Portfolio. Table of Content REFLECTIVE SUMMARY.........

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Portfolio

Table of Content
REFLECTIVE SUMMARY............................................................................................................1
WORK ONE....................................................................................................................................3
Academic Writing........................................................................................................................3
WORK TWO...................................................................................................................................4
Evaluating Source........................................................................................................................4
WORK THREE...............................................................................................................................5
Communication Skills.................................................................................................................5
WORK FOUR.................................................................................................................................6
Reading Skills..............................................................................................................................6
WORK FIVE...................................................................................................................................7
Presentation Skills.......................................................................................................................7
WORK SIX......................................................................................................................................8
Research Skills.............................................................................................................................8
WORK SEVEN...............................................................................................................................9
Paraphrasing................................................................................................................................9
WORK EIGHT..............................................................................................................................10
In-text Referencing....................................................................................................................10
WORK NINE.................................................................................................................................11
Learning Styles..........................................................................................................................11
WORK TEN..................................................................................................................................12
Avoid Plagiarism.......................................................................................................................12
WORK ELEVEN...........................................................................................................................13
Critical Thinking and Problem Solving.....................................................................................13

WORK TWELEVE.......................................................................................................................14
Numerical Skills........................................................................................................................14
REFERENCES..............................................................................................................................15

REFLECTIVE SUMMARY
A story is a document which is compile of several different academic work and other educational
evidences which are assembly and collected by the student for the purpose of evaluating there
learning progress, any academic achievements evaluating crossword quality. An academic
portfolio is basically a collection of students documents which are collected by him or her in
their educational life. Portfolio is a very important and informative document which is created by
students to accomplish their goals and to identify there progress. I have also developed my
academic portfolio which is compilation of several different academic work and numerous
educational evidences accumulated by me for different purposes. The first and foremost reason
for which I have developed my portfolio is to evaluate the quality of my course work and the
progress which I have made with the help of the particular course. Also this portfolio different
academic achievements which I have received during the course work is also mentioned.
Another reason for which I have created my portfolio is to identify and determine if I have met
my learning goals and standards according to the academic requirements for the course
(Sidebotham and et. al., 2018). Over my portfolio help to me in reflecting on myself and my
academic goals that progressiveness and my learning. Advantage which I received from creating
my portfolio is the I received a long term and long lasting archives of academic work and
evidences for my accomplishments during the course work and other related document to my
learnings. All the above reasons for creating a portfolio help me in three different ways that is
provided me a long term evidence for my academic learnings, helped me understanding my
progress while studying and learning in the course work and the last advantage I received by
developing a portfolio is it help me in attaining my long-term objectives and provided me report
about my progress and academic achievement. There are different forms of portfolios invisible
form that includes material such as written assignments journals completed tasks Lab reports
artworks physical reports and other material evidences of their progress and academic learning.
Portfolios can also be developed online known as digital portfolios or E-portfolio. It is
determined that portfolios can be of different types and each of them have their respective
purposes and motives. All the portfolios fulfil their respective objectives and the goals of student
behind developing them. I m including there is different documents and resources in my
portfolio and there are 12 pieces of work which I married in my portfolio. All these pieces of
work are as follows:
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1. Academic writing
2. Evaluating resources or useful
3. Communication skills
4. Reading skills
5. Presentation skills
6. Research skills
7. Paraphrasing
8. In text referencing
9. Learning styles
10. Avoid plagiarism
11. Creative thinking and problem solving
12. Numerical skills
These are the 12 documents and piece of work which I am documenting or combining in my
portfolio. All these documents highlights and identify different skills and academic achievements
of myself which are been utilised and achieved by me while completing my learnings and
focusing towards my goals and objectives.
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WORK ONE
Academic Writing
Academic Writing is essentially a device of correspondence that it enables the client or the
essayist to pass on gained information in a particular field of study on the papers in a composed
structure with the goal that others to can understand it and utilize it to show the taking in
procured by the student from the scholastic courses. Composing scholarly li will help the
understudy for the individual or the individual composition to investigate the substance fittingly,
think basically and furthermore centre around various procedures and styles of realizing which
makes it significant. In higher establishments of learning it very well may be extremely hard for
understudies to clarify what they know and have found out about a particular theme is didn't hold
a suitable scholastic composing abilities (Bessette and Arvai, 2018).
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WORK TWO
Evaluating Source
Source assessment is the procedure of basically assessing data according to a provided reason so
as to decide whether it is proper for the proposed use (Alajmi, 2019).
Need for Evaluate Sources
 Teachers anticipate that understudies should utilize insightful sources: utilizing better
sources regularly brings about better evaluations!
 Data can be out dated, erroneous, and even deliberately deceptive.
 A few types of data, for example, sites, permit anybody to contribute substance or exist
just to sell items or promotions by creating traffic.

