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Proof of personal progress- Bart De Maere

The document provides a risk survey report analyzing the responses of 17 participants to determine their risk-taking tendencies. The survey found that most participants were moderately risk-averse and preferred to gather information and have a plan B before taking risks, though some were more likely to take risks if stressed or if there was potential benefit. Half of participants thought rules were meant to be broken at times, indicating a range of attitudes toward risk-taking among the group.

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PROOF OF PERSONAL PROGRESS Business English 2B 21 MEI 2015 ARTEVELDEHOGESCHOOL Lecturer: Inge Veryheden
Table of contents 1. Riskreport + feedback................................................................................................................ 3 2. Slidesfrom the Pecha Kucha presentation .................................................................................30 3. Visual proof of the Online Communications task ........................................................................40 4. Efforts to improve my English during the semester.....................................................................40 4.1 Listen and commentate on 3 TED presentations. ..................................................................40 4.1.2 Ken Robinson – How school kills creativity .....................................................................40 4.1.3 Ismael Nazario – What I learned as a kidin jail ...............................................................41 4.1.4 Juan Enriquez : The next species of human evolution......................................................42 4.2 Follow a blogger for 5 weeks and write a report about them.................................................43 4.3 Two original English activities..............................................................................................44 4.3.1 First activity..................................................................................................................44 4.3.2 Second activity.............................................................................................................44 4.4 Anything else you have done toimprove your English...........................................................45 5. Final feedback report................................................................................................................47 5.1 Has your Englishimproved?.................................................................................................47 5.2 Have you achievedwhatyouwantedtoachieve?Compare withanyprogressmade inthe first semester?................................................................................................................................48 5.3 Assess the course andlecturer, what would you keep/do differently (be honest) ...................48 5.3.1 Assessing the course.....................................................................................................48 5.3.2 Lecturer.......................................................................................................................48 5.3.3 What would you change?..............................................................................................49
Foreword Aftera semester’shard work,I’vecompleted thispaperwith greatsuccess.I’m very pleased with the result. This ‘proof of personalprogress’istheproof of my continuouseffortsthroughoutthesemester.I hope thatwith this paperyou will havea deeper insightof me as a person,butalso on how I felt during the classes. My thanksgo outto my professor,IngeVerheyden.Notonly forthethingsshehasthoughtusduring the classesbut also forher continuoussupport with thequestionsand problemsIhad. I wish you a lot of reading pleasure! Bart De Maere 21/05/2015
1. Riskreport + feedback Task 1: Risksurvey Bart De Maere Brent Van Nuffel Quinten De Blust Anne-Laure-Dupont Phase 1 Processof the questions+some conclusions. For our survey there were only 17 participants. When we look in the difference in gender, we can divide them into 11 males and 6 females. To determine whether one person is a risk taker or not, we analysed the questions given in the survey. Given the fact that our survey was strictly anonymous it is impossible to give names of the most risk taking student or the least risk taking one. A total of six students can be defined as the most risking taking ones. They follow a style of high risk / high reward. They are not afraid of working in groups, breaking the rules for a better chance of success. What’s also important is that the most risk taking ones are evenly divided into three male and three female students. So we can’t say if males take more risks than females and vice versa… The rest of our participants lie somewhere in between. They tend to take risks but they want to keep control over the situation and will only take risks if the chance of failure is limited.
Draw up a full report of your findings. 1.Select your gender. Male 11 65% Female 6 35% This question is key in any survey. We asked this question because we wanted to know if there is an equal distribution of males and females and also to tell which gender takes the most risks. 2. What's your opinion about gambling? Boring 5 29% Average 9 53% Exciting 3 18% Easy and short question, it’s important to know how young people feel about gambling, if for example they find it exciting we can conclude that the person tends to take more risks. 3. Are you willing to take a chance of failure (bankruptcy, losing money, health problems..) for the sake of success?
Completely disagree 0 0% Mostly disagree 8 47% Mostly agree 7 41% Completely agree 0 0% In this question we compare the risk of failure vs the risk of success. If the student tends to take more risk, he will answer: mostly agree. If the student is not a risk taker he will probably answer: mostly/completely disagree. 4. Would you take a risk if there's something in it for you? Completely disagree 1 6% Mostly disagree 2 12% Mostly agree 9 53% Completely agree 3 18% Here we want to know, if students take more risk if they will benefit from them. The answer is clearly yes, 9 students choose to take more risks if there was something in it for them. 5. Are you afraid that something unexpected (traffic stop, car failure, internet fallout..) might ruin your plans?
Completely disagree 2 12% Mostly disagree 4 24% Mostly agree 6 35% Completely agree 3 18% Students seem to be very afraid that something unexpected might ruin their plans. 9 students seem to be very afraid and only 6 seem to care less… 6. When considering a risk , I always tend to gather information. Completely disagree 0 0% Mostly disagree 3 18% Mostly agree 10 59% Completely agree 2 12% Here we clearly see that there are only a few students who will take a risk without gathering information. 12 students will gather as much information as possible before taking a risk. Again referring to our conclusion, this means that there will be a limited amount of students who tend to take risks recklessly. 7. I always try having a PLAN B, before taking a risk.
Completely disagree 0 0% Mostly disagree 8 47% Mostly agree 6 35% Completely agree 1 6% While students try to inform themselves as much a possible before taking a risk. Having a plan B seems to be less common. 8 students don’t have a plan B before taking a risk and only 7 students will have a plan B. 8. Would you take more risks when finding yourself in a stressful situation? Always 1 6% Often 7 41% Sometimes 6 35% Rarely 1 6% Never 0 0% Stress seems to affect whether or not a person takes risk or not. We can clearly see that students who experience different levels of stress will take more risks. And only one student will rarely take a risk when put in a stressful situation. 9. Do you tend to avoid risks?
Always 0 0% Often 4 24% Sometimes 7 41% Rarely 4 24% Never 0 0% 10 students prefer to avoid risks. And only four will rarely avoid risks. Again we see that if there are no stress levels are benefits gained from taking risks, students will likely try to avoid them. 10. Do you avoid working in groups because someone else might fail which will end up causing bad grades? Yes 5 29% No 8 47% Sometimes 2 12% Interesting results, 5 out 16 students tend to avoid working in groups because another team member might cause them bad grades and 2 out 16 students sometimes avoid working in groups. Only 8 out of 16 students have no problems working as a team and do not agree with the fact that another member might be responsible for their bad grades. 11. I like to have control over the situation.
Completely disagree 1 6% Mostly disagree 2 12% Mostly agree 8 47% Completely agree 4 24% 12 out of 16 students like to have control of the situation. This means they will likely take less risks because they prefer a steady environment. Only three students feel that the need of a controllable environment is not necessary. 12. Would you consider speeding when being late for an appointment? Always 5 29% Often 4 24% Sometimes 4 24% Rarely 1 6% Never 1 6% People always say that young drivers drive very fast. This statement seems to be true. 5 out of 16 students will always drive faster than the allowed speed limited when being late for an appointment. 4 students will often drive faster and 4 students will sometimes drive faster. Only 2 students will rarely and never drive fast when being late. 13.Is the bottle half empty or half full?
Half empty 2 12% Half full 13 76% This question was asked to know whether or not the student is an optimist or a pessimist. We can conclude that most students have a positive attitude while only two will have a slightly pessimistic attitude. 14. Rules are meant to be broken Completely disagree 1 6% Mostly disagree 7 41% Mostly agree 7 41% Completely disagree 1 6% Half of the students finds that rules are meant to be broken while the other half prefers not to break the rules.
Tijdstempel 1.Select your gender. 2. Please fill in your age 3. Please fill in your current educational programme. 4. Would you take a risk if there's something in it for you? 5. Are you afraid that something unexpected (traffic stop, car failure, internet fallout..) might ruin your plans? 6. When considering a risk , I always tend to gather information. 7. I always try having a PLAN B, before taking a risk. 8. Would you take more risks when finding yourself in a stressful situation? 19/02/2015 Male Average Mostly agree Mostly agree Mostly agree Mostly agree Mostly disagree Often 19/02/2015 Male Average Mostly disagree Mostly agree Mostly agree Completely agree Mostly agree Sometimes 19/02/2015 Female Average Mostly agree Mostly agree Completely agree Mostly agree Mostly disagree Often 19/02/2015 Female Average Mostly agree Completely agree Mostly agree Completely agree Completely agree Rarely 19/02/2015 Male Boring 19/02/2015 Male Boring Mostly disagree Completely disagree Mostly disagree Mostly agree Mostly agree Often 20/02/2015 Male Average Mostly agree Mostly agree Completely agree Mostly agree Mostly agree Sometimes 20/02/2015 Female Boring Mostly agree Mostly disagree Completely agree Mostly disagree Mostly disagree Always 20/02/2015 Male Average Mostly disagree Mostly agree Mostly agree Mostly agree Mostly agree Sometimes 21/02/2015 Female Boring Mostly disagree Mostly disagree Completely disagree Mostly agree Mostly agree Often 21/02/2015 Female Average Mostly disagree Mostly agree Mostly agree Mostly agree Mostly disagree Sometimes 21/02/2015 Female Average Mostly agree Completely agree Completely disagree Mostly agree Mostly disagree Often 21/02/2015 Male Exciting Mostly disagree Mostly agree Mostly disagree Mostly disagree Mostly disagree Sometimes 21/02/2015 Male Exciting Mostly agree Mostly agree Mostly disagree Mostly agree Mostly agree Often
21/02/2015 Male Average Mostly disagree Mostly agree Mostly disagree Mostly disagree Mostly disagree Often 24/02/2015 Male Exciting Mostly disagree Completely agree Mostly agree Mostly agree Mostly disagree Sometimes 9. Do you tend to avoid risks? 10. Do you avoid working in groups because someone else might fail which will end up causing bad grades? 11. I like to have control over the situation. 12. Would you consider speeding when being late for an appointment? 13.Is the bottle half empty or half fulll? 14. Rules are meant to be broken Rarely No Mostly agree Sometimes Half full Mostly agree Sometimes Sometimes Mostly agree Often Half empty Mostly disagree Often Yes Completely disagree Often Half full Mostly agree Sometimes No Completely agree Sometimes Half full Mostly agree Rarely No Mostly agree Always Half full Mostly agree Often Yes Completely agree Never Half full Mostly disagree Sometimes Yes Mostly agree Always Half full Completely disagree Sometimes No Mostly disagree Sometimes Half full Mostly disagree Sometimes No Mostly agree Sometimes Half full Mostly disagree Often Sometimes Mostly agree Always Half full Mostly disagree Often Yes Mostly agree Often Half full Mostly disagree
Sometimes No Mostly agree Always Half full Mostly agree Sometimes Yes Completely agree Often Half full Mostly agree Rarely No Mostly disagree Rarely Half empty Mostly disagree Rarely No Completely agree Always Half full Mostly agree Final conclusion Report on risk survey Executive summary In the survey we made, we tried to check people’s risk awareness level. The survey consists of questions that are all meant to get a deeper view in mind of people when it comes to risk awareness. It is important to know how people think in different conditions when it comes to risks. Not all people react in the same way. The questions vary from regular to rather odd. Introduction For this survey about risk taking we prepared 15 questions, to test if the students from 2 MAR08 can be defined as risk prone or risk averse. After we’ve prepared the questions, we’ve transferred them into an online survey with the help of Google Drive and posted them online via Facebook. The subjects of the survey mainly asks about. Drinking Working as a team Questions regarding positive or pessimistic attitude Stress Findings First of all, there were very little people who participated in our survey. This could be due to the fact that students have very little time and have to do different tasks at once. A total of 6 students are defined the most risk taking ones. This implies that they follow the high risk/high reward lifestyle. They are not afraid to break the rules or work in groups to have a chance of success. Fact to note is that the risk takers are evenly divided into males and females.
