MOVING BEYOND PLAGIARISM DETECTION TOWARDS A CULTURE OF ACADEMIC INTEGRITY

The advent of electronic detection of plagiarism can lead to an increasing use of punitive measures and the re-inforcement of a very negative approach to academic scholarship. An alternative approach is the honour code system, which originated in the US. Students take a pledge to uphold the principles of academic integrity and in return are awarded certain privileges and responsibilities. These may include examinations that are not invigilated by staff and a student judiciary that polices the honour code. There is a campus-wide focus on the positive promotion of academic integrity and scholarship and less emphasis on penalties and punishment.The rise in the number of plagiarism-related cases has forced many HEIs into a rapid evolution of policies and practices for dealing with plagiarism. Wide variation in the detail and use of plagiarism policies has been demonstrated at a national level, with concern from the OIA that this could lead to inequality of treatment of students.

THE EFFICACY OF FEEDBACK IN THE FIRST YEAR PROGRAMME: A COMPARISON OF THE VIEWS OF STUDENTS AND STAFF

Feedback has been defined as "information about the gap between actual performance level and the reference level, which is subsequently used to alter that gap". It is now widely acknowledged that feedback forms an essential part of the learning cycle, allowing students to assess their performance and make improvements to future work. However, despite acceptance of the importance of feedback by academics, results from the recent National Student Survey (2005) have highlighted students' general dissatisfaction with the feedback they receive. The purpose of this study was to examine the efficacy of feedback on the first year of the Biological Sciences degree at the University of Leicester, by comparison of the perceptions of students and staff on a number of aspects of the current feedback process. Although a structured approach to giving feedback is encouraged within the School of Biological Sciences, there will be remaining differences in the way staff and students conceptualise the roles of feedback and its format. The views of students studying on the 1st and 2nd years of the Biological Sciences degree were ascertained using a questionnaire addressing various aspects of feedback including, quantity, timing, use and quality. The response rates to the questionnaire were high for both years and the views of students with a range of academic abilities were represented; statistical analysis showed the data obtained to be reliable. In addition, focus groups were used to further explore the views of 1st year students. Semi-structured discussions were led by non-teaching staff, allowing for an informal environment to encourage full participation from students with a range of academic abilities. Staff views on the feedback process were sought during semi-structured one-on-one interviews, again allowing an informal environment for discussion. The staff cohort comprised the majority of 1st year module course convenors, a group of 1st year personal tutors, representative of most departments within the School of Biological Sciences and staff from the Student Learning Centre

The impact of retrotransposons on human genome evolution

International audienceTheir ability to move within genomes gives transposable elements an intrinsic propensity to affect genome evolution. Non-long terminal repeat (LTR) retrotransposons — including LINE-1, Alu and SVA elements — have proliferated over the past 80 million years of primate evolution and now account for approximately one-third of the human genome. In this Review, we focus on this major class of elements and discuss the many ways that they affect the human genome: from generating insertion mutations and genomic instability to altering gene expression and contributing to genetic innovation. Increasingly detailed analyses of human and other primate genomes are revealing the scale and complexity of the past and current contributions of non-LTR retrotransposons to genomic change in the human lineage