Chapter 4
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This chapter discusses expressing advice and correction. It provides expressions to give advice using "should/shouldn't, must/mustn't, and had better." It explains using "should be doing something" means it is the best thing to do now. Expressing correction uses "should have done" for past expectations that were not met. The chapter also mentions advice columns where people provide advice in publications or online.
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Presentation
This document discusses the use of "should" and "shouldn't" to give advice or express opinions about what is right or wrong. It states that "you should" means it is a good idea to do something, while "you shouldn't" means it is a bad idea. Some example sentences are given to illustrate using should/shouldn't in positive and negative statements, as well as questions. The document also briefly mentions using "if clauses."
Presentacion
The document discusses the present simple and present continuous tenses in English. The present simple is used to describe repeated or habitual actions, facts, or generalizations. The present continuous can be used to describe actions happening now or actions that are in progress, as well as plans for the near future. It provides examples for common uses of each tense, such as "I play tennis" in the present simple and "You are swimming now" in the present continuous.
Use present continuous tense
The document provides an overview of how to use different verb tenses in English, including the present continuous, present simple, future simple with "will" and "going to", past simple, and relationships between certain tenses. It discusses using the present continuous to talk about ongoing actions or temporary situations, the present simple for repeated or habitual actions, "will" for spontaneous future decisions, and "going to" for intended future plans. The relationships between tenses like using the present continuous for change versus the present simple for repetition are also covered.
Advice w
This document provides advice on using "should" and "shouldn't" to give recommendations. It explains that "should" and "shouldn't" are modal verbs used to express what is a good or bad idea. Some examples of using "should" and "shouldn't" in positives and negatives are given. It also discusses using "should" in questions and notes that it often follows phrases like "I think" when giving advice. Finally, some exercises are provided to practice using "should" and "shouldn't".
Grammar
This document discusses imperatives, which are used to give directions, instructions, orders, advice, or warnings. Imperatives imply "you" as the subject and do not explicitly state it. They are commonly used in signs, notices, and for giving friendly advice. Imperatives can be formed affirmatively using the base verb form and object or with "let" plus a subject and verb. Negatively, imperatives add "do not" or "don't" before the verb. Imperatives allow commands or suggestions to be given politely by adding "do" before the verb.
Should shouldn't
The document discusses the use of should and shouldn't to give advice or express opinions about right and wrong actions. Should is used to suggest something is a good idea, such as "you should take a break", while shouldn't suggests something is a bad idea, like "I shouldn't worry". Examples are given of using should and shouldn't for advice, and how they can also express past regrets about actions or lack of actions.
Making Negative Statements, Questions
Negative statements are the opposite of affirmative statements and are used to express opposing ideas. Examples of negative statements include "My guests are not arriving now" which is the opposite of the affirmative statement "My guests are arriving now." Questions are sentences or phrases used to find out information, with examples including interrogative sentences like "What time is it?" This document provides an overview of how to form negative statements and questions in various tenses like present indefinite, past indefinite, present continuous, present perfect, and future tenses by using helping verbs and changing the form of the main verb.
Advice and suggestions
The document provides advice on how to gently suggest things to people rather than demand them strongly. It suggests using softer language like "why not" or "what about" instead of stronger language like "should" or "must". Some examples are given of rewriting demands as suggestions, such as suggesting someone "go swimming or go running" instead of strongly telling them how they "should" exercise. The document encourages framing advice, recommendations and requests as optional suggestions rather than obligations or requirements.
Recommended
Presentation
This document discusses the use of "should" and "shouldn't" to give advice or express opinions about what is right or wrong. It states that "you should" means it is a good idea to do something, while "you shouldn't" means it is a bad idea. Some example sentences are given to illustrate using should/shouldn't in positive and negative statements, as well as questions. The document also briefly mentions using "if clauses."
Presentacion
The document discusses the present simple and present continuous tenses in English. The present simple is used to describe repeated or habitual actions, facts, or generalizations. The present continuous can be used to describe actions happening now or actions that are in progress, as well as plans for the near future. It provides examples for common uses of each tense, such as "I play tennis" in the present simple and "You are swimming now" in the present continuous.
Use present continuous tense
The document provides an overview of how to use different verb tenses in English, including the present continuous, present simple, future simple with "will" and "going to", past simple, and relationships between certain tenses. It discusses using the present continuous to talk about ongoing actions or temporary situations, the present simple for repeated or habitual actions, "will" for spontaneous future decisions, and "going to" for intended future plans. The relationships between tenses like using the present continuous for change versus the present simple for repetition are also covered.
