Dear Supporter:

I am writing to ask you to financially support the Marine Biodiversity Preservation Campaign. Global marine biodiversity is increasingly endangered, and coral reefs are among the most threatened marine environments on Earth. This is particularly true for the reefs in the Coral Triangle Region. With your donation, we can preserve fragile coral reefs around the world. For more information on how to donate, please visit www.marinebio.org/reefs.
Thank you.

Sincerely,
Braulio Ferreira

On my first day in the Emergency Center, I was about to drink my coffee when the first call came. I quickly picked up the line, “9-1-1.” My voice was trembling and my heart was racing. A woman cried, “My husband’s not breathing!” I instructed her to begin CPR. I was trying to be as steady as I could, but I was shaking. The situation was absolutely critical. While she was performing CPR, I immediately notified the nearby hospital. After a few tense moments, she came back on the line and shouted, “Where’s the ambulance?” I replied, “It’s getting there as quickly as it can.”

Merely having goals clearly defined is not sufficient, for one must also know, moment by moment, what precisely needs to be done. For instance, a salesperson’s aim is to conclude a sale profitably. However, each sale requires a different approach: Should he be pushy or laid back, authoritative or friendly? And what aspect of the product should he emphasize? The answers to these questions depend on variables that cannot be predicted in advance. This holds true not only for sales but also for most human activities. One must select a particular strategy appropriate to the occasion and follow the chosen course of action. Doing so will ensure more lasting success in reaching one’s goals.

There is strong research evidence that children perform better in mathematics if music is incorporated in it. It has been shown that mathematics is related with music in various known ways so much that not putting the relationship to good use in and out of school could only be to our disadvantage. Researchers at a Los Angeles school found that 136 second year elementary school pupils who learned to play the piano and read music improved their numeracy skills. This could be so since learning music emphasizes thinking in space and time, and when pupils learn rhythm, they are learning ratios, fractions and proportions. Other researchers investigated the ways in which first and third grade teachers could integrate music into their regular math classrooms. They concluded that music-math integrated lessons had positive effects on three mathematical ability areas of modeling, problem solving and application.

* fraction: 분수

Do you have the emotional state of mind to become a leader? People pay close attention to a leader’s subtle expressions of emotion through body language and facial expression. Some emotions such as enthusiasm can quickly become contagious. Others, such as depression or discouragement, can drag down the entire organization. Leaders with positive emotional states of mind are like human magnets. People naturally gravitate to them and want to follow them. Such leaders inspire enthusiasm in their organizations and attract the best people to work for them. Conversely, leaders who emit negative emotional states of mind, who are irritable and bossy, repel people and have few followers.

* contagious: 전염성의, 전파하는 ** repel: 쫓아버리다

Effective coaches prioritize. They focus on a single task instead of trying to multitask. They understand that multitasking is another way of saying you are going to complete several tasks, none of which are going to be very good. Yuhong Jiang, professor of psychology at Harvard University, points out that the brain isn’t built to concentrate on two things at once. It works more slowly if it tries to. Effective coaches focus on those things that need to get done and separate out everything else. Separating what’s important from what’s not important is prioritizing. Ineffective coaches fail to put the big tasks first. They either believe they have unlimited time, thinking that they will have more time tomorrow to get something done, or they underestimate how much time they really do have. They have no ability to estimate how long a task will take.

The above graph shows the percentages of fruit and vegetable consumption 5 or more times per day by age group and gender in Canada in 2008. ① Most notably, in each age group, the percentage of female consumption of fruit and vegetables 5 or more times per day was higher than that of males. ② Across all age groups, less than 50 percent of males consumed fruit and vegetables 5 or more times per day. ③ Among female groups, the 25 to 34 age group showed the highest percentage; among male groups, the 12 to 17 age group did so. ④ The percentage gap between males and females in fruit and vegetable consumption 5 or more times per day was smallest in the 12 to 17 age group, and largest in the 18 to 24 age group. ⑤ The percentage of female consumption of fruit and vegetables 5 or more times per day in the 18 to 24 age group was higher than that of the 35 to 44 age group by 0.1 percentage point.

Richard Porson, one of Britain’s most notable classical scholars, was born on Christmas in 1759. His talents were recognized early, and he was sent to Eton College by wealthy sponsors at 15. Four years later, he entered Cambridge University. He significantly improved Greek texts and edited four plays written by Euripides. In 1806, he was elected Principal Librarian at the newly founded London Institution. During his lifetime, he collected a great many books on classical literature. Although the number of books he owned in total is simply unknown, an episode about his passion for books is well-known: he carried so many books that he was able to pull book after book out of his pocket when a student tried to show off his knowledge of Greek writers. Despite his fame as a classical scholar, he actually published little. On September 25, 1808, three months before reaching age 49, Porson died.

