CAIN MAYADUNNE - Intro to Personal and Professional Development

L4 Motion Graphics and Animation student at AOD, Sri Lanka. This sideblog contains my coursework for Module MI4019, Intro to Personal and Professional Development.

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Podcast work

Naming our podcast group

We went with the spider man theme again that we did for the dubbing session because of the lore it went through .

During group call we came up with some names related to spiderman and ended up with Peter parkers peppered podcast

the group chat was not professional enuf to add a screenshot tho.

Designing a cover for the podcast

We all made our own covers using the elements used for the name of the podcast jus to save enuf time , then sent it to the group to check which one would be more accurate .

this one was done by Minuthi ( sketch )

in here its spiderman yapping with a pickle designed on a green screen , and his design is a bit Indian theme as during the dubbing session we had to dub using an Indian accent , it was quite a journey . and on top its the color palette

cain

this one is just so cute

Thesandu

pinipas

so cain made the final illustration by combining all of us work

Minuthis set up, thesaurus baby spider mans, pinipas cobweb and cains graduation cap

so this is our final illustration for the podcast cover.

[mi4019cainmayadunne]

Podcast Research (Stage 02) - The Academic Industry

For the Stage 02 presentation of this module, our task was to revisit and refine the information we gathered in Stage 01, and record our final audio.

The required final submissions for this module are:

A script of the podcast

A recording of the podcast, 15 min in length

Podcast blog

Project document

500 word analysis

Blogs: CAIN | PINIPA | MINUTHI | THESANDU

[mi4019cainmayadunne]

Podcast Research (Stage 02) - The Academic Industry

For the Stage 02 presentation of this module, our task was to revisit and refine the information we gathered in Stage 01, and record our final audio.

The required final submissions for this module are:

A script of the podcast

A recording of the podcast, 15 min in length

Podcast blog

Project document

500 word analysis

Blogs: CAIN | PINIPA | MINUTHI | THESANDU

[mi4019cainmayadunne]

Podcast Audio

Below is the podcast episode recorded compiling all the information gathered so far. Please note that the length of this audio will be halved and rerecorded for the final submission.

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Interview 02 - Government University

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INTERVIEW 01 - GOVERNMENT UNIVERSITY

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IN-CLASS ACTIVITIES

Below are a few speech-based activities we did in class with the guidance of our lecturers.

TONGUE TWISTERS

For this exercise, we practiced a number of complicated tongue twisters, such as Peter Piper and Red Bubblegum, Blue Bubblegum. The aim of this exercise was to teach us the importance of correct enunciation, particularly when communicating through audio-only channels like a podcast.

As a group, we were asked to act out the following tongue twister:

Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?

We acted this out in the roles of a group of people hearing the scandalous news of Peter's missing peppers. As a twist, we changed Peter Piper to Peter Parker, Spiderman's secret identity, and used a plush toy of Spiderman as a prop. This ia a theme that we kept consistent between these exercises and our final podcast for Semester 01.

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2. ACCENT CHALLENGE

For this exercise, we were asked to deliver the following tongue twister in an identifiable Indian accent.

How much wood could a woodchuck chuck If a woodchuck could chuck wood? As much wood as a woodchuck could chuck, If a woodchuck could chuck wood.

While we correctly identified which sounds to emulate to mimic an Indian accent, we couldn't quite recreate them, and so had to resort to playing the Spiderman India theme in the background of our delivery, keeping with the Spiderman theme.

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3. ACTING CHALLENGE

For our next exercise, we were asked to deliver the following poem as a group, with each teammate delivering a line each, keeping each character distinct from the other,

To sit in solemn silence in a dull, dark dock, In a pestilential prison, with a lifelong lock, Awaiting the sensation of a short, sharp shock, From a cheap and chippy chopper on a big black block!

We delivered it with the context of a group of soldiers mourning their fallen comrade (the Spiderman plush).

[mi4019cainmayadunne]

IN-CLASS ACTIVITIES

Below are a few speech-based activities we did in class with the guidance of our lecturers.

