ‘Family, Work and Quality of
Life: Changing Economic and Social Roles Through the Lifecourse’,
Ageing and Society 24 (1): 1-21.
Kreager, P. and Schröder-Butterfill, E (eds) (2004) Ageing Without
Children, Oxford: Berghahn Books.
Clarke, L. Evandrou, M. and Warr, P. (2005) ‘Family and Economic
Roles’. In Walker, A. (ed) Understanding Quality of Life in Old Age.
Buckingham: Open University Press, pp 64-83.
The Guardian (2007) ‘Call this painting ‘art’?’ The Guardian, 18th
April 2007.
90
United Nations Department of Economic and Social Affairs (2007)
World Population Prospects: The 2006 Revision [online] Available
from: http://esa.un.org/unpp/ [Date accessed: 18th May 2007]
Singarimbun, M. and Hull, T. (1977) Social responses to high
mortality which act to support high fertility. In Demeny, P. (ed)
IUSSP International Population Conference, Mexico, 13-15th
September 1997, Liege: IUSSP, pp 225-39.
Schröder-Butterfill, E. (2002) ‘Pillars of the Family: Support
Provided by the Elderly in Indonesia’. Paper presented at the IUSSP
Regional Population Conference: Southeast Asia's Population in a
Changing Asian Context, 10-13th June 2002, Bangkok, Thailand.
Drabble, J. (2004) Old-age Support in Ancient Greece. PhD Thesis,
Department of Antiquity, University of Birmingham.
Notes on a Scandal (2007) Film. Directed by Richard Eyre, UK: BBC
Films.
91
16. Marking Criteria
16.1 Marking criteria for essays
The following table is indicative of award marks and the
corresponding quality of coursework submitted for the PG
Certificate / PG Diploma / MSc Gerontology (DL). The assignment
grades are weighted according to the weight of each assignment
in the module, and contribute to the total average across the
programme.
Grade Description
Numerical Comments
mark
A+
High Distinction
80%
over
A
Distinction
B
High Pass
C
Low Pass
and An essay which is original,
well-argued, analytical,
comprehensive, and
reaches independent
conclusions.
70-79%
An essay which is wellargued, analytical and
comprehensive, and which
reaches independent
conclusions, but which
lacks the originality
associated with the first
type of answer.
60-69%
An essay which is wellargued, analytical, and
reasonably comprehensive
in its coverage.
50-59%
92
Either: an essay which
conveys a reasonable
amount of information, but
little sense of argument or
analysis; or an essay which
contains an identifiable
line of argument with little
supporting evidence.
16.2 Marking criteria for presentations
The following table is indicative of award marks and the
corresponding quality of coursework submitted for the PG
Certificate / PG Diploma / MSc Gerontology (DL). The assignment
grades are weighted according to the weight of each assignment
in the module, and contribute to the total weighted average across
the programme.
Grade Description
Numerical Comments
mark
A+
High Distinction
80%
over
A
Distinction
B
High Pass
C
Low Pass
and A presentation which is
original, well-argued,
analytical, comprehensive,
and reaches independent
conclusions.
70-79%
A presentation which is
well-argued, analytical and
comprehensive, and which
reaches independent
conclusions, but which
lacks the originality
associated with the first
type of answer.
60-69%
A presentation which is
well-argued, analytical, and
reasonably comprehensive
in its coverage.
50-59%
93
Either: A presentation
which conveys a
reasonable amount of
information, but little
sense of argument or
analysis; or a presentation
which contains an
identifiable line of
argument with little
supporting evidence.
Data Protection Act and record keeping
As a general principle, information collected about students
should be stored and used only for the purposes for which it was
collected, to enable the University’s central and legitimate
activities (mainly teaching and research) and the procedures which
underpin those activities (e.g. admitting, registering,
accommodating and examining students, compiling records and
statistics, and developing a continuing relationship with the
University through the University of Southampton Society) to be
undertaken efficiently. The information collected should be no
more than necessary for these purposes. It should be as accurate
as possible, kept up-to-date and safeguarded from unauthorised
disclosure.
For the purposes of the Data Protection Act 1998, the Data
Controller is the University of Southampton. The University will
aim to ensure that this information is as accurate as possible, kept
up to date; and safeguarded from unlawful disclosure. It will
however be disclosed in certain appropriate circumstances, (e.g. in
cases where this is necessary to fulfil the University’s statutory
obligations to authorised bodies; or to other parties in the pursuit
of the University’s legitimate interests, for example publishing
examination results and providing reports to grant awarding
authorities). The University may be called upon to co-operate with
the police in criminal investigations and with certain other public
authorities and in such circumstances personal data may be
released.
Within the constraints of the Data Protection Act, the Faculty will
not release information to family members, prospective employers
or other universities without your consent. Should you be
unwilling for the Faculty to release such information without your
prior consent, the Faculty will contact you via your University
email account to notify you of any such requests to enable you to
determine whether the release of information should be
authorised.
94
17. Dissertations
The following are guidelines for the supervision and preparation
of dissertations for the award of the Master’s degree in
Gerontology in the Faculty of Social and Human Sciences. These
instructions are in accordance with the University’s general
regulations for the Master of Science in the Social Sciences as
published in the University Calendar.
You will receive further information about preparing and
submitting your MSc Dissertation in the course of the academic
year, in the form of a MSc Dissertation Handbook and an online
MSc Dissertation workshop.
17.1 What is an MSc Dissertation?
An MSc Dissertation is a substantial academic report on a piece of
independent research, which makes an original contribution to the
body of knowledge. Writing an MSc Dissertation will allow you to
undertake independent research guided by your dissertation
supervisor on a topic of your interest and choosing. Unlike the
essays you have prepared as assignments for other modules, the
dissertation will permit you to go into much more depth on a
particular research topic. You will also gain experience of
managing a piece of research from beginning to end:
conceptualising a problem, formulating research questions,
designing a methodology, reviewing existing literature, collecting
and analysing data or other evidence, writing up your findings,
drawing conclusions, and compiling a bibliography.
Typically, an MSc Dissertation takes one of the following
forms:
 A report on research you have undertaken by collecting
and analysing your own primary data.

A report on secondary analysis you have undertaken on
an existing qualitative or quantitative data set.

A critical literature review.

A critical evaluation of a particular policy or
i
i
A student who has qualified for the award of the Diploma at an
appropriate level may, with the approval of the Faculty of Social
and Human Sciences Board, be permitted to undertake research
and submit a dissertation for the award of the MSc in Gerontology.
95
17.2 Dissertation workshop
You will have acquired generic skills for researching and writing a
dissertation during the GERO6014 (Quantitative Research
Methods) and GERO6015 (Qualitative Research Methods)
programme modules.
These skills include formulating research questions, doing
literature searches, choosing research methods, identifying data
sources, and handling the ethical and safety issues involved in
research. In addition, there will be an online Dissertation
Workshop, in which practical, methodological, intellectual and
ethical issues specifically surrounding research on or with older
people will be discussed.
17.3 Deciding on a topic
You are encouraged to start thinking about your MSc dissertation
topic as early as possible during the MSc programme and to
discuss your plans with your Personal Tutor. In particular, any
dissertation plans involving the collection of primary data, e.g.
through interviews, questionnaires, focus group discussions, will
require careful planning and ethical approval 1. This takes time!
Similarly, obtaining existing data and the rights to use them can be
time-consuming.
Your dissertation topic should be agreed with your Personal Tutor
and MSc Dissertation Tutor during Semester 2, arrangements for
which will be finalised nearer to the time.
17.4 Dissertation supervision
Frequency of meetings: Students can expect a minimum of four
supervisions, usually beginning in the second half of semester 2.
Record-keeping: students should ensure that a record is kept of
dates of meetings, the content of those meetings, and of guidance
given to the student in a brief ‘Supervision Record’. Your
Dissertation Supervisor will provide you with a template for a
Supervision Record during your first supervision meeting.
Comments from supervisors on drafts: Social Sciences policy is
that supervisors should NOT read drafts of MSc dissertations.
However, students can expect staff to comment on an outline of
the main headings of the dissertation, and on short outlines
and/or extracts from individual chapters. Students should not
expect staff to comment on complete chapters or on the
dissertation as a whole.
1
Please see the section on Ethical Review below
96
MSc Dissertation Supervisors will be allocated in Semester 2, and
efforts will be made to match your interests with the expertise of
CRA staff. Your MSc Dissertation Supervisor will provide feedback
and advice on your choice of topic, methodology, relevant
literature and the availability of data. She or he will also advise on
safety and ethical issues. Once your research has started, you will
be provided with general support and direction with your research
and writing.
Supervision: the allocation of supervisors is a matter for the
division. Students should NOT approach individual members of
staff with requests for supervision; such requests should be
directed to divisional PGT Co-ordinators. However, students
should note that it may not be possible to accommodate requests
for a change of supervisor.
You should note that advice on dissertations given during the
supervisory process cannot be taken to guarantee a particular
outcome for the piece of work, as this is determined by a separate
and independent examination process.
17.5 Risk Assessment for Dissertations
All students undertaking dissertations must complete a risk
assessment form. This can be found on ERGO (for details see
below) or be obtained from your Dissertation Supervisor.
A copy of the form should be retained for inclusion in the final
dissertation. Students who change their original research plans
will have to complete a new risk assessment form.
If your work involves fieldwork of any kind, you must not proceed
with this until this form has been reviewed by your dissertation
supervisor and permission has been granted. You must discuss
with your supervisor the safety implications of your proposed
research or fieldwork and the strategies to eradicate or minimise
risk. Fieldwork is regarded as any activity undertaken for the
purpose of your research which involves the collection of
information, including from others, whether by means of survey,
observation, interview or other means such as internet or e-mail
contact. It also encompasses visits to sites outside the University
for the collection of material relating to your dissertation, for
example, consultation of documentary sources.
If you are planning to collect material in countries other than the
UK you must fill in a Risk Assessment Form for International
Travel.
97
17.6 Ethical review
All dissertations should involve consideration of the ethical
implications of conducting research. Importantly, any research
involving human participants are subject to ethical review via
ERGO (Ethics and Research Governance Online), the University of
Southampton’s online system for handling ethics applications.
Research involving human participants includes analysis of
secondary data or the collection of data from other people, e.g.
through interviews, (online) surveys, questionnaires, focus group
discussions, observations etc. If you intend to collect your own
data please contact your personal tutor as soon as possible so that
you can begin the process of gaining ethical approval in a timely
fashion.
You will be provided with guidance about ethical approval through
the online Dissertation workshop in Semester 2.
Information about completing an ethics application, examples of
good practice, downloads of appropriate forms and further
guidance
can
be
found
on
the
ERGO
system
(www.ergo.soton.ac.uk)
17.7 Rules and regulations
Length
Your Master’s dissertation should be no more than 15,000 words
(excluding footnotes and bibliography). You will lose marks if your
dissertation exceeds the limit.
Academic Integrity
You must make sure that you understand the University policy
regarding academic integrity. Please make sure that you are
familiar this policy which can be found at:
http://www.calendar.soton.ac.uk/sectionIV/academic-integritystatement.html
You will be asked to include a disclaimer to indicate that the
dissertation is your own work.
