2019년 10월 고3 영어 모의고사 어법변형문제
고등모의 [워크북]/고32019. 10. 20. 23:02
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THE BLUET 19103 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 22:48:31
잘못된 어법을 찾아 바르게 고치세요.
19103-18
We would like to thank you for your suggestion about switching to the new ABC software for maintaining the company's database system. This update will surely make our management system more efficient as well as more cost-effective in the long run. Your idea ① is currently reviewing by the board. In order to further discuss your idea, you are ② requiring to attend a meeting with the technical team at 2 p.m. on October 8th in Meeting Room A. After ③ assessed the feasibility of the proposal, we would like to proceed with the implementation without any delay. Thank you for your dedication.
We would like to thank you for your suggestion about switching to the new ABC software for maintaining the company's database system. This update will surely make our management system more efficient as well as more cost-effective in the long run. Your idea ① is currently reviewing by the board. In order to further discuss your idea, you are ② requiring to attend a meeting with the technical team at 2 p.m. on October 8th in Meeting Room A. After ③ assessed the feasibility of the proposal, we would like to proceed with the implementation without any delay. Thank you for your dedication.
19103-19
Mary held my hand and made me ① to follow her. With my eyes ② blindfolding, I was wondering to what ③ fantasticly place she was taking me. She stopped me suddenly and played my all-time favorite song: When the Stars Go Blue. I took a deep, shaky ④ breathe. When Mary pulled off my blindfold, my jaw dropped and I gasped at the sight before me. We were on a hill. There were no city lights anywhere in sight. The only things giving off light were the moon and the stars. Mary took my hand in hers again. The next thing I knew ⑤ to be that we were dancing, ⑥ stared into each other's eyes. I wished the night would last forever.
Mary held my hand and made me ① to follow her. With my eyes ② blindfolding, I was wondering to what ③ fantasticly place she was taking me. She stopped me suddenly and played my all-time favorite song: When the Stars Go Blue. I took a deep, shaky ④ breathe. When Mary pulled off my blindfold, my jaw dropped and I gasped at the sight before me. We were on a hill. There were no city lights anywhere in sight. The only things giving off light were the moon and the stars. Mary took my hand in hers again. The next thing I knew ⑤ to be that we were dancing, ⑥ stared into each other's eyes. I wished the night would last forever.
19103-20
The human brain is ① wiring to look for threats — a trait that kept us ② live when we were living on the savannas but that can prevent happiness in our modern lives. This so- ③ calling "negativity bias" can keep you ④ focusing on ⑤ how's going wrong (which explains why complaining is such a popular pastime). To break ⑥ of out this neural rut, ⑦ training yourself to acknowledge when things go right. If you keep a calendar or a journal, ⑧ making a point to write down what went well. If you're more of a verbal processor, ⑨ starting your conversations with friends by ⑩ shared a recent win (anything that gives you that yesssss feeling). Where the mind goes, reality follows. ⑪ more you appreciate life, ⑫ more the reasons you have to celebrate it.
The human brain is ① wiring to look for threats — a trait that kept us ② live when we were living on the savannas but that can prevent happiness in our modern lives. This so- ③ calling "negativity bias" can keep you ④ focusing on ⑤ how's going wrong (which explains why complaining is such a popular pastime). To break ⑥ of out this neural rut, ⑦ training yourself to acknowledge when things go right. If you keep a calendar or a journal, ⑧ making a point to write down what went well. If you're more of a verbal processor, ⑨ starting your conversations with friends by ⑩ shared a recent win (anything that gives you that yesssss feeling). Where the mind goes, reality follows. ⑪ more you appreciate life, ⑫ more the reasons you have to celebrate it.
19103-21
Most people who try to slow down put the proverbial cart before the horse. They make dramatic, often costly changes in their lifestyle , ① then to encounter two ② disappointed results. First, they don't enjoy the changes they make. People ③ where are temperamentally used to a ④ fast-pacing life quickly discover that a ⑤ slower-pacing life in the country all but ⑥ drive them crazy. Their habitual, hectic thinking won't allow them ⑦ adjusting the superficial changes they make. Second, lifestyle changes alone rarely make a ⑧ really difference. You can rearrange the externals of your life in a radically different way, but you always take your thinking with you. If you are a ⑨ hurrying, rushed person in the city, you'll also be a ⑩ hurrying, rushed person in the country. To mend the problem, you should slow down your life from the inside out.
Most people who try to slow down put the proverbial cart before the horse. They make dramatic, often costly changes in their lifestyle , ① then to encounter two ② disappointed results. First, they don't enjoy the changes they make. People ③ where are temperamentally used to a ④ fast-pacing life quickly discover that a ⑤ slower-pacing life in the country all but ⑥ drive them crazy. Their habitual, hectic thinking won't allow them ⑦ adjusting the superficial changes they make. Second, lifestyle changes alone rarely make a ⑧ really difference. You can rearrange the externals of your life in a radically different way, but you always take your thinking with you. If you are a ⑨ hurrying, rushed person in the city, you'll also be a ⑩ hurrying, rushed person in the country. To mend the problem, you should slow down your life from the inside out.
