A类 Portfolio （严禁抄袭本样本，因抄袭本文受处罚，责任由抄袭者自负）
This portfolio is a writing constructed with the aim of reflecting my progress towards developing two aspects of the FYIP Graduate Profile laid out in FYIP handbook issued by AUT (the Auckland University of Technology). In this specific case, communication and research have been chosen, separately for EOB, and BIM, two modules I have taken in Semester 1 2003. Some relevant learning skills are mentioned, since skills cannot take any affect when being sundered.
The first lecture was concerning opportunity cost, and optimisation in economics. Every classmate was active to take part in such a discussion, mostly because the concept was not difficult to comprehend.
Unfortunately, I was the exception, for I encountered the language barrier. I felt more like an onlooker, instead of a participant, even though I was somewhat familiar to such a topic, which had reminded me of a much told dictum from a prestigious philosopher in ancient China, “once you choose some, you lose some”. Influenced by an ideology dominating my mind for long that the communication is a passive reaction, and the language difference would inevitably constitute an obstacle, I was unable to adjust myself to the new language environment at the first quarter of this semester. I supposed that my communication capability was as limited as 4, out of the highest possible 10 at that time.
As a newcomer and international student to New Zealand, I understood how important it is to absorb as much knowledge as possible about the legal system New Zealand currently relies on-especially the Consumer Guarantees Act 1993 and Fair Trading Act 1986, which regulates the conduct of legal business people (Gerbic & Lawrence, 2002). However, I found it difficult to apprehend-in another word, communicate-with textbooks, which are teem with jargons. The more challenging situation came later in SBE, when the first time in my life I realized that I could be deaf and dumb.
Our group gathered for the first meeting, and I failed to tune in to their strong local accent, even though I tried. In that case, only two options were selectable for me: keep passive and taciturn always, or approach the team in another way. I chose the latter for I was confident that every member was mark conscious; and meanwhile, I surmised that they wouldn’t tolerate a team member lagged behind, since, generally speaking, needs are the rationale for the existence of groups, regardless of sizes (Baskin & Aronoff, 1980). The next step was to figure out how they perceive the significance of what is being said in light of their circumstances (Wilcox, 2002), and then have a say.
seemed on a heartening track, and the function of teamwork commenced to emerge. Ironically, a fresh problem, out of surprise, arose as the result of my eagerness to join in group discussions. Unaware of my inappropriate manner when expressing my opinions, I might have offended my teammates. All of the sudden I understood that my effort was once again spurned. To offset such an adverse effect, I determined to seal my mouth when necessary: listen to and acknowledge their thoughts and feelings (Author unknown, n.d.). It thus dawned on me that there is no guarantee that the biggest talkers (I once tried to be) have the best ideas(Adler, 1992). Meetings are not serving the stage for only one role, but a group of roles.