2024년 6월 고3 모의고사 변형 (31-42번)

When trying to establish what is meant by digital preservation, the first question that must be addressed is: what are you actually ____ to preserve?

This is clear in the analog ____ where the information content is inextricably fixed to the physical medium.

In the digital environment, the medium is not part of the ____.

A bit stream looks the ____ to a computer regardless of the media it is read from.

A physical carrier is necessary, but as long as the source ____ can be read, bit-perfect copies can be made cheaply and easily on other devices, making the preservation of the original carrier of diminishing importance.

As the physical media that carry digital information are quite delicate relative to most analog media, it is expected that digital information will necessarily need to be migrated ____ one physical carrier to another as part of the ongoing preservation process.

It is not the media itself but the information on the media that needs to be ____.

Creativity is commonly defined as the production of ideas that are both novel (original, ____) and useful (appropriate, feasible).

Ideas that are original but not useful are irrelevant, and ideas that are ____ but not original are unremarkable.

While this definition is widely used in research, an ____ aspect of creativity is often ignored: Generating creative ideas rarely is the final goal.

Rather, to successfully solve problems or innovate requires one or a few ____ ideas that really work, and work better than previous approaches.

This requires that people evaluate the products of their own or each other's imagination, and choose those ideas that seem ____ enough to develop further, and abandon those that are unlikely to be successful.

Thus, being creative ____ not stop with idea generation.

In fact, the ____ to generate creative ideas is essentially useless if these ideas subsequently die a silent death.

Because the ____ plays a significant role in aiding meaningful internal processes, subjective experience and the environment act as a 'coupled system.'

This coupled system can be seen as a complete cognitive system of ____ own.

In this manner, subjective experience is extended into the ____ environment and vice versa; the external environment with its disciplinary objects such as institutional laws and equipment becomes mental institutions that affect our subjective experience and solutions.

A subjectively held belief attains the status of objectivity when the ____ is socially shared.

That is, even if we are trained as ____ health care rationalists, or no-nonsense bureaucrats, or data-driven scientists, research has shown that our decisions are influenced by various institutional practices.

They include bureaucratic structures and procedures, the architectural design of ____ care institutions, the rules of evidence and the structure of allowable questions in a courtroom trial, the spatial arrangement of kindergartens and supermarkets, and a variety of conventions and practices designed to manipulate our emotions.

Any attempt to model musical behavior or perception in a general way is filled with ____.

With regard to models of perception, the question arises of whose perception we are ____ to model ― even if we confine ourselves to a particular culture and historical environment.

Surely the perception of music varies greatly between listeners of different levels of training; indeed, a large part of music education is devoted to developing and enriching (and ____ likely changing) these listening processes.

While this may be true, I am concerned here with fairly basic aspects of ____ ― particularly meter and key ― which I believe are relatively consistent across listeners.

Anecdotal ____ suggests, for example, that most people are able to ''find the beat'' in a typical folk song or classical piece.

This is not to ____ that there is complete uniformity in this regard ― there may be occasional disagreements, even among experts, as to how we hear the tonality or meter of a piece.

But I believe the commonalities between us far ____ the differences.

Avian song learning occurs in two stages: first, songs must be memorized and, ____, they must be practiced.

In some species these two events overlap, but in others memorization can occur before practice by several ____, providing an impressive example of long-term memory storage.

The young bird's initial efforts to reproduce the ____ song are usually not successful.

These early songs ____ have uneven pitch, irregular tempo, and notes that are out of order or poorly reproduced.

However, sound graphs of songs recorded over several weeks or months reveal that during this practice period the bird fine-tunes his efforts until he produces an accurate ____ of the memorized template.

This process requires ____ oneself sing; birds are unable to reproduce memorized songs if they are deafened after memorization but before the practice period.

Wildfire is a natural ____ in many Australian environments.

The intentional setting of fire to manage the landscape was practised by Aboriginal ____ for millennia.

However, the pattern of burning that stockmen introduced was ____ previous regimes.

____ conditions allowed, they would set fire to the landscape as they moved their animals out for the winter.

This ____ to clear woody vegetation and also stimulated new plant growth in the following spring.

The young shoots were a ready ____ source for their animals when they returned.

However, the practice ____ tended to reinforce the scrubby growth it was intended to control.

Although grasses were the first kinds of plants to recolonize the burnt areas they were soon succeeded by further woody plants and ____.

