2019년 10월 고3 영어 모의고사 한문장 읽기
고등모의 [워크북]/고32019. 10. 20. 18:12
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THE BLUET 19103 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 18:15:14
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19103-18
1. We would like to thank you for your suggestion about switching to the new ABC software for maintaining the company's database system.
2. This update will surely make our management system more efficient as well as more cost-effective in the long run.
3. Your idea is currently being reviewed by the board.
4. In order to further discuss your idea, you are required to attend a meeting with the technical team at 2 p.m. on October 8th in Meeting Room A.
5. After assessing the feasibility of the proposal, we would like to proceed with the implementation without any delay.
6. Thank you for your dedication.
19103-19
1. Mary held my hand and made me follow her.
2. With my eyes blindfolded, I was wondering to what fantastic place she was taking me.
3. She stopped me suddenly and played my all-time favorite song: When the Stars Go Blue.
4. I took a deep, shaky breath.
5. When Mary pulled off my blindfold, my jaw dropped and I gasped at the sight before me.
6. We were on a hill.
7. There were no city lights anywhere in sight.
8. The only things giving off light were the moon and the stars.
9. Mary took my hand in hers again.
10. The next thing I knew was that we were dancing, staring into each other's eyes.
11. I wished the night would last forever.
19103-20
1. The human brain is wired to look for threats — a trait that kept us alive when we were living on the savannas but that can prevent happiness in our modern lives.
2. This so-called "negativity bias" can keep you focused on what's going wrong (which explains why complaining is such a popular pastime).
3. To break out of this neural rut, train yourself to acknowledge when things go right.
4. If you keep a calendar or a journal, make a point to write down what went well.
5. If you're more of a verbal processor, start your conversations with friends by sharing a recent win (anything that gives you that yesssss feeling).
6. Where the mind goes, reality follows.
7. The more you appreciate life, the more reasons you have to celebrate it.
19103-21
1. Most people who try to slow down put the proverbial cart before the horse.
2. They make dramatic, often costly changes in their lifestyle, only to encounter two disappointing results.
3. First, they don't enjoy the changes they make.
4. People who are temperamentally used to a fast-paced life quickly discover that a slower-paced life in the country all but drives them crazy.
5. Their habitual, hectic thinking won't allow them to adjust the superficial changes they make.
6. Second, lifestyle changes alone rarely make a real difference.
7. You can rearrange the externals of your life in a radically different way, but you always take your thinking with you.
8. If you are a hurried, rushed person in the city, you'll also be a hurried, rushed person in the country.
9. To mend the problem, you should slow down your life from the inside out.
19103-22
1. We tend to think of technology as shiny tools and gadgets.
2. Even if we acknowledge that technology can exist in disembodied form, such as software, we tend not to include in this category paintings, literature, music, dance, poetry, and the arts in general.
3. But we should.
4. 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.
5. They both can change our behavior, alter the course of events, or enable future inventions.
6. A Shakespeare sonnet and a Schubert symphony, then, are in the same category as Google's search engine and the smartphone: They are something useful produced by a mind.
7. We can't separate out the multiple overlapping technologies responsible for a Lord of the Rings movie.
8. The literary rendering of the original novel is as much an invention as the digital rendering of its fantastical creatures.
9. Both are useful works of the human imagination.
10. Both influence audiences powerfully.
11. Both are technological.
19103-23
1. Sometimes social learning is direct.
2. 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.
3. Most of the recent, expanding experimental literature focuses on such cases of pure instruction, or pure demonstration, for example, in testing the reliability of transmission chains under various conditions.
4. Many studies of social learning in children focus on the fidelity with which information flows from one child to another in diffusion chains.
5. But the most consequential cases of social learning in humans have not depended on pure demonstration or instruction.
6. Rather, most social learning is hybrid learning: agents acquire skills through socially guided trial and error and socially guided practice.
7. Children do get advice, instruction, and other informational head starts from others, but they get this support while engaged in exploratory learning in their environment.
19103-24
1. I can report a number of occasions when my own dogs reacted in a marked, I would say enthusiastic, manner when I wore jingling jewelry that produced a regular rhythm as I walked, though admittedly they did not tap their feet.
2. Although this is a mere anecdote, it suggests that it is wrong to claim that animals are incapable of responding to pronounced rhythms.
3. 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 involved in musical response.
4. My dogs in fact responded to other musical features beside the regular jingling of my jewelry.
5. The sound of a siren would set them to howling, as would the sound of my husband's saxophone.
6. Perhaps Aristotle observed similar reactions of dogs to musical instruments and rhythms.
7. Apparently Darwin did.
8. He reports observing a dog that was "always whining, when one note on a concertina, which was out of tune, was played."
19103-25
1. The graph above shows the results of a 2018 survey on the attachment feelings of U.S. adults to their local community.
2. Identical percentages of adults living in suburban and in rural communities said they felt very attached to their local community.
3. More than 40% of adults in each of the three types of community responded they felt somewhat attached to their local community.
4. The percentage of adults who felt very attached to their local community increased as their age progressed.
5. In the three groups ages 30 and over, more than 40% responded they felt somewhat attached to their local community, respectively.
6. In terms of those who felt very attached, the percentage of adults who had lived in their community for 6 to 10 years was less than twice that of those who had resided for less than 6 years.
19103-26
1. Kurt Gödel, one of the most important logicians of the contemporary period, was born in what is today Brno, the Czech Republic.
2. Gödel entered the University of Vienna, where he studied mathematics, physics, and philosophy.
3. On completing his undergraduate degree he started graduate work in mathematics, earning his doctorate at age twenty-four.
4. After the publication of the incompleteness theorem, he became an internationally known intellectual figure.
5. He began giving mathematical lectures around the world starting in 1933.
6. He gave his first lecture in the United States that year, where he first met Albert Einstein.
7. This was the beginning of a close friendship that would last until Einstein's death in 1955.
8. In 1940, under the threat of being drafted into the German army, Gödel left for the United States, where he accepted a position at the Institute for Advanced Study, in Princeton.
9. He received the first Albert Einstein Award.
10. In 1974 he was awarded the National Medal of Science.
19103-29
1. The modern adult human brain weighs only 1/50 of the total body weight but uses up to 1/5 of the total energy needs.
2. The brain's running costs are about eight to ten times as high, per unit mass, as those of the body's muscles.
3. And around 3/4 of that energy is expended on neurons, the specialized brain cells that communicate in vast networks to generate our thoughts and behaviours.
4. An individual neuron sending a signal in the brain uses as much energy as a leg muscle cell running a marathon.
5. Of course, we use more energy overall when we are running, but we are not always on the move, whereas our brains never switch off.
6. Even though the brain is metabolically greedy, it still outclasses any desktop computer both in terms of the calculations it can perform and the efficiency at which it does this.
7. We may have built computers that can beat our top Grand Master chess players, but we are still far away from designing one that is capable of recognizing and picking up one of the chess pieces as easily as a typical three-year-old child can.
