Description
Tasks:
Critically review and evaluate the topic in the following area:
1.
History of computer crime law.
2.
The legal and ethical debates surrounding computer crime legislation. Identify and compare three counties implementing computer crime laws.
3.
The balance between computer security and individual rights.
4.
Based on the best practices in computer crime law worldwide, analyse the key provisions and the components of computer crime laws and discuss the essential requirement that should be applied in the Sultanate of Oman (cybercrime law).
Unformatted Attachment Preview
Module Code
Module Title
Module Credits
GIS5007
Law and Digital Security
20
Academic Year and Semester Examination Board
Level & Block
2023-24, 1st Semester
L5-B2
January 2024
Method of Assessment
Term
Weighting
WRIT1
Mid-term
50%
Module Leader
Module Leader email
Ms. Marya AL Amri
marya@gulfcollege.edu.om
Additional information (if any)
This coursework is to be completed individually.
Equivalent to 2000 words.
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Contents
ASSESSMENT DETAILS …………………………………………………………………………………….. 3
SUBMISSION DETAILS ……………………………………………………………………………………… 4
ASSESSMENT CRITERIA ……………………………………………………………………………………. 5
FURTHER INFORMATION ……………………………………………………………………………….. 11
Who can answer questions about my assessment? ………………………………………………… 12
Referencing and independent learning (Not applicable for Examination) …………………… 12
Technical submission problems (Not applicable for Examination) …………………………….. 12
Mitigating circumstances …………………………………………………………………………………… 12
Unfair academic practice …………………………………………………………………………………… 12
How is my work graded? …………………………………………………………………………………… 13
IV FORMS……………………………………………………………. Error! Bookmark not defined.
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Assessment Details
Assessment title
Abr.
Weighting
Research Paper
WRIT1
50%
Pass marks for undergraduate work is 40%, unless stated otherwise.
Task/assessment brief:
Assignment Overview: Computer Crime Laws
Computer crime laws, called cybercrime or electronic crime laws, are legal frameworks that address offences
involving computer systems, networks, and digital technologies. These laws aim to combat various types of
cybercrime and protect persons and companies against unauthorised access, data breaches, hacking, fraud, and
other illegal acts in cyberspace.
Computer crime laws differ from jurisdiction to jurisdiction. However, they often address illegal access (e.g.
hacking), data theft, computer fraud, identity theft, online harassment, distribution of malicious software, and
other cyber offences. These statutes describe prohibited activities, prescribe punishments for violators, and
provide rules for investigation, prosecution, and punishment.
United States Department of Justice, (1986). Computer Fraud and Abuse Act [online]. Available at:
https://www.justice.gov/criminal-ccips/identity-theft/18-usc-section-1030-computer-fraud-and-abuse-act
Tasks:
Critically review and evaluate the topic in the following area:
1. History of computer crime law.
2. The legal and ethical debates surrounding computer crime legislation. Identify and compare
three counties implementing computer crime laws.
3. The balance between computer security and individual rights.
4. Based on the best practices in computer crime law worldwide, analyse the key provisions and
the components of computer crime laws and discuss the essential requirement that should be
applied in the Sultanate of Oman (cybercrime law).
Reference your source materials using the Harvard Style of Referencing.
Report Format and Content Requirement
Write a report that contains the following sections:
I.
II.
Introduction. In this section, write a general introduction about computer crime law and the
significance of computer crime laws in the digital age. Also, include your research objectives (refer to
the assignment overview and task 1). Your introduction should be at least two paragraphs long (about
300 words). Also, properly paraphrase and/or write at least two in-text citations in this section.
Literature Review. This section is an evaluative report of information based on printed and/ or online
sources. The review should contain a description, summary, evaluation, and comparison of the study
with previous research on computer crime law. Support this section with properly referenced
citations. If you present this section in a tabular format, precede the table with a short introductory
paragraph, refer to tasks 2-3
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III.
IV.
V.
Analysis / Discussion. Based on the best practice in computer crime law worldwide, this section
analyses key provisions and components of computer crime laws and discusses the best essential
requirement that should be applied in the Sultanate of Oman (cybercrime law), refer to task 4
Conclusion. This report section should include the essential findings regarding the strengths and
weaknesses of computer crime laws. Finally, write a recommendation on how to raise community
awareness about computer crime law.
Reference List. List down all the references you cited in the report using the Harvard referencing
style. Ensure that the connections you listed match the citations you made in the report.
Additional instructions:
• Your student identification number must be clearly stated at the top of each page of your work.