19103-22
We tend to think ① to technology as shiny tools and gadgets. Even if we acknowledge that technology can exist in ② disembodiing form, such as software, we tend ③ to not include in this category paintings, literature, music, dance, poetry, and the arts in general. But we should. If a thousand lines of letters in UNIX qualifies as a technology (the computer code for a web page), then a thousand lines of letters in English (Hamlet) must qualify as well. They both can change our behavior, ④ altering the course of events, or ⑤ enableing future inventions. A Shakespeare sonnet and a Schubert symphony, then , ⑥ is in the same category as Google's search engine and the smartphone: They are something useful produced by a mind. We can't separate out the multiple ⑦ overlapped technologies responsible ⑧ to a Lord of the Rings movie. The literary ⑨ rendered of the original novel is as much an invention as the digital ⑩ rendered of its fantastical creatures. Both are useful works of the human imagination. Both influence audiences powerfully. Both are technological.
We tend to think ① to technology as shiny tools and gadgets. Even if we acknowledge that technology can exist in ② disembodiing form, such as software, we tend ③ to not include in this category paintings, literature, music, dance, poetry, and the arts in general. But we should. If a thousand lines of letters in UNIX qualifies as a technology (the computer code for a web page), then a thousand lines of letters in English (Hamlet) must qualify as well. They both can change our behavior, ④ altering the course of events, or ⑤ enableing future inventions. A Shakespeare sonnet and a Schubert symphony, then , ⑥ is in the same category as Google's search engine and the smartphone: They are something useful produced by a mind. We can't separate out the multiple ⑦ overlapped technologies responsible ⑧ to a Lord of the Rings movie. The literary ⑨ rendered of the original novel is as much an invention as the digital ⑩ rendered of its fantastical creatures. Both are useful works of the human imagination. Both influence audiences powerfully. Both are technological.
THE BLUET 19103 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 22:48:31
잘못된 어법을 찾아 바르게 고치세요.
19103-23
Sometimes social learning is direct. I want to know how to solve a problem with my computer, and the help-desk adviser tells me where to find the crucial command in the menu; I want to know how to operate my wireless speaker set, and my daughter shows me the right command. Most of the recent, ① expanded experimental literature ② focuses such cases of pure instruction, or pure demonstration, for example, in testing the reliability of transmission chains under various conditions. Many studies of social learning in children ③ focus the fidelity ④ with them information ⑤ flows one child to another in diffusion chains. But the most consequential cases of social learning in humans ⑥ had not depended on pure demonstration or instruction. Rather, most social learning is hybrid learning: agents acquire skills through socially guided trial and error and socially guided practice. Children do get advice, instruction, and other informational head starts from others, but they get this support while ⑦ engaging in exploratory learning in their environment.
Sometimes social learning is direct. I want to know how to solve a problem with my computer, and the help-desk adviser tells me where to find the crucial command in the menu; I want to know how to operate my wireless speaker set, and my daughter shows me the right command. Most of the recent, ① expanded experimental literature ② focuses such cases of pure instruction, or pure demonstration, for example, in testing the reliability of transmission chains under various conditions. Many studies of social learning in children ③ focus the fidelity ④ with them information ⑤ flows one child to another in diffusion chains. But the most consequential cases of social learning in humans ⑥ had not depended on pure demonstration or instruction. Rather, most social learning is hybrid learning: agents acquire skills through socially guided trial and error and socially guided practice. Children do get advice, instruction, and other informational head starts from others, but they get this support while ⑦ engaging in exploratory learning in their environment.
19103-24
I can report a number of occasions when my own dogs reacted in a ① marking, I would say enthusiastic, manner when I wore jingling jewelry that produced a regular rhythm as I ② walking, though admittedly they did not tap their feet. Although this is a mere anecdote, ③ which suggests that it is wrong ④ claiming that animals are incapable ⑤ for responding to ⑥ pronouncing rhythms. The specific response of tapping one's foot or deliberately marking any external rhythm does seem to be a particularly human skill, but this need not be interpreted as the decisive capacity ⑦ involving in musical response. My dogs in fact responded to other musical features beside the regular ⑧ jingled of my jewelry. The sound of a siren would set them to ⑨ howl, as would the sound of my husband's saxophone. Perhaps Aristotle observed similar reactions of dogs to musical instruments and rhythms. Apparently Darwin ⑩ was. He reports observing a dog that was "always whining, when one note on a concertina , ⑪ it was ⑫ of out tune , ⑬ were played."
I can report a number of occasions when my own dogs reacted in a ① marking, I would say enthusiastic, manner when I wore jingling jewelry that produced a regular rhythm as I ② walking, though admittedly they did not tap their feet. Although this is a mere anecdote, ③ which suggests that it is wrong ④ claiming that animals are incapable ⑤ for responding to ⑥ pronouncing rhythms. The specific response of tapping one's foot or deliberately marking any external rhythm does seem to be a particularly human skill, but this need not be interpreted as the decisive capacity ⑦ involving in musical response. My dogs in fact responded to other musical features beside the regular ⑧ jingled of my jewelry. The sound of a siren would set them to ⑨ howl, as would the sound of my husband's saxophone. Perhaps Aristotle observed similar reactions of dogs to musical instruments and rhythms. Apparently Darwin ⑩ was. He reports observing a dog that was "always whining, when one note on a concertina , ⑪ it was ⑫ of out tune , ⑬ were played."