19103-30
1. Discovering how people are affected by jokes is often difficult.
2. People mask their reactions because of politeness or peer pressure.
3. Moreover, people are sometimes unaware of how they, themselves, are affected.
4. Denial, for example, may conceal from people how deeply wounded they are by certain jokes.
5. Jokes can also be termites or time bombs, lingering unnoticed in a person's subconscious, gnawing on his or her self-esteem or exploding it at a later time.
6. But even if one could accurately determine how people are affected, this would not be an accurate measure of hatefulness.
7. People are often simply wrong about whether a joke is acceptable or hateful.
8. For example, people notoriously find terribly hateful jokes about themselves or their sex, nationalities, professions, etc.
9. unproblematic until their consciousness becomes raised.
10. And the raising of consciousness is often followed by a period of hypersensitivity where people are hurt or offended even by tasteful, tactful jokes.
19103-31
1. The developmental control that children with certain serious medical problems can exert over their physical activity is relevant to device safety.
2. For example, an infant in a crib and a cognitively intact 14-year-old confined to bed due to illness or injury may both be relatively inactive.
3. The adolescent can, however, be expected to have more awareness of and control over movements such as rolling over that might dislodge or otherwise impair the functioning of a medical device such as a breathing tube or feeding tube.
4. Likewise, a 5-year-old and a 25-year-old who have 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, jumping off a porch.
19103-32
1. There's more to striving to be in the majority of one's group than merely acquiring power.
2. 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.
3. Drawing distinctions between who's in and who's out, between who's right and who's wrong, between privileged or disadvantaged — in short, between us and them — motivates us to be counted among those who do the counting.
4. We seek to belong to 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 being in the majority position is commonly viewed by others and by ourselves as deserved.
5. We had it coming.
6. This perception contributes to our sense of worth, of who we are, and to others' assessments of our value as well.
19103-33
1. Eating was the original science, the original study of the environment.
2. Kids, just like primitive lifeforms, learn about reality by putting it in their mouths.
3. This mouth knowledge knows no abstracts.
4. The world is either sweet or bitter, smooth or prickly, pleasant or unpleasant.
5. Mouth knowledge comes with gut-level certainty.
6. So to eat is literally to know.
7. But to know what?
8. It is to know self from nonself.
9. Mouth knowledge taught us the boundaries of our bodies.
10. When, as babies, we sucked an object, such as a pacifier, we felt it only from one side, from the side of the mouth.
11. When we sucked our thumbs, we felt them from the outside, through the mouth, and from the inside, through the feeling of the thumb being sucked on.
12. This mouth knowledge ― unlike later 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
1. Multiple and often conflicting notions of truth coexist in Internet situations, ranging from outright lying through mutually aware pretence to playful trickery.
2. As Patricia Wallace puts it, 'The fact that it is so easy to lie and get away with it ― as long as we can live with our own deceptions and the harm they may cause others ― is a significant feature of the Internet.
3. 'It is of 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 nicknamed people in chatgroups interact.
4. But it is by no means easy to maintain a consistent presence through language in a world where multiple interactions are taking place under pressure, where participants are often changing their names and identities, and where the cooperative principle can be arbitrarily abandoned.
5. Putting 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 obeying.
19103-35
1. Competition is basically concerned with how the availability of resources, such as the food and space utilised by various organisms, is reduced by other organisms.
2. Tourism and recreation can result in the transfer of plants and animals to locations where they do not normally occur.
3. 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 evolved with in its original environment.
4. Alien plants compete with indigenous species for space, light, nutrients and water.
5. The introduction of alien plants can result in the disruption and impoverishment of natural plant communities.
6. This has occurred in South Africa, for example, where introduced Australian shrubs have been and are degrading species-rich fynbos plant communities in the Southern Cape region.
19103-36
1. There are times when we hold contradictory views and we know it, at least at one of the deeper levels of consciousness.
2. 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.
3. For example, I could not explicitly say to myself "I tell many deliberate lies to Stephanie" and "I never lie to Stephanie.
4. "What I do, assuming the first statement reflects objective facts, is suppress the second statement.
5. Another way I can allow myself to hold on to statements that contradict the facts is deliberately to refrain from examining the facts to which the statements refer.
6. This attitude is expressed by the quip "Don't bother me with the facts; I've already made up my mind.
7. "Mental operations of these kinds are not so much instances of reasoning as evasion of reasoning.
8. Obviously, this can have nothing to do with logic.
9. Those forms of unhealthy reasoning can be known as "rationalization.
10. "Rationalization is reasoning in the service of falsehood.
19103-37
1. Centuries of technological advances have created possibilities where few or none existed before.
2. At their most basic, technologies allow people, if sufficiently armed with capital, to partially overcome their local geography and make it productive.
3. The more difficult that geography, the more expensive it is to make it useful, and the more expensive to keep it useful.
4. Economic and social development, then, are about figuring out how to use technology and capital, to find out not only what is possible but also feasible.
5. Economists call this opportunity costs.
6. For example, you may be able to build a road to the top of the mountain to reach a remote chalet, build it strong enough to withstand spring floods, plow it to keep it open in the winter, and repair it and clear it of avalanche debris in the summer.
7. 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.
8. Both tasks are possible, but only one is an efficient and productive use of resources and therefore the more feasible.
19103-38
1. For decades, we have been measuring intelligence at the individual level, just as we have been measuring creativity, engagement, and grit.
2. But it turns out we were failing to measure something with far greater impact.
3. As reported in the journal Science, researchers from MIT, Union College, and Carnegie Mellon have finally found a method for systematically measuring the intelligence of a group as opposed to an individual.
4. Just as we evaluate how successful an individual student will be at solving a problem, we are now able to predict how successful a group of people will be at solving a problem or problems.
5. It would be easy to assume that if you put a group of high-IQ people together, naturally they would exhibit a high collective intelligence.
6. But that's not what happens.
7. Indeed, their research found that a team on which each person was merely average in their individual abilities but possessed a collective intelligence would continually exhibit higher success rates than a team of individual geniuses.
19103-39
1. Biology is the smallest level at which we could explain creativity.
2. Biology's units of analysis are genes, DNA, and specific regions of the human brain.
3. In general, scientists agree that explanations at such lower levels of analysis are more general, more universal, more powerful, and have fewer exceptions than explanations at higher levels of analysis — like the explanations of psychology or sociology.
4. It always makes scientific sense to start your study by attempting to explain something at the lowest possible level.
5. However, at present the biological approach cannot explain creativity and all of the evidence suggests that creativity is not coded in our genes.
6. And decades of study have found no evidence that 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.
7. And there is no evidence of a link between mental illness and creativity.
8. To explain creativity, we need to look to the higher levels of explanation offered by psychology, sociology, and history.
19103-40
1. Color has not always been synonymous with truth and reality.
2. 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.
3. Even the word "color" contains a snub against it.
4. The Latin colorem is related to celare, to hide or conceal; in Middle English to color is to adorn, to disguise, to render plausible, to misrepresent.
5. Today most people prefer color pictures to black-and-white pictures.
6. They assert that color photographs are more "real" than black-and-white photographs.
7. This implies that people tend to conflate color photography and reality to an even greater extent than they do with black-and-white photographs.
