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SKI0001 Skills For Academic Study

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SKI0001 Skills For Academic Study

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Course Code: SKI0001
University: Arden University

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Country: United Kingdom

Questions:
After completing the module, you should be able to:1) Explain the key resources available to facilitate own learning and study2) Apply time management techniques to study planning3) Evaluate note taking techniques4) Extract pertinent information from at least three different academic sources

Answers:
Mind-Mapping
Mind mapping is the additional graphic illustration of information. Concepts are offered in a drawing form (Davies, 2011). The mind map initiates with the chief concept perhaps and branches are made out to other ideas linked to the chief idea, like the titles of characters, main plot facts or themes. Every idea usually has a ring drawn nearby it, and all of these are equivalent to the headers and sub-headers in the lined note writing (Kokotovich, 2008). Mind maps can comprise pictures, words, signs and other graphic representations of conceptions. The mind map can be drawn all above the sheet in any direction. The mind map is basically a graphical diagram that lets students establish their notes in a bi-dimensional arrangement. As opposed to linear transcripts, mind maps are typically produced on a blank portion of paper or painting, which can be used in landscape manner rather than portrait (Davies, 2011). Instead of opening at the upper left and filling the sheet until student has reached the lowest right, they should start their mind map by texting the topic or headline in the center of the sheet; then they should add their notes in the way of branches that emit away from the center (Davies, 2011).
While this novel way of creating notes may sense a bit strange at first, it proposes a range of advantages, particularly if the student’s goal is to recall information:

A mind map displaysassociations, hierarchies and links between separable pieces of material at a glance.
Mind maps deliver a great outline of a topicas they stock all the notes interrelated to that subject on one particular page.
Mind maps inspire students to take less yet more important notes. Although students generate the map, their brain vigorously processes the info instead of just senselessly copying it (Adodo, 2013).
Mind maps use various mental stimulationslike pictures, icons, colors and a two-dimensional or 2D structure that support learners to memorize their contents.
Students can go back and add more information to noteanytime.
Writing notes in the form of a mind map is entertaining and senses more like doodling than real work!
Using software for mind mapping like Mind Meister, students can also attach extra notes, links and entire filesto their map and therefore add an entire lot of material to it without lessening the countless overview it provides (D’Antoni, Zipp, Olson, and Cahill, 2010).

Linear
Linear note-taking is the procedure of writing down the notes according to the instruction in which students receive it. A sheet is itself two-dimensional so linear records track the natural order of time: page one, two and so on, start, central and close. Page numbering and Time order can support patient examine something later, as student remember prompts are going to be in terms of time or order and location on the sheet (Monash University, 2018). Linear notes are the type of study information that most individuals are used to captivating. Linear notes comprise titles for chief ideas and theories, subheadings for key points within those concepts and numbering and using bullet points. Linear notes can comprise keywords, underlining, abbreviation, and highlighting. Most learners write linear records as a pattern to summarize info as they hear or as they read it in the lecture hall (Machin, Hindmarch, Murray, and Richardson, 2016).
The linear setup is the most conservative method. It can inspire a more passive tactic, so to make the notes as efficient as possible:

Use underlining, headings, and capitals to systematize notes on the sheet
Using signs or contractions to keep it brief
Using numbering or bullet points
Leave decent margins so learners can put extra notes later
Use quotation marks to display straight quotes from the lecturers or the basis student are using
Identify the individual ideas for example; inside square brackets or applying a different colour (Daniel, 2014).

