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A number of personal characteristics play a vital role in the development of one"s intelligence. But people fail to realize the significance of cultivating these factors in young people. The "non-intelligence factors" include one"s feelings, will, motivation, interests and habits, etc. After a 30-year follow-up study of 8000 males, American psychologists【C1】______that the main cause of disparities in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence. 【C2】______people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don"t pay much attention to cultivating these factors. Some parents are greatly worried【C3】______their children fail to do well in their studies. They blame either genetic factors, malnutrition, or laziness, but they never take into consideration these non-intelligence factors. At the same time, some teachers don"t inquire into the reason why students do poorly. They simply give them more course and exercises, or【C4】______rebuke or ridicule them. After all, these students lose self-confidence. Some of them just feel defeated and【C5】______themselves up as hopeless. Others may go astray because they are sick of learning. An investigation of more than 1,000 middle students in Shanghai showed that 46.5 percent of them were【C6】______of learning, because of examination, 36.4 percent lacked persistence, initiative and conscientiousness and 10.3 percent were sick of learning. It is clear that the lack of cultivation of non-intelligence factors has been a main【C7】______to intelligence development in teenagers. It even causes an imbalance between physiological and【C8】______development among a few students. If we don"t start now to strengthen the cultivation of non-intelligence factors, it will not only obstruct the development of the【C9】______of teenagers, but also affect the quality of a whole generation. Some experts have put forward proposals about how to cultivate student"s non-intelligence factors. First, parents and teachers should【C10】______understand teenage psychology. On this basic, they can help them to pursue the objectives of learning, stimulating their interests and toughening their willpower. 【C3】
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In the college-admissions wars, we parents are the true fighters. We are pushing our kids to get good grades, take SAT preparatory courses and build resumes so they can get into the college of our first choice. I"ve twice been to the wars, and as I survey the battlefield, something different is happening. We see our kids" college background as a prize demonstrating how well we"ve raised them. But we can"t acknowledge that our obsession(痴迷)is more about us than them. So we"ve contrived various justifications that turn out to be half-truths, prejudices or myths. It actually doesn"t matter much whether Aaron and Nicole go to Stanford. We have a full-blown prestige panic; we worry that there won"t be enough prizes to go around. Fearful parents urge their children to apply to more schools than ever. Underlying the hysteria(歇斯底里)is the belief that scarce elite degrees must be highly valuable. Their graduates must enjoy more success because they get a better education and develop better contacts. All that is plausible— and mostly wrong. We haven"t found any convincing evidence that selectivity or prestige matters. Selective schools don"t systematically employ better instructional approaches than less selective schools. On two measures — professors" feedback and the number of essay exams — selective schools do slightly worse. By some studies, selective schools do enhance their graduates" lifetime earnings. The gain is reckoned at 2-4% for every 100-point increase in a school"s average SAT scores. But even this advantage is probably a statistical fluke(偶然). A well-known study examined students who got into highly selective schools and then went elsewhere. They earned just as much as graduates from higher-status schools. Kids count more than their college. Getting into Yale may signify intelligence, talent and ambition. But it"s not the only indicator and, paradoxically, its significance is declining. The reason: so many similar people go elsewhere. Getting into college is not life only competition. Old-boy networks are breaking down. Princeton economist Alan Krueger studied admissions to one top Ph.D. program. High scores on the GRE helped explain who got in; degrees of prestigious universities didn"t. So, parents lighten up. The stakes have been vastly exaggerated up to a point, we can rationalize our pushiness. America is a competitive society; our kids need to adjust to that. But too much pushiness can be destructive. The very ambition we impose on our children may get some into Harvard but may also set them up for disappointment. One study found that, other things being equal, graduates of highly selective schools experienced more job dissatisfaction. They may have been so conditioned to being on top that anything less disappoints. One possible result of pushing children into elite universities is that______.
A number of personal characteristics play a vital role in the development of one"s intelligence. But people fail to realize the significance of cultivating these factors in young people. The "non-intelligence factors" include one"s feelings, will, motivation, interests and habits, etc. After a 30-year follow-up study of 8000 males, American psychologists【C1】______that the main cause of disparities in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence. 【C2】______people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don"t pay much attention to cultivating these factors. Some parents are greatly worried【C3】______their children fail to do well in their studies. They blame either genetic factors, malnutrition, or laziness, but they never take into consideration these non-intelligence factors. At the same time, some teachers don"t inquire into the reason why students do poorly. They simply give them more course and exercises, or【C4】______rebuke or ridicule them. After all, these students lose self-confidence. Some of them just feel defeated and【C5】______themselves up as hopeless. Others may go astray because they are sick of learning. An investigation of more than 1,000 middle students in Shanghai showed that 46.5 percent of them were【C6】______of learning, because of examination, 36.4 percent lacked persistence, initiative and conscientiousness and 10.3 percent were sick of learning. It is clear that the lack of cultivation of non-intelligence factors has been a main【C7】______to intelligence development in teenagers. It even causes an imbalance between physiological and【C8】______development among a few students. If we don"t start now to strengthen the cultivation of non-intelligence factors, it will not only obstruct the development of the【C9】______of teenagers, but also affect the quality of a whole generation. Some experts have put forward proposals about how to cultivate student"s non-intelligence factors. First, parents and teachers should【C10】______understand teenage psychology. On this basic, they can help them to pursue the objectives of learning, stimulating their interests and toughening their willpower. 【C1】
Cells cannot remain alive outside certain limits of temperature, and much narrower limits mark the boundaries of effective functioning. Enzyme(酶)systems of mammals and birds are most efficient only within a narrow range around 37 °C; a departure of a few degrees from this value seriously impairs their functioning. Even though cells can survive wider fluctuations, the integrated actions of bodily systems are impaired. Other animals have a wider tolerance for changes of bodily temperature. For centuries it has been recognized that mammals and birds differ form other animals in the way they regulate body temperatures. Ways of characterizing the difference have become more accurate and meaningful over time, but popular terminology still reflects the old division into warm blooded and cold blooded species; warm blooded include mammals and birds, whereas all over creatures were considered cold blooded. As more species were studied, it became evident that this classification was inadequate. A fence lizard or a desert iguana usually has a body temperature only a degree or two below than of humans and so is not cold. Therefore the next distinction was made between animas that maintain a constant body temperature, called homotherms(同温动物), and those whose body temperature varies with their environment, called poikilotherms(变温动物). But this classification also proved inadequate, because among mammals there are many that vary their body temperatures during hibernation. Furthermore, many invertebrates(无脊椎动物)that live in the depths of the ocean never experience a change in the chill of the deep water, and their body temperatures remain constant. The current distinction is between animals whose body temperature is regulated chiefly by internal metabolic processes and those whose temperature is regulated by, and who get most of their heat from the environment. The former are called endotherms(恒温动物), and the latter are called ectotherms(外温动物). Most ectotherms do regulate their body temperature, and they do so mainly by locomoting to favorable sites or by changing their exposure to external sources of heat. Endotherms(mainly mammals and birds)also regulate their temperature by choosing favorable environment, but primarily they regulate their temperatures by making a variety of internal adjustments. According to the passage, human beings mainly regulate their body temperatures by______.
These statues are the onlyevidenceof a once great civilization.
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