17.8 Submission of Dissertations
The period of time allocated to the Dissertation is approximately
three months for full-time students. Part-time students are allowed
six months to complete the dissertation, the submission date
being no later than the first day the University re-opens following
the Christmas break.
Dissertations must be submitted in the following way:
98
a) two (soft or hard) bound copies sent to the Student Office,
post-marked on the day of the deadline at the latest
b) one electronic copy as a .pdf file submitted on Blackboard
via Turnitin (Module GERO6016); and
c) a second electronic copy must be emailed to
[email protected].
99
17.9 Marking criteria for MSc Dissertations
The following table is indicative of award marks and the
corresponding quality of MSc Dissertations submitted for the MSc
Gerontology (DL). The assignment grades are weighted according
to the weight of each assignment in the module, and contribute to
the total average across the programme.
Grade Description Numerical Comments
mark
A
Distinction
70% and
over
B
High Pass
60-69%
A Dissertation which shows the
ability to undertake work that is
of exceptional quality and/or
shows the ability to develop and
where appropriate implement new
approaches.
A Dissertation which has a clear
structure, including a contents
page, abstract, introduction, main
body, conclusion and
bibliography; is clear in style and
free from excessive grammatical,
spelling and typographical errors,
and is presented in the prescribed
format, appropriately referenced
and to the prescribed length;
shows the ability to analyse,
interpret, conceptualise and
critically evaluate relevant
literature, relating it to practice
where appropriate.
A dissertation that is primarily
‘literature-based’ will, in addition
show the ability to synthesise and
present theories, ideas and
research findings in a wellstructured manner.
C
Low Pass
50-59%
A dissertation incorporating
research by its author will, in
addition show the ability to use
appropriate research
methodologies; show the ability
to plan, execute and report an
independent piece of research.
A dissertation that meets some,
but not all of the criteria listed
under ‘High Pass’.
100
17.10
Further information about your Dissertation
You will receive further information during the online MSc
Dissertation Workshop. In addition, you will be given an Msc
Dissertation handbook containing more detailed information. If
you have any questions about the MSc Dissertation, please contact
your Personal Tutor or the MSc Dissertation Tutor (Dr Athina
Vlachantoni, [email protected] ).
101
17.11
Example of a Dissertation title page
University of Southampton, 2014
FACULTY OF SOCIAL AND HUMAN SCIENCES
CENTRE FOR RESEARCH ON AGEING
Title
Author
A Dissertation submitted in partial
fulfilment of the requirements for
MSc (Social Sciences) in Gerontology (Distance Learning) by
instructional programme.
102
18. MSc Gerontology (DL) Prizes
The MSc Gerontology (DL) Prize is awarded to the PGT student
with the best overall performance in the taught element of the
part-time or full-time MSc Gerontology (Distance Learning)
programme. The prize, a key reading text (or texts) in social
gerontology (to the approximate value of £60), will be announced
during the graduation reception in the year following completion
of the MSc programme. The prize award will be sent to the
recipient following the announcement at the reception.
The MSc Gerontology (DL) Dissertation Prize is awarded for the
best dissertation submitted by a PGT student on the part-time or
full-time MSc Gerontology (Distance Learning) programme. The
prize, a key reading text (or texts) in social gerontology (to the
approximate value of £125) will be announced during the
graduation reception in the year following completion of the MSc
programme. The prize award will be sent to the recipient following
the announcement at the reception.
103
19. Divisions and Centres in the Academic Unit of
Social Sciences
Position
Name
Email
Head of Academic Unit
Prof.
Falkingham
Deputy Head of Social
Sciences (Education)
Dr Russell Bentley
[email protected]
Deputy Head of Social
Sciences
(Research and
Enterprise)
Prof. Derek McGhee
[email protected]
Divisions
Division Head
Email
Economics
Prof. Jean-Yves
Pitarakis
Tel 023 8059 2631
Ageing/ Gerontology
Prof. Maria Evandrou
[email protected].
uk
Jane [email protected]
Politics and International Prof. David Owen
Relations
[email protected]
Social
Statistics/Population
Sciences & Demography
[email protected]
k
Sociology
Policy
and
Dr Andrew Hinde
Social Prof. Susan Halford
[email protected]
k
Centre for Research on Ageing (CRA)
Director: Prof Maria Evandrou
Tel +44 (0)23 8059 4808
Fax +44 (0)23 8059 8649
Email: [email protected]
Web: www.southampton.ac.uk/ageing
The Centre for Research on Ageing is an international and multidisciplinary research centre examining key issues in ageing and
the life course and which will inform policy at the national and
local level. Through high quality research and postgraduate
training, the Centre strives to contribute to a better understanding
of the experience of ageing amongst different groups and
societies. In addition to research, the Centre contributes to
104
capacity building of future academics and professionals by
teaching postgraduate programmes in Gerontology.
ESRC Centre for Population Change (ESRC CPC)
Director: Prof. Jane Falkingham
Tel +44 (0)23 8059 3192
Fax +44 (0)23 8059 3846
Email: [email protected]
Web: www.cpc.ac.uk
The Faculty of Social and Human Sciences is home to the ESRC
Research Centre for Population Change (CPC), (co-directed by Prof.
Jane Falkingham, Prof. Maria Evandrou, Dr Elspeth Graham) in
partnership with a consortium of Scottish universities centred on
St Andrews University, as well as the Office for National Statistics.
The Centre aims to improve our understanding of the key drivers
and implications of population change within the UK. Over its
lifetime the Centre will undertake a number of research projects
exploring the issues surrounding changes in fertility, household
change and living arrangements across the life course and
national and trans-national migration. A key hallmark of the
Centre’s research will be a focus on the dynamic interconnections
between these processes and the implications for policy and the
community in the context of an ageing society.
Centre for Global Health, Population, Poverty and Policy (GHP3)
Co-Directors: Prof. N. Madise; Prof. J. Falkingham; Dr S. Padmadas;
Prof. Z Matthews
Tel +44 (0)23 8059 8588
Email: [email protected]
http://www.southampton.ac.uk/ghp3/
The Centre for Global Health, Population, Poverty & Policy (GHP3)
brings together social scientists from across a range of
disciplines, including demography, economics, geography,
international relations, politics, sociology, social policy and social
statistics, to carry out research investigating the interrelationships
between health, population and poverty at both the societal and
individual level.
At the heart of the Centre's mission is undertaking research to
further progress towards the achievement of the health related
Millennium Development Goals (MDGs); alleviating poverty,
improving infant and child mortality, reducing maternal mortality,
and reducing the spread and economic and social impact of
HIV/AIDS. A hallmark of the Centre's research is the combination
of statistical analysis of large quantitative datasets, such as the
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Demographic & Health Surveys or Living Standard Measurement
Surveys, with rigorous policy analysis.
GHP3 carries forward the work of the major DFID-funded
Opportunities and Choices research programme in reproductive
health that ended in 2005 and the Centre for AIDS Research, which
it has subsumed.
National Centre for Research Methods (NCRM)
Director: Prof. Patrick Sturgis
Tel +44 (0)23 8059 4082
Fax +44 (0)23 8059 3846
Email: [email protected]
Web: www.ncrm.ac.uk/index.php
The Centre provides a focal point for research, training and
capacity- building activities, aimed at promoting a step change in
the quality and range of methodological skills and techniques
used by the UK social science community. The NCRM consists of a
co-ordinating Hub at the University of Southampton, together with,
since April 2005, a series of Nodes around the UK.
The key objectives of the Centre are:
• to advance methodological understanding and practice
• to enhance the UK international profile in methodological
excellence and to ensure that the UK is at the forefront of
international developments in social research methodology
• to play a strategic role in the promotion of high quality
research methodology that involves inter-agency initiatives,
including but not limited to those funded by the ESRC
• to co-ordinate and to add value to the existing investments
of the ESRC that are concerned to enhance the
methodological sophistication and techniques and skills of
current and future generations of social researchers
Social Statistics Research Institute (S3RI)
Director: Prof. Peter Smith
Tel +44 (0)23 8079 4311
Email: [email protected]
Web: http://www.s3ri.soton.ac.uk/
The mission of the Institute is to develop statistical research,
including core statistical methodology and research motivated by
applied problems, to disseminate developments to a wide range of
users of statistics in the sciences and government and to raise the
national and international profile of statistical research at
Southampton through co-ordination and support of research
activities.
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Centre for Citizenship, Globalisation and Governance (C2G2)
Director: Prof. Gerry Stoker
Email: [email protected]
Web: http://www.southampton.ac.uk/C2G2/
The terrain of citizenship is changing in response to global forces
and bringing in its wake new governance demands. Migration,
human rights, issues of global warming, pandemics of ill-health
and a looming crisis in energy provision are challenges that
cannot be contained or addressed within national boundaries
alone. Merging insights from political science and international
relations and drawing on participants throughout the Faculty of
Social and Human Sciences and the wider University C2G2 focuses
on the central political questions of today’s world about power,
cooperation, security, inequality and democracy.
Third Sector Research Centre (TSRC)
(in partnership with the University of Birmingham)
Contact: Prof. John Mohan
Tel: +44 (0)23 8059 6674
Web: http://www.tsrc.ac.uk/Home/tabid/515/Default.aspx
The third sector provides support and services to millions of
people. Whether providing front-line services, making policy or
campaigning for change, good quality research is vital for
organisations to achieve the best possible impact.
The Third Sector Research Centre exists to develop the evidence
base on, for and with the third sector in the UK. Working closely
with practitioners, policy-makers and other academics, TSRC is
undertaking and reviewing research, and making this research
widely available.
Work Futures Research Centre (WFRC)
Contact: Prof. Susan Halford
Tel: (023) 8059 2572
Email: [email protected]
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Web: http://www.southampton.ac.uk/wfrc/
The Work Futures Resource Centre (WFRC) offers a platform for
combining expertise to build multidisciplinary research towards
understanding the implications for work, employers, social groups
and individuals at the local, regional, national and international
levels.
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‘How to …?’ Guides
109
How to set-up your new email account
The Subscribe website allows you to create your new email
account which grants you access to many of the services and
facilities provided by the University of Southampton.
You can subscribe online from any computer and you will be asked
to provide your student number (located on the Welcome
email/letter sent to you, or available from your Student Office or
the Student Services Centre), your surname and date of birth. Later
during this process you will be asked to select a password to use
with our services.
Step-by-step guide
In the steps that follow, it is essential to type your personal details
as they appear in the information in your introductory pack. If you
make a mistake, simply use the BACKSPACE key to correct the
error. Most screens require you to press a Next button to proceed
to the next screen.
Go to http://www.subscribe.iss.soton.ac.uk
•
•
•
•
Click on the “Create your University computing account” link.
Enter your details and the system should now recognise you.
If you receive an error message, check and correct your entry
if necessary. You will be asked to Accept the conditions
displayed.
Complete the answers to the security questions and
answers. Please note that you may change the questions if
you wish.
note your password as you will need it later and it will not
be displayed again.
110
•
•
•
•
•
You will be assigned a username. Important note: Make sure
you write the username down as you will need it later and it
will not be displayed again.
Choose and type in a password, and then type it again to
confirm it. This is a safeguard to ensure you did not make an
error when typing the password. Important note: Make sure
you tick the boxes to show whether you want to be included
in the external on-line directory.
Click on Next and as long as no mistakes are found, you will
see a message stating that you have successfully subscribed.
