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The more women and minorities make their way into the ranks of management, the more they seem to want to talk about things formerly judged to be best left unsaid. The newcomers also tend to see office matters with a fresh eye, in the process sometimes coming up with critical analyses of the forces that shape everyone"s experience in the organization. Consider the novel view of "Harvey Coleman of Atlanta on the subject of getting ahead. Coleman is black. He spent 11 years with IBM, half of them working in management development, and now serves as a consultant to the likes of AT&T, Coca-Cola, and Merth. Coleman says that based on what he"s seen at big companies, he weighs the different elements that make for long-term career success as follows: performance counts a mere 10%, image, 30%, and exposure, a full 60%. Coleman concludes that excellent performance is so common these days that while doing your work well may win you pay increases, it won"t secure you the big promotion. He finds that advancement more often depends on how many people know you" and your work, and how high they are. Ridiculous beliefs Not to many people, especially many women and members of minority races who, like Coleman, feel the scales have dropped from their eyes. "Women and blacks in organizations work under false beliefs," says Kaleel Jamison, a New York-based management consultant who helps corporations deal with these issues. "They think that if you work hard, you"ll get ahead—that someone in authority will reach down and give you a promotion," she adds. "Most women and blacks are so frightened that people will think they"ve gotten ahead because of their sex or color that they play down their visibility." Her advice to those folks: learn the ways that white males have traditionally used to find their way into the spotlight. The word "spotlight" (Last line, Para. 3) here most probably means______
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The more women and minorities make their way into the ranks of management, the more they seem to want to talk about things formerly judged to be best left unsaid. The newcomers also tend to see office matters with a fresh eye, in the process sometimes coming up with critical analyses of the forces that shape everyone"s experience in the organization. Consider the novel view of "Harvey Coleman of Atlanta on the subject of getting ahead. Coleman is black. He spent 11 years with IBM, half of them working in management development, and now serves as a consultant to the likes of AT&T, Coca-Cola, and Merth. Coleman says that based on what he"s seen at big companies, he weighs the different elements that make for long-term career success as follows: performance counts a mere 10%, image, 30%, and exposure, a full 60%. Coleman concludes that excellent performance is so common these days that while doing your work well may win you pay increases, it won"t secure you the big promotion. He finds that advancement more often depends on how many people know you" and your work, and how high they are. Ridiculous beliefs Not to many people, especially many women and members of minority races who, like Coleman, feel the scales have dropped from their eyes. "Women and blacks in organizations work under false beliefs," says Kaleel Jamison, a New York-based management consultant who helps corporations deal with these issues. "They think that if you work hard, you"ll get ahead—that someone in authority will reach down and give you a promotion," she adds. "Most women and blacks are so frightened that people will think they"ve gotten ahead because of their sex or color that they play down their visibility." Her advice to those folks: learn the ways that white males have traditionally used to find their way into the spotlight. The reason why women and blacks play down their visibility is that they______
一份科学合理的计划是建立在个人的实际情况和要求的基础上具备可以实现的条件，符合当事者愿望的目标书，其实就是一份合同，合同的履行者是学生，监督者可以是家长也叫以是学生自己。 不能实现计划目标的原因如果不是由于计划本身漏洞百出的话，最根本的原因就是缺乏必胜的勇气、坚定的信心、顽强的意志和诚诺守信的品质。 履行计划就是履行信用。做得不好，就如法国大仲马所言：“当信用消失的时候，肉体也就没有生命了。”做好了，不仅可以得到他人的信赖与尊重，更可以增强自己的信心。要想达到“有心栽花花即活”的境界还有何之难啊!
IQ stands for Intelligence Quotient, which is a measure of a person"s intelligence found by means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks in a particular test. To know whether he is clever, average or dull, his marks must be compared with the average achieved by boys of thirteen in that test. In 1906 the psychologist, Alfred Binet, devised the standard in relation to which intelligence has since been assessed. He invented a variety of tests and put large numbers of children of different ages through them. He found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: We are going to have a good time in the country. Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below average, and that he has a mental age of nine. The concept of mental age provided Binet, and through him, other psychologists, with the required standard, which enables him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced, that is to say, the ratio of the mental age to the chronological age. Thus a "boy of twelve with a mental age of nine has a mental ratio of 0.75. The mental age was replaced by the "intelligence quotient" or "ID". The IQ is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an IQ of 75. Clearly, since the mental age of average child is equal to the chronological age, the average IQ is 100. The IQ is______
IQ stands for Intelligence Quotient, which is a measure of a person"s intelligence found by means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks in a particular test. To know whether he is clever, average or dull, his marks must be compared with the average achieved by boys of thirteen in that test. In 1906 the psychologist, Alfred Binet, devised the standard in relation to which intelligence has since been assessed. He invented a variety of tests and put large numbers of children of different ages through them. He found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: We are going to have a good time in the country. Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below average, and that he has a mental age of nine. The concept of mental age provided Binet, and through him, other psychologists, with the required standard, which enables him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced, that is to say, the ratio of the mental age to the chronological age. Thus a "boy of twelve with a mental age of nine has a mental ratio of 0.75. The mental age was replaced by the "intelligence quotient" or "ID". The IQ is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an IQ of 75. Clearly, since the mental age of average child is equal to the chronological age, the average IQ is 100. Which of the following is the closest in meaning to "norm"(Para. 1)______
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