19103-25
The graph above shows the results of a 2018 survey on the attachment feelings of U.S. adults to their local community. Identical percentages of adults ① live in suburban and in rural communities said they felt very attached to their local community. More than 40 of adults in each of the three ② type of community responded they felt somewhat attached to their local community. The percentage of adults who felt very attached to their local community increased as their age ③ progressing. In the three groups ages 30 and ④ to, more than 40 responded they felt somewhat attached to their local community, respectively. In terms of those who felt very ⑤ attaching, the percentage of adults who ⑥ have lived in their community for 6 to 10 years was less than twice ⑦ those of those who had ⑧ resided less than 6 years.
The graph above shows the results of a 2018 survey on the attachment feelings of U.S. adults to their local community. Identical percentages of adults ① live in suburban and in rural communities said they felt very attached to their local community. More than 40 of adults in each of the three ② type of community responded they felt somewhat attached to their local community. The percentage of adults who felt very attached to their local community increased as their age ③ progressing. In the three groups ages 30 and ④ to, more than 40 responded they felt somewhat attached to their local community, respectively. In terms of those who felt very ⑤ attaching, the percentage of adults who ⑥ have lived in their community for 6 to 10 years was less than twice ⑦ those of those who had ⑧ resided less than 6 years.
19103-26
Kurt Gödel, one of the most important ① logician of the contemporary period , ② were born in ③ how ④ are today Brno, the Czech Republic. Gödel entered the University of Vienna , ⑤ there he studied mathematics, physics, and philosophy. On completing his undergraduate degree he started graduate work in mathematics, ⑥ earned his doctorate at age twenty-four. After the publication of the incompleteness theorem, he became an internationally known intellectual figure. He began giving mathematical lectures around the world ⑦ started in 1933. He gave his first lecture in the United States that year , ⑧ there he first met Albert Einstein. This was the beginning of a close friendship that would last until Einstein's death in 1955. In 1940, under the threat of ⑨ drafted into the German army, Gödel left for the United States , ⑩ there he accepted a position at the Institute for ⑪ Advancing Study, in Princeton. He received the first Albert Einstein Award. In 1974 he was awarded the National Medal of Science.
Kurt Gödel, one of the most important ① logician of the contemporary period , ② were born in ③ how ④ are today Brno, the Czech Republic. Gödel entered the University of Vienna , ⑤ there he studied mathematics, physics, and philosophy. On completing his undergraduate degree he started graduate work in mathematics, ⑥ earned his doctorate at age twenty-four. After the publication of the incompleteness theorem, he became an internationally known intellectual figure. He began giving mathematical lectures around the world ⑦ started in 1933. He gave his first lecture in the United States that year , ⑧ there he first met Albert Einstein. This was the beginning of a close friendship that would last until Einstein's death in 1955. In 1940, under the threat of ⑨ drafted into the German army, Gödel left for the United States , ⑩ there he accepted a position at the Institute for ⑪ Advancing Study, in Princeton. He received the first Albert Einstein Award. In 1974 he was awarded the National Medal of Science.
19103-29
The modern adult human brain weighs only 1/50 of the total body weight but ① use ② to up 1/5 of the total energy needs. The brain's running costs are about eight to ten times as high, per unite mass, as ③ that of the body's muscles. And around 3/4 of that energy is expended on neurons, the ④ specializing brain cells that communicate in vast networks to generate our thoughts and behaviours. An individual neuron sending a signal in the brain uses as much energy as a leg muscle cell running a marathon. Of course, we use more energy overall when we are running, but we are not always on the move, whereas our brains never switch ⑤ off it. Even though the brain is metabolically greedy, ⑥ which still outclasses any desktop computer both in terms of the calculations it can perform and the efficiency ⑦ at them it does this. We may ⑧ had built computers that can beat our top Grand Master chess players, but we are still far ⑨ from away designing one that is capable ⑩ for recognizing and picking up one of the ⑪ ches pieces as ⑫ easi as a typical three-year-old child can.
The modern adult human brain weighs only 1/50 of the total body weight but ① use ② to up 1/5 of the total energy needs. The brain's running costs are about eight to ten times as high, per unite mass, as ③ that of the body's muscles. And around 3/4 of that energy is expended on neurons, the ④ specializing brain cells that communicate in vast networks to generate our thoughts and behaviours. An individual neuron sending a signal in the brain uses as much energy as a leg muscle cell running a marathon. Of course, we use more energy overall when we are running, but we are not always on the move, whereas our brains never switch ⑤ off it. Even though the brain is metabolically greedy, ⑥ which still outclasses any desktop computer both in terms of the calculations it can perform and the efficiency ⑦ at them it does this. We may ⑧ had built computers that can beat our top Grand Master chess players, but we are still far ⑨ from away designing one that is capable ⑩ for recognizing and picking up one of the ⑪ ches pieces as ⑫ easi as a typical three-year-old child can.