Congratulations, you have a University of Southampton
computing account! Keep trying until you receive the
congratulations message.
Your account will become fully active within 30 minutes.
You can now continue to enrol online.
Once you have set up your University computing account, it is very
important that you check your University email account regularly.
The University and the Centre for Research on Ageing will
communicate important information to you via this email address,
for example, information about your course, assignments and the
feedback to your assignments. Please read the How to Guide on
Checking Emails for further tips.
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How to enrol online
You might have enrolled at the same time as subscribing, but if
not don’t worry, you can enrol via the Student Enrolment website
(Link: https://subscribe.iss.soton.ac.uk/checkepw.html)
If you have already created your University computing account and
have your username and password, but have not yet enrolled, you
should enrol now.
The enrolment process should take you about 15 minutes. You will
need to have the following information with you:
•
•
•
•
•
•
•
Your student ID number (located on the Welcome
email/letter sent to you, or available from your Student
Office or the Student Services Centre)
Your current permanent address
Your term-time address
Your term-time telephone number
Your mobile telephone number (if you have a mobile
telephone)
Your emergency contact details (including the name and
address
of your doctor)
Information on Sponsors (if your tuition fees are not being
paid by you or your family)
112
Don’t worry if you do not have all these details yet – you will have
the opportunity to add information at a later date via your online
student record.
113
How to check and reply to emails
Postgraduate students are provided with the benefits of a
Microsoft Exchange account for their email. You can access your
email from the SUSSED web portal.You can login to the SUSSED
portal from anywhere and see exactly the same resources,
including any bookmarks that you have set up. You just need to go
to the login page at http://sussed.soton.ac.uk.
Your University email is provided through Microsoft Live@edu.
This provides you with:
•
•
•
•
•
An email account with storage capacity of 10GB
Support for calendars, contacts and tasks
Integrated Windows Live Messenger capability
Mobile phone synchronisation
Office Live Workspace - store, access, edit and share files
online
It is recommended that you access the Live@edu service via the
Sussed Portal (http://sussed.soton.ac.uk.)
Selecting the Email tab will display the Live@edu sign in screen:
114
If you are already logged into Sussed, your email should be
automatically logged in. If not provide your complete email
address: [email protected]
Alternatively you can access your email using Live@edu at:
http://www.outlook.com/soton.ac.uk
How to send email?
To send an email, click New and a mail message window (see
below) will appear. Type the recipient’s e-mail address in the To or
Cc box.
Double clicking To will give access to the Address Book which lists
all University Staff and Students.
Additional tips:
• Also, you can add anyone who is in your Contacts list or
simply type in an e-mail address.
• It is a good idea to add email addresses of all the members
of CRA staff in your contacts list.
• Alternatively, copy and paste the email address in your first
email from the CRA staff page
(http://www.southampton.ac.uk/ageing/about/staff.page?)
• If you are adding several names, separate the names with a
semicolon (;).
• In the Subject box, type the subject of the message.
If you wish to add attachments to your email click
. Attach the
relevant document by locating the file you want to attach within
your computer. Click on the file to attach it. It should appear in the
email.
• providing the relevant path.
• When your e-mail is completed, click Send.
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How to read email and reply
In your Inbox, click the e-mail you wish to read. The contents of
the message will appear on the right side of the screen.
Click Actions, and from here you can:
• Reply to the sender or Reply All to all email recipients
• Forward the message to someone else
• Report the email as Junk E-Mail
• Delete the message
• Move or Copy the email to another folder
Note: You can also Reply or Forward an email using the
icons.
How to add E-mail signature?
To add a signature to your emails by default, click Options, then
See All Options…
• In the navigation menu select Settings, and then the Mail tab.
• In the E-Mail Signature box, use the text editor to create your
signature
•
Check the Automatically include my signature on messages I
send box towards the bottom of the screen to make this the
default for all your messages. (If you don’t tick the box to
automatically include your signature, you can manually add
your signature to a message by clicking Insert Signature on
the toolbar)
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•
•
Once complete, click on Save at the bottom right corner of
the screen
To return to your email, click on the My Mail link in the top
right of the screen
Additional tips on spell checker and dictionary
From within the Mail view, select Options, then See All Options…
In the navigation menu select Settings, and then the Spelling tab
•
•
In the Spelling Options, select Always check spelling before
sending and ensure the dictionary language is set to English
(United Kingdom).
Select Save from the bottom right hand corner and use the
My Mail link to return to your mailbox.
How to use Outlook Calendar?
Whilst in the Mail view, select the Calendar item in the left-hand
navigation of the inbox page. This will open the calendar view with
a screen appears displaying today’s date.
To add an appointment, click on New at the top of the calendar
screen, and a new window will open. Fill in the appropriate details
in this window and click Save and Close.
For additional tips, visit the following link:
http://www.southampton.ac.uk/isolutions/services/accessing_university_email
_over_the_web_students/index.php
117
How to pay your fees
If you are a UK/EU student who has applied for a tuition fee loan,
you don’t have to worry about paying your fees as this will be
done automatically. If you are an International student with a
secured fellowship, your fees will be paid automatically in most
cases.
You can pay your fees securely online
(https://www.webpayments.soton.ac.uk/WebPayments/Logon.aspx
) and fees are due by 31 September 2013. If fees are not paid in
full, they may be paid in 2 instalments on 31 September 201 and
6th January 2014.
All queries on the payment of fees should be addressed to the
Student Services Centre: Email [email protected] and Telephone +44
(0)23 8059 9599.
If you experience problems with paying your fees, please contact
the Fees Office as soon as possible: If you are unsure of how to
pay your fees please contact the Student Services Centre (SSC) on
[email protected] or Ms Sam Scott, ss3n08soton.ac.uk or
Telephone +44 (0)23 8059 4704.
To learn more about postgraduate fees and funding, visit the
following page:
http://www.southampton.ac.uk/postgraduate/feesandfunding/#.U
hZudX-eLxU
118
How to set up a Virtual Private Network
The University provides a Virtual Private Network (VPN) service for
you to connect and login to the University network from off-campus
locations or on-campus from personal laptops.
We now have easy–to-install applications to auto-configure your
device for the VPN service.
Why use this service?
• If you are working away from campus
• You need to access University IT systems and services
• You would like secure access to Library E-Resources such as the
Library’s TDNet e-Journals system or the Library WebCat
Catalogue
• Encrypted access to your University Personal filestore (My
Documents) and shared filestores
• Access to many other secure web pages, network resources etc
that normally require you to be connected directly to the
University network
Go to the following link for more details relating to VPN service:
http://www.soton.ac.uk/isolutions/computing/net/vpn/index.html
The iSolutions Setup Guide for Vista and Windows 7 is reproduced in
this how to guide, with permission from iSolutions. If your system
configuration is different, select the relevant Setup Guide for your
computer from the following page.
http://www.southampton.ac.uk/isolutions/services/vpn_service/how
_do_i.php
Download this document, and if possible print it out.
University of Southampton - VPN Service - Vista & Windows 7 Setup
Guide: This is a guide to configuring Microsoft Vista & Windows 7 to
use the vpn service. This is required for connecting to resources and
services which are restricted to soton.ac.uk domain connections.
1. The Control Panel
Window
Click on Start, then
‘Control Panel’.
The ‘Control Panel’ window
will open and you should
select the ‘Classic View’ on
the left hand frame.
Then double click on the
‘Network and Sharing
Center’ icon.
2. The Network and
Sharing Centre window
The ‘Network and Sharing
Centre’ window should tell
you the status of your
network or Internet
connections. Press F5 to
refresh if needed. Click on
the Internet globe picture
or click on ‘View Status’ to
ensure that you are
connected and can access
the Internet.
If so, then from the left
hand frame labelled
‘Tasks’ click on the ‘Set up
a connection or network’.
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3. The Set up a connection
or network window
Select 'Connect to a
workplace' then click Next.
Note. If this option page is
not identical, perhaps due
to it being a different
version of Microsoft Vista
or Windows 7 then look for
the most similar option
that mentions Workplaces
or VPN connections
(Virtual Private Network).
4. The How do you want to
connect window
Click on 'Use my Internet
connection (VPN)'.
5. How do you connect to the Internet? (optional)
If at this point you are not already connected to the Internet (for
example, if you have not dialled in, plugged in or connected to
wireless) then you will be presented with a window stating that you
will require an Internet connection to connect to the VPN. If you are
already connected to the Internet then you will not see this window.
However it is possible in this window to specify how you will want to
connect to the Internet once you have setup and started the VPN
connection. So you can select your preferred Internet Service Provider
(ISP) or connection method, follow the connection process, and then
continue with the VPN setup below.
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6. The Connect to a workplace
window
Type in the ‘Internet address’
of our VPN server:
vpn.soton.ac.uk (Click inside
the box or start typing and the
box will clear for you).
Important: The ‘Internet
address’ must be correct for
the VPN connection to work,
also make sure there are NO
SPACES in the text.
Enter a suitable ‘Destination
name’ for the connection — for
example, 'University VPN
connection' as shown. This
name is only for descriptive
purposes and does not dictate
how the connection works.
Then click Next.
7. Enter user name and
password to connect
The basic settings are now
complete, and you can try out
the connection. Please
remember, before you can
connect to our VPN server you
need to be connected to the
internet first via your normal
network, broadband or dialup
service.
Enter your university username
and password in the
appropriate boxes. It is best
Note. SOTON can be specified as the
not to tick the ‘Remember this
‘Domain’ if you wish, but this is not
password’ box, as there is a
required.
risk that unauthorised access
to your computer may result in
someone retrieving your
password or logging in without
your consent. Then click
Connect.
122
8. Connecting to vpn.soton.ac.uk
These VPN connection settings will
be created and saved to the
‘Network and sharing Center’.
Then the computer will begin
“Connecting to vpn.soton.ac.uk”.
Then, if successful, it will try
“Verifying the username and
password”.
If that succeeds, the connection is
complete, and you can click Close.
If this connection process fails
please consult our VPN Support
and Troubleshooting web page.
http://www.soton.ac.uk/isolutions
/computing/net/vpn/troubleshoot
ing.html
9. State the Location and Privacy of
this network
Once the new VPN network
connection has been setup a
window may appear to ask you to
state what type of network you are
connecting to and what sort of
security settings to implement. We
advise clicking on the ‘Work’
option.
Depending on your security
settings, Vista or Windows 7 may
then ask for permission to
continue if so click ‘Continue’, then
click ‘Close’.
10. Using the VPN connection
You should now have an active and encrypted VPN connection
between your computer and the University network. You should now
be able to access various university online resources and services as
if you were on campus. Any visits to external Internet websites will
be routed via the university network, some firewall restrictions and
idle timeout disconnects may apply. Read the VPN home page for
more details on the service,
http://www.soton.ac.uk/isolutions/computing/net/vpn/
123
Note: If you have any personal Internet Security or Firewall programs
on your computer, then you may have to configure them to allow
access to any servers, resources or other computers on the network.
Older Novell servers which use the IPX protocol cannot be accessed
through this service, as this system no longer supports IPX.
11. Connection status and
disconnect window
Whilst connected there should
be an icon in the bottom right
‘task bar’ showing your
current network connections.
Your new VPN connection
should be listed here when
connected and you can check
the connection status by left
clicking the ‘task bar’ icon.
