Task 1: Time Management

  1. A.     Time management

            Time management is one of the essential skills and traits that an effective manager is expected to have. The aim of the module is to teach students whilst also testing them to see if the efforts are going to a good cause. It is essential to be aware of the impact of time management as a skill in real life as it enables individuals to achieve greater things in lesser time. It has become the emphasis of most businesses to hire increasingly punctual individuals, which is a personality trait close to time management. Being an effective time manager enables individuals to create a model timetable that can allow them to attain and reach the aim of the module.

            I am going to divide everyday into 3 hours sections on weekly basis giving three hours to each activity with a greater priority on education. This will allow me to effectively gain the importance of being prepared on time. I have chosen to take it slow in the starting week dedicating the last week to increasingly more study time to ensure that I am caught up in my studies and not lacking behind.  The following timetable is for 16 weeks, and there is the timetable for a daily routine, which changes every week, ensuring that I add some contrast to my routine.

PHH – Personal Hygiene and Health; RT – Recreational Time; FT – Family Time; ST – Study Time

Time

 

Week 1

Week 2

Week 3

Week 4

Week

5

Week

6

Week

7

Week

8

Week

9

Week

10

Week

11

Week

12

Week

13

Week

14

Week

15

Week 16

6-9

AM

PHH

ST

ST

PHH

ST

ST

PHH

ST

ST

PHH

ST

ST

PHH

ST

FT

FT

9-12AM

FT

PPH

ST

FT

ST

RT

FT

ST

RT

FT

PPH

ST

FT

ST

ST

ST

12-3PM

ST

ST

FT

ST

FT

PPH

ST

FT

ST

ST

ST

PPH

ST

PPH

ST

ST

3-6PM

ST

FT

PPH

ST

PPH

FT

ST

PPH

PPH

ST

FT

ST

ST

ST

PPH

ST

6-9PM

RT

RT

RT

RT

RT

RT

RT

RT

RT

RT

RT

RT

RT

RT

RT

RT

Figure 1.Timetable

 

B.     Reflection on how I managed my time

In order to reflect on how I managed my time using the timetable and Pomodoro to manage my study, Gibbs model reflection is used.

Description

Using this timetable in Fig 2 and the pomodoro technique, I was able to dedicate 25 min continuous work with 5-minute break after every 25 minutes and after 3 short breaks of 5 minutes I took one long break. This allowed me to dedicate ample time to my studies. However, although there has been a significant focus on studies, enough time was allocated to personal health and hygiene, family time, recreational time, and most importantly, study time. Doing this allowed me to have a mental capacity during the first 13 weeks, where the emphasis was mostly equally divided except study time. Moreover, study time was managed using pomodoro website that gave notification once the 25 minutes end giving a 5-minute short break and after 3 short breaks one long break consisting of 15 minutes was taken.

Feelings

I felt as if I had ample time when I dedicated my attention to just one task at a time. Giving time to my kids and my personal commitments whilst also making sure that effective learning was done. This emphasized and shed light on the importance of having a section of the day dedicated to just one activity. This allowed me to feel confident in doing what I was doing without worrying about missing other deadlines and commitments.

Evaluation

            Using the pomodoro method, I was able to focus on the studies when it was time to do so. Furthermore, the short breaks allowed me to sip on water allowing me to maintain my efforts and composure. Using this model alongside the devised timetable enabled me to gain confidence that I will be able to make sufficient progress whilst relying on pomodoro.  Sticking to the timetable was motivation for me to study as I found studying for elongated periods much easier giving me the assurance that I will likely not get frustrated from studying.

Conclusion

            In conclusion, I believe this was a very good timetable that I had devised for myself during the module, which is 4 months, give or take a week or two. I believe the aim of the timetable objective was achieved, as now I have no errands or personal commitments where I am lacking. I have complete control over my emotions, and I feel confident when it comes to my health or education whilst also raising an adorable grandchild

Action

I am going to take this further along in life and use this time management technique to be able to make room for extra circular activities and start to focus on how I can divide it better whilst ensuring that I do not overstress myself by taking time to stretch to relax and go about my day.

Task 2: Resources and Reflection

A.     4 key resources used to support the study process

            There are two main types of resources based on needs and wants. The same is the case when it comes to studies. There are some resources that are essential to the process whilst are more of a want than a need to make the process interesting or engaging. Leading education specialists have highlighted the need for a personal token to be present to make the process interesting and engaging (Moscardo and Hughes, 2018). The first resource used is secondary internet research. I used the internet to aid my studies so that I could learning to gain knowledge on the importance and the use of citation of others work. The aim of the study is to highlight the importance of having academic skills, which further includes other micro-skills that make up academic skills. Whenever I stumbled upon a word unknown to me, I took the time to look up the word and learn about its uses based on its characteristics.

The second resource used are free online workshops. I took free academic skills workshops available on websites such as YouTube and Daily Motion, which further clarified the concept for me. Using the workshops that were available online, I learnt about the different methods to display academic skills. I learn that there is a personality to everyone writing. This encouraged me to find my personal style of writing and approach, which is unique to every individual.