The rest of the people lie somewhere in between safe and risk taking. This means that they try to have control over the situation as much as possible, but are able to take risks when needed. Among all the students there we none, who haven’t taken risks during their lives. We can conclude that every person, has to take a risk even if they don’t want it. Risk can hardly be avoided and are sometimes necessary. Conclusion 6 of the 17 people interrogated are given the term ‘risk takers’. Among those 6, there are 3 men and 3 women, which makes it evenly divided. Risks cannot be avoided. There is no certainty in life. Even if students want to have control over the situation or have a PLAN B. It is impossible to be 100% safe. It’s impossible to never take a risk in life. Recommendations When dealing with a larger audience it’s better to ask the question: “Please fill in your age.” Getting an age allows us to make deeper conclusions and add the fact that the risk takers are young or old persons. By adding the question: “Please fill in your current educational programme”, we can divide the risk takers over their followed educational programme. The fact that only 17 people replied maybe means that the survey was too boring and thus not interesting, or not appealing at all. By asking questions that are related to a “fun” topic, we should be able to keep our audience interested. If nothing of the above has a certain impact, we can try to give rewards to people in order for them to fill in our survey. Phase 2 Appendix 1 Rethink the survey and add the new questions. When dealing with such a large audience such as all students from a particular school it’s important to add the question “ please fill in your age”. This question will allow us to make deeper conclusions and use the variable “age” to compare if younger or older people tend to take more or less risks.
Adding the question “please fill in your current educational programme”, again this variable will allow us to make correlations with this variable and to give us a deeper understand whether or not, depending on the educational programme students follow if they take more risks or not. Maybe add a few more questions which better fit their lifestyle to keep the students interested throughout the survey. 1. How many cigarettes a day do you smoke? 1-5/5-10/10-15/15+ 2. Do you feel safe when going out to a party (example: when walking around in Overpoort?) Safe/Quite safe/Scared/Frightened 3. Would you take a ride with a friend who has had 10 or more beers? Yes/No The rest of the questions seems fine and well explained, no real need to change them… Since our online survey didn’t get much response (even after reposting for four times). We are thinking of adding a the possibility of receiving a reward when filling out the survey. We feel this will increase the responsiveness. Appendix 2 Link of the new survey https://docs.google.com/forms/d/17Gt_TpG0sGHxbeAQFpeT3EUJOeTH168Q7TEA E_5UaUs/viewform 1.1 Risk report (corrected version) Phase 1 Processof the questions+some conclusions. For our survey there were only 17 participants. When we look at the difference in gender, we can divide them into 11 males and 6 females. To determine whether one person is a risk taker or not, we analysed the questions given in the survey. Given the fact that our survey was strictly anonymous it is impossible to give names of the most risk taking student or the least risk taking one.
A total of six students can be defined as the most risking taking ones. They follow a style of high risk / high reward. They are not afraid of working in groups, breaking the rules for a better chance of success. What’s also important is that the most risk taking ones are evenly divided into three male and three female students. So we can’t say if males take more risks than females and vice versa… The rest of our participants lie somewhere in between. They tend to take risks but they want to keep control over the situation and will only take risks if the chance of failure is limited.
Draw up a full report of your findings. 1.Select your gender. Male 11 65% Female 6 35% This question is key in any survey. We asked this question because we wanted to know if males and females are equally divided and also to tell which gender takes the most risks. 2. What's your opinion about gambling? Boring 5 29% Average 9 53% Exciting 3 18% Easy and short question, it’s important to know how young people feel about gambling, if for example they find it exciting we can conclude that the person tends to take more risks. 3. Are you willing to take a chance of failure (bankruptcy, losing money, health problems..) for the sake of success?
Completely disagree 0 0% Mostly disagree 8 47% Mostly agree 7 41% Completely agree 0 0% In this question we compare the risk of failure vs the risk of success. If the student tends to take more risk, he will answer: mostly agree. If the student is not a risk taker he will probably answer: mostly/completely disagree. 4. Would you take a risk if there's something in it for you? Completely disagree 1 6% Mostly disagree 2 12% Mostly agree 9 53% Completely agree 3 18% Here we want to know, if students take more risk if they will benefit from them. The answer is clearly yes, 9 students choose to take more risks if there was something in it for them. 5. Are you afraid that something unexpected (traffic stop, car failure, internet fallout..) might ruin your plans?
Completely disagree 2 12% Mostly disagree 4 24% Mostly agree 6 35% Completely agree 3 18% Students seem to be very afraid that something unexpected might ruin their plans. 9 students seem to be very afraid and only 6 seem to care less… 6. When considering a risk , I always tend to gather information. Completely disagree 0 0% Mostly disagree 3 18% Mostly agree 10 59% Completely agree 2 12% Here we clearly see that there are only a few students who will take a risk without gathering information. 12 students will gather as much information as possible before taking a risk. Again referring to our conclusion, this means that there will be a limited amount of students who tend to take risks recklessly. 7. I always try having a PLAN B, before taking a risk.
Completely disagree 0 0% Mostly disagree 8 47% Mostly agree 6 35% Completely agree 1 6% While students try to inform themselves as much a possible before taking a risk. Having a plan B seems to be less common. 8 students don’t have a plan B before taking a risk and only 7 students will have a plan B. 8. Would you take more risks when finding yourself in a stressful situation? Always 1 6% Often 7 41% Sometimes 6 35% Rarely 1 6% Never 0 0% Stress seems to affect whether or not a person takes risk or not. We can clearly see that students who experience different levels of stress will take more risks. And only one student will rarely take a risk when put in a stressful situation. 9. Do you tend to avoid risks?
Always 0 0% Often 4 24% Sometimes 7 41% Rarely 4 24% Never 0 0% 10 students prefer to avoid risks. And only four will rarely avoid risks. Again we see that if there are no stress levels are benefits gained from taking risks, students will likely try to avoid them. 10. Do you avoid working in groups because someone else might fail which will end up causing bad grades? Yes 5 29% No 8 47% Sometimes 2 12% Interesting results, 5 out 16 students tend to avoid working in groups because another team member might cause them bad grades and 2 out 16 students sometimes avoid working in groups. Only 8 out of 16 students have no problems working as a team and do not agree with the fact that another member might be responsible for their bad grades. 11. I like to have control over the situation.
Completely disagree 1 6% Mostly disagree 2 12% Mostly agree 8 47% Completely agree 4 24% 12 out of 16 students like to have control of the situation. This means they will likely take less risks because they prefer a steady environment. Only three students feel that the need of a controllable environment is not necessary. 12. Would you consider speeding when being late for an appointment? Always 5 29% Often 4 24% Sometimes 4 24% Rarely 1 6% Never 1 6% People always say that youngsters drive very fast. This statement seems to be true. 5 out of 16 students will always drive faster than the allowed speed limited when being late for an appointment. 4 students will often drive faster and 4 students will sometimes drive faster. Only 2 students will rarely and never drive fast when being late. 13.Is the bottle half empty or half full?
Half empty 2 12% Half full 13 76% This question was asked to know whether or not the student is an optimist or a pessimist. We can conclude that most students have a positive attitude while only two will have a slightly pessimistic attitude. 14. Rules are meant to be broken Completely disagree 1 6% Mostly disagree 7 41% Mostly agree 7 41% Completely disagree 1 6% Half of the students finds that rules are meant to be broken while the other half prefers not to break the rules.
Tijdstempel 1.Select your gender. 2. Please fill in your age 3. Please fill in your current educational programme. 4. Would you take a risk if there's something in it for you? 5. Are you afraid that something unexpected (traffic stop, car failure, internet fallout..) might ruin your plans? 6. When considering a risk , I always tend to gather information. 7. I always try having a PLAN B, before taking a risk. 8. Would you take more risks when finding yourself in a stressful situation? 19/02/2015 Male Average Mostly agree Mostly agree Mostly agree Mostly agree Mostly disagree Often 19/02/2015 Male Average Mostly disagree Mostly agree Mostly agree Completely agree Mostly agree Sometimes 19/02/2015 Female Average Mostly agree Mostly agree Completely agree Mostly agree Mostly disagree Often 19/02/2015 Female Average Mostly agree Completely agree Mostly agree Completely agree Completely agree Rarely 19/02/2015 Male Boring 19/02/2015 Male Boring Mostly disagree Completely disagree Mostly disagree Mostly agree Mostly agree Often 20/02/2015 Male Average Mostly agree Mostly agree Completely agree Mostly agree Mostly agree Sometimes 20/02/2015 Female Boring Mostly agree Mostly disagree Completely agree Mostly disagree Mostly disagree Always 20/02/2015 Male Average Mostly disagree Mostly agree Mostly agree Mostly agree Mostly agree Sometimes 21/02/2015 Female Boring Mostly disagree Mostly disagree Completely disagree Mostly agree Mostly agree Often 21/02/2015 Female Average Mostly disagree Mostly agree Mostly agree Mostly agree Mostly disagree Sometimes 21/02/2015 Female Average Mostly agree Completely agree Completely disagree Mostly agree Mostly disagree Often 21/02/2015 Male Exciting Mostly disagree Mostly agree Mostly disagree Mostly disagree Mostly disagree Sometimes 21/02/2015 Male Exciting Mostly agree Mostly agree Mostly disagree Mostly agree Mostly agree Often
21/02/2015 Male Average Mostly disagree Mostly agree Mostly disagree Mostly disagree Mostly disagree Often 24/02/2015 Male Exciting Mostly disagree Completely agree Mostly agree Mostly agree Mostly disagree Sometimes 9. Do you tend to avoid risks? 10. Do you avoid working in groups because someone else might fail which will end up causing bad grades? 11. I like to have control over the situation. 12. Would you consider speeding when being late for an appointment? 13.Is the bottle half empty or half fulll? 14. Rules are meant to be broken Rarely No Mostly agree Sometimes Half full Mostly agree Sometimes Sometimes Mostly agree Often Half empty Mostly disagree Often Yes Completely disagree Often Half full Mostly agree Sometimes No Completely agree Sometimes Half full Mostly agree Rarely No Mostly agree Always Half full Mostly agree Often Yes Completely agree Never Half full Mostly disagree Sometimes Yes Mostly agree Always Half full Completely disagree Sometimes No Mostly disagree Sometimes Half full Mostly disagree Sometimes No Mostly agree Sometimes Half full Mostly disagree Often Sometimes Mostly agree Always Half full Mostly disagree Often Yes Mostly agree Often Half full Mostly disagree
Sometimes No Mostly agree Always Half full Mostly agree Sometimes Yes Completely agree Often Half full Mostly agree Rarely No Mostly disagree Rarely Half empty Mostly disagree Rarely No Completely agree Always Half full Mostly agree Final conclusion Report on risk survey Executive summary In the survey we made, we tried to check people’s risk awareness level. The survey consists of questions that are all meant to give us a deeper understanding about how people feel when it comes to risk awareness. It is important to know how people think in different conditions when it comes to risks. Not all people react in the same way. Introduction For this survey about risk taking we prepared 15 questions, to test if the students from 2 MAR08 can be defined as risk prone or risk averse. After we had prepared the questions, we transferred them into an online survey with the help of Google Drive and posted them online via Facebook. The subjects of the survey mainly tackles: Drinking Working as a team Questions regarding positive or pessimistic attitude Stress Findings First of all, there were very little people who participated in our survey. This could be due to the fact that students have very little time and have to do different tasks at once. A total of 6 students are defined the most risk taking ones. This implies that they follow the high risk/high reward lifestyle. They are not afraid to break the rules or work in groups to have a chance of success. Fact to note is that the risk takers are evenly divided into males and females.