To Disconnect from the VPN
service right click the network
connections icon, highlight
the ‘Disconnect from’ option
and select the VPN
connections name.
(You can also disconnect from
the VPN network via the
‘Network and Sharing Center’
window).
12. To start the VPN
connection again
The VPN connection settings
have been saved to the
‘Network and Sharing Center’
and can be accessed by
following Step 1 again and
then clicking on ‘Manage
network connections’ in the
‘tasks’ bar. This ‘Network
Connections’ window will
show you a list of all your
network connections
including you new “University
VPN connection” icon
(depending on what you
named it).
Double click on this VPN icon
to login and start the
124
connection again (remember
to be connected to the
internet first). Alternatively,
you can click ‘Start’, then
‘Connect To’, select your new
VPN connection from the list,
and click ‘Connect’.
These instructions are intended to work for computers running
Microsoft Vista or Windows 7.If you experience difficulties, please
see the VPN (virtual private networking) service and VPN Support and
Troubleshooting pages
(http://www.soton.ac.uk/isolutions/computing/net/vpn/) for more
information or contact the University IT ServiceLine for advice (See
http://www.soton.ac.uk/isolutions/essentials/about/contact.html).
© University of
Southampton
To find out more on setting up VPN on Linux or Windows XP, select
the following link and select the option How do I set up VPN on my
PC?:
http://www.southampton.ac.uk/isolutions/services/vpn_service/faq.p
hp#664
Please note that the following options on the link above could also
be helpful to you:
• How do I set up VPN on my Mac?
• How do I set up VPN on my Smartphone or Tablet?
• I'm having trouble with the VPN, what is wrong?
125
How to access and use Blackboard
Objective: This is a guide that will help you with starting to use
Blackboard, the programme you will use to access lectures,
readings, and other course documents, as well as submit your
assignments.
To use Blackboard, you will need:
•
•
•
a computer
a broadband internet connection
a University of Southampton account
(username and password)
Step 1: Logging into Blackboard
Go to the website www.blackboard.soton.ac.uk . Click on the User Login
box and then enter your University of Southampton username and
password. You should then be taken to the Welcome page, from where
you will be able to access all courses you are enrolled in.
Step 2: Accessing Course Documents
Under the right-hand pane ‘Courses: Quick View’, identify the course you
would like to access and click on the relevant link. You will now be taken
to the ‘Course Overview’ page. All Blackboard courses are divided into
several sections, including ‘Course Information‘, Course Documents’ and
‘Assignments’.
Announcements
Announcements are you used to draw students’ attention to news and
updates within the Blackboard course. You will be taken to the
Announcements page as soon as you access the course you want to
view.
Course Information
The Course Information section contains a copy of the Module Outline
and relevant module guidelines and forms.
Contacts
Under ‘Contacts’ you can find the contact details of your tutors, including
their email address, Skype name, and personal web-link.
Course Documents
This is the section within Blackboard where you will find the key
learning materials of your module, such as lecture recordings, readings
and relevant web-links as well as guides on how to prepare and submit
the module assignments.
To access session overviews, lecture recordings and readings, select the
relevant session folder:
127
To see an outline of the session and associated reading list, click on
Session Overview. For reading materials on the topic, select Reading. (NB:
Not all lectures contain the reading folder.) To access an audio recording
of a lecture, select Lecture.
Session Overviews
Under Session Overview, you can access a brief outline of the topic and
structure of the session as well as a copy of the reading list you should
use to prepare for the lectures.
Readings
Click on the link of the document you would like to open. The icon next
to the document title indicates whether it is a PDF file that has been
uploaded or a web-link.
Lectures
128
To access a narrated PowerPoint recording of a lecture, select the ‘Click
here’ link next to a Package File. A recording of the lecture is provided
along with a PDF version of the slides.
You should then be taken to the Camtasia-recorded file. Click on the
black triangle to start playing the lecture. It is advisable to listen to the
lectures through a headset to ensure optimal sound quality.
Streamed versions of the recorded lectures are also provided (the light
blue image below). To play the streamed version, click on the blue
triangle icon. Streamed lectures are recommended if you have a slow
internet connection.
129
Assignments
The ‘Assignments’ section contains instructions, guidelines and forms
associated with your module assessment, as well as a digital ‘drop box’
to upload your coursework. Please see the separate guide on
electronically submitting essays through Turnitin on Blackboard for
further details.
Books
In the ‘Books’ section you can find a references list of your course
textbooks, as well as a list of Gerontology-related ebooks that can be
accessed through the University of Southampton Library.
130
Further Queries/Troubleshooting
Hopefully, you will find Blackboard easy and straightforward to use and
do not experience any problems with finding and accessing information
and module documents. If you do have any problems then click on the
Help button at the top of the screen.
For any additional queries you can also contact Serviceline, the
University of Southampton’s IT team under:
[email protected] or +44 (0) 23 80 59 56 56
131
How to submit assignments through Turnitin on
Blackboard
Objective: This is a guide that explains how to submit your essay
assignments and dissertation through Turnitin, located within
Blackboard. Once your assignment has been submitted, staff can
use Turnitin to conduct an academic integrity (plagiarism) check.
For further details on the anti-plagiarism feature of Turnitin, see
http://www.soton.ac.uk/isolutions/computing/elearn/blackboard/
esub/turnitinuk.html.
To use Blackboard in order to submit assignments through
Turnitin, you will need:
•
•
•
a computer
a broadband internet connection
your University of Southampton username
and password
Step 1: Logging into Blackboard
Go to the website: www.blackboard.soton.ac.uk . Click on the User Login
box and then enter your University of Southampton username and
password. You should then be taken to the Welcome page, from where
you will be able to access all the Modules you are enrolled on.
Step 2: Locating the Assignments Section
On the left-hand pane of your selected Module space, find and select
‘Assignments’.
Step 3: Selecting the Turnitin Assignment
Look for the Turnitin icon/name of the assignment you would like to
submit. Click on View/Complete.
132
Step 4: Submitting the Assignment via Turnitin
In order to submit your assignment via Turnitin, do the following:
From the drop-down box on the paper submission method, choose
“single file upload”
↓
From the author drop-down box, choose your name. This will then be
automatically copied into the first and last name boxes underneath.
↓
In the submission title box, type the name of the assignment you are
submitting (e.g. “GERO6010 Essay” or “MSc Gerontology Dissertation”).
To submit your assignment, click on Browse.
↓
Locate the file you want to submit within your computer. Click on the file
to attach it. It should appear in the box.
↓
Click on the ‘upload’ button.
133
You will now get a final chance to review the attached file before you
submit it. Make sure that the paper displayed is the one you want to
submit. If you find that you have attached the wrong paper by mistake,
click on the ‘no, go back’ button, which will return you to the previous
page and find the correct attachment.
If you are happy that all the details displayed on the page and the file
attached are correct, click on the ‘submit’ button.
You should then be taken to the confirmation page to let you know that
your assignment has been successfully submitted.
REMEMBER that you must submit an electronic copy of your
assignment to the email address [email protected] in addition to
submitting it via Blackboard. The submission of your assignment
will only be confirmed when both electronic copies have been
submitted by the assignment deadline. You will receive an email
confirmation from a member of staff within 48 hours of having
submitted it to the [email protected] email address.
Important Note: Please do not include your name on the
assignment. All the assignments (essay, exercise and critical
bibliography) should be anonymised before submission. Please
only include your student number.
134
If you wish to submit the assignment as a PDF file, see the tips
below:
How to Create a PDF file
 Open your MS Word document (your essay or critical
bibliography).
 Select: File
 Select: Print
 Select ‘Create PDF’ from printer name drop-down menu.
 Select ‘Ok’
 When the PDF file is created (and opened) save it on your disk
or USB Key. It will save with a file extension of *.pdf
Additional tips can be found on the following link:
http://www.southampton.ac.uk/web4all/content/word.html
http://www.southampton.ac.uk/web4all/content/PDFs.html
TASK: Try to familiarise yourself with the Turnitin function of
submission in good time before the submission deadline, by
locating the assignment in the BlackBoard Assignments folder.
Click on the author drop-down list, to ensure that your name is
displayed correctly. If you have any difficulty please contact your
personal tutor.
Further Queries/Troubleshooting
For any additional queries you can also contact Serviceline, the
University of Southampton’s IT team at:
[email protected] or +44 (0) 23 80 59 56 56
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How to set up and use Skype
Objective: This is a guide that will help you to download and
start using Skype to communicate with your tutors and fellow
students. Skype is a social networking software, that is free to
download and has telephone as well as instant messaging
functions. Communicating via Skype is mostly free, although
you will have to pay for certain features (e.g. making calls to
international telephone numbers).
To use Skype, you will need:
•
•
•
•
•
a computer
a broadband internet connection
a copy of Skype (see instructions below how
to set up)
a computer headset with microphone (some
laptops have inbuilt microphones and
speakers)
a webcam (if you want to make video calls)
Step 1: Setting up Skype
Go to www.skype.com
↓
Click on Get Skype and under Computer choose Windows or Mac
depending on what type of computer you have.
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Under Skype Free click on the Download Skype button.
You should receive a message to say that ‘Thank you for choosing
Skype’
When prompted with a message of
‘Do you want to run or save this file?’
click on ‘Run’.
↓
You might then be presented with a message of ‘Do you want to
run this software?’ Again, select ‘Run’.
↓
Select ‘I agree – install’ when prompted.
A confirmation message will appear once Skype has been
successfully downloaded.
↓
Click on ‘Start Skype’ to create your Skype name and password.
You will also be asked to enter a valid email address. There is also
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an optional box you can tick if you want to be signed in when
Skype starts.
Step 2: Sound checks
Once you have opened Skype for the first time, plug in your
headset and perform a sound check:
Click on Echo/Sound Test Service under Contacts, then follow the
automated instructions.
If you are satisfied with the sound quality, you are ready to make
calls through Skype. You can also try to make calls without using
your headset, although this might impact on audio quality.
Step 3: Creating contacts
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You can create a new contact and add them to your list by clicking
on ‘Add a contact’ at the bottom of the Contacts list. In order to
find the person you would like to add, you can either search by
Skype name, full name or email address.
TASK: Look for your tutor(s) and add them as a contact now!
Remember to let your tutor know your ‘Skype name’ by the
middle of October.
Step 4: Communicating via Skype
There a number of different ways that Skype can be used: this
guide will explain how to (a) call Skype contacts (b) send instant
messages to Skype contacts and (c) make a call to a telephone
number that is not a Skype contact.
(a) To contact another Skype user, ensure that the person you wish
to contact is online; if they are, there will be a green encircled tick
next to their name. Click on their name, and then on the ‘Call’
symbol. You will then hear a ringing sound, as if you are on the
phone, and you will hear your contact picking up and speaking to
you.
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If you both have a webcam then click on the ‘Video call’ symbol,
and you will be able to see and hear each other.
(b) You can also communicate with another Skype user by writing
an instant message. Again, select the person you would like to
contact from the contact list, and then enter your text in the
message box at the bottom of the screen. Press ‘enter’ to send
your message, which will be delivered instantly.
(c) Finally, if you wish to make a ‘traditional’ telephone call to a
telephone number via Skype, you can do so easily; however, unlike
the other two methods of communication, this option is not free.
