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One time, my boss and I were sitting around the table and I pitched an idea about the trend of screenplays being published and sold as literature. My boss approved it. It was the first time she had given me the go­-ahead to report and write a feature. It meant a lot to me that I’d possibly have my name on a longer piece. I felt so happy that I set about the work immediately. I wrote a draft, which was of course open to making revisions. My boss reviewed it and just said, “No, this isn’t working.” She didn’t say why or offer advice about how to fix it. I knew that the first draft wouldn’t be perfect; still, I wasn’t prepared for such an instant rejection. It was almost as if she drained my energy and enthusiasm.

Suppose a child throws a ball to another child intending to start a game of catch. The other child is not watching and the ball hits the child on the head. The child cries and runs to tell the teacher about the aggressive behaviour of the other ‘naughty’ child. Of course the child who threw the ball is innocent but, if we have defined aggression in terms of pure behaviour, the consequences of an act, then the child who throws the ball is unfairly guilty. Clearly we need to take intention into account when we define aggression. We can now move to a more complete definition if we say that aggression is any behaviour that is intended to hurt others.

A new development may take years to evolve. If people are only informed of a new proposal in its final stages, their role is often limited to the negative one of rejecting it. Their protests are then seen by planners and developers as an expensive nuisance, so the public become the ‘enemy’. Many people would like their voices to be heard from the initial stages of a proposed new development, instead of at the last stages of an application. Some architects and developers see this as a threat and insult to their professional skills, rather than a two-­way process, beneficial to all parties. Of course the public cannot design a building, but its involvement at an early stage adds to the information available, and replaces a confrontational ‘them and us’ situation by a democratic process of participation and consultation. This situation is now changing as the importance of public consultation becomes increasingly recognised.
*nuisance: 골칫거리

Birds, as a whole group, are more sensitive to changes in their environment than other animals, so when they start falling off perches we should all be troubled. They are in the forward­-most trench of nature’s resistance against the relentless attrition of environmental degradation. Our birds are nature’s early warning system and the scientists are telling us that if we don’t start acting on their distress signals, it won’t be long before the rest of the animal world is overrun as well. The populations of many species are declining rapidly because habitats are being destroyed or undermined, food sources are disappearing and, tricked by the increasingly weird and unstable weather, the birds’ migration and breeding patterns are changing. In short, birds are confused and under stress. Just because you can hear your robins, goldfinches, and sparrows chirping away happily in the garden every morning, don’t be fooled into thinking that all is well in ‘birdworld’.
*attrition: 소모

Appealing though it might be to offload the responsibility for teaching our students basic knowledge to their elementary school teachers or to the Internet, the research of cognitive psychologists who study learning and the basic study habits of most students suggest that we cannot do this. One of our first and most important tasks as teachers is to help students develop a rich body of knowledge in our content areas—without doing so, we handicap considerably their ability to engage in cognitive activities like thinking and evaluating and creating. As cognitive psychologist Daniel Willingham argued, you can’t think creatively about information unless you have information in your head to think about. “Research from cognitive science has shown,” he explained, “that the sorts of skills that teachers want for their students—such as the ability to analyze and think critically—require extensive factual knowledge.” We have to know things, in other words, to think critically about them.

The above graph shows what type of content a sample of 1,091 online consumers from 11 countries in 2016 tended to read or watch thoroughly, and what they tended to skim. ①The percentage of people who consumed videos thoroughly was the highest, followed by social media posts. ②Less than thirty percent of the respondents answered they read or watched blogs and podcasts thoroughly, respectively. ③Blogs, social media posts, and news articles were top three contents which were most likely to be skimmed by online consumers. ④Videos showed the largest percentage point gap between “Consume thoroughly” and “Skim,” whereas research content showed the smallest. ⑤The percentage of respondents who consumed news articles thoroughly was more than twice that of respondents who consumed podcasts thoroughly.

Nicolas Appert was born in Châlons­-sur­-Marne, on the edge of France’s Champagne region, in 1749. He became an accomplished chef and served in the kitchens of various noblemen before setting up as a confectioner in Paris in 1781. In this line of work he was necessarily aware of the use of sugar to preserve fruit, and he wondered whether it could be used to preserve other foods. As his interest in food preservation grew he began to experiment with storing food in sealed champagne bottles. In 1795 he moved to the village of Ivry­-sur­-Seine, where he began to offer preserved foods for sale, and in 1804 he set up a small factory to produce them. By this time some of his preserved food had been tested by the French navy, which was impressed by its quality. Appert had devised his methods solely by experiment and had no idea why it worked.
*confectioner: 제과업자

Greenwoods Business Start-up Academy

Greenwoods Business Start­up Academy for teens is a one­week residential program that offers students hands­on, real world training in “how to start a business.”