The rest of the people lie somewhere in between safe and risk taking. This means that they try to have control over the situation as much as possible, but are able to take risks when needed. Among all the students there were none who hadn’t taken a single risk during their lives. We can conclude that every person, has to take a risk even if they don’t want it. Risks can hardly be avoided and are sometimes necessary. Conclusion 6 of the 17 people interrogated are given the term ‘risk takers’. Among those 6, there are 3 men and 3 women, which makes it evenly divided. Risks cannot be avoided. There is no certainty in life. Even if students want to have control over the situation or have a PLAN B. It is impossible to be 100% safe. It’s impossible to never take a risk in life. Recommendations When dealing with a larger audience it’s better to ask the question: “Please fill in your age.” Getting an age allows us to make deeper conclusions and add the fact that the risk takers are young or old persons. By adding the question: “Please fill in your current educational programme”, we can divide the risk takers over their followed educational programme. The fact that only 17 people replied maybe means that the survey was too boring and thus not interesting, or not appealing at all. By asking questions that are related to a “fun” topic, we should be able to keep our audience interested. If nothing of the above has a certain impact, we can try to give rewards to people in order for them to fill in our survey. Phase 2 Appendix 1 Rethink the survey and add the new questions. When dealing with such a large audience such as all students from a particular school it’s important to add the question “ please fill in your age”. This question will allow us to make deeper conclusions and use the variable “age” to compare if younger or older people tend to take more or less risks.
Adding the question “please fill in your current educational programme”, again this variable will allow us to make correlations with this variable and to give us a deeper understand whether or not, depending on the educational programme students follow if they take more risks or not. Maybe add a few more questions which better fit their lifestyle to keep the students interested throughout the survey. 1. How many cigarettes a day do you smoke? 1-5/5-10/10-15/15+ 2. Do you feel safe when going out to a party (example: when walking around in Overpoort?) Safe/Quite safe/Scared/Frightened 3. Would you take a ride with a friend who has had 10 or more beers? Yes/No The rest of the questions seems fine and well explained, no real need to change them… Since our online survey didn’t get much response (even after reposting for four times). We are thinking of adding the possibility of receiving a reward when filling out the survey. We feel this would increase the responsiveness. Appendix 2 Link of the new survey https://docs.google.com/forms/d/17Gt_TpG0sGHxbeAQFpeT3EUJOeTH168Q7TEA E_5UaUs/viewform
2. Slides from the Pecha Kucha presentation
3. Visual proof of the Online Communications task Link: 4. Efforts to improve my English during the semester 4.1 Listen and commentate on 3 TED presentations. 4.1.2 Ken Robinson – How school kills creativity I’dlike tostart off witha small resume of whatthe seminarpresentedbyKenRobinsonwas about. The main problemthatyoungpeople face todayitthatwe are frightenedtobe wrong,infactour whole systemat school and lateronat workisbasedon stigmatizing mistakes.Andthisproblemkillsourabilitytobe creative. Insteadof teachingpeople how tobe creative andhelp themwe are educationpeopleoutof theircreative capacities.I’dlike torefertowhatPicassoonce said:“All childrenare bornartists,the problemisto remainanartist as we grow up”. Everyeducationsysteminthe worldcurrentlyhasthe same hierarchyof subjectsat the topwe have the mathematicsandthe languages,thenthe humanitiesandatthe bottomwe have the arts. Our systemmainlyfocussesonmakingsure we are extremelygoodatmathematicsandlanguagesbut we don’tspendanyattentionstoteachingpeople aboutarts,dance,music… We focuson teachingthe ‘heads’butwe forgotaboutthe body,thisisbecause educationwas invented asaneedforthe industrialisationinthe 90’s. Our currentsystemonlyproducesuniversityprofessors,whoare onlylookattheirbodyas a transportationdevice fortheirhead.
I was extremelyfocusedduringhis19minute pitch,mainlybecause he knowshow totalktohis audience.He doesn’tjuststandthere andtellsthe audience whathe hasto sayand hopesitwill change theiropinions.NO! He makesgreatuse of non-verbal languages,youcansee himmoving,usinghisarmstoexpressthe thingshe issaying,laughingwithhisownjokes. He doesn’tstartoff the seminarbysayingthisisthe problemandthisishow we can solve it.He starts off withfacts,and findings.Duringthe seminarhe will talkabouthisownlife experiences whichforus the audience isalwaysnice tohearbecause itdraws us closertothe speaker andmakes himmore persuasive. To make sure his seminarisn’tmonotone,he constantlyuseshumortokeepitentertainingforthe audience whichisalwaysanice thing,Ireallylaughedathisjokes(speciallythe one he made about hisyoungson’sgirlfriend) You can watch the full TED presentationhere : https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity#t-362535 4.1.3 Ismael Nazario – What I learned as a kid in jail As a teenIsmael wassenttoNewYork’sRikersIslandjail.He alsospendupto 300 days insolitary confinement. Duringhisted-talkhe talksabouthisownlife, but what’smostimportantisthat he givesus the feelingof what iswaslike duringhistime in prison.The fightthathappenedwiththe guards,gave us a deeperlookonthe angerand frustrationthathe had duringhistime,butalsoon how he usedtohandle things(problems). He tellsusthe problemsthatyoungstersface inprison,these institutiondon’thelptorehabilitate youngpeople backintosocietyyetthese inmatestalkaboutwhattheywill dowhentheygetout, whichisto go back, dealingdrugs,stealing…He callsitthe “go back to jail quickscan”.He says we have to helpthese teensbyhelpingthemdeveloptheirtalentsduringtheirtime inprison.We have to teachthemhow to make music,learnhow toprogramme,educate them.Atthismomentwe are doingnothingandthiswon’thelpthese youngster,once theygetouttheywill hitthe streetandstart livingthe life thattheyusedtolive. Duringhistime inprisonhe met the mostcreative andtalentedpeople.He hasseeninmateswho turn regularsoapintosculpturesthatwouldmake Michelangelolikea child. What trulyinspiredme whatthe storyaboutthe ‘airplane’withanotherinmate.(A plainwithpeople passingusby , referringtolive flyingby),while the prisonersare here ‘stuck’behindthe walls. I foundthe seminarveryinspirational andworthwatchingif youwanttocatch a glimpse of whatit’s like tobe a teeninbehindwalls. You can watch the full TED presentationhere : https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail
4.1.4 Juan Enriquez : The next species of human evolution Juanstarts off withhispresentationwithashortintroductiononwhathe will talkabout,firsthe givesusan insightview onthe currenteconomicsituation.To expresswhat’sgoingonhe doesn’tuse boringgraphs, numbers,all thisboring stuff. Insteadhe makesuse of funny/ satiricpictureswhohelpsupport the general ideaof whathe is saying. Throughoutthe firstpart of his presentationaboutthe economy, he reallydoeshisbesttoexplain the big issue that’sbeengoingon insomewhatsimple termssothat everybodycanunderstandwhat he’stryingto say. Nextoff he istryingto give usa glimpse of the future andwhatthe ‘ultimate reboot‘will looklike.I will talkaboutthree future projectsandexperimentsthathave taken place overthe previous25year here at TED. 1. Abilitytoengineercells 2. Abilitytogenerate tissue 3. Robots I couldgo on an explainthe detailsof everysubjecthe spoke of butthat’snotthe main purpose of whyI am writingthiscomment. Juanreallyknowswhathe istalkingabout,youcan tell that he has an economical backgroundbuthe alsoknowshispresentationinsideout,thoughouthisTED talkhe neverlooksathisPowerPoint behindhim,whichispleasanttowatch. As saidbefore,he makesuse of satirichumortokeepthe audience entertainedandtokeephis subjectinterestingbecausewe all knowthattalkingabouteconomicsmaysometimesbe boringif youstick to the theoretical side. I founditveryinformative andthere were momentswhere Ialmostdiedlaughing.Butinall seriousness,hispresentationwasstructured,easytocomprehend,andI’mveryexcitedforwhatthe future hasto offer. You can watch the full presentationhere : http://www.ted.com/playlists/85/what_does_the_future_look_like
4.2 Follow a blogger for 5 weeks and write a report about them As a fitnessfanaticmyself I’ve beenfollowingLee Haywardsfor over3 years.I discoveredhimwhenIwaslookingforexercises on You tube.Iimmediatelyfell inlove withhispersona.He isa lifestyle/bodybuildingcoachwhoinspiredme tokeeppushing myself andhe made intothe personI am today. Allow me totell youmore aboutmy favourite bodybuilder. AfterwatchingArnoldSchwarzeneggerinthe Conanmovies.He was impressedbythe physique of Arnoldandhe wantedto devote hiswhole life tolookjustlike him.Fromthatdayon he startedto workout,doingsimple exerciseslikesit-upandpush- upsat home.Asa Christmaspresenthe receivedhisfirstweight set,he usedit every dayandbecause hisdad wasan active personhe helpedhimwithhisworkouts. His passiondidn’tstophere,whenhe wenttohighschool he kepton workingoutconsistentlyandhe wouldreadeveryfitnessmagazine he couldgethishandson.Duringhislastyear of highschool he competedinhisfirstreal bodybuildingcontest,he was17 yearsold.Afterhisshow he kepton competingandhe has wonseveral awards. Whenhe finishedhighschool,he studiedcomputerscience inCollege.Shortlyafterhe graduatedhe createdhisownwebsite toteachand educate people aboutbodybuilding.Nowadayshiswebsite is amongstthe top fitnesswebsite inthe worldyoucanvisithiswebsitehere : http://leehayward.com/blog/ So whatmakeshimspecial?Well firstof all we have hisYou tube channel withover150k subscribers. Whichis quite alarge amount fora fitnesschannel.There are adiversityof video’savailableforfree, that containinformationandtipsthathe himself hascollectedthroughouthisyearsof training.For example youhave video’son‘howtoloose fat‘,’chestworkout’,‘legworkout’,‘home gym workouts’,‘nutrition’,‘supplements’andthe listgoesonandon. On hiswebsite youcanfindhisblogswhere he goesmore intodetail aboutcertainsubjects,the blogsare writtenverysimple,withalotof imagestosupportthe text.It’sa veryclearand well- structuredblog, and I love it! He doesn’tonlymake video’sandwrite blogs.Onhiswebsite youcanbuyclothing,workoutvideos, supplements,gymequipmentandmuchmore. To wrap thingsup,for me Lee isa true inspiration.He remainstrue tohimselfeventhoughhe earns a lot of moneywithhiswebsite andYou tube video’she stillremainsthe same oldLee whoImet three yearsago,a down-to-earthguywhoreallydoeshisbesttoinspire andmotivate youtostay healthyandworkout!