Graphical organizers
Learners can use pictorial representations of the concepts to shape a mind map of the associates and relationships (Rahmani, and Sadeghi, 2011). By selecting an effective design for a graphic arranger, they think analytically about the kind of info and how to greatly present it.  Students may generate a pictorial study guide that reveals all the concepts they are learning. By including all of these aspects, graphic organizers can propose plenty of mind benefits. They permit learners to study, take notes and learn. Then, they converted into a reference to preserve and come back to in future (Manoli, and Papadopoulou, 2012).
Task 2 (causes and effects of stress)
Causes and impacts of stress on individuals
Journal
Causes
Circumstances that are probable to result in stress are those that are irregular or uncontrollable, indeterminate, vague or unfamiliar, or including conflict, loss or presentation expectations (Lupien, McEwen, Gunnar, and Heim, 2009). Stress can be caused by period limited actions, such as the burdens of examinations or work limits, or by ongoing circumstances, like family demands, job uncertainty, or long traveling journeys (Lupien, McEwen, Gunnar, and Heim, 2009).

long hours works, work excess and pressure
the effects of workloads on personal lives
lack of regulation over life and lack of coping energy
poor social upkeep
Unclear organization and work part and poor administration style.

Impacts

The impacts of stress throughout aging are related to both memory damages and decreased hippocampal volumes (Lupien, et al., 2009).
Stress throughout puberty has more significant effects on the brain than a similar stress experience during maturity. Moreover, the impacts of stress throughout adolescence can hatch until maturity, at which time they may become obvious (Lupien et al., 2009).
In maturity, chronic experience to the high amount of glucocorticoids has been related to depressive sickness. By difference, individuals with post-traumatic stress illness present lesser levels of glucocorticoids (Lupien et al., 2009).

Book
Stressors may include

Adapting to continuous, rapid alteration
Upsetting about the amounts of money and the family
Management of major life occasion, such as altering works or moving to a novel home
Managing more than one main life occasion at a similar time, for example, facing a family disease while altering jobs
Manipulating many roles and errands, such as a wife or life partner, parent, friend, worker, and caregiver for elderly parents
Going from one difficult condition to the next deprived of taking time to relax
Being astounded by technology like keeping up with mobile phone emails, messages, and text messages (Anisman, 2015).
Managing the main life occasion, such as positive life alterations, like getting married or the birth of a child, frequently cause stress. More than one of these actions may occur at the same time. For example, we may have to face a family disease while altering jobs (Anisman, 2015).

Effects
If you’re frequently under pressure, they need to learn to manage it well. Stress can impact health. Over time, the patient may show some of these signs of being stressed:

Recurrent colds or influenza, headaches, concern sleeping, muscle tightness, skin issues, concern with ingestion
Poor attentiveness, lack of memory, learning issues, recurrent adverse feelings, speech issues
Nervousness, unhappiness, anger, touchiness, feelings of powerlessness, deficiency of goal, relations difficulties
Consuming poorly, driving irresponsibly, addictive liquor or medications, being calamity prone, presenting violence (Anisman, 2015).

Website
Causes

Being sad in the work
Having a dense load or too much responsibility
Functioning extended hours
Not having good administration, uncertain beliefs of the work, or not engaging in the decision-making practice
Functioning in risky circumstances
Being unconfident about the chance for progression or threat of termination
Giving a speech in front of people (Boonstra, 2013).
Facing discrimination or physical or psychological harassment at study place, particularly if the study place is not supportive
Some of the adverse life events life death of loved ones; family violence and a having a disease also triggers stress (Boonstra, 2013).

Impacts
When someone is in a stressful condition, his or her body triggers a physical reaction. The nervous system coils into act, freeing hormones that make an individual to either combat or take off (Lupien, McEwen, Gunnar, and Heim, 2009). It’s named the “fight or flight” reaction, and this is why, when individuals are in a worrying condition, they can notice that their heartbeat hurries up, their breathing becomes quicker, their muscles stressed, and they twitch to sweat. This type of anxiety is short-term also called acute stress, in this type of stress the body typically recovers rapidly from it (Lovallo, 2015. However if the stress system remain stimulated over a long time period (continuing stress), it may result in or exaggerate more severe health issues such as;

Exhaustion
Trouble sleeping
Trouble focused
Distressed abdominal part
Irritability
Depression
increased blood pressure
Irregular heartbeat (arrhythmia)
Toughening of the arteries (atherosclerosis)
Heart illness
Heart attack
Indigestion, ulcers, bad-tempered bowel syndrome
Upset abdomen; contractions, constipation, and diarrhoea
Weightimprovement or loss
Variations in sex drive
Productiveness problems
Asthma problems (Ellis, 2018).