Advice w
This document provides advice on using "should" and "shouldn't" to give recommendations. It explains that "should" and "shouldn't" are modal verbs used to express what is a good or bad idea. Some examples of using "should" and "shouldn't" in positives and negatives are given. It also discusses using "should" in questions and notes that it often follows phrases like "I think" when giving advice. Finally, some exercises are provided to practice using "should" and "shouldn't".
Grammar
This document discusses imperatives, which are used to give directions, instructions, orders, advice, or warnings. Imperatives imply "you" as the subject and do not explicitly state it. They are commonly used in signs, notices, and for giving friendly advice. Imperatives can be formed affirmatively using the base verb form and object or with "let" plus a subject and verb. Negatively, imperatives add "do not" or "don't" before the verb. Imperatives allow commands or suggestions to be given politely by adding "do" before the verb.
Should shouldn't
The document discusses the use of should and shouldn't to give advice or express opinions about right and wrong actions. Should is used to suggest something is a good idea, such as "you should take a break", while shouldn't suggests something is a bad idea, like "I shouldn't worry". Examples are given of using should and shouldn't for advice, and how they can also express past regrets about actions or lack of actions.
Making Negative Statements, Questions
Negative statements are the opposite of affirmative statements and are used to express opposing ideas. Examples of negative statements include "My guests are not arriving now" which is the opposite of the affirmative statement "My guests are arriving now." Questions are sentences or phrases used to find out information, with examples including interrogative sentences like "What time is it?" This document provides an overview of how to form negative statements and questions in various tenses like present indefinite, past indefinite, present continuous, present perfect, and future tenses by using helping verbs and changing the form of the main verb.
Advice and suggestions
The document provides advice on how to gently suggest things to people rather than demand them strongly. It suggests using softer language like "why not" or "what about" instead of stronger language like "should" or "must". Some examples are given of rewriting demands as suggestions, such as suggesting someone "go swimming or go running" instead of strongly telling them how they "should" exercise. The document encourages framing advice, recommendations and requests as optional suggestions rather than obligations or requirements.
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This document provides an agenda for a grammar class that includes reviewing modals of advice, presenting on prepositions, checking homework, and reviewing for a final exam. It discusses different modals used to give advice such as should, might want to, and ought to, and how to soften advice by using phrases like maybe, probably, and I think. It also suggests using "why don't we" to make polite suggestions.
Clauses with embedded questions
This document discusses different types of clauses used with embedded questions. It explains that question words like when, why, and what can introduce embedded questions and these become noun clauses. Auxiliary verbs are not used in noun clauses. Noun clauses with if or whether can be used to change yes/no questions. If implies a yes/no answer while whether implies choices. Examples are given of questions changed to noun clauses using if or whether.
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This document provides guidance for students on writing task 2 responses. It includes strategies for understanding writing prompts, generating ideas, and structuring responses. Students are instructed to listen to prompts and respond either in the chat panel or by filling out a Google form. One prompt asks students to write an essay of at least 250 words expressing their opinion on the saying "Better 3 hours too soon than a minute too late." The document provides clues and anchor questions to help students understand the prompt and develop their response. It also discusses the negative effects of procrastination, including unhappy life, unsuccessful career, poor academic performance, and broken relationships.
Activity 8
This document provides information about phrasal verbs, modal verbs of advice and obligation, future tenses, and tag questions in English grammar. It defines phrasal verbs as two-part verbs consisting of a verb and particle that often change the verb's meaning. It lists examples of modal verbs used to express necessity, obligation, advice, and recommendations. It describes the use of will, going to, and present continuous tense to talk about future predictions, intentions, and arrangements. It also explains that tag questions are short questions added to statements to confirm or encourage a response from the listener.
Paragraph parts
This document provides instructions for writing an effective paragraph structure, including:
1. A topic sentence that expresses an opinion on a single topic.
2. An optional linking sentence to outline the major supports.
3. Three major support paragraphs with details examples in minor supporting sentences.
4. A concluding sentence that restates the topic sentence and provides closure.
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This document provides tips for job interview preparation and etiquette. It advises dressing professionally, preparing answers to common questions, and taking time to answer thoughtfully. Attendees are warned against being late, slouching, appearing arrogant or nervous, and arguing with the interviewer. Additionally, it lists five commonly asked interview questions and prompts self-reflection on work history, areas for improvement, career goals, motivations, and strengths.
