# data[].attributes.body
1. persistence
2. execute (v. 執行死刑) / execution (n.)
3. executive (n. 主管, 經理)
4. well-rounded / comprehensive
5. take your English ability to the next level
6. well-off / wealthy / rich / affluent
7. substantial amount of money
8. greenback
9. commission / kickback
10. start / begin / kick off / commence
11. commencement
10. Jerry is my go-to man in the office.
11. monday morning quarterback
12. complementary (adj.) 互補的 / complimentary (adj.) 1. 免費的 2. 讚賞的

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6/6 Final Presentation (Critical Thinking)

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6/6 Final Presentation (Critical Thinking)

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1. Jack is off today.
2. Jack is not in today.
3. Jack is on a business trip this week.
4. Jack is out of town today.
5. Jack is not on duty. Is there anything I can help you with?
6. Do you want to leave a message?
7. I will try to figure out the solutions and get back to you later.
8. I will pass the message to Jack for you (later / this afternoon / tomorrow).
9. Jack is on vacation and won't be back until next Friday.
10. Jack is out for lunch and will be back by 2.
11. Jack won't be in the office between 7/1 and 7/5.
12. Jack will be in the U.K. / Japan / staying in the client's site from 7/1 to 7/6.
13. Jack just steps out.
14. Jack left already.
15. Jack is currently in ___ for a meeting / seminar and will be back on ____ / at ____.
16. High quality of life / high standard of living

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At the Hotel Conversation:  Making Complaints

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Make a Complaint Politely in English and Get What You Want

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1. new projects are on the way
2. It's do or die. / sink or swim
3. my bad
4. terminology (term) 術語
5. formation 形成
6. stationery (writing tools) vs. stationary (not moving)
7. geological activity 地質活動
8. letterhead 公司抬頭信紙
9. stationary bicycle
10. Don't bug me. / Don't bother me. / Stop bugging me.
11. debug => troubleshooting
12. techie => nerd
13. fallacy
14. same-sex marriage
15. break even / level off
16. push the envelope

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Incredible Dive Watch - Tudor Pelagos LHD

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“Hello there! My name is [ALI] and I’ve started a YouTube channel to teach English. I share videos that will help you improve your English language skills. With our educational and entertaining content, learning English has never been more enjoyable! Don’t forget to subscribe to my channel to stay u…

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Peekaboo is a cheerful destination with colourful animation for all the Happy Children of the world! Specially designed for kids as they explore the World of Kids Educational Videos, Classic English songs, Phonics Songs, Lullabies and more! Come join us and meet Dr. Binocs only on Peekaboo Kidz. SUBSCRIBE NOW!

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"self help audiobook" audiobook "self help" audiobooks "best self help books" "self improvement audiobook" "audiobook full length" "free audiobooks" "self he...

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This Channel is dedicated to sharing World's Best Books (Self Help, Leadership & Motivational) Audios. Books are mental food for the brain, so Readers Hub formed to have a different experience of millions of books around the globe.

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"big think" bigthink.com bigthink science philosophy tech einstein "albert einstein" "nikola tesla" physics gravity "michio kaku" "bill nye" "neil degrasse t...

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Big Think is the leading source of expert-driven, actionable, educational content -- with thousands of videos, featuring experts ranging from Bill Clinton to Bill Nye, we help you get smarter, faster. Get actionable lessons from the world's greatest thinkers & doers. Our experts are either disrupting or leading their respective fields.

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1. I am struggling with heavy workload.
2. peak season / high season / busy season
3. low season / slack season / dull season
4. promotional items / promotional campaigns / events
5. department / division / sector / segment
6. sales incentives
7. I'm familiar with... / I have little understanding of/about...
8. speech script
9. novice / beginners
10. go through the roof
11. catch people's attention / turn people's heads
12. polish / punish / publish
13. deposit / savings
14. high-achieving / high-achievers
15. carelessly / rudely
16. social life

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What sport do you enjoy playing(before)?

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What sport do you enjoy playing(before)?