TONGUE TWISTERS

For this exercise, we practiced a number of complicated tongue twisters, such as Peter Piper and Red Bubblegum, Blue Bubblegum. The aim of this exercise was to teach us the importance of correct enunciation, particularly when communicating through audio-only channels like a podcast.

As a group, we were asked to act out the following tongue twister:

Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?

We acted this out in the roles of a group of people hearing the scandalous news of Peter's missing peppers. As a twist, we changed Peter Piper to Peter Parker, Spiderman's secret identity, and used a plush toy of Spiderman as a prop. This ia a theme that we kept consistent between these exercises and our final podcast for Semester 01.

[mi4019cainmayadunne]

2. ACCENT CHALLENGE

For this exercise, we were asked to deliver the following tongue twister in an identifiable Indian accent.

How much wood could a woodchuck chuck If a woodchuck could chuck wood? As much wood as a woodchuck could chuck, If a woodchuck could chuck wood.

While we correctly identified which sounds to emulate to mimic an Indian accent, we couldn't quite recreate them, and so had to resort to playing the Spiderman India theme in the background of our delivery, keeping with the Spiderman theme.

THE RESULT:

[mi4019cainmayadunne]

IN-CLASS ACTIVITIES

Below are a few speech-based activities we did in class with the guidance of our lecturers.

TONGUE TWISTERS

For this exercise, we practiced a number of complicated tongue twisters, such as Peter Piper and Red Bubblegum, Blue Bubblegum. The aim of this exercise was to teach us the importance of correct enunciation, particularly when communicating through audio-only channels like a podcast.

As a group, we were asked to act out the following tongue twister:

Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?

We acted this out in the roles of a group of people hearing the scandalous news of Peter's missing peppers. As a twist, we changed Peter Piper to Peter Parker, Spiderman's secret identity, and used a plush toy of Spiderman as a prop. This ia a theme that we kept consistent between these exercises and our final podcast for Semester 01.

[mi4019cainmayadunne]

PREPARING OUR NEW RESEARCH QUESTIONS

During Stage 01 presentations, the most emphasized piece of feedback we received was to focus our research into a narrower area. While we had initially done thorough research individually, the gathered information did not seem cohesive when put together, as we'd each researched slight variations on the same topic.

Moving into Stage 02, we prepared a short questionnaire of 8 open-ended questions to gather qualitative primary research, with our four members each contributing two questions each. The final list of questions was as follows:

Where do you live in college, and how do you ensure your sleep cycle?

How do you eat at university? Do you eat out or order takeout?

⁠Can you manage the workload at your university? What resources or facilities do they offer to help you with it?

⁠How is the cultural environment at your university in terms of the student body?

⁠Tell me about student debts and dorm life.

⁠Is [your type of university] worth it compared to the alternatives?

⁠Tell me a rumour you've heard in your university.

⁠Tell me about something you did in uni that you think was embarassing.

While the first six questions are purely informational, we made the last couple of questions more lighthearted as a warm-down for the end of the episode.

Using a pre-determined set of questions helped us a lot when it came to the organization of our podcast as well.

[mi4019cainmayadunne]

Interview with Dulandi Gunasekara

First year Law student at the University of Colombo.

Please see the full questionnaire here.

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TLDL: In terms of peer group, there is a gender imbalance and also a language barrier occasionally. Academically, it's different in terms of access to more resources, it's more competitive, and also tougher on the students. People with better language skills are doing better in class, which is a challenge.

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TLDL: Historical records are available to students that aren't available to most other students. There are many academic opportunities, particularly in the field of research and with regards to internships. The university's quality of education is entirely reliant on the government, which is a problem, particularly when it comes to financing and infrastructure.

Visit Original Link

TLDL: It was a culture shock initially, seeing the cultural diversity in Sri Lanka, which caused her to examine her own privilege and biases. In terms of resources, everything is subsidized, which makes a lot of things more accessible and affordable. Syllabus-wise, there are new options that weren't available in high school. The lack of a concrete syllabus and the assigned reading made the transition a difficult adjustment. There is also a lot more freedom in terms of scheduling, despite longer hours.