THE BLUET 19103 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 22:48:31
잘못된 어법을 찾아 바르게 고치세요.
19103-30
Discovering how people are affected by jokes ① are often difficult. People mask their reactions ② because politeness or peer pressure. Moreover, people are sometimes unaware of how they, ③ them , ④ is affected. Denial, for example, may conceal from people how deeply wounded they are by certain jokes. Jokes can also be termites or time bombs, lingering unnoticed in a person's subconscious, ⑤ gnawed on his or her self-esteem or exploding it at a ⑥ latter time. But even if one ⑦ will accurately determine how people are ⑧ affecting, this would not be an accurate measure of hatefulness. People are often simply wrong about whether a joke is acceptable or hateful. For example, people notoriously find terribly ⑨ hatefully jokes about ⑩ them or their sex, nationalities, professions, etc unproblematic until their consciousness becomes ⑪ raising. And the raising of consciousness is often followed by a period of hypersensitivity where ⑫ are people hurt or ⑬ offending even by tasteful, tactful jokes.
Discovering how people are affected by jokes ① are often difficult. People mask their reactions ② because politeness or peer pressure. Moreover, people are sometimes unaware of how they, ③ them , ④ is affected. Denial, for example, may conceal from people how deeply wounded they are by certain jokes. Jokes can also be termites or time bombs, lingering unnoticed in a person's subconscious, ⑤ gnawed on his or her self-esteem or exploding it at a ⑥ latter time. But even if one ⑦ will accurately determine how people are ⑧ affecting, this would not be an accurate measure of hatefulness. People are often simply wrong about whether a joke is acceptable or hateful. For example, people notoriously find terribly ⑨ hatefully jokes about ⑩ them or their sex, nationalities, professions, etc unproblematic until their consciousness becomes ⑪ raising. And the raising of consciousness is often followed by a period of hypersensitivity where ⑫ are people hurt or ⑬ offending even by tasteful, tactful jokes.
19103-31
The developmental control ① what children with certain serious medical problems can exert over their physical activity is relevant to device safety. For example, an infant in a crib and a cognitively intact 14-year-old confined to bed ② due illness or injury may both be relatively inactive. The adolescent can, however , ③ being expected to have more awareness of and control over movements ④ so as rolling over that might dislodge or otherwise impair the functioning of a medical device such as a breathing tube or feing tube. Likewise, a 5-year-old and a 25-year-old who ⑤ had had a cardiac pacemaker implanted may each know that they need to protect the device, but developmental differences in the understanding of risk and causation and in the control of impulses increase the probability of risky behavior by the child, for example, ⑥ jumped off a porch.
The developmental control ① what children with certain serious medical problems can exert over their physical activity is relevant to device safety. For example, an infant in a crib and a cognitively intact 14-year-old confined to bed ② due illness or injury may both be relatively inactive. The adolescent can, however , ③ being expected to have more awareness of and control over movements ④ so as rolling over that might dislodge or otherwise impair the functioning of a medical device such as a breathing tube or feing tube. Likewise, a 5-year-old and a 25-year-old who ⑤ had had a cardiac pacemaker implanted may each know that they need to protect the device, but developmental differences in the understanding of risk and causation and in the control of impulses increase the probability of risky behavior by the child, for example, ⑥ jumped off a porch.
19103-32
There's more to ① striv to be in the majority of one's group than merely acquiring power. We work to be in the majority of our groups not just because the majority controls material and psychological resources, but also because who we are is largely defined by those who claim us as their own. Drawing distinctions between who's in and who's out, between who's right and who's wrong, between privileged or ② disadvantaging — in short, between us and them — motivates us ③ being counted among those who do the ④ counted. We seek to ⑤ belong the majority of our group, even if our group is in the minority, not just because the majority holds the power, but because the privilege attached to ⑥ be in the majority position is commonly viewed by others and by ourselves as ⑦ deserving. We had it ⑧ comed. This perception ⑨ contributes our sense of worth, of ⑩ what we ⑪ do, and ⑫ X others' assessments of our value as well.
There's more to ① striv to be in the majority of one's group than merely acquiring power. We work to be in the majority of our groups not just because the majority controls material and psychological resources, but also because who we are is largely defined by those who claim us as their own. Drawing distinctions between who's in and who's out, between who's right and who's wrong, between privileged or ② disadvantaging — in short, between us and them — motivates us ③ being counted among those who do the ④ counted. We seek to ⑤ belong the majority of our group, even if our group is in the minority, not just because the majority holds the power, but because the privilege attached to ⑥ be in the majority position is commonly viewed by others and by ourselves as ⑦ deserving. We had it ⑧ comed. This perception ⑨ contributes our sense of worth, of ⑩ what we ⑪ do, and ⑫ X others' assessments of our value as well.
