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10116 전민지 영어 롤모델 소개

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10116 전민지 영어 롤모델 소개

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영어 롤모델 수행평가 ppt

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인일여고 1학기 영어 말하기 수행평가

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10113 이보나영어 롤 모델말하기 수행평가

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영어-수행-롤모델 (2)

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10101 김나현 영어 롤모델 소개

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스위스의 교육자인 페스탈로치의 아이들

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스위스의 교육자인 페스탈로치의 아이들을 향한 많은 노력을 본받고 싶다. 아이들에게 조건 없는 사랑을 베풀고 빈민층 아이들을 위해 힘쓰며 교육에 헌신하는 모습이 존경스럽게 다가왔다. 나도 아이들을 위해 열심히 노력하는 교사가 되고싶다.

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프레젠테이션.pptx - Microsoft PowerPoint Online

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제목을 입력해주세요_ (1)

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10119 차수빈 영어 말하기 수행 찐

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영어 말하기 수행평가 PPT

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영어 말하기 수행평가(롤모델 발표)

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영어-롤모델-발표-최종

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This doll is what I made in the 6th grade of elementary school. To make it, you just need
old socks, scissors, a sewing box, and cotton. (but if the socks are clean, your doll will be better..)
You can easily make a cute dog, bear, rabbit, and so on.
첨부/출처 https://sharehows.com/16862/

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이번 과에서 배운 upcycling에 대한 자신의 아이디어를 업로드해주세요. 본인의 창의력을 보여주어도 좋고, 검색으로 찾은 신선한 업사이클링에 대한 사례로 좋습니다^^

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Giffen goods는 가까운 대체품이 없는 저소득,비 사치품에 중점을 둔다. 반면 경제학에는 표준 경제 및 소비자 수요 이론을 유사하게 무시하지만 사치품에 중점을 둔 Veblen goods와 비교할 수 있다.
Giffen재와 Veblen재 모두 제품의 수요곡선은 우상향한다. 이에 대해서는 비슷하다고 볼 수 있지만 예를 들어보면 Giffen goods는 쌀, 빵, 밀이 있고 Veblen goods의 예로는 유명인이 보증한 향수나 고급 와인이 있다.
결과적으로 Giffen goods는 가격을 내리면 본인의 재산이 더 생긴다고 판단하에 다른 고기나 유제품같은 비싼 제품을 더 사게 하지만 Veblen goods는 높은 사회적 지위와 관련이 있어 더 높은 가격에 이를 선택하는 것이다.

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What Is a Giffen Good?

A Giffen good is a low income, non-luxury product that defies standard economic and consumer demand theory. Demand for Giffen goods rises when the price rises and falls when the price falls. In econometrics, this results in an upward-sloping demand curve, contrary to the fundamental laws of demand which create a downward sloping demand curve.

The term "Giffen goods" was coined in the late 1800s, named after noted Scottish economist, statistician, and journalist Sir Robert Giffen. The concept of Giffen goods focuses on a low income, non-luxury products that have very few close substitutes. Giffen goods can be compared to Veblen goods which similarly defy standard economic and consumer demand theory but focus on luxury goods.

Examples of Giffen goods can include bread, rice, and wheat. These goods are commonly essentials with few near-dimensional substitutes at the same price levels.

Understanding Giffen Goods

Giffen goods are a rarity in economics because supply and demand for these goods are opposite of standard conventions. Giffen goods can be the result of multiple market variables including supply, demand, price, income, and substitution. All of these variables are central to the basic theories of supply and demand economics. Examples of Giffen goods are a study in the effects of these variables on low-income, non-luxury goods which result in an upward sloping demand curve.

Supply and Demand

The laws of supply and demand govern macro and microeconomic theories. Economists have found that when prices rise, demand falls creating a downward sloping curve. When prices fall, demand is expected to increase creating an upward sloping curve. Income can slightly mitigate these results, flattening curves since more personal income can result in different behaviors. Substitution and the substitution effect can also be significant. Since there are typically substitutes for most goods, the substitution effect helps strengthen the case for standard supply and demand.

In the case of Giffen goods, the income effect can be substantial while the substitution effect is also impactful. With Giffen goods, the demand curve is upward sloping which shows more demand at higher prices. Since there are few substitutes for Giffen goods, consumers continue to remain willing to buy a Giffen good when the price rises. Giffen goods are usually essential items as well which then incorporates both the income effect and a higher price substitution effect. Since Giffen goods are essential, consumers are willing to pay more for them but this also limits disposable income which makes buying slightly higher options even more out of reach. Therefore, consumers buy even more of the Giffen good. Overall, both the income and substitution effects are at work to create unconventional supply and demand results.

Historical Research and Giffen Good Examples

In his textbook Principles of Economics, economist Alfred Marshall described Robert Giffen's work in the context of bread rising in price because people lacked the income to buy meat. However, in 1947, the meat-bread example was challenged by George J. Stigler in his article "Notes on the History of the Giffen Paradox." Another example of the existence of a Giffen good was offered by a 2007 study authored by Harvard economists Robert Jensen and Nolan Miller, who conducted a field experiment in the Hunan province of China, where rice is a dietary staple, and in the Gansu province, where wheat is the staple. Randomly selected households in both provinces were given vouchers that subsidized the purchase of their respective staple foods.

Jensen and Miller found strong evidence of Giffen behavior exhibited by Hunan households with respect to rice. Lowering the price of rice through the subsidy caused reduced demand by households for the rice while increasing the price by removing the subsidy had the opposite effect. However, the evidence of wheat in Gansu was weaker.

Giffen Goods vs. Veblen Goods

Both Giffen goods and Veblen goods are nonordinary goods that defy standard supply and demand conventions. With both Giffen and Veblen goods, a product's demand curve is upward sloping. Income and substitution are key factors in explaining the econometrics of the upward sloping demand curve for Giffen goods as discussed.

Veblen goods also have an upward sloping demand curve but with some slightly different influences. Veblen goods are premium product, luxury goods. Examples can include celebrity-endorsed perfumes or fine wines. With these goods, their high price is associated with a high social status symbol. As such, high-income consumers find these goods more desirable at a higher price. The income effect has little impact on these goods because income is not a factor. Substitution is also a minimal factor because the goods are generally status symbols and not cross-dimensional.

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A Giffen good is a low income, non-luxury product that defies standard economic and consumer demand theory. Demand for Giffen goods rises when the price rises and falls when the price falls. In econometrics, this results in an upward-sloping demand curve, contrary to the fundamental laws of demand which create a downward sloping demand curve.

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The upcycling example I will show you is scrunchie made of old clothes.
When I was in the second grade of middle school, I made scrunchie from old clothes as performance assessment during technology and home economics classes.
The teacher gave us the task that we had to take old clothes from our home.
And she helped us to make scrunchie from them.
I think that activity was one kind of Upcycling
So I want to introduce scrunchie made of old clothes as an example of upcycling.
(※this blog is not mine, © https://m.blog.naver.com/PostView.naver?isHttpsRedirect=true&blogId=kecoprumy&logNo=222269745920)

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네이버 블로그 | 한국환경공단

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집에서 하기 쉬운 업사이클링 : 안쓰는 천이나 헌 옷으로 곱창밴드 만들기

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집에서 하기 쉬운 업사이클링 : 안쓰는 천이나 헌 옷으로 곱창밴드 만들기 안녕하세요 한국환경공단 대학생...

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When I was in the 3rd grade of middle school, my teacher gave me socks and taught me how to tie them
So I made a cushion out of this

Material : Neck for socks
How to: Search YouTube for knots

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'Everybody deserves a second chance', '모든것의 두 번째 기회' 라는 슬로건을 기반으로 환경과 사회를 생각하며 소셜임팩트를 만들어오고 있는 누깍(Nukak)은 2001년 바르셀로나에서 사용되지 않는 소재를 업사이클링 하면서 시작됐습니다. 스페인 바르셀로나 본사를 기점으로 알리칸테, 빌바로롸 스웨덴, 체코, 대한민국 서울 총 4개국에서 업사이클링을 기반으로 활동을 이어오고 있습니다. 소각만이 유일한 폐기 방법인 배너와 이너튜브, 카이트서프 돛을 업사이클링 함으로써 소각되지 않고 새로운 가치를 담아 2021년 약 22.8t 가량의 이산화 탄소 배출량을 막았습니다. 이산화 탄소 22.8t은 30년생 소나무 3,447 그루가 1년간 정화하는 양이며, 상암월드컵 경기장 규모의 3.5배 규모의 편백나무 숲이 1년간 정화할 수 있는 양입니다. 그리고 브랜드 네임이 독특한데, 지구에 마지막으로 남은 유목 부족인 누깍 마쿠(Nukak Maku)에서 딴 이름이라고 합니다.

