新视野大学英语读写教程听力 第四册 课文 te-10c_new
[by:|http://www.hxen.com|||]
[00:00.00]，就把hxen.com复制到QQ个人资料中！ The Major Qualities Making up Emotional Intelligence
[00:-1.00]Psychological experts agree that IQ contributes only about 20 percent
[00:-2.00]of the factors that determine success.
[00:-3.00]A full 80 percent comes from other factors,
[00:-4.00]including what I call emotional intelligence.
[00:-5.00]The following are some of the major qualities that make up emotional intelligence,
[00:-6.00]and how they can be developed:
[00:-7.00]1. Self-awareness.
[00:-8.00]The ability to recognize a feeling
[00:-9.00]as it happens is the foundation of emotional intelligence.
[00:10.00]People with greater knowledge of their emotions are better pilots of their lives.
[00:11.00]Developing self-awareness requires tuning in to what emotions
[00:12.00]make our bodies feel like — literally, gut feelings.
[00:13.00]Gut feelings can occur without a person being consciously aware of them.
[00:14.00]For example, when people who fear snakes are shown a picture of a snake,
[00:15.00]monitors attached to their skin will detect sweat,
[00:16.00]a sign of anxiety, even though the people say they do not feel fear.
[00:17.00]Through deliberate effort we can become more aware of our gut feelings.
[00:18.00]Take someone who is annoyed by an encounter for hours after it occurred.
[00:19.00]He may be unaware of his irritability
[00:20.00]and surprised when someone calls attention to it.
[00:21.00]But if he evaluates his feelings, he can change them.
[00:22.00]2. Mood Management.
[00:23.00]Bad as well as good moods add flavor to life and build character.
[00:24.00]The key is balance.
[00:25.00]Of all the moods that people want to escape,
[00:26.00]rage seems to be the hardest to deal with.
[00:27.00]What should you do to relieve rage?
[00:28.00]One myth is that voicing your rage will make you feel better.
[00:29.00]In fact, researchers have found that\'s one of the worst strategies.
[00:30.00]Explosions of rage pump up the brain\'s arousal system,
[00:31.00]leaving you more angry, not less.
[00:32.00]A more effective technique is "reframing",
[00:33.00]which means consciously reinterpreting a situation in a more positive light.
[00:34.00]3. Self-motivation.
[00:35.00]Positive motivation — the gathering of feelings of enthusiasm,
[00:36.00]energy and confidence — is vital for achievement.
[00:37.00]Studies of Olympic athletes, world-class musicians
[00:38.00]and chess masters show that their common trait is the ability
[00:39.00]to motivate themselves to pursue harsh training routines.
[00:40.00]To motivate yourself for any achievement requires clear goals
[00:41.00]and an optimistic, can-do attitude.
[00:42.00]Martin Seligman of the University of Pennsylvania advised
[00:43.00]the Metlife insurance company to hire a special group of job applicants
[00:44.00]who tested high on optimism, although they had failed the normal aptitude test.
[00:45.00]Compared with salesmen who passed the aptitude test but scored high in pessimism,
[00:46.00]this group made 21 percent more sales in their first year
[00:47.00]and 57 percent more in their second.
[00:48.00]4. Impulse Control.
[00:49.00]The core of emotional self-regulation
[00:50.00]is the ability to delay an immediate reward in the service of a goal.
[00:51.00]The importance of this trait to success was shown in an experiment begun
[00:52.00]in the 1960s by Walter Mischel at a preschool on the Stanford University campus.
[00:53.00]Children were told that they could have a single treat,
[00:54.00]such as a piece of candy, right now.
[00:55.00]However, if they would wait while the experimenter ran an errand,
[00:56.00]they would have two pieces of candy.
[00:57.00]Some preschoolers grabbed the treat immediately,
[00:58.00]but others were able to wait what, for them, must have seemed an endless 20 minutes.
[00:59.00]The interesting part of this experiment came in later years.
[-1:00.00]The children who as four-year-olds had been able to wait
[-1:-1.00]for the two pieces of candy were, as teenagers,
[-1:-2.00]still able to delay pleasure in pursuing their goals.
