Coventry University Hematology Research Paper

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School of Life Sciences Assessment Brief Academic Year 2021-22 Section 1: Key information Module Code Module Name Semester Status Module Leader Assessment Title Core /Applied Core Credit weighting Group/Individual assessment Task outline Submission deadline date 7031BMS Haematology and Blood Transfusion Science 2 Normal Dr Neil Young ( CW2 Time restricted written assignment Applied Core 15 Credits Individual Coursework – 3000 word (2x 1500 word) written assignment Submission deadline is 14th April 2022 by 1800 hrs. A 24h grace period applies to normal time submissions – submissions will be accepted up to 1800h on 15th April Submission instructions You are required to submit an electronic copy of this assessment through the TurnitinUK link on the 7031BMS Aula web-page (under the assessment tab). All submissions will be marked anonymously – do not put your name on your submission. Word or time limit If you exceed this word limit by more than 10% i.e. if you exceed 1650 words for a question, then you will be penalised by deduction of 10% of your mark for that question. Work that is more than 30% above the allocated word limit (i.e. 1800 words or more for a question) will only be read up to the allocated limit. You should state your word counts at the end of your work. Special instructions By submitting this assessment you are declaring yourself fit to do so. If you are not fit to submit at this time you may apply for deferral to the next assessment period (see Extension and Deferral request instructions). By submitting this assessment you agree to the following statement: I confirm that this CW submission represents my own work, and I have not received any unauthorised assistance. I understand the rules around plagiarism, collusion and contract cheating and that it is my responsibility to act with honesty and integrity in the assessment process. I understand that there will be no tolerance towards academic dishonesty, and that cheating can and will lead to serious consequences. You are required to answer two essay style questions, one from Section A and one from Section B. Your work should be informed by the learning you have experienced within the taught components of the module, supplemented by reference to relevant published literature (text book and journal articles). Your work will be subject to plagiarism checks though TurnitinUK so you are reminded that you should synthesise information from sources and express this in your own words in your answers. Section A (Answer one question. 1500 word limit) 1. A patient may have a possible pancytopenia. Investigate the pathophysiology of this condition and describe the laboratory tests involved to produce a differential diagnosis. (50 marks) or 2. Chronic Lymphocytic Leukaemia and Multiple Myeloma are both malignant disorders of BLymphocytes. Compare and contrast the differences in pathophysiology, treatment and outcome in these two conditions. (50 marks) Section B (Answer one question. 1500 word limit) 3. Review and discuss the features and causative mechanisms in the condition Megaloblastic Anaemia. (50 marks) Or 4. Review the genetic basis, pathophysiology and therapeutic options in the Haemoglobinopathy, -thalassaemia. (50 marks) Detail of submission/ attendance instructions A DRAFT TurnitinUK link is available in the 7031BMS Course Community Aula site to allow you to check your similarity score prior to making your final submission. You may submit multiple times to this link, but do remember that obtaining a similarity report may take up to 24 hours. The FINAL TurnitinUK link on the module Aula page is for submission of your work for assessment. You may submit only ONCE to this link. Remember that submission make take some time to complete, so aim to submit several hours before the deadline. The TurnitinUK system will record the date and time of your submission and cannot be over-written. Please convert your final submission to a PDF format as these suffer less from formatting changes. If you experience any technical problems when trying to submit your work, please consult Aula help via the question mark link. If these problems are experienced at the time of the submission deadline and cannot be quickly resolved, please capture screenshots as evidence and email these and your completed assessment to the module leader asap. Word count details The word limit for this assignment is 3000 words. The following are included in your word allowance:  The text of your written work  Reference citations and reference to figures and tables within the text  Descriptive paragraphs (that belong in the main text) as Figure or Table legends The following are excluded from your word allowance:  The title  Your student ID number name, course, module name/code etc.  Figure and Table headings and appropriate legends  Words, sequences and numbers associated with figures and tables  Reference list  The word count details  Contents page Section 3: Help and Support 1) During lectures and tutorials students would have received background information about these 2) The reading list provided gives some help in starting to find appropriate material for these topics, students are also advised to refer to analytical chemistry and forensic toxicology text books within the library and E-Library. 