8. Many people have had the experience of someone pointing to an 8×10-inch color photograph and saying, "There's Mary.
9. She sure looks good, doesn't she?
10. "We know that it is not Mary, but such a typical response acts as a vivid reminder of how we expect photography to duplicate our reality for us.
19103-4142
1. The history of the twentieth century revolved to a large extent around the reduction of inequality between classes, races, and genders.
2. Though the world of the year 2000 still had its share of hierarchies, it was nevertheless a far more equal place than the world of 1900.
3. So people expected that the egalitarian process would continue and even accelerate.
4. 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.
5. An entire generation grew up on this promise.
6. Now it seems that this promise might not be fulfilled.
7. Globalization has certainly benefited large segments of humanity, but there are signs of growing inequality both between and within societies.
8. Some groups increasingly monopolize the fruits of globalization, while billions are left behind.
9. Today, the richest 1 percent own half the world's wealth.
10. This situation could get far worse.
11. The rise of AI might eliminate the economic value and political power of most humans.
12. At the same time, improvements in biotechnology might make it possible to translate economic inequality into biological inequality.
13. The superrich will finally have something really worthwhile to do with their enormous wealth.
14. While up until now they have only been able to buy little more than status symbols, soon they might be able to buy life itself.
15. If new treatments for extending life and upgrading physical and cognitive abilities prove to be expensive, humankind might split into biological castes.
19103-4345
1. One day while Grace was in reading class, the teacher called on Billy to read a sentence from the board.
2. He had been sick most of the winter and had missed a lot of school.
3. Billy stood to read the sentence, but he didn't know all the words.
4. Since she had been listening to the class, Grace read it for him.
5. Billy sat down, red-faced and unhappy.
6. Grace felt rather proud of herself for having known more than Billy did.
7. Her pride didn't last long, however.
8. Her brother, Justin, reported to Mom what had happened.
9. He said, "Grace made Billy feel like a fool today.
10. "Grace tossed her head defiantly.
11. "Well, I did know the words, and Billy didn't," she said proudly.
12. "Your brother is right, Grace," said Mom.
13. "You made Billy feel bad by reading for him.
14. After this, you are not to speak up, even if you do know the answer.
15. "Grace nodded her head.
16. She understood that if she knew something, she was to keep it to herself.
17. After that incident, the teacher was invited to a church dinner which Grace's mom attended, too.
18. While talking with her, the teacher happened to remark, "I know Grace is bright, but I'm worried these days.
19. She doesn't recite or answer any question during class.
20. I can't understand it.
21. "Mom couldn't understand it either.
22. She had heard Grace reading her book at home, and her brother drilled her on her sums until she knew them well.
23. Mom approached the subject at suppertime, asking, "Grace, can you read your lessons?
24. "Grace said, "Sure, Mom.
25. I can read the whole book!
26. "Mom was puzzled.
27. "Then why," she asked, "does the teacher say you don't recite in school?
28. "Grace was surprised.
29. "Why, Mom," she answered, "you told me not to!
30. "Mom exclaimed, "Why, Grace, I did no such thing!
31. ""Yes, you did," Grace said.
32. "You told me not to speak up, even when I knew the answer."
33. Mom remembered.
34. The matter was soon straightened out, and Grace recited again during class.
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고등모의 [워크북]/고32019. 10. 20. 18:03
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THE BLUET 1813 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 18:07:41
1811H3-18
① I submitted my application and recipe for the 2nd Annual DC Metro Cooking Contest. ② However, I would like to change my recipe if it is possible. ③ I have checked the website again, but I could only find information about the contest date, time, and prizes. ④ I couldn't see any information about changing recipes. ⑤ I have just created a great new recipe, and I believe people will love this more than the one I have already submitted. ⑥ Please let me know if I can change my submitted recipe. ⑦ I look forward to your response.
1811H3-19
① The waves were perfect for surfing. ② Dave, however, just could not stay on his board. ③ He had tried more than ten times to stand up but never managed it. ④ He felt that he would never succeed. ⑤ He was about to give up when he looked at the sea one last time. ⑥ The swelling waves seemed to say, "Come on, Dave. ⑦ One more try!" ⑧ Taking a deep breath, he picked up his board and ran into the water. ⑨ He waited for the right wave. ⑩ Finally, it came. ⑪ He jumped up onto the board just like he had practiced. ⑫ And this time, standing upright, he battled the wave all the way back to shore. ⑬ Walking out of the water joyfully, he cheered, "Wow, I did it!"
1811H3-20
① War is inconceivable without some image, or concept, of the enemy. ② It is the presence of the enemy that gives meaning and justification to war. ③ 'War follows from feelings of hatred', wrote Carl Schmitt. ④ 'War has its own strategic, tactical, and other rules and points of view, but they all presuppose that the political decision has already been made as to who the enemy is'. ⑤ The concept of the enemy is fundamental to the moral assessment of war:. ⑥ 'The basic aim of a nation at war in establishing an image of the enemy is to distinguish as sharply as possible the act of killing from the act of murder'. ⑦ However, we need to be cautious about thinking of war and the image of the enemy that informs it in an abstract and uniform way. ⑧ Rather, both must be seen for the cultural and contingent phenomena that they are.
1811H3-21
① Although not the explicit goal, the best science can really be seen as refining ignorance. ② Scientists, especially young ones, can get too obsessed with results. ③ Society helps them along in this mad chase. ④ Big discoveries are covered in the press, show up on the university's home page, help get grants, and make the case for promotions. ⑤ But it's wrong. ⑥ Great scientists, the pioneers that we admire, are not concerned with results but with the next questions. ⑦ The highly respected physicist Enrico Fermi told his students that an experiment that successfully proves a hypothesis is a measurement; one that doesn't is a discovery. ⑧ A discovery, an uncovering ― of new ignorance. ⑨ The Nobel Prize, the pinnacle of scientific accomplishment, is awarded, not for a lifetime of scientific achievement, but for a single discovery, a result. ⑩ Even the Nobel committee realizes in some way that this is not really in the scientific spirit, and their award citations commonly honor the discovery for having "opened a field up," "transformed a field," or "taken a field in new and unexpected directions."
1811H3-22
① With the industrial society evolving into an information-based society, the concept of information as a product, a commodity with its own value, has emerged. ② As a consequence, those people, organizations, and countries that possess the highest-quality information are likely to prosper economically, socially, and politically. ③ Investigations into the economics of information encompass a variety of categories including the costs of information and information services; the effects of information on decision making; the savings from effective information acquisition; the effects of information on productivity; and the effects of specific agencies (such as corporate, technical, or medical libraries) on the productivity of organizations. ④ Obviously many of these areas overlap, but it is clear that information has taken on a life of its own outside the medium in which it is contained. ⑤ Information has become a recognized entity to be measured, evaluated, and priced.