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Research Questionnaire - Academic Industry

For my research for the podcast, I used a set of questions that would cover both the section of our podcast that discusses the transition between highschool and university, as well as the section of our podcast that evaluates the differences between universities in different educational sectors.

.......

Please start with your full name, university, and whether or not you'd like to remain anonymous!

GENERAL RESEARCH (TRANSITIONING INTO UNIVERSITY):

1. What kind of school did you attend (if any) before you got into uni?

2. What was the transition from high school into university like? What are some differences between HS and university, in your experience? (this can be in terms of syllabus, scheduling, peer groups, etc)

3. Have you faced any challenges or limitations at your university so far, and how have you adapted to them during your academic journey?

ADDITIONAL RESEARCH (EDUCATIONAL SECTORS):

1. How would you describe the overall academic and cultural environment at your government university, and do you think it's very different from other semi-govt, private or international institutions in the country?

2. What advantages do you see in attending a government university in terms of resources, faculty expertise, and academic opportunities? (No need to give a super detailed answer, especially bc university just started, but any recent experiences or anecdotes from friends/family are appreciated)

3. To what extent does the government's role in funding/overseeing universities impact the quality of education at your uni?

BONUS QUESTION:

1. If given the opportunity to go back to how things were in HS, would you go?

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ROUGH PODCAST SCRIPT - Academic Industry

Drafting our script, we followed our lecturer Ms. Tharangi Jayasekara’s lesson on the suggested structure for a podcast script, which contains the following elements in that order:

Introduction: A brief explanation of the podcast’s premise, as well as an overview of the episode through headings and topic statements.

Body:  The main content of the podcast as well as possible intermissions and sponsorships. This part ideally has a set structure that prevents the conversation from being derailed. 

Conclusion: A brief summary of the episode, as well as thanking any guests and sponsors and bidding the audience goodbye.

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PODCAST RESEARCH - The Academic Industry

Our primary research delved into the differences between high school and university, as well as how individual students responded to the transition from primary to secondary education. We gathered our information through a series of interviews with university students from a variety of secondary education institutions, each asked a collection of open-ended, unstructured questions under predetermined subtopics. The topics talked about in the podcast are also influenced by our own personal experiences.

These interviews can be found on the blogs of the team members conducting each interview (CAIN | PINIPA | MINUTHI | THESANDU), as well as reblogged to the podcast blog.

Additionally, after a thought-provoking conversation with our lecturers, we also decided to investigate how different even individual Sri Lankan universities are from each other, especially between different sectors. For this additional information, we each did our individual research within the following areas:

Cain: Government Universities

Pinipa: Semi-government Universities

Minuthi: Private Universities

Thesandu: International Universities

The main objective of this was to get a better understanding of what the educational and cultural experience is like for people in different areas of Sri Lanka’s academic universities, in order to understand the Sri Lankan academic industry as a whole.

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PLAGIARISM & REFERENCING - NOTES

What counts as Plagiarism?

Plagiarism means taking information or ideas from another writer intentionally or unintentionally and using them in your own work, without acknowledging the source in an accepted manner. In academic work, plagiarism can be a serious offense.

Plagiarism can be punished in a court for prejudices caused by copyright infringement, violation of moral rights, or torts.

Submitting someone else’s work as your own or without credit, pasting in phrases and ideas from a variety of sources, hiring someone to write for you, as well as using artificial intelligence to write your paper are all considered plagiarism.

In academic settings, established research carries more weight than personal experience, so it’s always best to refer to a published source.

Common knowledge (either general knowledge or facts that can be assumed to be common knowledge in a particular industry) is generally exempt from needing to be backed up with sources.

Confidential information can be included in academic writing only so long as appropriate permission is provided by the affected parties.

How do you avoid plagiarism?

