Dear Coach Johnson,

My name is Christina Markle, Bradley Markle’s mother. Bradley and I were thrilled to learn that you’re holding your Gymnastics Summer Camp again this year. So I didn’t hesitate to sign up and pay the non-refundable deposit for the second week program, which is from July 13 to 17. But today I remembered that our family is going to get back from a trip on July 13, and I’m afraid Bradley won’t be able to make it on the very first day of the program. Rather than make him skip the day, I’d like to check to see if he could switch to the third week program. Please let us know if that’s possible. Thank you.

Sincerely,
Christina Markle

I’m leaving early tomorrow morning, finally! I’ve always wanted to explore the Amazon, the unknown and mysterious world. At this hour, the great Emerald Amazon Explorer should be at the port waiting for me to get on board. Freshwater dolphins will escort me on the playful river, and 500 species of birds, half a dozen species of monkeys, and numerous colorful butterflies will welcome me into their kingdom. I wish I could camp in the wild and enjoy the company of mosquitos, snakes, and spiders. I’d love to make the world’s largest rainforest home. My heart swells as much as my chubby bags; yet, I’d better get some sleep
since a long, tough journey is ahead of me.

Assertiveness may seem to some people to be uncharacteristic of counselors. If your picture of a counselor is someone who never disagrees, always “goes along,” wants everything to be nice all the time, and only does what other people want him or her to do, this is not a picture of an assertive counselor. Being assertive does not have to mean being disagreeable. Being a counselor does not mean that you should simply be silent when someone tells a racist joke. An assertive counselor would find a way to call that person’s attention to the fact that the joke is racist, explaining how it offended the hearer, and suggesting ways similar jokes could be avoided. Being assertive is a highly developed skill ― it should fit nicely in the counselor’s repertoire of techniques.

The negative effects of extrinsic motivators such as grades have been documented with students from different cultures. Although this matter is more complex than simply regarding all extrinsic rewards as controlling or diminishing learning, we agree with Richard Ryan and his colleagues that people across different cultures are likely to express more satisfaction with their lives when their primary goals are intrinsic rather than extrinsic. Another consistent research finding is that when a learning activity is undertaken explicitly to attain some extrinsic reward, people respond by seeking the least demanding way of ensuring the reward. Since there are three decades of evidence that dominating instruction with a system of controlling external rewards may contribute to inferior learning, using a pedagogy based on theories of intrinsic motivation appears to be a more reasonable and effective approach to enhancing learning among culturally diverse students.

* pedagogy: 교수법

Twin sirens hide in the sea of history, tempting those seeking to understand and appreciate the past onto the reefs of misunderstanding and misinterpretation. These twin dangers are temporocentrism and ethnocentrism. Temporocentrism is the belief that your times are the best of all possible times. All other times are thus inferior. Ethnocentrism is the belief that your culture is the best of all possible cultures. All other cultures are thus inferior. Temporocentrism and ethnocentrism unite to cause individuals and cultures to judge all other individuals and cultures by the “superior” standards of their current culture. This leads to a total lack of perspective when dealing with past and / or foreign cultures and a resultant misunderstanding and misappreciation of them. Temporocentrism and ethnocentrism tempt moderns into unjustified criticisms of the peoples of the past.

When we remark with surprise that someone “looks young” for his or her chronological age, we are observing that we all age biologically at different rates. Scientists have good evidence that this apparent difference is real. It is likely that age changes begin in different parts of the body at different times and that the rate of annual change varies among various cells, tissues, and organs, as well as from person to person. Unlike the passage of time, biological aging resists easy measurement. What we would like to have is one or a few measurable biological changes that mirror all other biological age changes without reference to the passage of time, so that we could say, for example, that someone who is chronologically eighty years old is biologically sixty years old. This kind of measurement would help explain why one eighty-year-old has so many more youthful qualities than does another eighty-year-old, who may be biologically eighty or even ninety years old.