• Where appropriate, a contents page, a list of tables/figures, and a list of abbreviations should precede
your work.
• Each page must be numbered.
• Please use Calibri font
o size 14, bold for main titles
o size 12, bold for subtitles
o size 11, regular for the body of each section
o size 9, and italics for the image, chart, or graph captions or labels
• All referencing must adhere to Institutional requirements (Harvard Referencing Style).
• A word count must be stated at the end of your work.
• All tables and figures (if there are any) must be correctly numbered and labelled.
• Upload your partial outputs to MS Teams for formative feedback.
• Your final report must be uploaded to Turnitin for plagiarism checking; college rules on plagiarism apply.
*************
Word count (or equivalent):
2000 words
This is a reflection of the effort required for the assessment. Word counts will normally include any text, tables,
calculations, figures, subtitles, and citations. Reference lists and contents of appendices are excluded from the
word count. Contents of appendices are not usually considered when determining your final assessment grade.
Submission Details
Submission
Deadline:
MID-TERM:
7th of November 2023
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Estimated Feedback
Return Date
After the result
announcement (10 working
days) – January 2024 EB
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Submission
Time:
9:00 PM
Turnitin:
Any assessments submitted after the deadline will not be marked and will be recorded as
a non-attempt unless you have had an extension request agreed upon or have approved
mitigating circumstances. See the Gulf College website for more information on
submission details and mitigating circumstances.
File Format:
The assessment must be submitted as a word document and submitted through the
Turnitin submission point.
Your assessment should be titled with your:
Student ID number, Module code and Assessment ID,
e.g. 1610200 GIS5007 WRIT1
Feedback for the assessment will be provided electronically via Turnitin / MS Teams / Face
to Face. Feedback will be provided with comments on your strengths and the areas in which
you can improve. Module tutors give students two types of assessment feedback: formative,
which is given when the student is working on the completion of an assignment or
coursework, and summative, which is given upon completion of the module.
Comprehensive assessment feedback on your performance will be given after the
announcement of the results. (10 Working Days)
Feedback
Assessment Criteria
Learning outcomes assessed
On successful completion of the module, a student should be able to:
•
•
•
Demonstrate understanding of the management of data from a legal and ethical context.
Evaluate aspects of security and the forensic analysis of data.
Synthesise the wider application of cloud computing and big data analysis.
In addition, the assessment will test the following learning outcome:
•
•
Demonstrate understanding of the management of data from a legal and ethical context.
Evaluate aspects of security and the forensic analysis of data
Marking Scheme
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Item
Max.
Marks
Criteria
Introduction
Literature
Review
Analysis/
Discussion
Conclusion
Report
Structure and
Formatting
Basic introduction of computer crime law
6
The significance of computer crime laws in the digital age
6
Research Objectives
3
The legal and ethical debates surrounding computer crime legislation.
10
Comparison of the implementation of computer law in 3 counties
10
The balance between computer security and individual rights.
10
Analyses key provisions and components of computer crime laws
15
Discusses the best key provision that should be applied in the
Sultanate of Oman (cybercrime law)
The key findings regarding the strengths and weaknesses of computer
crime laws.
Write a recommendation on how to raise community awareness about
computer crime law.
The report should be well-formatted, with consistent headings,
subheadings, and numbering. Fonts, spacing, and margins should be
consistent and professional-looking, including Harvard referencing
format.
15
15
30
30
10
20
10
5
Total Marks
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Total
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5
100
Marking/Assessment Criteria
Grade
% Mark
0
1–9
10 – 19
F
(Fail)
20 – 29
30 – 39
D
(Third)
40 – 49
C
(Lower
Second)
50 – 59
Requirements
No answer has been attempted or evidence of unfair practice.
The work presented for assessment may be incomplete and/or irrelevant and demonstrates a serious
lack of comprehension and/or engagement with the set task. Attainment of the learning outcomes is
minimal and assessment criteria are not addressed.
Misunderstanding or misinterpretation of the set task, providing a short and/or largely irrelevant
response. Consequently, no learning outcomes are met in full although there may be minimal
attainment of about one or two.
Minimal understanding of the set task and will partially have met some of the learning outcomes.
Little knowledge and understanding of the field of study relevant to the task. The limited ability is
shown to communicate simple concepts and/or information. Significant difficulties in the report’s
structure and organisation detract from the clarity and meaning overall. Evidence of individual
reading and investigation is negligible, and the limited referencing of literature and other sources is
frequently inaccurate. Demonstrates some ability to describe and report but very little evidence is
available to indicate an ability to engage in critical evaluation and reflection.