Looking for Swimming Instructors

The Little Swimmers Program is now looking for swimming instructors.
－ It is a summer vacation swimming program for children aged 8-10.
－ It is a 4-week program beginning on August 1.

Requirements
－ Over 20 years of age
－ Previous experience in teaching children
－ Lifeguard and first aid certifications

Applicants should download the application form from the website at www.littleswimmersclub.com. After completing the form, submit it by e-mail at lsp@me.com no later than July 15. For additional inquiries, please contact us at 123-456-7890 or visit our website.

11th ANNUAL GRAD CELEBRATION

Graduating students, it’s party time! Come and join us. We’ll make the last unforgettable memories of our high school life. The celebration includes dinner, a photo slide show, music performances and dancing. You can bring up to two friends.

• Time & Date: 7:00 p.m. on May 22
• Location: Westhampton High School Gym
• Dress Code: Formal wear
• Entrance Fee: $20 per person

This event is hosted by the Student Council. For more info, see the website: www.westhamptonhs.wsh.org.

The Internet and communication technologies play an ever-increasing role in the social lives of young people in developed societies. Adolescents have been quick to immerse themselves in technology with most ① using the Internet to communicate. Young people treat the mobile phone as an essential necessity of life and often prefer to use text messages to communicate with their friends. Young people also ② increasingly access social networking websites. As technology and the Internet are a familiar resource for young people, it is logical ③ what they would seek assistance from this source. This has been shown by the increase in websites that provide therapeutic information for young people. A number of ‘youth friendly’ mental health websites ④ havebeen developed. The information ⑤ presented often takes the form of Frequently Asked Questions, fact sheets and suggested links. It would seem, therefore, logical to provide online counselling for young people.

An Egyptian executive, after entertaining his Canadian guest, offered him joint partnership in a new business venture. The Canadian, delighted with the offer, suggested that they meet again the next morning with their ① respective lawyers to finalize the details. The Egyptian never showed up. The surprised and disappointed Canadian tried to understand what had gone wrong: Did Egyptians ② lack punctuality? Was the Egyptian expecting a counter-offer? Were lawyers unavailable in Cairo? None of these explanations proved to be correct; rather, the problem was ③ caused by the different meaning Canadians and Egyptians attach to inviting lawyers. The Canadian regarded the lawyers’ ④ absence as facilitating the successful completion of the negotiation; the Egyptian interpreted it as signaling the Canadian’s mistrust of his verbal commitment. Canadians often use the impersonal formality of a lawyer’s services to finalize ⑤ agreements. Egyptians, by contrast, more frequently depend on the personal relationship between bargaining partners to accomplish the same purpose.

* punctuality: 시간 엄수

Dad just laughed and walked out of the room still holding Slade in his arms. He had dressed him and now he put ① him in his chair. As Slade sat in his chair eating a biscuit that Dad had spread with butter and homemade strawberry jam, Mom walked into the kitchen. She took one look at her little boy and started laughing; ② his little face and hands were covered with biscuit and jam. She thought how really cute he was. “Honey, what have you done? Look at him. I will never get ③ him clean again. I guess when he gets through eating you can take ④ him out and dump him in the bathtub.” Dad laughed. Slade giggled and tried to spit biscuit all over Dad. It didn’t hit ⑤ him because luckily he avoided the spray. That made Mom laugh even more and soon the little cabin was full of love and laughter.

Early human societies were nomadic, based on hunting and gathering, and, in a shifting pattern of life in search of new sources of food, qualities such as lightness, portability, and adaptability were dominant criteria. With the evolution of more settled rural societies based on agriculture, other characteristics, other traditions of form appropriate to the new patterns of life, rapidly emerged. It must be emphasized, however, that tradition was not static, but constantly subject to minute variations appropriate to people and their circumstances. Although traditional forms reflected the experience of social groups, specific manifestations could be adapted in various minute and subtle ways to suit individual users’ needs. A chair could keep its basic, accepted characteristics while still being closely shaped in detail to the physique and proportions of a specific person. This basic principle of _______________ allowed a constant stream of incremental modifications to be introduced, which, if demonstrated by experience to be advantageous, could be integrated back into the mainstream of tradition.

