UNIVERSITI TEKNOLOGI MARA CAWANGAN PERAK

KAMPUS TAPAH

FACULTY OF ACCOUNTANCY

STUDY SKILLS

(UED102)

STUDY SKILLS PORTFOLIO

Prepared By : NURUL SYAZA AISYAH BINTI YOSRI

Student ID : 2020851836
Programme : AC 110
Faculty : FACULTY OF ACCOUNTANCY

Prepared for : MOHD TAUFIK BIN MOHD SUFFIAN

Deadline 29 November
 DECLARATION OF ORIGINAL WORK

I, Nurul Syaza Aisyah Binti Yosri,(020207-08-0828)

Hereby, declare that:

 This work has not previously been accepted in substance for any
degree,locally or overseas, and is not being concurrently submitted for this
degree or any other degrees.

 This project-paper is the result of my independent work and investigation,

except where otherwise stated.

 All verbatim extracts have been distinguished by quotation marks and

sources of my information have been specifically acknowledged.

Signature: Date: 21 NOVEMBER 2020

2
 ACKNOWLEDGEMENT

In finishing my assignment, I need to ask help and guide from

someone than more expert. Actually, without their guide and help I
would not be able to finish this assignment and that person should be
appreciate.

Firstly, I would like to express my special thanks of gratitude to my

lecturer , Sir Mohd Taufik Bin Mohd Suffian who gave me an
opportunity to do this assignment and also provided some material in
completing my assignment.

Thanks to my friends that support me and give me some

information for my assignment. Other than that, I really appreciate the
time that you waste just for helping me .

In addition, I would also like to extend my gratitude to my parents

that helped me by guiding me from time to time even they are busy
and tired.

Lastly, thanks to Allah S.W.T. for giving me strength to finish this

assignment. At first I feel like I want to give up but Allah S.W.T
make it easier for me. Alhamdulillah.

3
 TABLE OF CONTENTS
3

PAGE
TITLE PAGE 1
DECLARATION OF ORIGINAL WORK 2
ACKNOWLEDGEMENT 3
TABLE OF CONTENTS 4
INTRODUCTION PAGE 5
Topic 1: Getting Ready to Learn 6
• Learning Style Inventory
Topic 2: Goals Setting 12
• Goal Statements – The Five Step Approach
Topic 3: Library & Campus Resources 13
• Notes on Library Tour
Topic 4: Time Management & Organizational Skills 17
• Fixed-Commitment Calendar
• Job Task Analysis
• Prioritized To-Do List
Topic 5: Memory, Learning & Improving Concentration 21
• Memory Strategies (Activity 4-1: Van Blerkom, 2009, pg. 90)
• Organizational Strategies (Activity 4.7: Van Blerkom, 2009, pg. 107)
- optional
• Concentration Strategies (Activity 6.1: Van Blerkom, 2009, pg. 144)
• Concentration Chart (Figure 6.4: Van Blerkom, 2009, pg. 161)
• Reading Text (Figure 12.3: Van Blerkom, 2009, pg. 309)
Topic 6: Taking Lecture Notes 28
• Note-Taking Strategies (Activity 5-1: Van Blerkom, 2009, pg. 116)
• Note-taking Exercise using the Cornell Method
Topic 7: Academic Integrity & Performance 33
• GPA Worksheet
APPENDICES (if any)
REFERENCES – APA STYLE

4
 INTRODUCTION

Hello,

Let me introduce myself first. My name is Nurul Syaza Aisyah

Binti Yosri . I was born in Ipoh, Perak on 7 February 2002 and my
zodiac is Aquarius. So right now I am 18 years old. This year 2020 I
am going to a new chapter after high school that is studying in
university.

I am studying in UITM Tapah Campus and I am taking

Diploma in Accounting (AC110). Well I didn’t have basic of
accounting but I believe I can score in this course.

So I am going to show you my portfolio and this is more about

my own opinion. I hope you guys enjoyed it. Till then.

5
 TOPIC 1 : GETTING READY TO LEARN

LEARNING STYLE INVENTORY

Yes No
1 I prefer watching a video to reading.

2 When I sing along with my CDs or the radio, I know

the words to the songs.

3 I have athletic ability.

4 I can picture the setting of a story I am reading.

5 I study better with music in the background.

6 I enjoy hands-on learning.

7 I’d rather play sports than watch someone play them.

8 Reading aloud helps me remember.

9 I prefer watching someone perform a skill or a task

before I actually try it.

10 I color-coordinate my clothes.

11 I’m good at rhyming and rapping.

12 Use phrases like: “I’ve got a handle on it,” “I’m up

against the wall,” or “I have a feeling that . . .”

13 I need to look at something several times before I

understand it.

14 I prefer having instructors give oral directions than

written ones.

15 I have difficulty being still for long periods of time.

6
16 use phrases like “I see what you’re saying,” “That looks
good,” or “That’s clear to me.”