1811H3-23
① We argue that the ethical principles of justice provide an essential foundation for policies to protect unborn generations and the poorest countries from climate change. ② Related issues arise in connection with current and persistently inadequate aid for these nations, in the face of growing threats to agriculture and water supply, and the rules of international trade that mainly benefit rich countries. ③ Increasing aid for the world's poorest peoples can be an essential part of effective mitigation. ④ With 20 percent of carbon emissions from (mostly tropical) deforestation, carbon credits for forest preservation would combine aid to poorer countries with one of the most cost-effective forms of abatement. ⑤ Perhaps the most cost-effective but politically complicated policy reform would be the removal of several hundred billions of dollars of direct annual subsidies from the two biggest recipients in the OECD ― destructive industrial agriculture and fossil fuels. ⑥ Even a small amount of this money would accelerate the already rapid rate of technical progress and investment in renewable energy in many areas, as well as encourage the essential switch to conservation agriculture.
1811H3-24
① A defining element of catastrophes is the magnitude of their harmful consequences. ② To help societies prevent or reduce damage from catastrophes, a huge amount of effort and technological sophistication are often employed to assess and communicate the size and scope of potential or actual losses. ③ This effort assumes that people can understand the resulting numbers and act on them appropriately. ④ However, recent behavioral research casts doubt on this fundamental assumption. ⑤ Many people do not understand large numbers. ⑥ Indeed, large numbers have been found to lack meaning and to be underestimated in decisions unless they convey affect (feeling). ⑦ This creates a paradox that rational models of decision making fail to represent. ⑧ On the one hand, we respond strongly to aid a single individual in need. ⑨ On the other hand, we often fail to prevent mass tragedies or take appropriate measures to reduce potential losses from natural disasters.
1811H3-25
① The tables above show the top ten origin countries and the number of international students enrolled in U.S. colleges and universities in two school years, 1979-1980 and 2016-2017. ② The total number of international students in 2016-2017 was over three times larger than the total number of international students in 1979-1980. ③ Iran, Taiwan, and Nigeria were the top three origin countries of international students in 1979-1980, among which only Taiwan was included in the list of the top ten origin countries in 2016-2017. ④ The number of students from India was over twenty times larger in 2016-2017 than in 1979-1980, and India ranked lower than China in 2016-2017. ⑤ South Korea, which was not included among the top ten origin countries in 1979-1980, ranked third in 2016-2017. ⑥ Although the number of students from Japan was larger in 2016-2017 than in 1979-1980, Japan ranked lower in 2016-2017 than in 1979-1980.
1811H3-26
① Marjorie Kinnan Rawlings, an American author born in Washington, D.C. in 1896, wrote novels with rural themes and settings. ② While she was young, one of her stories appeared in The Washington Post. ③ After graduating from university, Rawlings worked as a journalist while simultaneously trying to establish herself as a fiction writer. ④ In 1928, she purchased an orange grove in Cross Creek, Florida. ⑤ This became the source of inspiration for some of her writings which included The Yearling and her autobiographical book, Cross Creek. ⑥ In 1939, The Yearling, which was about a boy and an orphaned baby deer, won the Pulitzer Prize for Fiction. ⑦ Later, in 1946, The Yearling was made into a film of the same name. ⑧ Rawlings passed away in 1953, and the land she owned at Cross Creek has become a Florida State Park honoring her achievements.
1811H3-29
① "Monumental" is a word that comes very close to expressing the basic characteristic of Egyptian art. ② Never before and never since has the quality of monumentality been achieved as fully as it was in Egypt. ③ The reason for this is not the external size and massiveness of their works, although the Egyptians admittedly achieved some amazing things in this respect. ④ Many modern structures exceed those of Egypt in terms of purely physical size. ⑤ But massiveness has nothing to do with monumentality. ⑥ An Egyptian sculpture no bigger than a person's hand is more monumental than that gigantic pile of stones that constitutes the war memorial in Leipzig, for instance. ⑦ Monumentality is not a matter of external weight, but of "inner weight." ⑧ This inner weight is the quality which Egyptian art possesses to such a degree that everything in it seems to be made of primeval stone, like a mountain range, even if it is only a few inches across or carved in wood.
1811H3-30
① Europe's first Homo sapiens lived primarily on large game, particularly reindeer. ② Even under ideal circumstances, hunting these fast animals with spear or bow and arrow is an uncertain task. ③ The reindeer, however, had a weakness that mankind would mercilessly exploit: it swam poorly. ④ While afloat, it is uniquely vulnerable, moving slowly with its antlers held high as it struggles to keep its nose above water. ⑤ At some point, a Stone Age genius realized the enormous hunting advantage he would gain by being able to glide over the water's surface, and built the first boat. ⑥ Once the easily overtaken and killed prey had been hauled aboard, getting its body back to the tribal camp would have been far easier by boat than on land. ⑦ It would not have taken long for mankind to apply this advantage to other goods.
1811H3-31
① Finkenauer and Rimé investigated the memory of the unexpected death of Belgium's King Baudouin in 1993 in a large sample of Belgian citizens. ② The data revealed that the news of the king's death had been widely socially shared. ③ By talking about the event, people gradually constructed a social narrative and a collective memory of the emotional event. ④ At the same time, they consolidated their own memory of the personal circumstances in which the event took place, an effect known as "flashbulb memory." ⑤ The more an event is socially shared, the more it will be fixed in people's minds. ⑥ Social sharing may in this way help to counteract some natural tendency people may have. ⑦ Naturally, people should be driven to "forget" undesirable events. ⑧ Thus, someone who just heard a piece of bad news often tends initially to deny what happened. ⑨ The repetitive social sharing of the bad news contributes to realism.
1811H3-32
① Minorities tend not to have much power or status and may even be dismissed as troublemakers, extremists or simply 'weirdos'. ② How, then, do they ever have any influence over the majority? ③ The social psychologist Serge Moscovici claims that the answer lies in their behavioural style, i_e the way the minority gets its point across. ④ The crucial factor in the success of the suffragette movement was that its supporters were consistent in their views, and this created a considerable degree of social influence. ⑤ Minorities that are active and organised, who support and defend their position consistently, can create social conflict, doubt and uncertainty among members of the majority, and ultimately this may lead to social change. ⑥ Such change has often occurred because a minority has converted others to its point of view. ⑦ Without the influence of minorities, we would have no innovation, no social change. ⑧ Many of what we now regard as 'major' social movements (e_g Christianity, trade unionism or feminism) were originally due to the influence of an outspoken minority.
1811H3-33
① Heritage is concerned with the ways in which very selective material artefacts, mythologies, memories and traditions become resources for the present. ② The contents, interpretations and representations of the resource are selected according to the demands of the present; an imagined past provides resources for a heritage that is to be passed onto an imagined future. ③ It follows too that the meanings and functions of memory and tradition are defined in the present. ④ Further, heritage is more concerned with meanings than material artefacts. ⑤ It is the former that give value, either cultural or financial, to the latter and explain why they have been selected from the near infinity of the past. ⑥ In turn, they may later be discarded as the demands of present societies change, or even, as is presently occurring in the former Eastern Europe, when pasts have to be reinvented to reflect new presents. ⑦ Thus heritage is as much about forgetting as remembering the past.