About the only strategy to prevent such regrowth was ____ burning ― essentially using fire to control the consequences of using fire.

There are a number of ____ resource management practices that are necessary to support organizational learning.

For example, performance evaluation and reward systems that reinforce long-term performance and the development and sharing of new skills and knowledge are ____ important.

In addition, the human ____ development function may be dramatically changed to keep the emphasis on continuous learning.

In a learning organization, every employee must take the ____ for acquiring and transferring knowledge.

Formal training programs, developed in advance and delivered according to a preset schedule, are insufficient to address shifting training ____ and encourage timely information sharing.

Rather, human resource development professionals must ____ learning facilitators.

Their ____ should be to assist, consult, and advise teams on how best to approach learning.

They must be able to develop new mechanisms for cross-training peers ― team ____ ― and new systems for capturing and sharing information.

To do this, human resource development professionals must be able to think systematically and understand how to promote learning ____ groups and across the organization.

Environmental taxes based directly on measured emissions can, in principle, be very precisely targeted to the ____ environmental objectives.

If a firm pollutes more, it pays additional tax directly in ____ to the rise in emissions.

The polluter thus has an incentive to reduce emissions in any manner that is less costly per ____ of abatement than the tax on each unit of residual emissions.

The great attraction of basing the tax directly on measured emissions is that the actions the polluter can take to ____ tax liability are actions that also reduce emissions.

Continuous emissions measurement can be costly, particularly where there are many separate sources of emissions, and for many ____ problems this may be a major disincentive to direct taxation of emissions.

Nevertheless, the technologies available for monitoring the ____ and flows of particular substances in waste discharges have been developing rapidly.

In the future, it may be possible to think of taxing measured ____ in a wider range of applications.

There are interesting trade-offs in the relative importance of ____ matter (i.e., figure) and style (i.e., background).

In highly representational paintings, plays, or ____, the focus is on subject matter that resembles everyday life and the role of background style is to facilitate the construction of mental models.

Feelings of ____ and uncertainty carry the viewer along to the conclusion of the piece.

In highly expressionist works, novel stylistic devices work in an inharmonious ____ against the subject matter thereby creating a disquieting atmosphere.

Thus, when the work is ____ "readable" (or easily interpreted), its departure from conventional forms reminds the viewer or reader that an "aesthetic attitude" is needed to appreciate the whole episode.

This active ____ provides a basis for depth of aesthetic processing and reflection on the meaning of the work.

An ability to switch between the "pragmatic attitude" of ____ life and an "aesthetic attitude" is fundamental to a balanced life.

There is a tendency, once the dust of an ____ has settled down, to seek the reduction of famine vulnerability primarily in enhanced economic growth, or the revival of the rural economy, or the diversification of economic activities.

The ____ contribution of greater economic success, if it involves vulnerable groups, cannot be denied.

At the same time, it is important to recognize that, no matter how fast they grow, countries where a large part of the population derive their livelihood from uncertain sources cannot hope to prevent ____ without specialized entitlement protection mechanisms involving direct public intervention.

Rapid growth of the economy in Botswana, or of the agricultural sector in Kenya, or of food production in Zimbabwe, explains at best only a small part of their success in preventing recurrent ____ of famine.

The real achievements of these ____ lie in having provided direct public support to their populations in times of crisis.

Although economic growth can be ____ fruitful in diminishing a country's risk of famine, direct approaches to helping the affected people play a critical role in this process.

If we understand critical thinking as: 'the identification and ____ of evidence to guide decision-making', then ethical thinking is about identifying ethical issues and evaluating these issues from different perspectives to guide how to respond.

This form of ethics is distinct from higher ____ of conceptual ethics or theory.

The nature of an ethical issue or problem ____ this perspective is that there is no clear right or wrong response.

It is therefore essential that students learn to ____ through ethical issues rather than follow a prescribed set of ethical codes or rules.

____ is a need to encourage recognition that, although being ethical is defined as acting 'in accordance with the principles of conduct that are considered correct', these principles vary both between and within individuals.

What a person values relates to their ____, religious, or civic beliefs influenced by their formal and informal learning experiences.

Individual perspectives may also be context dependent, meaning that under different circumstances, at a ____ time, when they are feeling a different way, the same individual may make different choices.

Therefore, in order to analyse ethical issues and think ethically it is necessary to understand the personal factors that influence your own 'code of behaviour' and how these may vary, alongside recognizing and accepting that the factors that drive ____ people's codes and decision making may be different.