3) On-line material is available to support this in 7031BMS course in Aula. 4) Academic meetings can be organised with the module team to discuss thus work; please make such requests via email – such appointments need to be mutually agreeable. If you have a special requirement such as a variation of assessment need please contact the disabilities team. Links to additional assessment information Section 4: Learning Outcomes and Marking Rubric Mapping to module Learning This assessment is designed to assess Learning Outcomes outcomes 1 and 3 of the module: 1. Critically review advanced practices in Haematology and Blood Transfusion Science. 3. Critically review selected case studies including results interpretation, clinical consequences, therapeutic intervention and patient outcome. Mapping to course Learning This assessment relates to the following Course Learning Outcomes: Outcomes Task type/scheduling rationale Indicative marking criteria: This task has been given to you so you can research this topic thoroughly to provide you with in depth knowledge of an area of haematology and provide an overview of current developments in this area. This will allow you to gain knowledge of haematology but also provide you with the opportunity to consolidate skills in review of papers and other sources of knowledge. Criteria and weighting Coherence Conclusions and Evidence (30%) Finding and using up-to date (30%) Clarity related Provide a and structure outcomes (15%) information from a number breakdown of the of sources to evaluate the condition asked in question set the question Introduction (15%) Presentation and Referencing (10%) Standard of writing, formatting according to coursework brief, and referencing. The topic Information is taken from The structure Conclusions and Outstanding a wide array of source(s) and cohesion is related outcomes are 82, 85, 88, 90, 95, question is introduced in a with evaluation to excellent, logical and reflect 100 The work is well formatted and the writing is of a high standard. Citations and references are entirely formatted to APA Referencing Style. At the higher end, the work would be of publishable standard. (9-10) Excellent 72, 75, 78 The work is well formatted and the writing is of a high standard. Citations and references are entirely formatted to APA Referencing Style. (7-8) concise and develop a comprehensive clearly student’s informed accurate fashion. analysis. Student uses peer evidencing a evaluation and ability The problem reviewed primary high level of to place evidence and posed by the literature and has planning. perspectives discussed question is formulated an argument Excellent in priority order. (14considered based on questioning the paragraph 15) critically and it is evidence of the authors. formulation stated clearly At the higher end, the and order, so how the review analysis and evidence that research is will evaluate it. would be of a publishable highly The quality. (25-30) synthesised and introduction lines of delivers all argument are relevant exceptionally information clear necessary to throughout. demonstrate full (25-30) understanding. (14-15) The topic Information is taken from The structure Conclusions and question is a good array of source(s) and cohesion is related outcomes are introduced in a with evaluation to excellent, logical and reflect concise and develop a comprehensive clearly student’s informed accurate fashion. analysis. Student uses peer evidencing a evaluation and ability The problem reviewed primary very good level to place evidence and posed by the literature and has of planning. perspectives discussed question is formulated an argument Excellent in priority order. considered based on questioning the critically and it is evidence of the authors. stated clearly (20-24) how the review will evaluate it. Very good 62, 65, 68 Good 52, 55, 58 paragraph (12-13) formulation and order, so that research is highly synthesised and lines of argument are clear throughout. (20-24) The introduction delivers amost relevant information necessary to almost demonstrate full understanding. (12-13) The topic Information is taken from The structure Conclusion is logically question is source(s) with evaluation and cohesion is tied to a range of introduced in a to develop a coherent very good, information, including succinct fashion analysis or synthesis. evidencing a opposing viewpoints; with very few Student uses peer reasonably high related outcomes are omissions. The reviewed primary level of identified clearly. (10introduction literature and has planning. Very 11) describes and formulated an argument good paragraph clarifies most of based on questioning the formulation the relevant evidence of the authors. and order, so information so (17-19) that research is that synthesised and understanding is lines of not seriously argument are impeded by very clear omissions. (10throughout. 