* manifestation: 외적 형태, 표시 ** physique: 체격 *** incremental: (점진적으로) 증가하는

Investigators as a personality type place a high value on science, process, and learning. They excel at research, using logic and the information gained through their senses to conquer complex problems. Nothing thrills them more than a “big find.” Intellectual, introspective, and exceedingly detail-oriented, investigators are happiest when they’re using their brain power to pursue what they deem as a worthy outcome. They ______________________________ , and they dislike overly structured environments that necessitate a set response to challenges. Investigators are not interested in leadership, and developing the interpersonal skills necessary to fuel collaboration is a hurdle for many of them. They may feel insecure in their ability to “keep up” in their fields and can react badly when forced to put more important work on hold to complete a task that doesn’t intrigue them.

* introspective: 자기 성찰적인 ** deem: 여기다, 생각하다

It is easy to find examples of correlations which are far more systematic than could occur by chance and yet which it would be absurd to treat as evidence of a direct causal link. For instance, there is a high degree of correlation between shoe size and vocabulary size: people with larger shoe sizes tend to have much larger vocabularies than people with smaller shoe sizes. But having larger feet does not cause anyone to gain a larger vocabulary; nor does having a large vocabulary cause your feet to grow. The obvious explanation of the correlation is that children tend to have much smaller feet than adults, and, because children acquire their vocabularies gradually as they grow older, it is hardly surprising that, on average, people with smaller feet have smaller vocabularies. In other words, foot size and vocabulary size can be explained in terms of _________________________________________   from infancy to adulthood: a cause which both observed phenomena have in common.

Feedback is usually most effective when you offer it at the earliest opportunity, particularly if your objective is to teach someone a skill. ____(A)____ , if you are teaching your friend how to make your famous egg rolls, you provide a step-by-step commentary as you watch your pupil. If he makes a mistake, you don’t wait until the egg rolls are finished to tell him that he left out the cabbage. He needs immediate feedback to finish the rest of the sequence successfully. Sometimes, ____(B)____ , if a person is already sensitive and upset about something, delaying feedback can be wise. Use your critical thinking skills to analyze when feedback will do the most good. Rather than automatically offering immediate correction, use the just-in-time approach and provide feedback just before the person might make another mistake.

If you walk into a store looking for a new computer and the first salesperson you meet immediately points to a group of computers and says, “Any of those are good,” and then walks away, there is a good chance you will walk away, too, and with good reason.

(A) That is, the reader is the writer’s “customer” and one whose business or approval is one we need to seek. The more you know about your reader, the greater the chances you will meet his or her needs and expectations.

(B) Why? You were never asked what you were seeking, how much you could spend, or if the computer would be used for business or pleasure or your child’s homework assignments.

(C) In brief, the salesperson never considered or asked about your needs and preferences. Just as it would come as no surprise to learn the salesperson who was indifferent to a potential customer’s needs was soon out of a job, the same holds true for writers who ignore their readers.

According to one traditional definition, aesthetics is the branch of philosophy that deals with beauty, especially beauty in the arts. Examining the pleasing features of the Mona Lisa or a snow-capped mountain, for example, would come under aesthetics.

(A) Consider Picasso’s Guernica, a huge (11-ft. × 25.6-ft.) painting in black, white, and grey that he made in response to the slaughter of Spanish civilians by German and Italian warplanes during the Spanish Civil War. Images of a cruel war dominate the canvas.

(B) That definition seems too narrow, however, since works of art and natural objects may interest us in other ways than by being beautiful. Instead of evoking admiration of beauty, artists may evoke puzzlement, shock, and even disgust.

(C) This work is widely admired but not for being beautiful. So a better definition of aesthetics would be that it is the branch of philosophy that deals with the ways things please people in being experienced.

* slaughter: 대량 학살

Analysis of the errors leads the teacher to modify the teaching of these procedures, using the language ‘seven and three more’ rather than ‘seven, count on three’.

A 5-year-old doing addition problems by counting on makes the same error repeatedly, with responses such as: 7 + 3 = 9, 6 + 5 = 10 and 8 + 4 = 11. ( ① ) The teacher asks the pupil to show how these answers were obtained and notices that in doing the addition of 3 to 7, the pupil counts ‘seven, eight, nine’, while turning up three fingers in turn. ( ② ) The pupil is ‘counting on 3 from 7’ but incorrectly starting at 7. ( ③ ) The teacher recalls similar errors that some pupils made when doing addition problems by counting on along a number line. ( ④ ) This is immediately effective. ( ⑤ ) So the teacher reinforces this particular language pattern in subsequent oral work with the whole class.

Still, many believe we will eventually reach a point at which conflict with the finite nature of resources is inevitable.