17 I’m good at figuring out how something works.

18 I can understand a taped lecture.

19 It’s easy for me to replay scenes from movies in my

head.

20 I enjoy studying foreign languages.

21 I would rather conduct my own science experiment than

watch someone else do it.

22 I would rather paint a house than a picture.

23 I enjoy studying in groups.

24 I prefer to have written directions to someone’s home.

25 I can look at an object and remember it when I close my

eyes.

26 I have musical ability.

27 When I study new vocabulary, writing the words

several times helps me learn.

28 I can imagine myself doing something before I actually

do it.

29 I use phrases like “That rings a bell,” “I hear you,” or

“That sounds good.”

30 I enjoy building things and working with tools.

7
 Scoring My Inventory

Visual Auditory Kinesthetic

1 2 3
4 5 6
10 14 7
13 18 12
16 20 21
19 23 22
28 29 30
Total : 91 Total : 111 Total : 101

My preferred learning style is auditory learner

8
 Discuss the test
assignment or lecture
material with a study
partner or study group

Read difficult
passages out loud

Tape your instructor’s

lecture and listen to
the tape on the way
home, either in your
car, or on the bus or
subway.
Explain the
9 information out loud

9
 Reduce need for
seeing or reading
information to learn
Increased ability to or retain it
multi-task

Good at explaining
Follows verbal ideas out loud
directions well

Skilled at oral reports

Effective members of
and class
study groups
presentations

10
 Decreased chance of
retaining information if
it is not expressed in
auditory form

Shorter attention span,

especially when task
involves reading and
writing

More susceptible to
distractions in the
workplace

11
 TOPIC 2 : GOAL SETTINGS

THE FIVE STEP APPROACH

Step 1 : Tentative Goal Statement

I want to get an average of A in all subjects

Step 2 : List Of Obstacles Step 3 : List Of Resources

1. Too many distractions 1. Find a quiet place and turning off my

phone so that I can focus
2. Too tired to study
2. Get proper sleep for 8 hours so that I get
3. Health problems enough sleep
4. Time management 3. Eat healthy meals and go to clinic for
medical checkup
5. Depression
4. Make a timetable and plan at what time to
6. Worried about failure study
5. Join counselling programs and express my
feelings to the person I trust
6. Always think positive and get support
from family and friends

Step 4 : List Your Motivation Step 5 : Revised Goal Statement

Fate is just a formality I will try to achieve an average of A
in all subjects

12
TOPIC 3 : LIBRARY AND CAMPUS RESOURCES

OFFICE CONTACT LOCATION PHONE

PERSON

Faculty of Khairiah Ground floor of 05-4067088

Accountancy Khairuddin Administration
Office Building

Academic Affair Norsapinah Binti On the second 05-4067090

(HEA) Abdul Hamid floor of
Administration
Building near
Plaza Pentadbiran

Students Affair Sulyati Akmar On the second 05-4067018

(HEP) Baharudin floor of Pusat
Pelajar

Bursary Sarliza Binti Ground Floor of 05-4067045

Saari Administration
Building

Auxiliary Police Adrusham bin In front of 05-4067685

Che Lah Faculty of
Applied Science

Library Juliza Jamaluddin Located near 05-4067131

Plaza Pentadbiran

Ketua Pusat Ahmad Saiful In Faculty of 016-4489102

Pengajian (KPP) Azlin Puteh Salin Accountacy

13
LIBRARY
SERVICE TIME

SERVICE TIME

OPENED SEMESTER

MONDAY-FRIDAY 8.30a.m.-5.00p.m.

SATURDAY-SUNDAY CLOSE

PUBLIC HOLIDAY CLOSE

EXAM WEEK

MONODAY-FRIDAY 8.30a.m.-6.00p.m.

SATURDAY-SUNDAY 9.00a.m.-6.00p.m.

PUBLIC HOLIDAY 9.00a.m.-6.00p.m.

SEMESTER BREAK

MONDAY-FRIDAY 8.30a.m.-5.00p.m.