19103-33
① Eat was the original science, the original study of the environment. Kids, just like primitive lifeforms, learn about reality by putting it in their mouths. This mouth knowledge knows no abstracts. The world is either sweet ② nor bitter, smooth or prickly, pleasant or unpleasant. Mouth knowledge comes with gut-level certainty. So to eat is literally to know. But to know what? It is to know self from nonself. Mouth knowledge taught us the boundaries of our bodies. ③ X, as babies, we sucked an object, such as a pacifier, we felt it only from one side, from the side of the mouth. When we sucked our thumbs, we felt them from the ④ to, through the mouth, and from the ⑤ to, through the feeling of the thumb ⑥ been sucked ⑦ on it. This mouth knowledge ― unlike ⑧ latter school knowledge ― gave us a glimpse of our paradoxical nature: that somehow we are both the subject and the object of our own experience.
① Eat was the original science, the original study of the environment. Kids, just like primitive lifeforms, learn about reality by putting it in their mouths. This mouth knowledge knows no abstracts. The world is either sweet ② nor bitter, smooth or prickly, pleasant or unpleasant. Mouth knowledge comes with gut-level certainty. So to eat is literally to know. But to know what? It is to know self from nonself. Mouth knowledge taught us the boundaries of our bodies. ③ X, as babies, we sucked an object, such as a pacifier, we felt it only from one side, from the side of the mouth. When we sucked our thumbs, we felt them from the ④ to, through the mouth, and from the ⑤ to, through the feeling of the thumb ⑥ been sucked ⑦ on it. This mouth knowledge ― unlike ⑧ latter school knowledge ― gave us a glimpse of our paradoxical nature: that somehow we are both the subject and the object of our own experience.
19103-34
Multiple and often conflicting notions of truth coexist in Internet situations, ① ranging outright lying through mutually aware pretence to playful trickery. As Patricia Wallace puts it, 'The fact ② which it is so easy ③ lieing and get ④ with away it ― as long ⑤ so we can live with our own deceptions and the harm they may cause others ― is a significant feature of the Internet. 'It ⑥ is course possible to live out a lie or fantasy logically and consistently, and it is on this principle that the games in virtual worlds operate and the ⑦ nicknaming people in chatgroups interact. But it is by no means easy ⑧ maintaining a consistent presence through language in a world where ⑨ are multiple interactions taking place under pressure, where ⑩ are participants often changing their names and identities, and where the cooperative principle can be ⑪ arbitrari abandoned. ⑫ Put this another way, when you see an Internet utterance, you often do not know how to take it, because you do not know what set of conversational principles it is ⑬ obeyed.
Multiple and often conflicting notions of truth coexist in Internet situations, ① ranging outright lying through mutually aware pretence to playful trickery. As Patricia Wallace puts it, 'The fact ② which it is so easy ③ lieing and get ④ with away it ― as long ⑤ so we can live with our own deceptions and the harm they may cause others ― is a significant feature of the Internet. 'It ⑥ is course possible to live out a lie or fantasy logically and consistently, and it is on this principle that the games in virtual worlds operate and the ⑦ nicknaming people in chatgroups interact. But it is by no means easy ⑧ maintaining a consistent presence through language in a world where ⑨ are multiple interactions taking place under pressure, where ⑩ are participants often changing their names and identities, and where the cooperative principle can be ⑪ arbitrari abandoned. ⑫ Put this another way, when you see an Internet utterance, you often do not know how to take it, because you do not know what set of conversational principles it is ⑬ obeyed.
THE BLUET 19103 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 22:48:31
잘못된 어법을 찾아 바르게 고치세요.
19103-35
Competition is basically concerned with how the availability of resources, such as the food and space utilised by various organisms , ① are reduced by other organisms. Tourism and recreation can ② result the transfer of plants and animals to locations where they do not normally occur. In these situations the 'alien' species are often at an advantage, because the new environment is usually devoid of any natural controls that the 'invader' would have ③ evolved in its original environment. Alien plants compete with indigenous species for space, light, nutrients and water. The introduction of alien plants can ④ result the disruption and impoverishment of natural plant communities. This has ⑤ occurred South Africa, for example , ⑥ there introduced Australian shrubs have been and ⑦ is degrading species-rich fynbos plant communities in the Southern Cape region.
Competition is basically concerned with how the availability of resources, such as the food and space utilised by various organisms , ① are reduced by other organisms. Tourism and recreation can ② result the transfer of plants and animals to locations where they do not normally occur. In these situations the 'alien' species are often at an advantage, because the new environment is usually devoid of any natural controls that the 'invader' would have ③ evolved in its original environment. Alien plants compete with indigenous species for space, light, nutrients and water. The introduction of alien plants can ④ result the disruption and impoverishment of natural plant communities. This has ⑤ occurred South Africa, for example , ⑥ there introduced Australian shrubs have been and ⑦ is degrading species-rich fynbos plant communities in the Southern Cape region.