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Five key steps to quit smoking:
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2. Get support from family, seek counseling, and join a support group.
3. Change your lifestyle by altering routines, eating and drinking habits, and engaging in relaxation.
4. Consult your doctor about medication to help you quit smoking.
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Ge19 jan14 class3
The document discusses indirect speech and using modal verbs. It provides examples of direct speech and how to change modal verbs such as "will" and "can" when converting to indirect speech. The document also discusses using perfect modal verbs like "might have" and "must have" to speculate about past events in an uncertain, almost certain, or very certain way. An activity is included where the reader must change some example sentences into indirect speech.
Advice
This document provides guidance on using different modal verbs to give advice. It explains that "should" is used to say something is advisable, while "ought to" and "had better" convey stronger recommendations. "Had better" implies negative consequences if the advice is not followed. Questions should use "should" rather than the other modal verbs. Informal notes can use "oughta" and "better" instead of the full forms.
B-ALL_U4_Self-Assessment Strategies
B-ALL_U4_Self-Assessment Strategies http://livelearn.ca/topic/language-training/how-do-i-know-i-did-well/
Present continuous
The document discusses the uses of the present continuous tense in English. It explains that the present continuous is used to describe actions that are happening at the moment of speaking, actions that are in progress, or planned future actions. It provides examples for each use case, such as expressing present actions ("He is eating dinner"), temporary actions ("I'm riding a bike because my car is broken"), longer actions in progress ("They are working hard to earn money"), future plans ("We're going on vacation next month"), trends ("Our country is getting richer"), and irritation ("She is always complaining").
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Spend time practicing fundamentals like attack, sound production, and breathing to improve efficiency by 10%. Clean your trumpet and mouthpiece weekly. Take lessons from a good teacher to improve your playing quickly. Set both long-term and short-term goals for your trumpet playing. Make one goal to perform for others.14 Grammar Mistakes that May Discredit Your Message
Everything we do at Teamings it geared towards our clients having successful, objective driven meetings. After taking the time to plan an objective driven meeting, you want to make sure your participants are focused on that objective – not your silly grammar mistakes.
what should i do.pptx
This document discusses giving advice and expressions used to do so. It provides examples of common expressions like "should/shouldn't" and "must/mustn't" followed by examples. It also discusses using "should have" to express when something was expected to happen in the past but didn't. Finally, it briefly mentions advice columns in newspapers and online as a modern way people give advice.
Time management notes
This document summarizes Brian Tracy's time management techniques. It discusses setting goals, organizing action plans, analyzing tasks, setting priorities using the ABCDE method, concentrating on one task at a time, setting deadlines and rewards, keeping a time log, overcoming procrastination, delegating tasks, managing meetings and interruptions efficiently, focusing on key result areas, batching similar tasks, maintaining a neat workspace, working in chunks of time, using transition time for additional learning, managing the telephone efficiently, and developing a reputation for punctuality. The key ideas are that time management is about self-discipline, setting goals, prioritizing tasks, avoiding distractions, and focusing on high value activities.
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This document provides an agenda for a grammar class that includes reviewing modals of advice, presenting on prepositions, checking homework, and reviewing for a final exam. It discusses different modals used to give advice such as should, might want to, and ought to, and how to soften advice by using phrases like maybe, probably, and I think. It also suggests using "why don't we" to make polite suggestions.
Clauses with embedded questions
This document discusses different types of clauses used with embedded questions. It explains that question words like when, why, and what can introduce embedded questions and these become noun clauses. Auxiliary verbs are not used in noun clauses. Noun clauses with if or whether can be used to change yes/no questions. If implies a yes/no answer while whether implies choices. Examples are given of questions changed to noun clauses using if or whether.
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This document provides guidance for students on writing task 2 responses. It includes strategies for understanding writing prompts, generating ideas, and structuring responses. Students are instructed to listen to prompts and respond either in the chat panel or by filling out a Google form. One prompt asks students to write an essay of at least 250 words expressing their opinion on the saying "Better 3 hours too soon than a minute too late." The document provides clues and anchor questions to help students understand the prompt and develop their response. It also discusses the negative effects of procrastination, including unhappy life, unsuccessful career, poor academic performance, and broken relationships.