The third resource used are computer games. I used this resource by taking interest in games for one hour, which included 30 minutes of board games and 30 minutes of computer-based games. I downloaded some apps that enable students of all ages and backgrounds to be able to test their academic skills. My recreational time was further divided into three sections, with the first two being focused on relaxing, whereas the remaining time was dedicated to games that were mentally demanding to revitalize and speed things back up.

The fourth resources used are board games by dedicating 30 minutes to play board games that can be played alone and with children to relax productively. This is a good way to increase the level of productivity whilst also being relaxed and not as tense (Sousa, 2020). I am under the impression that board games can improve mental capacity and health. Furthermore, using the board and computer games, I kept my mind exercising whilst also giving it ample time to completely relax whilst I tend to my personal and family commitments.

B.     Reflection on the development of your academic skills

Reflection using Gibbs model

In order to reflect on the development of my academic skills, Gibbs model reflection is used.

Description

During the module, I was given essays and assignments, which required online research and then using references to credit the original work that has been cited. This informed me of the importance of having referencing information, which is essential when it comes to academia. My writing and referencing knowledge has increased as now I am able to cite and reference the work where need be. I found difficulty in getting it right however through practice and feedback I was able to learn the correct way of referencing depending on the documents and the needs. Furthermore, my ability to critically evaluate phenomenon in question will catapult my career in academia to a much faster pace.

Feelings

            I felt extremely motivated, and I always found myself looking for study time or recreational time so that I could further learn using the real-life experience, which can add quality to my practice and perception allowing me to take into consideration elements essential to academia. I was positive from the first day about my routine, as I believe it is a complicated but effective mix of changing focus and attention with a mix of physical and mental capabilities. I further found it interesting when it came to summarization of the work, which is also considered a vital skill essential in academic skills.

Evaluation

            I think that this module has informed me of new ways to look at academia, which involves developing other skills that include time management and resource allocation and use to aid the learning process making sure that learning is effective. As I had to produce summarized and accurate work, it improved my comprehension and reading skills as well

Conclusion

            In conclusion, I believe that the effort to develop a routine that involved different activities using the resources kept me active and enabled me to develop focus so that I could take on the task and do it properly before progressing onto the next task. I believe that academic skills will go a long way in my personal life as well as my academic life whilst adding quality to my work with capabilities to provide attention to every detail.

Actions

            I aim to use the skills gained during the learning of the module. I aim to take these skills and practice them until it becomes the norm for me. This will also allow me to test different ways to approach the topic, which will add personalization to my writing skills. I now have the urge to continue learning and developing new skills starting from the basics following the timetable to learn and implement the knowledge.

Task 3: Literature searching, note taking and evaluating

A.     Summarizing and referencing of book

            The chosen book for this task is Academic Writing: A handbook for international students written by Stephen Bailey. The Cornell method of taking notes discourages long sentence, as the aim of Cornell method is to enable effective and fast note taking by diving the page into three quadrants that are; Notes, keywords, and summary.  The notes taken from the book are:

Notes

  1. UK & US Vocabulary – Use of the vocabulary must be in accordance with the audience, as UK audience will not accept a US vocab. It also gives feeling of unprofessionalism.
  2. Spelling differences – It is imperative to be aware of what spelling to use depending on the audience.
  3. Academic language – Academic language consist of the tone and the choice of wording as academic writing is a formal piece of writing. Hence, the tone must utilize words such as moreover, furthermore and therefore etc.
  4. Punctuation – It is imperative for academic writer to be aware of the punctuations as it is imperative to ensure that the academic efforts are considered authentic and sound for it to be considered a good source.
  5. Elements of writing – This includes the formatting, paragraphing, subtitles as well as citations, abbreviations and brackets to simply complex phrases and words.
  6. Sentence structures – in academic writing in general there are longer but simpler sentences as it is imperative to ensure that the sentences are readable.
  7. Writing approach and style – When it comes to the approach and style, it is imperative to ensure that the approach is essential as the tone and the other characteristics have to go alongside each other to provide good academic efforts.

Keywords

  1. UK and US
  2. Academic writing essentials
  3. Sentencing of UK, US studies

Summary

            In summary, it is imperative to build and develop each skills that is directly contributing to achieve the academic goals that have been set (Bailey, 2017). This involves taking into consideration the tone, format, layout, language and other characteristics. Which is why academic writing is considered one of the most vital skills for professionals. The note taking is short and concise whilst it gives a good gist of the author and the rationale behind the efforts.

Using CAARP method:

How recent is the information?

            The information mentioned is from 2007, which makes the information quite old however, the information regarding the academic writing is quite well informed with detailed examples.

Who authored the information and what are their credentials?

            The information was found through personal interactions and experiences. The author of the book is Stephen Bailey who was taught at the University of Nottingham and Derby University. He has also taught in Barcelona, Tokyo and Prague.

 How reliable is the information? And does the author cite others?