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1. The product's functions / features
2. Target audience / markets
3. Application scenarios
4. Benefits
5. Future outlook

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2023 經濟部海外拓銷班 (投影版)

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Shark Tank US | CUPBOP Are Asking For $1M From The Sharks

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1. urgent task / issue
2. priority / prioritize
3. wall-to-wall carpet / rug
4. slave away (做牛做馬)
5. heavy workload
6. cushion -> cush job
7. cab / taxi / yellow cab / cabbie
8. work bankers' hours
9. benefits / perks
10. historical sites / landmarks
11. assume / assumption
12. stereotype

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I Was Running Everyday for a Month, See What Happened to My Body

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5 Running Tips for Beginners 🏃 5 Things I Wish I Knew about Running from the Beginning

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LEARN 150 COMMON IDIOMS To Sound Fluent In English

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LEARN 150 COMMON IDIOMS To Sound Fluent In English

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LEARN 150 COMMON IDIOMS To Sound Fluent In English

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1. recharge your batteries
2. burn the midnight oil
3. heavy workload
4. cognitive skills (memory / attention / perception / concentration)
5. step out of my comfort zone
6. interact with people

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AR vs. 虛擬實境 vs. 混合實境 vs. 延展實境

虛擬實境類型最近突飛猛進，由於各類型存在細微差異，要跟上可能具有挑戰性。數位實境的類型如下：

擴增實境 (AR) - 旨在透過有限互動在真實世界檢視上新增數位元素。

虛擬實境 (VR) - 沈浸式體驗有助於將使用者與真實世界隔離開來，通常是透過為此類活動設計的頭戴式裝置和耳機。

混合實境 (MR) - 結合 AR 和 VR 元素，使數位物件可以與真實世界互動，這意味著企業可以設計錨定在真實環境中的元素。

延展實境 (XR) - 涵蓋增強感官的所有技術類型，包括上述的三種類型。

由於所有技術都模糊了真實與虛幻之間的界限，因此為您的企業確定合適的使用案例至關重要。對於許多企業來說，AR 通常最容易整合到公司的程序中。

擴增實境類型

在決定您的企業需要哪種類型的 AR 技術時，首先必須確定要使用哪種類型的 AR。有兩種類型的擴增實境：標記式和無標記式。選擇其中一種類型的 AR 將決定影像和資訊的顯示方式。

標記式 AR 是使用影像辨識建立的，以識別編碼到 AR 裝置或應用程式中的物件。將物件做為參考點放置在視野範圍內時，它們可以幫助您的 AR 裝置確定攝影機的位置和方向。實現方式通常是透過將攝影機切換到灰階，並偵測標記，以將該標記與資訊庫中的所有其他標記進行比較。一旦裝置找到相符項目，它就會使用該資料以數學方式確定姿勢，並將 AR 影像放置在正確的位置。

無標記式 AR 更複雜，因為裝置沒有聚焦點。因此，裝置必須辨識出現在視野範圍內的項目。使用辨識演算法，該裝置將尋找色彩、圖樣和類似特徵來確定該物件是什麼，然後使用時間、加速計、GPS 和指南針資訊，裝置會自我定位，並使用攝影機將您想要的任何東西影像疊加在真實世界環境中。

擴增實境運作方式

擴增實境為所有使用者創造了沈浸式體驗。儘管最常見的 AR 形式是透過眼鏡或攝影機鏡頭，但人們對 AR 的興趣正在成長，企業也正透過市集展示更多類型的鏡頭和硬體。AR 有五個重要元件：