11) (17-19) The topic is Information is taken from The structure Conclusion is logically introduced with source(s) with some and cohesion is tied to information some omissions. interpretation/evaluation, good, (because information There is but not enough to evidencing an is chosen to fit the The work is mostly well formatted, with appropriate headings and structure. Writing is of a high standard. Citations and references are mostly formatted to APA Referencing Style. (6) The work is generally formatted in a sensible fashion. The writing is of a good quality, with Acceptable 42, 45 ,48 Fail (does not meet the LOs 0, 10, 20, 30, 35 evidence of develop a coherent above average desired conclusion); some minor some critical analysis or synthesis. level of some related grammatical and review of the Student relies mainly on planning. Good outcomes are spelling errors. Citations disease topic, review articles, over paragraph identified clearly. (8-9) and references are but the primary sources. Student formulation generally formatted to introduction has mainly taken evidence and order, so APA Referencing Style leaves some from authors as mostly that research is with a few minor errors. terms undefined, fact, with little fairly (5) ambiguities questioning. (14-16) synthesised and unexplored, lines of and/or argument are background mostly clear unknown.(8-9) throughout or very clear in most places. (14-16) The topic is Information is taken from The structure Conclusion is The work is partly briefly source(s) without any and cohesion is inconsistently tied to formatted correctly but introduced but interpretation/evaluation. fair, evidencing some of the has some errors. The there are several Viewpoints of authors are some planning. information discussed; standard of writing is omissions in key taken as fact, without Fair paragraph related outcomes are fair, but there are facts and details. question. Errors in formulation oversimplified. (7) several grammatical and Some terms are interpreting evidence and/or order, spelling errors. Citations left undefined presented by authors and with some and references may be and it is unclear little critical analysis. (11- research partly or inconsistently what the aim of 13) synthesis formatted to APA the critical and/or lines of Referencing Style, and review is. (7) argument are some citations or fairly clear references may be throughout or missing. (4) clear in some places. (11-13) The topic is not Information taken from The work is in Conclusion is missing The work is in need of a properly inappropriate non-peer need of or fails to properly higher standard of introduced, with reviewed source(s) such structure and summarize the finding writing and / or many omissions. as websites. There is no coherence, with of the critical review. formatting is not The evaluation or specific need correct. Citations and introduction is either too long or too short. It lacks detail and clarity. (0-6) interpretation of source(s). Viewpoints of authors are taken as fact, without question. At the lower end, a simple description of papers and no critical analysis. (0-10) for one or both Errors are over of the simplified. (0-6) following: (i) planning (ii) paragraph formulation and/or order (iii) research synthesis and arguments. At the lower end, there will be little to no structure or coherence. (010) references are missing and / or need formatting APA Referencing Style (0-3) Section 5: Marks return and feedback Marking and moderation This assignment brief has been moderated by a member of academic Information staff outside the module team. Marking will be completed by academic staff, which may include hourly paid staff. All submissions will be marked anonymously. The marking will then be moderated by a member of the module team and reviewed by an academic staff member outside the team. The module feedback and marks will then be moderated by the external examiner. Your mark will be reported as a banded mark according to the School’s banded marking guidelines. Feedback and return of marks All banded marks released are subject to final Progression and Awards Board decisions and are therefore provisional until after the Board sits. Provisional marks will be released on 25th April 2022 via the Aula site in the Student Success App. Feedback comments can be accessed by clicking on your submission in TurnitinUK and selecting the comments icon. The completed marks rubric can be accessed through the rubric icon. If you have any questions about your feedback, contact the module leader. Following the Progression and Awards Board, your marks will be confirmed, and you will be able to view your final grades through SOLAR together with information on any resit or deferral arrangements. If you require further clarification, contact your Course Director or Faculty Registry. Section 6: General Information Penalties for late/nonWork that is submitted late, without an extension or deferral having submissions been granted, will receive a mark of ZERO (students will normally be eligible for a resit attempt). Work that is not submitted or tests/exams etc. not attended, without an extension or deferral having been granted, will be recorded as Absent (ABS). In these cases it is at the discretion of the Progression and Awards Board as to whether you will be permitted a resit attempt. Extension and Deferral requests If you are unable to submit coursework or attend