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This document provides information about phrasal verbs, modal verbs of advice and obligation, future tenses, and tag questions in English grammar. It defines phrasal verbs as two-part verbs consisting of a verb and particle that often change the verb's meaning. It lists examples of modal verbs used to express necessity, obligation, advice, and recommendations. It describes the use of will, going to, and present continuous tense to talk about future predictions, intentions, and arrangements. It also explains that tag questions are short questions added to statements to confirm or encourage a response from the listener.
Paragraph parts
This document provides instructions for writing an effective paragraph structure, including:
1. A topic sentence that expresses an opinion on a single topic.
2. An optional linking sentence to outline the major supports.
3. Three major support paragraphs with details examples in minor supporting sentences.
4. A concluding sentence that restates the topic sentence and provides closure.
preparing for a job interview
This document provides tips for job interview preparation and etiquette. It advises dressing professionally, preparing answers to common questions, and taking time to answer thoughtfully. Attendees are warned against being late, slouching, appearing arrogant or nervous, and arguing with the interviewer. Additionally, it lists five commonly asked interview questions and prompts self-reflection on work history, areas for improvement, career goals, motivations, and strengths.
Form 4 ENGLISH p1.final 2014
Five key steps to quit smoking:
1. Make the decision to quit smoking and set a date to stop.
2. Get support from family, seek counseling, and join a support group.
3. Change your lifestyle by altering routines, eating and drinking habits, and engaging in relaxation.
4. Consult your doctor about medication to help you quit smoking.
5. Don't get discouraged if you fail initially, as relapse is common in the first three months, so keep trying if you slip up.
The engaged listener equation
1) The document presents "The Engaged Listener Equation" which is a formula for being an engaged listener: Engaged Listening = Content + Emotion + Intention.
2) It explains the three elements - listening to the content or words, the emotion behind the words, and the speaker's intentions or goals.
3) It emphasizes that listening is not passive, but the effectiveness comes from also responding to demonstrate understanding of what was said.
Your inner voice can make a huge difference
Your inner voice can make a huge difference whether you have positive or negative attitude as an entrepreneur. You can train your brain to be more positive and remove negative at http://jgtips.com/mindsettrain
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The document outlines best practices for ethical behavior in the workplace, including organizing one's work area, listening and learning from others, maintaining a positive attitude, keeping an open mind, and improving one's skills. It also lists behaviors to avoid, such as gossiping, using one's cell phone in meetings, texting when it's not appropriate, becoming impatient while waiting for others to finish work, and making assumptions about coworkers' abilities. The document defines an Acceptable Use Policy (AUP) and concludes with the author reflecting on what was learned about proper workplace conduct from creating the presentation.
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The student completed a CAL activity on grammar focusing on tense consistency. They read about tense consistency rules on the CAL website and in their English book. They then answered exercises on the website to practice what they learned, checking their answers against an answer key. The student felt they achieved their goal of learning about tense consistency and how to properly use tenses in writing. They summarized that verb tenses should remain consistent within a piece of writing to ensure clarity. The activity helped improve their English writing and prepared them to apply tense rules in different situations.
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The document discusses indirect speech and using modal verbs. It provides examples of direct speech and how to change modal verbs such as "will" and "can" when converting to indirect speech. The document also discusses using perfect modal verbs like "might have" and "must have" to speculate about past events in an uncertain, almost certain, or very certain way. An activity is included where the reader must change some example sentences into indirect speech.
Advice
This document provides guidance on using different modal verbs to give advice. It explains that "should" is used to say something is advisable, while "ought to" and "had better" convey stronger recommendations. "Had better" implies negative consequences if the advice is not followed. Questions should use "should" rather than the other modal verbs. Informal notes can use "oughta" and "better" instead of the full forms.
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This document discusses giving advice and expressions used to do so. It provides examples of common expressions like "should/shouldn't" and "must/mustn't" followed by examples. It also discusses using "should have" to express when something was expected to happen in the past but didn't. Finally, it briefly mentions advice columns in newspapers and online as a modern way people give advice.
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[HƯỚNG NGHIỆP ĐỘT PHÁ] Quản lý thời gian tốt hơn là như thế "lào" ?