International call rates on Skype are generally significantly
cheaper than from landlines and mobiles, and you can purchase
credit for making such phone calls by clicking on ‘Buy Skype
Credit’. In order to make a call, click on ‘Call phones’ at the bottom
of your contact list, and then type in the number you wish to call.
You also have the option of saving the telephone number in your
contact list.
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Further Queries/Troubleshooting
Hopefully, you will find Skype easy and straightforward to use and
do not experience any problems with the software. However, in
case of any additional queries in addition to this guide, please
consult the Skype support pages under:
https://support.skype.com/
141
How to access Electronic Journal Articles, Course
Collection materials University Library E-books,
and AgeInfo
Objective: This is a guide that will help you find Gerontologyrelated e-books on the University of Southampton Library website,
help you access articles and chapters that have been placed in the
‘Course Collection’ web-page, and explain how to access the
AgeInfo Information Services website.
To access the University Library E-Books and E-Journals, you will
need:
•
•
•
a computer
a broadband internet connection
be connected to the University of
Southampton Virtual Private Network (VPN)
To access the Course Collections materials, you will need:
•
•
•
•
a computer
a broadband internet connection
be connected to the University of
Southampton VPN
your University of Southampton email
address and password (sent to you upon
registration)
To access AgeInfo, you will need:
•
•
•
•
a computer
a broadband internet connection
be connected to the University of
Southampton VPN
or
a user name and password (provided in this
guide)
Step 1: Connecting to the University of Southampton VPN
While some of the features and materials of the University of
Southampton Library can be accessed off-campus through your
user name and password, others require you to be connected to
the University of Southampton’s network domain to function.
Please refer to how to guide on VPN client for additional support
on connecting to the University of Southampton VPN.
142
It is generally advisable that you connect to the University of
Southampton VPN first, whenever you want to access ebooks, ejournals and course collection materials!
Step 2: Accessing Electronic Journal Articles
Some items on module reading lists are articles from academic
journals. The University of Southampton subscribes to electronic
versions of many journals. You can access these journals through
the library website.
For example, the following article from your reading list is
available electronically:
Evandrou, M. and Glaser, K. (2004) ‘Family, work and quality of life:
Changing economic and social roles throughout the lifecourse’,
Ageing and Society 24 (5): 771-791.
Ensure you are connected to the University of Southampton VPN.
Go to the WebCat search page. Click on E-journals (TDNet) on the
right hand side of the screen.
A new window will open which is TDNet: The University Library’s
Journal Catalogue. Type the title of the journal (not the article) into
the search box and click Search.
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The results page displays the journal issues that the library has
electronic access to. You can see from the results that the
Publisher website has electronic access from 1997 onwards, while
the JISC Cambridge Journals Digital Archive website has access
from 1981 to 1996. The article we want was published in 2004, so
we want the Publisher website. To access this click on the tick
symbol under ‘Full Text Access’.
This takes us to the website of the journal Ageing & Society. Notice
that the publisher has recognised that we have accessed it via the
University of Southampton. If you go directly to the Ageing &
Society website, through a search engine for example, it will not
recognise that you are from the University of Southampton and it
will not give you electronic access to the journals. This is why you
should go through TDNet first.
144
To find the article we want click on the Back Issues link on the left
hand side.
Then click on the plus sign next to 2004 to open the sub-folders
containing each issue in this year. We can tell from the reference
that the article we want was published in issue 5, so click on Issue
05.
145
Scroll down until you come to the article. Click on the View PDF
icon to open the full text of the article. Save it to your computer,
and print it out if you wish.
Step 3: Accessing Items in Course Collections
Some of the readings in your module outlines are scanned copies
of book chapters and articles (in .pdf format), which have been
placed in the ‘Course Collections’ of the Library website.
To access materials in ‘Course Collections’, go to the University
of Southampton library web-site, and select WebCat.
146
With your University of Southampton user name and password, log
into the WebCat. [Note: Materials in Course Collections are visible
in the library WebCat even if you are not logged in; however, you
can only access them if you are logged in.]
Now do a normal library catalogue (WebCat) search for the item on
your reading list. We recommend that you search for Course
Collection items in your module outline reading lists by typing
either the title or author of the item into the WebCat. In other
words, search for Course Collection titles just as you would search
for a book in the catalogue.
For example, the following chapter from your reading list is stored
in the electronic course collection:
Dannefer, D. (2006) ‘Reciprocal co-optation: The relationship of
critical theory and social gerontology’. In Baars, J., Dannefer, D.,
Phillipson, C. and Walker, A. (eds) Ageing, Globalization and
Inequality: The New Critical Gerontology. New York: Baywood, pp
103-122.
Enter the chapter title ‘reciprocal co-optation’ into the WebCat
search box. Click on ‘Search Catalogue’. NB: Do not search for the
book title!
147
The results window shows the chapter as an electronic resource. If
you have logged in to WebCat you will also see a hyperlink called
‘online link to document’. Click on this to open the electronic copy
of the chapter. If you do not see the hyperlink, check that you have
logged in to WebCat.
You can either print or save a copy of the pdf file.
Alternative ways of accessing Course Collection materials:
It is possible to view all items for a particular module that are held
in the Course Collection together. To do this Select ‘Course
Collections’ after logging into the WebCat.
148
Then search for items in the Course Collection by course code or
course name. Please ensure that you leave a space between letters
and numbers when searching by course code.
You will now be presented with a list of all Course Collection items
for that module.
PLEASE NOTE: You can also search the Course Collections by name
of lecturer. However, lecturers may have changed and more than
one lecturer may have deposited materials in the Course
Collection. This means you may be presented with a list of lecturer
names. Clicking on the name will only take you to the course
collection items deposited by that lecturer. It is therefore more
advisable to search by author or title of item or by Course Code.
TASK: Access the ‘Course Collection’ page, look for the GERO 6010
items and download two readings. Then also locate these two
readings by searching for them on the WebCat using item title or
item author(s).
Step 4: Accessing AgeInfo
The AgeInfo website is an information service by the Centre for
Policy on Ageing that provides a number of searchable databases
149
on old age and ageing, as well as links to different UK media
resources.
To access AgeInfo, go to www.cpa.org.uk/ageinfo. If you are
connected to the University of Southampton VPN, you will not
require to log in to use AgeInfo. If you are not connected to the
VPN, please enter username: unisouth and password: solent.
Gerontology specific subject support is provided by the
University of Southampton. See the link below:
http://www.southampton.ac.uk/library/subjects/ageing/
150
Step 5: Searching for electronic books
Ensure that you are connected to the University of Southampton
VPN.
↓
Go to http://www.southampton.ac.uk/library
You will find many useful resources on the library website, but
for now click on WebCat under Quick Links on the right hand
side.
A new window will open which contains the WebCat: the webbased catalogue of the University of Southampton library. To
access some of the resources you will need to log in to WebCat
on the top right hand corner of the screen, using your University
username and password. Then click Login to WebCat.
151
To search for an electronic book, type in some key words from
the title into the search box and press Search Catalogue. You can
also search for author, journal title or the exact title of the book.
Click the down-arrow beside ‘keywords’ to select other options.
For example, type in ‘Ageing Society European Perspectives’ in
the search box and click on Search Catalogue.
The Search Results window opens with two books of this title.
The first book is a hard copy available in the Hartley Library. The
second book is an electronic version of the same book which you
can access from your home computer. Click on ‘online link to
document’.
152
This link opens a new window where you can read the electronic
book. Use the hyperlinks on the left-hand side of the screen to
move to different chapters. Use the plus and minus signs to
increase or decrease the text size.
153
Step 6: E-books from MyiLibrary and NetLibrary
Notice that the e-book opened in a website called MyiLibrary.
Another way to access the functions of this website is through
the library website. Ensure that you are connected to the
University of Southampton VPN.
↓
Go to www.southampton.ac.uk/library
Select either of the resources links highlighted below.
Then, click on E-books.
154
There are two databases within the University of Southampton
Ebooks page that contain Gerontology-related titles; MyiLibrary
and EBSCO eBook Collection (formerly NetLibrary). You could also
search Ebrary Academic Complete Collection page.
↓
Scroll down the E-books web-page to find the MyiLibrary and
EBSCO eBook Collection links.
MyiLibrary
Click on MyiLibrary (off Campus access).
Many of the resources which the University Library provides for
you can be accessed with the same username and password you
use for email, public workstations and Blackboard. Look out for
links containing the words "Institutional access/login", "UK
Federation" (or occasionally "Shibboleth") – all these words are a
clue that you can use your normal University login to access a
resource.
Direct institutional login
155
Basically this comes in two forms. Where possible, links to
databases from the library website go straight to the University
login page (look for separate 'off-campus' links where
appropriate).
But in other cases, you may have to select the "UK / UK Federation"
first, and then browse or search a list of institutions to select
"University of Southampton". (Note: if you can't find us in the list
under this name, check under Southampton University.) If you
don't find us in the list or there is an error email
[email protected].
As a distance learning student, you could also select the off
campus access using the University's "Virtual Private Network"
(VPN) service. This connects your computer to the University
network, and allows you the same level of access to resources as
you would have on-campus. In many cases, this means that you
will not need to login to a particular resource with your University
details.
Conducting Searches on MyiLibrary
You can conduct searches by publisher, by subject and by ‘quick’
(keyword, title, author) search, for example, by typing in ‘social
and ageing’ in the quick search box. To narrow the search select
social sciences.
156
To view the contents of an ebook on MyiLibrary, select ‘Open
now’.
Click on the ‘plus’ symbol to reveal the Table of Contents.
157
Click on a section title within the table of contents pane, to load
the corresponding part within the book.
The search facility lets you look for specific keywords within the
book, and lists hyperlinks to any relevant pages in the book
containing the keyword.
158
TASK: Go to MyiLibrary and find the book by Mike Featherstone on
‘Images of Aging’. Then open this ebook and find a section that
contains the keyword ‘advertising’.
Printing and Saving Pages from MyiLibrary
You can print or download a limited number of pages from an
ebook. As you are normally restricted to ten pages per title, it is
advisable to select the section(s) you want to print or save, very
carefully first, to ensure you have chosen the content most
relevant to you.
Once you have decided on the page(s) you would like to print or
save, select the ‘print multiple pages’ or ‘download multiple
pages’ button.
For both options, you will be asked to specify the exact page
numbers you would like to print or download.
Once you have entered your selection, click on ‘Confirm
Download’.
159
You will now be presented with an option to either open or save
your downloaded file. If you select ‘save’, you can access the file
again easily, to print or read it. To help you find your
downloaded ebook files at a later stage, you could create a
designated ‘ebook downloads’ folder in your ‘My Documents’ or
‘Desktop’. If you give the download a clear file name (eg name of
ebook and keyword) it will help you find a relevant file again
later. Including the book title in the file name is advisable, as
your downloaded document will not necessarily include this
information and this might cause you unnecessary delay if you
want to reference it in your coursework.
Creating an Account and saving Searches in MyiLibrary
There is also an option to save book title searches and
‘bookmarks’ for individual pages within MyiLibrary. To make use
of these functions, you need to create an account first. Select the
‘Get an Account’ button as shown below.
160
Go to ‘Create an Account’ and enter your email address. Select
submit.
You will then receive a confirmation screen to say that a
password has been sent to your email address.