The above graph shows the results of a survey conducted in 2012. It compares the percentage of parents of minor children (hereafter, parents) and that of other adults in terms of their involvement in six library activities. ① Most notably, the percentage of parents is higher than that of other adults in all activity types. ② The percentage of parents who browsed shelves is the same as that of parents who borrowed print books. ③ The percentage gap between parents and other adults is largest in the activity of attending classes or events for children and is smallest in the activity of using computers or the Internet. ④ The percentage of other adults who browsed shelves is twice as high as that of other adults who borrowed DVDs, CDs, or videotapes. ⑤ Finally, the percentage of parents who borrowed e-books is less than 10% but is higher than that of other adults who did the same activity.

Known for his devotion to each of his paintings, Protogenes was an ancient Greek painter and a rival of Apelles. He was born in Caunus, on the coast of Caria, but lived most of his life in Rhodes. Little else is known of him. But there are some accounts of his paintings. The Ialysus and the Satyrwere the most well-known among his works. Protogenes spent approximately seven years painting the Ialysus, a depiction of a local hero of a town in Rhodes. After remaining in Rhodes for at least 200 years, it was carried off to Rome. There later it was destroyed by fire. Protogenes worked on the Satyr during Demetrius Poliorcetes’ attack on Rhodes from 305 to 304 B.C. Interestingly, the garden in which he painted the Satyr was in the middle of the enemy’s camp. Protogenes is said to have been about seventy years of age when the Satyr was completed.

2015 Annual Teen Programmers Conference

November 21 & 22, 10:00 a.m.－5:00 p.m.
Hosted by the Teen Programmers Association

Is the computer screen your universe? Then join our conference held at West State University’s Brilliance Hall, and challenge yourself! Here you’ll meet the leaders in modern computer science.

The conference includes:
• Lectures by renowned industry figures, including Warwick Meade
• 10 separate seminars on hardware / software, programming, and new applications
• Exhibitions of their latest products by 12 major firms

Ticket Prices:
• Total Pass: $25 (includes buffet lunch)
• Lectures & Seminars Only: $15
• Exhibitions Only: $10
Booking is essential. Reserve your tickets at www.tiinprogrammers.org.

Virginia Art Show 2015

We invite you to join us at the 20th Virginia Art Show, famed all along the east coast for the variety and quality of its exhibits. Works by famous artists such as Mabel Green, Theresa Peterson, and Ronald McKuen will be displayed. The Virginia Philharmonic will perform on the first day of the show.

Come and enjoy the fabulous drawings, sculptures, photographs, digital works, and the great music!

• Dates: November 1－30
• Hours: 10:00 a.m.－9:00 p.m.
• Place: Westchester Art Center
• Entrance Fees:
- Adults: $15 one day
- Children: $7 one day

Free admission for Virginia residents

For further information, please visit our website at www.virginiaartshow.org.

The Greeks’ focus on the salient object and its attributes led to ① their failure to understand the fundamental nature of causality. Aristotle explained that a stone falling through the air is due to the stone having the property of “gravity.” But of course a piece of wood ② tossed into water floats instead of sinking. This phenomenon Aristotle explained as being due to the wood having the property of “levity”! In both cases the focus is ③ exclusively on the object, with no attention paid to the possibility that some force outside the object might be relevant. But the Chinese saw the world as consisting of continuously interacting substances, so their attempts to understand it ④ causing them to be oriented toward the complexities of the entire “field,” that is, the context or environment as a whole. The notion ⑤ that events always occur in a field of forces would have been completely intuitive to the Chinese.

* salient: 현저한, 두드러진 ** levity: 가벼움

The Atitlán Giant Grebe was a large, flightless bird that had evolved from the much more widespread and smaller Pied-billed Grebe. By 1965 there were only around 80 birds left on Lake Atitlán. One immediate reason was easy enough to spot: the local human population was cutting down the reed beds at a furious rate. This (A) accommodation / destruction was driven by the needs of a fast growing mat-making industry. But there were other problems. An American airline was intent on developing the lake as a tourist destination for fishermen. However, there was a major problem with this idea: the lake (B) lacked / supported any suitable sporting fish! To compensate for this rather obvious defect, a specially selected species of fish called the Large-mouthed Bass was introduced. The introduced individuals immediately turned their attentions to the crabs and small fish that lived in the lake, thus (C) competing / cooperating with the few remaining grebes for food. There is also little doubt that they sometimes gobbled up the zebra-striped Atitlán Giant Grebe’s chicks.

