The Use of Slang

The usage of slang can be seen in both daily life and art. In daily life, there are three interpersonal functions of slang words: pursuing selfidentity, expressing emotive feeling and achieving politeness. Firstly, people use slang words to show their self-identity. Obviously, different social groups have their own distinct slang words system that all members tend to favor to establish group identity and exclude outsiders. For example, TEETH (Tried Everything Else, Try Homeopathy) is a slang used among doctors to serve the need to jot things down without letting patients themselves understand their serious condition.

The second function of slang in daily life is to express emotive feeling more conveniently, genuinely and strongly than formal words as it can convey emotions in a concise and powerful way. For instance, people usually use slang “chuffed” instead of formal word “happy” to show the state of delighted satisfaction mixed with pride. Lastly, slang words are exploited to achieve politeness as a way to create euphemisms, especially when people discuss semi taboo subjects.

For example, “laid” can be used in place of “sexual intercourse” to be more polite. Beside three usages in daily life, slangs also can be used in artistic fields. In literature, especially in novels, many authors are likely to use slang as a good way of showing what the characters are like as well as their subculture and personality. In music, slang words can be taken advantage to catch rhythm or to make the words more fluent and express more colorful meaning.

Slang is an informal language used by a particular group in social situation where they feel comfortable with their friends to make a conversation becomes more intimate, so the outsiders cannot understand the conversation that have another meaning from original word. The Americans and the British slang also have some words that differ from each other. First, there are differences in usage. The largest differences between British and American slang lie in the choice of vocabulary because of differences in usage.

Some words mean different things in the two varieties. For example, the word “DAN” in the British slang, it looks like crude and taboo with meaning “the janitor or attendant at a public toilet for men”. However, “DAN” in the American slang stands for “dumb-ass nigga” that means offensive. Second, vocabulary differences. In spite of being the same meaning, there are also completely different words about writing and appearing. For instance, the word means female breast. While British people call “BAZOOMBAS, BAZOOMAS or BAZUMBAS”, American people call that “LUNGS”.

Last, another difference between British and American slang is popular using. American slang used to slang words in the literary language, while for English slang is unacceptable or contrary. For example, “wicked” versus “cool” are both slang of these nations. In American English, “wicked” means bad and evil, but it is a British slang meaning very cool. Therefore, if people want to find a similar “wicked” word in American English, they can use “cool”. However, “cool” is an American slang like awesome means great or fantastic. It also shows that people are okay with an idea. Be careful the normal meaning of “cool” means a little cold and let’s listen to it carefully in context to understand what’s being said.

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Automatic Speech Recognition Systems

In addition, the author will evaluate his level of inform in speaking the contents of term paper as opposed to typing one. And lastly, the level of organization required to use speech recognition as opposed to typing. The first automated speech recognition system the author will analyze is produced by a company called Application Technology, or Pupate. Pupate is located in McLean, Virginia, and has been in the Human Language Technology field for over 20 years. Appetites CARS product is called Plainspoken, and is used for speech dictation, broadcast and telephony.

This program can do anything from a simple chain of numbers to vocabularies of up to 100,000 words. Plainspoken recognizes continuous speech, offers gender-independent speech recognition, as well as speaker dependent and speaker Independent modes. Opalescence also offers a scalable vocabulary as well as a scalable number of recognized languages. At this time however, the author of this paper was unable to locate a price for this product on the manufacturers also known as Dragon Naturally Speaking.

Nuance offers several different versions from the basic to a more advanced version for legal professionals. Nuance offers several different accent features from Spanish to Southern as well as several vocabulary options. Nuance allows for custom creation of text-to-graphics commands. This software works with PC’s as well as multiple types of mobile devices, and is compatible with a multitude of applications. The price range of this product varies from $99 to $1199. (nuance. Com, 2009) The final company and product the author will review is Namespace.

Namespace was established in 1996, when Andrew Taylor realized that the Macintosh platform was losing ground in the speech recognition software arena. Like the product from Nuance, Namespace offers several different versions. Their versions vary from a standard dictation version up to a legal reflections version. What is unique about Namespace is that it offers an International version, which supports English, French, German and Italian. The price range is from $195 to $595 for the Namespace program.

The drawback here is that this program is primarily written for the Mac computer. (namespace. Com, 2009) Unfortunately, the author was unable to find as much information as he would have liked about the companies and products. If the author had to use this type of product to produce a term paper, I would feel very uncomfortable. I feel I would have lost some aspect of control if I were to use an CARS to produce a term paper. In addition, it would be difficult to Judge the effectiveness and accuracy of an CARS.