Partial understanding of the set task and some of the associated learning outcomes met at a basic
level. Factual inaccuracies, errors, and misconceptions are evident in important areas and elements
of the assessed work may be irrelevant to the task. If attempted, the presentation of arguments and
more complex ideas may be confused and clumsily expressed. Some enquiry and analysis relevant to
the task attempted but outcomes may be naïve, simplistic, and/or unconvincing. Demonstrates
limited knowledge of current research/scholarship in the discipline. A restricted range of sources is
used but overall, there is an over-reliance on program materials with little evidence of individual
reading and investigation. There are frequent errors in the referencing of literature and other sources.
The work is largely descriptive and arguments, if attempted, are rarely substantiated.
Demonstrates a basic understanding of the set task and an ability to have met the associated learning
outcomes and addresses the assessment criteria at a threshold level. Displays a basic knowledge and
understanding of many aspects of the field of study relevant to the task. Reproduction of information
received from elsewhere (e.g., program materials). Errors and misconceptions will be evident, but
these are outweighed by the degree of knowledge and understanding demonstrated overall. More
success is achieved in describing and reporting information rather than communicating complex
ideas. Generally, the work is appropriately structured although key points may not be logically
sequenced. Some limited analysis and enquiry relevant to the task/discipline included and has
intermittent success in presenting and commenting on outcomes. A limited ability to critically
evaluate and reflect. Although some critical reflection is evident, the balance within the work is likely
to be in favour of description and factual presentation.
A secure understanding of the set task and an ability to have met the associated learning outcomes
and address the assessment criteria at a satisfactory level. Displays a sound knowledge and
understanding of most key aspects of the field of study relevant to the task and there is some
evidence of an ability to apply such knowledge. Some evidence of independent thinking beyond
programme notes. Overall, the structure and format of the work are appropriate. Occasional faults in
the presentation of work, but overall, these do not detract from the clarity of expression. Examples
of research/scholarship referred to in the work demonstrate individual reading and investigative
ability to critically evaluate and reflect although there may be some over-reliance on description and
factual presentation. Arguments are usually substantiated.
B
(Upper
Second)
60-69
70 – 79
A
(First)
80 – 89
90 – 100
Demonstrates a full understanding of the set task and an ability to have met the learning outcomes
and address the assessment criteria at a good level. Detailed knowledge and thorough understanding
of the key aspects of the field of study relevant to the task are shown. There is clear evidence of an
ability to apply such knowledge and, in some contexts, to extend and transform it. Discussion of
complex concepts is often tackled successfully and there is evidence of independent thinking. Displays
an ability to communicate information, ideas, and concepts clearly and succinctly. The work is well
presented and the format appropriate. Key points are appropriately organised, the writing style is
fluent, and the arguments are well articulated. Detailed analysis and critical enquiry relevant to the
task/discipline is undertaken by making use of appropriate techniques and has considerable success
in presenting and commenting on outcomes. There is some linkage between theory and practice.
Examples referred to indicate a breadth and depth of individual reading and investigation that extend
beyond the sources provided. The referencing of literature and other sources is almost always
accurate. Arguments are considered and substantiated and there is evidence of an ability to make
appropriate judgements and to suggest solutions to problems.
Demonstrates a full and detailed understanding of the set task and an ability to have met the learning
outcomes and address the assessment criteria at a very good level. Detailed knowledge and
systematic understanding of key aspects of the field of study relevant to the task are evident. There
is strong evidence of an ability to extend, transform, and apply such knowledge. The student also
demonstrates an ability to engage in a confident discussion of complex concepts and to recognise the
limitations and ambiguity of disciplinary knowledge. Independent thinking and original insights are
also present in the report. The ability is shown in communicating information, complex ideas, and
concepts coherently and succinctly. The standard of presentation is high and the format appropriate.
Key points are logically organised and in written work, the style is lucid and mature. Detailed and
thorough knowledge of current research/advanced scholarship in the discipline. The use of scholarly
reviews/primary sources is confident and a breadth and depth of individual reading and investigation,
extending beyond the sources provided, is apparent. The referencing of literature and other sources
is accurate and in line with academic conventions. An ability to engage in critical evaluation of
concepts/arguments/data and to make appropriate and informed judgements is shown. Arguments
are well developed, sustained, and substantiated. Where relevant, assumptions are challenged and
there is a clear recognition of the complexities of academic debate. Appropriate and sometimes
innovative solutions are offered to problems.