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페트병이나 유리병과 종이실 끈을 이용해 수경재배 화분 만들기
다 쓰고 버려지는 페트병이나 유리병에 종이실로 라탄공예로 바구니처럼 만들어서 화분을 꾸밀 수 있다.
업사이클링을 통해 환경도 보호할 수 있고 화분도 꾸밀 수 있어서 의미있는 활동이 될 것이다.

출처 네이버 블로그 https://m.blog.naver.com/62nironm/222596636791

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‘익사이클 바삭칩’ 2종

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CJ제일마당 launched "Excycle," a brand specializing in the "food upcycling" business that was discovered through the food in-house venture program "INNO 100," and introduced two types of snack products "Excycle Crunch Chip."

"Excycling" is a combination of "Exciting" and "Food Upcycle" and contains the vision of "creating a pleasant upcycle culture."

"Icycle Crispy Chip" is a high-protein nutritional snack containing 60% of broken pieces of rice and soy sauce, and was planned from the beginning in terms of sustainability (ESG), saying, "Wouldn't we be able to do something with food by-products?" One bag contains one egg of protein and two bananas of dietary fiber, and there are two types of plain original and spicy hot spicy. In particular, packaging materials have increased eco-friendly value by recycling used and discarded plastic bottles.

https://m.cj.co.kr/kr/about/news-detail/1473

지속가능성(ESG) 차원에서 기획된 '익사이클바삭칩'은 깨진 쌀·콩 비지 등 식품 부산물 활용하고 재활용 포장재를 사용하였다.

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머핀컵이나 초콜릿 등 포장지를 이용해 카네이션 만들기.
쓰레기로 버려질 수 있는 종이를 예쁜 꽃으로 만들어 장식으로 활용할 수 있고 또 하나의 작품이 될 수 있다.
머핀컵을 여러 장 겹쳐서 중심에 철사를 끼워 고정해주고 한 겹씩 예쁘게 모양 잡아주면 된다.

자료출처 pinterest

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플라스틱 방앗간

플라스틱 재활용을 위해 만들어진 곳이다 재활용되지 않는 작은 플라스틱들로 업사이클링 제품을 만든다 가정 내에 버려진 플라스틱들을 수집 · 분쇄 후 새로운 제품으로 재탄생시키는 것이다 재활용 선별장에서 따로 분류되지 않아 재활용이 되지 않는 자투리 플라스틱들이 해당된다 주로 작은 병뚜껑을 많이 떠올린다 이곳에 갈 때 병뚜껑을 가져가면 나중에 제품을 만들 때 사용한다고 한다 다 만들어진 모습을 보면 폐플라스틱으로 만들어진 제품들을 보면 색들이 일정하지 않고 다 다른데 그 이유는 색이 다른 폐플라스틱들을 모아서 만드는 거라서 색이 다 다르고 오묘하면서고 이쁘다

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100% 친환경 신발

신발 끈은 페트병 한 개를 재활용해 만들어지고 안감 메시는 페트병 7개를 재활용해 만들고 신발의 가죽은 피혁업체에서 남은 자투리 가죽을 재활용해 만든 가죽이고 인솔은 나무를 베지 않고도 얻을수있는 코르크나무 껍질과 고무나무 원액으로 만들어져서 신발 밑창이 분해되는 시간을 100년에서 4개월로 줄였다. 4개월 안에 88% 생분해 된다.
출처 https://youtu.be/0YWCrpEunuU

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안입거나 낡은 청바지를슬리퍼로 만들어 재활용한 사례이다
안입고 오래된 청바지를 옷장에 계속 넣어두면 자리 차지도 심하게 되어
결국엔 쓰레기로 버리게 되는데 그런 청바지를 버리지 않고 자르고 수선하여 유니크한 청바지 무늬의 슬리퍼로 만들게 되면 굳이 청바지를 버리지 않고 재활용 할 수 있게 된다.

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반려동물 용품과 소형 가구로 재탄생한 포장재들

▲ 기존에는 버렸던 TV 포장 박스를 반려동물 집이나 가구로 만들 수 있도록 한 삼성전자의 에코패키지 (출처: 삼성전자)

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삼성전자는 버려지는 TV 포장재로 고양이 집이나 소형 가구를 만들 수 있는 에코패키지를 선보여 호평을 받고 있습니다. 포장 박스에 점 패턴을 적용하고 소비자들에게 다양한 소품 제작을 위한 설명서를 제공한 것인데, 단순하면서도 쓰레기를 줄이는 실용적인 아이디어가 돋보입니다. 덕분에 에코패키지는 세계 최대규모 가전 전시회인 CES 2020에서 소비자에게 주는 가치를 인정받아 CES 혁신상을 수상했습니다.

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https://englishpost.org/how-to-teach-collocations/

영어교육에 있어서 연어의 역할

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Collocations are a great source of errors when you are learning English since these words go together or form fixed relationships.

Collocations create problems because sometimes these words don't have an exact equivalent in our native language in which we can base the translation on.

As learners we deal with collocations problems in a very passive way as we come across them when we read written material or listen to spoken passages.

Most of us rely on our critical thinking skills to recognize these patterns or combinations of words over time.

English Collocations in Use

I can't recall classes and lessons devoted to the subject, my first interaction with the subject was while I was looking for books that could help me with my teaching, as I downloaded hundreds of books to learn and teach English, I found a book called English collocations in Use by Michael McCarth and Felicity O'Dell, a book meant for intermediate-level students and not for beginners.

I enjoyed reading the book and exploring the collocations about each different topic but it didn't have a huge impact since I got used to learning new vocabulary in context.

Now as a full-time teacher I don't spend entire lessons dealing with collocations however questions arise from time to time about different collocations in certain topics.

Sometimes I can recognize them beforehand, I know they could create problems so I take a step forward and let learners know about the differences before they start making those mistakes.

Not all the collocations are a source of problems since some of them have an exact equivalent in Spanish so an exact translation is easy to deal with. The main objective of this research is identifying some of the collocations that can become a stumbling block for english language learners and some tasks which can help us teach them creatively.

Collocations are words which always go together in English. This combination of words usually are natural to English native speakers however they present a lot of complications to English language learners because they are difficult to guess by simply translating the Spanish version of them.

Collocations tend to be the reason why students make errors when learning a language, these errors can't go unnoticed and uncorrected since those phrases used incorrectly simply sound wrong to native speakers.

Do the laundry

Do the dishes

Make decisions

Earn Money

Do the Homework

Have a coffee

Make a Mistake

Types of Collocations

There are different types of collocations and these are made up of different parts of the speech.

These are the types with examples

As you can see there are many parts of the speech combination which can create thousands and thousands of collocations. We don't necessarily study them all and some of them are more useful than others.

How should we approach collocations in classes?

I have been teaching for almost 9 years and collocation has never been a subject of study in any other language program that I have used over the years.

The best way to approach collocations lessons is by keeping this topic in mind and making decisions about which collocations can be linked to a particular topic.

For example, when I am teaching a lesson about daily routine I can't avoid telling that the expressions I wash the dishes and I wash the clothing don't sound natural to native speakers since the most common expressions to convey that meaning is doing the laundry and doing the dishes.

When I make those examples clear, I take the time to tell the students that learning a language implies making an effort to learn the standard version of it.

How should students Learn collocations?

There are different approaches to learning collocations in English, you might consider that going through a list of them could be a good way to deal with them, a similar approach that some people follow with idioms and slangs.

The problem with such an approach is that you are not necessarily learning these word combinations in context and that can make using them even more difficult.

The other approach is learning these in context since that maximizes the opportunity to use them in a future.

The problem with this approach is that the learner has to invest a lot of time reading and listening so he or she can cross them on a regular basis. It is a long process that requires that the learner thinks critically about the language.

A third approach to learning collocations is by using a list of the most common collocations ranked by order of frequency, these can be studied with a degree of certainty that you will come across them.

