De rijkste van de KarJenner-clan is toevallig ook de jongste telg: Kylie Jenner.
Zij werd pas nog uitgeroepen tot de jongste selfmade miljardair ter wereld. Dat vooral dankzij haar make-up imperium: Kylie Cosmetics. Opvallend, omdat bijvoorbeeld Facebookeigenaar Mark Zuckerberg pas op zijn 23ste miljardair werd. Kylie is 21 jaar. Met een miljard op de bank is zij verantwoordelijk voor maar liefst de helft van het familiefortuin.
1.1 Search on the internet information over the Kardashian en make a timeline. In which period were they most successful?
1.2 What is the success formula of The Kardashians?
1.3. How did it happen that The Kardashians became so famous? Discuss at least three main issues crucial for their success.
1.4 How important is making money personal for you? Please motivate your opinionBeing able to know whether something is fact or opinion, is very important when reading news or watching an advert for example. • A fact is something that can be proved to be correct. • A… with valid arguments.
2.1 Search on the internet for persons who are making a lot of money in the Nederlands because of their product of their personality. Choose one person and compare his/her specific concept/product with the the Kardashians. What are the differences and similarities? Please write your analysis down using bulletpoints and clear jargon.
2.2 Imagine someone’s ambition is to launch a new concept or product on his own. Which problems will that person be facing? Write down at least 5 critical difficulties one has to overcome.
2.3 Read this statement carefully.
“Coty heeft het al een tijdje zwaar en presteert niet goed op de beurs. Het wil meeliften op het succes van KKW. Het is ook slim, want beroemdheden trekken een nieuwe generatie aan. En juist die willen ze aan zich binden.”
Who in the Netherlands would you hire for launching your product? Ambition is great, but be realistic this time. Please explain your answer and describe why you choose this particular person with supporting arguments.
3.1 Create a brief and understandable strategy for selling a product on your own. Do this in an authentic manner; sort out what it means in business to be authentic first.
3.2 Imagine that you’d decide to present your product on social media: just give it a try and post your concept or product on the social web. Did you get any response? And did you get the response you expected to get? Please share your experiences.
3.3 How would you change / modify your strategy or product to get more likes or exposure? Think of being authentic when you do this.
Core assignments for students
Recommended by teachers
Brainstorming | Group activity
A clear problem definition marks the starting point.
In each group, one student will note down the reactions, ideas, views, etc. of the others. The various opinions are not dealt with in any depth.
After a while, the group discusses the proposed solutions and picks out the best of these.
The various ideas are grouped conventionally in an easy-to-understand web diagram.
Case method | Cooperative learning
Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Problem-based learning | Cooperative learning
Students are divided into small groups (6 to 12 students) and are presented with a problem. The problem is analysed in the group: what do we already know; what do we not yet know; and what do we still have to find out? (= formulation of learning goals).
Students then work individually or in a group to analyse the problem in-depth (= self-study).
Finally, the group comes together again, students report back and test whether the problem is now better understood.
Simulation game | Cooperative learning
Role play with a well-defined structure. Conditions and requirements are attached to the roles. Because of its more theme-related nature, students feel less inhibited; more targets are attained with a cognitive focus.
For example: training for sales techniques, telephone enquiries, etc.
Storytelling | Content-based
Presentation of poems, eye-witness reports, etc. The more authentic, the better.
Three-phase interview | Group activity
The teacher formulates questions, which are answered by pairs each time. Student A interviews student B about the question. Afterwards, student B interviews student A.
A subsequent round follows in a group of four students. Each person tells the others what the outcomes of their interview were. A explains what B said, etc.
This is concluded with a class discussion.
Example: Say you wanted to live on your own: what would be involved?
Word web (or mindmap) | Group activity
A topic or problem definition is written on the board.
Together in small groups, students create a word web by association. In this way, they add words which fit in with the central theme, pointing out what the relationships are (e.g. elements which link them to each other are given a specific colour). Everything is written down clearly and legibly.
After the group session, each word web is explained to the rest of the class by a representative of the group.