4.3 Two original English activities 4.3.1 First activity For thisparticularactivityIcoveredthe mostrecentpatch whichis(5.9) of the online game thatI play(League Of Legends).AndImade a commentaryvideo. https://www.youtube.com/watch?v=fQdiBAPmQ-w 4.3.2 Second activity I’mgivingyoua quicksneakpeakin the life of abodybuilder. Thisis howmy daylookslike. 8.30 : Wake up . Because youknowthe earlybirdcatchesthe worm. 8.45-9.00: Start of myday with120 gramsof oatmeal.Thisismypowerfoodbecause itprovidesme with12 grams of proteinsanda lot of carbohydratestoboost myenergylevels. 9.15 : Preppingmygymbag.This includesmakingsure Ihave mygymclothes(tanktop,sweatpants), proteinpowerforaftermyworkout,myliftingbeltif I’mgoingheavywiththe weightsandmy membershipcardbecause withoutitIwon’tbe able to enter. 9.30 : Mostlyeatingbetween5-6slicesof brownbreadwithchickenwhite.Againveryhighincarbs but alsoinprotein. 9.45 : Ridingthe bike tothe gym. 10.00: Enteringthe gymand startingthe workout.TodayI will doa double workoutwhichmeansI will trainmychestbut alsomy triceps. 11.30: Done withthe workout,takinga showertogetrid of all the sweat.Almostforgottotake inmy proteinshake butI justgot itright ontime. 11.50: All cleanedup,puttingonfreshclothesandridingbackhome. 12.10: Once I get home,Iput the dirtyclothesinthe washingmachine.WhenIarrive home Ialways eat a bananato keepthe energylevelsbalanced. 12.30: Doingsome stuff forschool,mostlyportfolio’sandpaper.Deadlinesforthe examsare drawingnearso I’mfeelingalittle bitof stress. 14.30: Readyfor mysecondmeal,whichis150 gr of brownrice togetherwith250 gr of chicken breast.I do thisto keepmymusclesfueledafterthe workout. 15.00: Takinga table of multivitamin.Andwatchingsome Youtube video’sbecause the workoutwas heavierthanIexpectedsoIneeda bitof rest. 16.00: NowI have to make sure there isnew coffee andcookiesbecause momanddadare coming back fromwork. 16.20: Theyarrived,nowwe sitat the dinnertable andtalkabout eachother’sday. 17.00: Dad isstill hasto do some stuff forworkwhilstmomismaking dinner.OnthisdayI decidedto helphermakingpotatoeswithbeansandbeef.
18.00: We gatherat the dinnertable toenjoyourmeals.We alwaysleave the radioonbecause it’s relaxesusaftera longday of work. 18.20: Me and my brotheralwaysdothe dishes,we like togive ourparentsamomentfor themselves.Ialsostore some leftoverstoeatonthe nextday. 19.00: Watchingthe news. 19.30-20.30: Randomlyswitchingchannelsif Igetboredlike Ididon thatday. I go playmy favourite game League of Legendsorwatch some live actiononTwitch. 20.30: Whilstplayingmyonline game,Ialwayseatanut-mix (peanuts,hazelnuts…)+350 gr of cheesylike yoghurt.Theyprovide mybodywithnatural fatsandproteins. 10.30-11.00: Time to sleep,butbefore I doI alwaysdrinka glassof waterand take my final protein shake so I have enoughproteinsuntilthe nextmorning. 4.4 Anything else you have done to improve your English There are manyfactors that contribute tothe improvementof myEnglish.Ithinkit wouldbe easierif I justenumerate themandtell youwhytheyhelp. o Anime I am a big fanof anime whichare Japanese orientatedseries.ThisyearI’ve completedwatching the Naruto serieswhichhasover720+ episodes,(eachepisode isroughly20-25min). I’mnot goingto explainwhatthe anime isaboutbecause If Ido I wouldkeepgoingforhoursandhours. But thisanime helpedme improve myEnglishbecausethe charactersspeakJapanese butthe subtitlesare English.SowhilstIdon’tlike readingbooks, if youcountall the subtitlesI’ve read whilstwatchingthe showitwouldbe aboutone or twobooks. o League of Legends Thisis an online computergame thatI’ve beenplayingfor3-4years.For people whoare livingin Belgiumthere isonlyanEnglishclient,exceptforthe FrenchtheygetaFrench client…Butwhat doesthisgame have to do withthe improvementof myEnglish?Well ,eachtime youplayyou will getmatchedwith9 otherpeople.If youare playingonEUW like I do, the mainlanguage usedingame by otherplayersisEnglish.If youcalculate thatI’mplaying 4-5 hours ona daily basis,thisisa handytool to keepmyEnglishup-to-date. o Reading forums As youprobablyknowfrommyblog,I love readingaboutbodybuildingandhealthingeneral. Duringclass,afterschool,eveninmyspare time youcan findme lurkingaroundthese forums alwayswillingtolearnmore aboutmy passion:fitness.If youdidn’tknow the bestbodybuilders are fromAustaliaandAmerica.Soobviouslyall the forumsandthe blogsthattheywrite are writteninEnglish. Notonlybodybuildingforumsinterestme,butalsoworldnewsandinterestingnew articles. That’s whyona dailybasisIlookat (www.reddit.com).Whichisacollectionof different subredditsall puttogetheronone website.Andbecause the website was foundedinSan Francisco,Californiaeveryarticle andcommentiswritteninEnglish.
o Skype I don’tlike playingalone,that’swhytroughoutmy ‘gamingcareer’I’ve mettonsof people from all aroundthe world.Fromtime totime I playwiththem.Most of my contacts live inthe US, that’swhyif we talkviaSkype itis obviousthatI speak Englishbecause theydon’tlearnDutchat school.NowadaysIthinkmyEnglishisveryfluent,butwhenIwasyoungeritwas alwaysnice that my online friendshelpedme improvebyhelpingme if Ipronouncedsomethingwrong.Via thisway of communicationIwasreceivingimmediate feedback!
o Classes As youmay hopefullyhave noticed,Ireallytrytodo mybestduringthe Englishclasses.Because I feel the more youtalkthe more you learn.I’ma bigfan of the language andI’mnot ashamedto raise my voice. o You tube and othersocial media Most of contact on skype I’ve addedon Facebookbecause theyare friendof mine.Mostof the time theirpostsappearonmy wall.Theircommentorstoriesare in Englishsoeverytime they postsomethingIwill readandif interestingenoughIwill commentorshare theirpost. I alsowatch tons of video’snotonlyfitnessbutalsootherchannels.Suchas(EpicMeal Time) (Boogie2988) and manyothers.These are all Englishchannelssothiswayit’seasyto learnhow wordsare pronounced.Andbywatchingyouwill unconsciouslyfix the wordsyouare pronouncingwrong. Twitch.tvisa platformwhere peoplestreamtheirvideogames.Ispendabout1-2hours daily watchingstreamersIlove suchas : Qtpie,Forsen,Dyrus.These people live inthe US,so againthis isa greatway to improve yourEnglish. 5. Final feedback report 5.1 Has your English improved? If I lookbackone year ago,I can trulysaythat my Englishhasimproved.Fromagrammatical perspective therewere some wordsthatIusedtostruggle withe.g.(through,which,customers,of course, forexample…).Ittookme a longtime before Icouldwrite these wordswithoutanymistakes. But by continuouslyusingtheminpresentations,documents,I’vefinallymasteredthemandnow I can write themright! From an oral perspective,I’vedefinitelyimproved.Due toa problemwithmyfrontteeth,it’salways hard for me use wordssuch as (months,clothes,flaws…).I’mnotafraidof themanymore!Athome I try to pronounce these wordsona dailybasissothat if I speakduringpresentationspeople will hardlynotice thatI struggle withthese particularwords.SometimesIstill catchmyself struggling.But I won’tgive up,I’ll keepone goingandone daythe accent will be completelygone. Due to all the social channelsandvideo’sIvisitandwatch,I’m learningsomethingnew everyday,so yesmy Englishhasimprovedandevenwhile writingthispaper,I’mlearning. “Whena personhas an accent, it meanshe can speakone more language than you” – Fernando Lamas
5.2 Have you achieved what you wanted to achieve? Compare with any progress made in the first semester? When I look at the difference in presentingskills, I feel thatI’ve madesome improvements. I’mmore relaxed when I’mpresentingin front of a class. This helpsme a lot when I’mtalkingas well because one semester ago youcouldhear a bit of stressin my voice now it’s almostcompletely gone. Thanksto the PechaKuchapresentation, I’velearned that I don’tneedto put 10 wordson my Power Pointslides. I learned to use simplepictures, with a strongmeaning to supportmy message. (I would like torefer tomy persuadingyouraudience presentation), for this presentationI hardly usedany keywordsonthe slides and still managed togive an interesting presentation, If I forgotsomethingI just hadto look at the image from my Power Pointand I instantly rememberedwhat I wanted to say to my audience. When we hadEric Pollet as our professorin the previoussemester he never gave any feedback which I really disliked. I don’tknowwhy he wouldn’tgive it, because feedback is an importantway to improve yourself. When youfinished a presentationhe just said : “next one or who is willing to go ?”. Nowthat we haveInge Verheyden as ourprofessor it’smuch better because sheprovidesus with immediate feedback after yourpresentationwhich I find essential! Youcan usethis feedback to improveyourself duringthe next presentationorclass. 5.3 Assess the course and lecturer, what would you keep/do differently (be honest) 5.3.1 Assessing the course Well English will always be my favorite class. What is liked duringthis semester is that we didn’thave any lessonswhere we would just makeexercises on grammar. WhatI also liked was that we hadto do many presentations, becauseI feel youcan only learn a language throughtalkingwith each other. By usingthis type of methodyoucan get immediate feedback from the teacher as well as yourfellow students. There was a broadvariety of subject given to usvia class or assignment. I really enjoyedmakingthese tasksbecause they ask youtostep out of yourcomfort zonesuch as the groupconversation, Pecha Kucha, Risk report, persuadingyouraudience. These task require hard work but in the end youare able to learn from themand that’swhatreally matters. I would haveliked to have more groupconversationsinclass instead of makingthe cases from our book. Sometimeswe had to work in pairs, butI would prefer to work in larger groups, thatis just my personalopinion. 5.3.2 Lecturer Inge Verheyden, I woulddescribe her as a firm butfair person. Meaningthat for example if youhand in a task toolate or youare not presentin class you won’tearn any points. Which I think is a good think. We, the studentsare all grown-upswe have to take ourresponsibility, later on at work if your tasksare not finished in time or youare notpresent at work youwill be fired, simple as that. But sheis also gentle with a great senseof humor. Whenshe providesfeedback, she always does it very calmly andwith the greatest respect for the student. Duringclass she is able to laugh at our commentsor jokes in ourpresentationwhich I feel is also an importantaspectfor a teacher.
She is always ready to answer yourquestionsregarding assignmentsorschool related. Her lessonsare structuredand well prepared. You won’tfind her lookingfor papersare getting lostand notknowing what to say duringclass. If I had to give her score I would give her 8.5-9/10. 5.3.3 What would you change? - As said before I would love to work more in larger groupsinsteadof pairs. This way new students have the opportunity togetto knowone another. - Maybelet the studentswho don’tsay as muchas the other duringclass, talk a bit more. I feel like some studentshavedonemostof the talking duringthe semester. Otherstudentsare just more quit thanothers butI feel they haveto overcome thisfear, pointedthem outmore often would be better I think…(Don’ttake this toopersonal)

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Proof of personal progress- Bart De Maere

  • 1.
    PROOF OF PERSONAL PROGRESS BusinessEnglish 2B 21 MEI 2015 ARTEVELDEHOGESCHOOL Lecturer: Inge Veryheden
  • 2.