[-1:-3.00]They were more socially competent and self-confident,
[-1:-4.00]and better able to cope with life\'s frustrations.
[-1:-5.00]In contrast, the kids who grabbed the one piece of candy were,
[-1:-6.00]as teenagers, more likely to be inflexible, unable to make decisions and stressed.
[-1:-7.00]The ability to resist temptation can be developed through practice.
[-1:-8.00]When you\'re faced with an immediate temptation,
[-1:-9.00]remind yourself of your long-term goals —
[-1:10.00]whether they be losing weight or getting a medical degree.
[-1:11.00]You\'ll find it easier, then, to keep from settling for the single piece of candy.
[-1:12.00]5. People Skills.
[-1:13.00]The capacity to know how another feels is important on the job,
[-1:14.00]in romance and friendship, and in the family.
[-1:15.00]The importance of good people skills
[-1:16.00]was demonstrated by Robert Kelley of Carnegie-Mellon University
[-1:17.00]and Janet Caplan in a study at Bell Labs.
[-1:18.00]The labs are staffed by engineers and scientists
[-1:19.00]who are all people of great intelligence.
[-1:20.00]But some still emerged as stars, while others were never very successful.
[-1:21.00]What accounted for the difference?
[-1:22.00]The top performers had a network containing a wide range of people.
[-1:23.00]When a non-star encountered a technical problem, Kelley observed,
[-1:24.00]"he called various technical experts and then waited,
[-1:25.00]wasting time while his calls went unreturned.
[-1:26.00]Star performers rarely faced such situations
[-1:27.00]because they built reliable networks before they needed them.
[-1:28.00]So when the stars called someone, they almost always got a faster answer.
[-1:29.00]" No matter what their I Q,
[-1:30.00]once again it was emotional intelligence that separated the stars
[-1:31.00]from the average performers.
新视野大学英语第四册 新视野大学英语 新视野大学英语3 新视野大学英语2 新视野大学英语四 新视野大学英语第三版第四册 新视野大学英语第二版第四册 第三版新视野
[00:00.00]，就把hxen.com复制到QQ个人资料中！ The Major Qualities Making up Emotional Intelligence
[00:-1.00]Psychological experts agree that IQ contributes only about 20 percent
[00:-2.00]of the factors that determine success.
[00:-3.00]A full 80 percent comes from other factors,
[00:-4.00]including what I call emotional intelligence.
[00:-5.00]The following are some of the major qualities that make up emotional intelligence,
[00:-6.00]and how they can be developed:
[00:-7.00]1. Self-awareness.
[00:-8.00]The ability to recognize a feeling
[00:-9.00]as it happens is the foundation of emotional intelligence.
[00:10.00]People with greater knowledge of their emotions are better pilots of their lives.
[00:11.00]Developing self-awareness requires tuning in to what emotions
[00:12.00]make our bodies feel like — literally, gut feelings.
[00:13.00]Gut feelings can occur without a person being consciously aware of them.
[00:14.00]For example, when people who fear snakes are shown a picture of a snake,
[00:15.00]monitors attached to their skin will detect sweat,
[00:16.00]a sign of anxiety, even though the people say they do not feel fear.
[00:17.00]Through deliberate effort we can become more aware of our gut feelings.
[00:18.00]Take someone who is annoyed by an encounter for hours after it occurred.
[00:19.00]He may be unaware of his irritability
[00:20.00]and surprised when someone calls attention to it.
[00:21.00]But if he evaluates his feelings, he can change them.
[00:22.00]2. Mood Management.
[00:23.00]Bad as well as good moods add flavor to life and build character.
[00:24.00]The key is balance.
[00:25.00]Of all the moods that people want to escape,
[00:26.00]rage seems to be the hardest to deal with.
[00:27.00]What should you do to relieve rage?
[00:28.00]One myth is that voicing your rage will make you feel better.
[00:29.00]In fact, researchers have found that\'s one of the worst strategies.
[00:30.00]Explosions of rage pump up the brain\'s arousal system,
[00:31.00]leaving you more angry, not less.