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WORK THREE
Communication Skills
Having the option to INTERACT successfully is maybe the most significant of all fundamental
abilities. It is the thing that empowers us to pass data to others, and to comprehend what is said
to us. You just need to watch a child listening eagerly to its mom and attempting to rehash the
sounds that she makes to see how major is the inclination to convey. Correspondence, at its least
difficult, is the demonstration of moving data starting with one spot then onto the next. It might
be vocally (utilizing voice), composed (utilizing printed or computerized media, for example,
books, magazines, sites or messages), outwardly (utilizing logos, maps, diagrams or charts) or
non-verbally (utilizing non-verbal communication, motions and the tone and pitch of voice).
Practically speaking, it is frequently a mix of a few of these. Relational abilities may take a
lifetime to ace if for sure anybody can ever profess to have aced them. There are, in any case,
numerous things that you can do decently effectively to improve your relational abilities and
guarantee that you can transmit and get data viably (Melander and et. al., 2018).
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WORK FOUR
Reading Skills
Reading skills is obtained in a moderately unsurprising manner by kids who have ordinary or
better than expected language abilities; have had encounters in youth that cultivated inspiration
and gave introduction to education being used; get data about the idea of print through chances to
learn letters and to perceive the inner structure of verbally expressed words, just as clarifications
about the differentiating idea of communicated in and composed language; and go to schools that
give powerful understanding guidance and chances to work on perusing. Interruption of any of
these improvements builds the likelihood that perusing will be postponed or hindered. The
relationship of poor perusing results with destitution and minority status no uncertainty mirrors
the amassed impacts of a few of these hazard factors, including absence of access to proficiency
invigorating preschool encounters and to incredible, sound understanding guidance (Nambiar,
2018).
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WORK FIVE
Presentation Skills
Having nice introduction capacities is key with being powerful for my examinations just as for
the universe of work and past. Presentation is fundamentally conferring an arrangement to a
horde of individuals. One of the key clarifications I chose to move this power point slid is
because I have adjusted such an extraordinary sum for example: what is visual guide and how to
use it to have most outrageous impact. I found that correspondence isn't just about the giving a
talk yet fuses: your non-verbal correspondence, your position and the tone of your voice. From
this activity I have taken in the basic fixings to give a fruitful presentation. It has given me a
foundation whereupon I can make and hone my presentation aptitudes. Being anxious before a
talk is customary and with preparing it will get sensible; these are one of the various bits of
information that I take from this activity (Galán-Mañas, 2019).
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WORK SIX
Research Skills
Finishing research is a critical bit of this business the board course. I am amped up for working
up my investigation capacities considering the way that having research aptitude is principal for
this course. I have picked this power point presentation since it has given me information into
business investigate; how research is done and the sorts of research there are. In order to finish a
productive research steps that I ought to follow. I took in the qualification between applied
research and principal examine. I moreover took in the different sorts of data collection. I in like
manner made sense of how to do composing review. Composing overview is huge exceptionally
in case I have to keep away from lounging around inertly on attempting to rediscovery
something that has recently been found by various pros (Hamilton, 2018).
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WORK SEVEN
Paraphrasing
We've all sat in front of the network shows or heard reports we needed to outline for other
people. We may have told our companions, our family, or our associates about what occurred,
how it occurred, and why it occurred. We described the storyline, the principle characters, the
occasions, and significant focuses utilizing our own words. This is paraphrasing- utilizing your
own words to communicate another person's message or thoughts. In a summarization, the
thoughts and significance of the first source must be kept up; the primary thoughts need to come
through, however the wording must be your own (Butsa, 2019).
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WORK EIGHT
In-text Referencing
In-text references or references are utilized to recognize the work or thoughts of others. They are
put close to the content that you have reworded or cited, empowering the peruser to separate
between your composition and others' work. The full subtleties of your in-content references
must be remembered for a reference list. While introducing thoughts or data from a source,
remember the writer's last name and date of distribution for sections inside the content of your