    Table of contents 1.Riskreport + feedback................................................................................................................ 3 2. Slidesfrom the Pecha Kucha presentation .................................................................................30 3. Visual proof of the Online Communications task ........................................................................40 4. Efforts to improve my English during the semester.....................................................................40 4.1 Listen and commentate on 3 TED presentations. ..................................................................40 4.1.2 Ken Robinson – How school kills creativity .....................................................................40 4.1.3 Ismael Nazario – What I learned as a kidin jail ...............................................................41 4.1.4 Juan Enriquez : The next species of human evolution......................................................42 4.2 Follow a blogger for 5 weeks and write a report about them.................................................43 4.3 Two original English activities..............................................................................................44 4.3.1 First activity..................................................................................................................44 4.3.2 Second activity.............................................................................................................44 4.4 Anything else you have done toimprove your English...........................................................45 5. Final feedback report................................................................................................................47 5.1 Has your Englishimproved?.................................................................................................47 5.2 Have you achievedwhatyouwantedtoachieve?Compare withanyprogressmade inthe first semester?................................................................................................................................48 5.3 Assess the course andlecturer, what would you keep/do differently (be honest) ...................48 5.3.1 Assessing the course.....................................................................................................48 5.3.2 Lecturer.......................................................................................................................48 5.3.3 What would you change?..............................................................................................49
  • 3.
    Foreword Aftera semester’shard work,I’vecompletedthispaperwith greatsuccess.I’m very pleased with the result. This ‘proof of personalprogress’istheproof of my continuouseffortsthroughoutthesemester.I hope thatwith this paperyou will havea deeper insightof me as a person,butalso on how I felt during the classes. My thanksgo outto my professor,IngeVerheyden.Notonly forthethingsshehasthoughtusduring the classesbut also forher continuoussupport with thequestionsand problemsIhad. I wish you a lot of reading pleasure! Bart De Maere 21/05/2015
  • 4.
    1. Riskreport +feedback Task 1: Risksurvey Bart De Maere Brent Van Nuffel Quinten De Blust Anne-Laure-Dupont Phase 1 Processof the questions+some conclusions. For our survey there were only 17 participants. When we look in the difference in gender, we can divide them into 11 males and 6 females. To determine whether one person is a risk taker or not, we analysed the questions given in the survey. Given the fact that our survey was strictly anonymous it is impossible to give names of the most risk taking student or the least risk taking one. A total of six students can be defined as the most risking taking ones. They follow a style of high risk / high reward. They are not afraid of working in groups, breaking the rules for a better chance of success. What’s also important is that the most risk taking ones are evenly divided into three male and three female students. So we can’t say if males take more risks than females and vice versa… The rest of our participants lie somewhere in between. They tend to take risks but they want to keep control over the situation and will only take risks if the chance of failure is limited.
  • 5.
    Draw up afull report of your findings. 1.Select your gender. Male 11 65% Female 6 35% This question is key in any survey. We asked this question because we wanted to know if there is an equal distribution of males and females and also to tell which gender takes the most risks. 2. What's your opinion about gambling? Boring 5 29% Average 9 53% Exciting 3 18% Easy and short question, it’s important to know how young people feel about gambling, if for example they find it exciting we can conclude that the person tends to take more risks. 3. Are you willing to take a chance of failure (bankruptcy, losing money, health problems..) for the sake of success?
  • 6.
    Completely disagree 00% Mostly disagree 8 47% Mostly agree 7 41% Completely agree 0 0% In this question we compare the risk of failure vs the risk of success. If the student tends to take more risk, he will answer: mostly agree. If the student is not a risk taker he will probably answer: mostly/completely disagree. 4. Would you take a risk if there's something in it for you? Completely disagree 1 6% Mostly disagree 2 12% Mostly agree 9 53% Completely agree 3 18% Here we want to know, if students take more risk if they will benefit from them. The answer is clearly yes, 9 students choose to take more risks if there was something in it for them. 5. Are you afraid that something unexpected (traffic stop, car failure, internet fallout..) might ruin your plans?
  • 7.
    Completely disagree 212% Mostly disagree 4 24% Mostly agree 6 35% Completely agree 3 18% Students seem to be very afraid that something unexpected might ruin their plans. 9 students seem to be very afraid and only 6 seem to care less… 6. When considering a risk , I always tend to gather information. Completely disagree 0 0% Mostly disagree 3 18% Mostly agree 10 59% Completely agree 2 12% Here we clearly see that there are only a few students who will take a risk without gathering information. 12 students will gather as much information as possible before taking a risk. Again referring to our conclusion, this means that there will be a limited amount of students who tend to take risks recklessly. 7. I always try having a PLAN B, before taking a risk.
  • 8.
    Completely disagree 00% Mostly disagree 8 47% Mostly agree 6 35% Completely agree 1 6% While students try to inform themselves as much a possible before taking a risk. Having a plan B seems to be less common. 8 students don’t have a plan B before taking a risk and only 7 students will have a plan B. 8. Would you take more risks when finding yourself in a stressful situation? Always 1 6% Often 7 41% Sometimes 6 35% Rarely 1 6% Never 0 0% Stress seems to affect whether or not a person takes risk or not. We can clearly see that students who experience different levels of stress will take more risks. And only one student will rarely take a risk when put in a stressful situation. 9. Do you tend to avoid risks?
  • 9.
    Always 0 0% Often4 24% Sometimes 7 41% Rarely 4 24% Never 0 0% 10 students prefer to avoid risks. And only four will rarely avoid risks. Again we see that if there are no stress levels are benefits gained from taking risks, students will likely try to avoid them. 10. Do you avoid working in groups because someone else might fail which will end up causing bad grades? Yes 5 29% No 8 47% Sometimes 2 12% Interesting results, 5 out 16 students tend to avoid working in groups because another team member might cause them bad grades and 2 out 16 students sometimes avoid working in groups. Only 8 out of 16 students have no problems working as a team and do not agree with the fact that another member might be responsible for their bad grades. 11. I like to have control over the situation.
  • 10.
    Completely disagree 16% Mostly disagree 2 12% Mostly agree 8 47% Completely agree 4 24% 12 out of 16 students like to have control of the situation. This means they will likely take less risks because they prefer a steady environment. Only three students feel that the need of a controllable environment is not necessary. 12. Would you consider speeding when being late for an appointment? Always 5 29% Often 4 24% Sometimes 4 24% Rarely 1 6% Never 1 6% People always say that young drivers drive very fast. This statement seems to be true. 5 out of 16 students will always drive faster than the allowed speed limited when being late for an appointment. 4 students will often drive faster and 4 students will sometimes drive faster. Only 2 students will rarely and never drive fast when being late. 13.Is the bottle half empty or half full?
  • 11.
    Half empty 212% Half full 13 76% This question was asked to know whether or not the student is an optimist or a pessimist. We can conclude that most students have a positive attitude while only two will have a slightly pessimistic attitude. 14. Rules are meant to be broken Completely disagree 1 6% Mostly disagree 7 41% Mostly agree 7 41% Completely disagree 1 6% Half of the students finds that rules are meant to be broken while the other half prefers not to break the rules.
  • 12.
    Tijdstempel 1.Select your gender. 2. Please fill in your age 3. Pleasefill in your current educational programme. 4. Would you take a risk if there's something in it for you? 5. Are you afraid that something unexpected (traffic stop, car failure, internet fallout..) might ruin your plans? 6. When considering a risk , I always tend to gather information. 7. I always try having a PLAN B, before taking a risk. 8. Would you take more risks when finding yourself in a stressful situation? 19/02/2015 Male Average Mostly agree Mostly agree Mostly agree Mostly agree Mostly disagree Often 19/02/2015 Male Average Mostly disagree Mostly agree Mostly agree Completely agree Mostly agree Sometimes 19/02/2015 Female Average Mostly agree Mostly agree Completely agree Mostly agree Mostly disagree Often 19/02/2015 Female Average Mostly agree Completely agree Mostly agree Completely agree Completely agree Rarely 19/02/2015 Male Boring 19/02/2015 Male Boring Mostly disagree Completely disagree Mostly disagree Mostly agree Mostly agree Often 20/02/2015 Male Average Mostly agree Mostly agree Completely agree Mostly agree Mostly agree Sometimes 20/02/2015 Female Boring Mostly agree Mostly disagree Completely agree Mostly disagree Mostly disagree Always 20/02/2015 Male Average Mostly disagree Mostly agree Mostly agree Mostly agree Mostly agree Sometimes 21/02/2015 Female Boring Mostly disagree Mostly disagree Completely disagree Mostly agree Mostly agree Often 21/02/2015 Female Average Mostly disagree Mostly agree Mostly agree Mostly agree Mostly disagree Sometimes 21/02/2015 Female Average Mostly agree Completely agree Completely disagree Mostly agree Mostly disagree Often 21/02/2015 Male Exciting Mostly disagree Mostly agree Mostly disagree Mostly disagree Mostly disagree Sometimes 21/02/2015 Male Exciting Mostly agree Mostly agree Mostly disagree Mostly agree Mostly agree Often
  • 13.
    21/02/2015 Male Average Mostly disagree Mostly agree Mostly disagree Mostly disagree Mostly disagreeOften 24/02/2015 Male Exciting Mostly disagree Completely agree Mostly agree Mostly agree Mostly disagree Sometimes 9. Do you tend to avoid risks? 10. Do you avoid working in groups because someone else might fail which will end up causing bad grades? 11. I like to have control over the situation. 12. Would you consider speeding when being late for an appointment? 13.Is the bottle half empty or half fulll? 14. Rules are meant to be broken Rarely No Mostly agree Sometimes Half full Mostly agree Sometimes Sometimes Mostly agree Often Half empty Mostly disagree Often Yes Completely disagree Often Half full Mostly agree Sometimes No Completely agree Sometimes Half full Mostly agree Rarely No Mostly agree Always Half full Mostly agree Often Yes Completely agree Never Half full Mostly disagree Sometimes Yes Mostly agree Always Half full Completely disagree Sometimes No Mostly disagree Sometimes Half full Mostly disagree Sometimes No Mostly agree Sometimes Half full Mostly disagree Often Sometimes Mostly agree Always Half full Mostly disagree Often Yes Mostly agree Often Half full Mostly disagree
  • 14.
    Sometimes No Mostly agree Always Half full Mostly agree SometimesYes Completely agree Often Half full Mostly agree Rarely No Mostly disagree Rarely Half empty Mostly disagree Rarely No Completely agree Always Half full Mostly agree Final conclusion Report on risk survey Executive summary In the survey we made, we tried to check people’s risk awareness level. The survey consists of questions that are all meant to get a deeper view in mind of people when it comes to risk awareness. It is important to know how people think in different conditions when it comes to risks. Not all people react in the same way. The questions vary from regular to rather odd. Introduction For this survey about risk taking we prepared 15 questions, to test if the students from 2 MAR08 can be defined as risk prone or risk averse. After we’ve prepared the questions, we’ve transferred them into an online survey with the help of Google Drive and posted them online via Facebook. The subjects of the survey mainly asks about. Drinking Working as a team Questions regarding positive or pessimistic attitude Stress Findings First of all, there were very little people who participated in our survey. This could be due to the fact that students have very little time and have to do different tasks at once. A total of 6 students are defined the most risk taking ones. This implies that they follow the high risk/high reward lifestyle. They are not afraid to break the rules or work in groups to have a chance of success. Fact to note is that the risk takers are evenly divided into males and females.
