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This paper considers a focus on plagiarism built into the first month of a core, year one accountancy module at the University of Huddersfield in England. In designing the approach to plagiarism education a consideration of learning theories, particularly learning styles and social constructivism, helped in reaching the conclusion that some students may need to experience plagiarism in order to appreciate what it constitutes. As a result, students write an early formative essay on which they receive feedback, mainly but not exclusively, on referencing and plagiarism. As part of this process students learn about why we should not plagiarise and are encouraged to explain their own understanding of plagiarism. A survey completed by the students following the first month of study indicates that many did not share the institution"s understanding of plagiarism prior to entering university and that many had subsequently changed their understanding.

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In this small-scale qualitative study, 20 dysphasic people, including some with severe language impairments, were offered up to 20 sessions of individual counselling. The trained counsellors were a speech and language therapist and a teacher who had personal experience of dysphasia. The paper describes how the service was set up, and how it was evaluated through the use of interviews before, during and after the process of counselling. In general, participants valued the service and a number of positive outcomes were described. Negative reactions were largely due to problems with the setting, timing and organization of the counselling and to the presence of social problems which could not be addressed through counselling. A number of recommendations for setting up a counselling service for people with dysphasia can be drawn from this study. These are discussed in this paper, together with the issues arising from the collaboration between dysphasic and non-dysphasic researchers.