19103-36
There are times when we hold contradictory views and we know it, at least at one of the deeper ① level of consciousness. Most of us could not comfortably live with ourselves if we made a habit of holding flatly contradictory statements at the forefront of our consciousness. For example, I could not explicitly say to ② me "I tell many deliberate lies to Stephanie" and "I never lie to Stephanie. " ③ How I ④ be, assuming the first statement reflects objective facts , ⑤ are suppress the second statement. Another way I can allow ⑥ me ⑦ holding on to statements that contradict the facts is deliberately to refrain from examining the facts ⑧ to them the statements refer. This attitude is expressed by the quip "Don't bother me with the facts; I've already made up my mind. "Mental operations of these kinds are not so much instances of reasoning as evasion of ⑨ reasoned. Obviously, this can have nothing to do with logic. Those forms of unhealthy reasoning can be known ⑩ to "rationalization. "Rationalization is reasoning in the service of falsehood.
There are times when we hold contradictory views and we know it, at least at one of the deeper ① level of consciousness. Most of us could not comfortably live with ourselves if we made a habit of holding flatly contradictory statements at the forefront of our consciousness. For example, I could not explicitly say to ② me "I tell many deliberate lies to Stephanie" and "I never lie to Stephanie. " ③ How I ④ be, assuming the first statement reflects objective facts , ⑤ are suppress the second statement. Another way I can allow ⑥ me ⑦ holding on to statements that contradict the facts is deliberately to refrain from examining the facts ⑧ to them the statements refer. This attitude is expressed by the quip "Don't bother me with the facts; I've already made up my mind. "Mental operations of these kinds are not so much instances of reasoning as evasion of ⑨ reasoned. Obviously, this can have nothing to do with logic. Those forms of unhealthy reasoning can be known ⑩ to "rationalization. "Rationalization is reasoning in the service of falsehood.
19103-37
Centuries of technological advances ① had created possibilities where few or none existed ② before it. At their most basic, technologies allow people, if sufficiently armed with capital, ③ partially overcome their local geography and make it ④ productively. ⑤ 더비x3 ⑥ there more difficult that geography, the more expensive it is to make it ⑦ usefully, and the more expensive to keep it ⑧ usefully. Economic and social development, then , ⑨ is about figuring out how to use technology and capital, ⑩ find out not only what is possible ⑪ so also feasible. Economists call this opportunity costs. For example, you may be able to build a road to the top of the mountain to reach ⑫ to a remote chalet, ⑬ building it strong enough to withstand spring floods, plow it to keep it ⑭ openly in the winter, and ⑮ repairing it and ⑯ clearing it of avalanche debris in the summer. But with those same resources you can build fifty times the length of road in flat lowlands and service several tens of thousands of people. Both tasks are possible, but only one is an efficient and productive use of resources and therefore the more feasible.
Centuries of technological advances ① had created possibilities where few or none existed ② before it. At their most basic, technologies allow people, if sufficiently armed with capital, ③ partially overcome their local geography and make it ④ productively. ⑤ 더비x3 ⑥ there more difficult that geography, the more expensive it is to make it ⑦ usefully, and the more expensive to keep it ⑧ usefully. Economic and social development, then , ⑨ is about figuring out how to use technology and capital, ⑩ find out not only what is possible ⑪ so also feasible. Economists call this opportunity costs. For example, you may be able to build a road to the top of the mountain to reach ⑫ to a remote chalet, ⑬ building it strong enough to withstand spring floods, plow it to keep it ⑭ openly in the winter, and ⑮ repairing it and ⑯ clearing it of avalanche debris in the summer. But with those same resources you can build fifty times the length of road in flat lowlands and service several tens of thousands of people. Both tasks are possible, but only one is an efficient and productive use of resources and therefore the more feasible.
19103-38
For decades, we ① have been measured intelligence at the individual level, just as we ② have been measured creativity, engagement, and grit. But it turns out we were failing to measure something with far greater impact. As reported in the journal Science, researchers from MIT, Union College, and Carnegie Mellon ③ had finally found a method for systematically ④ measured the intelligence of a group as ⑤ opposing to an individual. Just as we evaluate how ⑥ successfully an individual student will be at solving a problem, we are now able to predict how ⑦ successfully a group of people will be at solving a problem or problems. It would be easy to assume that if you put a group of high-IQ people together, naturally they ⑧ will exhibit a ⑨ highly collective intelligence. But that's not what happens. Indeed, their research found that a team ⑩ on them each person was merely average in their individual abilities but ⑪ possessing a collective intelligence would continually exhibit higher success rates than a team of individual geniuses.
For decades, we ① have been measured intelligence at the individual level, just as we ② have been measured creativity, engagement, and grit. But it turns out we were failing to measure something with far greater impact. As reported in the journal Science, researchers from MIT, Union College, and Carnegie Mellon ③ had finally found a method for systematically ④ measured the intelligence of a group as ⑤ opposing to an individual. Just as we evaluate how ⑥ successfully an individual student will be at solving a problem, we are now able to predict how ⑦ successfully a group of people will be at solving a problem or problems. It would be easy to assume that if you put a group of high-IQ people together, naturally they ⑧ will exhibit a ⑨ highly collective intelligence. But that's not what happens. Indeed, their research found that a team ⑩ on them each person was merely average in their individual abilities but ⑪ possessing a collective intelligence would continually exhibit higher success rates than a team of individual geniuses.