composition, for example These abilities should be created after some time. Where you allude to
the creator's name in the body of the content, remember the date of distribution for sections.
While citing straightforwardly from the source incorporate the page number if accessible and
place quotes around the statement (Gadbury-Amyot, Godley and Nelson, 2019).
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WORK NINE
Learning Styles
A learning style is an understudy's steady method of reacting to and utilizing boosts with regards
to learning. it is characterized as the learning styles as the "composite of trademark intellectual,
full of feeling, and physiological variables that fill in as moderately stable markers of how a
student sees, associates with, and reacts to the learning condition. it is additionally characterize
learning styles as those "instructive conditions under which an understudy is destined to learn."
Thus, learning styles are not so much worried about what students realize, yet rather how they
want to learn (Griffiths, Probert and Cropley, 2018).
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WORK TEN
Avoid Plagiarism
Plagiarism is the dishonest act of utilizing words or thoughts either arranged or inadvertent of
another creator/scientist or your own past works without appropriate affirmation. Considered as a
genuine scholarly and scholarly offense, copyright infringement can bring about profoundly
negative outcomes, for example, paper withdrawals and loss of creator validity and notoriety. It
is right now a grave issue in scholarly distributing and a significant explanation behind
withdrawal of research papers (Booi and Nyewe, 2018).
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WORK ELEVEN
Critical Thinking and Problem Solving
We live in an information age, where information is huge and very important. As an understudy
of cutting edge training, I have developed the aptitudes to think in a general sense and not to
recognize all information at face regard. I have taken in the six basic steps to evaluate
information. This was compressed into REVIEW which speaks to: Relevance, Expertise,
Viewpoint, Intended group, Evidence and When appropriated. This has made it easier to review
the information. Considering this subject has helped me improved as an evaluator of information
and contemplate the substance and unpick what the makers point and focuses are and
examination any uneven information that may be accessible the substance (Klein-Collins and
Hudson, 2018).
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WORK TWELEVE
Numerical Skills
Numeracy is in excess of a comprehension of essential number juggling. It's the capacity to
apply, surmise and comprehend. Great numeracy abilities help you to:
 get to and decipher data
 recognize conceivable outcomes
 weigh up various alternatives
 choose which estimation is generally suitable.
The capacity to compute and evaluate is the establishment of numeracy and it's acceptable to
rehearse these however much as could reasonably be expected (Hamilton, 2018).
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REFERENCES
Books and Journals
Alajmi, M. M., 2019. The impact of e-portfolio use on the development of professional standards
and life skills of students: a case study. Entrepreneurship and Sustainability Issues.
6(4). pp.1714-1735.
Bessette, D. L. and Arvai, J. L., 2018. Engaging attribute tradeoffs in clean energy portfolio
development. Energy Policy. 115. pp.221-229.
Booi, K. and Nyewe, P., 2018. Student teachers as reflective practitioners: is the portfolio use an
appropriate measure for reflective skills acquisition?.
Butsa, Y., 2019. Student Web Portfolio Information Technology. ECONTECHMOD: An
International Quarterly Journal on Economics of Technology and Modelling
Processes. 8.
Gadbury-Amyot, C. C., Godley, L. W. and Nelson, J. W., 2019. Measuring the level of reflective
ability of predoctoral dental students: early outcomes in an e-portfolio
reflection. Journal of dental education. 83(3). pp.275-280.
Galán-Mañas, A., 2019. Professional portfolio in translator training: professional competence
development and assessment. The Interpreter and Translator Trainer. 13(1). pp.44-63.
Griffiths, R., Probert, J. and Cropley, B., 2018. The flipped university: Exploring student
progression in football coaching and development. Education+ Training.
Hamilton, M., 2018. Bridging the gap from teacher to teacher educator: The role of a teaching
portfolio. Studying Teacher Education. 14(1). pp.88-102.
Hamilton, N., 2018. Leadership of Self: Each Student Taking Ownership Over Continuous
Professional Development/Self-Directed Learning. Santa Clara L. Rev.. 58. p.567.
Klein-Collins, R. and Hudson, S., 2018. Do Methods Matter? PLA, Portfolio Assessment, and
the Road to Completion and Persistence. A Study of Prior Learning Assessment and
Adult Students' Academic Outcomes at Four LearningCounts Partner Colleges. Council
for Adult and Experiential Learning.
Melander, S. and et. al., 2018. Development of a Rubric for Evaluation of the DNP
Portfolio. Nursing education perspectives. 39(5). pp.312-314.
Nambiar, V., 2018. Reflective practice with e-portfolio. Malaysian Journal of ELT
Research. 13(1). pp.43-54.
Sidebotham, M. and et. al., 2018. Preparing student midwives for professional practice:
Evaluation of a student e-portfolio assessment item. Nurse education in practice. 32.
pp.84-89.
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