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The Stitch Up

May 24th, 2008 · No Comments

The Plagiarism Game


Be Warned

When it comes to stitching you up there is nothing they will not do!

Assignment Plagiarises Itself By Deliberate Misuse of Software

And they have two expert witness to prove it, (until you ask them for the evidence) plus the full support of failed former Head of School Professor David Austin who said quote…

“I my opinion this assessment is among the highest in the University sector”

Former Failed Head of School Professor David Austin

My God what are the worse like? You could train a monkey to do better! What is worse is that it raises the question of does Zed Zorichak have something on Prof. David Austin?

This is only one of two documents “FOUND” by the University under the Freedom of Information Act and was deliberately withheld from a request under the Data Protection Act so I could not complain sooner.

Please note that the so called list of plagiarised sites are in fact attributed quotations because the option to turn this off in the programme was not ticked. That means the assignment plagiarised itself, quoting what was already in quotes plus the title and the source of the quotes.

Its what happens when you let an untrained monkey loose in a University. What is worse is that some parts have been deliberately underlined to make them look plagiarised.

You can see that even the title as being plagiarised

—————-­Plagiarism Report j23; , Generated by EVE 2.3 16/01/2003 11:19:~3~

Document: C:IDocuments and Settingslzed.ITCGRAPHLAP1My DocumentsllnfoSoc1-2002­20031Assignment-1ltextlmayes-trevor.txt.            .,,

Amount of document detected to be plagiarize ‘ 19.07%           ‘

This bit is deliberately ignored

Please Note: You should always check EVE’s results Its carefully to make sure they are accurate.

Matching material was found on these sites:


Student essay with matching content underlined for easy detection:

Title is Plagiarised

“Lifelong learning” is everywhere. Is this a true statement and within the UK what part is IT playing in the provision of lifelong learning?

To help answer the above question it is necessary to understand what is meant by lifelong jearninq There are many definitions given by various organisations and government departments. One of the most comprehensive definitions is that from the EU and is as follows;

The assignment plagiarised itself.

‘all learning activity undertaken throughout life, with the aim of improving knowledge,skills and competence, within a personal, civic, social andlor employment-related perspective.’

acquiring and updating all kinds of abilities, interests, knowledge and gualifications from the pre-school years to post-retirement.It promotes the development of knowledge and comaetences that will enable each citizen to adapt to the knowledge-based society and actively participate in all spheres of social and economic life,,taking more control of his or her future.

valuing all forms of learning, including: formal learning, such as a degree course followed at university; non-formal learning, such as vocational skills acquired at the workplace; and informal learning, such as inter-generational learning, for example where parents learn to use ICT through their children, or learning how to play an instrument together with friends.’

This is the reference which is also plagiarised

The European Commission – What is Lifelong Learning? fOnlinel Available from URL :

 httpa/ islll_en.html [Accessed 30 December 2002]

Either the software is unreliable in which case a check should be made or this has been deliberately underlined to make it look plagiarised. Yes they do that too!

The above is a much broader concept than the UK Government’s (Cabinet Office) definition which is as follows:

Another Example: This is in Quotation Marks but still plagiarised

‘Lifelong learning means the continuous development of the skills,knowledge and understanding that are essential for employability and fulfilment.’

The Learning Age, DfEE. Green Paper 1998. [Online] Quote Available from: URL http:/ [Accessed 31 December 2002]

The EU has expressed concern that some member states that have put too much emphasis on employment and the labour market and hence the adult aspects of lifelong learning. However this emphasis on lifelong learning beinq for post sixteen year olds has become part of government Policy throughout the_ UK_. The Access for

Learning Division of the Dei)artment for Education and Skills. (formally known as the Department for Education and Em~loment) supports a lifelong learning website at which is for information on adult learning opportunities.

The Scottish Executive has established an Enterprise and Lifelong Learning Department which sponsors an adult learning advice web site called Learndirect Scotland. Lifelong learning is separate from the Education Department and schools. It is grouped with economic and industrial development, further and higher education.

In Northern Ireland with the assembly dissolved the Education Department and the Department for Employment and Learning have been run by one Minister. However there are regional initiatives specific to the concept of lifelong learning. The New Opportunities Fund Community Access to Lifelong Learning programme supports over thirty projects. The University of Ulster has a lifelong learning development unit, and there are the same internet opportunities as in the UK.