19103-39
Biology is the smallest level ① at them we could explain creativity. Biology's units of analysis are genes, DNA, and specific regions of the human brain. In general, scientists agree that explanations at such lower levels of analysis are more general, more universal, more powerful, and have ② lesser exceptions than explanations at higher levels of analysis — like the explanations of psychology or sociology. It always makes scientific sense to start your study by attempting to explain something at the lowest possible level. However, at present the biological approach cannot explain creativity and all of the evidence suggests that creativity is not coded in our genes. And decades of study ③ had found no evidence ④ which creativity is localized to any specific brain region; in fact, all of the evidence suggests that creativity is a whole-brain function, drawing on many diverse areas of the brain in a complex systemic fashion. And there is no evidence of a link between mental illness and creativity. ⑤ explaining creativity, we need to look to the higher levels of explanation offered by psychology, sociology, and history.
Biology is the smallest level ① at them we could explain creativity. Biology's units of analysis are genes, DNA, and specific regions of the human brain. In general, scientists agree that explanations at such lower levels of analysis are more general, more universal, more powerful, and have ② lesser exceptions than explanations at higher levels of analysis — like the explanations of psychology or sociology. It always makes scientific sense to start your study by attempting to explain something at the lowest possible level. However, at present the biological approach cannot explain creativity and all of the evidence suggests that creativity is not coded in our genes. And decades of study ③ had found no evidence ④ which creativity is localized to any specific brain region; in fact, all of the evidence suggests that creativity is a whole-brain function, drawing on many diverse areas of the brain in a complex systemic fashion. And there is no evidence of a link between mental illness and creativity. ⑤ explaining creativity, we need to look to the higher levels of explanation offered by psychology, sociology, and history.
THE BLUET 19103 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 22:48:31
잘못된 어법을 찾아 바르게 고치세요.
19103-40
Color has not always been synonymous with truth and reality. In the past, Plato and Aristotle both attacked the use of color in painting because they considered color to be an ornament that obstructed the truth. Even the word "color" contains a snub against it. The Latin colorem is related to celare, to hide or ① concealing; in Middle English to color is to adorn, to disguise, to render plausible, ② misrepresent. Today most people prefer color pictures to black-and-white pictures. They assert that color photographs are more "real" than black-and-white photographs. This implies that people tend to conflate color photography and reality to an even greater extent than they do with black-and-white photographs. Many people ③ had had the experience of someone pointing to an 8×10-inch color photograph and saying, "There's Mary. She sure looks good, doesn't she? "We know that it is not Mary, but such a typical response acts as a vivid reminder ④ for how we expect photography to duplicate our reality for us.
Color has not always been synonymous with truth and reality. In the past, Plato and Aristotle both attacked the use of color in painting because they considered color to be an ornament that obstructed the truth. Even the word "color" contains a snub against it. The Latin colorem is related to celare, to hide or ① concealing; in Middle English to color is to adorn, to disguise, to render plausible, ② misrepresent. Today most people prefer color pictures to black-and-white pictures. They assert that color photographs are more "real" than black-and-white photographs. This implies that people tend to conflate color photography and reality to an even greater extent than they do with black-and-white photographs. Many people ③ had had the experience of someone pointing to an 8×10-inch color photograph and saying, "There's Mary. She sure looks good, doesn't she? "We know that it is not Mary, but such a typical response acts as a vivid reminder ④ for how we expect photography to duplicate our reality for us.
19103-4142
The history of the twentieth century revolved to a large ① extend around the reduction of inequality between classes, races, and genders. Though the world of the year 2000 still had its share of hierarchies, ② which was nevertheless a far more equal place than the world of 1900. So people expected that the egalitarian process would continue and even accelerate. In particular, they hoped that globalization would spread economic prosperity throughout the world, and that as a result people in India and Egypt would come to enjoy the same opportunities and privileges as people in Finland and Canada. An entire generation grew ③ on up this promise. Now it seems that this promise might not be ④ fulfilling. Globalization ⑤ had certainly benefited large segments of humanity, but there are signs of growing inequality both between and within societies. Some groups increasingly monopolize the fruits of globalization, while billions are left ⑥ behind it. Today, the richest 1 percent own half the world's wealth. This situation could get far worse. The rise of AI might eliminate the economic value and political power of most humans. At the same time, improvements in biotechnology might make it ⑦ possibly to translate economic inequality into biological inequality. The superrich will finally have something really worthwhile to do with their enormous wealth. While up until now they have only been able to buy little more than status symbols, soon they might be able to buy life ⑧ it. If new treatments for extending life and upgrading physical and cognitive abilities prove to be expensive, humankind ⑨ will split into biological castes.