Chẳng là khi tư vấn cá nhân cho các học viên trong CT "Hướng nghiệp đột phá"; vấn đề "làm sao để có nhiều thời gian hơn, làm sao khi em đang cảm thấy rất mệt mỏi với công việc, làm sao khi em thấy em sống không có cái đích gì cả..." hay được các học viên hỏi han "ngoài lề" :D
Đội ngũ tư vấn của CT xin chia sẻ tài liệu này để các bạn đọc tham khảo. Bạn không cần phải cố gắng áp dụng nó 100% làm gì :) Cứ đọc, note lại những ý bạn thấy quan trọng, hay, và hợp. Và áp dụng những ý đó vào cuộc sống. Nếu nó giúp bạn có thể xử lý gấp đôi số công việc hiện tại là tốt lắm rồi. Cứ từng bước 1, từng bước 1 :D
Chúng tôi sẽ không dịch - vì với các bạn trẻ, giỏi ngoại ngữ gần như là bắt buộc :D Tập đọc tiếng anh nhé, không khó hiểu đâu :D In ra, vừa đọc, vừa tra!
Xin cảm ơn tác giả Brian Tracy vì đã chia sẻ tài liệu này!
Ghé thăm các bài viết khác tại
- fanpage: facebook.com/lhdp.dhnn
- website: dinhhuongnghenghiep.edu.vn
- - - - -
Về dự án "Hướng nghiệp đột phá":
- Sứ mệnh: giúp đỡ thế hệ trẻ Việt Nam định hướng nghề nghiệp.
Chúng tôi cam kết luôn nỗ lực bền bỉ (dù có ăn loại mỳ tôm gì) để mang các kiến thức hướng nghiệp đến với các bạn HS, SV :D
Nếu bạn quan tâm đến 1 CT giáo dục hướng nghiệp uy tín. chất lượng; bạn có thể tham khảo tại: http://dinhhuongnghenghiep.edu.vn/category/khoa-hoc/ct-sap-dien-ra/
SĐT liên hệ: 01668613493.
Mail: lophocdotpha.nevergiveup@gmail.com
1 Scholarly Reflection Paper STUDENT NAME
1
Scholarly Reflection Paper
STUDENT NAME
Faculty of Nursing, University of Alberta
INT D 249: The Science of Joy & Happiness
Karen A. Sylte
DATE
2
Scholarly Reflection Paper
Up until recently, I knew that mindfulness had benefits, but I never knew their extent. I
also believed I didn’t have time for mindfulness, and that it wasn’t something I should make a
part of my daily routine. This class has taught me that in fact is not true. Mindfulness has so
many positive benefits, and many reasons why mindfulness is a great addition to daily routines.
Mindfulness has been suggested to improve mental health and well-being, resiliency, as well as
cognition, executive control, and attention, which is highlighted in a study by Yakobi et al.
(2020). It can also help cultivate feelings of happiness and joy and lead to its pursuit, as well as
reduce stress. An 8-week mindfulness-based study was done by Hjeltnes et al. (2015) which
evaluated university students, and one of the findings was that during the practice period students
reported they were able to find inner calmness when dealing with stress and anxiety. While I was
doing the practices, I noticed this feeling as well. Although I was stressed, I was able to calm
myself and relax more than I had previously been able to. Also, when I first started doing the
practices in this class or mindfulness practices in the past, I believed that my brain always had to
be completely blank and I should not be focusing on anything else, and I would get frustrated if I
started having other thoughts. However, I have since learned that mindfulness is
“moment-to-moment, non-judgmental awareness...paying attention in a specific way...as
non-reactively, as non-judgmentally, and as open-heartedly as possible” (Jon Kabat-Zinn, 2015).
I learned it was okay to have other thoughts, and just let them be and realize what I was thinking
and feeling instead of trying to control them.
Throughout this paper, I will include a reflection on my experience, specifically my
initial goals for the practices, as well as highlighting what I found went well for me and what did
not, also my overall motivation and dedication to the practices, and a goal for the future.
3
Reflection on my goals
The first goal I set was: to do the mindfulness activities alone in my room, in a
comfortable position, with my headphones, every day in the evening around 9:00 pm before I go
to bed. I succeeded at completing the mindfulness practices every day, with my headphones, in a
comfortable position, however, the time when I would do them would change. Some days I
would do it earlier in the evening, or later in the night, and once I tried doing it in the morning.
