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Relaxing isn"t easy. I know — I have tried it. I can see, therefore, why Japan"s government should want corporations to have full-time "leisure advisers". It seems an idea worth copying. A start should, perhaps, be made at the very top. Captains of industry often find it hardest of all to relax. Some buy a luxurious yacht, a beach house, or even an island, but seldom make use of these expensive leisure facilities. "I don"t have time for a holiday," they insist. What they usually mean is not that they couldn"t find the time, if pressed, but that they don"t want to. More often than not the plain truth is that they don"t know how to ease up. No one has ever told them how to do it. You can"t be a frantic executive one day and a leisurely beachcomber the next, the contrast is too great. But a captain of industry on a beach and he tends to get bored and restless. He misses the pace, the action. Invite him to play tennis and he will probably decline, because he fears that he will look foolish —he prefers to play games in the office, where he is a proven winner. If he has a holiday home, or stays in a plush hotel, he will be on the telephone six times a day, doing what he does best. So what can a "leisure adviser" do for him—or, increasingly, her The basic task is to change attitudes, and gradually to introduce him to various leisure activities. A good start is to persuade him that holidays are a "psychological investment", and that it is perfectly feasible to combine business with pleasure. They can take work with them. For a captain of industry, holidays are ideal of strategic planning. They can call the office, though the aim must be to reduce the number of calls as the holiday progresses. They can be persuaded to take up golf. It is not only a pleasant and healthy way of going for a leisurely walk, but it can also be good for business. Once the initial leisure training period has been completed you can try to hook him on other activities which are every bit as challenging as a take-over bid. He can climb mountains, ride river rapids, go scuba diving. He may well end up making a happy discovery; leisure can be fun. Top executives often find it difficult to take time off because______.
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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】
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】
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