1811H3-34
① The human species is unique in its ability to expand its functionality by inventing new cultural tools. ② Writing, arithmetic, science ― all are recent inventions. ③ Our brains did not have enough time to evolve for them, but I reason that they were made possible because we can mobilize our old areas in novel ways. ④ When we learn to read, we recycle a specific region of our visual system known as the visual word-form area, enabling us to recognize strings of letters and connect them to language areas. ⑤ Likewise, when we learn Arabic numerals we build a circuit to quickly convert those shapes into quantities ― a fast connection from bilateral visual areas to the parietal quantity area. ⑥ Even an invention as elementary as finger-counting changes our cognitive abilities dramatically. ⑦ Amazonian people who have not invented counting are unable to make exact calculations as simple as, say, 6–2. ⑧ This "cultural recycling" implies that the functional architecture of the human brain results from a complex mixture of biological and cultural constraints.
1811H3-35
① When photography came along in the nineteenth century, painting was put in crisis. ② The photograph, it seemed, did the work of imitating nature better than the painter ever could. ③ Some painters made practical use of the invention. ④ There were Impressionist painters who used a photograph in place of the model or landscape they were painting. ⑤ But by and large, the photograph was a challenge to painting and was one cause of painting's moving away from direct representation and reproduction to the abstract painting of the twentieth century. ⑥ Since photographs did such a good job of representing things as they existed in the world, painters were freed to look inward and represent things as they were in their imagination, rendering emotion in the color, volume, line, and spatial configurations native to the painter's art.
1811H3-36
① Researchers in psychology follow the scientific method to perform studies that help explain and may predict human behavior. ② This is a much more challenging task than studying snails or sound waves. ③ It often requires compromises, such as testing behavior within laboratories rather than natural settings, and asking those readily available (such as introduction to psychology students) to participate rather than collecting data from a true cross-section of the population. ④ It often requires great cleverness to conceive of measures that tap into what people are thinking without altering their thinking, called reactivity. ⑤ Simply knowing they are being observed may cause people to behave differently (such as more politely!). ⑥ People may give answers that they feel are more socially desirable than their true feelings. ⑦ But for all of these difficulties for psychology, the payoff of the scientific method is that the findings are replicable;. ⑧ That is, if you run the same study again following the same procedures, you will be very likely to get the same results.
1811H3-37
① Clearly, schematic knowledge helps you ― guiding your understanding and enabling you to reconstruct things you cannot remember. ② But schematic knowledge can also hurt you, promoting errors in perception and memory. ③ Moreover, the types of errors produced by schemata are quite predictable:. ④ Bear in mind that schemata summarize the broad pattern of your experience, and so they tell you, in essence, what's typical or ordinary in a given situation. ⑤ Any reliance on schematic knowledge, therefore, will be shaped by this information about what's "normal." ⑥ Thus, if there are things you don't notice while viewing a situation or event, your schemata will lead you to fill in these "gaps" with knowledge about what's normally in place in that setting. ⑦ Likewise, if there are things you can't recall, your schemata will fill in the gaps with knowledge about what's typical in that situation. ⑧ As a result, a reliance on schemata will inevitably make the world seem more "normal" than it really is and will make the past seem more "regular" than it actually was.
1811H3-38
① The printing press boosted the power of ideas to copy themselves. ② Prior to low-cost printing, ideas could and did spread by word of mouth. ③ While this was tremendously powerful, it limited the complexity of the ideas that could be propagated to those that a single person could remember. ④ It also added a certain amount of guaranteed error. ⑤ The spread of ideas by word of mouth was equivalent to a game of telephone on a global scale. ⑥ The advent of literacy and the creation of handwritten scrolls and, eventually, handwritten books strengthened the ability of large and complex ideas to spread with high fidelity. ⑦ But the incredible amount of time required to copy a scroll or book by hand limited the speed with which information could spread this way. ⑧ A well-trained monk could transcribe around four pages of text per day. ⑨ A printing press could copy information thousands of times faster, allowing knowledge to spread far more quickly, with full fidelity, than ever before.
1811H3-39
① A major challenge for map-makers is the depiction of hills and valleys, slopes and flatlands collectively called the topography. ② This can be done in various ways. ③ One is to create an image of sunlight and shadow so that wrinkles of the topography are alternately lit and shaded, creating a visual representation of the shape of the land. ④ Another, technically more accurate way is to draw contour lines. ⑤ A contour line connects all points that lie at the same elevation. ⑥ A round hill rising above a plain, therefore, would appear on the map as a set of concentric circles, the largest at the base and the smallest near the top. ⑦ When the contour lines are positioned closely together, the hill's slope is steep; if they lie farther apart, the slope is gentler. ⑧ Contour lines can represent scarps, hollows, and valleys of the local topography. ⑨ At a glance, they reveal whether the relief in the mapped area is great or small: a "busy" contour map means lots of high relief.
1811H3-40
① Biological organisms, including human societies both with and without market systems, discount distant outputs over those available at the present time based on risks associated with an uncertain future. ② As the timing of inputs and outputs varies greatly depending on the type of energy, there is a strong case to incorporate time when assessing energy alternatives. ③ For example, the energy output from solar panels or wind power engines, where most investment happens before they begin producing, may need to be assessed differently when compared to most fossil fuel extraction technologies, where a large proportion of the energy output comes much sooner, and a larger (relative) proportion of inputs is applied during the extraction process, and not upfront. ④ Thus fossil fuels, particularly oil and natural gas, in addition to having energy quality advantages (cost, storability, transportability, etc) over many renewable technologies, also have a "temporal advantage" after accounting for human behavioral preference for current consumption/return.
1811H3-4142
① Industrial capitalism not only created work, it also created 'leisure' in the modern sense of the term. ② This might seem surprising, for the early cotton masters wanted to keep their machinery running as long as possible and forced their employees to work very long hours. ③ However, by requiring continuous work during work hours and ruling out non-work activity, employers had separated out leisure from work. ④ Some did this quite explicitly by creating distinct holiday periods, when factories were shut down, because it was better to do this than have work disrupted by the casual taking of days off. ⑤ 'Leisure' as a distinct non-work time, whether in the form of the holiday, weekend, or evening, was a result of the disciplined and bounded work time created by capitalist production. ⑥ Workers then wanted more leisure and leisure time was enlarged by union campaigns, which first started in the cotton industry, and eventually new laws were passed that limited the hours of work and gave workers holiday entitlements. ⑦ Leisure was also the creation of capitalism in another sense, through the commercialization of leisure. ⑧ This no longer meant participation in traditional sports and pastimes. ⑨ Workers began to pay for leisure activities organized by capitalist enterprises. ⑩ Mass travel to spectator sports, especially football and horse-racing, where people could be charged for entry, was now possible. ⑪ The importance of this can hardly be exaggerated, for whole new industries were emerging to exploit and develop the leisure market, which was to become a huge source of consumer demand, employment, and profit.