The second goal I set was: to complete the practice logs by setting aside a few minutes of
my time every day right after doing the activities to ensure I truly remembered how I was
feeling. I was able t ...
1 Scholarly Reflection Paper STUDENT NAME
1
Scholarly Reflection Paper
STUDENT NAME
Faculty of Nursing, University of Alberta
INT D 249: The Science of Joy & Happiness
Karen A. Sylte
DATE
2
Scholarly Reflection Paper
Up until recently, I knew that mindfulness had benefits, but I never knew their extent. I
also believed I didn’t have time for mindfulness, and that it wasn’t something I should make a
part of my daily routine. This class has taught me that in fact is not true. Mindfulness has so
many positive benefits, and many reasons why mindfulness is a great addition to daily routines.
Mindfulness has been suggested to improve mental health and well-being, resiliency, as well as
cognition, executive control, and attention, which is highlighted in a study by Yakobi et al.
(2020). It can also help cultivate feelings of happiness and joy and lead to its pursuit, as well as
reduce stress. An 8-week mindfulness-based study was done by Hjeltnes et al. (2015) which
evaluated university students, and one of the findings was that during the practice period students
reported they were able to find inner calmness when dealing with stress and anxiety. While I was
doing the practices, I noticed this feeling as well. Although I was stressed, I was able to calm
myself and relax more than I had previously been able to. Also, when I first started doing the
practices in this class or mindfulness practices in the past, I believed that my brain always had to
be completely blank and I should not be focusing on anything else, and I would get frustrated if I
started having other thoughts. However, I have since learned that mindfulness is
“moment-to-moment, non-judgmental awareness...paying attention in a specific way...as
non-reactively, as non-judgmentally, and as open-heartedly as possible” (Jon Kabat-Zinn, 2015).
I learned it was okay to have other thoughts, and just let them be and realize what I was thinking
and feeling instead of trying to control them.
Throughout this paper, I will include a reflection on my experience, specifically my
initial goals for the practices, as well as highlighting what I found went well for me and what did
not, also my overall motivation and dedication to the practices, and a goal for the future.
3
Reflection on my goals
The first goal I set was: to do the mindfulness activities alone in my room, in a
comfortable position, with my headphones, every day in the evening around 9:00 pm before I go
to bed. I succeeded at completing the mindfulness practices every day, with my headphones, in a
comfortable position, however, the time when I would do them would change. Some days I
would do it earlier in the evening, or later in the night, and once I tried doing it in the morning.
The second goal I set was: to complete the practice logs by setting aside a few minutes of
my time every day right after doing the activities to ensure I truly remembered how I was
feeling. I was able t ...
Work life balance workshop
The work-life balance training program includes the following solutions to better help manage stress, time and personal and professional balance.
• Work life Balance defined: what it means, what it doesn't mean
• Achievement and Enjoyment as the basis for life-time goals
• Accepting responsibility for your own work and life results
• Staying in focus despite interruptions
• A method for staying in balance every day
• Improved productivity through quick and effective planning and organization • Connecting daily activities to work-life goals
• Strategies that improve team communication
• Effectively adjusting your work-life balance over time
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This document provides information on time management strategies. It discusses prioritizing tasks, recognizing and avoiding procrastination, managing interruptions, and delegating work effectively. The key aspects covered are prioritizing using the urgent vs important framework, setting SMART goals, identifying procrastinating behaviors, and utilizing the first two hours of the day for important work. Practical tips include keeping to-do lists, scheduling focus time without distractions, and learning your natural productivity rhythms. The overall message is that proactive time management allows one to focus on goals and maximize productivity.
eat that frog - 151210060513 !
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CELPIP Speaking Part1.pptx
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Powerpoint time management
Managing time effectively requires setting goals, making a schedule, and revising plans as needed. Setting specific short-term and long-term goals helps prioritize tasks. Scheduling time for responsibilities, studying, classes, and breaks allows for a balanced life. Revisiting schedules identifies time wasters and procrastination that can be addressed to maximize productivity. Regularly reviewing and updating plans keeps students on track to achieving their goals.
No Time For Time Management
This document provides an overview of time management strategies presented by Laura. It includes sections on priorities, time analysis, action planning, and tips. The key messages are:
1) Priorities involve putting the "big rocks" or most important tasks first before filling time with less important activities.
2) A time analysis examines current time usage to identify where time is being spent and opportunities to improve efficiency.
