Developing Academic Skills Portfolio of Tasks

 

Task One: Time Management

 

A)    Demonstrate your time management skills by creating a timetable for study during this module. In your timetable highlight your work commitments, family time, study time and recreational time.

 

Calendar	Wednesday	Tuesday	Wednesday	Thursday	Friday	Saturday
Morning 7-10 am	Workout and Breakfast	Workout and Breakfast	Workout and Breakfast	Workout and Breakfast	Workout and Breakfast	Workout and Breakfast
Noon 11 AM-03Pm	Class	Class	Class	Class	Class	Class
Afternoon 03-05	Library	Library	Library	Library	Library	Library
Evening 05-08	Family	Family	Family	Family	Family	Family
Night	Sleep	Sleep	Sleep	Sleep	Sleep	Sleep

 

 

 

B)    Write a reflection on how you managed your time, utilising the timetable and using Pomodoro or Eisenhower to manage your study. Use Gibb’s model to structure your reflection.

 

In most of the time I tend to prioritise chores that I find most enjoyable or urgent, and put off others that we find less enjoyable or urgent, even when they are more important in the long run. However, the excuse we give ourselves and others is that I just don't have time. The purpose of this essay is not to provide advice on how to better manage your time, but rather to encourage readers to consider how their own attitudes might help or impede their ability to do so. Procrastination is the act of putting off important chores despite the knowledge that doing so would make it more difficult to fulfil the goals we have set for ourselves. The idea of deferring important matters in favour of less important ones lies at the heart of this philosophy.  Improper planning, the most apparent factor, makes it more difficult to attain goals, which in turn reduces the amount of drive and energy available to meet those goals.

In the beginning of this piece, I said that we tell ourselves we don't have the time, but the fact is that a little self-reflection is all that is needed to realise how much time is really available to us. simple, but we don't have time to do the things we don't like, even if they are important for our futures, whether personal or professional.. "If not now, then at what point in the future will I have the time and energy to devote to this?" This choice / duty is why I'm postponing it. Our default response is almost always that it should be done soon, since delaying it would be counterproductive.

What we do with our time is more a function of how we approach it than how many chores we have to do; the questioner must be the one who is most concerned with making the most of their time. Do I need to do anything else in order to be more productive?

As tough as avoiding the self-demanding and perfectionist, who sets objectives and pursues them with rigidity and iron control and falls into despair when they are not met, is avoiding the misery produced by the sense that we have not fulfilled our duties or responsibilities.. reaches, sometimes despite the fact that it was impossible to do so.

 

What, therefore, is the mentality that enables me to better manage my time?

 

Make sure that goals are clearly defined, prioritised, and managed effectively.

Avoiding self-delusion: why am I putting things off, if I can just do it now, without making up any lame excuses? Don't hold yourself back if there are strong, objective reasons to revise the strategy.

 

Self-criticism is counterproductive and may lead to a loss of self-esteem and paralysis; instead of blaming myself for what I haven't done, I push myself to do better in the future.

 

When in doubts about our abilities to focus and handle our time effectively, ask for honest criticism from those we trust.

Use the language of intention instead of obligation when describing voluntary activities (such as "I must attend a dinner with a few friends"). The more positive language we use, the more content and motivated we become in the face of our most tough challenges. Every time we say, "I don't have time," we should pause to consider what else is more essential to our present and future well-being and not allow ourselves be fooled.

 

 

Task Two: Resources and reflection

 

 

A)    Identify 4 key resources that you have used to support your study during this module. Explain how you used each resource in your studies.

 

ü  Meditation and mindfulness utilise my breath as a guide to stay present. Generally, you recognise your thoughts and get them out to attempt to return to your breath. Start with 5 minutes every day, or utilise a meditation practice like these to keep focused.

ü  To Do List Distraction: I want to look anything up while I am focused, jot it down then I can look at it later.

ü  Active listening means hearing with all the senses. This includes paying close attention to the speaker and employing nonverbal cues like head shaking or saying “mhm” to show we understand rather than simply hear them.

ü  For both undergraduate and graduate degrees, online colleges are becoming more popular. People from all around the globe may get degrees in a variety of subjects at schools like University of the People with nothing more than an online connection. Studying online comes with its own set of advice.

 

B)    Write a reflection on the development of your academic skills during this module. For example, writing skills, referencing skills, researching skills and summarising skills. Use Gibb’s model to structure your reflection.