1811H3-4345
① Olivia and her sister Ellie were standing with Grandma in the middle of the cabbages. ② Suddenly, Grandma asked, "Do you know what a Cabbage White is?" ③ "Yes, I learned about it in biology class. ④ It's a beautiful white butterfly," Olivia answered. ⑤ "Right! ⑥ But it lays its eggs on cabbages, and then the caterpillars eat the cabbage leaves! ⑦ So, why don't you help me to pick the caterpillars up?" ⑧ Grandma suggested. ⑨ The two sisters gladly agreed and went back to the house to get ready. ⑩ Soon, armed with a small bucket each, Olivia and Ellie went back to Grandma. ⑪ When they saw the cabbage patch, they suddenly remembered how vast it was. ⑫ There seemed to be a million cabbages. ⑬ Olivia stood open-mouthed at the sight of the endless cabbage field. ⑭ She thought they could not possibly pick all of the caterpillars off. ⑮ Olivia sighed in despair. ⑯ Grandma smiled at her and said, "Don't worry. ⑰ We are only working on this first row here today." ⑱ Relieved, she and Ellie started on the first cabbage. ⑲ The caterpillars wriggled as they were picked up while Cabbage Whites filled the air around them. ⑳ It was as if the butterflies were making fun of Olivia; they seemed to be laughing at her, suggesting that they would lay millions more eggs. ㉑ The cabbage patch looked like a battlefield. ㉒ Olivia felt like she was losing the battle, but she fought on. ㉓ She kept filling her bucket with the caterpillars until the bottom disappeared. ㉔ Feeling exhausted and discouraged, she asked Grandma, "Why don't we just get rid of all the butterflies, so that there will be no more eggs or caterpillars?" ㉕ Grandma smiled gently and said, "Why wrestle with Mother Nature? ㉖ The butterflies help us grow some other plants because they carry pollen from flower to flower." ㉗ Olivia realized she was right. ㉘ Grandma added that although she knew caterpillars did harm to cabbages, she didn't wish to disturb the natural balance of the environment. ㉙ Olivia now saw the butterflies' true beauty. ㉚ Olivia and Ellie looked at their full buckets and smiled.
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THE BLUET 1813 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 17:57:48
한 문장씩 자세히 보기
1811H3-18
1. I submitted my application and recipe for the 2nd Annual DC Metro Cooking Contest.
2. However, I would like to change my recipe if it is possible.
3. I have checked the website again, but I could only find information about the contest date, time, and prizes.
4. I couldn't see any information about changing recipes.
5. I have just created a great new recipe, and I believe people will love this more than the one I have already submitted.
6. Please let me know if I can change my submitted recipe.
7. I look forward to your response.
1811H3-19
1. The waves were perfect for surfing.
2. Dave, however, just could not stay on his board.
3. He had tried more than ten times to stand up but never managed it.
4. He felt that he would never succeed.
5. He was about to give up when he looked at the sea one last time.
6. The swelling waves seemed to say, "Come on, Dave.
7. One more try!"
8. Taking a deep breath, he picked up his board and ran into the water.
9. He waited for the right wave.
10. Finally, it came.
11. He jumped up onto the board just like he had practiced.
12. And this time, standing upright, he battled the wave all the way back to shore.
13. Walking out of the water joyfully, he cheered, "Wow, I did it!"
1811H3-20
1. War is inconceivable without some image, or concept, of the enemy.
2. It is the presence of the enemy that gives meaning and justification to war.
3. 'War follows from feelings of hatred', wrote Carl Schmitt.
4. 'War has its own strategic, tactical, and other rules and points of view, but they all presuppose that the political decision has already been made as to who the enemy is'.
5. The concept of the enemy is fundamental to the moral assessment of war:.
6. 'The basic aim of a nation at war in establishing an image of the enemy is to distinguish as sharply as possible the act of killing from the act of murder'.
7. However, we need to be cautious about thinking of war and the image of the enemy that informs it in an abstract and uniform way.
8. Rather, both must be seen for the cultural and contingent phenomena that they are.
1811H3-21
1. Although not the explicit goal, the best science can really be seen as refining ignorance.
2. Scientists, especially young ones, can get too obsessed with results.
3. Society helps them along in this mad chase.
4. Big discoveries are covered in the press, show up on the university's home page, help get grants, and make the case for promotions.
5. But it's wrong.
6. Great scientists, the pioneers that we admire, are not concerned with results but with the next questions.
7. The highly respected physicist Enrico Fermi told his students that an experiment that successfully proves a hypothesis is a measurement; one that doesn't is a discovery.
8. A discovery, an uncovering ― of new ignorance.
9. The Nobel Prize, the pinnacle of scientific accomplishment, is awarded, not for a lifetime of scientific achievement, but for a single discovery, a result.
10. Even the Nobel committee realizes in some way that this is not really in the scientific spirit, and their award citations commonly honor the discovery for having "opened a field up," "transformed a field," or "taken a field in new and unexpected directions."
1811H3-22
1. With the industrial society evolving into an information-based society, the concept of information as a product, a commodity with its own value, has emerged.
2. As a consequence, those people, organizations, and countries that possess the highest-quality information are likely to prosper economically, socially, and politically.
3. Investigations into the economics of information encompass a variety of categories including the costs of information and information services; the effects of information on decision making; the savings from effective information acquisition; the effects of information on productivity; and the effects of specific agencies (such as corporate, technical, or medical libraries) on the productivity of organizations.
4. Obviously many of these areas overlap, but it is clear that information has taken on a life of its own outside the medium in which it is contained.
5. Information has become a recognized entity to be measured, evaluated, and priced.
1811H3-23
1. We argue that the ethical principles of justice provide an essential foundation for policies to protect unborn generations and the poorest countries from climate change.
2. Related issues arise in connection with current and persistently inadequate aid for these nations, in the face of growing threats to agriculture and water supply, and the rules of international trade that mainly benefit rich countries.
3. Increasing aid for the world's poorest peoples can be an essential part of effective mitigation.
4. With 20 percent of carbon emissions from (mostly tropical) deforestation, carbon credits for forest preservation would combine aid to poorer countries with one of the most cost-effective forms of abatement.
5. Perhaps the most cost-effective but politically complicated policy reform would be the removal of several hundred billions of dollars of direct annual subsidies from the two biggest recipients in the OECD ― destructive industrial agriculture and fossil fuels.
6. Even a small amount of this money would accelerate the already rapid rate of technical progress and investment in renewable energy in many areas, as well as encourage the essential switch to conservation agriculture.
1811H3-24
1. A defining element of catastrophes is the magnitude of their harmful consequences.
2. To help societies prevent or reduce damage from catastrophes, a huge amount of effort and technological sophistication are often employed to assess and communicate the size and scope of potential or actual losses.
3. This effort assumes that people can understand the resulting numbers and act on them appropriately.
4. However, recent behavioral research casts doubt on this fundamental assumption.
5. Many people do not understand large numbers.
6. Indeed, large numbers have been found to lack meaning and to be underestimated in decisions unless they convey affect (feeling).
7. This creates a paradox that rational models of decision making fail to represent.
8. On the one hand, we respond strongly to aid a single individual in need.
9. On the other hand, we often fail to prevent mass tragedies or take appropriate measures to reduce potential losses from natural disasters.