161
Access the password from the email sent to you by MyiLibrary,
and go to the MyiLibrary ‘My Account’ page. Enter your email
address and password, and select ‘Submit’.
Once you are logged in, you can change your password, as shown
below.
To save an ebook link, go to ‘Save this search’, enter a search
name (it is a good idea to enter the book title) and select save.
162
You can view your saved ebook titles by going to ‘My Account’
and selecting ‘Saved Searches’.
All your saved searches will now be listed. By saving relevant
titles you can thus start to build up your own personal ‘library’.
If you would like to ‘bookmark’ individual pages within an ebook,
go to ‘Notes’, then select ‘Create/Edit Notes’.
163
In addition to ‘bookmarking’ an individual page, you can also add
notes about the section, which you might find useful when
reading for coursework.
You can retrieve your bookmarks and notes, by going to My
Account and selecting ‘Bookmarks’.
164
TASK: Set up an account on MyiLibrary. Then search for and save
two ebooks from your reading list under ‘saved searches’.
165
EBSCO eBook Collection
Click on EBSCO eBook Collection (only available if you are
connected to the University network via vpn).
EBSCOhost is an online reference system accessible via the
University VPN. It offers a variety of proprietary full text databases
and popular databases from leading information providers. The
default search screen for eBooks on EBSCOhost is typically basic
search. Some versions also provide advanced search as the default
search screen. Search by keyword, title, author or subject by
following the procude provided below.
Scroll down until you come to eBook Collection (EBSCOhost) if it
is not the default page. Click on EBook.
With the new version, you might be directed to the eBook
collection page directly. In this case, you can skip the previous
steps. You can search by keyword, title, author or subject.
166
Type in ‘ageing’ as a word in the title of a book. Click ‘Search’.
Your search results will now be displayed. Click on ‘eBook Full
Text’.
You can view the ebook by clicking on the hyperlinks within the
Table of Contents.
167
Tip: Most of the books require that you are online. However, some
of the books would have a download option so that you can access
them when you are offline. Click the Download (Offline) link to
check out the book and read it on your computer using Adobe
Digital Editions.
Click on the ‘plus’ sign of a Part to reveal chapters and
subsections.
Note: Some of the eBooks are available as full text whereas some
of the books are available to download to read offline at a later
time. Please note that the downloaded chapters or pages open in
pdf format.
When you click the eBook Full Text link on the Result List, the book
opens in the eBook Viewer. In the right-hand column, there are
several tools available to you such as the magnifying glass and
print. You could click the magnifying glass to search for terms
within the full text of the eBook. You could click the notes button
to prepare a note about the text that can be saved to your personal
My EBSCOhost folder.
You can also search for keywords within the ebook by clicking on
the magnifying glass icon, as shown in the image below.
168
TASK: Go to EBSCO eBook Collection, access the Cambridge
Handbook of Age and Ageing, and find all references to
‘stereotype’.
Please note that the subject support page of the library provides a
link to the Ageing/Gerontology support page. This page has
several useful resources that will help you use the internet, data
and statistics effectively.
If you want to know more about the Library's services, or need
help with finding information, please contact our Academic Liaison
Librarian(s) for Ageing/Gerontology: John O'Hagan (Telephone 023
8059 6874 and Email [email protected]).
Also, note that the library has a range of tutorials in different
aspects of library use and information skills. Do not miss
resourceful guides and videos from the following page:
http://www.southampton.ac.uk/library/infoskills/
Further Queries/Troubleshooting
Hopefully, you will find accessing reading materials from the
University of Southampton library easy and straightforward, and
do not experience any problems. The library website has helpful
information for distance learning students. Go to
http://www.soton.ac.uk/library/users/parttime/index.html
169
170
How to try the New Library EBSCO Discovery
System
Try out the BETA search version from October 2013!
EBSCO Discovery system is a single-search tool for finding books
and journals from a wide range of Library subscribed resources.
It provides a Google-type experience that requires minimal skill or
expertise. The Library is currently implementing this new ‘super
search’ system funded by the Student Centredness Fund, to be
available from the start of Semester 1 (October 2013). Once fully
installed, the EBSCO Discovery Service will be capable of fast
searching across most of the Library’s electronic and printed
resources, including Eprints via a single search. We expect that the
system will greatly help to surface the vast collections of Library
full-text electronic content in particular, as part of a one-stop
search process. Filtering and refining results is through an
intuitive tick box process and outputs can be saved or emailed in a
variety of formats, including Endnote.
Please note that currently, the Discovery tool is still in the
development stage and we have not added the Library catalogue or
Eprints into its indexes yet. This ‘how to’ guide provides initial
steps of using the service.
Searching the Discovery Service
The Basic Search Screen lets you create a search with limiters,
expanders, and Boolean operators. Because of the customization
options available with EBSCO Discovery Service, your interface
options may vary.
To search EBSCO Discovery Service:
1. On the Basic Search Screen, enter your search terms in the
Find field.
171
2. If desired, you can restrict your results to a Title search or
an Author search using the radio buttons below the Find
field.
Note: Selecting the Title radio button will employ the
Boolean/Phrase search mode while selecting the Author
radio button will employ the Find all my search terms search
mode.
3. If you want to use any of the optional Limiters or Expanders,
click the Search Options link.
4. You can use a specific search mode, such as "Find all of my
search terms," or "SmartText Searching"; apply Limiters such
as Full Text or Publication type; or use search options that
expand your search, such as "Apply related words."
5. To close the Search Options, click the link again.
6. Click the Search button. The Result List displays.
The search field is displayed above the Result List. Your search
terms, limiters and expanders are retained. To refine your search,
use the limiters and facets under Refine Search in the column on
the left.
172
Academic Journals to which the University of Southampton
subscribes will either be linked to the TDnet or to the journal
article. Once you select Linked Full Text option or the PDF Full Text
option, you will be guided to the journal article.
Please note that you might also be guided to the TDNet. So please
refer to the relevant how to guide that describes TDNet. For
textbooks, if included in your institution's Discovery Service
subscription, you may see a real-time availability message
included with your results. This will indicate whether the item is
available at your institution or is currently checked-out.
Browser Requirements
173
The recommended screen resolution for EBSCOhost is 1024 x 768.
The Minimum Browser Requirements for EBSCO interfaces are as
follows:
Internet Explorer
FireFox
Safari
Google Chrome
Other
•
•
•
•
•
7.0 or later
8.0 or later
5.1 or later
16 or later
JavaScript, Cookies Enabled
Internet Explorer 8 users should turn off Compatibility View
by clicking the button next to the web address bar in their
browser. Compatibility View may cause some areas of EBSCO
interfaces to not display correctly.
Internet Explorer 10 users may need to enable Compatibility
View to properly view some interfaces.
Adobe Flash Player 10.0 or later is required to use Text-ToSpeech on interfaces in which it is available.
The Netscape browser is not supported by EBSCOhost,
however some EBSCO applications may run using this type
of browser.
Page Composer will not appear for users who do not have
browsers that meet these requirements.
To use Advanced Search
1. Click the Advanced Search link below the Find field.
2. On the Advanced Search Screen, enter your search terms in
the Find field.
174
3. If desired, select to restrict your results to a Title search or
an Author search using the radio buttons below the Find
field.
Note: Selecting the Title radio button will employ the
Boolean/Phrase search mode while selecting the Author
radio button will employ the Find all my search terms search
mode.
4. Select from the available Search Options:
• Search modes – Use specific search modes, such as
“Find all of my search terms,” or “SmartText
Searching,” or use search options that expand your
search such as “Apply related words.”
• Limit your results – such as Full Text or Publication
type.
• Special Limiters – Apply limiters specific to a database.
If you select a special limiter, it is applied only to the
database under which it appears
5. Click the Search button. The Result List displays. The search
field is displayed above the Result List. Your search terms,
limiters and expanders are retained. To revise your search,
you can use the limiters and facets in the Refine Search
column on the left.
Search History
175
All searches performed during your EBSCO Discovery
Service session are available from the Search History/Alerts
Screen. You can combine recent searches and retrieve previous
searches saved in your personal folder (My EBSCOhost).
To use your search history:
1. Run a search on EBSCO Discovery Service, and view your
search results.
2. Click the Search History link below the Find field. Search
history is displayed above the Result List. To close Search
History, click the Search History link again.
3. Select from the following search history features:
• Add lines of search statement history to your current
search – Select the lines of your search statement by
marking the check boxes to the left of the search
statements and then click either Search with AND or
Search with OR. The lines of search history will be
added to the Find field with the appropriate Boolean
operator. Click Search to display a new Result List.
Note: It is possible that in October the Discovery
service administrator might set EBSCOhost to clear the
Find field after performing a search. The lines of
search history will not appear in the Find field but the
result list will reflect the new search. We will provide
an update on this in October.
•
Copy your search into an RSS reader – Click the RSS
alert icon to display the Syndication Feed URL, and then
copy it into your newsreader.
176
View Results for a line of your search history – Click a
linked View Results (xx). The Result List is displayed.
• View Details – Click a View Details link to view the
Interface, Search Screen, and Database for that line of
your search history.
• Edit Search – Click an Edit Search link. The Edit Search
window is displayed. You can modify your search
terms in the Find field and make any desired changes
to limiters/expanders. Click Save. An updated Result
List is displayed.
4. You can delete specific searches from your history by
placing a check in the box next to the desired searches and
clicking the Delete Searches button.
• The search history available to you includes only the
searches from the current session. Unless you create a
saved search, when your session ends, search history
is cleared.
• If you change databases, your search history is saved
(the query only, not the result counts).
• If the limiters, expanders, and search fields (author,
title, subject) that you applied in the original databases
are not available when you change databases or search
screens, your searches may be affected.
•
If search history is opened in a new database, Rerun
appears in the Actions column in place of View Results.
This indicates that the counts are not known because
the search has not been run on your current database.
When you view the results (by clicking on the Rerun
link), a new search is launched and its results counts
are added to the search history.
•
You can refresh your search results from within the
Search History/Alerts window by placing a check in the
box next to the search(es) you would like to refresh
and clicking the Refresh Search Results button.
Revising a Search
1. Click the Revise link for the search you would like to edit.
You are returned to the search screen with your search
terms and any applied limiters already filled in.
177
Note: If the search you are editing includes facets that have
been applied, those facets are not carried over into your
edited search.
2. Make any desired changes to your search criteria and click
Search.
3. A new result list is displayed.
Any changes you made to your search are reflected in the Search
History/Alerts window.
To sum up, the Discovery tool is a powerful method of searching
across the Library’s e-journals and e-books as this is the
information that has been loaded at present. Originally it was
given a neutral name of: Discovery and some libraries kept this
title. The University of Southampton Library has renamed it:
DelphiS
Remember – and this is a big caveat – that many of our resources
are not yet searchable, including WebCat. If you need to conduct a
comprehensive and in-depth search of your subject area, refer to
the Webcat and e-book search guides provided in the previous
section.