Activities to Teach Collocations in Classes

Regardless of the approach that you follow or that you can teach students to follow, as a teacher you can raise awareness about the use of collocations in the classroom by using some of the following recommended activities.

Collocation Activity #1
Instructions

1. Teacher divides the whiteboard in two, one side has the word get and the other side has the word have on it

2. Teacher gives a list of 20 words in a white paper such as married, lunch, drunk, breakfast.

3. Both students are given two markers and they have to go to the whiteboard and under a minute, one of them write as many words as he/ she can using the collocation get and the other one as many as he /she can with the collocation have

4. Learner will write sentences such as get married, have lunch, get drunk, and have breakfast

Considerations
This practice is helpful to raise awareness about the fact that some verbs in English require the combination of a verb and a noun to express the same idea in Spanish

Collocation Activity #2
Instructions

1. Teacher divides the classroom by taping a line on the floor, one side belongs to the go category and the other one to the make category.

2. Students stand on the line as they wait for instructions

3. Teacher says a word such as the dishes

4. Student move to the right spot, either make or go

5. The same dynamic is repeated with words such homework, exercises and other

Considerations
The verbs make and do generate a lot of confusion among language learners who have issues dealing with the fact that there are two verbs in English to say the same thing in Spanish.

Collocation Activity #3
Instructions

1. Teacher prepares a set of confusing collocations such as fast car, fast train, quick recipe, quick decision, pay a visit and pay a compliment.

2. You will give part of the collocation to one student, for example, a student will be given the word fast, while another one is given the word train.

3. Students have to stand up and approach others by asking what they have and make a connection if possible.

4. Once everyone has a pair, students in pairs talk and make sentences with it.

Considerations
The collocations selected by the teacher have to be problematic ones, in the case above, quick and fast represent a problem for spanish speakers since you need only one in spanish to convey the same meaning.
Collocation Activity #4 Instructions

1. Teacher introduces the topic by providing examples of collocation with win, beat, gain, and earn

2. Teacher tells students to install a fake chat conversation application.

3. Teachers asked them to make fake chat conversations using some of the collocations already introduced in step #1

4. Learners can share the conversation with the rest of the classmates so they can have practical examples of the use of these collocations in context.

Considerations
These collocations are problematic because students have issues recognizing when to use one or the other. They might not even know that there are other ways to say ganar besides the one that they know.
Fake Whatsapp Conversations
These are some examples of some conversations that you can do with fake chat conversation apps. This one is about using the verb earn in combination with the word money

Telling students to create these as assignments can generate a good collection of examples for the rest of the classroom to see.

Collocation Activity #5
Instructions

1. Teacher introduces the topic by providing examples of collocation with win, beat, gain, and earn

2. Teacher creates a bingo online using my free bingo cards website.

3. Teachers send the link with the bingo cards to students

4. Teacher mentions the name of the different collocations with go, do and play.

5. The student who has a full card wins.

Considerations
The aim of this activity is to promote the successful repetition of key collocations with go, do and play.
My Free Bingo Cards
My Free Bingo Cards is one of the websites that I go to at least once every quarter since the site makes creating a bingo easier. You have the choice to print the cards or play online. I choose to play online with my students in the university since this is an environmental friendly action.

I like the bingo activity so students can have a little bit of fun, plus the reinforcement of pronunciation and spelling that can be done with as they have to be looking at the cards repeatedly.

Collocation Activity #6
Instructions

1. Teacher introduces the topic by using a Mentimeter Poll.

2. Teacher tells the students to go to Menti.com and insert the code provided by him or her.

3. Students answer the poll which are simple statements using the simple past.

4. Students answer the poll and provide insights about their answers.

Considerations
The aim of this activity is to promote the successful repetition of key collocations with the verb make.

As you can see, collocations with a verb can easily fit in other topics such as the tenses in English
MentiMeter in Action
Mentimeter can be used to maximize the exposure of students to certain collocations.

Students are given choices, they can choose one that they strongly feel about since the options are very open to interpretation.

Once students have answered you can ask them why they chose what they chose. In that they would be checking the combinations and using them.

Collocation Activity #7
Instructions

1. Teacher introduces the some common collocation with have

2. Teacher show students some pictures and tells them to mention a collocation with have that comes to their minds

3. Students make a sentence using the collocation that came to their mind.

Considerations
The aim of this activity is to promote the successful repetition of key collocations with the verb have.

As you can see, collocations with a verb can easily fit in other topics such as the tenses in English
Teaching with Images
Teacher can show the picture or show a collage with all the pictures.

Answer might vary but these are the ones I have on mind:

Have a look , Have an accident

Have a dream, have fun

Have a break, have a problem

Sentences can be made with every tense you happen to be teaching that day.

Conclusion

The conclusion that I reach is that we can teach collocations in several ways, these can be part of games and other activities that can be implemented outside the classroom.

We can use the most traditional methods to assess students and their knowledge of them with multiple choice questions, fill in the blanks and matchings, however we can also teach these through games and technological tools, especially in this day and age in which we are making a transition to online learning.

Any task that we have ever used in the language classroom to teach vocabulary can be used to teach collocations.

The major problem that I expect teachers to find is including collocations as part of the lesson. There are some topics which can be used to teach collocations like sports and collocations with go, play and do but other topics don't have an abundance of collocations that can be used in a single lesson without leaving the topic behind.

I think that we shouldn't focus so much on the translation of the problematic collocations unless we think that a translation is necessary, collocations are combination of words that happen to go together often so there is no major explanation that we could attempt to provide and if there is an explanation, that tends to be more complicated than the question in the first place.

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How to Teach Collocations in English - EnglishPost.org

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Collocations are a great source of errors when you are learning English since these words go together or form fixed relationships. Collocations create problems because sometimes these words don't have an exact equivalent in our native language in which we can base the translation on.

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22년도 6월 24번 지문

주제:We Live in an Age of Algorithms (우리는 알고리즘의 시대에 산다)

발표할 내용
-지문 해석
-알고리즘의 원리
-알고리즘 활용 사례
-현재의 영향력 및 미래의 알고리즘 발전

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다쓴 종이를 물과 갈아서 물에푼다음
망사틀을 이용하여 모양을 잡고 말리면
새 종이가 만들어진다
취향에따라 물감을 섞거나 마른꽃으로 장식하기도한다

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https://bmcbiol.biomedcentral.com/articles/10.1186/s12915-017-0401-7

https://youtu.be/1AElONvi9WQ
의 스크립트

페토의 역설에 관한 이야기다
페토의 역설이란 생명체의 몸집이 클수록
암에걸릴 확률이 낮다는 설이다
이게 왜 역설이냐면
몸집이 클수록 세포증식과정에서 암세포가 생길가능성은 많은데 역설적으로 암에는
적게 걸린다는거다

이가 가능할수있는 세가지 가능성이 있는데
첫째 단순히 유전자에서 암세포가 생기면 괴멸하게 한다

두번째는 하이퍼종양이다 즉 중복종양이다
이 중복종양은 암세포가 증식을하면서 생긴
또다른변의 즉 암세포속 암세포로
첫번째 암이 문제가 되기전에 두번째 암세포가
이를 죽이는것이다
이로 암으로 일어나는 문제가 없다는 설이다

마지막은 그들의 덩치자체에 있다
인간에게 주먹만한 암세포가 생긴다해보자
그인간은 암으로 문제를 격을것이다
그러나 고래에게 인간주먹만한 암이 생긴다면
그건 아직 문제가 되지않을것이다

이와 같은 이유들 때문인지 아직 '설'이라
다 밝혀지진 않았지만 실제로도 대왕고래의 암은
학계에 보고된게 없다고한다
이 이유를 알게되면 인간암치료발전에도
이바지할것이다

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Question and Answer

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Abstract

The risk of developing cancer should theoretically increase with both the number of cells and the lifespan of an organism. However, gigantic animals do not get more cancer than humans, suggesting that super-human cancer suppression has evolved numerous times across the tree of life. This is the essence and promise of Peto's Paradox. We discuss what is known about Peto's Paradox and provide hints of what is yet to be discovered.

What is Peto's Paradox?