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Phonology and English Classes

The teacher formed a group of the pupils to prepare us in advance for studying English in the fifth form. At that time, I was amazed with it. It was something totally new for me and I felt very proud of being able to say some sentences like: “What’s your name? ” and to answer this question like “My name is Angela”. I felt I was not a little girl anymore, since I could “understand” a foreign language. Besides, I don’t know very well why, but English had mom kind of attractive power over me and I never got bored during the English classes.

At present I’m in my second year at university. I have English classes now as well. The periods pass quite interestingly. The instructor gives us different tasks. Once we derived various words by adding prefixes or suffixes. The point was to do It as fast as possible. We also revise grammar by doing tests, learn texts, tell dialogues and take part in the conference. Surely, I don’t know the language perfectly. My weakest point is audition. It is difficult for me to know by ear what people say as they sometimes speak with fast or with pronounced accent.

My another weak point Is my laziness to learn new words but I try to fight it. However I have some merits. For example, I know grammar and endeavourer to speak correctly and observe Intonation. My studies are connected not only with calculating Integrals but with writing programmed and reading different scientific articles in English, that’s why I must enlarge my vocabulary further to read books easily. To master the language fluently is what I want In the future.

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A Comparative Study of Phrasal Verbs

In his context two articles from the portion of Opinions of the two newspapers one Pakistani-daily Dawn- and one foreign-Washington Post- are selected Introduction: Learning English language is considered among one of the social and academic compulsory needs. Speakers use language fluently with flexibility receive praises of others. In gaining command over English there are some essential areas like background Information of deferent genres and situations where It Is used, proper understanding of grammatical rules, vocabulary and so on.

The proper use of adjectives, verbs, adverbs, stress pattern, intonations and phrasal verbs help one’s engage to make it more fluent and flexible, more accurate and conversational. Phrasal verbs make the communication, both verbal and written, interaction based. The fluent speakers of English feel charm in using them. These easy and two-word based verbs cover a bulk of simple as well as difficult vocabulary which requires much time to memories. The new AL learners of English language take pains In learning the difficult words with their meanings.

But they can learn and understand the phrasal verbs in less times with much pleasure which make their speech and as well as their peace of writing more affective and ornamented. Before beginning the study we must know the basics of phrasal verbs. Phrasal Verbs: Phrasal verbs are consisted of a verb followed by a particle (for examples: carry out, find out, or pick up). When these particles are separately used, they have literal meanings which signify location or direction (for examples: out, up, down, over, around, off). However, In phrasal verbs they are commonly used with less literal meanings.

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Tefl Teaching English to Young Learners

Teaching English to Young Learners with GO TEFL

Result: 81% Assignment Answer the following questions based on your course readings for this module. (100 marks)

Part 1: This section covers multiple choice type questions. Choose the correct answer from the possible answers provided.

1. What is one of the main differences between children and adult EFL students? (1) 1. Children are more likely to be forced to attend the classes.

2. Games are effective for children but not effective for adults. 3. It is more important to create the need to learn in adults than in children. .

Which of the following is true? (1)

1. Teaching children should be based on improvisation.

2. Children should be taught only through games.

3. It is essential to plan your lessons thoroughly when teaching children.

3. What is important to do in the first class where you teach the letter ‘o’? (1)

1. to associate it with one sound and a word, for example ‘orange’, through the use of flash cards

2. to associate it with at least two sounds and at least two words, such as ‘orange’ and ‘open’, through the use of flash cards

3. o teach the name of the letter ‘O’ in the alphabet and get the students to repeat a word with ‘o’ after you, for example ‘orange’

4. Which of the following is a phonic: (1) 1. the sound as in ‘jet’; 2. the letter ‘j’; 3. ‘jay’ Choose one answer. 1. a. both 1 and 3 2. only 1 3. only 2

5. You are introducing the letter ‘i’. You have just drilled the word ‘lip’.

When will you drill the word ‘bike’? (1)

1. immediately

2. later in the same class

3. in a later class 6. You have just finished teaching single-letter vowel sounds to your students. Which of these sounds is a suitable choice to focus on in your next lesson? 1) 1. ‘ea’ as in ‘eagle’ 2. ‘th’ as in ‘thing’ 3. ‘s’ as in ‘sand’