* reed: 갈대 ** gobble up: 게걸스럽게 먹다

The dancers stood on a two-step elevated stage, so that there was a natural gap between those who came to dance and those who came to watch. The host randomly pulled the name of a well-known dancer, Linx, out of a hat. People cheered. According to the format, Linx had to “call out” another dancer to battle him on stage. Instead of deliberately choosing someone, however, ① he decided to select his opponent randomly by making himself into a human spin-wheel. He propelled himself into a backspin, covered ② his eyes, and extended his arm above his head. When his body finally stopped spinning, ③ his arm pointed away from the dancers on stage and directly at Dan Tres, standing among the spectators. The crowd erupted in “Ohhhhs!” because ④ hewas an older family man who had not danced hip-hop in many years, while the much younger Linx was a nimble b-boy. Linx looked embarrassed, but nonetheless ⑤ he called out the respected elder to battle.

* nimble: 동작이 날렵한

When two cultures come into contact, they do not exchange every cultural item. If that were the case, there would be no cultural differences in the world today. Instead, only a small number of cultural elements ever spread from one culture to another. Which cultural item is accepted depends largely on the item’s use and compatibility with already existing cultural traits. For example, it is not likely that men’s hair dyes designed to “get out the gray” will spread into parts of rural Africa where a person’s status is elevated with advancing years. Even when a(n) ______________  is consistent with a society’s needs, there is still no guarantee that it will be accepted. For example, most people in the United States using US customary units (e.g., inch, foot, yard, mile, etc.) have resisted adopting the metric system even though making such a change would enable US citizens to interface with the rest of the world more efficiently.

* metric system: 미터법

Some distinctions between good and bad are hardwired into our biology. Infants enter the world ready to respond to pain as bad and to sweet (up to a point) as good. In many situations, however, the boundary between good and bad is a reference point that changes over time and depends on the immediate circumstances. Imagine that you are out in the country on a cold night, inadequately dressed for the pouring rain, your clothes soaked. A stinging cold wind completes your misery. As you wander around, you find a large rock that provides some shelter from the fury of the elements. The biologist Michel Cabanac would call the experience of that moment intensely pleasurable because it functions, as pleasure normally does, to indicate the direction of ______________________________________. The pleasant relief will not last very long, of course, and you will soon be shivering behind the rock again, driven by your renewed suffering to seek better shelter.

* shiver: 떨다

Research and development for seed improvement has long been a public domain and government activity for the common good. However, private capital started to flow into seed production and took it over as a sector of the economy, creating an artificial split between the two aspects of the seed’s nature: its role as means of production and its role as product. This process gained pace after the invention of hybrid breeding of maize in the late 1920s. Today most maize seed cultivated are hybrids. The companies that sell them are able to keep the distinct parent lines from farmers, and the grain that they produce is not suited for seed saving and replanting. The combination guarantees that farmers will have to ___________________________________. In the 1990s the extension of patent laws as the only intellectual property rights tool into the area of seed varieties started to create a growing market for private seed companies.

* maize: 옥수수

Long before Walt Whitman wrote Leaves of Grass, poets had addressed themselves to fame. Horace, Petrarch, Shakespeare, Milton, and Keats all hoped that poetic greatness would grant them a kind of earthly immortality. Whitman held a similar faith that for centuries the world would value his poems. But to this ancient desire to live forever on the page, he added a new sense of fame. Readers would not simply attend to the poet’s work; they would be attracted to the greatness of his personality. They would see in his poems a vibrant cultural performance, an individual springing from the book with tremendous charisma and appeal. Out of the political rallies and electoral parades that marked Jacksonian America, Whitman defined poetic fame in relation to the crowd. Other poets might look for their inspiration from the goddess of poetry. Whitman’s poet sought ___________________________________. In the instability of American democracy, fame would be dependent on celebrity, on the degree to which the people rejoiced in the poet and his work.