Beyond the above, a full and detailed understanding of the set task and an ability to have met the
learning outcomes and address the assessment criteria at an excellent level is displayed.
Beyond the above, demonstrates a full and detailed understanding of the set task and an ability to
have met the learning outcomes and address the assessment criteria at an out level. Work is of a
standard deemed to be worthy of publication Reference citations extend significantly beyond the
main body of reading normally expected in the discipline/field of study.
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AY: Click or tap here to enter text. / 1st Semester
Marking Criteria/Rubrics
Cr it er ia
Needs
Improvement (1)
Satisfactory (2)
Good (3)
Very good (4)
Excellent (5)
Introduction
Not
Attempted/
Irrelevant (1)
Not
Attempted/
Extremely
shown with
significant
errors
Limited
knowledge, with
many errors’
misconceptions,
and gaps.
Demonstrates basic
knowledge and
understanding, reproducing
information is a frequent
feature. Errors or
misconceptions will be
evident but outweighed by
the overall understanding.
Detailed, accurate, relevant.
Shows a thorough
understanding of key
aspects of the topic.
Discussion of more complex
legal issues uses often
tackled successfully.
Detailed, accurate, and relevant.
Key points highlighted.
Demonstrates systematic
understanding of all key aspects
of the topic and excellent
breadth and depth of knowledge.
Appreciating any ambiguities in
the area of legal study. Strong
ability to apply legal knowledge
to the key issues of the task legal
study.
Literature
Review
Not
Attempted /
Irrelevant
sources
Over-reliance on materials
provided by the tutor. Little
or no evidence of reading
around the subject.
Referencing present but
contains inconsistencies
and some inaccuracies,
overall Harvard system
used.
Material from a variety of
sources is used extending
beyond those sources
provided, demonstrating
some synthesis of
information. Referencing
relevant and mostly
accurate using the Harvard
system.
A wide variety of sources used
extends well beyond programme
material, showing a strong ability
to synthesise. Academic and
textbook referencing is clear,
relevant and consistently
accurate using the Harvard
system.
Analysis and
Discussion
Not
Attempted/
Irrelevant
sources
No evidence that
any reading of the
subject matter/
around the subject
matter was
undertaken. No
referencing is used
at all or is
frequently
inaccurate.
Little or no
evidence of being
able to undertake
analysis. Fails to
identify or evaluate
different
perspectives or
arguments.
Inconclusive or
lacks an
appropriate
conclusion.
Sound knowledge and
understanding of key topics.
May be a tendency to
reproduce information
received from elsewhere
(e.g. programme materials).
A few errors or
misconceptions may be
present, but not in
important areas. Some
evidence of ability to apply
core legal principles.
Tendency to rely on core
materials and information
provided by tutors although
evidence of some individual
reading. Minor
inconsistencies and
inaccuracies in referencing
using the Harvard system.
At times demonstrates an
ability to undertake
analysis. Evidence of
findings and conclusions are
usually grounded in
appropriate legal authority.
Arguments are usually
substantiated. Some overreliance on description and
factual presentation.
Able to undertake detailed
legal analysis, good
development of arguments
which are substantiated.
Most points are illustrated
with relevant evidence.
Good evidence of
evaluation and ability to
make appropriate
judgments.
Analytical and clear conclusions
are well-grounded in legal
doctrine and authority, possibly
showing the development of new
and innovative solutions to legal
problems. Key points supported
with legal authority, and
alternative perspectives are
critically evaluated. Comments
perceptively on the application of
legal authority to practical
problems.
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Fairly superficial and
generally derivative, the
balance of work is in favour
of description and factual
presentation. Some
evidence is mentioned, but
not generally integrated
into the work or evaluated,
although there may be
some limited attempts at
legal analysis and
evaluation.
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Cr it er ia
Conclusion
R e p o r t
Structure and
Formatting
Not
Attempted/
Irrelevant (1)
Not
Attempted/Irr
elevant
Needs
Improvement (1)
Satisfactory (2)
Good (3)
Very good (4)
Excellent (5)
None or only one
of the main points
is summarised.
One or two main points are
summarised but in a
manner that is vague or too
general.
Two to three main points
are summarised with some
success. May I have one or
two issues with
organisation, but not to the
point of being a hindrance
All the main points are
summarised with skills and
knowledge; all points are fell in
line and led up to an inevitable
conclusion
The report has
no discernible
structure or
formatting,
making it
difficult to
navigate and
comprehend.
The report lacks a
clear structure and
formatting, making
it challenging to
follow the main
points.