7. What is the double-letter sound in the word ‘headline’? (1) 1. he 2. ea 3. in 8. When is the best time to introduce the plural form of nouns? (1) 1. together with the singular form 2. in students’ second year of studying English 3. together with numerals

9. What is the best way of teaching children to pronounce the word ‘road’? (1) 1. first drill ‘r-r-r’, then ‘o-o-o’, then ‘a-a-a’, then ‘oa-oa-oa’, then ‘d-d-d’, finally drill the sounds together ‘road-road-road’ 2. irst drill ‘r-r-r’, then ‘oa-oa-oa’, then ‘d-d-d’, then drill the sounds together ‘road-road-road’  3. first drill the letters ‘ar-ar-ar’, then ‘ou-ou-ou’, then ‘ei-ei-ei’, then ‘dee-dee-dee’, then drill the word ‘road-road-road’. 10. Francis has asked her colleagues some advice on how to teach writing to her young students. Here is the advice three of them gave: (1)

Fenton: “Get them to imagine that the whiteboard is a page from their exercise-books and demonstrate to them on the board where to begin writing letters/words and how to write them. Deon: “Teach them two ways of writing each letter but not at the same time – first teach all the letters in upper case, then all the letters in lower case. ” Kate: “Show them how some letters fit between two lines while others reach the higher line or the lower line. ” Whose advice is incorrect? 1. Fenton’s 2. Deon’s 3. Kate’s 11. You are a little frustrated because your students speak too much native language in class. They know that you understand their language, so you realise they do not feel motivated enough to speak English.

How can you encourage them to speak only English in class? 1) 1. introduce a punishment for using the native language 2. do drilling for most of the lesson; as they repeat after you, they won’t get an opportunity to use their native language 3. introduce a puppet to them, tell the students that the puppet can only speak and understand English and use the puppet throughout the lesson  12. It will probably be impossible for you to keep young learners enthusiastic about learning English if you: (1) 1. don’t give them any praise. 2. don’t let them use their native language. 3. don’t use any gap-fill activities. 3. If you have a student who repeatedly misbehaves and disrupts lessons, which of the following courses of action could be reasonable and effective? (1) 1. discourage the other students from associating with him/her both during and after classes 2. talk loudly and angrily to the child 3. meet with the child’s parents 14. Annette has selected these three structures to teach 5 year-old children in their first year of learning English: (1) 1. ‘Which do you like better, … or …? ‘ 2. The past simple of regular and irregular verbs 3. ‘Have you ever been to…’

Are all those structures suitable for learners of that level? 1. Yes, they are. 2. Structures 1 and 3 are suitable but structure 2 is not. 3. None of the structures are suitable as they are above the students’ level. 15. What is the recommended duration of each activity in a lesson with young learners? (1) 1. 2 minutes 2. 5 minutes 3. 10 minutes

Part 2: In this section, questions are generally more open-ended and require a lot of thought. In your responses, particularly those requiring extended writing, please feel free to write more than is required. 1.

Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would play it with your class. Note: in this game/activity the learners should talk to each other using sentences rather than single words. (Write about 100 words. ) (15) Circular group talking with a ball The young learners get into a circle of four in order to pass the ball to each other. Everyone gets a turn to communicate their name, age, favorite animal…

a) Sarah says Hello, What’s your name?

b) Patrick says; “Hello, My name is Patrick! passes the ball to Emma, “What’s your name? ” Emma replies; “My name is Emma! ”

c) “Sarah, How old are you? ” Sarah replies; “I am six years old! ”

d) (If there is time and depending on the level of English)“Mary, What’s your favorite farm animal? ” Patrick says “My favorite farm animal is the cow moo, moo! Emma, What’s your favorite farm animal? ” Emma replies; “Me, I like dogs “woof, woof” This activity gets all the young learners actively involved. They practically sing the sentences to each other (drilling).

2. Describe, step by step, how you would teach the following structures.

Include any visual aids you would use, what drilling (repetition) you would do and what your instructions would be. You don’t have to write a full lesson plan or activities. Write about 100 words for each structure. 1. Structure 1: Where is it? It’s on/in/under… (15) By using Realia For example: playing hide and seek with a ball while simultaneously using the appropriate phrases and demonstrating their meaning. a) (Teacher hides the ball under the table) “Where is the ball? It‘s on the chair, in the bag or under the table…” Students reply; “The ball is under the table, Teacher” ) The young learners repeat the phrases and then take turns hiding the ball. c) Patrick (hides the ball); “Where is the ball? ” Sarah replies, “It’s in the bag”. d) Sarah (hinds the ball) and asks “Mary, Where is the ball? ” Mary replies, “it’s on Patrick’s chair”. By playing hide and seek (repetitiion/drilling) this enables the children to have fun while learning.