1811H3-25
1. The tables above show the top ten origin countries and the number of international students enrolled in U.S. colleges and universities in two school years, 1979-1980 and 2016-2017.
2. The total number of international students in 2016-2017 was over three times larger than the total number of international students in 1979-1980.
3. Iran, Taiwan, and Nigeria were the top three origin countries of international students in 1979-1980, among which only Taiwan was included in the list of the top ten origin countries in 2016-2017.
4. The number of students from India was over twenty times larger in 2016-2017 than in 1979-1980, and India ranked lower than China in 2016-2017.
5. South Korea, which was not included among the top ten origin countries in 1979-1980, ranked third in 2016-2017.
6. Although the number of students from Japan was larger in 2016-2017 than in 1979-1980, Japan ranked lower in 2016-2017 than in 1979-1980.
1811H3-26
1. Marjorie Kinnan Rawlings, an American author born in Washington, D.C. in 1896, wrote novels with rural themes and settings.
2. While she was young, one of her stories appeared in The Washington Post.
3. After graduating from university, Rawlings worked as a journalist while simultaneously trying to establish herself as a fiction writer.
4. In 1928, she purchased an orange grove in Cross Creek, Florida.
5. This became the source of inspiration for some of her writings which included The Yearling and her autobiographical book, Cross Creek.
6. In 1939, The Yearling, which was about a boy and an orphaned baby deer, won the Pulitzer Prize for Fiction.
7. Later, in 1946, The Yearling was made into a film of the same name.
8. Rawlings passed away in 1953, and the land she owned at Cross Creek has become a Florida State Park honoring her achievements.
1811H3-29
1. "Monumental" is a word that comes very close to expressing the basic characteristic of Egyptian art.
2. Never before and never since has the quality of monumentality been achieved as fully as it was in Egypt.
3. The reason for this is not the external size and massiveness of their works, although the Egyptians admittedly achieved some amazing things in this respect.
4. Many modern structures exceed those of Egypt in terms of purely physical size.
5. But massiveness has nothing to do with monumentality.
6. An Egyptian sculpture no bigger than a person's hand is more monumental than that gigantic pile of stones that constitutes the war memorial in Leipzig, for instance.
7. Monumentality is not a matter of external weight, but of "inner weight."
8. This inner weight is the quality which Egyptian art possesses to such a degree that everything in it seems to be made of primeval stone, like a mountain range, even if it is only a few inches across or carved in wood.
1811H3-30
1. Europe's first Homo sapiens lived primarily on large game, particularly reindeer.
2. Even under ideal circumstances, hunting these fast animals with spear or bow and arrow is an uncertain task.
3. The reindeer, however, had a weakness that mankind would mercilessly exploit: it swam poorly.
4. While afloat, it is uniquely vulnerable, moving slowly with its antlers held high as it struggles to keep its nose above water.
5. At some point, a Stone Age genius realized the enormous hunting advantage he would gain by being able to glide over the water's surface, and built the first boat.
6. Once the easily overtaken and killed prey had been hauled aboard, getting its body back to the tribal camp would have been far easier by boat than on land.
7. It would not have taken long for mankind to apply this advantage to other goods.
1811H3-31
1. Finkenauer and Rimé investigated the memory of the unexpected death of Belgium's King Baudouin in 1993 in a large sample of Belgian citizens.
2. The data revealed that the news of the king's death had been widely socially shared.
3. By talking about the event, people gradually constructed a social narrative and a collective memory of the emotional event.
4. At the same time, they consolidated their own memory of the personal circumstances in which the event took place, an effect known as "flashbulb memory."
5. The more an event is socially shared, the more it will be fixed in people's minds.
6. Social sharing may in this way help to counteract some natural tendency people may have.
7. Naturally, people should be driven to "forget" undesirable events.
8. Thus, someone who just heard a piece of bad news often tends initially to deny what happened.
9. The repetitive social sharing of the bad news contributes to realism.
1811H3-32
1. Minorities tend not to have much power or status and may even be dismissed as troublemakers, extremists or simply 'weirdos'.
2. How, then, do they ever have any influence over the majority?
3. The social psychologist Serge Moscovici claims that the answer lies in their behavioural style, i_e the way the minority gets its point across.
4. The crucial factor in the success of the suffragette movement was that its supporters were consistent in their views, and this created a considerable degree of social influence.
5. Minorities that are active and organised, who support and defend their position consistently, can create social conflict, doubt and uncertainty among members of the majority, and ultimately this may lead to social change.
6. Such change has often occurred because a minority has converted others to its point of view.
7. Without the influence of minorities, we would have no innovation, no social change.
8. Many of what we now regard as 'major' social movements (e_g Christianity, trade unionism or feminism) were originally due to the influence of an outspoken minority.
1811H3-33
1. Heritage is concerned with the ways in which very selective material artefacts, mythologies, memories and traditions become resources for the present.
2. The contents, interpretations and representations of the resource are selected according to the demands of the present; an imagined past provides resources for a heritage that is to be passed onto an imagined future.
3. It follows too that the meanings and functions of memory and tradition are defined in the present.
4. Further, heritage is more concerned with meanings than material artefacts.
5. It is the former that give value, either cultural or financial, to the latter and explain why they have been selected from the near infinity of the past.
6. In turn, they may later be discarded as the demands of present societies change, or even, as is presently occurring in the former Eastern Europe, when pasts have to be reinvented to reflect new presents.
7. Thus heritage is as much about forgetting as remembering the past.
1811H3-34
1. The human species is unique in its ability to expand its functionality by inventing new cultural tools.
2. Writing, arithmetic, science ― all are recent inventions.
3. Our brains did not have enough time to evolve for them, but I reason that they were made possible because we can mobilize our old areas in novel ways.
4. When we learn to read, we recycle a specific region of our visual system known as the visual word-form area, enabling us to recognize strings of letters and connect them to language areas.
5. Likewise, when we learn Arabic numerals we build a circuit to quickly convert those shapes into quantities ― a fast connection from bilateral visual areas to the parietal quantity area.
6. Even an invention as elementary as finger-counting changes our cognitive abilities dramatically.
7. Amazonian people who have not invented counting are unable to make exact calculations as simple as, say, 6–2.
8. This "cultural recycling" implies that the functional architecture of the human brain results from a complex mixture of biological and cultural constraints.
1811H3-35
1. When photography came along in the nineteenth century, painting was put in crisis.
2. The photograph, it seemed, did the work of imitating nature better than the painter ever could.
3. Some painters made practical use of the invention.
4. There were Impressionist painters who used a photograph in place of the model or landscape they were painting.
5. But by and large, the photograph was a challenge to painting and was one cause of painting's moving away from direct representation and reproduction to the abstract painting of the twentieth century.
6. Since photographs did such a good job of representing things as they existed in the world, painters were freed to look inward and represent things as they were in their imagination, rendering emotion in the color, volume, line, and spatial configurations native to the painter's art.
1811H3-36
1. Researchers in psychology follow the scientific method to perform studies that help explain and may predict human behavior.
2. This is a much more challenging task than studying snails or sound waves.
3. It often requires compromises, such as testing behavior within laboratories rather than natural settings, and asking those readily available (such as introduction to psychology students) to participate rather than collecting data from a true cross-section of the population.