* rally: 집회

Some people make few intentional changes in life. Sure, over time they may get fatter, gather lines, and go gray.

(A) They train for marathons, quit smoking, switch fields, write plays, take up the guitar, or learn to tango even if they never danced before in their lives. What is the difference between these two groups of people?

(B) But they wear their hair the same way, buy the same brand of shoes, eat the same breakfast, and stick to routines for no reason other than the ease of a comfortable, predictable life. Yet as both research and real life show, many others do make important changes.

(C) It’s their perspective. People who change do not question whether change is possible or look for reasons they cannot change. They simply decide on a change they want and do what is necessary to accomplish it. Changing, which always stems from a firm decision, becomes job number one.

Sometimes, after punishment has been administered a few times, it needn’t be continued, because the mere threat of punishment is enough to induce the desired behavior.

(A) Avoidance training, however, doesn’t always work in our favor. For instance, a child who has been repeatedly criticized for poor performance on math may learn to dodge difficult math problems in order to avoid further punishment.

(B) Unfortunately, because of this avoidance, the child fails to develop his math skills and therefore improve the capabilities he has, and so a vicious cycle has set in. The avoidance must be unlearned through some positive experiences with math in order for this cycle to be broken.

(C) Psychologists call this avoidance training because the person is learning to avoid the possibility of a punishing consequence. Avoidance training is responsible for many everyday behaviors. It has taught you to carry an umbrella when it looks like rain to avoid the punishment of getting wet, and to keep your hand away from a hot iron to avoid the punishment of a burn.

Surprised by the vision of an unfamiliar silhouette pushing into the house, these dogs were using their eyes instead of their noses.

Remember when you were little and you imagined that adults had infinite power? Surely someone who could drive the car, open the juice container, and reach the sink could make it stop raining. ( ① ) I think that’s the same expectation that we have with respect to our dogs and their ability to smell. ( ② ) Because they are so good at using their noses, we assume that they can smell anything, anytime. ( ③ ) But dogs use other senses, too, and the brains of both humans and dogs tend to intensify one sense at a time. ( ④ ) Many owners have been snapped at by their dogs when they returned home with a new hairdo or a new coat. ( ⑤ ) Their noses may be remarkable, but they’re not always switched on.

Even so, it is not the money per se that is valuable, but the fact that it can potentially yield more positive experiences.

Money ― beyond the bare minimum necessary for food and shelter ― is nothing more than a means to an end. Yet so often we confuse means with ends, and sacrifice happiness (end) for money (means). It is easy to do this when material wealth is elevated to the position of the ultimate end, as it so often is in our society. ( ① ) This is not to say that the accumulation and production of material wealth is in itself wrong. ( ② ) Material prosperity can help individuals, as well as society, attain higher levels of happiness. ( ③ ) Financial security can liberate us from work we do not find meaningful and from having to worry about the next paycheck. ( ④ ) Moreover, the desire to make money can challenge and inspire us. ( ⑤ ) Material wealth in and of itself does not necessarily generate meaning or lead to emotional wealth.

* per se: 그 자체로

Food intake is essential for the survival of every living organism. The failure to detect spoiled or toxic food can have deadly consequences. Therefore, it is not surprising that humans use all their five senses to analyze food quality. ① A first judgment about the value of a food source is made on its appearance and smell. ② Food that looks and smells attractive is taken into the mouth. ③ The value of a particular food is an estimation of how good it is, based on its level of vitamins, minerals, or calories. ④ Here, based on a complex sensory analysis that is not only restricted to the sense of taste but also includes smell, touch, and hearing, the final decision whether to swallow or reject food is made. ⑤ Frequently, this complex interaction between different senses is inappropriately referred to as ‘taste’ although it should be better called flavor perception, because it uses multiple senses

Performance must be judged in terms of what is under the control of the individuals being evaluated rather than those influences on performance that are beyond their control. There can be broad, influential factors, sometimes of an economic nature, that hold down the performance of everyone being judged. One example is in sales. If there is a general downturn in the economy and products or services are not being purchased with the same frequency as in the previous year, sales could be down, for example, by an average of 15%. This 15% (actually －15%) figure would then represent “average” performance. Perhaps the best salesperson in the year had only a 3% drop in sales over the previous year. Thus, “good” performance in this situation is a smaller loss compared to some average or norm group.