Peto's Paradox is named after epidemiologist Richard Peto, who noted the relationship between time and cancer when he was studying how tumors form in mice. Peto observed that the probability of cancer progression was related to the duration of exposure to the carcinogen benzpyrene [ 1]. He later added body mass to the equation, when he wondered why humans both contain 1000 times more cells and live 30 times longer than mice, yet the two species do not suffer incredibly different probabilities of developing cancer [ 2]. Further, cancer was not a major cause of mortality for large and long-lived wild animals, despite the increased theoretical risks. How can this be?

Why is it a paradox?

In a multicellular organism, cells must go through a cell cycle that includes growth and division. Every time a human cell divides, it must copy its six billion base pairs of DNA, and it inevitably makes some mistakes. These mistakes are called somatic mutations. Some somatic mutations may occur in genetic pathways that control cell proliferation, DNA repair, apoptosis, telomere erosion, and growth of new blood vessels, disrupting the normal checks on carcinogenesis [ 3]. If every cell division carries a certain chance that a cancer-causing somatic mutation could occur, then the risk of developing cancer should be a function of the number of cell divisions in an organism's lifetime [ 4]. Therefore, large bodied and long-lived organisms should face a higher lifetime risk of cancer simply due to the fact that their bodies contain more cells and will undergo more cell divisions over the course of their lifespan (Fig. 1). However, a 2015 study that compared cancer incidence from zoo necropsy data for 36 mammals found that a higher risk of cancer does not correlate with increased body mass or lifespan [ 5]. In fact, the evidence suggested that larger long-lived mammals actually get less cancer. This has profound implications for our understanding of how nature has solved the cancer problem over the course of evolution.

An illustration of Peto's Paradox. Cancer is a disease of uncontrolled cell growth and division, and the risk of developing cancer increases with the number of cell divisions during the lifetime of an organism. Thus, the expected cancer rate for large and/or long-lived species is higher than for smaller short-lived ones. The solid red line indicates a linear relationship between cancer rate and (body mass)*(lifespan) and the dashed red line represents an approximation of the expected cancer rate assuming a model describing the probability of an individual developing colorectal cancer after a given number of cell divisions [ 4]. The solid blue line represents the observation that there is no relationship between cancer risk and (body mass)*(lifespan) [ 5]. For instance, cancer risk, which is 11-25% in the human population, is not vastly different between mice and humans. In contrast, cancer risk was estimated to be 5% in elephants [ 5]. Metastatic cancer was found in a duck-billed dinosaur [ 26], suggesting cancer was common enough in that lineage to be preserved in the fossil record, but not in other species of large dinosaurs. While adult body mass is approximately the same for the dinosaur and the elephant, duck-billed dinosaurs are thought to have had a shorter lifespan [ 28, 31]. This suggests that the trade-offs between reproduction and growth and cancer defense mechanisms [ 22] left these dinosaurs more susceptible to cancer than elephants

How does one go about solving the paradox?

From one perspective, the solution to Peto's Paradox is quite simple: evolution [ 6]. When individuals in populations are exposed to the selective pressure of cancer risk, the population must evolve cancer suppression as an adaptation or else suffer fitness costs and possibly extinction. But that only tells us that evolution has found a solution to the paradox, not how those animals are suppressing cancer. Discovering the mechanisms underlying these solutions to Peto's Paradox requires the tools of numerous subfields of biology including genomics, comparative methods, and experiments with cells. For instance, genomic analyses revealed that the African savannah elephant ( Loxodonta africana) genome contains 20 copies, or 40 alleles, of the most famous tumor suppressor gene TP53 [ 5, 7]. The human genome contains only one TP53 copy, and two functional TP53 alleles are required for proper checks on cancer progression. When cells become stressed and incur DNA damage, they can either try to repair the DNA or they can undergo apopotosis, or self-destruction. The protein produced by the TP53 gene is necessary to turn on this apoptotic pathway. Humans with one defective TP53 allele have Li Fraumeni syndrome and a ~90% lifetime risk of many cancers, because they cannot properly shut down cells with DNA damage. Meanwhile, experiments revealed that elephant cells exposed to ionizing radiation behave in a manner consistent with what you would expect with all those TP53 copies-they are much more likely to switch on the apoptotic pathway and therefore destroy cells rather than accumulate carcinogenic mutations [ 5, 7].

How many different solutions to Peto's Paradox are there?

There are likely many solutions to Peto's Paradox in nature, because large body size has evolved independently so many times across the history of life. We know that whales did not evolve the extra copies of TP53 like elephants [ 8, 9]. In fact, there is no evidence that whales evolved extra copies of any tumor suppressor gene-even the gigantic bowhead whale ( Balaena mysticetus), which has a lifespan of over 200 years [ 9]. In populations, large body size is often associated with higher fitness, conferring greater access to resources or mates and better predator avoidance. It is not surprising, therefore, that large body size has evolved again and again throughout evolutionary time-a trend first realized in the fossil record and known as Cope's Rule [ 10]. Cope's Rule applies widely across life from diverse marine taxa [ 11] to the extinct giant dinosaurs [ 12]. Large body size has evolved independently in 10 of the 11 placental mammalian orders [ 13]: think polar bears and hippopotami, walruses and giraffes, elephants and whales. Since many lineages faced the trade-off between large body size and cancer risk during their evolution, there have likely been many different pathways in which cancer suppression has evolved.

What solutions to the paradox do we know?

In the example of the elephant given above, greater tumor suppressor gene redundancy provides better checks on the cell cycle, in effect 'blowing up' cells with DNA damage and preventing cancer [ 5, 7]. Larger animals have a lower metabolic rate than smaller ones, and the mutagenic agents supplied by fast metabolisms-most notably reactive oxygen species that can damage DNA-are simply less common in large animals. This may also resolve Peto's Paradox in some species. Some exceptionally long-lived rodents such as naked mole rats and blind mole rats are famous for having very low cancer rates. In the case of naked mole rats ( Heterocephalus glaber), this seems to be due to a form of hyaluronic acid and a super-sensitive CDKN2A tumor suppressor pathway that suppresses proliferation of naked mole rat cells [ 14, 15]. Blind mole rats ( Spalax judaei and Spalax golani) have a different mechanism of cancer suppression. Over-proliferation of blind mole rat cells triggers massive necrotic cell death that destroys both the proliferating cells and their neighbors [ 16].

There are a variety of hypotheses for other potential solutions to Peto's Paradox. One attractive hypothesis is the prediction of 'hypertumors' [ 17]: bigger tumors in bigger animals take longer to grow and are susceptible to 'cheater' cells, which can take advantage of the tumor's angiogenic properties and lower the fitness of the whole tumor. The effect of hypertumors could be to lower the overall lethality of cancer in the bodies of large animals. Other potential solutions could be: large animals have increased immunocompetence with better surveillance and attacking of neoplastic cells, or they may have shorter telomeres which would limit the number of cell divisions and thus the risk of cancer. However, these solutions have not yet been observed in large-bodied species and more research in these areas is needed.

How can you translate a solution in some other species to prevent cancer in humans?

Ideally, comparative studies could highlight potential targets where the genetic mechanisms underlying cancer suppression in one species could be transferred to another, with clinical implications. For instance, it was found that genetically altering mice to overexpress a form of the TP53 protein conferred a cancer-suppressive phenotype; however, these mice also displayed a premature ageing phenotype [ 18]. Surprisingly, another study created 'super p53' mice which contained extra copies of the TP53 gene-similar to the elephant genome-under their normal promoters, and these mice revealed an enhanced DNA damage response and cancer suppression without the ageing effect [ 19]. Work is now underway to develop medicines based on the TP53 pathway. While the search for solutions to Peto's Paradox across a diversity of species is still in progress [ 5, 7, 9, 20], it will no doubt require substantial effort to translate recent discoveries into effective therapies for humans.

But wait, why haven't all animals evolved extra tumor suppression mechanisms?

Cancer is a potential problem for all multicellular life and there is no expectation that a species should be completely cancer free; in fact, elephants still get cancer-about 5% of deaths in zoos according to one study [ 5]. Cancer has also been found in whales [ 21]. There are a few potential reasons that cancer is still a problem for multicellular animals. First, cancer defense mechanisms, such as DNA repair, cell cycle control, and immune function, can be costly. There are likely energetic trade-offs between cancer suppression and other important life history components, such as reproduction and growth [ 22]. Cancer is a disease of ageing populations both because there is weaker selection to avoid problems after reproduction [ 23], and because it takes time to accumulate all the mutations necessary to cause a cancer. For animals that are short-lived (such as mice), it doesn't make much sense to invest much in cancer defense mechanisms. These animals are more likely to die of other extrinsic causes (such as predators) than of cancer. Second, benefits early in life that increase an organism's fitness may lead to disease susceptibility later in life, an evolutionary term called antagonistic pleiotropy [ 24]. For example, there may be a genetic variant that allows an organism to get big fast-increasing its mating potential and decreasing the likelihood it will be killed by a predator-but this same genetic variant may also lead to cancer susceptibility as the animal ages.