2. Structure 2: How many… are there? There are… (15)

a) Again with Realia, I start by demonstrating with sweets (amusing item for sweet tooths) “How many sweets are there in my hand? Students reply “There are three sweets in your hand teacher”.

Repeating these actions until they become familiar with the phrases.

b) And then, I send a bag of sweets around the class so each young learner gets a turn (to correct themselves).

c) Every student offers some sweets from the bag to his/her classmate. Each student takes a handful of sweets and counts them. Then asks his/her classmate: “How many sweets are there in my hand, Sarah? ” “There are two sweets in your hand Patrick. .” d) And so on around the classroom until all the students are comfortable (drilled) with these expressions. 3. Structure 3: Can you…? Yes, I can/No I can’t. 15) a) First of all, I give the class an example-context: Realia with a cell phone as children enjoy imitating adults on the phone. “Hello Mary, It’s Sarah, Can you come to the Cinema on Saturday? ” “Yes I can come to the cinema on Saturday Sarah” Or “No I can’t Sarah” . b) I ask the students to repeat these phrases a couple of times-drilling. c) And then, I ask them to get into small groups of 3/4

d) And ask them to use other examples of what they like to do on Saturdays: play tennis, football etc. “Can you come to football on Saturday? ”

“Yes, I can come to play football on Saturday” No, I can’t. ”

e) Then back within the whole group, I check the comprehension with more questions around the class to make sure everyone can say and understand (drilled) these phrases. Teacher says; “Brendan can you ask Sarah can she come to class tomorrow? ” “Sarah replies, yes I can come to class tomorrow, Brendan! ”

3. Read the section (2. Planning an interesting lesson) at the end of the module and imagine you are giving the next lesson to the same class. Your aim is to teach the following set of new double letter sounds: (25) ai as  in sail ay as in tray ir as in girl a as in boat Write a lesson plan according to the same model. The time and level are the same and your aims will be to teach a new set of double letter sounds. Please use as much as you can from the different parts of this module and include a varied range of activities. Total [100 marks] Using Presentation Practice Production (PPP) as my teaching model. IntroductionStagePresentationSetting the context| First of all, I briefly revise and verify that the students have understood the previously learnt single letter sounds to get them into the context for today’s lesson.

In order to set the context (double letter sounds), I show the students a set of flashcards –the students are given the time to name the noun (teamwork) and learn new vocabulary. ai – sail ay – tray ir – girl oa – boat Demonstrating these nouns with flashcards allows me to keep my Teacher Talk Time (TTT) low and can prompt the students when they do not know the pronounciation of the double letter sounds. This way I can identify the level of the different students. | Eliciting the target| I send the flashcards around the class so each member gets a chance to attempt to say the words. Sail”, “tray”, “girl”, “boat”The students become more confident when they repeat the nouns individually. This will help them realize that they are capable of pronouncing double letter sounds and encourage them to learn new vocabulary. And then as a whole class we repeat together once again. I encourage the students to feel free to communicate within the group and participate in each others learning. | Concept checking| Once the double letter sounds have been drilled, I ask Concept Checking Questions (CCQs) to make sure that the students have understood the targeted word meaning.

I continue to incorporate drilling during this stage. Examples:Is Sarah a boy or a “girl”? What does a sailorman do? “Sails a boat” In a restaurant we serve with a “ tray”| Drilling and furtherconcept checking| Using different interactions and teamwork with the aid of the flashcards Examples: All the boys please : “Sail” All the girls please: “ boat”All the boys, what is the girl holding? “the girl is holding a tray”All the girls please, What does a Sailorman do? “Sails a boat”“ All the students beside the window please? boat “etcThis enables me to check the level of the pronunciation that the students use so that they can use them in the following activities. | Board work| The students are invited up to the board in groups of four to form the words. The double letters are in red: ai, ay, ir, oa and they must find the other letters (previously learnt) from the alphabet to build the spelling of the words sail, girl, tray and boat. We all correct the board work together as a class and then, I add the phonetic script next to the noun on the board. PracticePractice Activity (1)| Now that the class feels comfortable with these double letter sounds, the students can work in small groups. I randomly ask members of the class that need more practice to fill in the gaps. Pictures from a book shown to the class, randomly the teacher asks questions like “What is the girl holding student replies (with help from another classmate if needed): “the girl is holding a tray”“Can you describe the image you see here? ”Reply: “The boat is sailing in the sea”I make sure to praise the students that make efforts to communicate.

