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Sometimes in your life, you may be asked to speak in front of a large group of people£®Although it sounds a little scary, even those with stage fright can speak successfully to the group with adequate preparation£®
1£®Practice your speech before the big day£®¡¾1¡¿ If possible, practice the speech in front of a friend or family member to get used to saying it to real people£®If you feel you must have note cards, limit the amount to about three cards£®This will force you to keep your speech concise and help you keep your eyes focused on your audience£®
2£®Remember why you've been invited to speak£®If you're battling fear over speaking to a large group of people, keep your mind on the fact that you were selected for this important role£®The speech organizers must have seen something valuable in you or your expertise
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3£® Remember that fear of public speaking is very common. ¡¾3¡¿
Most of the people in the audience would be feeling the same fear and stress that you do in your position£®Knowing this may make you feel better£®
4£®¡¾4¡¿ What you say should be tailored to why you're there and who you're speaking to in order to avoid sounding general£®If speaking to a charity group, mention the good work certain specific individuals have done for the cause£®If speaking at a business conference, briefly state why you want to help these people£®
5£®Keep eye contact with the crowd£®¡¾5¡¿ Pick one person in each section and look at
A£®A good memory is really helpful£®
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D£®The more you have it memorized, the better£®
E£®In fact, it's normal to feel nervous or stressed out before a big speech£®
F£®Separate the crowd into three sections mentally as you get up to speak£®
G. The knowledge of other people's respect for you should reduce some of the fear£®
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Harvard University health policy researcher Ellen Meara says scholars have found some clues as to why some groups of people have more or less disease than others. She says one important factor in people's health is the amount of education they have.
In her most recent paper, Meara looked at data from the United States census(ÈË¿ÚÆÕ²é). These counts of people occur every 10 years. Meara and her colleagues examined data from several decades.
Meara says they found that in 1990, a 25-year-old who only had some secondary school could expect to live for a total of 75 years. In 2000, a 25 year old with some secondary education could also expect to live to the age of 75.
In contrast, for a better educated 25-year-old, they could expect to live to the age of 80 in 1990. Someone with a similar education level in the year 2000 could expect to live to be more than 81 years, 81.6 years to be exact.
Meara says, not only do better-educated people live longer to begin with, but in the past ten years, more educated people have made gains in the length of their lives. Meanwhile, the life expectancy hasn¡¯t changed for less educated people.
Some of these gains can be explained. Meara says researchers know that people who are more educated are more likely to quit smoking cigarettes, or not start at all, compared to people with less education.
¡°I think it¡¯s a reminder not to be satisfactory,¡± Meara says. ¡°Just because a population overall appears to be getting healthier, it doesn't always mean that those advantages and successes that many people have enjoyed really extend into all parts of the population. And I think that's something to really pay attention to regardless of whether you live in the US or elsewhere.¡±
Meara points out that education can often determine income ¡ª people with more education frequently make more money. This makes them aware of health care, and purchase other resources and services that can keep them healthier. But the data on income do not show that people who make more money are automatically healthier. Meara says education is key. People need to be educated in order to take advantage of opportunities for better health.
Title: The Amount of Education¡¾1¡¿____________ to People¡¯s Health.
Groups of people | Less educated people | ¡¾2¡¿__________ educated people | |
Analysis of the ¡¾3¡¿_________ from the census | In 1990 | They could live for 75 years. | They could live to the age of 80. |
In 2000 | Their life expectancy was the same as in 1990. | They could live ¡¾4¡¿___________ to the age of 81.6. | |
In the past ten years | Their life expectancy remained ¡¾5¡¿__________. | They made gains in the length of their lives partly ¡¾6¡¿__________ to their quitting smoking or not smoking at all. | |
¡¾7¡¿ ____ of the research | People are getting healthier in general, but it doesn¡¯t mean that all parts of the population are enjoying the advantages and successes. | ||
Income is ¡¾8¡¿_________ to education. People with more education make more money, which helps to¡¾9¡¿_________ their awareness of health care, keeping them healthier. | |||
¡¾10¡¿_________ | Education is the key to better health. | ||
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The back-to-school season is upon us, and once again, parents across the country have loaded their kids¡¯ backpacks up with snack packs and school supplies. It¡¯s a good moment to reflect on what else we should be giving our kids as they head off to school.
American parents are feeling particularly anxious about that question this year. The educational process feels more than ever like a race, one that starts in pre-school and doesn¡¯t end until your child is admitted to the perfect college. Most parents are more worried than they need to be about their children¡¯s grades, test scores and IQ. And what we don¡¯t think about enough is how to help our children build their character¡ªhow to help them develop skills like perseverance, optimism, responsibility, and self-control, which together do more to determine success than S.A.T. scores or I.Q.