SATURDAY-SUNDAY CLOSE

PUBLIC HOLIDAY CLOSE

ALERT

THE LIBRARY WILL BO CLOSED IN

15 MINUTES EARLY

14
 BURSARY

TIME OPERATION

MONDAY-THURSDAY FRIDAY

 8.00a.m.-1.00p.m. 8.00a.m.-12.15p.m.
 2.00p.m.-4.45p.m.
2.45p.m.-4.45p.m

15
 AUXILIARY
POLICE

FACULTY OF
ACCOUNTACY

STUDENT
AFFAIRS
DIVISION

16
 TOPIC 4: TIME MANAGEMENT AND
ORGANIZATIONAL SKILLS

JOB TASK ANALYSIS

IMPORTANCE SCALE FREQUENCY SCALE

0- NOT PERFORMED 0-NOT PERFORMED

1-NOT IMPORTANT 1-EVERY FEW MONTHS TO

YEARLY

2-SOMEWHAT IMPORTANT 2-EVERY FEW WEEKS TO

MONTHLY

3-IMPORTANT 3-EVERY FEW DAYS TO WEEKLY

4-VERY IMPORTANT 4-EVERY FEW HOURS TO DAILY

5-EXTREMELY IMPORTANT 5-HOURLY TO MANY TIMES EACH

HOUR

TASK DESCRIPTION IMPORTANT FREQUENCY

CTU HAFAZAN 4 4

LIRA TEST 5 5

UED VIDEO 5 5
ASSIGNMENT

CTU ASSIGNMENT 4 4

MGT ASSIGNMENT 5 5

UED PORTFOLIO 5 5

MAT QUIZ 4 4

ECO QUIZ 4 4

17
 17
PRIORITIZED TASK LIST

HIGH PRIORITY TASK DUE DATE

UED PORTFOLIO 29 NOVEMBER 2020

MGT ASSIGNMENT 27 NOVEMBER 2020

UED VIDEO ASSIGNMENT 29 NOVEMBER 2020

MEDIUM PRIORITY TASK DUE DATE

LIRA TEST 12 NOVEMBER 2020

CTU HAFAZAN 30 NOVEMBER 2020

LOW PRIORITY TASK DUE DATE

CTU ASSIGNMENT 30 NOVEMBER 2020

MAT QUIZ 25 NOVEMBER 2020

ADDITIONAL TASK DUE DATE

ECO QUIZ 10 NOVEMBER 2020

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 FIXED-COMMITMENT CALENDAR

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

6a.m. Subuh Subuh prayer Subuh prayer Subuh prayer Subuh Subuh prayer Subuh
prayer and and self- and self- and self- prayer and and self- prayer and
self- preparation preparation preparation self- preparation self-
preparation preparation preparation

7a.m.

8a.m. Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast

9a.m. Class Class Class Class Class House duty House duty

10a.m. Assignment Assignment Assignment Assignment Assignment Assignment Assignment

11a.m. Study Study Study Study Study Study Study

Noon

1p.m. Zohor Zohor Zohor Zohor prayer Zohor Zohor Zohor

prayer prayer prayer prayer prayer prayer

2p.m. Lunch Lunch Lunch Lunch Lunch Lunch Lunch

3p.m. Class Class Class Class Class House duty House duty

4p.m. Assignment Assignment Assignment Assignment Assignment Take a nap Take a nap

5p.m. Asar prayer Asar prayer Asar prayer Asar prayer Asar prayer Asar prayer Asar prayer

6p.m. Jogging Jogging Jogging Jogging Jogging Jogging Jogging

7p.m. Dinner Dinner Dinner Dinner Dinner Dinner Dinner

8p.m. Maghrib Maghrib Maghrib Maghrib Maghrib Maghrib Maghrib

prayer prayer prayer prayer prayer prayer prayer

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 9p.m. Isyak Isyak prayer Isyak prayer Isyak prayer Isyak Isyak prayer Isyak
prayer prayer prayer

10p.m. Revision Revision Revision Revision Revision Revision Revision

11p.m.

Midnight

1a.m. Sleeping Sleeping Sleeping Sleeping Sleeping Sleeping Sleeping

2a.m.

3a.m.

4a.m.

Hours available for study 24 hours Hours needed for study 28hours

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Topic 5: Memory, Learning & Improving Concentration

MEMORY STRATEGIES
YES NO
1 Do you often know the answer to a question but find
that you can’t think of it?
2 Do you organize or group information to help you
remember it?
3 After you study, do you go back and test yourself to
monitor your learning?
4 Do you make up rhymes or words to help you
remember some informations?
5 Do you space your practice when reviewing
information?
6 Do you try to memorize all the information that you
need to know for an exam?
7 Do you often find that you get confused by closely
related information?
8 Do you often forget a lot of the information that you
studied by the time you take the test?
9 Do you ever remember exam answers after the exam
is over?
10 Do you try to remember information just by making
up a rhyme, word or other memory aid?
TOTAL POINT 6 4

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 ORGAZATIONAL STRATEGIES

NEWSPAPER,PENCIL,BUS,AUTOMOBILE, BOOK, PEN, BOAT, MAGAZINE,

COMIC BOOK, CHALK, CRAYON, TRAIN

THINGS YOU THINGS YOU THINGS YOU

READ WRITE WITH RIDE IN
NEWSPAPER PENCIL BUS

BOOK PEN AUTOMOBILE

MAGAZINE CHALK BOAT

COMIC BOOK CRAYON TRAIN

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CONCENTRATION STRATEGIES
YES NO
1 Do you have trouble getting back into your work
after you’ve been interrupted?
2 Do you read and study in a noisy, cluttered room?

