GT Experience

GT had passed a couple of weeks ago and my group presented on GT1.


Preparing for the presentation was rather enjoyable, even though my other teammates were chauvinistic guys whom I had never worked with before. Nonetheless we cooperated well, and had a very open atmosphere to voice out any areas that can be improved on. We managed to agree on the style and the way points would flow, and there was a lot of synergy amongst ourselves.

On the day of our GT, I was pretty nervous. To be honest, when the presentation started, I was a ball of nerves. It was a little bit too late for power poses then so I had a little 'power conversation' to myself instead.

'The 'purpose' of the PPQ is important. The 'purpose' is interesting. Everyone wants to know about the 'purpose'...'

Talk about faking it till you become it.


Recording our presentation had really helped as this would be the first time that I've seen myself present. Looking back, I could really see the weaknesses that my classmates had constructively pointed out; namely my fringe and focusing too much on one half of the room. I had also found a few other weaknesses, such as using the laser pointer that I had instead of using hand gestures.

(Whoa! Half the semester has gone past and FOP's up next. Eeks!)

Main question, thesis and outline

Question B: Implementing Facebook in modules

Problem

Should NUS include Facebook in the courses and modules?

Purpose

To convince nus lecturers and professors to include or not include Facebook/curriculum change

Questions

Why do people use or not use Facebook?

What is the perspective of Facebook from lecturers and students?

How would the use of Facebook benefit the learning outcome? Which courses are more likely to benefit and why?

Would it necessarily be more convenient than IVLE or nus email?

Outline of the report

Introduction

Background on the nature of Facebook, and how it is currently being used

Statistics of students using Facebook 

Briefly touch on the benefits of using Facebook for educational purposes

Findings

Data given and inferences and interpretations from the data

May need additional external sources to ensure that opinions are objective

Conclusion

Consolidation of opinions and interpretations on the subject, with proper substantiation

Recommendation

My stand on whether or not Facebook should be implemented in NUS courses
To review my recommendation with the identified PPQ

Overall conclusion
To wrap up my recommendation, in light of the context in NUS & the PPQ

Resolving Intercultural Conflict - Gift Giving

To most of us (who are Chinese), we are familiar with the faux pas of giving a clock to a Chinese. The Chinese translation of 'giving a clock' (song zhong) sounds like the Chinese way of saying 'sending someone away in a funeral'. Giving a clock, or even a watch, to a Chinese would suggest an interest in attending their funeral. 

So inadvertently, when Berlitz International had given their associates around the world desk clocks, although they were meant as a token of appreciation, the gifts had displeased many of the Chinese associates instead. D:

On one hand, giving gifts across cultures has its etiquette, and these can be quite complex since there are many different considerations from cultures across the globe. On the other, a simple mistake of giving the wrong gifts could mean losing a business deal, ruining important relationships and potentially losing your job.

How would you have dealt with the situation in Berlitz International if you were:
a) part of the team that were responsible for planning the gifts
b) the Asian associate?

On another note, I'm reminded to avoid any faux pas when I go visiting during the upcoming Chinese New Year season!