1. 人工智慧。大多數擴增實境解決方案都需要人工智慧 (AI) 才能運作，可讓使用者使用語音提示完成動作。AI 還可以幫助處理 AR 應用程式的資訊。

2. AR 軟體。這些是用於存取 AR 的工具和應用程式。一些企業可以建立自己的 AR 軟體形式。

3. 處理。需要處理能力才能讓 AR 技術正常運作，通常是利用裝置的內部作業系統。

4. 鏡頭。需要鏡頭或影像平台來檢視內容或影像。螢幕品質越好，影像就會越逼真。

5. 感應器。AR 系統需要消化有關其環境的資料，以使真實世界和數位世界保持一致。當攝影機擷取資訊時，它會透過軟體傳送資訊以進行處理。

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虛擬實境類型最近突飛猛進，由於各類型存在細微差異，要跟上可能具有挑戰性。數位實境的類型如下： 擴增實境 (AR) - 旨在透過有限互動在真實世界檢視上新增數位元素。 虛擬實境 (VR) - 沈浸式體驗有助於將使用者與真實世界隔離開來，通常是透過為此類活動設計的頭戴式裝置和耳機。 混合實境 (MR) - 結合 AR 和 VR 元素，使數位物件可以與真實世界互動，這意味著企業可以設計錨定在真實環境中的元素。 延展實境 (XR) - 涵蓋增強感官的所有技術類型，包括上述的三種類型。 由於所有技術都模糊了真實與虛幻之間的界限，因此為您的企業確定合適的使用案例至關重要。對於許多企業來說，AR 通常最容易整合到公司的程序中。 在決定您的企業需要哪種類型的 AR 技術時，首先必須確定要使用哪種類型的 AR。有兩種類型的擴增實境：標記式和無標記式。選擇其中一種類型的 AR 將決定影像和資訊的顯示方式。 標記式 AR 是使用影像辨識建立的，以識別編碼到 AR 裝置或應用程式中的物件。將物件做為參考點放置在視野範圍內時，它們可以幫助您的 AR 裝置確定攝影機的位置和方向。實現方式通常是透過將攝影機切換到灰階，並偵測標記，以將該標記與資訊庫中的所有其他標記進行比較。一旦裝置找到相符項目，它就會使用該資料以數學方式確定姿勢，並將 AR 影像放置在正確的位置。 無標記式 AR 更複雜，因為裝置沒有聚焦點。因此，裝置必須辨識出現在視野範圍內的項目。使用辨識演算法，該裝置將尋找色彩、圖樣和類似特徵來確定該物件是什麼，然後使用時間、加速計、GPS 和指南針資訊，裝置會自我定位，並使用攝影機將您想要的任何東西影像疊加在真實世界環境中。 擴增實境為所有使用者創造了沈浸式體驗。儘管最常見的 AR 形式是透過眼鏡或攝影機鏡頭，但人們對 AR 的興趣正在成長，企業也正透過市集展示更多類型的鏡頭和硬體。AR 有五個重要元件： 人工智慧。大多數擴增實境解決方案都需要人工智慧 (AI) 才能運作，可讓使用者使用語音提示完成動作。AI 還可以幫助處理 AR 應用程式的資訊。 AR 軟體。這些是用於存取 AR 的工具和應用程式。一些企業可以建立自己的 AR 軟體形式。 處理。需要處理能力才能讓 AR 技術正常運作，通常是利用裝置的內部作業系統。 鏡頭。需要鏡頭或影像平台來檢視內容或影像。螢幕品質越好，影像就會越逼真。 感應器。AR 系統需要消化有關其環境的資料，以使真實世界和數位世界保持一致。當攝影機擷取資訊時，它會透過軟體傳送資訊以進行處理。

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The LanguageLab Library - 505 Business English Idioms and Phrasal Verbs

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1. housing price
2. unreasonable
3. low birth rate / senior citizens
4. Taking care of parents is a huge burden on young people's shoulders.
5. rephrase / paraphrase
6. Even though he had devoted 100% effort, he still lost the competition.
7. chronic disease (慢性病) / acute disease (急症)
8. entice / attract / woo / siren call
9. childish / naughty
10. idiomatic expressions 慣用語

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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1. Ten Vocab Words -> used in sentences
2. Reading - Studio Classroom article
3. Organize info - using mind map (Canva)
4. Writing - 50-word summary (Canva)
5. Presentation - Four higher-older thinking questions (Canva PPT)

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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e

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education vocabulary english language learn words teachers students

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Our videos contain lots of conversations on various topics that will help you improve your English vocabulary and spoken English. You can also learn grammar in a fun way, easy to understand by almost anyone! The English level used in our videos ranges from beginner to upper-intermediate. Learn English in an entertaining way!