In performance evaluation, we should consider ___(A)___factors affecting the individual’s performance rather than ___(B)___ figures only.

We might describe science that has no known practical value as basic science or basic research. Our exploration of worlds such as Jupiter would be called basic science, and it is easy to argue that basic science is not worth the effort and expense because it has no known practical use. Of course, the problem is that we have no way of knowing what knowledge will be of use until we acquire that knowledge. In the middle of the 19th century, Queen Victoria is supposed to have asked physicist Michael Faraday what good his experiments with electricity and magnetism were. He answered, “Madam, what good is a baby?” Of course, Faraday’s experiments were the beginning of the electronic age. Many of the practical uses of scientific knowledge that fill our world ― transistors, vaccines, plastics ― began as basic research. Basic scientific research provides the raw materials that technology and engineering use to solve problems.
Basic scientific research has yet one more important use that is so valuable it seems an insult to refer to it as merely functional. Science is the study of nature, and as we learn more about how nature works, we learn more about what our existence in this universe means for us. The seemingly ___________  knowledge we gain from space probes to other worlds tells us about our planet and our own role in the scheme of nature. Science tells us where we are and what we are, and that knowledge is beyond value.

* space probe: 우주탐사기(機)

We might describe science that has no known practical value as basic science or basic research. Our exploration of worlds such as Jupiter would be called basic science, and it is easy to argue that basic science is not worth the effort and expense because it has no known practical use. Of course, the problem is that we have no way of knowing what knowledge will be of use until we acquire that knowledge. In the middle of the 19th century, Queen Victoria is supposed to have asked physicist Michael Faraday what good his experiments with electricity and magnetism were. He answered, “Madam, what good is a baby?” Of course, Faraday’s experiments were the beginning of the electronic age. Many of the practical uses of scientific knowledge that fill our world ― transistors, vaccines, plastics ― began as basic research. Basic scientific research provides the raw materials that technology and engineering use to solve problems.
Basic scientific research has yet one more important use that is so valuable it seems an insult to refer to it as merely functional. Science is the study of nature, and as we learn more about how nature works, we learn more about what our existence in this universe means for us. The seemingly ___________  knowledge we gain from space probes to other worlds tells us about our planet and our own role in the scheme of nature. Science tells us where we are and what we are, and that knowledge is beyond value.

* space probe: 우주탐사기(機)

(A)
The midday sun was glorious. The high school grounds were filled with well-dressed people, posing in fancy dresses and suits for cheerful photographers. Congratulations, hugs, and laughter were contagious. Hannah looked at all the familiar faces that had been part of (a) her life for the last few years. Soon her mother would be joining them. She recalled the first day of school when she had stood in that same place, in the middle of many anxious freshmen, some of whom had become her closest friends.

(B)
“Hannah, you look so serious. What are you thinking about?” “Oh, Mom, just, you know.” Her mother smiled. “You’ll miss this place, won’t you?” Hannah nodded. “Quick,” her mother said, “stand over there . . . and smile, Hannah. You have such a pretty smile.” (b) She hurried out her cell phone, zoomed in on her daughter, and realized suddenly that she was looking at a young lady. “You’re all grown-up,” she whispered. Hannah took more photos with her teachers in the school garden. She wished all the memories would remain in her mind forever.

(C)
Hannah struggled with the many class hours, the endless assignments, and the exams. However, there were exciting events like sports days and school festivals. How could (c) she ever forget her second year! She had sung and danced with her friends in the festival, part of a sensational performance. After that, she had become more confident and active. Her thoughts wandering, Hannah vaguely heard her mother’s voice. “Here you are!” Her mother hurried over, and gave (d) her a bundle of lilies and roses and a big hug.