Can we sustain our standard of living in the same ecological space while consuming the resources of that space? This question is particularly relevant since we are living in an era of skyrocketing fuel costs and humans’ ever-growing carbon footprints. ( ① ) Some argue that we are already at a breaking point because we have nearly exhausted the Earth’s finite carrying capacity. ( ② ) However, it’s possible that innovations and cultural changes can expand Earth’s capacity. ( ③ ) We are already seeing this as the world economies are increasingly looking at “green,” renewable industries like solar and hydrogen energy. ( ④ ) That means survival could ultimately depend on getting the human population below its carrying capacity. ( ⑤ ) Otherwise, without population control, the demand for resources will eventually exceed an ecosystem’s ability to provide it.

Scientific experiments should be designed to show that your hypothesis is wrong and should be conducted completely objectively with no possible subjective influence on the outcome. ① Unfortunately few, if any, scientists are truly objective as they have often decided long before the experiment is begun what they would like the result to be. ② This means that very often bias is (unintentionally) introduced into the experiment, the experimental procedure or the interpretation of results. ③ It is all too easy to justify to yourself why an experiment which does not fit with your expectations should be ignored, and why one which provides the results you ‘hoped for’ is the right one. ④ It is important to draw a meaningful result from the experiment on peer group activities. ⑤ This can be partly avoided by conducting experiments ‘blinded’ and by asking others to check your data or repeat experiments.

Certain species are more crucial to the maintenance of their ecosystem than others. Such species, called keystone species, are vital in determining the nature and structure of the entire ecosystem. The fact that other species depend on or are greatly affected by the keystone species is revealed when the keystone species is removed. It is in this sense that we should draw attention to fig trees. Different species of fig trees may be keystone species in tropical rain forests. Although figs collectively produce a continuous crop of fruits, fruit-eating monkeys, birds, bats, and other vertebrates of the forest do not normally consume large quantities of figs in their diets. During the time of year when other fruits are less plentiful, however, fig trees become important in sustaining fruit-eating vertebrates. Should the fig trees disappear, most of the fruit-eating vertebrates would be eliminated. Protecting fig trees in such tropical rainforest ecosystems is an important conservation goal because it increases the likelihood that monkeys, birds, bats, and other vertebrates will survive.

* fig: 무화과
** vertebrate: 척추동물

As a keystone species in tropical rain forests, fig trees support fruit-eating animals’ survival when other fruits are ____(A)____ , and thus ____(B)____ their ecosystem.

True understanding inevitably requires a knowledge of context. The proper way of understanding a beast in a zoo is a telling example. At the zoo, visitors may witness a great beast pacing behind the bars of its cage. They may observe and admire the creature, its amazing bone structure, and its magnificent coat. However, no matter how long visitors spend in front of that cage, they will never truly understand the beast. True understanding can only come from seeing the creature in its natural surroundings and, in turn, the ways in which its presence affects its environment.
What is true of the mysterious beast in the zoo is also true of science. To fully understand science, it must be considered within the society in which it functions. Science is not conducted in a ____________. It is embedded within a social fabric, and just as a flesh-and-blood beast influences and is influenced by its environment, so too do science and society mutually influence one another. Society, through ethical and economic constraints, exerts a powerful influence on what science accomplishes. At the same time, the results of science have profound, and sometimes unexpected, impacts on every human being on earth. Therefore, to make sense of science-related issues, it is critical to recognize the bidirectional relationship between science and society.

* exert: 행사하다, 발휘하다

True understanding inevitably requires a knowledge of context. The proper way of understanding a beast in a zoo is a telling example. At the zoo, visitors may witness a great beast pacing behind the bars of its cage. They may observe and admire the creature, its amazing bone structure, and its magnificent coat. However, no matter how long visitors spend in front of that cage, they will never truly understand the beast. True understanding can only come from seeing the creature in its natural surroundings and, in turn, the ways in which its presence affects its environment.
What is true of the mysterious beast in the zoo is also true of science. To fully understand science, it must be considered within the society in which it functions. Science is not conducted in a ____________. It is embedded within a social fabric, and just as a flesh-and-blood beast influences and is influenced by its environment, so too do science and society mutually influence one another. Society, through ethical and economic constraints, exerts a powerful influence on what science accomplishes. At the same time, the results of science have profound, and sometimes unexpected, impacts on every human being on earth. Therefore, to make sense of science-related issues, it is critical to recognize the bidirectional relationship between science and society.