3 Do you find that even though you schedule study

time, you don’t actually accomplish very much?
4 Do you use any strategies to help increase your
ability to concentrate?
5 Can you concentrate on your work even if the
subject don’t interest you?
6 Do you use your preferred learning style when
completing assignments?
7 Do you tend to think about personal plans or
problems when you are reading and studying?
8 Do you find that when you finish reading your
textbook assignments, you don’t really remember
what you read
9 Do you get totally engrossed in the material when
you read and study?
10 Do you daydream a lot when you are listening to
lectures?
TOTAL POINT 5 5

23
 CONCENTRATION CHART

DATE STUDY CONCENTRATION CAUSE STRATEGY

TASK PROBLEM
29/10/2020 Practice Cannot understand how Didn’t take Take notes every
LIRA test to do LIRA notes when word lecturer
lecturer teach says

2/11/2020 Study CTU Always feel sleepy in Cannot focus Write important
class and feel notes that
bored lecturer says

3/11/2020 Study ECO Playing phone during Distracted by Put the phone in
class the somewhere else
notifications and turn off the
and bored phone

4/11/2020 Study MGT Cannot pay attention Hungry and Sleep early and
during class did not get bring some food
enough rest during class

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READING TASK

Political Systems in Global Perspective

Political systems as we know them today have evolved slowly. In the earliest societies ,politics
was not an entity separate from other aspects of life. Political institutions first emerged in
agrarian societies as they acquired surpluses and developed greater social inequality. Elites
took control of politics and used custom or traditional authority to justify their position. When
cities developed circa 3500–3000 B.C.E., the city-state—a city whose power extended to
adjacent areas—became the center of political power.
Nation-states as we know them began to develop in Europe between the twelfth and
fifteenth centuries (see Tilly, 1975).A nation-state is a unit of political organization that has
recognizable national boundaries and whose citizens possess specific legal rights and
obligations. Nation-states emerge as countries develop specific geographic territories and
acquire greater ability to defend their borders. Improvements in communication and
transportation make it possible for people in a larger geographic area to share a common
language and culture. As charismatic and traditional authority are superseded by rational—
legal authority, legal standards come to prevail in all areas of life, and the nation-state claims
a monopoly over the legitimate use of force (Kennedy, 1993).
Approximately 190 nation-states currently exist throughout the world; today, everyone
is born, lives, and dies under the auspices of a nation-state (see Skocpol and Amenta , 1986).
Four main types of political systems are found in nation-states: monarchy, authoritarianism,
totalitarianism, and democracy.

Monarchy
Monarchy is a political system in which power resides in one person family and is
passed from generation to generation through lines of inheritance. Monarchies are most
common in agrarian societies and are associated with traditional authority patterns .However,
the relative power of monarchs has varied across nations, depending on religious, political, and
economic conditions.
Absolute monarchs claim a hereditary right to rule (based on membership in a noble
family) or a divine right to rule (a God-given right to rule that legitimizes the exercise of
power). In limited monarchies, rulers depend on powerful members of the nobility to retain
their thrones. Unlike absolute monarchs, limited monarchs are not considered to be above the
law. In constitutional monarchies, the royalty serve as symbolic rulers or heads of state while
actual authority is held by elected officials in national parliaments. In present-day monarchies
such as the United Kingdom, Sweden, Spain, and the Netherlands, members of royal families
primarily perform ceremonial functions. In the United Kingdom, for example, the media often
focus large amounts of time and attention on the royal family, especially the personal lives of
its members. Recently, the European Union (of which the United Kingdom, Spain, Sweden,
and the Netherlands are all members) has also received media attention as a form of
governmental cooperation across national boundaries but not one that weakens the powers of
the present-day monarchies.

25
Authoritarianism
Authoritarianism is a political system controlled by rulers who deny popular
participation in government. A few authoritarian regimes have been absolute monarchies
whose rulers claimed a hereditary right to their position. Today, Saudi Arabia and Kuwait are
examples of authoritarian absolute monarchies. In dictatorships, power is gained and held by
a single individual. Pure dictatorships are rare; all rulers need the support of the military and
the backing of business elites to maintain their position. Military juntas result when military
officers seize power from the government, as has happened in recent decades in Argentina,
Chile, and Haiti. Today, authoritarian regimes exist in Fidel Castro’s Cuba and in the People’s
Republic of China .Authoritarian regimes seek to control the media and to suppress coverage
of any topics or information that does not reflect upon the regime in a favorable light.