Plagiarism can be avoided by making use of methods such as the following:

Paraphrasing (Putting the ideas in a passage into our own words, usually following the order of the ideas in the original. All major ideas are included, and source is cited at the end.)

Summarizing (Similar to paraphrasing, but only lists only the key points and headings, and is only ⅓ the length of the original passage. Source cited at the end.)

Direct quotes with citations (Uses the exact words of the source and replaces any omitted words with ellipses.)

Referencing (When using information read in another source, creating a citation to the source in the text of your document, which refers the reader to the full reference in a reference list or bibliography at the end of the document.)

Depending on the referencing style being used, there are three standard systems for citing sources.

 1. Author – Date system (Harvard)

 2. Numeric system (Vancouver)

 3. Notes and Bibliography system (MHRA)

Common methods of referencing include Harvard Referencing, APA Referencing, MLA Referencing, Vancouver Referencing and Chicago Referencing.

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SUMMARIZING - IN-CLASS ACTIVITIES

ACTIVITY 01 

Select from given topics below and summarize them in no more than fifty words each.

 1. Your hometown

2. Bill Gates

 3. The person you admire

 4. The last book you read

 5. A film you saw recently

 6. Your best choice

The summary may be just one or two sentences, to explain the main idea of the article, and perhaps compare it with another summarized text, or it might be necessary to include much more detail.

A FILM YOU SAW RECENTLY

The last film I watched was Kung Fu Panda 4. The plot centered around Po and Zhen going on a journey to defeat a new villain called The Chameleon. Critic reviews were disappointed with the movie and so was I. In my opinion, it was a discredit to the franchise.

MY HOMETOWN

My hometown is Gampaha. It is located in the Western Province and consists of a few large towns and smaller villages clustered together. Gampaha is well known for betel production, as well as for being a peaceful place to live. While I did not grow up there, I enjoy visiting it often.

THE LAST BOOK YOU READ

The last book I read was a book called ‘Inspired’. It was a collection of biographies and short interviews centered around notable figures and activists in Sri Lanka, categorized into various sectors. 

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ACTIVITY 02

Summarize the following text.

Why do some people refuse to live in big cities? 

Why do some people refuse to live in big cities? Big cities in the States are the worst choice for living. The funny thing is that you have to pay dearly for the advantage of living in a city where it can be very difficult to buy your own house. Large cities are too large to control; they impose their living conditions on the people who inhabit them. City- dwellers are obliged to adopt an unusual way of life. Furthermore, it seems impossible to avoid the rush hour; wherever you go roads are blocked with cars and streets are filled with people. In addition, crimes are more in cities which are full of places you would be afraid to visit. Can anyone doubt that the country is where a man truly belongs? 

Answer:

Some people refuse to live in big cities due to not being able to afford their own home there, as well as due to the rush and the high crime rate. Cities are also harder to control, and force inhabitants to change their lifestyles. The country may be preferable to some.

[mi4019cainmayadunne]

SUMMARIZING - IN-CLASS ACTIVITIES

ACTIVITY 01 

Select from given topics below and summarize them in no more than fifty words each.

 1. Your hometown

2. Bill Gates

 3. The person you admire

 4. The last book you read

 5. A film you saw recently

 6. Your best choice

The summary may be just one or two sentences, to explain the main idea of the article, and perhaps compare it with another summarized text, or it might be necessary to include much more detail.

A FILM YOU SAW RECENTLY

The last film I watched was Kung Fu Panda 4. The plot centered around Po and Zhen going on a journey to defeat a new villain called The Chameleon. Critic reviews were disappointed with the movie and so was I. In my opinion, it was a discredit to the franchise.

MY HOMETOWN

My hometown is Gampaha. It is located in the Western Province and consists of a few large towns and smaller villages clustered together. Gampaha is well known for betel production, as well as for being a peaceful place to live. While I did not grow up there, I enjoy visiting it often.

THE LAST BOOK YOU READ

The last book I read was a book called ‘Inspired’. It was a collection of biographies and short interviews centered around notable figures and activists in Sri Lanka, categorized into various sectors.