Listening work burnout_worksheet
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Pam wrote a book about work-related health problems like stress and burnout. Steve suffered from burnout but got better by reading Pam's book. Pam explains that burnout and stress are different, with stress potentially leading to burnout. She describes burnout as feeling like drowning. Steve used to be optimistic but became cynical. Meditation helped Steve recover from burnout by having a calming effect and taking him away from the outside world.
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Work burnout key_transcript
Burnout is more serious than stress and results in losing motivation, hope, and the ability to enjoy life. It develops gradually over time from prolonged stress and an unsustainable workload. Symptoms include feeling negative, cynical, hopeless, and avoiding daily activities. Steve experienced burnout from work and was referred to therapist Pam. Through therapy without medication, focusing on exercise, social activities, and meditation, Steve recovered from burnout. Pam's book provides guidance on identifying and treating burnout.
Jason Young: Improving Communication With Cognitively Impaired Patients
The document provides guidance on improving communication with cognitively impaired patients. It recommends speaking slowly and simply, maintaining eye contact, asking one question at a time, and being patient and reassuring. It also suggests maintaining routines, involving the patient in tasks, and not arguing over incorrect answers, as the patient is dealing with confusion, anxiety, and memory loss. Non-verbal communication like touch and gestures can also help when the patient has difficulty verbally communicating.
Speaking skill ppt
Teaching Speaking
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Language learners need to recognize that speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.
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ICU through their Eyes
Emotion is always present in critical conversations. When we recognize emotion, validate feelings and respond with empathy and curiosity, we allow patients and their families to engage in the process, to build trust, and to better understand their values. When emotions are too intense, or feelings are not validated, people become disengaged, less trusting, and often fail to explore and understand the deeper values— and instead may act on raw, surface emotions that actually may not be in their best interest.
We often answer feelings with facts. Instead, we should G.I.V.E. when we encounter emotion. G.I.V.E. is a mnemonic tool that offers a simple approach to responding when emotion arises in conversations. First, get that there is emotion present and pause. Identify what you think the emotion might be or describe what behaviors you are noticing. Validate the feelings expressed. Explore to understand better and offer your curiosity and caring. And if you can't remember what G.I.V.E. is prompting you to do, it may be enough to give your attention and patience to the other person in that moment.
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Work burnout key_transcript
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Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.
More informaton : http://www.nclrc.org/essentials/speaking/spindex.htm
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The dialogue is between a man and woman discussing the woman's health issues. The woman says her eyes may flare up again and that she could hardly sleep the night before due to her condition. The man expresses sympathy for her troubles.
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Emotion is always present in critical conversations. When we recognize emotion, validate feelings and respond with empathy and curiosity, we allow patients and their families to engage in the process, to build trust, and to better understand their values. When emotions are too intense, or feelings are not validated, people become disengaged, less trusting, and often fail to explore and understand the deeper values— and instead may act on raw, surface emotions that actually may not be in their best interest.
We often answer feelings with facts. Instead, we should G.I.V.E. when we encounter emotion. G.I.V.E. is a mnemonic tool that offers a simple approach to responding when emotion arises in conversations. First, get that there is emotion present and pause. Identify what you think the emotion might be or describe what behaviors you are noticing. Validate the feelings expressed. Explore to understand better and offer your curiosity and caring. And if you can't remember what G.I.V.E. is prompting you to do, it may be enough to give your attention and patience to the other person in that moment.
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This document discusses key vocabulary terms related to movies, including genre, plot, characters, actors, location, costume, soundtrack, and extras. It then provides descriptions of common movie genres such as romantic comedy, drama, comedy, horror, action, animated, musical, and science fiction. Genres are defined by their typical plots, tones, and content. For example, romantic comedies focus on two people falling in love and overcoming humorous obstacles, while horror movies aim to scare viewers with monsters. The document serves to introduce basic movie terminology and genres.
Discursive essay vocabulary
This document provides guidance on argumentative writing. It outlines the key steps, which include understanding the task, planning main points by finding evidence and explanations to support a clear purpose and audience. When writing, use an introduction, alternative views, criticism of alternatives, and a conclusion. Techniques like facts, opinions, rhetorical questions and statistics presented in a FOREST structure can support points. Connectives should link ideas and paragraphs while words and phrases can establish objectivity. A checklist ensures an argument is convincing and sources are properly included to prevent plagiarism. As an example, guidance is given to write a 250-word essay weighing for and against arguments on the topic "Technology: Friend or Foe?".
Usedto 090416144504-phpapp01
The document provides information about the use of "used to", "be used to", and "get used to" in the past tense. It explains that "used to" is used with an infinitive verb to talk about habitual actions in the past. It notes that "be used to" takes a noun or verb-ing to talk about being accustomed to something. And it states that "get used to" also takes a noun or verb-ing, and means to become accustomed to something. Examples are provided for the use of each structure.
Articles
This document discusses the use of articles (a, an, the) in English. It explains that "a" and "an" are indefinite articles used with non-specific nouns, while "the" is the definite article used with specific nouns. It provides examples of when to use each article and exceptions to the rules. It also covers countable vs. non-countable nouns and the omission of articles in certain contexts.
Making a phone call
This document provides vocabulary and expressions related to making phone calls. It lists different types of phones like pay phones, cell phones, and web phones. It also defines related terms like country codes, area codes, phone numbers, phone booths, calling cards, and bills. Phrases covered include asking to speak to someone, leaving messages, and indicating a phone is busy. Key actions like making calls, answering calls, dialing numbers, and pushing phone buttons are also outlined.
Convocatoria orales enero
O documento lista os nomes e horários dos exames orais de janeiro para quatro grupos diferentes (A, B, C e D) do curso B2.2. Fornece detalhes como datas, nomes completos dos estudantes e horários agendados para cada exame oral.
Convocatoria orales enero
Ultima versión de la convocatoria de exámenes orales de enero para B2.2 en la EOI Raimundo de Toledo
vocabulary about transport
This document contains vocabulary and phrases related to transportation, including driving a car, taking a train, flying on a plane, and traveling by other means. It provides lists of words and questions commonly used for making transportation arrangements, going through security checkpoints, interacting with flight staff, and describing different parts of various vehicles. Sample dialogs are also included to demonstrate typical conversations that may occur while traveling.
Convocatoria orales enero
O documento lista os nomes e horários de estudantes agendados para exames orais em janeiro e fevereiro para o Grupo B2.2, dividido em grupos A, B, C e D. As datas e nomes estão organizados por dia da semana e ordem alfabética dos sobrenomes.
Convocatoria orales enero
O documento lista os nomes e horários de estudantes agendados para exames orais em janeiro e fevereiro para o Grupo B, C e D da turma B2.2. As datas incluem 20, 25 e 27 de janeiro e 1 e 3 de fevereiro, com os nomes dos estudantes e horários de cada exame.
Convocatoria orales enero
Este documento lista los horarios de exámenes orales para cuatro grupos (A, B, C y D) de un curso de español B2.2. Proporciona los nombres completos de los estudiantes, las fechas y horas de sus exámenes individuales.
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