4. It often requires great cleverness to conceive of measures that tap into what people are thinking without altering their thinking, called reactivity.
5. Simply knowing they are being observed may cause people to behave differently (such as more politely!).
6. People may give answers that they feel are more socially desirable than their true feelings.
7. But for all of these difficulties for psychology, the payoff of the scientific method is that the findings are replicable;.
8. That is, if you run the same study again following the same procedures, you will be very likely to get the same results.
1811H3-37
1. Clearly, schematic knowledge helps you ― guiding your understanding and enabling you to reconstruct things you cannot remember.
2. But schematic knowledge can also hurt you, promoting errors in perception and memory.
3. Moreover, the types of errors produced by schemata are quite predictable:.
4. Bear in mind that schemata summarize the broad pattern of your experience, and so they tell you, in essence, what's typical or ordinary in a given situation.
5. Any reliance on schematic knowledge, therefore, will be shaped by this information about what's "normal."
6. Thus, if there are things you don't notice while viewing a situation or event, your schemata will lead you to fill in these "gaps" with knowledge about what's normally in place in that setting.
7. Likewise, if there are things you can't recall, your schemata will fill in the gaps with knowledge about what's typical in that situation.
8. As a result, a reliance on schemata will inevitably make the world seem more "normal" than it really is and will make the past seem more "regular" than it actually was.
1811H3-38
1. The printing press boosted the power of ideas to copy themselves.
2. Prior to low-cost printing, ideas could and did spread by word of mouth.
3. While this was tremendously powerful, it limited the complexity of the ideas that could be propagated to those that a single person could remember.
4. It also added a certain amount of guaranteed error.
5. The spread of ideas by word of mouth was equivalent to a game of telephone on a global scale.
6. The advent of literacy and the creation of handwritten scrolls and, eventually, handwritten books strengthened the ability of large and complex ideas to spread with high fidelity.
7. But the incredible amount of time required to copy a scroll or book by hand limited the speed with which information could spread this way.
8. A well-trained monk could transcribe around four pages of text per day.
9. A printing press could copy information thousands of times faster, allowing knowledge to spread far more quickly, with full fidelity, than ever before.
1811H3-39
1. A major challenge for map-makers is the depiction of hills and valleys, slopes and flatlands collectively called the topography.
2. This can be done in various ways.
3. One is to create an image of sunlight and shadow so that wrinkles of the topography are alternately lit and shaded, creating a visual representation of the shape of the land.
4. Another, technically more accurate way is to draw contour lines.
5. A contour line connects all points that lie at the same elevation.
6. A round hill rising above a plain, therefore, would appear on the map as a set of concentric circles, the largest at the base and the smallest near the top.
7. When the contour lines are positioned closely together, the hill's slope is steep; if they lie farther apart, the slope is gentler.
8. Contour lines can represent scarps, hollows, and valleys of the local topography.
9. At a glance, they reveal whether the relief in the mapped area is great or small: a "busy" contour map means lots of high relief.
1811H3-40
1. Biological organisms, including human societies both with and without market systems, discount distant outputs over those available at the present time based on risks associated with an uncertain future.
2. As the timing of inputs and outputs varies greatly depending on the type of energy, there is a strong case to incorporate time when assessing energy alternatives.
3. For example, the energy output from solar panels or wind power engines, where most investment happens before they begin producing, may need to be assessed differently when compared to most fossil fuel extraction technologies, where a large proportion of the energy output comes much sooner, and a larger (relative) proportion of inputs is applied during the extraction process, and not upfront.
4. Thus fossil fuels, particularly oil and natural gas, in addition to having energy quality advantages (cost, storability, transportability, etc) over many renewable technologies, also have a "temporal advantage" after accounting for human behavioral preference for current consumption/return.
1811H3-4142
1. Industrial capitalism not only created work, it also created 'leisure' in the modern sense of the term.
2. This might seem surprising, for the early cotton masters wanted to keep their machinery running as long as possible and forced their employees to work very long hours.
3. However, by requiring continuous work during work hours and ruling out non-work activity, employers had separated out leisure from work.
4. Some did this quite explicitly by creating distinct holiday periods, when factories were shut down, because it was better to do this than have work disrupted by the casual taking of days off.
5. 'Leisure' as a distinct non-work time, whether in the form of the holiday, weekend, or evening, was a result of the disciplined and bounded work time created by capitalist production.
6. Workers then wanted more leisure and leisure time was enlarged by union campaigns, which first started in the cotton industry, and eventually new laws were passed that limited the hours of work and gave workers holiday entitlements.
7. Leisure was also the creation of capitalism in another sense, through the commercialization of leisure.
8. This no longer meant participation in traditional sports and pastimes.
9. Workers began to pay for leisure activities organized by capitalist enterprises.
10. Mass travel to spectator sports, especially football and horse-racing, where people could be charged for entry, was now possible.
11. The importance of this can hardly be exaggerated, for whole new industries were emerging to exploit and develop the leisure market, which was to become a huge source of consumer demand, employment, and profit.
1811H3-4345
1. Olivia and her sister Ellie were standing with Grandma in the middle of the cabbages.
2. Suddenly, Grandma asked, "Do you know what a Cabbage White is?"
3. "Yes, I learned about it in biology class.
4. It's a beautiful white butterfly," Olivia answered.
5. "Right!
6. But it lays its eggs on cabbages, and then the caterpillars eat the cabbage leaves!
7. So, why don't you help me to pick the caterpillars up?"
8. Grandma suggested.
9. The two sisters gladly agreed and went back to the house to get ready.
10. Soon, armed with a small bucket each, Olivia and Ellie went back to Grandma.
11. When they saw the cabbage patch, they suddenly remembered how vast it was.
12. There seemed to be a million cabbages.
13. Olivia stood open-mouthed at the sight of the endless cabbage field.
14. She thought they could not possibly pick all of the caterpillars off.
15. Olivia sighed in despair.
16. Grandma smiled at her and said, "Don't worry.
17. We are only working on this first row here today."
18. Relieved, she and Ellie started on the first cabbage.
19. The caterpillars wriggled as they were picked up while Cabbage Whites filled the air around them.
20. It was as if the butterflies were making fun of Olivia; they seemed to be laughing at her, suggesting that they would lay millions more eggs.
21. The cabbage patch looked like a battlefield.
22. Olivia felt like she was losing the battle, but she fought on.
23. She kept filling her bucket with the caterpillars until the bottom disappeared.
24. Feeling exhausted and discouraged, she asked Grandma, "Why don't we just get rid of all the butterflies, so that there will be no more eggs or caterpillars?"
25. Grandma smiled gently and said, "Why wrestle with Mother Nature?
26. The butterflies help us grow some other plants because they carry pollen from flower to flower."
27. Olivia realized she was right.
28. Grandma added that although she knew caterpillars did harm to cabbages, she didn't wish to disturb the natural balance of the environment.
29. Olivia now saw the butterflies' true beauty.
30. Olivia and Ellie looked at their full buckets and smiled.
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