[00:32.00]A more effective technique is "reframing",
[00:33.00]which means consciously reinterpreting a situation in a more positive light.
[00:34.00]3. Self-motivation.
[00:35.00]Positive motivation — the gathering of feelings of enthusiasm,
[00:36.00]energy and confidence — is vital for achievement.
[00:37.00]Studies of Olympic athletes, world-class musicians
[00:38.00]and chess masters show that their common trait is the ability
[00:39.00]to motivate themselves to pursue harsh training routines.
[00:40.00]To motivate yourself for any achievement requires clear goals
[00:41.00]and an optimistic, can-do attitude.
[00:42.00]Martin Seligman of the University of Pennsylvania advised
[00:43.00]the Metlife insurance company to hire a special group of job applicants
[00:44.00]who tested high on optimism, although they had failed the normal aptitude test.
[00:45.00]Compared with salesmen who passed the aptitude test but scored high in pessimism,
[00:46.00]this group made 21 percent more sales in their first year
[00:47.00]and 57 percent more in their second.
[00:48.00]4. Impulse Control.
[00:49.00]The core of emotional self-regulation
[00:50.00]is the ability to delay an immediate reward in the service of a goal.
[00:51.00]The importance of this trait to success was shown in an experiment begun
[00:52.00]in the 1960s by Walter Mischel at a preschool on the Stanford University campus.
[00:53.00]Children were told that they could have a single treat,
[00:54.00]such as a piece of candy, right now.
[00:55.00]However, if they would wait while the experimenter ran an errand,
[00:56.00]they would have two pieces of candy.
[00:57.00]Some preschoolers grabbed the treat immediately,
[00:58.00]but others were able to wait what, for them, must have seemed an endless 20 minutes.
[00:59.00]The interesting part of this experiment came in later years.
[-1:00.00]The children who as four-year-olds had been able to wait
[-1:-1.00]for the two pieces of candy were, as teenagers,
[-1:-2.00]still able to delay pleasure in pursuing their goals.
[-1:-3.00]They were more socially competent and self-confident,
[-1:-4.00]and better able to cope with life\'s frustrations.
[-1:-5.00]In contrast, the kids who grabbed the one piece of candy were,
[-1:-6.00]as teenagers, more likely to be inflexible, unable to make decisions and stressed.
[-1:-7.00]The ability to resist temptation can be developed through practice.
[-1:-8.00]When you\'re faced with an immediate temptation,
[-1:-9.00]remind yourself of your long-term goals —
[-1:10.00]whether they be losing weight or getting a medical degree.
[-1:11.00]You\'ll find it easier, then, to keep from settling for the single piece of candy.
[-1:12.00]5. People Skills.
[-1:13.00]The capacity to know how another feels is important on the job,
[-1:14.00]in romance and friendship, and in the family.
[-1:15.00]The importance of good people skills
[-1:16.00]was demonstrated by Robert Kelley of Carnegie-Mellon University
[-1:17.00]and Janet Caplan in a study at Bell Labs.
[-1:18.00]The labs are staffed by engineers and scientists
[-1:19.00]who are all people of great intelligence.
[-1:20.00]But some still emerged as stars, while others were never very successful.
[-1:21.00]What accounted for the difference?
[-1:22.00]The top performers had a network containing a wide range of people.
[-1:23.00]When a non-star encountered a technical problem, Kelley observed,
[-1:24.00]"he called various technical experts and then waited,
[-1:25.00]wasting time while his calls went unreturned.
[-1:26.00]Star performers rarely faced such situations
[-1:27.00]because they built reliable networks before they needed them.
[-1:28.00]So when the stars called someone, they almost always got a faster answer.
[-1:29.00]" No matter what their I Q,
[-1:30.00]once again it was emotional intelligence that separated the stars
[-1:31.00]from the average performers.
新视野大学英语第四册 新视野大学英语 新视野大学英语3 新视野大学英语2 新视野大学英语四 新视野大学英语第三版第四册 新视野大学英语第二版第四册 第三版新视野
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