Did dinosaurs get cancer?

Birds evolved from a lineage of theropod dinosaurs during the Jurassic Period and they get cancer today [ 20], so we can say that, yes, absolutely, dinosaurs did and still do get cancer. Cancer incidence in extant birds is lower than in mammals [ 25], and the reasons for this are not well known and are worthy of future study. There is a fossil record of cancer for extinct non-avian dinosaurs as well; one study examined >10,000 vertebrae from >700 individuals across the dinosaur phylogeny [ 26]. The study concluded that the only examined non-avian dinosaurs with bone neoplasms were large, elephant-sized herbivores classified as hadrosaurs, also known as duck-billed dinosaurs, including one instance of metastatic cancer in a caudal vertebrae (tail bone) from an individual Edmontosaurus. A later study described a set of benign neoplasms in a titanosaur [ 27], which was a member of the sauropod family that included the largest terrestrial animals in Earth's history. Whether the exclusivity of non-avian dinosaurian malignant cancers to hadrosaurs is due to a genetic component or some vagary or artifact of the fossil record is not known. However, similar sample sizes across many dinosaur clades were examined, so it appears to be statistically significant, and cancer may have occurred often enough in hadrosaurs so that some affected individuals became fossilized and eventually observed by paleontologists.

Why did hadrosaurs get so much cancer but not other large dinosaurs?

The answer may lie in life history differences. Elephants have slow life histories, taking decades to reach adult size and investing heavily in the rearing of their offspring. It makes sense that natural selection led to the evolution of elephants with a means to suppress cancer, because only those that could suppress cancer lived long enough and grew large enough to out-compete their rivals. Can we apply this logic to extinct dinosaurs? The fact that one out of 16 Edmontosaurus specimens had metastatic cancer [ 26] suggests that cancer occurred at a rate sufficient to ensure preservation in the fossil record. Fortunately, some species of hadrosaur-including Edmontosaurus-left behind rich fossil deposits, giving paleontologists a window into hadrosaurian demographics [ 28, 29]. Hadrosaurs lived very different lives to our extant mammalian giants. They laid many eggs at a time in huge nests, suggesting greater reproductive output, and grew very rapidly, with some species reaching skeletal maturity in as little as 8 years. In addition, hadrosaurs may have had much shorter lifespans than modern gigantic mammals, with senescence beginning soon after skeletal maturity and some fossil deposits lacking any adults over ~16 years of age [ 28]. High reproductive output, rapid growth rates, and large body sizes may have been traits necessary for species survival during the Late Cretaceous Period ~70 million years ago, when predators like tyrannosaurs roamed the ancient floodplains. Perhaps the trade-offs associated with these traits, such as lack of sufficient DNA repair mechanisms [ 22], left hadrosaurs susceptible to cancer once reaching a certain size. Other large dinosaurs may have had slower life history strategies and so were under selection to evolve more effective cancer suppression mechanisms.

Why should I care about Peto's Paradox?

If cancer suppression has repeatedly evolved as a trait, then basic research into the life history, genomics, and cell biology of many different organisms can ultimately lead to better therapeutic strategies. If Peto's Paradox holds across the tree of life, and large long lived organisms do in fact get less cancer than their body size warrants, then it implies numerous mechanisms exist to prevent neoplastic progression and battle cancer. Every time we discover a potential mechanism for cancer suppression in a species, there is the chance that we can find new therapeutic targets and approaches to cancer prevention to save human lives. Cancer has been part of the story of the evolution of multicellularity [ 29], and it is obvious that many lineages have evolved ways to cope with this disease. Now we are living in the midst of Earth's sixth mass extinction, with extinction rates possibly 1000 times the historical rate [ 30]. Investigations into Peto's Paradox can help cancer prevention research as well as foster an appreciation for biodiversity and the need to conserve species across the planet.

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Acknowledgements

This work was supported in part by NIH grants P01 CA91955, R01 CA149566, R01 CA170595, R01 CA185138, and R01 CA140657 as well as CDMRP Breast Cancer Research Program Award BC132057. The findings, opinions, and recommendations expressed here are those of the authors and not necessarily those of the universities where the research was performed or the National Institutes of Health.

Author information

Affiliations

Virginia G. Piper Center for Personalized Diagnostics, Biodesign Institute, Arizona State University, 727 E. Tyler St., Tempe, AZ, 85287-5001, USA

Marc Tollis, Amy M. Boddy & Carlo C. Maley

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All authors contributed to the writing of this manuscript and agreed to its final content.

Corresponding author

Correspondence to Carlo C. Maley.

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Tollis, M., Boddy, A.M. & Maley, C.C. Peto's Paradox: how has evolution solved the problem of cancer prevention?. BMC Biol 15, 60 (2017). https://doi.org/10.1186/s12915-017-0401-7
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Keywords

Cancer Suppression

Hadrosaurs

Cancer Defense

Blind Mole Rat

Slower Life History Strategies

# data[].attributes.attachment_link.title
Peto's Paradox: how has evolution solved the problem of cancer prevention?

# data[].attributes.attachment_link.description
The risk of developing cancer should theoretically increase with both the number of cells and the lifespan of an organism. However, gigantic animals do not get more cancer than humans, suggesting that super-human cancer suppression has evolved numerous times across the tree of life. This is the essence and promise of Peto's Paradox.

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업사이클링 벤치
이는 올해 초 3월에, 락앤락에서 연중 실시하고 있는

"Love for Planet"이라는 자원순환 캠페인을 통해

수거한 ​오래된 플라스틱 밀폐용기와 해양환경공단에서 모은

제주 바다에 버려진 해양플라스틱을 재활용해서 재탄생한 벤치이다.
제작 과정에서 무려 ​폐플라스틱 150kg이 사용되었다.

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주제 : 교사는 뒤처지는 학생에게 낮은 점수를 주기보다, 그들의 과제에 대해 추가적인 노력을 요구함으로써 학생에게 동기부여를 더 잘 할 수 있다.