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Writing Ideas "The Benefits of Staying in the Same Job for Life"

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Writing Ideas "The Benefits of Staying in the Same Job for Life"

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Here are some potential benefits of staying in the same job for life.

First of all, employees have a stable career with one employer.

You are familiar with the work environment and the expectations of your employer, and you have built relationships with your colleagues and supervisors. This reduces the risk of job loss.

Second, Your salary gradually increases.

As you gain more experience and skills, you become more valuable to your company and you may be rewarded with pay increases and promotions.

Third, experienced staff can be trusted with more responsibility.

Staying in the same job for a long time allows you to develop deep knowledge and expertise in your field. You become an expert, and your colleagues and supervisors rely on your knowledge and experience. This can lead to greater job recognition.

Staying in the same job for life has both advantages and disadvantages.

Some people like stability and some prefer to challenge and explore new opportunities.

It depends on what kind of career you want.

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Our long-running series of topical discussion and new vocabulary, brought to you by your favourite BBC Learning English presenters.

From the archives

All 6 Minute English programmes pre-September 2014 can be found here.

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Our long-running series of topical discussion and new vocabulary, brought to you by your favourite BBC Learning English presenters. All 6 Minute English programmes pre-September 2014 can be found here.

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Meet doesn't work on your browser

To join the video meeting

Visit meet.google.com in Google Chrome, Mozilla Firefox, or Microsoft Edge

To install and use Meet on a mobile device, go to

or the

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Meet doesn't work on your browser To join the video meeting Visit meet.google.com in Google Chrome, Mozilla Firefox, or Microsoft Edge To install and use Meet on a mobile device, go to or the

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1. extend / expand / expend
2. reluctantly

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"english speaking practice" "english conversation" "learn english" "conversation english speaking" "english learning" "english speaking" english "speaking en...

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Welcome to English Speaking Course Channel! Our Channel is created with the aim of helping you improve your English through conversations in DAILY SITUATIONS. The content of the Course is designed for BEGINNERS, which you will easily practice English including Listening Skills, Speaking Skills, Vocabulary, Grammar and Tips.

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1. speed up our metabolism
2. enhance our muscle strength
3. release stress / purify our mind
4. get off at 7 (下班)
5. get of the train (下車)
6. maintain positive attitude / look on the bright side
7. outdoor activities / in the workout center
8. interact with people and surroundings / have contact with nature
9. get rid of negative emotions
10. break the bank
11. extreme sports (eg. Trial Bike)
12. receive intensive training / hire a professional coach
13. steep slope / mountain
14. ski field / ski resort
15. achieve / accomplish / goal / target / objective / aim
16. work overtime / me time / work shift
17. work the graveyard shift (大夜班)
18. buzzword

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1. push myself too hard / affect my training performance
2. make my training more diversified and engaging
3. reivew / reconsider / reassess / reevaluate / inspect
4. conflict / complete
5. college / colleague
6. slim / lose weight / get rid of a few pounds
7. pleasure / pressure
8. drawers / sugary snacks / high calorie
9. food / cuisine / harbour / on foot / cable car
10. redeem / exhibition / comic artists / drawings / paintings
11. enrollment fees / registration fees
12. triathlon / cross-country race....

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If this is your first time here, then read the Teacher's Guide to Using These Pages
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Conversation Questions for the ESL/EFL Classroom (I-TESL-J)

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Interesting questions for discussions in Engish lessons.

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Try Audible free for 30 days! Start listening to best-selling audiobooks, exclusive Originals, and free podcasts with the Audible app.

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Browse 300,000+ Audio Books | Audiobooks.com

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Listen to thousands of best sellers and new releases on your iPhone, iPad, or Android. Get any audiobook FREE during your Free Trial.