(D)
That day was unusually foggy as if something mysterious were ahead. Hannah was nervous and trembling. The principal was energetically addressing them, talking of the challenges and thrills of high school life, but she could not concentrate. Later, a tall, strict-looking man introduced himself as (e) her homeroom teacher. The classroom was old, but neat and inviting. Hannah was seated in the fifth row, hallway side, even though she had wanted a window seat. High school life soon proved as challenging as the principal had predicted.

(A)
The midday sun was glorious. The high school grounds were filled with well-dressed people, posing in fancy dresses and suits for cheerful photographers. Congratulations, hugs, and laughter were contagious. Hannah looked at all the familiar faces that had been part of (a) her life for the last few years. Soon her mother would be joining them. She recalled the first day of school when she had stood in that same place, in the middle of many anxious freshmen, some of whom had become her closest friends.

(B)
“Hannah, you look so serious. What are you thinking about?” “Oh, Mom, just, you know.” Her mother smiled. “You’ll miss this place, won’t you?” Hannah nodded. “Quick,” her mother said, “stand over there . . . and smile, Hannah. You have such a pretty smile.” (b) She hurried out her cell phone, zoomed in on her daughter, and realized suddenly that she was looking at a young lady. “You’re all grown-up,” she whispered. Hannah took more photos with her teachers in the school garden. She wished all the memories would remain in her mind forever.

(C)
Hannah struggled with the many class hours, the endless assignments, and the exams. However, there were exciting events like sports days and school festivals. How could (c) she ever forget her second year! She had sung and danced with her friends in the festival, part of a sensational performance. After that, she had become more confident and active. Her thoughts wandering, Hannah vaguely heard her mother’s voice. “Here you are!” Her mother hurried over, and gave (d) her a bundle of lilies and roses and a big hug.

(D)
That day was unusually foggy as if something mysterious were ahead. Hannah was nervous and trembling. The principal was energetically addressing them, talking of the challenges and thrills of high school life, but she could not concentrate. Later, a tall, strict-looking man introduced himself as (e) her homeroom teacher. The classroom was old, but neat and inviting. Hannah was seated in the fifth row, hallway side, even though she had wanted a window seat. High school life soon proved as challenging as the principal had predicted.

(A)
The midday sun was glorious. The high school grounds were filled with well-dressed people, posing in fancy dresses and suits for cheerful photographers. Congratulations, hugs, and laughter were contagious. Hannah looked at all the familiar faces that had been part of (a) her life for the last few years. Soon her mother would be joining them. She recalled the first day of school when she had stood in that same place, in the middle of many anxious freshmen, some of whom had become her closest friends.

(B)
“Hannah, you look so serious. What are you thinking about?” “Oh, Mom, just, you know.” Her mother smiled. “You’ll miss this place, won’t you?” Hannah nodded. “Quick,” her mother said, “stand over there . . . and smile, Hannah. You have such a pretty smile.” (b) She hurried out her cell phone, zoomed in on her daughter, and realized suddenly that she was looking at a young lady. “You’re all grown-up,” she whispered. Hannah took more photos with her teachers in the school garden. She wished all the memories would remain in her mind forever.

(C)
Hannah struggled with the many class hours, the endless assignments, and the exams. However, there were exciting events like sports days and school festivals. How could (c) she ever forget her second year! She had sung and danced with her friends in the festival, part of a sensational performance. After that, she had become more confident and active. Her thoughts wandering, Hannah vaguely heard her mother’s voice. “Here you are!” Her mother hurried over, and gave (d) her a bundle of lilies and roses and a big hug.

(D)
That day was unusually foggy as if something mysterious were ahead. Hannah was nervous and trembling. The principal was energetically addressing them, talking of the challenges and thrills of high school life, but she could not concentrate. Later, a tall, strict-looking man introduced himself as (e) her homeroom teacher. The classroom was old, but neat and inviting. Hannah was seated in the fifth row, hallway side, even though she had wanted a window seat. High school life soon proved as challenging as the principal had predicted.