The Welsh Assembly has an Education and Lifelong Learning Minister and Committee which deals with a very broad range of education issues including schools, further and higher education, and industrial training. Integrating all aspects of education and learning in one department and committee does facilitate the above definition of lifelong learning being for people of all ages.

In looking at the history of lifelong education and learning we realise it is not a new concept, and we can introduce the aspect of everyday informal learning. This leads to seeing how modern information and communications technology has added a new dimension of opportunity to facilitate and widen this process. Basil Yeaxley (1929). Put forward the idea that education was as aspect of everyday life, building upon the adult education systems in Britain, North America, and the French concept of ‘Education Permanente’. To quote Yeaxley;

‘Much adult education will never know itself as such, and will be recognised only by leaders and teachers of real insight. It will go on in clubs, churches, cinemas, theatres, concert rooms, trade unions, political societies, and in the homes of the people who have books, newspapers, music, wireless sets, workshops, gardens and groups of friends.’

Yeaxley B. A. (1929) Lifelong Education, London, Cassell.

This quote identifies how lifelong education became lifelong learning with the gradual move away from traditional educational institutions, into the workplace, social meeting places and the home. Lifelong learning with the under sixteen’s within the formal education system is often taken to mean improving the life experience or the social education of school children. The emphasis on adult learning has meant a shift in responsibility from government onto the employer and the individual. The government report The Learning Age (DFEE 1998), set up the University for Industry (Ufi) and online learning centres that gave access to the latest learning technology. Statistics from the Office of the e-Envoy state that 45% of British homes now have internet access and that 57% of adults have now used the internet. Some adults may have been introduced to information and communications technology (ICT) by their children but many are now learning ICT for themselves for their own personal, professional, and educational use. The introduction of faster internet access via broadband will help facilitate this process, saving much time in down and up loading information.

The University for Industry’s learning services are administered and delivered by Learndirect as a way of realising its vision of a learning society described as follows;

‘In its Green Paper, The Learning Age’, the Government set out its vision of ‘a learning society in which everyone, from whatever backqround._tautinely exoects to learn and uaqrad_e their skills throucthout life.”

Learndirect about us [Online] Available from: URL httpa/ [Accessed 30th December 2002)

The Learndirect website offers a choice of four options, one to access a choice of over 750 courses for which you can study over the internet at home, work or at one of the now 6000 learning centres thorough the UK. The second choice is for free advice on over 500,000 courses that are available nationwide, a search form is provided and an 0800 free phone number if you wish to speak to somebody over the phone. The third option is for small businesses where you can tailor your training needs the business tasks that you need to undertake to fill any skills gap that you may have for yourself or your employees. The fourth option is for corporate businesses, and boasts a flexible delivery of training courses to over 200,000 people via the internet, and over 10,000 new learners are signing up every week. The training is supported by a number of universities and colleges of higher education.

With Learndirect the IT requirements for working at home are not that advanced, obviously a computer with a 56k modem and a recommendation of at least 64MB of memory. A sound card with head phones or speakers, and CD Rom drive is also essential. The courses support either Apple Macintosh or a variety of Windows platforms but not as yet Windows XP. With regard to web browsers Internet Explorer 5.5 or higher is also necessary, but also freely available.

For those who do not have a computer or an internet connection the government has set up UK Online Centres. This is part of is a government initiative to help everybody make the most of the internet so they can get access to over 900 government web sites. To facilitate the online centres have been set up to provide local access the internet and email communication. This could be in a public library or internet caf& or any public building and staffed by people who can give guidance or advice. The use of the technology is not limited to formal educational use but can be used for anything at all apart from pornography the aim seems to just help people use and gain an interest in the technology in the hope that formal training will then follow.

To help bridge the gap between what is known as the digital divide The Department for Education and Skills has a Wired up Communities initiative. It is spending £10 million pounds on assessing the effect being connected to the internet can open up opportunities for people living in socially deprived areas. 12,-000 homes in 7 deprived areas are being connected to the internet to see how making information technology accessible can make a difference to people’s lives in those communities.

The National Grid for Learning (NGfL) is an education information resource portal that includes reference material, museums, libraries, jobs, games and quizzes. It features links to Leamdirect, Inclusion which is an online catalogue of educational resources for individual learning, and a Virtual Teacher Centre for professional development and approved teaching resources. The site also has GridWatch to exclude inappropriate material from its index of web sites. NGfL was launched in 1998 as part of the government’s strategy to create a connected learning society. It is funded by The Department for Education and Skills and managed by The British Educational Communications Technology Agency (Becta) the aims of Becta are;

‘Becta promotes the use of ICT to improve and transform learning, teaching and leadership in schools, colleges and Life Long Learning. Our challenge is to advise and support educational users in the effective integration of ICT into their work, and to stimulate the development and acceptance of new educational processes.’