￭ Dates: January 8-14, 2018
￭ Participants: high school students (grades 9-12)
￭ Fee: $500 for living on campus for one week including room, board, books, field trips and classes

￭ Additional Information
‑ On the last day, the business plan competition is held, and the winning team obtains $1,500.
‑ This program is limited to only 100 high school students.

Register now at the Greenwoods University website.
Questions? Call 514­234­9876 or email at s_christen@gwu.edu.

Root Garden Club

Join our club and grow your own garden! This club is open to any children aged
7-15.

∙ Place: Rainbow Cottage at Oldwich
∙ Time: You can access your garden anytime.
∙ Class: We will hold monthly classes the 3rd Saturday of each month. Classes will be approximately one hour long.

∙ Details
‑ Each garden space is automatically watered, so you don’t have to come to water your garden.
‑ The classes will alternate between cooking lessons and gardening lessons.
‑ Prior to the cooking lessons, we will email out a list of fruits, vegetables, or supplies that you will need to bring.

For more information, visit our website at www.rootgarden.org.

People seeking legal advice should be assured, when discussing their rights or obligations with a lawyer, ①which the latter will not disclose to third parties the information provided. Only if this duty of confidentiality is respected ②will people feel free to consult lawyers and provide the information required for the lawyer to prepare the client’s defense. Regardless of the type of information ③disclosed, clients must be certain that it will not be used against them in a court of law, by the authorities or by any other party. It is generally considered to be a condition of the good functioning of the legal system and, thus, in the general interest. Legal professional privilege is ④much more than an ordinary rule of evidence, limited in its application to the facts of a particular case. It is a fundamental condition on which the administration of justice as a whole ⑤rests.
*confidentiality: 비밀 유지

In literature as distinct from journalism, the ablest writers will never assume that the bare bones of a story can be (A) enough / insufficient to win over their audience. They will not suppose that an attack or a flood or a theft must in and of itself carry some intrinsic degree of interest which will cause the reader to be appropriately moved or outraged. These writers know that no event, however shocking, can ever guarantee (B) detachment / involvement; for this latter prize, they must work harder, practicing their distinctive craft, which means paying attention to language and keeping a tight rein on pace and structure. In certain situations, creative writers may even choose to (C) emphasize / sacrifice strict accuracy, and rather than feel that they are thereby carrying out a criminal act, they will instead understand that falsifications may occasionally need to be committed in the service of a goal higher still than accuracy.

A middle­-aged man once asked a young mindfulness teacher for meditation instructions in plain language. He suggested that ①the man carve out five or ten minutes every day to sit comfortably or lie down and focus on his breathing. When thoughts came to mind, the young teacher told him to ignore them and go back to focusing on his breath. Although the middle­-aged man remembered the instructions of ②his teacher, he couldn’t follow them. When his mind got busy, he was sucked into a mental loop of analyzing his problems. When ③he wasn’t thinking, he’d get bored and zone out. Either way, ④this hopeful new meditator didn’t feel that his time was well spent. When he was thinking and meditating, he figured he’d be better off sitting at his desk, and when he zoned out while meditating, ⑤he figured he’d be better off daydreaming on a long chair in the backyard.

One characteristic of people who have achieved peace of mind is their independence. They trust their instincts. Nobody can tell them what to think if their inner voices say otherwise. Brendan O’Regan tells about a doctoral student who placed an ad in an Idaho newspaper asking if anyone within a 300-­mile radius had experienced a remission. Twenty-­five people replied. She noticed that many of them were farmer’s wives who had in common a strong faith in ____________________. When she asked one of her interview subjects how she had felt when the doctor told her she had a terminal illness, the woman simply said, “I figured that was his opinion. We’re used to being told all these things by all these experts from the federal government who come in and look at the soil. They say ‘Don’t plant corn over there because it won’t grow,’ and you plant it and it grows beautifully. So you realize the experts don’t know everything. When the doctor told me I was going to die in six months, I said ‘What does he know, he’s only an expert!’”
*remission: (병의) 회복

So closely is sniffing tied to odor perception that people routinely sniff when they are asked to imagine a smell. Without prompting, they take larger sniffs when imagining pleasant odors and smaller ones when imagining malodors. During visual imagery the eyes explore an imagined scene using the same scan paths made when viewing the actual visual scene. Preventing eye movements during visual imagery—by having people stare at a stationary target—reduces the quality of the image. Smell researcher Noam Sobel found that, similarly, imagined odors were more vivid when people could sniff than when they were wearing nose clips and unable to sniff. Actually sniffing increased the unpleasantness of an imagined bad smell (urine) and increased the pleasantness of a good one (flowers). Sniffing at an imaginary odor isn’t an absent­minded habit—it’s a behavior that ____________________.
*malodor: 고약한 냄새