(Avoiding plagiarism by proper referencing)
Plagiarism is the term that defines the misunderstood use of somebody’s effort. This comprises substantial or concepts from some (available or unpublished) bases, whether print, web-cantered or audio-visual (Walker, 2010). By using the arguments or thoughts of others deprived of referencing the source would be interpreted as plagiarism and is considered a very severe academic crime. In the close, it is observed as thieving intellectual stuff (Walker, 2010).
Referencing
To reference positively, it is necessary that, as a substance, of course, people should methodically note down complete information of writer, date, and title and publication information of any matter they use at the time of using it (Masic, 2014). For websites, e-journals and e-books, note down the URL link and the date that writer retrieved the source (Pears, and Shields, 2016). 
Harvard referencing style
Example:
Layne (1999) proposes recommendations about how to organize for exams.
It has been originate by John and Lin (2000), that offenders are …
This theory is no longer accepted (Smith, 2004).
If someone uses the Harvard style in the core body of his or her work, they will be supposed to cite their references completely in the bibliography (Neville, 2010).
Footnotes/endnotes
Footnotes are identified in the middle of the text-body by a numeral and then full reference noted at the end of the conforming sheet (Elander et al., 2010). For example:
‘….and therefore it was supposed that, “A novel sense originated into presence, a feeling that individuals had developed detached from flora.”‘ 1
If the estimate is taken from a manuscript, the quotation must follow (Evering, L.C. and Moorman, 2012):
Author last name, initial(s)/ Heading of book/ (Publisher/ publication place)/ Page number
John J and White M, Literary Rapports and Censure, (Nature: New York, 2002), p.56
If it were taken from journal articles, it should be cited like (Neville, 2010):
Author last name, initial(s)/ ‘Heading of article’ in Journal name/ Vol. number (Issue number)/ (Year)/Page number
John J and White M, “Dreamy poetry” in Mythical Terms and Condemnation, 4 (8) (2018), p.56
Endnotes must be referenced in precisely the similar way excluding they originate collectively at the bottom of a section or at the close of the manuscript (Neville, 2010).
For electronic resources, the web page address should be given and the date on which the writer downloaded the material. Writers must also quote the title of the reference and the real source if they have this info (Neville, 2010).
This study material was written by John Brown and Sally White, authors of Quote Them Right
APA Citation Style (Fischer, and Zigmond, 2011)
Writers may also use the APA referencing style, which is often applied in the social disciplines. Same as Harvard style, in APA type the author-date organization for in-text quotations are used.
John proposes that more investigation is needed to … (2016).
According to the latest research, cell biology… (John, 2017).
Recent indication suggests that … (John, Sally, & Brad, 2017).?
In the reference list, that tracks the core text, an individual must cite their sources completely. It is little more complex than the in-text quotations, as the arrangement based upon the source type (Gullifer, and Tyson, 2010).
Book:
Format: Author’s surname, First Initial. (Year). Title of the Book (edition). City, State/Country: Name of the Publisher.
In the reference list: John, J.H. (2018). Reasonable Plan: Methods for Examining Businesses and Contestants (1st ed.). Canada: Business Press.
Journal article:
Format: Author’s Surname, First Initial., & Author Surname, First Initial. (Year). Title of the Article. Title of the Journal, Volume number (Issue number), Page Number(s). https://doi.org/DoiNumber
In the reference list: John, A., & Sally, D. K. (2010). The emerging model of specialized athletic finance. Journal of Sporting Finances, 7(1), 245-254. https://doi.org/10.1177/152700250000100304
Website:
          Format: Writer’s Family name, First Initial. (Year, Month Day). Title of the Article. Retrieved from: https://WebAddress
          In the reference list: John, J. (2018, June 27). U.K. flood threat could be poorer than we supposed. Retrieved from: https://time.com/3973256/flooding-risk-coastal-cities/
Fully accepting the APA’s instructions for citing original sources in the reference list might be puzzling. But, there are certainly great tools that can assist individuals with this.
The student can use the APA citation creator, which will ask the student to select their source kind and fill in the essential fields. This type of tool can create both the in-text and list of reference citations for the writer (Gunnarsson, Kulesza, and Pettersson, 2014).
Another best way to make sure the writer has the accurate quotation for their list of reference is to use Google Scholar. They need to simply search for the source and tick the quote sign to duplicate the required reference style (Hall, 2011).
Task 4 (time table and critical reflection)
Timetable