* exert: 행사하다, 발휘하다

(A)
Peter Anderson was exhausted when he finally opened the front door of his apartment. He teaches first graders, which means he lives in a world of riddles, birthday cakes, and pointless stories. (a) His world is dominated by 6-year-olds. Throwing himself with his leather bag on the long, comfortable sofa, he closed his eyes and reviewed the events of the day.

(B)
It was held in a seminar room where Anderson met the principal for the first time three years ago. The principal asked why he chose to work with young children. (b) Heanswered that he loved helping children learn to write their names for the first time, finding someone a new friend, and sharing in the joy of reading. But, as time passed, his commitment and passion seemed to fade gradually. He recalled his strong conviction during the interview.

(C)
That’s why Anderson took the job in the first place even though some of his friends attempted to persuade him to be a lawyer or businessman. (c) He shook his head and opened his eyes. As he struggled to get up, he saw something fall from his bag. It was a birthday card from his students, decorated with all kinds of odd-shaped but colorful hearts and scribbled names. “Dear Mr. Anderson, happy birthday to you. It’s our surprise gift for you. We love you!” Anderson could not help but smile. He already felt much better.

(D)
Today was especially busy and wearying, and Anderson wondered whether he was really suitable for teaching. He was stressed as kids constantly sought (d) his attention. At snack time, Emily wanted him to open her milk carton, so he did. As she was drinking, Scott spilled his milk and Anderson had to help (e) him clean it up. Then Jenny, Andrew, Mark, and . . . . Kids never ceased. However, he still loved them. That’s also what he had said in the interview for the position.

(A)
Peter Anderson was exhausted when he finally opened the front door of his apartment. He teaches first graders, which means he lives in a world of riddles, birthday cakes, and pointless stories. (a) His world is dominated by 6-year-olds. Throwing himself with his leather bag on the long, comfortable sofa, he closed his eyes and reviewed the events of the day.

(B)
It was held in a seminar room where Anderson met the principal for the first time three years ago. The principal asked why he chose to work with young children. (b) Heanswered that he loved helping children learn to write their names for the first time, finding someone a new friend, and sharing in the joy of reading. But, as time passed, his commitment and passion seemed to fade gradually. He recalled his strong conviction during the interview.

(C)
That’s why Anderson took the job in the first place even though some of his friends attempted to persuade him to be a lawyer or businessman. (c) He shook his head and opened his eyes. As he struggled to get up, he saw something fall from his bag. It was a birthday card from his students, decorated with all kinds of odd-shaped but colorful hearts and scribbled names. “Dear Mr. Anderson, happy birthday to you. It’s our surprise gift for you. We love you!” Anderson could not help but smile. He already felt much better.

(D)
Today was especially busy and wearying, and Anderson wondered whether he was really suitable for teaching. He was stressed as kids constantly sought (d) his attention. At snack time, Emily wanted him to open her milk carton, so he did. As she was drinking, Scott spilled his milk and Anderson had to help (e) him clean it up. Then Jenny, Andrew, Mark, and . . . . Kids never ceased. However, he still loved them. That’s also what he had said in the interview for the position.

(A)
Peter Anderson was exhausted when he finally opened the front door of his apartment. He teaches first graders, which means he lives in a world of riddles, birthday cakes, and pointless stories. (a) His world is dominated by 6-year-olds. Throwing himself with his leather bag on the long, comfortable sofa, he closed his eyes and reviewed the events of the day.

(B)
It was held in a seminar room where Anderson met the principal for the first time three years ago. The principal asked why he chose to work with young children. (b) Heanswered that he loved helping children learn to write their names for the first time, finding someone a new friend, and sharing in the joy of reading. But, as time passed, his commitment and passion seemed to fade gradually. He recalled his strong conviction during the interview.

(C)
That’s why Anderson took the job in the first place even though some of his friends attempted to persuade him to be a lawyer or businessman. (c) He shook his head and opened his eyes. As he struggled to get up, he saw something fall from his bag. It was a birthday card from his students, decorated with all kinds of odd-shaped but colorful hearts and scribbled names. “Dear Mr. Anderson, happy birthday to you. It’s our surprise gift for you. We love you!” Anderson could not help but smile. He already felt much better.

(D)
Today was especially busy and wearying, and Anderson wondered whether he was really suitable for teaching. He was stressed as kids constantly sought (d) his attention. At snack time, Emily wanted him to open her milk carton, so he did. As she was drinking, Scott spilled his milk and Anderson had to help (e) him clean it up. Then Jenny, Andrew, Mark, and . . . . Kids never ceased. However, he still loved them. That’s also what he had said in the interview for the position.