I then give each person a page from the book and individually ask them to describe the image with the nouns they have just learnt. | Practice Activity (2)| First, I explain that they are going to get into groups of three and think of a song with the nouns. I double check that the students understand the activity. I give them three minutes to complete the task. Using Realia: each group are given an objet: boat, Barbie doll girl, boat with a sail, a kitchen tray and they must try and think of a song with the item (noun) they have chosen:boat, girl, sail, tray I stay available to help each group if they need more motivation or ideas.

When time is up, I ask one person out of each group if they want to be a team leader and present briefly their ideas of their song with the noun. The feedback involves the students reading out the answers. And then I use self and peer correction to drill the words that the students had problems with during the task. | Language Review| In order to continue drilling the double letter sounds and revise the songs they just imagined. The children then listen and sing along to the following songs on a CD player.

This allows them to revise their pronunciation and the meaning of the nouns that they have just learnt. “The big ship sails on the ally ally oh”“I’m a Barbie Girl”“Little Gingerbread Men (lying on a tray)”“Row, Row, Row Your Boat”(If time and the young learners are still quite energetic they can line up sitting behind one and other on the floor and demonstrate “the row, row, row your boat” while singing the song)- drillingAn enjoyable ending to the class! |

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Speaking Spanish Has Always Been A Struggle

She played a huge role in teaching me how to speak Spanish. The only language she would speak to me while growing up was Spanish. As I grew up I never realized the method that was being used which was direct method until now. She was teaching me on how to communicate with others while speaking another language. My grandmother only spoke to me in Spanish though I had a rough time understanding and trying to speak it back to her, she was determined to teach me.

The role of the teacher who in this case is my grandmother is to teacher me on how to become a communicator. Not merely to learn vocabulary or grammar but to know whom, when and what to say or how to ay certain things. The role of my grandmother was to acquire a learning system which was not focused too much on how to write or learn vocabulary but to learn the proper way to use Spanish first. The students role is to accept the corrections as well as absorbing and putting my Spanish speaking skills to test.

Though till this day I am not that great at speaking my second language, know the basic fundamentals of this language, my language in this case would be “Spangling”. This is where I incorporate both Spanish and English while speaking to Spanish speakers, which my grandmother isn’t too fond of. One characteristic that is good for teaching Spanish would be proficiency, in order to teach a foreign language you must know the language yourself. One must learn how to speak it, read it as well as write it. It was easy for my grandmother to teach me because she was well educated in that language.

She was able to exhibit a high level of accuracy in Spanish because of her background with the language. As for the learning process I was able to surround myself with other family members to communicate and improve in my foreign language. As well as watching my grandmothers intense Spanish wows which educated me more and taught me on how to express myself. The nature interaction between my grandmother and I wasn’t too bad, though I struggled in the beginning as time went by I was able to learn it eventually, not as good as I had wished though.

It was harder for my because growing up because had a New Yorker accent so for some words had a hard time saying in Spanish, and for that my grandmother made fun of me but thought it was adorable. Plenty of corrections were made during my process of learning Spanish which better my knowledge and understanding in this language. While learning Spanish it was pretty difficult and frustrating especially since I had an accent which was harder for me to comprehend in also my sisters made fun of me because of it Especially when it came to rolling the Or’s that was the most difficult part of Spanish was being able to roll letters.

As well as learning on how to speak very fast in my language, normally all Spanish speakers have a tendency to speak very fast, still haven’t gotten the hang of that but I’m learning. When speaking Spanish I have made plenty of mistakes but I was able to remind myself that it’s okay to make mistakes, but to ask ND seek help from people who are great in speaking Spanish. Speaking Spanish in my household was and still is a must, the only way to communicate to my grandmother was through speaking Spanish.

Especially since it is my second language it is important that I know how to speak it. Am also able to expand my horizons and know more and how my language works. It’s not just about learning a new language and how to speak it but you learn about its culture as well. It’s important so we can empathic with people in our country who struggle to learn English, so therefore learning more engages and about different cultures will help us develop more knowledge of other languages. The area of language that is emphasized are vocabulary and grammatical structure.