The report has a basic
structure, but the
organisation and formatting
need improvement for
better readability.
The report has a generally
appropriate structure with
headings, subheadings, and
formatting, but with some
inconsistencies or lack of
clarity.
The conclusion somehow
captures the focus of the
research paper; summarises
the main points (aspects) of
the research paper but
needs further elaboration.
The conclusion provides a
recommendation.
The conclusion includes an
ending comment that
inspires the reader to
continue thinking about
your topic.
The report has a clear
structure with appropriate
headings, subheadings, and
formatting, with minor
inconsistencies.
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The report demonstrates a wellstructured format with
appropriate headings,
subheadings, and formatting.
Further Information
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Page 11 of 14
Who can answer questions about my assessment?
Questions about the assessment should be directed to the staff member who has set the task/assessment
brief. This will usually be the Module tutor. They will be happy to answer any queries you have.
Referencing and independent learning (Not applicable for Examination)
Please ensure you reference a range of credible sources, with due attention to the academic literature in
the area. The time spent on research and reading from good quality sources will be reflected in the quality
of your submitted work.
Remember that what you get out of university depends on what you put in. Your teaching sessions
typically represent between 10% and 30% of the time you are expected to study for your degree. A 20credit module represents 200 hours of study time. The rest of your time should be taken up by selfdirected study.
Unless stated otherwise you must use the HARVARD referencing system. Further guidance on referencing
can be found in the on Moodle. Correct referencing is an easy way to improve your marks and essential
in achieving higher grades on most assessments.
Technical submission problems (Not applicable for Examination)
It is strongly advised that you submit your work at least 24 hours before the deadline to allow time to
resolve any last minute problems you might have. If you are having issues with IT or Turnitin you should
contact the IT Helpdesk on (+968) 92841521/ 92841217. You may require evidence of the Helpdesk call if
you are trying to demonstrate that a fault with Turnitin was the cause of a late submission.
Mitigating circumstances
Short extensions on assessment deadlines can be requested in specific circumstances. If you are
encountering particular hardship which has been affecting your studies, then you may be able to apply
for mitigating circumstances. This can give the teachers on your programme more scope to adapt the
assessment requirements to support your needs. Mitigating circumstances policies and procedures are
regularly updated. You should refer to your Academic Advisor for information on extensions and
mitigating circumstances.
Unfair academic practice
Cardiff Met takes issues of unfair practice extremely seriously. The University has procedures and
penalties for dealing with unfair academic practice. These are explained in full in the University’s Unfair
Practice regulations and procedures under Volume 1, Section 8 of the Academic Handbook. The Module
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Page 12
Leader reserves the right to interview students regarding any aspect of their work submitted for
assessment.
Types of Unfair Practice, include:
Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and
submitting them for assessment as though it were one’s own work, for instance by copying, translating
from one language to another or unacknowledged paraphrasing. Further examples include:
• Use of any quotation(s) from the published or unpublished work of other persons, whether published
in textbooks, articles, the Web, or in any other format, where quotations have not been clearly
identified as such by being placed in quotation marks and acknowledged.
• Use of another person’s words or ideas that have been slightly changed or paraphrased to make it
look different from the original.
• Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes
without reference to that person in the text and the source in a bibliography/reference list.
• Use of assessment writing services, essay banks and/or any other similar agencies (NB. Students are
commonly being blackmailed after using essay mills).
• Use of unacknowledged material downloaded from the Internet.
• Re-use of one’s own material except as authorised by your degree programme.
Collusion, which can be defined as when work that that has been undertaken with others is submitted
and passed off as solely the work of one person. Modules will clearly identify where joint preparation and
joint submission are permitted; in all other cases they are not.
Fabrication of data, making false claims to have carried out experiments, observations, interviews or
other forms of data collection and analysis, or acting dishonestly in any other way.
How is my work graded?
Gulf College uses Cardiff Metropolitan University’s Generic Band Descriptors (GBD), in conjunction with
programme-specific and/or assessment-specific descriptors that are developed in accordance with the
principles underpinning the generic descriptors, as a reference in marking student work outputs. This is
to ensure that marking is consistent across all Cardiff Met students’ work, including the work outputs of
students in Gulf College.
Assessment marking undergoes a meticulous process to make sure that it is fair and truly reflects the
performance of students in their modules. Marking of work at each level of Cardiff Met degree
programmes are benchmarked against a set of general requirements set out in Cardiff Met’s Guidance
on Assessment Marking.
https://www.cardiffmet.ac.uk/registry/academichandbook/Documents/AH1_04_03.pdf
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