Totalitarianism
Totalitarianism is a political system in which the state seeks to regulate all aspects of
people’s public and private lives. Totalitarianism relies on modern technology to monitor and
control people; mass propaganda and electronic surveillance are widely used to influence
people’s thinking and control their actions. One example of a totalitarian regime was the
National Socialist (Nazi) Party in Germany during World War II; military leaders there sought
to control all aspects of national life, not just government operations. Other examples include
the former Soviet Union and contemporary Iraq before the fall of Saddam Hussein’s regime.
To keep people from rebelling, totalitarian governments enforce conformity: People are
denied the right to assemble for political purposes, access to information is strictly controlled,
and secret police enforce compliance, creating an environment of constant fear and suspicion.
Many nations do not recognize totalitarian regimes as being the legitimate government
for a particular country. Afghanistan in the year 2001 was an example. As the war on terrorism
began in the aftermath of the September 11 terrorist attacks on the United States, many people
developed a heightened awareness of the Taliban regime, which ruled most of Afghanistan and
was engaged in fierce fighting to capture the rest of the country. The Taliban regime maintained
absolute control over the Afghan people in most of that country. For example, it required that
all Muslims take part in prayer five times each day and that men attend prayer at mosques,
where women were forbidden (Marquis, 2001). Taliban leaders claimed that their actions were
based on Muslim law and espoused a belief in never-ending jihad—a struggle against one’s
perceived enemies. Although the totalitarian nature of the Taliban regime was difficult for
many people, it was particularly oppressive for women, who were viewed by this group as
being “biologically, religiously and prophetically” inferior to men (McGeary, 2001: 41).
Consequently, this regime made the veil obligatory and banned women from public life. U.S.
government officials believed that the Taliban regime was protecting Osama bin Laden, the
man thought to have been the mastermind behind numerous terrorist attacks on U.S. citizens
and facilities, both on the mainland and abroad. As a totalitarian regime, the Taliban leadership
was recognized by only three other governments, despite controlling most of Afghanistan.
Once the military action commenced in Afghanistan, most of what U.S. residents
learned about the Taliban and about the war on terrorism was based on media accounts and
“expert opinions” that were voiced on television. According to the political analyst Michael

26
Parenti (1998), the media play a significant role in framing the information we receive about
the political systems of other countries. As discussed in previous chapters, framing refers to
how news is packaged, including the amount of exposure given to a story, its placement, the
positive or negative tone of the story, the headlines and photographs, and the accompanying
visual and auditory effects if the story is being broadcast. In politics and government, framing
is not limited to information we receive about other countries: It can be used to frame a political
agenda in this country, as well.

Democracy
Democracy is a political system in which the people hold the ruling power either directly
or through elected representatives. The literal meaning of democracy is “rule by the
people” (from the Greek words demos, meaning “the people,” and kratein, meaning “to
rule”). In an ideal-type democracy, people would actively and directly rule themselves.
Direct participatory democracy requires that citizens be able to meet together regularly to
debate and decide the issues of the day. However, if all 295 million people in the United
States came together in one place for a meeting, they would occupy an area of more than
seventy square miles, and a single round of five-minute speeches would require more than
five thousand years (based on Schattschneider, 1969).
In countries such as the United States, Canada, Australia, and the United Kingdom,
people have a voice in the government through representative democracy, whereby citizens
elect representatives to serve as bridges between themselves and the government. The U.S.
Constitution requires that each state have two senators and a minimum of one member in the
House of Representatives. The current size of the House (435 seats) has not changed since the
apportionment following the 1910 census. Therefore, based on Census 2000, those 435 seats
were reapportioned based on the increase or decrease in a state’s population between 1990
and 2000.
In a representative democracy, elected representatives are supposed to convey the
concerns and interests of those they represent, and the government is expected to be
responsive to the wishes of the people. Elected officials are held accountable to the people
through elections. However, representative democracy is not always equally accessible to all
people in a nation. Throughout U.S. history, members of subordinate racial–ethnic groups
have been denied full participation in the democratic process. Gender and social class have
also limited some people’s democratic participation. For example, women have not always
had the same rights as men. Full voting rights were note gained by women until the
ratification of the Nineteenth Amendment in 1920.
Even representative democracies are not all alike. As compared to the winner-takes-
all elections in the United States, which are usually decided by who wins the most votes, the
majority of European elections are based on a system of proportional representation, meaning
that each party is represented in the national legislature according to the proportion of votes
that party received. For example, a party that won 40 percent of the vote would receive 40
seats in a 100-seat legislative body, and a party receiving 20 percent of the votes would
receive 20 seats.

27
 Topic 6: Taking Lecture Notes

NOTE TAKING STRATEGIES

YES NO
1 Do you edit your notes within twenty-four hours after
each of your classes?
2 Do you try to write down exactly what your professor
says in class?
3 Do you separate the main point from supporting
information in your notes?
4 Are you able to read and understand your notes when
you study for your exam?
5 Do you sometimes find that your notes don’t make
sense when you review them before an exam?
6 Do you tend to write down only key words when you
take notes?
7 Do you review your notes by reciting them out loud?

8 Do you tend to miss a lot of information when you

take notes?
9 Are you actively involved in the lecture?