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Macron addresses U.S. Congress:

https://www.facebook.com/bbcnews/videos/10155770586042217/

Oxford Union Debate:

https://www.youtube.com/watch?v=X2lAsuvKNFU&feature=player_embedded

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Figuring out how to be more effective in how we work, relate and live is neither simple nor clean-but it doesn't have to be as complicated as we tend to make things out to be. As a society, we love to analyze, overanalyze and then add some analysis on top. Should I? Could I? Did I? What if? Yeah, but; no, but; yeah, but... What if we could simplify the sausage-making of living more fully, with greater authenticity and increased mindful intention, by finding our true passion in life?

Enter " design thinking," the darling of fields including engineering and tech. It's innovative and exciting and challenges the seemingly stodgy old ways of doing things. And it was only a matter of time before the worlds of business and pop psychology realized how beneficial this approach to solving problems could be for our own lives.

In January 2016, the New York Times caught onto the work of Bernard Roth, professor of mechanical engineering and academic director of the Hasso Plattner Institute of Design at Stanford University, who figured out how design thinking could help the many millions of people who feel stuck-at work, in a relationship and so on-"get unstuck." His book, The Achievement Habit, challenged people to push past their easy and default excuses.

Use 'design thinking' to find your true passion in life

Those of us who are tired of people asking, "What do you want?" or "What's your passion?" have exhausted our brains coming up with what we "should" be doing. We think and think and think and try and try and try, yet we haven't quite figured out our passion. If we have, we cannot quite figure out how to go about making it a reality.

By using the elegant framework of design thinking instead of further complicating the already complex situation called life, we can be better about finding an elegant solution by asking the right questions to meet our real needs.

1. Listen to yourself to find your passion in life.

One of the key tenets of design thinking is empathy. That is, to truly understand the other person's needs rather than what we assume that person needs. It is the first step to understanding the root issue that needs a solution. Similarly, we must begin by being empathetic with ourselves. Yet, we are often our own worst critics. If we turned an empathetic ear and truly listened to ourselves without judgment or criticism ("You want to be a ballerina? Tell me more..."), we might just get a better idea of what our true selves want instead of what someone else (including our own critics) tells us that we want.

2. Question your answer.

We often declare what we want but can't figure out how to get it. What we think is the answer may in fact only be the starting point. It's a question that we need to peel back in order to discover another layer of the onion. We want a new job or a promotion. We declare these statements as our goals but get stuck trying to achieve them.

So instead, consider the why to find your passion in life. Why a new job? Why a promotion? What is the root issue behind the declaration? Perhaps we don't really want a new job, but we're seeking growth and meaning in our work that we're not currently finding. Is a new job the only solution, or are there other things we can try without leaving our current job? Reframing the issue can unpack the real question and help us move forward.

3. Stop trying.

Even though it seems everyone gets a prize for effort and participation these days, trying and trying and trying sometimes seems like Sisyphus rolling the stone up the hill, only to have it roll back down. We may be expending too much energy on trying but not enough on actually doing. Imagine you want to go skydiving. Standing in the airplane doorway with your parachute ready to go is evidence of really trying.

If you never jump, you're never actually skydiving. You're just trying. You could spend days, months, years and a lot of money making the attempt. But no matter how many times you go up on that airplane, no matter how many different packs you put on or instructors you have, you will never skydive until you jump. So jump.

This article was published in August 2017 and has been updated. Photo by Cast Of Thousands/Shutterstock

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Figuring out how to be more effective in how we work, relate and live is neither simple nor clean-but it doesn't have to be as complicated as we tend to make things out to be. As a society, we love to analyze, overanalyze and then add some analysis on top.

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1. Please summarize three key points of this article.
2. What is design thinking?
3. Do you alwasy listen to yourself? When? How?
4. What's your true passion in life?
5. Do you ask "Why?" a lot? Please give an example.
6. Have you tried something really hard, but eventually failed?
7. What have you learned from such experience?
8. Why does the author say "Stop trying"? What does he think people should do instead?
9 If you are assigned an important presentation, do you prefer to work on it right away or wait until you've got a good idea?