 
 

Skills
 

Current stage
 

Targetability
 

Timeframe

Criteria to judge success
 

Goal 1

Plagiarism

Currently, I am working on the position where I can understand what is plagiarism

Learning how to avoid plagiarism

1 month

Evaluation of my understanding when doing an assessment

Goal 2

In text referencing

Have a sound knowledge of it

To learn everything about the in-text citation of different types of referencing styles such as APA, MLA, Harvard, Vancouver and many more

15 days

Assessing my understand after discussing with the professional writers and comparing with the online sources and articles

Goal 3

Reference list

Have little knowledge of APA style

Being an expert in every type of referencing style

1 month

By discussing with professors and professionals writers and by practicing.

Goal 4

Learning the grammatical rules of assessment writing

Basic knowledge of assessment writing

Learning every aspect of assessment writing

1 month

by getting feedback from professors and professional writer,

Goal 5

Elimination of issues

Partially satisfied

Being confident in assessment writing

2 months

Calculation of increase in good assessment papers  

Reflection on learning this module in this module I have learned a lot about the plagiarism, referencing styles, developing the time management skills, and different note taking styles. The note-taking strategies I have learned are graphical organizers, linear, and mind mapping. These strategies helped me a lot to understand how to talking notes and implanting those note taking strategies in my learning style. By making mind map I can enhance my psychological efficiency to recall things that was previously difficult for me. Mind maps are very helpful to map the study material and divide the lengthy topic in short and understandable form. Graphical organizers and linear note talking helped in the making the graphical representation of the study material. With the help of graphical organizers,  can use visual representations of the ideas to build a mind map of the connections and relationships. By choosing an effective layout for a graphic organizer, I can think critically about the type of information and how to best present it. Stress is the psychological health issues that can affect a person’s physiological activities such as working normal tasks, study, learning and understating things. I have learned a lot that how the stress can be caused by the environmental, biological and social factors.
 This will enhance my knowledge about how to avoid the stressors that can be problematic for my study and learning. Stress is the issue that reduces the ability of a person to learn and concentrate on focus on the particular task. By gaining knowledge about the stress, its causes and its effects not I am able to build my skills in relation to studying and learning free of stress. Stress is the concern that is not treated may lead to various other associated health issues like depression and anxiety. Most of the students face these issues due to exam pressure, lack of knowledge about a particular task or topic. Time management is the process of panning the applying the conscious control of the time spent on the particular task. I think time most of the students who failed to plan their study lack this skill.  They imagine themselves being efficacious in their educations and school tasks but they fail to make an accurate plan or build a routine, that will allow them to attain academic achievement. There are simply so many hours in a day, days in a week, and weeks in a term. And if you do not pay attention, you will face stress, and pressure related issues. After going through this module I am able to understand the application of time management in planning the study. And to achieve assessment writing success I need to manage my time and follow the timetable accordingly. To develop an effective time Table I have to set my goals. I have to find out the tasks in which I am still not perfect or good, and becoming an expert and excellent in that particular tasks. Setting a time frame to learn a particular task or study topic is really essential so that I can push myself toward the goal in an already set time frame. Time management skills help us to decrease stress, avoid missing deadlines, poor writing quality; increase the opportunities for advancement. 