 

This module helps me excell in my academic skills, the course offered referencing skills, researching skills and summarising skills which help me a lot. I think I can utilize these skill to improve my performance in academic as well as no academic sectors. Here is a presentation of my personal reflection of this module

Description

 

One of the most significant characteristics of a successful student is the ability to learn academically. It is essential for me to be able to read thoroughly, write correctly, talk fluently, and communicate successfully. In order to shine in a classroom, a student must be proficient in all of these areas.

 

Feelings

 

I was at the same time excited and exhausted I was learing new things but some times overwhelmed by the informations.

 

Evaluation

 

ü  I came to know in this module the maximum degree of autonomy and in the least restrictive conditions, it must be maintained for the continous development.

 

ü  As a person with an intellectual capablit my interests and preferences should be taken into consideration and respected.

 

ü  The whole intervention procedure must include the involvement of the family.

 

ü  At the same time, the academic activities must be tailored to the individual and aligned with the person's current stage of development.

 

ü  For quality of life to be improved, it is vital to cooperate with the environment.

 

ü  My quality of life and level of satisfaction with his or her life should be taken into account while implementing .

 

Analysis

Memorized facts and theories will remain in the memory until I leave college. Once out of it, I will completely forget the basics they learned. Therefore, it is essential that a good student understand the concepts and the ability to gain knowledge through academic skills.

 

 

Conclusion

The ability to interact daily access to vast volumes of data is kind of scary in research. On the other hand, these have a critical role in helping to develop critical thinking skills by encouraging them to research and evaluate the accuracy of the information they get from it and all of the information channels at their disposal.

 

Action Plan.

 

The skills I have gathered from this course will be used in my future career and I will try to improve my reference skills where I am still weak.

 

 

 

 

(Max 750 words)

(25 marks)

(LOs:1)

 

Task Three: Literature searching, note taking and evaluating

 

A) Find a book online using Perlego on the topic of Academic Integrity, plagiarism and referencing. Summarise the key points using the Cornell note taking method. State the full reference of the book (AU Harvard), demonstrate your note taking and then give a summary of the source in terms of its credibility (using the CAARP guidance, which is documented on iLearn).

 

Bretag, T. (2016). Handbook of academic integrity. Singapore: Springer.

 

Academic integrity has been a major concern for all stakeholders involved since the 1990s. What appeared to be a simple topic has turned out to be a very complex, interdisciplinary subject requiring charitable donations from linguists, psychologists, sociologists, sociologists, education - learning specialists, mathematicians, accountants, doctors, lawyers, and philosophers, to name a few. Despite, or maybe because of, this widespread interest and involvement, there has yet to be a single authoritative reference source that draws together the huge, developing, multidisciplinary, and at times contradicting body of literature. The Handbook of Research Integrity brings together varied perspectives from across the globe to present a thorough overview, starting with various definitions of academic standards and progressing through how to construct an ethical academy. The Handbook also addresses some of the field's most heated arguments, like the context and reasons of academic integrity violations, as well as how to appropriately react to such violations. The Handbook serves as both a one-stop shop for existing researchers/practitioners and a starting pad for fresh investigations and dialogues for both established investigators and those fresh to the subject. The Handbook of Academic Integrity is organised into ten parts based on significant discussions/themes in the discipline, which are presented by Section Editors who are globally prominent academic integrity scholars and authors. The Handbook's rigour as the canonical work on this topic has been enhanced through the double peer review of each chapter.

 

 

C)    Find a newspaper article or website online on the topic of Academic Integrity, plagiarism and referencing. Summarise the key points using a mind map note taking method. State the full reference of the book (AU Harvard), demonstrate your note taking and then give a summary of the source in terms of its credibility (using the CAARP guidance, which is documented on iLearn). (Max 750 words) (25 marks)

 

 

 

Full Reference

 

EPIGEUM (2021). Six common types of plagiarism in academic research. [online] OUPblog. Available at: https://blog.oup.com/2021/10/six-common-types-of-plagiarism-in-academic-research/ [Accessed 7 Dec. 2021].

 

 

Mind Map

 

 

Note

These days, more and more research organisations are emphasising the need of researchers being trained in research integrity. Plagiarism in academic research has not gone away, as recent statistics and occurrences show.

A group of computer scientists discovered a new sort of falsified research paper using a sequence of tortured sentences. The problem of hijacked journals has gained traction in India, with fraudsters duping many early career scholars.

More than one in ten Australian university students submits coursework prepared by others, with new study indicating that 95% of students who cheat this manner go uncaught. Earlier this year, Copyleaks conducted a research on the influence of COVID-19 on worldwide academic integrity.