10 Do you read your textbook assignment before you go

to your lecture class?
TOTAL POINT 6 4

28
Note-taking Exercise using the Cornell Method

THE CORNELL NOTE-TAKING SYSTEM

has an excellent format for setting up your note page. Use an 8.5-by-11 inch
notebook. It has a recall/cue column and a summary column at the end.

29
Explain what can be included in the students’ notes. Discuss how to
take notes for classes which adopt other approaches apart from
lecture.

WHAT TO INCLUDE IN YOUR NOTES

HEADINGS

Always note all headings-the main point-that are made during a lecture.

DETAILS

Listen for all details

Some of the details that you may want to focus on:

 Any facts or explanations that expand or explain the main points that are
mentioned.
 Definitions, word for word, especially if your lecturer repeats them
several times
 Enumerations or lists of things that are discussed
 Examples- you don’t need to note all the details for each example, but
you need to know to which general topic (heading) each example relates
 Anything that is repeated and spelled out
 Anything that is written on the whiteboard or on a PowerPoint slide
 Drawings, charts, or problems that are written on the board

DISCUSSION CLASSES

Some lecturers prefer the discussion format when teaching.

You can easily take notes on a discussion.

Instead of writing down the main heading, write down the question that’s posed.
Then jot down the various points that are made during the discussion.

30
MATH AND SCIENCE CLASSES

Taking notes in math and science classes requires special strategies.

You may find it helpful to write the problem on the left side of the note page
and anything the lecturer says about it directly across from each step.
Listencarefully for the main points and the important details and put them in
your notes.

POWERPOINT PRESENTATIONS

Use the headings and subheadings in the PowerPoint presentations to organize

your notes. Copy the headings and subheadings into your notes as the lecturer
refers to them. Then listen to what the lecturer says about the slide and take
notes.

ONLINE LECTURE NOTES

Some lecturers choose to post their lecture notes on the course Web sites. Some
post the notes prior to the lecture, others post their notes after the lecture.

Students always ask whether or not they really need to take notes in class when
they can simply print the notes either before or after class. The answer is ‘YES’.

When you take notes, you are actively engaged in the class, you can condense
the material, you can organize the material your way, and you can put the
information in your own words.

You use the lecturer’s set of notes to build some background knowledge prior to
the lecture. Then after you take notes, use the online notes to edit your notes.

31
Samples of Cornell Notes

32
 TOPIC 7 : ACADEMIC INTEGRITY AND
29
PERFORMANCE

APA Citation Worksheet –UHCL Writing Center

Give the in-text citation and reference page citation for the following resources.
You should give the citation for a direct quote without integrating it into your
writing. An example quote is given so that all you must do is give the citation
afterward.

1. Author(s): Lynn Smith Year: 2010

Title: A Study of Undergraduate Students Page number: article pgs170-191; quote
Journal: Collegiate Learning Review pg. 172

In-Text: “… out of every five students feels unprepared for writing classes”
______________.

References: Lynn Smith, 2010, 170-191; quote pg. 172

2. Author(s) : Allen Jameison and Susan Plette Volume : 4

Title : A Quick Look at the Symptoms of Adult-Onset Year : 2013
Cardiac Disease in Diabetics Issue: 2
Journal : Journal of Medical Practices
Page number: article pgs. 80-85; quote on pg. 83

In-Text: “…showed few symptoms after two weeks of treatment”

______________________.

References: Allen Jameison and Susan Plette, 2013, 80-85; quote on pg. 83

33
3. Author(s): Steven Marisol Publisher : McGraw-Hill
Publishing
Title : Mathematical Concepts for Non-Math City of Publication : New York City,
Majors New York
Year : 2008 Page number : quote pg. 214

In-Text: “…to show the matrices’ values” ____________________________.

Reference: Steven Marisol, 2008, 214

4. Author(s): Jan Plumm and Carol Neischke Publisher : Harley Publishing,

Inc.
Title : A Creationist View of Sexuality City of Publication: New Brunswick, New
Jersey
Year : 2008 Page number : quote pg. 113-114

In-Text: “…sexual habits leading to cohabitation” _____________________.

Reference: Jan Plumm and Carol Neischke, 2008, 113-114

5. Author(s) : John P. Ackran Date of Publication: September 21,

2013
Title of webpage: Statistics of Insurance Coverage Date of Access: April 3, 2014
of Elderly
Sponsoring Organization: Organization for Medical Reform
URL : http://www.medreform.org/statistics/insurance/elderly-
coverage/233

In-Text: “…no coverage available” ____________________________.

Reference: John P. Ackran, 2013

34
6. Author(s) : No specific author Date of Publication: May 3,
2011
Title : Coordinating Grassroot Campaigns for Date of Access: June 28,2014
Liberal Conservatives
Main Page Title : Grassroot Strategies
Sponsoring Organization: Grassroots of America
URL : http://www.grassrootsofamerica.org/strategies/campaigns/0012/abd

In-Text: “…by building on previous voters”____________________________.