People change over time, often for the better. Maturity, wisdom, patience, and many other strengths can result from the gradual accumulation of life experiences. But do these qualities have to develop slowly? Researcher Timothy Carey and colleagues recently examined the idea that ____________________. They conducted structured interviews with people who had just finished psychotherapy. Reports of aha moments abounded. One interviewee said that he could “visualize the point” at which he changed; another said, “I could actually hear it.” Many of them could identify the moment at which they had their realizations, such as in a swimming pool with a spouse or in a particular meeting with a therapist. Some used familiar metaphors to describe their ahas, such as a light being turned on, a button being pressed, a click, or a “‘ping’ and then it was like I could see things clearly.” Personal growth doesn’t have to be a glacial process. As physician­-author Oliver Wendell Holmes, Sr., wrote, “A moment’s insight is sometimes worth a life’s experience.”

Renewal and reform always depend on a capacity for going backwards to go forward. Key to this process is a search within one’s own mind for a model according to which reformed practice can be organized. Architects have long appealed to a primitive hut as just such a model. It is a structure thought to provide access as close to the first principles of architecture as it is possible to get, yet traces of this structure exist nowhere other than in the mind’s eye of the architect searching for it. Nonetheless, absence of the primitive hut from physical reality does little to diminish its importance for the renewal of present practices. If a desired (or required) thing resides in paradise, and no current map indicates its location, getting to it will only be possible via dreams and wishes. Reconstructions of it will necessarily be interpretations based on ____________________. Even though it is impossible to get there, returning to paradise nonetheless remains a reasonable destination for the memory, still able, by way of example, to fulfill its promise to the here and now.

Large satellites for collecting solar power and transmitting it to the Earth have been the subject of much study. Their potential is vast indeed. ①The energy from the Sun that reaches the Earth over the course of just three days is equal to the energy in the fossil fuels needed to keep the human race supplied with power for 100 years at the present rate of consumption. ②Many engineering problems of transmitting the power back to the Earth remain unsolved, and it remains unclear if and when solar power will become commercially competitive. ③A satellite of just 155 miles (250 km) in diameter could supply all of our present energy needs, assuming 10% overall efficiency, with a very low carbon footprint. ④Solar panels in orbit are always in sunlight, they can always point directly at the Sun, and the radiation from the Sun is not reduced by atmospheric absorption. ⑤As a result, the energy intake for cells in orbit is on average about ten times greater than that of terrestrial ones.

The evolution in the West from the late seventeenth century onwards of the idea of the aesthetic in music produced musical forms which were specifically intended to be listened to by a knowledgeable public and performed only by experts and masters.

(A) To this extent, it can be claimed that most cultures, if not all of them, have both communal music­-making where everyone participates and where the notion of musical talent is irrelevant, and special ritual and ceremonial music where only the specially talented and trained perform, and where the rest listen and participate as observers.

(B) In addition to such events, there was also communal music­making, especially at festivals such as the Winter Solstice, Harvest time, Spring time, and other secular celebrations where everyone participated. Music in the Christian church is similarly organised with communally sung hymns, anthems, and other liturgical items sung by the specially trained choir.

(C) That is, specially trained musicians performed and the audience was expected to contemplate the musical aesthetic as they listened. It is from this tradition that the instrumental and vocal forms of modern western music have evolved.

*secular: 세속적인  **liturgical: 예배용의

The force of gravity is always attractive. It is a force pulling together any two things that have mass. Any amount of mass will cause the attraction, but the more mass the stronger the force.

(A) That’s because objects always have a positive amount of mass. There is no such thing as negative mass. It’s not like electric charge that comes in both positive and negative values.

(B) That’s why a brick is heavier than a balloon, heavier and harder to hold or move in opposition to the force of gravity. The force also depends on the distance between the objects: the greater the distance the weaker the force.
　
(C) The attraction gets weaker and weaker as the objects get further apart, but it never disappears altogether. The force never goes to zero. And it never pushes things away.

Should two ideas directly contradict one another, “resistance occurs” and “concepts become forces when they resist one another.”