  • 15.
    The rest ofthe people lie somewhere in between safe and risk taking. This means that they try to have control over the situation as much as possible, but are able to take risks when needed. Among all the students there we none, who haven’t taken risks during their lives. We can conclude that every person, has to take a risk even if they don’t want it. Risk can hardly be avoided and are sometimes necessary. Conclusion 6 of the 17 people interrogated are given the term ‘risk takers’. Among those 6, there are 3 men and 3 women, which makes it evenly divided. Risks cannot be avoided. There is no certainty in life. Even if students want to have control over the situation or have a PLAN B. It is impossible to be 100% safe. It’s impossible to never take a risk in life. Recommendations When dealing with a larger audience it’s better to ask the question: “Please fill in your age.” Getting an age allows us to make deeper conclusions and add the fact that the risk takers are young or old persons. By adding the question: “Please fill in your current educational programme”, we can divide the risk takers over their followed educational programme. The fact that only 17 people replied maybe means that the survey was too boring and thus not interesting, or not appealing at all. By asking questions that are related to a “fun” topic, we should be able to keep our audience interested. If nothing of the above has a certain impact, we can try to give rewards to people in order for them to fill in our survey. Phase 2 Appendix 1 Rethink the survey and add the new questions. When dealing with such a large audience such as all students from a particular school it’s important to add the question “ please fill in your age”. This question will allow us to make deeper conclusions and use the variable “age” to compare if younger or older people tend to take more or less risks.
  • 16.
    Adding the question“please fill in your current educational programme”, again this variable will allow us to make correlations with this variable and to give us a deeper understand whether or not, depending on the educational programme students follow if they take more risks or not. Maybe add a few more questions which better fit their lifestyle to keep the students interested throughout the survey. 1. How many cigarettes a day do you smoke? 1-5/5-10/10-15/15+ 2. Do you feel safe when going out to a party (example: when walking around in Overpoort?) Safe/Quite safe/Scared/Frightened 3. Would you take a ride with a friend who has had 10 or more beers? Yes/No The rest of the questions seems fine and well explained, no real need to change them… Since our online survey didn’t get much response (even after reposting for four times). We are thinking of adding a the possibility of receiving a reward when filling out the survey. We feel this will increase the responsiveness. Appendix 2 Link of the new survey https://docs.google.com/forms/d/17Gt_TpG0sGHxbeAQFpeT3EUJOeTH168Q7TEA E_5UaUs/viewform 1.1 Risk report (corrected version) Phase 1 Processof the questions+some conclusions. For our survey there were only 17 participants. When we look at the difference in gender, we can divide them into 11 males and 6 females. To determine whether one person is a risk taker or not, we analysed the questions given in the survey. Given the fact that our survey was strictly anonymous it is impossible to give names of the most risk taking student or the least risk taking one.
  • 17.
    A total ofsix students can be defined as the most risking taking ones. They follow a style of high risk / high reward. They are not afraid of working in groups, breaking the rules for a better chance of success. What’s also important is that the most risk taking ones are evenly divided into three male and three female students. So we can’t say if males take more risks than females and vice versa… The rest of our participants lie somewhere in between. They tend to take risks but they want to keep control over the situation and will only take risks if the chance of failure is limited.
  • 18.
    Draw up afull report of your findings. 1.Select your gender. Male 11 65% Female 6 35% This question is key in any survey. We asked this question because we wanted to know if males and females are equally divided and also to tell which gender takes the most risks. 2. What's your opinion about gambling? Boring 5 29% Average 9 53% Exciting 3 18% Easy and short question, it’s important to know how young people feel about gambling, if for example they find it exciting we can conclude that the person tends to take more risks. 3. Are you willing to take a chance of failure (bankruptcy, losing money, health problems..) for the sake of success?
  • 19.
    Completely disagree 00% Mostly disagree 8 47% Mostly agree 7 41% Completely agree 0 0% In this question we compare the risk of failure vs the risk of success. If the student tends to take more risk, he will answer: mostly agree. If the student is not a risk taker he will probably answer: mostly/completely disagree. 4. Would you take a risk if there's something in it for you? Completely disagree 1 6% Mostly disagree 2 12% Mostly agree 9 53% Completely agree 3 18% Here we want to know, if students take more risk if they will benefit from them. The answer is clearly yes, 9 students choose to take more risks if there was something in it for them. 5. Are you afraid that something unexpected (traffic stop, car failure, internet fallout..) might ruin your plans?
  • 20.
    Completely disagree 212% Mostly disagree 4 24% Mostly agree 6 35% Completely agree 3 18% Students seem to be very afraid that something unexpected might ruin their plans. 9 students seem to be very afraid and only 6 seem to care less… 6. When considering a risk , I always tend to gather information. Completely disagree 0 0% Mostly disagree 3 18% Mostly agree 10 59% Completely agree 2 12% Here we clearly see that there are only a few students who will take a risk without gathering information. 12 students will gather as much information as possible before taking a risk. Again referring to our conclusion, this means that there will be a limited amount of students who tend to take risks recklessly. 7. I always try having a PLAN B, before taking a risk.
  • 21.
    Completely disagree 00% Mostly disagree 8 47% Mostly agree 6 35% Completely agree 1 6% While students try to inform themselves as much a possible before taking a risk. Having a plan B seems to be less common. 8 students don’t have a plan B before taking a risk and only 7 students will have a plan B. 8. Would you take more risks when finding yourself in a stressful situation? Always 1 6% Often 7 41% Sometimes 6 35% Rarely 1 6% Never 0 0% Stress seems to affect whether or not a person takes risk or not. We can clearly see that students who experience different levels of stress will take more risks. And only one student will rarely take a risk when put in a stressful situation. 9. Do you tend to avoid risks?
  • 22.
    Always 0 0% Often4 24% Sometimes 7 41% Rarely 4 24% Never 0 0% 10 students prefer to avoid risks. And only four will rarely avoid risks. Again we see that if there are no stress levels are benefits gained from taking risks, students will likely try to avoid them. 10. Do you avoid working in groups because someone else might fail which will end up causing bad grades? Yes 5 29% No 8 47% Sometimes 2 12% Interesting results, 5 out 16 students tend to avoid working in groups because another team member might cause them bad grades and 2 out 16 students sometimes avoid working in groups. Only 8 out of 16 students have no problems working as a team and do not agree with the fact that another member might be responsible for their bad grades. 11. I like to have control over the situation.
  • 23.
    Completely disagree 16% Mostly disagree 2 12% Mostly agree 8 47% Completely agree 4 24% 12 out of 16 students like to have control of the situation. This means they will likely take less risks because they prefer a steady environment. Only three students feel that the need of a controllable environment is not necessary. 12. Would you consider speeding when being late for an appointment? Always 5 29% Often 4 24% Sometimes 4 24% Rarely 1 6% Never 1 6% People always say that youngsters drive very fast. This statement seems to be true. 5 out of 16 students will always drive faster than the allowed speed limited when being late for an appointment. 4 students will often drive faster and 4 students will sometimes drive faster. Only 2 students will rarely and never drive fast when being late. 13.Is the bottle half empty or half full?
  • 24.
    Half empty 212% Half full 13 76% This question was asked to know whether or not the student is an optimist or a pessimist. We can conclude that most students have a positive attitude while only two will have a slightly pessimistic attitude. 14. Rules are meant to be broken Completely disagree 1 6% Mostly disagree 7 41% Mostly agree 7 41% Completely disagree 1 6% Half of the students finds that rules are meant to be broken while the other half prefers not to break the rules.
  • 25.
    Tijdstempel 1.Select your gender. 2. Please fill in your age 3. Pleasefill in your current educational programme. 4. Would you take a risk if there's something in it for you? 5. Are you afraid that something unexpected (traffic stop, car failure, internet fallout..) might ruin your plans? 6. When considering a risk , I always tend to gather information. 7. I always try having a PLAN B, before taking a risk. 8. Would you take more risks when finding yourself in a stressful situation? 19/02/2015 Male Average Mostly agree Mostly agree Mostly agree Mostly agree Mostly disagree Often 19/02/2015 Male Average Mostly disagree Mostly agree Mostly agree Completely agree Mostly agree Sometimes 19/02/2015 Female Average Mostly agree Mostly agree Completely agree Mostly agree Mostly disagree Often 19/02/2015 Female Average Mostly agree Completely agree Mostly agree Completely agree Completely agree Rarely 19/02/2015 Male Boring 19/02/2015 Male Boring Mostly disagree Completely disagree Mostly disagree Mostly agree Mostly agree Often 20/02/2015 Male Average Mostly agree Mostly agree Completely agree Mostly agree Mostly agree Sometimes 20/02/2015 Female Boring Mostly agree Mostly disagree Completely agree Mostly disagree Mostly disagree Always 20/02/2015 Male Average Mostly disagree Mostly agree Mostly agree Mostly agree Mostly agree Sometimes 21/02/2015 Female Boring Mostly disagree Mostly disagree Completely disagree Mostly agree Mostly agree Often 21/02/2015 Female Average Mostly disagree Mostly agree Mostly agree Mostly agree Mostly disagree Sometimes 21/02/2015 Female Average Mostly agree Completely agree Completely disagree Mostly agree Mostly disagree Often 21/02/2015 Male Exciting Mostly disagree Mostly agree Mostly disagree Mostly disagree Mostly disagree Sometimes 21/02/2015 Male Exciting Mostly agree Mostly agree Mostly disagree Mostly agree Mostly agree Often
  • 26.
    21/02/2015 Male Average Mostly disagree Mostly agree Mostly disagree Mostly disagree Mostly disagreeOften 24/02/2015 Male Exciting Mostly disagree Completely agree Mostly agree Mostly agree Mostly disagree Sometimes 9. Do you tend to avoid risks? 10. Do you avoid working in groups because someone else might fail which will end up causing bad grades? 11. I like to have control over the situation. 12. Would you consider speeding when being late for an appointment? 13.Is the bottle half empty or half fulll? 14. Rules are meant to be broken Rarely No Mostly agree Sometimes Half full Mostly agree Sometimes Sometimes Mostly agree Often Half empty Mostly disagree Often Yes Completely disagree Often Half full Mostly agree Sometimes No Completely agree Sometimes Half full Mostly agree Rarely No Mostly agree Always Half full Mostly agree Often Yes Completely agree Never Half full Mostly disagree Sometimes Yes Mostly agree Always Half full Completely disagree Sometimes No Mostly disagree Sometimes Half full Mostly disagree Sometimes No Mostly agree Sometimes Half full Mostly disagree Often Sometimes Mostly agree Always Half full Mostly disagree Often Yes Mostly agree Often Half full Mostly disagree
  • 27.
    Sometimes No Mostly agree Always Half full Mostly agree SometimesYes Completely agree Often Half full Mostly agree Rarely No Mostly disagree Rarely Half empty Mostly disagree Rarely No Completely agree Always Half full Mostly agree Final conclusion Report on risk survey Executive summary In the survey we made, we tried to check people’s risk awareness level. The survey consists of questions that are all meant to give us a deeper understanding about how people feel when it comes to risk awareness. It is important to know how people think in different conditions when it comes to risks. Not all people react in the same way. Introduction For this survey about risk taking we prepared 15 questions, to test if the students from 2 MAR08 can be defined as risk prone or risk averse. After we had prepared the questions, we transferred them into an online survey with the help of Google Drive and posted them online via Facebook. The subjects of the survey mainly tackles: Drinking Working as a team Questions regarding positive or pessimistic attitude Stress Findings First of all, there were very little people who participated in our survey. This could be due to the fact that students have very little time and have to do different tasks at once. A total of 6 students are defined the most risk taking ones. This implies that they follow the high risk/high reward lifestyle. They are not afraid to break the rules or work in groups to have a chance of success. Fact to note is that the risk takers are evenly divided into males and females.