Reference: No specific author, 2011

35
 ELEPHANTS AND CHEESE: AN EXPLORATORY PAPER

by Teck Wann

It is widely known that elephants fear cheese, and will flee at

the first whiff of it (Elephant stampede ,2003). What is not yet
well understood is why this phenomenon occurs. For more than a
decade academics have been researching this perplexing topic.
Their work constitutes part of the booming new discipline known
as pachydermo-fromagology, which is defined as “the study of
elephant-cheese interactions” (Concise Oxford dictionary,2004).
This paper will evaluate existing research and theories, and argue
that none of them satisfactorily explain the data which has been
gathered so far.

That elephants fear cheese was an accidental discovery made

by the noted elephantologist G. Coleman (1984). The story of the
discovery is now famous, but worth repeating:

After a hard morning following the herd, I had just sat down under a tree for
lunch and unwrapped a particularly delectable chunk of cheddar sent up from
the base camp. Suddenly I heard an enormous trampling sound, and when I
looked up, the entire herd was gone. (Coleman, 1988, p.160)

His discovery, while dismissed at the time, was subsequently corroborated by

other researchers. Several studies (Gibson & Sturgess, 1987; Gibson,
Sturgess, & Bates, 1989) have confirmed the phenomenon, and that it occurs
among both African and Asian elephants. A recent report by the Elephant Research Institute

( 2001 )established that smell is the primary means elephants detect cheese,
and that they will ignore large pieces of cheese if tightly wrapped. Meanwhile
a French cheese expert asserts on his website that elephants do not flee from
French cheese, only the lesser cheeses of other nations. “Zee creatures, zey
have good taste, non?” he writes(Gouda, n.d., Introduction section, para. 2).

Recently, a new theory has exploded on the scene and caused quite a stink.
Based on several clever experiments, K. Maas (2003) has claimed that in fact
elephants do not fear cheese at all, but instead fear the mice which are
attracted to cheese. However, this theory, which she calls the Maas Mouse
Hypothesis (MMH), has not yet been widely accepted. One researcher
(Sturgess, 2004a, 2004b) has published a series of articles roundly
denouncing the MMH, and the debate has even spilled over into the popular
press (Achison, 2004)

What are we to make of this controversy?

36
References

Achison, C.L. (2004, April). A ripe and weighty issue: an interview with
Monica Sturgess. Cheese Lovers World, 6 (4), 12-13.

Coleman, G.J. (1984). An odd behaviour observed among the species

Elephas maximus. Journal of Trunked Mammal Studies, 23, 421-429.

Coleman, G.J. (1988). Underfoot: ten years among the elephants. New
York: Oxford University Press.

Concise Oxford dictionary, 11th ed. (2004). Oxford University Press.

Retrieved October 20, 2004, from Oxford Reference Online database.

Elephant Research Institute, Simon Fraser University. (2001) Smell versus

sight: detection of cheese by elephants. Retrieved November 1, 2004,
from http://www.sfu.ca/eri/reports/00107elephants.pdf

Elephants stampede, 7 cheese-lovers trampled. (2003, November 22).

Vancouver Sun, p. A1, A8.

Gibson, C.N. & Sturgess, M.N. (1987). Elephant fleeing behaviour

confirmed. Journal of Elephantology, 16, 239-245. Retrieved October
27, 2004, from Academic Search Elite database.

Gibson, C.N. Sturgess, M.N., & Bates, A.T. (1989). Experiments with
cheese effects on Elephas maximus and Elephas africanus. Journal of
Elephantology, 18, 120-134. Retrieved October 27, 2004, from
Academic Search Elite database.

Gouda, A.N. (n.d.) Commentary of a report about cheese and les elephants.
Retrieved October 23, 2004, from
http://www.mondedefromage.fr/elephants.html

Maas, K.A. (2003). The missing link: elephants, mice, and cheese.
International Journal of Rodentia Research, 56, 459-471. Retrieved
October 31, 2004, from
http://www.elsevierpublisher.com/ijrr/56/4/maas.htm

Sturgess, M.N. (2004a). Of mice and cheese (Part 1). Journal of Trunked K
Mammal Studies, 43, 10-15.

Sturgess, M.N. (2004b). Of mice and cheese (Part 2). Journal of Trunked L
Mammal Studies, 43, 219-225.

37
The final examination results and assessments at the end of every semester are
assigned a Grade Point Average (GPA) and a Cumulative Grade Point Average
(CGPA) which represents a student’s academic achievement.

A Grade Point Average (GPA) refers to the calculated average of the letter
grades a student earns in each semester following a 0 to 4.0 scale.