According to Johann Herbart, a German philosopher, ideas form as information from the senses combines. The term he used for ideas—Vorsfellung—encompasses thoughts, mental images, and even emotional states. These make up the entire content of the mind, and Herbart saw them not as static but dynamic elements, able to move and interact with one another. (   ①　) Ideas, he said, can attract and combine with other ideas or feelings, or repulse them, rather like magnets. (   ②　) Similar ideas, such as a color and tone, attract each other and combine to form a more complex idea. (   ③　) However, if two ideas are unalike, they may continue to exist without association. (   ④　) This causes them to weaken over time, so that they eventually sink below the “threshold of consciousness.” (   ⑤　) They repel one another with an energy that propels one of them beyond consciousness, into a place that Herbart referred to as “a state of tendency”; and we now know as “the unconscious.”
*repulse: 물리치다

In order to lighten the weight of the logs to be shifted, some inventive soul cut two cross sections out of a log and put a pole through the middle of both, making a wheel and axle.

The wheel has been around five thousand years, more or less, so archaeologists tell us. (   ①　) Someone of our forefathers early on noticed that a round log was easier to roll than to carry. (   ②　) The next step was to figure out that heavy objects could be moved by rolling them on three logs, keeping two logs under the load and shifting the log that rolled out the back up to the front. (   ③　) The next step was to fit a platform on the axle in such a way that the axle stayed in one place and the wheels turned round and round. (　④　) This ancient inventor had thus invented the wagon that five thousand years later became a modern car. (   ⑤　) The wheel business began, speculatively, in Mesopotamia and from there spread to the rest of the Old World—Europe, Africa, and Asia.
*axle: (바퀴의) 굴대, 차축

Perspective is defined as the art of picturing objects as they appear to the eye. We have been taught to represent distant objects as smaller, thereby giving the illusion of depth. But are they really smaller? The child knows that the man fifty feet away is just as big as the one five feet away. So why draw one smaller than the other? The child’s drawings are not reproductions of an optical image. He uses size to impart emphasis and importance. He draws his concept of the object. His drawing is consequently more meaningful than a faithful reproduction. Objectivity can be achieved by photography. Many true artists use distortion, exaggeration, or reduction to essentials. The child draws the man bigger than the tree in his front yard because to him the man is more significant. For the same reason, we see the person bigger than the house.

Children’s drawings ____(A)____ the expression of depth, and the size of an object in the drawings reveals its ____(B)____ in the children’s mind.

Traditionally, systems have been designed and developed from a technology­-centered perspective. Engineers developed the sensors and systems that were needed to perform each function. They then provided a display for each system that informed the operator of how well that particular system was operating or its present status. So, for example, in the aircraft cockpit a separate display was provided for altitude, airspeed, engine temperature, etc. As technology improved, more and more displays were added. People were left with the job of trying to keep pace with the dramatic growth of data created by this process. In the face of changing tasks and situations, the operator is called upon to find, sort, integrate, and process the information that is needed from all that which is available, leading inevitably to an information gap.
Unfortunately, the human has certain information processing bottlenecks. People can only pay attention to a certain amount of information at once. As the display of data in these systems is centered around the technologies producing them, it is often scattered and not ideally suited to support human tasks. A considerable amount of additional work is required to find what is needed and extra mental processing is required to calculate the information the operator really wants to know. This inevitably leads to higher than necessary workload and error. ____________ has become harder and harder to do.

Traditionally, systems have been designed and developed from a technology­-centered perspective. Engineers developed the sensors and systems that were needed to perform each function. They then provided a display for each system that informed the operator of how well that particular system was operating or its present status. So, for example, in the aircraft cockpit a separate display was provided for altitude, airspeed, engine temperature, etc. As technology improved, more and more displays were added. People were left with the job of trying to keep pace with the dramatic growth of data created by this process. In the face of changing tasks and situations, the operator is called upon to find, sort, integrate, and process the information that is needed from all that which is available, leading inevitably to an information gap.
Unfortunately, the human has certain information processing bottlenecks. People can only pay attention to a certain amount of information at once. As the display of data in these systems is centered around the technologies producing them, it is often scattered and not ideally suited to support human tasks. A considerable amount of additional work is required to find what is needed and extra mental processing is required to calculate the information the operator really wants to know. This inevitably leads to higher than necessary workload and error. ____________ has become harder and harder to do.

(A)  Mark’s brother, Reuben, got a new coat, so Mom decided to make Mark’s winter coat out of Reuben’s old one. She took it apart carefully, cleaned and brushed the pieces and soon there was a nice new coat for Mark. He liked the coat very much, but he did want new buttons on it. But Mom said, “These are good buttons and look fine just as they did on Reuben’s coat.” He protested but when Mom had her mind made up, there was no point in wasting time trying to change it.

(B)  Several days passed after the incident, and the family was ready for a trip to town. Of course Mark was wearing his new coat, and as he walked in front of Nellie, (a) she reached out again and butted him with her head. This time, Nellie was chewing on one of his coat buttons. “What’s the matter with that horse? Mark, have you been teasing her?” asked Mom. “No, I haven’t,” he said.

