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BTEC HND In Software / Networking Engineering
The BTEC Higher National Diploma (HND) in Software / Networking Engineering is specifically designed for students who need a gateway and transitional path to embark on degree studies at leading universities with the goal of completing professional higher studies in Sri Lanka or in any other state.
The units/subjects were designed in purposeful and objective ways and methods to ensure that students obtain the necessary knowledge and training for a successful transition from their BTEC Higher National Diploma/s to their final stage, which takes them to the university level.
Awarding University
Course Duration
2 academic years, programme structure, semester - 01.
- Programming
- Professional Practice
- IT Database Design & Development
Semester - 02
- Managing a Successful Computing Project
- Maths for Computing or Software Development Lifecycles
- Computer Systems Architecture or Website Design & Development
Semester - 03
- Network Security or Advanced Programming
- Cloud Computing or Application Development
- Computing Research Project (Part 1)
- Transport Network Design or Discrete Maths
Semester - 04
Speciafications available.
- Pearson BTEC HND In Network Engineering
- Pearson BTEC HND In Software Engineering
Entry Requirements
Potential criteria.
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Unit 20: Advanced Programming Assignment
Added on 2021-11-23
Added on 2021-11-23
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HND Assignment Brief Programme title BTEC HND in Computing and Systems Development (CSD) Unit number and title Unit 34 Data Structure and Algorithms
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Student plagiarism, the process where a student uses the words or ideas of another without acknowledgement and for academic credit, is believed to be increasing. This is of concern since it devalues the awards that academic institutions make and has recently been receiving increased media attention. This thesis presents a process through which similarity within a corpus of documents can be found and verified by a tutor to see if it represents plagiarism. Two key requirements for the process are identified. The first is that it should be effective in that it correctly identifies those documents that are the most similar. The second is that it should be efficient; this means both computationally and in terms of tutor workload. A number of new ideas are introduced. The literature study reveals that there is no consistency in the terms used to talk about plagiarism and a taxonomy is proposed. It also finds inconsistencies in classifications of detection engines for source code plagiarism. Alternative classifications that do not preclude free text engines are presented. The main shortcoming of existing systems is that although the engines might be effective the systems they support impact too greatly on a tutor's time. Hence they are not efficient. A four-stage detection process consisting of collection, analysis, verification and investigation is proposed. The greatest need for tool support would be on the labour intensive verification and investigation stages. Here a tutor has to examine two documents that have been flagged during the analysis stage. A visual approach to demonstrate the similarity is recommended. A new graphic known as a similarity visualisation is used that presents pixels whose intensity is generated by the commonality of overlapping word fragments. The visualisations are deployed by an interactive tool named VAST that allows quick verification and investigation of suspect areas of the two submissions. The similarity visualisation is argued to provide the best representation of similarity between two submissions and an ordering of pairs based on its properties is argued to be effective. Generating visualisations for all possible pairs of a large corpus is considered to not be currently computationally feasible. Instead, this ordering is approximated using less computationally intensive metrics. Using real and synthetic submissions it is argued that the word pairs metric, based upon the proportion of two consecutive words that two submissions have in common, is demonstrated to be the most efficient and effective metric.
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Anecdotal evidence suggests that, even when academic staff are aware of the existence of a plagiarism policy, many still don't use it. They either prefer to deal with it in their own way, or ignore the issue. In order to encourage increased and improved use of the existing policy, we were interested in understanding staff concerns about plagiarism generally. As part of a Postgraduate Certificate (PG Cert) in Teaching and Learning in Higher Education, a 3 hour workshop is devoted to Academic Integrity. At the start of the workshop, participants are asked to complete a survey on their experience and concerns regarding plagiarism, and their awareness of local policies and procedures. Staff are then asked to articulate their single biggest concern around academic integrity, and this collection of concerns and the ensuing discussion is used to direct aspects of the workshop. With different groups, the emerging group concerns will have different flavours; some teaching-focused, some student-focussed and some policy-focussed. The data from the surveys over the last 3 years gives an insight into staff awareness of policies and procedures at our institution as well as highlighting the general ethos and attitudes regarding student plagiarism. This paper will compare the collected data against early results from the IPPHEAE project staff survey. Knowledge about the levels of awareness of plagiarism policy amongst staff has implications for staff development. This paper will give an overview of various approaches to awareness raising and staff development that have been used in our institution, with an indication of the levels of success and factors contributing to this.
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The BTEC Higher National Diploma (HND) in Software / Networking Engineering is specifically designed for students who need a gateway and transitional path to embark on degree studies at leading universities with the goal of completing professional higher studies in Sri Lanka or in any other state.
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