  • 28.
    The rest ofthe people lie somewhere in between safe and risk taking. This means that they try to have control over the situation as much as possible, but are able to take risks when needed. Among all the students there were none who hadn’t taken a single risk during their lives. We can conclude that every person, has to take a risk even if they don’t want it. Risks can hardly be avoided and are sometimes necessary. Conclusion 6 of the 17 people interrogated are given the term ‘risk takers’. Among those 6, there are 3 men and 3 women, which makes it evenly divided. Risks cannot be avoided. There is no certainty in life. Even if students want to have control over the situation or have a PLAN B. It is impossible to be 100% safe. It’s impossible to never take a risk in life. Recommendations When dealing with a larger audience it’s better to ask the question: “Please fill in your age.” Getting an age allows us to make deeper conclusions and add the fact that the risk takers are young or old persons. By adding the question: “Please fill in your current educational programme”, we can divide the risk takers over their followed educational programme. The fact that only 17 people replied maybe means that the survey was too boring and thus not interesting, or not appealing at all. By asking questions that are related to a “fun” topic, we should be able to keep our audience interested. If nothing of the above has a certain impact, we can try to give rewards to people in order for them to fill in our survey. Phase 2 Appendix 1 Rethink the survey and add the new questions. When dealing with such a large audience such as all students from a particular school it’s important to add the question “ please fill in your age”. This question will allow us to make deeper conclusions and use the variable “age” to compare if younger or older people tend to take more or less risks.
  • 29.
    Adding the question“please fill in your current educational programme”, again this variable will allow us to make correlations with this variable and to give us a deeper understand whether or not, depending on the educational programme students follow if they take more risks or not. Maybe add a few more questions which better fit their lifestyle to keep the students interested throughout the survey. 1. How many cigarettes a day do you smoke? 1-5/5-10/10-15/15+ 2. Do you feel safe when going out to a party (example: when walking around in Overpoort?) Safe/Quite safe/Scared/Frightened 3. Would you take a ride with a friend who has had 10 or more beers? Yes/No The rest of the questions seems fine and well explained, no real need to change them… Since our online survey didn’t get much response (even after reposting for four times). We are thinking of adding the possibility of receiving a reward when filling out the survey. We feel this would increase the responsiveness. Appendix 2 Link of the new survey https://docs.google.com/forms/d/17Gt_TpG0sGHxbeAQFpeT3EUJOeTH168Q7TEA E_5UaUs/viewform
  • 31.
    2. Slides fromthe Pecha Kucha presentation
  • 41.
    3. Visual proofof the Online Communications task Link: 4. Efforts to improve my English during the semester 4.1 Listen and commentate on 3 TED presentations. 4.1.2 Ken Robinson – How school kills creativity I’dlike tostart off witha small resume of whatthe seminarpresentedbyKenRobinsonwas about. The main problemthatyoungpeople face todayitthatwe are frightenedtobe wrong,infactour whole systemat school and lateronat workisbasedon stigmatizing mistakes.Andthisproblemkillsourabilitytobe creative. Insteadof teachingpeople how tobe creative andhelp themwe are educationpeopleoutof theircreative capacities.I’dlike torefertowhatPicassoonce said:“All childrenare bornartists,the problemisto remainanartist as we grow up”. Everyeducationsysteminthe worldcurrentlyhasthe same hierarchyof subjectsat the topwe have the mathematicsandthe languages,thenthe humanitiesandatthe bottomwe have the arts. Our systemmainlyfocussesonmakingsure we are extremelygoodatmathematicsandlanguagesbut we don’tspendanyattentionstoteachingpeople aboutarts,dance,music… We focuson teachingthe ‘heads’butwe forgotaboutthe body,thisisbecause educationwas invented asaneedforthe industrialisationinthe 90’s. Our currentsystemonlyproducesuniversityprofessors,whoare onlylookattheirbodyas a transportationdevice fortheirhead.
  • 42.
    I was extremelyfocusedduringhis19minutepitch,mainlybecause he knowshow totalktohis audience.He doesn’tjuststandthere andtellsthe audience whathe hasto sayand hopesitwill change theiropinions.NO! He makesgreatuse of non-verbal languages,youcansee himmoving,usinghisarmstoexpressthe thingshe issaying,laughingwithhisownjokes. He doesn’tstartoff the seminarbysayingthisisthe problemandthisishow we can solve it.He starts off withfacts,and findings.Duringthe seminarhe will talkabouthisownlife experiences whichforus the audience isalwaysnice tohearbecause itdraws us closertothe speaker andmakes himmore persuasive. To make sure his seminarisn’tmonotone,he constantlyuseshumortokeepitentertainingforthe audience whichisalwaysanice thing,Ireallylaughedathisjokes(speciallythe one he made about hisyoungson’sgirlfriend) You can watch the full TED presentationhere : https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity#t-362535 4.1.3 Ismael Nazario – What I learned as a kid in jail As a teenIsmael wassenttoNewYork’sRikersIslandjail.He alsospendupto 300 days insolitary confinement. Duringhisted-talkhe talksabouthisownlife, but what’smostimportantisthat he givesus the feelingof what iswaslike duringhistime in prison.The fightthathappenedwiththe guards,gave us a deeperlookonthe angerand frustrationthathe had duringhistime,butalsoon how he usedtohandle things(problems). He tellsusthe problemsthatyoungstersface inprison,these institutiondon’thelptorehabilitate youngpeople backintosocietyyetthese inmatestalkaboutwhattheywill dowhentheygetout, whichisto go back, dealingdrugs,stealing…He callsitthe “go back to jail quickscan”.He says we have to helpthese teensbyhelpingthemdeveloptheirtalentsduringtheirtime inprison.We have to teachthemhow to make music,learnhow toprogramme,educate them.Atthismomentwe are doingnothingandthiswon’thelpthese youngster,once theygetouttheywill hitthe streetandstart livingthe life thattheyusedtolive. Duringhistime inprisonhe met the mostcreative andtalentedpeople.He hasseeninmateswho turn regularsoapintosculpturesthatwouldmake Michelangelolikea child. What trulyinspiredme whatthe storyaboutthe ‘airplane’withanotherinmate.(A plainwithpeople passingusby , referringtolive flyingby),while the prisonersare here ‘stuck’behindthe walls. I foundthe seminarveryinspirational andworthwatchingif youwanttocatch a glimpse of whatit’s like tobe a teeninbehindwalls. You can watch the full TED presentationhere : https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail
  • 43.
    4.1.4 Juan Enriquez: The next species of human evolution Juanstarts off withhispresentationwithashortintroductiononwhathe will talkabout,firsthe givesusan insightview onthe currenteconomicsituation.To expresswhat’sgoingonhe doesn’tuse boringgraphs, numbers,all thisboring stuff. Insteadhe makesuse of funny/ satiricpictureswhohelpsupport the general ideaof whathe is saying. Throughoutthe firstpart of his presentationaboutthe economy, he reallydoeshisbesttoexplain the big issue that’sbeengoingon insomewhatsimple termssothat everybodycanunderstandwhat he’stryingto say. Nextoff he istryingto give usa glimpse of the future andwhatthe ‘ultimate reboot‘will looklike.I will talkaboutthree future projectsandexperimentsthathave taken place overthe previous25year here at TED. 1. Abilitytoengineercells 2. Abilitytogenerate tissue 3. Robots I couldgo on an explainthe detailsof everysubjecthe spoke of butthat’snotthe main purpose of whyI am writingthiscomment. Juanreallyknowswhathe istalkingabout,youcan tell that he has an economical backgroundbuthe alsoknowshispresentationinsideout,thoughouthisTED talkhe neverlooksathisPowerPoint behindhim,whichispleasanttowatch. As saidbefore,he makesuse of satirichumortokeepthe audience entertainedandtokeephis subjectinterestingbecausewe all knowthattalkingabouteconomicsmaysometimesbe boringif youstick to the theoretical side. I founditveryinformative andthere were momentswhere Ialmostdiedlaughing.Butinall seriousness,hispresentationwasstructured,easytocomprehend,andI’mveryexcitedforwhatthe future hasto offer. You can watch the full presentationhere : http://www.ted.com/playlists/85/what_does_the_future_look_like
  • 44.
    4.2 Follow ablogger for 5 weeks and write a report about them As a fitnessfanaticmyself I’ve beenfollowingLee Haywardsfor over3 years.I discoveredhimwhenIwaslookingforexercises on You tube.Iimmediatelyfell inlove withhispersona.He isa lifestyle/bodybuildingcoachwhoinspiredme tokeeppushing myself andhe made intothe personI am today. Allow me totell youmore aboutmy favourite bodybuilder. AfterwatchingArnoldSchwarzeneggerinthe Conanmovies.He was impressedbythe physique of Arnoldandhe wantedto devote hiswhole life tolookjustlike him.Fromthatdayon he startedto workout,doingsimple exerciseslikesit-upandpush- upsat home.Asa Christmaspresenthe receivedhisfirstweight set,he usedit every dayandbecause hisdad wasan active personhe helpedhimwithhisworkouts. His passiondidn’tstophere,whenhe wenttohighschool he kepton workingoutconsistentlyandhe wouldreadeveryfitnessmagazine he couldgethishandson.Duringhislastyear of highschool he competedinhisfirstreal bodybuildingcontest,he was17 yearsold.Afterhisshow he kepton competingandhe has wonseveral awards. Whenhe finishedhighschool,he studiedcomputerscience inCollege.Shortlyafterhe graduatedhe createdhisownwebsite toteachand educate people aboutbodybuilding.Nowadayshiswebsite is amongstthe top fitnesswebsite inthe worldyoucanvisithiswebsitehere : http://leehayward.com/blog/ So whatmakeshimspecial?Well firstof all we have hisYou tube channel withover150k subscribers. Whichis quite alarge amount fora fitnesschannel.There are adiversityof video’savailableforfree, that containinformationandtipsthathe himself hascollectedthroughouthisyearsof training.For example youhave video’son‘howtoloose fat‘,’chestworkout’,‘legworkout’,‘home gym workouts’,‘nutrition’,‘supplements’andthe listgoesonandon. On hiswebsite youcanfindhisblogswhere he goesmore intodetail aboutcertainsubjects,the blogsare writtenverysimple,withalotof imagestosupportthe text.It’sa veryclearand well- structuredblog, and I love it! He doesn’tonlymake video’sandwrite blogs.Onhiswebsite youcanbuyclothing,workoutvideos, supplements,gymequipmentandmuchmore. To wrap thingsup,for me Lee isa true inspiration.He remainstrue tohimselfeventhoughhe earns a lot of moneywithhiswebsite andYou tube video’she stillremainsthe same oldLee whoImet three yearsago,a down-to-earthguywhoreallydoeshisbesttoinspire andmotivate youtostay healthyandworkout!
  • 45.