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FIXING GRADING POLICIES THAT UNDERMINE STANDARDS
DESCRIBED here are four school policies used for grading students that impose procedural barriers on
standards-based reforms. Also described is how to correct them.
1. Grading &quot;on the curve.&quot; In a standards-based system, grading and reporting must be done in
reference to specific learning criteria, not to normative criteria or &quot;on the curve.&quot; In other words, students must
be graded in terms of what they have learned and are able to do, not in terms of their relative standing among
classmates.
Grading on the curve makes learning a highly competitive activity in which students compete against one
another for the few scarce rewards (high grades) distributed by the teacher. Students readily see that helping
others succeed threatens their own chances for success. High grades are attained not through excellence in
performance, but simply by doing better than one's classmates. Learning becomes a game of winners and
losers, and because the number of rewards is kept arbitrarily small, most students are forced to be losers.
Perhaps most important, grading on the curve tells nothing about what students have learned or are able to
do--only a student's relative standing among classmates, based on what are often ill-defined criteria. Highgraded students might actually have performed very poorly in terms of established learning standards, but
simply less poorly than their classmates. Differences between grades are difficult to interpret at best, and
meaningless at worst.
Furthermore, modern research has shown that the seemingly direct relationship between aptitude or
intelligence and school achievement depends on instructional conditions, not on a normal distribution curve.
When the instructional quality is high and well matched to students' learning needs, the magnitude of this
relationship diminishes drastically and approaches zero. Moreover, the fairness and equity of grading &quot;on the
curve&quot; are a myth.
Remedy: Grading and reporting should always be done in reference to specific learning criteria. At all levels
of education, teachers should identify what they want their students to learn, what evidence they will use to
verify that learning, and what criteria they will use to judge that evidence. In other words, teachers should
clarify their standards and their grading criteria on the basis of those standards. Grades based on specified
learning criteria and standards have direct meaning and serve communication purposes well.
2. Selecting valedictorians. Most schools operate under the traditional premise that there can be only one
valedictorian. This commonly results in severe, sometimes bitter competition among high-achievers to be that
one. Early in their high school careers, top students figure out the selection procedures and then, often with
their parents' help, find ingenious ways to improve their standing compared to classmates. To gain that honor,
a student must not simply excel, but must outdo the other students in the class. And sometimes the difference
among these top students is as little as one one-thousandth of a decimal point in a weighted grade-point
average.
Remedy: An increasing number of high schools have resolved this problem by naming multiple valedictorians,
similarly to colleges and universities naming graduates cum laude, magna cum laude, and summa cum laude.
West Springfield High School, in Fairfax County, Virginia, for example, typically graduates 15 to 25
valedictorians each year, each with an exemplary academic record that includes the highest grade possible in
numerous honors and Advanced Placement classes. Instead of trying to distinguish among these exceptional
students, the faculty named all of them valedictorians.
Rather than creating additional, arbitrary criteria to discriminate among these high-achievers, they recognized
the excellent achievement and performance of the entire group. And because the West Springfield faculty
believes their purpose as teachers is not to select talent but to develop it, they take great pride in these
results. All of the valedictorians are named at the graduation ceremony, and one student, selected by the
fellow valedictorians, makes a major presentation.
Some might object to a policy that allows multiple valedictorians, arguing that colleges and universities
demand such selection and often grant special scholarships to students who attain that singular distinction.
But current evidence indicates this is not the case. In processing admission applications and making decisions
about scholarships, colleges and universities are far more interested in the rigor of the curriculum students
have experienced.
In fact, an index composed of the number of Advanced Placement courses taken, the highest level of math
studied, and total number of courses completed has been shown to be a much stronger predictor of college
success than standardized test scores, grade point average, or class rank. The rigor of the academic program
experienced by the valedictorians from West Springfield High School has helped them gain admission and win
scholarships to many of the most selective colleges and universities in the nation.
The process by which class valedictorians are selected is another example of a policy that continues not
because educators have thought about it deeply, but simply because they have &quot;always done it that way.&quot; It is
also a policy that hinders implementation of standards-based reforms. Better understanding of the
consequences of such a policy allows educators to implement improved and more appropriate policies that
benefit students and teachers alike.
Recognizing excellence in academic performance is a vital aspect in any learning community. However, such
recognition need not be based on arbitrary standards and deleterious competition. Instead, it can and should
be based on clear models of excellence that exemplify our highest standards and goals for students and for
ourselves. And if many students meet these high standards of excellence, all the better.
3. Using grades as a form of punishment. Although educators would undoubtedly prefer that motivation
to learn be entirely intrinsic, grades and other reporting methods are important factors in determining how
much effort students put forth. Studies show that most students view high grades as positive recognition of
their success, and some work hard to avoid the consequences of low grades.
At the same time, no studies support the use of low grades or marks as punishments. Instead of prompting
greater effort, low grades more often cause students to withdraw from learning. To protect their self-image,
many students regard the low grade as irrelevant and meaningless. Other students may blame themselves for
the low grade, but they may feel helpless to make any improvement.
Sadly, some teachers consider grades or reporting forms as their &quot;weapon of last resort.&quot; In their view,
students who do not comply with their requests must suffer the consequences of the greatest punishment a
teacher can bestow: a failing grade. Such practices have no educational value and, in the long run, adversely
affect students, teachers, and the relationship they share.
Remedy: Rather than attempting to punish students with a low grade or mark in the hope that this will
prompt greater effort in the future, teachers can better motivate students by considering their work as
incomplete and then requiring additional effort. Recognizing this, some schools have initiated grading
policies that eliminate the use of failing grades altogether.
Teachers at Beachwood Middle School, in Beachwood, Ohio, for example, record students' grades as A, B, C, or
I (Incomplete). Students who receive an &quot;I&quot; grade are required to do additional work to bring their
performance up to an acceptable level. This policy is based on the belief that students perform at a failure
level or submit failing work in large part because teachers accept it. If teachers no longer accept substandard
work, Beachwood educators reason, then students will not submit it and, with appropriate support, will
continue to work until their performance is satisfactory.
Beachwood Middle School teachers strongly believe that giving a failing grade to students who have not
performed well, despite their ability to do so, offers these students an easy way out of schoolwork. By contrast,
if teachers insist that all assignments designed to demonstrate learning be completed and done well, then
students will choose to do their work in a timely fashion and at a satisfactory level of quality. The guiding
maxim of the teachers at Beachwood is &quot;If it's not done well, then it's not done!&quot;
Implementing grading policies such as this naturally requires additional funding for the necessary support
mechanisms. Students who receive an &quot;I&quot; grade at Beachwood, for example, are required to attend afterschool sessions or special Saturday school programs staffed by teachers, volunteer parents, and older
students. Those who are unable or unwilling to do the make-up work during the school year must attend
required summer school sessions designed to help them bring their performance up to an acceptable level.