an assessment e.g. test, examination, presentation or assessed laboratory session, you may be eligible to apply for a deferral. Please refer to the Extenuating Circumstances guidance on the Student Portal. As this is a Time Restricted Written Assignment, no extensions will be granted. Deferral requests must be made before the due date of the assignment and must be accompanied by appropriate evidence. Please be aware that deferral of an assessment may affect your ability to progress into the next academic year of study, therefore you are advised to seek advice from your tutor or course director if you are considering deferring an assessment. Reference formatting Coventry University now uses the APA Referencing Style. However, if you started your course before 1st September 2020, you may continue to use the Coventry University Guide to Referencing in Harvard Style until you graduate. For support and advice on how to reference appropriately please see the online referencing guidance or contact your Academic Liaison Librarian. SLS banded marking scheme The SLS banded marking approach recognises that marking cannot be exact and avoids students being awarded marks that lie close to a grade boundary. The banded marks that may be awarded are as follows: Outstanding 82, 85, 88, 90, 95, 100 Excellent 72, 75, 78 Very Good: 62, 65, 68 Good 52,55,58 Acceptable 42,45,48 Fail (does not meet LOs) 0,10,20,30, 35 Academic Integrity Academic dishonesty hurts everyone in the community. It not only damages your personal reputation, but also the reputation of the entire University, and it will not be tolerated at Coventry University. It is in the best interest of all students for the University to maintain the good reputation of its awards. Your co-operation is expected in actively protecting the integrity of the assessment process. It is your duty to observe high personal standards of academic honesty in your studies and to report any instances of malpractice you become aware of, without fail. We expect students to act with academic integrity, which means that they will study and produce work in an open, honest and responsible manner. It is important, therefore, that you understand fully how to avoid academic misconduct and where to obtain support. Academic dishonesty covers any attempt by a student to gain unfair advantage (e.g. extra marks) for her/himself, or for another student, in ways that are not allowed. Examples of such dishonesty include:  Collusion includes the knowing collaboration, without approval, between two or more students, or between a student(s) and another person, in the preparation and production of work which is then submitted as individual work. In cases where one (or more) student has copied from another, both (all) students involved may be penalised.  Falsification includes the presentation of false or deliberately misleading data in, for example, laboratory work, surveys or projects. It also includes citing references that do not exist.  Deceit includes the misrepresentation or non-disclosure of relevant information, including the failure to reveal when work being submitted for assessment has been or will be used for other academic purposes.  Plagiarism is the act of using other people’s words, images etc. (whether published or unpublished) as if they were your own. In order to make clear to readers the difference between your words, images etc. and the work of others, you must reference your work correctly  Self-Plagiarism is the reuse of significant, identical, or nearly identical portions of your own work without acknowledging that you are doing so or without citing the original work, and without the written authorisation of the module leader.  Re-presentation is the submission of work presented previously or simultaneously for assessment at this or any other institution, unless authorised in writing by the module leader and referenced appropriately.  Exam Misconduct is any attempt to gain an unfair advantage in an assessment (including exams/tests) or assisting another student to do so. It includes: taking unauthorised materials into exams, copying from other candidates, collusion, impersonation, plagiarism, and unauthorised access to unseen exam papers. For online tests or exams where a time window applies, this also includes sharing or accessing shared questions and/or answers. In the event of an allegation of exam misconduct you are advised to contact the Student Union Advice Centre immediately after the incident. For more details (including misconduct investigations and penalties) please consult the Faculty of Health and Life Sciences Student Handbook Appeals and complaints Procedures Also consult the Academic Integrity links on the Student Portal. If you have any concerns about your assessment results then please contact your module leader or course director in the first instance. If they are unable to resolve your concerns then please contact the Associate Head Student Experience (Jennifer Barnes-Hill or Associate Head Quality and Accreditation (Lisa Winnall Details of the processes and criteria for formal appeals and complaints can be accessed from the Registry Appeals and Complaints page

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