There is growing evidence that our anxiety about our children¡¯s school performance may actually be holding them back from learning some of these valuable skills. If you¡¯re concerned only with a child¡¯s G.P.A., then you will likely choose to minimize the challenges the child faces in school. With real challenge comes the risk of real failure. And in a competitive academic environment, the idea of failure can be very scary, to students and parents alike.
But experiencing failure is a critical part of building character. Recent research by a team of psychologists found that adults who had experienced little or no failure growing up were actually less happy and confident than those who had experienced a few significant setbacks in childhood. ¡°Overcoming those obstacles,¡± the researchers assumed, ¡°could teach effective coping skills, help engage social support networks, create a sense of mastery over past adversity, and foster beliefs in the ability to cope successfully in the future.¡±
By contrast, when we protect our children from every possible failure¡ªwhen we call their teachers to get an extension on a paper; when we urge them to choose only those subjects they¡¯re good at¡ªwe are denying them those same character-building experiences. As the psychologists Madeline Levine and Dan Kindlon have written, that can lead to difficulties in adolescence and young adulthood, when overprotected young people finally confront real problems on their own and don¡¯t know how to overcome them.
In the classroom and outside of it, American parents need to encourage children to take chances, to challenge themselves, to risk failure. In the meantime, giving our kids room to fail may be one of the best ways we can help them succeed.
Back to School: Why Perseverance Is More Important than Good Grades? | |
Common phenomena | Parents throughout America ¡¾1¡¿______ their kids¡¯ backpacks up with snacks and school supplies. |
Many American parents don¡¯t ¡¾2¡¿_______ enough importance to their kids¡¯ character building. | |
The writer¡¯s ¡¾3¡¿_________ | Parents should pay more attention to their kids¡¯ character building. |
Evidence and ¡¾4¡¿_____ findings | Parents¡¯ anxiety about their kids¡¯ performance may ¡¾5¡¿ them from learning some valuable skills. |
Parents concerned only with a kid¡¯s G.P.A. have a ¡¾6¡¿ to minimize the challenges the child faces. | |
Adults who have experienced a few significant setbacks in childhood are ¡¾7¡¿ and more confident than those who haven¡¯t. | |
Denying kids character-building experiences can ¡¾8¡¿ in difficulties in adolescence and young adulthood. | |
The writer¡¯s suggestions | ¡¾9¡¿________ kids to be risk-takers. |
Give kids room to experience ¡¾10¡¿____________. | |
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Time management refers to managing time effectively so that the right time is allocated to the right activity. Time management is essential in every field of life because time is the precious resource one needs to accomplish a task. Every single moment that passes once will never come back again. Time management helps you do your task in time and use your time more productively. It helps you to identify the useless activities which can be avoided and how time can be saved. It helps you allocate proper time for a task and perform the task more efficiently.
A student¡¯s daily routine is filled with a lot of activities. Some are related to his studies, some are essential for his life and some are for entertainment or physical fitness. Still some activities have no use and just waste time. Similarly if the number of the activities for entertainment exceeds what is reasonable, they waste the time of a student. These activities include using the internet for chatting, playing games, watching movies or listening to music for hours on end. Such activities are called ¡°distracters¡± which distract one from one¡¯s real purpose.
Games and physical exercise are important for a student because they keep him fit in body and mind but game time should be controlled as it may waste his time.
No one wastes time intentionally. Time is always wasted in an insensible way. That¡¯s why a student is aware of it until the days of exams come. So it is better to use the present time more effectively than cry over what you¡¯ve done in the future.
As for a student, time management compromises various steps. It is not only necessary to allocate time for different subjects but also to identify right time for each such subject. What¡¯s more, to identify the distracters which become causes of wastage of time is of significance as well.
Take a pen and sheet. Write down all the activities you do in your daily routine. Calculate how much time you have for your studies other than other activities. Determine how much time a subject can take out of your total study time. See which subject need more time.
Time management
Definition | You manage your time effectively for the ¡¾1¡¿ of giving the right time to the right activity. |
Significance | ¡ñIt is essential in every field of life because of the ¡¾2¡¿ of time. ¡ñIt helps you do your task in time, use your time more productively, ¡¾3¡¿ wasting time, give proper time to a task and perform the task more effectively. |
¡¾4¡¿ | ¡ñIdentify all the activities in your daily routine and remove ¡¾5¡¿ ones. ¡ñStrictly ¡¾6¡¿ time spent on activities for entertainment. ¡ñGames and physical exercise are helpful to keep ¡ñTime is always wasted in an insensible way, so take care. ¡ñManage the present time more effectively in order not to cry over the ¡¾8¡¿ in the future. |
Steps | ¡ñ ¡¾9¡¿ all the activities in your daily routine. ¡ñ Calculating how much time you need for your studies other than other activities. ¡ñ ¡¾10¡¿ time for different subjects. ¡ñ Identifying the right time for each subject. |
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