Although these support mechanisms demand commitment and additional funding, schools implementing such
programs generally find them highly successful. Many also discover that they actually save money in the long
run. Because this regular and ongoing support helps students remedy their learning difficulties before they
become major problems, less time and fewer resources need to be spent in major remediation efforts later on.
At all levels of education, we need to think seriously about the use of failing grades. Although honesty must
prevail in assessment and evaluation of student learning, we also must consider the negative consequences of
assigning failing grades to students' work or level of performance. Especially in the early years of school, the
negative consequences of failing grades are quite serious and far outweigh any benefits.
Even in upper grades, the fear of failure is a questionable motivation device. Better and more effective
alternatives to failing grades need to be found, especially in a standards-based system. The use of &quot;I' grades
or incomplete grades presents one meaningful alternative, especially if the necessary policies and resources
are put in place to support those students who need additional assistance.
4. Using zeros in grading. Many teachers assign zeros to students' work that is missed, neglected, or
turned in late. However, the zero is seldom an accurate reflection of what a student learned or is able to do.
Instead, zeros are typically assigned to punish students for not displaying appropriate effort or demonstrating
adequate responsibility. If the grade is to represent how well students have learned or mastered established
learning standards, then assigning zeros clearly misses the mark.
The effect of assigning zeros is intensified if combined with averaging to attain a student's overall course
grade. Students readily see that a single zero leaves them little chance for success because it drastically skews
the average. That is why, for example, in scoring Olympic events such as gymnastics, diving, or ice skating,
the highest and lowest scores are always eliminated. If they were not, one judge could control the entire
competition simply by giving extreme scores.
Some teachers defend zeros by arguing that they can't give students credit for work that is incomplete or not
turned in--and that is certainly true. But there are far better ways to motivate and encourage students to
complete assignments in a timely manner than with zeros, especially considering the overwhelmingly negative
effects.
Remedy: Students certainly should learn to accept responsibility for their actions and be held accountable for
their work. But, no evidence demonstrates that assigning zeros helps teach students these lessons. Unless
educators are willing to admit that grades are used to show evidence of students' lack of effort and
responsibility, then alternatives to assigning zeros must be found.
One way is to assign an &quot;I&quot; (or Incomplete) grade with explicit requirements for completing the work, as
addressed earlier. For example, students whose work is incomplete or late might be required to attend afterschool study sessions or special Saturday classes until their work is completed to a satisfactory level. In other
words, they are not &quot;let off the hook&quot; with a zero.
Instead, students learn that they have certain responsibilities in school and that their actions have specific
consequences. Not completing assigned work on time means that students must attend special after-school
sessions to complete the work. As already noted, this policy may require additional funding and support, but
the payoffs are likely to be great. Not only is this more beneficial to students than assigning a zero, it is a lot
more fair. It helps make the grade a more accurate reflection of what students have learned.
To implement standards-based reforms, educators must take a broader and more systemic view of their
efforts. Instead of focusing narrowly on curriculum and assessment issues, they must expand their perspective
to consider organizational policies that can hinder success, especially in grading and reporting student
learning.
Although grading will always be a process of professional judgment, making those judgments requires careful
thought and continual reflection on the purpose of the activity. If grades are to represent information about
the adequacy of students' achievement and performance with respect to clear learning standards, then the
evidence used to determine grades must denote what students have learned and are able to do. To allow
other factors to influence grades or marks misrepresents students' learning attainment.
Grading requires careful planning, thoughtful judgment, clear focus on purpose, excellent communication
skills, and an overriding concern for students. Such qualities are necessary to ensure grading policies and
practices that provide high-quality information on student learning in any standards-based learning
environment.
~~~~~~~~
By Thomas R. Guskey, From NASSP Bulletin l@eddigest.com
Thomas R. Guskey (guskey@pop.uky.edu) is Professor, Educational Policy Studies and Evaluation
Department, College of Education, University of Kentucky, Lexington, KY 40506. This article is based on
material in Developing Grading and Reporting Systems for Student Learning, by T R. Guskey and J. M. Bailey,
to be published in 2001 by Corwin Press. Condensed from NASSP Bulletin, 84 (December 2000), 20-29.
Published by National Association of Secondary School Principals, from which related educational materials are
available by contacting NASSP, 1904 Association Drive, Reston, VA 20191.

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Fixing Grading Policies that Undermine Standards

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FIXING GRADING POLICIES THAT UNDERMINE STANDARDS DESCRIBED here are four school policies used for grading students that impose procedural barriers on standards-based reforms. Also described is how to correct them. 1. Grading "on the curve." In a standards-based system, grading and reporting must be done in reference to specific learning criteria, not to normative criteria or "on the curve."

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소개할 브랜드는 홍대에서 가장 많이 보이는 가방,

20대들에게 주목받고 있는 프라이탁 입니다.

프라이탁은 제품들은 모두 수작업으로 제작하기 때문에 그만큼 가격도 높게 책정되고 있습니다.

가장 흔히 보이는 프라이탁 제품은 메신저 백인데 몸통은 트럭 방수포, 마감 부분은 자전거 타이어, 가방끈은 차량 안전벨트로 제작해

제품의 내구성을 높이면서 환경 보호까지 되기 때문에 전 세계에서 주목받고 있어요.

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주제: 유전자(천성) 보다 환경(양육)이 중요하다

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내용: 운동선수가 비운동선수보다 더 도덕적이라는

연구결과도 있지만 승리에 대한 강조가 커지기

때문에 도덕적 분별력과 바람직한 스포츠 행위가

감소되기도 하는데

인성이라는 것은 학습되는 행동이며 그러한 교훈을

체계적으로 가르치고자 계획할 때만

페어플레이 정신은 발달한다.

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내용 : 낙관적인 운동선수는 긍정적인 피드백과 부정적인 피드백 모두를 자신의 자신감을 보호하고 증가시키는 방식으로 받아들인다.

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2019년 9월 모의고사

39번 지문 전문 해석

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트럭 방수포로 만든 가방
1년에 약 120일 정도 비가 내리는 스위스 취리히에 거주하고 있는 마르쿠스와 디니엘 프라이탁 형제가 비오는 날에도 젖지 않도록 하는 방수가방이 필요했는데 고속도로 위를 달니던 트럭 방수포를 보고 근처 공사장으로 가서 트럭 방수포와 안전벨트 등을 주워 손수 만들었다.

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마스크와 헌옷 업사이클링(곱창 머리끈)

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버리는 마스크와 헌 옷으로 곱창머리끈 만들기

준비물: 사용하고 버려지는 마스크, 안쓰는 천, 실, 바늘, 가위

요즘은 코로나때문에 모든 사람들이 매일 마스크를 사용하고 버려서 그만큼 늘어난 쓰레기 양도 많은데 이 버려지는 마스크 줄과 헌 옷으로 업사이클링 하여 최근 유행하는 친환경적인 곱창머리끈을 만들었다.

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2021 고2 9월 모의고사 35번

주제 : 간호사들의 의사소통 역할
고른 이유 : 간호사와 환자 사이의 또는 간호사와 간호사 간의 의사소통은 중요하다고 생각하기 때문이다. 의사소통이 원활하게 되지 않는다면 갑질 또는 태움이 발생할 수도 있다. 먼저 간호사와 환자 간의 의사소통이 중요한 이유는 의사소통으로 환자의 불편한 부분을 알아차려 정확한 치료를 할 수 있기 때문이다. 예수대 간호학부 연구팀의 연구 결과 정보를 주는 간호사보다 친절한 간호사에 만족도가 더 높다고 나왔다. 이와 같이 환자들도 간호사와의 의사소통을 중요시하게 여기기 때문이다. 두 번째로 간호사 간의 의사소통이 중요한 이유는 태움 때문이다. 간호사는 생명을 다루며 일하기 때문에 매사에 조심해야 한다. 그래서 신경이 날카로운 경우도 있는데 이때 서로의 기를 꺾는다면 기분이 상할 수 있다.

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https://www.yahoo.com/lifestyle/retrain-nose-smell-again-covid-223629481.html

이 기사 내용은 코로나로 인해 후각을 잃은 사람들을 위해 필립스(조향사)가  “후각 팔레트” 전체에 걸쳐 여러가지 향수를 개발했다고 한다 그 이유는 다른 성분들이 기억과 감정을 불러일으킬 수 있기 때문이라고 했다 감귤향는 활기차게 하고, 꽃향은 여성스럽고 신선하게 하고 매운향은 관능적으로 느끼게 할 수 있다라고 말했고 변연계를 다시 활성화하고 뇌로 냄새를 맡을 방법을 다시 배워야한다고 했다

이 기사를 보고 후각을 잃으면 돌릴 방법은 코로나와 같은 병으로 인한 거라면 시간이 지나면 돌아오던가 아님 의료 쪽에서만 해결 가능한 줄 알았다 하지만 향으로 인해 잃어버린 후각을 다시 찾을 수 있다는 생각은 이 기사를 보고 생각할 수있었다 이렇게 향은 정말 여러 곳에서 좋은 효능이 있어서 놀라웠다 또 나도 나중에 이 조향사처럼 향수로 사람들에게 도움을 줄 수 있는 향수를 만들고 싶다 또 도움 뿐만 아니라 사람들 기억속에 오랫동안 남는 좋은 향수를 만드는 조향사가 되고 싶다

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Up until last month, Ishir*, 14, hadn't smelled food - his favorite scent - for six months.

It started in November of last year, when he first lost his olfactory sense after contracting COVID-19. Of course, he's not alone in his experience: roughly 80 percent of people have reported anosmia, or a diminished sense of smell, as a symptom of the virus. What's more, a study by the American Academy of Neurology shows that half of people who lost their sense of smell had not regained it even five or more months later. Ishir fell in the latter category, often called "long-haulers" by members of COVID support groups.