            The information provided is in the light of the experiences of the individual who had enough experience and credibility under the belt, which makes the information quite reliable and accurate.

Does this information sources have real life value?

            The information provided has real life value as it provide the students with information regarding academic writing entailing how to manage their work whilst also looking after the quality of the work. Hence, the information provided does have significant importance.

Is the information biased, agenda based or is it just a means to sell something?

            The information provided is not biased, as the information is mostly facts whilst also discussing the need to do the things the certain way that they are done. The author is genuinely informing the readers of the benefits of having academic skills.

B. Summarising and referencing newspaper

            The newspaper article chosen is academic need to embrace new ways of writing and sharing research. The newspaper articles provides:

Notes

  • Writers approach depends on their personality
  • Academic skills can lead to increment in sources of increase
  • In the service industry academic writing is experiencing an all-time boom as most students suffer from lack of academic skills that hampers their growth
  • It is imperative to step out of the writer’s closet whilst embracing themselves.

Keywords

  • Change in academics
  • Responsibilities of academic writers
  • Expectations of academic writers.
  • Journal writing
  • Academic publishing
  • Academic writing
  • Scientific evidence based writing

Summary

            It is essential to emphasize on development of new ways and approaches to writing. The writers must benefit from social media as the new media has enabled individuals to take steps for good causes leading to exposure to contrasting and conflicting views and beliefs (Blewett, 2021).

CAARP

How recent is the information?

            The newspaper itself was published in 2016 with the information within took into consideration the 20 year changes and evolution of academic writing.  

Who authored the information and what are their credentials?

            The information here is provided by Craig Blewett who has experience as lecturer at a university in South Africa called University of KwaZulu Natal. The credentials of the individual are not provided which leads to belief that the authors’ credibility is questionable.

How reliable is the information? And does the author cite others?

            The information provided is not cited at all, which makes the claims made by the author baseless.

Does this information sources have real life value?

            The information does have some importance in real life however, it does not account for much as the study still fails provide contextual uses of the information.

Is the information biased, agenda based or is it just a means to sell something?

            The information provided is not biased.

 

Task 4: Plagiarism and referencing

A.     Supporting explanations with definitions and citations

            Plagiarism is an unethical practice of taking credit for someone else work whilst passing it down as personal effort (Munot, Srinivasan and Bhosle 2019). This is a common issue in modern academia as students are reliant on taking information from other published articles and papers. Academic integrity refers to the honest and ethical practice whilst going about the academic business. Academic integrity is the academic record of an individual in question. It is imperative to understand the importance of having academic skills whilst also ensuring that the practice is not hindered.

B.     Leaflet and guide on referencing

AU Harvard Referencing Guide

The aim of the referencing is to provide the credit to each author from which work has been taken from.  Referencing is done is two parts which includes in-text and references list.

Requirement(s)

And/&

And is used between the names, whereas & is used in between brackets.

& is used when mentioning the authors names in the reference

Authors

An author is the who comes up with the original text and findings

An editor is someone who edited and proofread the document before publishing it

When there are two authors with the same name the initial of the first name as mentioned before the year

Et al is used when there are 4 or more authors

Date

Websites with no dates are written off as n.d

Two articles or paper published in the same year are distinguished by assigning an alphabet to it for instance Doe 2000a and Doe 2000b

Place of publication

If there are more than one then it’s better to use just the first name

Source if it does not have a date then its jotted down as n.p

Pagination

Use of p is when assigning or mentioning a page that goes with the context or pp. when there are more than just one papers

 

Multiple and secondary sources

When there are more than just one source supporting the context the different authors and their publication year come next to each other whilst using semi colons to separate them

 

Direct quotations

When it comes to referencing of quotation either the subject can be put first or after the reference, where in the first names of the authors are mentioned in light of the directions provided above.

Figure 3.Leaftlet AU Harvard referencing Source: (Anon, 2021)

References

Anon, 2021. [online] Adelaide.edu.au. Available at: <https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/harvard-referencing-guide.pdf> [Accessed 3 Dec. 2021].

Bailey, S 2017, Academic Writing, 5th edn, Taylor and Francis, 3 December 2021, https://www.perlego.com/book/1331841/academic-writing-pdf

Blewett, C., 2021. Academics need to embrace new ways of writing and sharing research. [online] The Conversation. Available at: <https://theconversation.com/academics-need-to-embrace-new-ways-of-writing-and-sharing-research-59010> [Accessed 3 Dec. 2021].

Moscardo, G. and Hughes, K., 2018. All aboard! Strategies for engaging guests in corporate responsibility programmes. Journal of Sustainable Tourism, 26(7), pp.1257-1272

Munot, M.V., Srinivasan, S.S. and Bhosle, A.S., 2019. Plagiarism. In Research Methodology (pp. 237-264). Chapman and Hall/CRC

Sousa, M., 2020, April. Modern Serious Board Games: modding games to teach and train civil engineering students. In 2020 IEEE Global Engineering Education Conference (EDUCON) (pp. 197-201). IEEE

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