References 
Adodo, S.O., 2013. Effect of mind-mapping as a self-regulated learning strategy on students’ achievement in basic science and technology. Mediterranean Journal of Social Sciences, 4(6), p.163.
Anisman, H., 2015. Stress and your health: From vulnerability to resilience. John Wiley & Sons.
Boonstra, R., 2013. Reality as the leading cause of stress: rethinking the impact of chronic stress in nature. Functional Ecology, 27(1), pp.11-23.
Daniel, S. 2014. Impacting Academic Writing.1st ed. Bloomington, Indiana, United States: Xlibris Corporation.
D’Antoni, A.V., Zipp, G.P., Olson, V.G., and Cahill, T.F., 2010. Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?. BMC medical education, 10(1), p.61.
Davies, M., 2011. Concept mapping, mind mapping, and argument mapping: what are the differences and do they matter?. Higher education, 62(3), pp.279-301.
Elander, J., Pittman, G., Lusher, J., Fox, P. and Payne, N., 2010. Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity. Assessment & Evaluation in Higher Education, 35(2), pp.157-171.
Ellis, R. R. (2018). Why am I so tired?. Available from: https://www.webmd.com/women/guide/why-so-tired-10-causes-fatigue#1 [Accessed 22 December 2018].
Evering, L.C. and Moorman, G., 2012. Rethinking plagiarism in the digital age. Journal of Adolescent & Adult Literacy, 56(1), pp.35-44.
Fischer, B.A. and Zigmond, M.J., 2011, January. Educational approaches for discouraging plagiarism. In Urologic Oncology: Seminars and Original Investigations (Vol. 29, No. 1, pp. 100-103). Elsevier.
Gullifer, J. and Tyson, G.A., 2010. Exploring university students’ perceptions of plagiarism: A focus group study. Studies in Higher Education, 35(4), pp.463-481.
Gunnarsson, J., Kulesza, W.J. and Pettersson, A., 2014. Teaching international students how to avoid plagiarism: librarians and faculty in collaboration. The Journal of Academic Librarianship, 40(3-4), pp.413-417.
Hall, S.E., 2011. Is it happening? How to avoid the deleterious effects of plagiarism and cheating in your courses. Business Communication Quarterly, 74(2), pp.179-182.
Kokotovich, V., 2008. Problem analysis and thinking tools: an empirical study of non-hierarchical mind mapping. Design studies, 29(1), pp.49-69.
Lovallo, W.R., 2015. Stress and health: Biological and psychological interactions. Sage publications.
Lupien, S.J., McEwen, B.S., Gunnar, M.R. and Heim, C., 2009. Effects of stress throughout the lifespan on the brain, behaviour, and cognition. Nature reviews neuroscience, 10(6), p.434.
Machin, L., Hindmarch, D., Murray, S. and Richardson, T., 2016. A Complete Guide to the Level 5 Diploma in Education and Training. Critical Publishing.
Manoli, P. and Papadopoulou, M., 2012. Graphic organizers as a reading strategy: Research findings and issues. Creative education, 3(03), p.348.
Masic, I., 2014. Plagiarism in scientific research and publications and how to prevent it. Materia socio-medica, 26(2), p.141.
Monash University (2018) Note taking and summary notes. Available from: https://www.monash.edu/rlo/tutorials/note-taking-and-summary-notes [Accessed 22 December 2018].
Neville, C., 2010. The complete guide to referencing and avoiding plagiarism. McGraw-Hill Education (UK).
Pears, R. and Shields, G.J., 2016. Cite them right: the essential referencing guide. Palgrave Macmillan.
Rahmani, M. and Sadeghi, K., 2011. Effects of note-taking training on reading comprehension and recall. Reading, 11(2), pp.116-128.
Walker, J., 2010. Measuring plagiarism: Researching what students do, not what they say they do. Studies in Higher Education, 35(1), pp.41-59.

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