178
How to use Inter Library Loans
The inter-library loans service (ILL) finds and delivers items that
are not subscribed to by the University of Southampton and makes
them available to our readers. By 'not subscribed' we mean that we
have neither a print copy nor an electronic copy. Library users
have a quota of ILL requests for each academic year. As a Distance
Learning Student, you could request 5 journal articles during your
study. You are only able to apply for an ILL if you have sufficient
requests available from your quota. These figures are a guide, not
a right. It may be possible to negotiate additional ILL requests. In
the first instance you should discuss this with your academic
liaison librarian. The latest details on the ILL can be found here:
http://www.southampton.ac.uk/library/services/ill.html
The ILL tries to source journal articles from the British Library. The
British Library uses Secure Electronic Delivery (SED) to supply
journal articles. In practice, this means that the person who has
made the request receives an email containing a link to an
electronic copy of the document. Once that document has been
downloaded it must be printed out. More information about SED
can
be
found
at
http://www.southampton.ac.uk/library/services/sed.html
When the article you have requested is not available in the British
Library, the University of Southampton library sends your request
to other university libraries (for example Cambridge) who will
generally supply photocopies of the article. Other libraries will
supply an electronic copy to the inter-library loans staff but insist
that this electronic copy must be printed out by library staff
before it is issued to the person who has made the request. As a
Distance Learning student, you could ask the ILL team to post out
copies of journal articles that have been ordered via inter-library
loan. The best way to organise this is for the student making the
inter-library loan request to use the 'comments' field in the interlibrary loan request form to indicate that they would like the
article posted.
Note: This ILL service is recommended to students selecting a
topic that is rather unique and the library does not have the
journal articles or e-books on the specialised topic. There is a
condition for this type of digital copy which the requester must be
aware of and agree to:
All members of the University, University Hospital Southampton
NHS Foundation Trust (UHS) and NERC staff can use the ILL
service. It is not available to External Borrowers.
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How to make an ILL request?
This is a step-by-step guide to submitting inter-library loan
requests online via WebCat. This is the preferred and quickest
method for submitting ILL requests.
Before you begin
• Please ensure you have checked WebCat and TDNet (for ejournals) to make sure that we don’t already have the item
you want.
• Ensure you have allowed enough time for the item to arrive items borrowed from within the UK take on average 7-10
working days to arrive. Articles delivered electronically can
be much quicker (around 2 days). Items supplied from
overseas will take much longer.
Login to WebCat using your User Name and Password or your User
ID and PIN to access the ILL service.
Once you have logged in to WebCat, select the Requests: Interlibrary Loan option which will become visible.
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Select the option for Inter-library Loan Requests. Stack requests
are for items such as University of Southampton theses which are
held in University Library closed access areas.
Choose the relevant form for the item you are requesting. In this
example we’ll look at making a request for a journal article.
Please fill in all the Required Fields - if you do not have the
relevant information, write ‘n/a’ or ‘unknown’ in that field. Don’t
forget to include the name of your school or department, for
example, Social Sciences.
Before placing the request, please ensure you read and understand
the copyright declaration for requests for part of a publication.
Click Place Request once you have completed the form.
181
The ILL team will e-mail you when your item arrives or if there
are any problems in obtaining it. Please check your university email account on a regular basis as this is the e-mail address we
will use to contact you. If you want to check on the progress of
your request or have any other questions, please contact the ILL
staff by e-mail ([email protected]) or telephone (+44 (0)2380
593 454).
182
How to use EndNote Web
EndNote Web is a web-based tool to help you organise your
bibliographic references. It is very useful when writing your
Dissertation, as you will include many references to documents
that you have consulted in your Dissertation, and it will help you
with producing clear, well-formatted bibliographies. It can be used
by any member of the University and is accessible from any
computer connected to the internet.
EndNote Web is a simplified version of EndNote and is suitable for
basic bibliographic work. EndNote is available from any University
PC workstation. If you are using it out of campus, you have to use
the Endnote Web. It can be used by any member of the University
who registers to use it. You can also collaborate and share groups
of references with other EndNote Web users.
Registering for EndNote Web
Register to use EndNote Web at ISI Web of Knowledge. Registration
is free but must be made from a computer connected to the
University network, e.g. using a workstation on campus or via the
VPN service.
This confirms that you are a valid user at the University of
Southampton and initiates roaming access for twelve months.
After twelve months, you should login again from a computer on
the University network to re-establish your association with the
University.
Once registered for Endnote Web you can:
•
•
•
•
Format citations and footnotes or a bibliography
Use Cite While You Write in Microsoft Word to easily cite
references in your paper. Download the Cite While you Write
plug-in for Word from the EndNote Web site.
Transfer references to and from EndNote on your desktop
Share references with others who have EndNote Web
See the EndNote Web online tutorial for a demonstration of the
tool (shockwave player required).
Training and support
http://www.southampton.ac.uk/library/infoskills/bibliographic/en
dnote/
http://endnote.com/support/helpdocs/EndNoteWebQRC.pdf
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How to improve your search for documents
This section is intended to provide a useful resource that will help
you make the best use of a variety of search tools. Search tools are
essential to complete your essay, presentation, critical
bibliography or dissertation. You would use the following
pathways such as websites, books, databases, newspapers and
electronic journal provides to find the evidence. Please ensure to
search for material from various sources listed below:
184
Library Guide: Searching Databases - Hints & Tips
Searching is easy isn’t it?
In a word, “Yes”. Type a couple of keywords into your database
and it will produce some useful references.
But if that’s all that you do, you’ll have missed lots of other useful
references, and may also have lots of irrelevant material to wade
through as well.
Searching effectively is a little more involved – but with a few
simple tools and a bit of preparation you’ll find that getting the
information you really need isn’t too difficult at all.
Seven steps to finding an article
1. Analyse your query: Make sure you’re asking the right
questions.
2. Choose a database: Select the most relevant database (or
databases) for your search.
3. Search the database: Search your database with your
keywords. Use whatever tools the database makes
available to you to ensure the search is as thorough as
possible.
4. Evaluate the results: Look at the results you get from the
search. Are the references you’ve got really what you’re
after? Do you have too many – or too few – references?
5. Revise your search: If you’re not happy with your results,
go back and alter your search until you get exactly what
you’re after.
6. Check if the articles are in the Library: Identify the most
useful articles and then check whether we have the journal
they were published in by searching WebCat or TDNet.
7. Get hold of the article:
This leaflet is about the general techniques and tools you can use
in most databases, rather than dealing with specific databases –
for which there are other leaflets in the Library.
What exactly is a bibliographic database?
The primary form of scientific communication is through the
publication of journal articles. Millions of articles are published
each year around the world, so to enable you to find what has
been published where, and by whom, the bibliographic details –
author(s), title, journal – are entered into searchable databases.
More often than not the articles’ abstracts are also included in the
database, and in many cases extra descriptive keywords are added
as well.
185
You can then search the database for an author or a keyword, and
the database will show you a list of articles written by that author
or that include your keyword in the title, abstract or added
keywords.
The aim of the database is to allow you to find what has been
written about your subject – it is not there to give you the full
article. For that you need to go to the journal in which the article
was published.
Furthermore, the databases are international commercial products
– they do not include details of what you have access to here at the
University of Southampton. Once you’ve done your search and
found a useful article, you must then search WebCat or TDNet to
see if we hold the relevant journal.
Note: With bibliographic databases you need to think about your
search question carefully. Asking the right question means
combining the right keywords, in the right way, to get the results
that you’re after.
Search tools
At this point you should hopefully have a number of relevant
keywords to search your database – but you’ll be glad to know that
you won’t have to search the database keyword-by-keyword.
Databases usually come with a range of “tools” that makes
preparing thorough searches an easier task.
These tools are quite common, and you’ll see them implemented in
many other resources, particularly Web search engines.
You may also find that the implementation varies slightly between
one database and another – in particular, whilst the symbols used
here have reached common acceptance, some databases do use
different symbols for the same operations, so check the leaflet or
help feature for each database you search.
Boolean Logic (AND, OR & NOT)
Truncation and wildcards enable you to search for variants of the
same keyword at the same time – but you also need to be able to
combine different keywords together into the same search. To do
this you need to use Boolean Operators such as AND, OR and NOT.
AND… combines keywords expressing two different concepts.
OR… combines two keywords expressing the same concept.
NOT… differentiates two unrelated uses of the same keyword.
It can help to explain how this works graphically. In the diagrams,
below, the box represents all the articles in the database, whilst
186
circles “a” and “b” represent articles that include keywords “a” and
“b”.
If you are searching for information about injuries to athletes then
you only want articles that include both of the keywords “health”
and “ageing” – use the search expression: Health and ageing
As you are searching for information about older people you may
also wish to include articles that use the word “elderly” instead –
use the search expression: ageing OR elderly
As you are searching for information about older people you may
find that you retrieve a lot of irrelevant articles that discuss health
in various age groups including children – use the search
expression: ageing NOT Children
Adding it all together
With these tools at your disposal you can now formulate quite
complicated searches, especially if you use brackets to group
concepts together.
Going back to our original example, to find information about
health of older people, we could run a search such as:
(age* OR ag?ing) AND (health OR wellbeing or well-being)
Evaluating your results
Once you’ve run your search the story isn’t quite finished – you
need to evaluate the results you get. The two main questions you
need to ask are:
•
•
Are the articles you’ve retrieved relevant to what you need?
Do you have a good number of articles to deal with (not too
many, not too few)?
If you’re not happy with your results you’ll need to go back and
change your search.
Getting hold of the articles
Once you’ve run a search that you’re happy with you can then
think about getting hold of some articles. Remember that just
187
because an article is on the database it doesn’t mean that it’s in
the Library.
Firstly, select the most useful articles in the results and identify
the journals in which they were published. You need to note the
journal title, the year, volume and issue numbers.
Many database entries will have an automatic link to TDNet,
usually taking you directly to the relevant article, or to the home
page of the journal, if we have full text access.
(Note automated links for conference papers often do not work,
and you are likely to need to search WebCat using a “Title” search
for the title of the conference.)
Alternatively, login to WebCat and run a "Journal title" search with
the title of the journal – not the article.
You don’t necessarily need the full journal title – one or two
keywords will do, but you can’t search for it using an abbreviation.
Assuming you find that we do hold the relevant journal, you then
need to check that we have the volume you’re after – we don’t
necessarily have complete runs of every journal that we take.
Look at the "Holdings" information in the Full Catalogue Details
section of the WebCat record to see with which year our collection
started – and possibly finished.
If we hold the journal and the volume you’re after, you will then be
able to access the article you want.
•
Many articles (especially those published in recent years) are
available online - check the online holdings and follow the
hyperlink.
•
Note some print journals are held in an off-site store (mostly
only the volumes available online). If this is the case there
will be a note in the ‘Full Catalogue’ details tab in the WebCat
record.
•
If the article is only available in print, note the library where
it is held and the call number (e.g. Per Q, this is particularly
important for titles held at Hartley Library).
Too many items?
Be more specific. Use more specific phrases to narrow the search
down to exactly what you need.
If you can’t come up with many more specific terms, try searching
just the article title, instead of the title, abstract and keywords (the
default setting in most databases). Even though the keywords
may appear in the abstract, they may not be related to each other –
but if they are in the title it’s much more likely that the article will
be relevant to you.
188
But be careful – searching only the article titles will mean that you
miss a lot of potentially useful articles.