Vocabulary is very important for every language especially so you’re able to use it in the correct form. I know for myself whenever use the incorrect word while speaking to my grandmother she looks at me with a confused face and waits for me to correct myself. Vocabulary is an important factor because you want your sentences understandable while using the right terms. As for grammatical, its important to govern the compositions of harass, clauses and words so you can acquire a better sense of how to use these while speaking to an individual.

As a child my grandmother would have me repeat every word after her in Spanish and once we did that, she told me what each word meant. Of course we started off with the easy terms first such as animals, fruits and parts on our bodies. As we did those every day as a child my vocabulary increased and little by little began to understand the basics, once we did that we moved onto the harder stuff. Learning different terms helped me improve in this engage and gave me a better sense on how to use them and when to use them. As only able to speak Spanish whenever I would see my grandmothers, or went to visit people in my country. My native language which is English is Of course my strongest skill but speaking Spanish has given me the opportunity to explore more in my foreign language and not rely so much on my native language. The role of my native language should not be used when learning another language, should be able to get out of the habit of not depending so much on it and being able to be open to learning different languages especially my own language.

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8 Things Successful People Do With Their Downtime

Table of contents

When you think about the hyper-successful people of the world — the multi-billionaires, the CEOs, etc. — you probably imagine them working 24/7. And while they might put in more hours than the average person, they , or time when they’re not working.

Related:

Downtime isn’t as glamorous as time spent working, yet the habits and choices successful people make in their downtime is often as critical a factor to their success as anything else.

So, what do successful people do with their downtime?

1. Exercise

Conventionally defined . Why this correlation? It could be a number of factors, as exercise has a ton of benefits. It could be that regularly exercising is a trait of motivated, goal-oriented people, who naturally succeed in other areas of life. It could be that the stress relief and energy boosts from the activity itself make them more productive and make them feel better throughout the day.

Or it could help to compartmentalize their life with regular routines. Whatever the case, the correlation is high.

2. Have fun

Have fun? And be successful at the same time? It seems like some kind of trap, yet tons of successful people — including  — will likely tell you that taking a real break from work, on a bona fide vacation, will do wonders for your mental health, productivity and overall well-being. It may feel intimidating or even “wrong” to take a vacation, but the benefits are more than worth it.

3. Meditate

Spend some time learning how to meditate properly, and you’ll wonder what you did before the practice. , at its most basic form, is simply a way to clear the mind of thought and be “present” in a given moment. Doing this for even 10 minutes a day can help you clear your mind, improve your memory, become more focused and reduce stress. It’s no wonder that meditation is such a common strategy among successful people.

Related: 

4. Read

There are so many benefits to reading regularly, it’s hard to know where to begin — and it doesn’t matter much what you read, either. Reading newspapers, magazines, non-fiction books and fiction all can help you improve your vocabulary, broaden your perspectives, improve your memory and retention, and help you generate new ideas for your business or career. Even if you don’t have much time to sit and crack a book, you can at least listen to audiobooks during your commute or during other “dead” periods.

5. Learn.

Successful people know that no matter how much you think you know, there’s always something new to learn. Even if you’ve somehow mastered everything related to your industry, there’s always new information, trends and technology coming along to defy your expectations. Take the time to learn new things, whether that happens through workshops, classes, seminars or the act of just reaching out to new people.

6. Volunteer.

Successful people spend time volunteering, in part to give back to their communities, and in part for the networking opportunities. Volunteering tends to bring all types of people together, regardless of the specific type of volunteer event, so make sure to seek out these opportunities in your city — even if it’s only for a few hours a month.

7. Network.

Networking , and you should make an effort to seek them out. New people can provide new opportunities, new contacts, new skills and new information. PLus, staying social is good for your mental health.

8. Appreciate loved ones.

Finally, the most successful people try to take time to appreciate their loved ones, though unfortunately, this isn’t always the case. Some people are so possessed with the idea of making more money, getting more power or advancing their careers that they neglect the people who make it all worth it. Doing so may get you ahead a little faster, but it could leave you alienated, unfulfilled and feeling that all your hard work was a waste. Don’t be one of those people; make time for your friends and family.

Related: 

Merely doing these eight things in your downtime won’t be enough to automatically make you more successful. Still, these strategies can help you minimize your stress, maximize your productivity and hone your focus to what matters most in your life. Cumulatively, they’ll help guide you toward a more successful and rewarding career — and keep you sane while you’re doing it.

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