3) An action plan lists and prioritizes all tasks to focus on "must do" items and properly allocate time.
4) Effective time management involves techniques like using a calendar, saying "no", delegating tasks, and avoiding distractions.
Sprint to Habits. As easy as 1,2,3 (Exo-World Talk)
The document discusses running habit-building sprints. It provides an overview of a four-step process for building habits: 1) identify specific behaviors, 2) facilitate skills and willingness, 3) create triggers, and 4) provide reinforcement. Sprints can contribute to this process by providing learning through doing, building confidence and motivation with quick wins, and daily check-ins to reinforce behaviors during the sprint. However, sprints alone may not be enough, as reinforcement is usually not provided after the sprint. The document suggests adding strategic elements before, during, and after sprints to better utilize them for long-term habit building.
6 easy steps to stress relief by sfal foundation
SFAL Foundation presents Six Easy Steps to Stress Relief
STEP 1- Make a list of jobs or activities which are causing stress to you.
STEP 2- Develop Power of Discernment & Intuition using Yoga Techniques to plan & prioritise your work more productively.
STEP 3 - Distribute jobs into categories: "Must Do", "Nice to do" or "Not so Necessary"
STEP 4 - Plan Schedule for “Must do” & “Nice to do”
STEP 5 - While working enhance your efficiency & productivity by using SFAL BYTEs
STEP 6 - Introspect daily Successes & Failures with Positive & Constructive Attitude
For details, visit:
http://www.stressfreeeducation.org/6-steps-to-stress-relief.html
on youtube: https://youtu.be/pv8a06KdxEU
Time management & think out side the box
This document provides strategies for effectively managing time. It discusses the benefits of time management such as reduced stress, improved performance, and having more control over one's life. It recommends focusing on the most important 20% of tasks that yield 80% of results based on the 80/20 rule. It also discusses setting SMART goals, planning, prioritizing tasks, distinguishing between urgent vs important tasks, overcoming procrastination, and using time efficiently. The key strategies are prioritizing tasks, focusing on the most important ones first, and learning to say no in order to prevent being overwhelmed.
Operant Conditioning Tutorial
This tutorial provides instruction on operant conditioning and B.F. Skinner's theory of behaviorism. It defines key concepts like reinforcement, punishment, and schedules of reinforcement. Examples are used to demonstrate how behaviors are shaped by their consequences through positive and negative reinforcement as well as punishment. While punishment can work to some degree, reinforcement is emphasized as generally being more effective at producing lasting behavioral change. Immediacy and consistency are identified as factors that influence the effectiveness of punishment.
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[HƯỚNG NGHIỆP ĐỘT PHÁ] Quản lý thời gian tốt hơn là như thế "lào" ?
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Chapter 4
- 1. Pathway to English 2 Chapter 1Let’s do itPathway to English 2 Chapter 1Let’s do it Chapter 4 What Should I Do?
- 2. Pathway to English 2 Chapter 1Let’s do it What’s on this chapter? Expressing advice Expressing correction Cultural awareness
- 3. Pathway to English 2 Chapter 1Let’s do it Giving advice I got bad score on history. You should study hard for the next exam. CLipart
- 4. Pathway to English 2 Chapter 1Let’s do it Expressions to give advice • In giving advice, should/shouldn’t, must/mustn’t and had better are commonly used – I think you should take more exercise. – You shouldn’t smoke. – The government must do something about the economy. – You mustn’t come late. – I think you had better do more exercise.
- 5. Pathway to English 2 Chapter 1Let’s do it • when you say “you should be doing something”, you mean that it is the best thing to do or what somebody is expected to do at this moment. – I really should be studying for my exam tomorrow (it’s a good idea to do it right now) Expressions to give advice
- 6. Pathway to English 2 Chapter 1Let’s do it Expressing correction • We sometimes expect something to happen at the past but it didn’t. we use ‘should have done’. – Henry should have finished his work two days ago. (but he didn’t) – He made an impolite statement. As a student, he shouldn’t have said such a thing. (but he did)
- 7. Pathway to English 2 Chapter 1Let’s do it Cultural awareness • Nowadays, people often give their advice to someone, institute, public service or even to government by writing it in newspaper, magazines or in the internet. It is known as advice column.
- 8. Pathway to English 2 Chapter 1Let’s do it What would you advise to these people? Shutterstock CLipart