The history of the twentieth century revolved to a large ① extend around the reduction of inequality between classes, races, and genders. Though the world of the year 2000 still had its share of hierarchies, ② which was nevertheless a far more equal place than the world of 1900. So people expected that the egalitarian process would continue and even accelerate. In particular, they hoped that globalization would spread economic prosperity throughout the world, and that as a result people in India and Egypt would come to enjoy the same opportunities and privileges as people in Finland and Canada. An entire generation grew ③ on up this promise. Now it seems that this promise might not be ④ fulfilling. Globalization ⑤ had certainly benefited large segments of humanity, but there are signs of growing inequality both between and within societies. Some groups increasingly monopolize the fruits of globalization, while billions are left ⑥ behind it. Today, the richest 1 percent own half the world's wealth. This situation could get far worse. The rise of AI might eliminate the economic value and political power of most humans. At the same time, improvements in biotechnology might make it ⑦ possibly to translate economic inequality into biological inequality. The superrich will finally have something really worthwhile to do with their enormous wealth. While up until now they have only been able to buy little more than status symbols, soon they might be able to buy life ⑧ it. If new treatments for extending life and upgrading physical and cognitive abilities prove to be expensive, humankind ⑨ will split into biological castes.
19103-4345
One day while Grace was in reading class, the teacher ① calling on Billy to read a sentence from the board. He had been sick most of the winter and ② having missed a lot of school. Billy stood to read the sentence, but he didn't know all the words. Since she ③ had been listened to the class, Grace read it for him. Billy sat down, ④ red-facing and unhappy. Grace felt rather proud of ⑤ her for ⑥ being known more than Billy ⑦ was. Her pride didn't last long, however. Her brother, Justin, reported to Mom what had ⑧ happening. He said, "Grace made Billy ⑨ to feel like a fool today. "Grace tossed her head defiantly. "Well, I did know the words, and Billy didn't," she said proudly. "Your brother is right, Grace," said Mom. "You made Billy ⑩ to feel ⑪ badly by reading for him. After this, you are not to speak up, even if you do know the answer. "Grace nodded her head. She understood ⑫ if she knew something, she was to keep it to ⑬ her. After that incident, the teacher was invited to a church dinner which Grace's mom ⑭ attending, too. While ⑮ talked with her, the teacher happened to remark, "I know Grace is bright, but I'm worried these days. She doesn't recite or answer any question during class. I can't understand it. "Mom couldn't understand it either. She ⑯ have heard Grace reading her book at home, and her brother drilled her on her sums until she knew them well. Mom approached the subject at suppertime, ⑰ asked, "Grace, can you read your lessons? "Grace said, "Sure, Mom. I can read the whole book! "Mom was ⑱ puzzling. "Then why," she ⑲ asking, "does the teacher say you don't recite in school? "Grace was ⑳ surprising. "Why, Mom," she ㉑ answering, "you told me ㉒ to not! " Mom ㉓ exclaiming, "Why, Grace, I did no such thing! ""Yes, you ㉔ was," Grace said. "You told me ㉕ to not speak up, even when I knew the answer." Mom ㉖ remembering. The matter was soon straightened out, and Grace recited again during class.
One day while Grace was in reading class, the teacher ① calling on Billy to read a sentence from the board. He had been sick most of the winter and ② having missed a lot of school. Billy stood to read the sentence, but he didn't know all the words. Since she ③ had been listened to the class, Grace read it for him. Billy sat down, ④ red-facing and unhappy. Grace felt rather proud of ⑤ her for ⑥ being known more than Billy ⑦ was. Her pride didn't last long, however. Her brother, Justin, reported to Mom what had ⑧ happening. He said, "Grace made Billy ⑨ to feel like a fool today. "Grace tossed her head defiantly. "Well, I did know the words, and Billy didn't," she said proudly. "Your brother is right, Grace," said Mom. "You made Billy ⑩ to feel ⑪ badly by reading for him. After this, you are not to speak up, even if you do know the answer. "Grace nodded her head. She understood ⑫ if she knew something, she was to keep it to ⑬ her. After that incident, the teacher was invited to a church dinner which Grace's mom ⑭ attending, too. While ⑮ talked with her, the teacher happened to remark, "I know Grace is bright, but I'm worried these days. She doesn't recite or answer any question during class. I can't understand it. "Mom couldn't understand it either. She ⑯ have heard Grace reading her book at home, and her brother drilled her on her sums until she knew them well. Mom approached the subject at suppertime, ⑰ asked, "Grace, can you read your lessons? "Grace said, "Sure, Mom. I can read the whole book! "Mom was ⑱ puzzling. "Then why," she ⑲ asking, "does the teacher say you don't recite in school? "Grace was ⑳ surprising. "Why, Mom," she ㉑ answering, "you told me ㉒ to not! " Mom ㉓ exclaiming, "Why, Grace, I did no such thing! ""Yes, you ㉔ was," Grace said. "You told me ㉕ to not speak up, even when I knew the answer." Mom ㉖ remembering. The matter was soon straightened out, and Grace recited again during class.
THE BLUET 19103 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 22:48:31
잘못된 어법을 찾아 바르게 고치세요.
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