    4.3 Two originalEnglish activities 4.3.1 First activity For thisparticularactivityIcoveredthe mostrecentpatch whichis(5.9) of the online game thatI play(League Of Legends).AndImade a commentaryvideo. https://www.youtube.com/watch?v=fQdiBAPmQ-w 4.3.2 Second activity I’mgivingyoua quicksneakpeakin the life of abodybuilder. Thisis howmy daylookslike. 8.30 : Wake up . Because youknowthe earlybirdcatchesthe worm. 8.45-9.00: Start of myday with120 gramsof oatmeal.Thisismypowerfoodbecause itprovidesme with12 grams of proteinsanda lot of carbohydratestoboost myenergylevels. 9.15 : Preppingmygymbag.This includesmakingsure Ihave mygymclothes(tanktop,sweatpants), proteinpowerforaftermyworkout,myliftingbeltif I’mgoingheavywiththe weightsandmy membershipcardbecause withoutitIwon’tbe able to enter. 9.30 : Mostlyeatingbetween5-6slicesof brownbreadwithchickenwhite.Againveryhighincarbs but alsoinprotein. 9.45 : Ridingthe bike tothe gym. 10.00: Enteringthe gymand startingthe workout.TodayI will doa double workoutwhichmeansI will trainmychestbut alsomy triceps. 11.30: Done withthe workout,takinga showertogetrid of all the sweat.Almostforgottotake inmy proteinshake butI justgot itright ontime. 11.50: All cleanedup,puttingonfreshclothesandridingbackhome. 12.10: Once I get home,Iput the dirtyclothesinthe washingmachine.WhenIarrive home Ialways eat a bananato keepthe energylevelsbalanced. 12.30: Doingsome stuff forschool,mostlyportfolio’sandpaper.Deadlinesforthe examsare drawingnearso I’mfeelingalittle bitof stress. 14.30: Readyfor mysecondmeal,whichis150 gr of brownrice togetherwith250 gr of chicken breast.I do thisto keepmymusclesfueledafterthe workout. 15.00: Takinga table of multivitamin.Andwatchingsome Youtube video’sbecause the workoutwas heavierthanIexpectedsoIneeda bitof rest. 16.00: NowI have to make sure there isnew coffee andcookiesbecause momanddadare coming back fromwork. 16.20: Theyarrived,nowwe sitat the dinnertable andtalkabout eachother’sday. 17.00: Dad isstill hasto do some stuff forworkwhilstmomismaking dinner.OnthisdayI decidedto helphermakingpotatoeswithbeansandbeef.
  • 46.
    18.00: We gatheratthe dinnertable toenjoyourmeals.We alwaysleave the radioonbecause it’s relaxesusaftera longday of work. 18.20: Me and my brotheralwaysdothe dishes,we like togive ourparentsamomentfor themselves.Ialsostore some leftoverstoeatonthe nextday. 19.00: Watchingthe news. 19.30-20.30: Randomlyswitchingchannelsif Igetboredlike Ididon thatday. I go playmy favourite game League of Legendsorwatch some live actiononTwitch. 20.30: Whilstplayingmyonline game,Ialwayseatanut-mix (peanuts,hazelnuts…)+350 gr of cheesylike yoghurt.Theyprovide mybodywithnatural fatsandproteins. 10.30-11.00: Time to sleep,butbefore I doI alwaysdrinka glassof waterand take my final protein shake so I have enoughproteinsuntilthe nextmorning. 4.4 Anything else you have done to improve your English There are manyfactors that contribute tothe improvementof myEnglish.Ithinkit wouldbe easierif I justenumerate themandtell youwhytheyhelp. o Anime I am a big fanof anime whichare Japanese orientatedseries.ThisyearI’ve completedwatching the Naruto serieswhichhasover720+ episodes,(eachepisode isroughly20-25min). I’mnot goingto explainwhatthe anime isaboutbecause If Ido I wouldkeepgoingforhoursandhours. But thisanime helpedme improve myEnglishbecausethe charactersspeakJapanese butthe subtitlesare English.SowhilstIdon’tlike readingbooks, if youcountall the subtitlesI’ve read whilstwatchingthe showitwouldbe aboutone or twobooks. o League of Legends Thisis an online computergame thatI’ve beenplayingfor3-4years.For people whoare livingin Belgiumthere isonlyanEnglishclient,exceptforthe FrenchtheygetaFrench client…Butwhat doesthisgame have to do withthe improvementof myEnglish?Well ,eachtime youplayyou will getmatchedwith9 otherpeople.If youare playingonEUW like I do, the mainlanguage usedingame by otherplayersisEnglish.If youcalculate thatI’mplaying 4-5 hours ona daily basis,thisisa handytool to keepmyEnglishup-to-date. o Reading forums As youprobablyknowfrommyblog,I love readingaboutbodybuildingandhealthingeneral. Duringclass,afterschool,eveninmyspare time youcan findme lurkingaroundthese forums alwayswillingtolearnmore aboutmy passion:fitness.If youdidn’tknow the bestbodybuilders are fromAustaliaandAmerica.Soobviouslyall the forumsandthe blogsthattheywrite are writteninEnglish. Notonlybodybuildingforumsinterestme,butalsoworldnewsandinterestingnew articles. That’s whyona dailybasisIlookat (www.reddit.com).Whichisacollectionof different subredditsall puttogetheronone website.Andbecause the website was foundedinSan Francisco,Californiaeveryarticle andcommentiswritteninEnglish.
  • 47.
    o Skype I don’tlikeplayingalone,that’swhytroughoutmy ‘gamingcareer’I’ve mettonsof people from all aroundthe world.Fromtime totime I playwiththem.Most of my contacts live inthe US, that’swhyif we talkviaSkype itis obviousthatI speak Englishbecause theydon’tlearnDutchat school.NowadaysIthinkmyEnglishisveryfluent,butwhenIwasyoungeritwas alwaysnice that my online friendshelpedme improvebyhelpingme if Ipronouncedsomethingwrong.Via thisway of communicationIwasreceivingimmediate feedback!
  • 48.
    o Classes As youmayhopefullyhave noticed,Ireallytrytodo mybestduringthe Englishclasses.Because I feel the more youtalkthe more you learn.I’ma bigfan of the language andI’mnot ashamedto raise my voice. o You tube and othersocial media Most of contact on skype I’ve addedon Facebookbecause theyare friendof mine.Mostof the time theirpostsappearonmy wall.Theircommentorstoriesare in Englishsoeverytime they postsomethingIwill readandif interestingenoughIwill commentorshare theirpost. I alsowatch tons of video’snotonlyfitnessbutalsootherchannels.Suchas(EpicMeal Time) (Boogie2988) and manyothers.These are all Englishchannelssothiswayit’seasyto learnhow wordsare pronounced.Andbywatchingyouwill unconsciouslyfix the wordsyouare pronouncingwrong. Twitch.tvisa platformwhere peoplestreamtheirvideogames.Ispendabout1-2hours daily watchingstreamersIlove suchas : Qtpie,Forsen,Dyrus.These people live inthe US,so againthis isa greatway to improve yourEnglish. 5. Final feedback report 5.1 Has your English improved? If I lookbackone year ago,I can trulysaythat my Englishhasimproved.Fromagrammatical perspective therewere some wordsthatIusedtostruggle withe.g.(through,which,customers,of course, forexample…).Ittookme a longtime before Icouldwrite these wordswithoutanymistakes. But by continuouslyusingtheminpresentations,documents,I’vefinallymasteredthemandnow I can write themright! From an oral perspective,I’vedefinitelyimproved.Due toa problemwithmyfrontteeth,it’salways hard for me use wordssuch as (months,clothes,flaws…).I’mnotafraidof themanymore!Athome I try to pronounce these wordsona dailybasissothat if I speakduringpresentationspeople will hardlynotice thatI struggle withthese particularwords.SometimesIstill catchmyself struggling.But I won’tgive up,I’ll keepone goingandone daythe accent will be completelygone. Due to all the social channelsandvideo’sIvisitandwatch,I’m learningsomethingnew everyday,so yesmy Englishhasimprovedandevenwhile writingthispaper,I’mlearning. “Whena personhas an accent, it meanshe can speakone more language than you” – Fernando Lamas
  • 49.
    5.2 Have youachieved what you wanted to achieve? Compare with any progress made in the first semester? When I look at the difference in presentingskills, I feel thatI’ve madesome improvements. I’mmore relaxed when I’mpresentingin front of a class. This helpsme a lot when I’mtalkingas well because one semester ago youcouldhear a bit of stressin my voice now it’s almostcompletely gone. Thanksto the PechaKuchapresentation, I’velearned that I don’tneedto put 10 wordson my Power Pointslides. I learned to use simplepictures, with a strongmeaning to supportmy message. (I would like torefer tomy persuadingyouraudience presentation), for this presentationI hardly usedany keywordsonthe slides and still managed togive an interesting presentation, If I forgotsomethingI just hadto look at the image from my Power Pointand I instantly rememberedwhat I wanted to say to my audience. When we hadEric Pollet as our professorin the previoussemester he never gave any feedback which I really disliked. I don’tknowwhy he wouldn’tgive it, because feedback is an importantway to improve yourself. When youfinished a presentationhe just said : “next one or who is willing to go ?”. Nowthat we haveInge Verheyden as ourprofessor it’smuch better because sheprovidesus with immediate feedback after yourpresentationwhich I find essential! Youcan usethis feedback to improveyourself duringthe next presentationorclass. 5.3 Assess the course and lecturer, what would you keep/do differently (be honest) 5.3.1 Assessing the course Well English will always be my favorite class. What is liked duringthis semester is that we didn’thave any lessonswhere we would just makeexercises on grammar. WhatI also liked was that we hadto do many presentations, becauseI feel youcan only learn a language throughtalkingwith each other. By usingthis type of methodyoucan get immediate feedback from the teacher as well as yourfellow students. There was a broadvariety of subject given to usvia class or assignment. I really enjoyedmakingthese tasksbecause they ask youtostep out of yourcomfort zonesuch as the groupconversation, Pecha Kucha, Risk report, persuadingyouraudience. These task require hard work but in the end youare able to learn from themand that’swhatreally matters. I would haveliked to have more groupconversationsinclass instead of makingthe cases from our book. Sometimeswe had to work in pairs, butI would prefer to work in larger groups, thatis just my personalopinion. 5.3.2 Lecturer Inge Verheyden, I woulddescribe her as a firm butfair person. Meaningthat for example if youhand in a task toolate or youare not presentin class you won’tearn any points. Which I think is a good think. We, the studentsare all grown-upswe have to take ourresponsibility, later on at work if your tasksare not finished in time or youare notpresent at work youwill be fired, simple as that. But sheis also gentle with a great senseof humor. Whenshe providesfeedback, she always does it very calmly andwith the greatest respect for the student. Duringclass she is able to laugh at our commentsor jokes in ourpresentationwhich I feel is also an importantaspectfor a teacher.
  • 50.
    She is alwaysready to answer yourquestionsregarding assignmentsorschool related. Her lessonsare structuredand well prepared. You won’tfind her lookingfor papersare getting lostand notknowing what to say duringclass. If I had to give her score I would give her 8.5-9/10. 5.3.3 What would you change? - As said before I would love to work more in larger groupsinsteadof pairs. This way new students have the opportunity togetto knowone another. - Maybelet the studentswho don’tsay as muchas the other duringclass, talk a bit more. I feel like some studentshavedonemostof the talking duringthe semester. Otherstudentsare just more quit thanothers butI feel they haveto overcome thisfear, pointedthem outmore often would be better I think…(Don’ttake this toopersonal)