A+ 90-100 4.00

A 80-89 4.00

A- 75-79 3.67

B+ 70-74 3.33

B 65-69 3.00

B- 60-64 2.67

C+ 55-59 2.33

C 50-54 2.00

C- 47-49 1.67

D+ 44-46 1.33

D 40-43 1.00

E 30-39 0.67

F 0-29 0.00

38
Every semester, students receive a GPA based on the grades they earned in all
their courses during that semester. The formula used for the calculations of the
Grade Point Average (GPA) is as follows:

GPA = The total credit values registered and attempted in the assessment of a semester
________________________________________________________________

The total credit units acquired in the same semester

To find GPA weighted by credit hours, follow these steps:

1. Multiply each numeric grade value by the number of credits the course was
worth.
2. Add these numbers together.
3. Divide by the total number of credits you took.
4. Your GPA = 3.53.

= (3.67 x 3) + (3.33 x 2)
_______________

3+2

= 11.01 + 6.66
_________

= 3.53

Cumulative Grade Point Average (CGPA) refers to the overall GPA, which
includes dividing the number of quality points earned in all courses attempted
by the total credit hours in all attempted courses.

CGPA = The total credit values registered and attempted in the assessment of
all semesters
______________________________________________________________

The total credit units acquired in all semesters

39
 FAILURE AND DISMISSAL

Students with extremely unsatisfactory academic performance will/can be

dismissed from his/her study. The status of Dismissed (D) that can be given to
students include:

Academic status

D1 a CGPA of less than 1.80

D2 a CGPA of less than 1.80 with P1 status

D3 a CGPA of less than 2.00 with P2 status

D4 Failed in a certain course for the third time

D5 a CGPA of less than 2.00 at the end of the maximum period

of study and still have courses which have not been
completed

D6 Passed all courses required by a programme and fulfilled all

the requirements of the programme but acquired a CGPA of
less than 2.00

D7 Did not sit for the examination of all the registered courses
for that semester without the approval of the University

40
ACTIVITIES FOR STUDENTS

ACTIVITY 1

GPA WORKSHEET

1. Calculate the GPA for Amelia Ameer for her first semester:

Course and Grade (1st Semester) Course Point Average

Comparative Animal Physiology: 3 credits, 3.33×3=9.99

earned grade of B+

Biochemistry I: 4 credits, earned grade of C- 1.67×4=6.68

Integrated Physiology Lab: 1 credit, earned 4.00×1=4.00

grade of A

Asian Civilization I: 3 credits, earned grade of 1.67×3=5.01

C-

Ecology: 3 credits, earned grade of A 4.00×3=12.00

Korean I: 3 credits, earned grade of B 3.00×3=9.00

Total Number of Credits = 17.00

Total Points Earned = 46.68

GPA = 2.75

2. Calculate what would have happened if Amelia had earned a B in Chemistry.

=3.00×4
=12.00
New GPA = (9.99+12.00+4.00+5.01+12.00+9.00)
17
= 3.06

3. What is the difference in GPA?

3.06-2.75
=0.31

41
4. Now calculate Amelia GPA for the next semester:

Course and Grade (2nd Semester) Course Point Average

Cell Biology: 4 credits, earned grade of B+ 3.33×4=13.32

Organic Chemistry I: 4 credits, earned grade of 3.00×4=12.00

B

Intro Physics I: 4 credits, earned grade of C 2.00×4=8.00

Writing in Biology: 3 credits, earned grade of C 2.00×3=6.00

Public Speaking: 3 credits, earned grade of A- 3.67×3=11.01

Total Number of Credits = 18

Total Points Earned = 50.33

GPA = 2.80

5. What would happen if Amelia had received a D in Cell Bio instead of the
B+?
= 1.00 × 4
= 4.00
New GPA = (4.00 + 12.00 + 8.00 + 6.00 + 11.01)
18
= 2.28

6. What is the difference in GPA?

2.80 - 2.28
= 0.52

7. What is the difference in CGPA?

= 2.75 × 17 + 2.8 × 18
18+17
= 2.78

42
8. What does Amelia have to do in order to achieve a GPA of 3.00 in the 2nd
semester if her CGPA falls below 2.50 in the 1st semester?

Amelia must get all subject in the 2nd semester higher than grade B

43
 REFERENCES
38

 A general reference to a personal communication :

Source: Material through UFuture from Mohd Taufik bin Mohd
Suffian
Citation: Mohd Taufik Bin Mohd Suffian, personal
communication, October 27, 2020

 BHEA, Uitm. (2011). Academic Regulations Diploma and

Bachelor’s Degree (Honours) Programmes. Retrieved from
https://hea.uitm,edu,my/v1/images/stories/dowloads/academic
regulations/Academic%20Regulations%20Diploma%20Degree
%202011.pdf

 https://tapah.uitm.edu.my/v3/

 https://ufuture.uitm.edu.my/LearningActivities/activity/UED102
/13467471/5f62cb41-5a48-476a-a61b-69970a001a6d

 https://www.indeed.com/careeradvice/careerdevelopment/audito
ry-learning-style

44
Thank You