Among their results is that the similarity score for academic submissions climbed from 35.1 percent to 49.6 percent internationally during the two time periods.

There was a 31% increase in paraphrased text and a 39% increase in identical content. These numbers also illustrate that plagiarism affects both established and early career researchers, as well as students.

Despite this, the research community may foster a healthy research integrity culture at all levels. Institutions can assist limit the amount of plagiarised or faked research papers by learning some of the basic symptoms of plagiarism.

 

The most prevalent forms of plagiarism.

 

Rewriting

The most prevalent kind of plagiarism is rephrasing a text in one's own terms without crediting sources. Reprising with citations is not plagiarism. Paraphrasing plagiarism occurs when someone examines other sources, picks out significant points and ideas, and rewrites them as if they were their own.

A Patchwork or a

When a researcher or student copies and pastes various content to produce a new text. This involves rewording source information while maintaining the original text's structure.

Text

Without correctly crediting the source, verbatim plagiarism occurs when someone copies and pastes content from another source. Even if they remove a few words, the bulk of the material is still copied verbatim. To circumvent this, use quote marks and an in-text citation.

Plagiarism based on

Improper citation is the first step towards preventing plagiarism. Not only must the researcher or student verify that all sources are accurately credited.

Remember that most study fields and departments have their own citation styles, so make sure everyone is following them.

Plagiarism also includes making up or misrepresenting a source. This might mislead readers by claiming a respectable source endorses the notion.

Self Plagiarism

Self-plagiarism occurs when a researcher or student reuses ideas or phrases from earlier papers or assignments.

 

 

Task Four: Plagiarism and referencing

 

A)    Explain what is meant by plagiarism and academic integrity. Support your explanations with definitions and citations.

 

To prevent dishonest tactics like cheating on examinations, plagiarising, or hiring a third party to perform an assignment on the student's behalf, one must have "academic integrity," which includes a dedication to learning and a job well done. In addition, it entails putting in the time and effort, as well as possessing the necessary talents. In addition, it entails taking full use of every opportunity to learn (Eaton, 2021).

Academic dishonesty and plagiarism are often mentioned in the same breath. Both phrases are often used interchangeably in the same context. The commitment to uphold these standards is what we mean when we talk about academic integrity. Using someone else's ideas, words, theories, pictures or graphics, views or facts without properly crediting the source is dishonest, and plagiarism is a part of academic honesty. Six essential principles, including honesty, trust, fairness, respect, accountability, and bravery, are defined by the International Center for Academic Integrity (ICAI). In order for academic communities to put their beliefs into practise, they must adhere to a set of standards of conduct. One of the cornerstones of academic integrity is the concept of honesty, which implies mentioning the author of a work while writing an assignment. It all comes down to being impartial in the eyes of the educators. To put it another way, don't be biassed in your evaluation of pupils' work (Fatemi and Saito, 2020).

Academia relies on a trust in the validity of students' work. By having clear expectations and adhering to them on tests, this may be proven in the classroom. Integrity in the classroom is built on a foundation of fairness and impartiality. Applying the rules uniformly and accepting responsibility for one's actions in the form of rubrics and other educational equality acts are examples of this approach.

Academic integrity is partly a matter of treating others as we would want to be treated. In addition to getting comments, students demonstrate their respect for one another by working hard on their assignments. Teachers, on the other hand, must provide pupils feedback and demonstrate empathy for their needs.

Academic integrity is dependent on one's honesty and trustworthiness. Teachers must develop and enforce classroom and institution regulations, and students must stand up against violators (Eaton, 2021).

Since academic dishonesty is defined as a breach of academic integrity, it appears in a variety of ways and in a variety of forms. Among them include collusion; copying; using electronic devices to cheat; using online question banks; abusing article spinners; and plagiarism. Plagiarism is a serious academic violation since it involves taking another person's words or ideas and passing them off as your own. Academic dishonesty includes plagiarism, which is a violation of academic integrity. While "academic honesty" and "plagiarism" are sometimes used interchangeably, understanding the distinction between the two is critical to a student's educational experience.

 

 

 

B)    Produce an ‘at a glance’ leaflet that gives examples and explanations on how to produce a reference list using AU Harvard referencing. Include examples on how to insert in-text citations and direct quotations.

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Reference list

Eaton, S.E. (2021). Plagiarism in higher education: Tackling tough topics in academic integrity. ABCCLIO.

Fatemi, G. and Saito, E. (2020). Unintentional plagiarism and academic integrity: The challenges and needs of postgraduate international students in Australia. Journal of Further and Higher Education, 44(10), pp.1305–1319.