(C)  One evening Mom said to Mark, “Put on your coat and run out to the barn. Ask Dad to bring some eggs.” He had been a frequent visitor to the barn, but the animals never paid much attention to him. This evening, however, was different. Just outside the barn door stood Nellie, their family horse. Before he could enter, (b) she banged her head against his stomach, and he sat down hard. Reuben and Dad came running when they heard Mark scream. Reuben said to Dad, “Whatever got into that horse?” “I guess Mark startled (c) her,” replied Dad.

(D)  Reuben came up with the answer. He said, “Nellie only goes after Mark when he has that coat on. I think Nellie remembers those buttons when they were on my coat. I trained (d) her to shake the front of my coat to get sugar. I think that’s what she wants.” Mom was doubtful, though. However, when Nellie continued to make life miserable for Mark whenever he wore that coat, (e) she began to change her mind. Finally one day she said, “I believe Reuben is right. Maybe I’d better change the buttons.” So Mark’s wish came true after all.

(A)  Mark’s brother, Reuben, got a new coat, so Mom decided to make Mark’s winter coat out of Reuben’s old one. She took it apart carefully, cleaned and brushed the pieces and soon there was a nice new coat for Mark. He liked the coat very much, but he did want new buttons on it. But Mom said, “These are good buttons and look fine just as they did on Reuben’s coat.” He protested but when Mom had her mind made up, there was no point in wasting time trying to change it.

(B)  Several days passed after the incident, and the family was ready for a trip to town. Of course Mark was wearing his new coat, and as he walked in front of Nellie, (a) she reached out again and butted him with her head. This time, Nellie was chewing on one of his coat buttons. “What’s the matter with that horse? Mark, have you been teasing her?” asked Mom. “No, I haven’t,” he said.

(C)  One evening Mom said to Mark, “Put on your coat and run out to the barn. Ask Dad to bring some eggs.” He had been a frequent visitor to the barn, but the animals never paid much attention to him. This evening, however, was different. Just outside the barn door stood Nellie, their family horse. Before he could enter, (b) she banged her head against his stomach, and he sat down hard. Reuben and Dad came running when they heard Mark scream. Reuben said to Dad, “Whatever got into that horse?” “I guess Mark startled (c) her,” replied Dad.

(D)  Reuben came up with the answer. He said, “Nellie only goes after Mark when he has that coat on. I think Nellie remembers those buttons when they were on my coat. I trained (d) her to shake the front of my coat to get sugar. I think that’s what she wants.” Mom was doubtful, though. However, when Nellie continued to make life miserable for Mark whenever he wore that coat, (e) she began to change her mind. Finally one day she said, “I believe Reuben is right. Maybe I’d better change the buttons.” So Mark’s wish came true after all.

(A)  Mark’s brother, Reuben, got a new coat, so Mom decided to make Mark’s winter coat out of Reuben’s old one. She took it apart carefully, cleaned and brushed the pieces and soon there was a nice new coat for Mark. He liked the coat very much, but he did want new buttons on it. But Mom said, “These are good buttons and look fine just as they did on Reuben’s coat.” He protested but when Mom had her mind made up, there was no point in wasting time trying to change it.

(B)  Several days passed after the incident, and the family was ready for a trip to town. Of course Mark was wearing his new coat, and as he walked in front of Nellie, (a) she reached out again and butted him with her head. This time, Nellie was chewing on one of his coat buttons. “What’s the matter with that horse? Mark, have you been teasing her?” asked Mom. “No, I haven’t,” he said.

(C)  One evening Mom said to Mark, “Put on your coat and run out to the barn. Ask Dad to bring some eggs.” He had been a frequent visitor to the barn, but the animals never paid much attention to him. This evening, however, was different. Just outside the barn door stood Nellie, their family horse. Before he could enter, (b) she banged her head against his stomach, and he sat down hard. Reuben and Dad came running when they heard Mark scream. Reuben said to Dad, “Whatever got into that horse?” “I guess Mark startled (c) her,” replied Dad.

(D)  Reuben came up with the answer. He said, “Nellie only goes after Mark when he has that coat on. I think Nellie remembers those buttons when they were on my coat. I trained (d) her to shake the front of my coat to get sugar. I think that’s what she wants.” Mom was doubtful, though. However, when Nellie continued to make life miserable for Mark whenever he wore that coat, (e) she began to change her mind. Finally one day she said, “I believe Reuben is right. Maybe I’d better change the buttons.” So Mark’s wish came true after all.