The British Educational Communications Technology Agency (Becta) About Becta [Online] Available from: URL (Accessed 31 December 2002)

One Hundred and ten Universities and Colleges of Higher Education have got together to form the Universities Association for Continuing Education (UAce) whose main aim amongst others is to promote and represent the interests of continuing and lifelong learning within higher education. Some members have got together to form a UK web ring promoting lifelong learning. The aim of the web ring is to allow easy online access and navigation to the universities departments and centres that offer opportunities and courses in lifelong learning.

With new concepts in learning come new concepts in teaching, and the necessary skills required to teach students at a distance. The Open University the first distance learning university that offered continuing higher education has an interfaculty research group called the Open and Distance Education for Lifelong Learning (ODELL) which is part of its Institute of Educational Technology (IET). ODELL which offers certificate, diploma, or masters qualifications in Open and Distance Education for teachers who undertake distance learning, produce intemet based educational courses, manage online learning programme.

The main aim of the ODELL Research Group is to further our understanding of the ways in which open and distance education can contribute to personal, community and national development through lifelong learning. This aim is an inclusive one in that it encompasses the use of open and distance approaches for a wide range of purposes such as vocational and professional, leisure, community, and academic purposes, for all levels of ability, and for all age groups.’

The Open University Institute of Educational Technology, Open and Distance Education for Lifelong Learning [Online] Available from: URL [Accessed 31 December 20021

The introduction of Information Technology has led to the third revolution in education and learning. The first being the reading and writing revolution which enabled information to be distributed far more effectively than the spoken word, this lead to a growth in scribes, copyists, and librarians and then later on printers and publishers. The written word then needed to be distributed throughout the world as known to the people of the time. The second was the campus revolution that brought teachers and learners together from great distances to medieval universities. This was the start of educating people in the formal institutions and led to the growth of educational establishments together with the necessary support staff and administrators to facilitate the learning process.

In keeping with the other two the IT revolution has contributed to an improvement in the accessibility and quality of education and learning, as well as a far greater choice of courses. The use of; silicon chips, computers, satellites, fax machines, telephones, projectors, video and of course the World Wide Web. Has also resulted in its own support infrastructure necessary to keep the technology working otherwise much of our education system grind to a halt and education would revert back to chalk and talk and the use of pen and paper. With increased accessibility there is now less need to move to be educated it can now be done from your own home. The quality of distance learning is improved as learning is more personal and interactive via the internet.

The internet offers students access to a gigantic online library whereby much of the information is free. There are specific free and fee based online libraries that offer accessibility all hours of the day every day of the week. Distance is no object, and a visit to the local library is unnecessary you can choose your own time when to study, that for mature students with families may be after the children have gone to bed and libraries are closed. However the time has not yet come whereby all the information is obtainable from the internet there is still a need for text books, but e-books are becoming more available.

Although organizations need to be based somewhere, the location is not important, and with a virtual university there is no need for class room space, so there is a greatly reduced cost in buildings and maintenance. This enables any institution to work with a far higher number of students than would otherwise be possible, the figure of 200,000 for Learndirect is evidence of this. Distance learning with the use of pre-recorded lectures that can be downloaded, can improve learning as the recording can be played several times over. Time management is also a factor students do not need to travel to and from campus, and learning from home can mean using odd pieces of time as and when it becomes available rather than a fixed educational time table.

The EU definition and explanation, together with the history of lifelong learning is useful in that it also defines where lifelong learning actually takes place. It should be noted that schools and other educational facilities for the pre-sixteen age group offer many forms of adult learning other than just evening classes. Such a concept has been around for a long time, example of which is community colleges, whereby a school is used by the whole Community and is an integral part of the concept of community education.

Therefore to answer the opening question, it is not possible to say as a statement of absolute scientific fact that lifelong learning is everywhere, but it is almost everywhere including inside peoples homes and where there are places of learning such as online centres day nurseries, schools, colleges, universities; youth and community centres, evening classes, workplaces, training agencies, social venues and public buildings, etc. or anywhere there is some kind of formal or informal training or learning for people of all ages, from pre-school to post retirement.


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