"It was a rough first few months, but after a while you get used to it, unfortunately," he said, adding that nothing he tried worked. Then, after countless desperate Google searches, his mother came across a potential solution: veteran perfumer Sue Phillips.

Phillips had launched a scent therapy healing program amid the pandemic at her Upper East Side boutique in New York City, where she has helped more than 20 COVID survivors retrain their noses to smell again with targeted fragrance training. Clients could also book sessions via Zoom.

"I'm not a doctor, I'm not a chemist, and I'm not a scientist, but I know the power of perfume," she said. "Our sense of smell is the most powerful. What people don't realize is that our limbic system, which is the brain, is directly connected to our olfactory bulb. When people smell ingredients, it transmits to the limbic system, and those positive thoughts manifest in a positive result. It's like the fog lifts, the brain just sort of takes over, and suddenly they're able to smell again - and it is transformative."

For many, this particular sensory loss has an immense impact on their daily lives, with some calling it one of the more devastating symptoms of the virus. In fact, research conducted by Virginia Commonwealth University shows 43 percent of participants reported feeling depressed after losing their sense of smell or taste.

"I'm not a doctor, I'm not a chemist, and I'm not a scientist, but I know the power of perfume."

"People realize when they've lost their sense of smell and taste, they can no longer enjoy food," Phillips said. "Then they lose the enjoyment of socializing because so much of what we do revolves around food or drink. For many, it's devastating, it accelerates that feeling of being low, and so they opt out of society completely."

Ishir could relate, hence why he and his family flew from Chicago to New York City as soon as they could. When they arrived at the shop one morning for the one-hour scent training session, the process was surprisingly simple. In front of him on a round table lay 30 thin strips of scented paper that ranged from most powerful to least. (Phillips wouldn't divulge the specifics in full detail until she is able to secure "some kind of intellectual property" on the experience but said that she walks clients through a curated "scent journey" using her 43 years of experience in the fragrance industry.)

"I have developed a number of perfumes that span the entire olfactory palette because different ingredients can trigger memory and emotion - citrus notes can make you feel uplifted, flowers can make you feel feminine and fresh, spicy can make you feel sensual," she said. "In the consultation, we just walk through all of that. We have to reengage the limbic system and relearn how to smell with the brain, and that's what I try and do, one [scent strip] by one."

Image Source: Courtesy of Sue Phillips

Sometimes, it takes 45 minutes into a session before there's a breakthrough; for others, it's as little as 20 minutes. "The key is to have an open mind, which a lot of people do have because if they're coming to me, they're pretty desperate and have already tried everything else," Phillips said, adding that there are never any guarantees. For Ishir, he sniffed each of the strips slowly in one round with no success. Then, finally, during his second go-around, "he turned to his father with the biggest smile on his face and he said, 'Dad, I can smell something!'" Phillips recalled.

"I started to smell a little bit of amber, which was the strongest scent on her list," Ishir said. "At first, it didn't smell how I remembered - it was a little distorted - but as we kept going through, slowly it got clearer and clearer. By the end, I was able to smell everything."

After the session, clients are sent home with a custom fragrance kit to use should their sense of smell begin to dull again. Still, retraining your nose to smell again is not a one-and-done process. Ishir, for example, lost the sense again after getting the first COVID-19 vaccine. He utilized some of the lessons imparted in Phillips's training with his at-home kit to help. Today, he has 20 to 25 percent of it back.

"Everybody has seen a tremendous increase in their sense of smell - some by 50 percent, some by 70 percent, some do smell constantly, and some then lose it again," Phillips said. "What I say to them is that they must continue to practice smelling. Nobody teaches us to smell like the way we are taught to read and write. From the minute we're born, we breathe, we smell, we taste. It's a day-to-day occurrence that's just there. We don't think about it. But if that sense is dead, you have to think about it. You have to be fully present and meditate. It's when you meditate and are really engaged that you can allow the frequencies to affect you positively; if you allow the vibrations to come from the nose, through the olfactory system, to the limbic system, there will be some kind of a breakthrough."

While the revelation is something that cannot yet be explained by scientists or neurologists - although Phillips said she has been contacted by a few doctors to work together - one thing is for sure: it smells like a step in the right direction.

"When someone can suddenly smell again, their whole life lights up," she said. "It's a difference between light and dark, the difference in people's smiles and their gait, the way they walk, the way they come in, the way they leave. It's been beautiful to see people rediscover what has always been the most powerful sense."
*Name has been changed at the request of the interviewee.

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Can You "Retrain" Your Nose to Smell Again After COVID? 1 Perfumer Says Yes

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Up until last month, Ishir*, 14, hadn't smelled food - his favorite scent - for six months. It started in November of last year, when he first lost his olfactory sense after contracting COVID-19. Of course, he's not alone in his experience: roughly 80 percent of people have reported anosmia, or a diminished sense of smell, as a symptom of the virus.

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삼성전자가 라이프스타일 TV ‘더 프레임(The Frame)’·‘더 세리프(The Serif)’·‘더 세로(The Sero)’ 포장재에 업사이클링(Up-cycling) 개념을 도입한 ‘에코 패키지(Eco package)’를 새롭게 선보인다.

삼성전자는 4월부터 전 세계에 출고되는 라이프스타일 TV를 대상으로 골판지로 구성된 포장 박스의 각 면에 도트(Dot) 디자인을 적용하고 소비자가 원하는 모양으로 손쉽게 잘라내 조립할 수 있도록 하는 등 포장재 디자인을 전면 변경했다.

또한, 포장 박스 상단에 인쇄된 QR코드를 통해 반려동물용 물품, 소형 가구 등 다양한 형태의 물건을 제작할 수 있는 매뉴얼도 제공해 소비자들이 제작 정보를 손쉽게 얻을 수 있도록 했다.

이 에코 패키지는 CES 2020에서 소비자에게 주는 가치를 인정받아 ‘CES 혁신상’을 수상하기도 했다.

삼성전자가 진행한 소비자 조사 결과에 의하면 더 세리프를 구매한 소비자의 상당수가 리모컨 등 주변 기기 수납을 위해 별도의 가구를 TV 근처에 두고 사용하는데, 이 포장재를 활용하면 리모컨 수납함이나 잡지꽂이 등을 소비자가 직접 제작할 수 있다.

TV 포장재는 제품을 보호해야 하는 특성상 두꺼운 골판지가 주로 사용되는데, 골판지를 포함한 국내 종이 폐기물은 매일 약 5천 톤, 연간으로는 약 200만 톤으로 추산(2017년 환경부 발표 기준)된다.

삼성전자는 업사이클링이 가능한 에코 패키지를 TV에 적용함으로써 종이 폐기물을 효과적으로 줄여 환경 보호에 기여할 수 있을 것으로 기대하고 있다.

사진출처:블로그 MINTARI

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좋은 관리자들은 과업을 맡길 때의 처

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좋은 관리자들은 과업을 맡길 때의 처음의 불안감을 극복하는 것을 배워왔다. 그들은 어떤 두 사람도 정확히 똑같은 방식으로 행동하지 않는다는 것을 알고 있고, 한 직원이 다른 사람과 다르게 과업을 시작하는 것을 보더라도 두려움을 느끼지 않는다. 대신에, 그들은 최종 결과에 초점을 맞춘다. 만약 어떤 업무가 성공적으로 처리되었다면, 사람들이 조직에 수용될 만한 방식으로 일을 하는 한(예를 들자면, 판매원들이 회사의 윤리적 판매 정책을 준수하는 한) 그것은 괜찮다. 만약 수용할 만한 최종 결과가 성취되지 않았다면, 그러한 관리자들은 그 직원과 논의하고 상황을 분석하며 대응하여, 그 사람이 미래에 그 과업을 성공적으로 수행하기 위해 어떤 훈련이나 추가적인 기술을 필요로 하는지를 알아낸다.

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인간본성의 법칙

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2020년 3월 모의고사 20번

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2021년 6월 모의고사

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2021 고3 3월 모의고사 33번
주제 : Plamts are genius chemists.

식물이 생존을 위해 어떠한 화학작용을 사용하는지 알 수 있었다. 식물은 동물과 달리 움직일 수 없기 때문에 화학적인 방법을 통해 방어작용을 하며, 꽃가루 매개자를 끌어들이기 위해서도 화학적인 방법을 사용한다. 이를 봤을 때 식물은 자신들만의 단점과 문제점을 해결하기 위해 많은 노력 끝에 진화했음을 알 수 있었다. 또한 마지막 문장에서 말한것처럼 식물 왕국은 놀랍도록 많은 유용한 물질의 공급원이라는 말에 공감할 수 있었다. 현재 사용되고 있는 많은 약의 재료로 식물이 만들어낸 화학 성분이 사용된다는 점을 다시 한번 떠올릴 수 있었다.
이렇게 식물이 만들어낸 많은 화학 성분을 통해 셀 수 없이 많은 물질을 만들어낼 수 있다는 사실을 알 수 있었다. 이를 통해 식물은 우리의 삶에 매우 유용하며 없어서는 안될 존재라고 느꼈다.

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관심있는 분야에 관한 영어로 된 기사나 글을 찾아 내용을 요약하고 느낀 점을 남겨주세요.

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이 지문을 고른 이유는 티비 프로그램

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이 지문을 고른 이유는 티비 프로그램이 상품과 같다는 것에 큰 흥미를 느꼈기 때문이다. 여기서는 티비 프로그램이 스스로를 발전할 수 있도록 가르치는 긍정적인 영향을 말하고 있는데 실제로 티비 프로그램의 영향은 긍정적인 부분만 있는 것이 아니라 부정적인 영향도 많이 끼치고 있다. 이렇듯 티비 프로그램이나 각종 미디어 매체, 또는 연극 등에서는 제작자의 의도가 가장 중요하다고 생각한다. 제작자가 긍정적인 의도를 담아 만들면 그 창작물을 보는 대중들에게 좋은 영향을 끼치는 것 처럼 나는 미래에 긍정적인 영향을 주는 방송을 제작하고 싶다.

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환경포스터 1p

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환경포스터 2p

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Orange Pink Green and Blue Bold Climate Change Poster

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_Blue Illustration World Environment Day Instagram Post

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환경포스터 인스타 스토리

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녹색 나무 환경 보호 포스터