Additional tips:
• use more specific keywords for your search, e.g. gender
differences and health
• combine even more keywords for a more specific search, e.g.
gender differences and disability and older people
• search a specific field of the record, e.g. descriptors, title
• reduce the range of years for the search, e.g. just search 1999
onwards
• use the word NOT to exclude unwanted terms (be careful, you
may exclude items you want!), e.g. children (if your search is
generating gender differences in health in children)
Too few items?
Broaden your search. Use some more general search terms or add
more synonyms for search terms. This should give you a much
better chance of finding articles with the keywords you’re looking
for.
Every time you run a new search evaluate the results and improve
the search again.
Additional tips:
•
Think of more synonyms or related terms and add in using OR
e.g. health or wellbeing
•
Truncate terms to cover plurals or other forms of the word - check
each service for appropriate symbol - normally * or $
e.g. age* (to cover aged or ageing)
•
•
Use wildcard symbols to cover possible variations in the middle
of a word - again, check each service - normally ? or *
e.g. ag?ing (To include both American spelling and British
search aging or ageing)
Put these together to create a more relevant search
e.g. (age* or ag?ing) and health
[use brackets to group alternative terms]
Want more like the few relevant items you found?
• Look at the subject terms/descriptors that the database uses to
describe the relevant articles you've found. (If you look at the
full record of an item, these are normally towards the bottom of
the record.) Can you use any of these terms as keywords in
your own search?
189
•
In some databases there will be a link to 'more references like
this' (in Web of Knowledge try "find related records")
Not getting anything on your subject?
• consider the terms you are using - are there alternatives you
can try? Or different forms/spellings/abbreviations for the
words you've used?
• analyse your results - is the terminology being misinterpreted?
Is there another subject area which uses the same terminology?
(You may be able to exclude this using NOT)
• maybe you're in the wrong database. Is there a better database
for your subject area, or the sort of material you're after? Check
your library subject pages for a list of relevant databases:
http://www.soton.ac.uk/library/subjects/
• articles about your specific subject may not have been
published - check with your supervisor about likely sources
such as pre-prints.
Don't forget that different databases often use different ways of
searching. Use the ‘Help’ option within the selected database for
more information.
Still stuck? Contact your Academic Liaison Librarian John O'Hagan
Email: [email protected]
Telephone: 023 8059 6874
190
Library search planner
Search topic
Keywords (main concepts)
Alternative words and phrases
(including controlled vocabulary/thesaurus terms where appropriate)
Search statement
Additional search terms
Revised search statement
191
How to create an audio recorded presentation
using PowerPoint
Objective: Some modules include assignments which require you
to record a narrated presentation using PowerPoint. This is a guide
that will help you to use Microsoft PowerPoint to create and
submit your narrated PowerPoint presentation assignment using a
built-in narration feature.
To
be
•
•
•
a sound card
a headset with a microphone
Microsoft office PowerPoint (PPT)
record
narration, your
computer must
equipped with:
Note: Please follow these instructions to record two to three slides
as a trial before attempting to record the final version.
Step1 :
Create your PowerPoint slides. Click on Slide Show pull-down menu
and select Record Narration. For PowerPoint 2007/2010
screenshots please go to appendix 2.
192
A Record Narration window will appear on the PowerPoint
screen
Step2:
Select Set Microphone level to adjust the sound settings. Using
these settings, make sure that your speaker is turned on and
working.
If the option set Microphone level does not work, you can use an
alternative option provided in the appendix.
Step 3:
After setting the microphone level, it is important to change the
quality of the narration. Select the Change Quality option of the
Record Narration window.
193
The default quality selected by PPT needs to be changed and we
can modify the settings by changing the Name from Untitled
Sound to CD Quality. Select OK.
Step 4:
If you have already tried to make a recording, you will need to
delete the animation for all the slides individually before you make
the final version. To do this go to Slide Show menu of the PPT file
and select Custom Animation. On the right hand side of your PPT
window, the Custom Animation with animation order will appear. If
you see a media link like the one in the screenshot below (Media
2), you need to select and Remove the media link. This deletes any
pre-recorded audio files. You can also use this option if you wish
to re-record your narration and over-write the previous version.
Note: If you have followed step 4, you may have to change sound
quality to CD quality again.
194
Once you change the quality and delete the unwanted narration,
press OK to record narration.
Automatically, the PPT slide show starts and you can narrate your
slides. Use the Enter or the arrow keys to move to the next slide.
You will notice
symbol on the bottom-right corner of your
screen to indicate that the narration is being recorded.
195
Note: It is preferable to start recording from the first slide.
Otherwise, a new window will appear to confirm if you want to
start recording at the current slide rather than the first slide. If
you want to record only the current slide, select the Current
Slide tab. Otherwise, you can select the First Slide tab.
If you dislike your narration, you can delete the media file using
the custom animation view (refer to Step 4). Then you can rerecord that particular slide. Please note that you do not have to
record the entire presentation, if you want to modify one or two
slides. You can always delete the recorded narration of the
particular slides and can record narration using the Current
Slide option.
Step 5:
Once you finish narrating the slides, you can Save the narrations
and slide timings.
As you record, Microsoft PowerPoint records the amount of time
you take on each slide. You can choose to save these slide timings
with the narration (default option). This is important as you want
to presentation to run through automatically.
If you wish to make a break from narrating, you can right click the
mouse to select the Pause Narration option. To continue narration,
select Resume Narration.
196
Step 5
The PowerPoint slides with narration can be quite large. Try to use
https://dropoff.soton.ac.uk to upload your presentation and send
it to the module convenor. If you have slow internet connection
and you are not able to upload the large narrated file, you could
compress the presentation and share it with us.
To reduce the size, we will use a free converter that will compress
the presentation and convert it to an html format (Flash). To
download the Free PPT Flash converter, please use the following
link
http://www.ispringsolutions.com/free_powerpoint_to_flash_converter.ht
ml
Click Free Download tab. Note: You should have the administrator
rights in your computer to do this.
Add your details before proceeding to download.
197
After clicking the Free Download tab click the Save File tab that
appears in a new window.
A new set up window will appear. If not, please go to your
Downloads window and double click the downloaded file to install
the converter. Select ok.
A new setup Wizard will appear. Click Next to select the iSpring
Free features.
198
After selecting the iSpring Free features, accept the terms in the
licence agreement and select the destination folder. The default
destination is C:\Program Files folder.
199
Click Install to install the iSpring free version.
200
Later select Next and wait for a minute until the installation
process is complete.
Finally select the Finish tab to complete the process.
201
Once the installation process is complete, iSpring will open a new
window and it is important to add-in the iSpring software to the
PPT. Click Launch PowerPoint.
Note: Please close your .ppt files before this step to make sure
that the ispring add-in is installed successfully.
Microsoft PowerPoint will open after selecting the Launch tab. The
ispring add-in will have features like quick publish and publish.
These features will help us to convert the audio narration included
202
large PPT files into flash movies. Open your narrated presentation
file.
Step 6
This process is simple as you can upload your presentations to the
free SlideBoom portal using the iSpring add-in features. Select the
Publish tab, and a new wizard will appear which contains
SlideBoom features including an important feature called
Destination. Under Destination, select SlideBoom. Then click on the
Edit Account button and log in with your SlideBoom account
details.
Note: Please note that you can upload your presentation directly using
the publish option provided by iSpring on your PowerPoint. Select the
folder where your recorded presentation is placed using the browse
option. Select All Slides and the options Start presentation
automatically and change slides automatically. Select Publish.
203
Then a window Generating Flash Movie Presentation1 appears.
Later, a flash version of your presentation will play on the
computer. Also, the flash version of your PowerPoint will be saved
on your my Documents folder under the presentations subfolder.
204
Step 7
The next crucial step is to share your flash movies with us. You
could upload the compressed file on the Soton drop-off.
Alternatively, you could to publish and share your flash movies
with CRA staff and your fellow DL students. For that you need to
create a SlideBoom account in order to share your presentation
with us. Go to http://www.slideboom.com and click register. If you
wish to select the option, contact Dr Aravinda Guntupalli (Email:
[email protected]).
Appendix 1 - Microphone settings:
Click the Start button at the bottom left corner of your computer
screen and select the Control Panel tab. Once the control panel
loads various options, select the option Sounds and Audio Devices
option.
Click the Voice tab and check that the voice recording default
device matches your headset/microphone. If it does not, click on
the down arrow to select it from the drop-down menu. Select Test
hardware. After few seconds, a Sound Hardware Test Wizard will
appear. Test your microphone by checking if the volume level
changes when you speak. If the level does not change, try to install
your microphone again.
205
.
206
Appendix 2 - PowerPoint 2007 screenshots:
Click on Slide Show pull-down menu and select Record Narration.
A Record Narration window will appear on the PowerPoint screen and
follow Step 2.
Step 3: After setting the microphone level, it is important to
change the quality of the narration. Select the Change Quality
option of the Record Narration window.
The default quality selected by PPT needs to be changed and we
can modify the settings by changing the attributes to 48.000 kHz,
16 Bit Stereo. Select OK.
207
To follow the Step 4 illustrated above, select Animations pull-down
menu and select Custom Animation.
After saving, follow the remaining steps illustrated above from the
Step 5.
208
PowerPoint 2010 screenshots
Click on Slide Show pull-down menu and select Start Recording
from Beginning.
A Record Slide Show window will appear. Make sure both boxes
are selected and ten press Start Recording.
You can pause the recording by selecting the pause button on the
shortcut menu on the top left hand corner of your screen. You can
then select resume recording when you are ready to continue.
After saving, follow the remaining steps illustrated above from
Step 5.
Further Queries/Troubleshooting
Hopefully, you will not experience any problems with this process,
but if you do have questions please contact your personal tutor.
209
How to use the drop-off service
Dropoff is a service to make it easy for you to move files,
including large files up to 20.0 GB, in and out of the University.
As a member of the University, you can log in with your
Southampton username and password and send files to anyone,
in or out of the University.
Start by logging in and then clicking the "Drop-off" button.
•
•
•
•
If you are not a member of the University, you cannot log in
but you can still send files to people in the University if you
know
their
email
address.
Start by clicking the "Drop-off" button.
If you are a member of the University and wish to ask
someone outside the University to send you some files, you
can make the process a lot easier for them by logging in and
then
clicking
the
"Request
a
Drop-off"
button.
This means the other person does not have to pass any tests
to prove who they are, which makes the whole process a lot
quicker for them.
Please note that files are automatically deleted from Dropoff
32 days after you upload them, so you don't need to
manually clean up.
Students are advised to use the drop-off service to submit
the recorded presentation assignment for the GERO6011
210
•
module (Ageing, Health and well-being) and Poster
assignment for the GERO6013 module (Researching
Contemporary Issues in the Ageing Societies).
To drop-off large files such as the Ageing, Health and Wellbeing recorded presentation assignment, select the drop-off
button highlighted above.
A new Drop-off window will appear. Add recipients by selecting
button. Add the name and the email address of the
the
convenor and select add recipient.
Later select browse and select the file you want to share with the
convenor and click Drop off files.
211
You should receive a Drop-Off Summary message after sending
the file. You would also receive a claim ID and claim passcode.
Note: The how to guide is prepared from various sources located
at the University of Southampton such as the iSolutions, library
and Centre for Research for Ageing.
In case of any problems or queries on this guide, please consult Dr
Aravinda Guntupalli:
[email protected] Tel: +44 (0) 2380 592452
Skype name: aravinda.guntupalli
212