한국일보 애틀랜타 전자신문

2021년 6월 19일 (토요일) E6 교육 ౌ####⥑ 3UTJG_ 0[TK ' ⱅ࿼#൙ ẘ១ᫀᳵ ᧻ᶦ⎩⃒ ᜩ⓽ ṰᶯṲ ┨ᱭῲᘪ ┨ᮀᨦ᢭᨟ ᫀᒽ῭ ᨣ᪢ᜩ┨ ῺᶯᏧ ṰᶯṲἉᐚ ᮄ᧤┧᜗ᜀ ῲẉᓦ᧜ ៥ẘ᭵ ῡᐓῲ᜗ ῲᐓῠ᱗ᶳ῵ᓲ% ᙢd ᙢ ᫀᒽ῭ ṰᶯṲ ῴᒼᜀ ⃙ Ꮷ┷᜗ ᓛᤫἉឱᮄᒼ┧ᐳ╎‍ṰᶯṲῲᫀᒽ•∜ῴ ᒼἉ᳛↙⃚┧ᜀᮣ⃃ῠ Ἁᮄᑀ┧᜗ ᓛᤧᘪ ᫀᒽἉ ῼᜀ ∶ᐳ῭ ᜩ┨៥ῡ ₚ᱗┰ ᭪᨟ Ṱᶯ Ṳ┨ᮀᱭ῭ᮣ⃃ῲᫀᒽ῭ṰᶯṲῴᒼᮣῘ᭪᜗ ᫜ᙴ᜗ᜀᐓῡṵᐚៅᐓῲ᜗ ⋌⎴῭ ᐬὔ •∜ ┨ᮀᱭ ⃃ ṰᶯṲῲ ↙⃚┧ ᜀ ᮣ⃃ῠ Ἁ ᜜┩᜗ ;) ᫪⎈᧤ἵ ⋉ᙗᓦ ᨗ᥈ 3/:Ἁ᳛ ṰᶯṲ ┨ᱭ῭ ᮣῘῠ ᏨᏨ ῲ᜗ ῲᱣᓲ⃚ᜀ Ṱᜍẘឱ ;)2' ₜᶦ▿⎎ᶦ ᢭ῲᶦ ᜩ┨ ἒᶯ ᏨᏨ ῭ ᮣ⃃ ῡ ṰᶯṲ ┨ᱭῲ ↙⃚┧ᐳ ῼ᜗ ⒀ᶳ᭕ᜍṰἵ ᶦ⎠⒑១ᜩ ┙᧦ᶦ⎫ᜩᜀ ᏨᏨ ῭ ṰᶯṲ ᮣῘῡ ᭪ῲᐳ ῼ᜗ ⋡ᤫᮣṰἵ ៜ⎅ Ἁᨦ᧤ ┧᫪១ᜩᜀ ┨ᮀᱭ ⃃ ṰᶯṲῲ ᧜ ₅┩᜗ ῲᤩ⏇ᐮ᧜᭪᨟ṰᶯṲ⃚ὠ ᢭ᜀᐓ ∜Ꮷ ᨣ᪢ ᜩ┨៥Ἁ᳛ Ὼ┨ ┻Ꮷ᧜ ᫒ᜀ ◄ᥴῡ ᙴῲ ᜀᐓῲṰᜏᏧ┧ᜀᱭᏨῲ៥⃚ឱᨦ᧛᜗ ᓛᤧᘪ ᧯ῠ ᥙἵ ⃙ᐋ៥ῡ ᓱῲ ៥ἑ᜗᭪᨟ ╎ᶳἉ᳛ ṰᶯṲ Ṱᨔ᧤⋋ ┨ᱭ៥ῲ ᨣ᪢ᜩἉ ┭ ᐣ┧ᜀ ᐓῠ ᜳ ẘ᤾ᐳ ⊿ἕ┧᜗ᜀ ᐧ᥈Ἁ ῲ᧙ ᐚ ោ᜗ ῲ ᐧ᥈ῡ ៚᫒⋅ ┪᧮┩ ⃙ᐋ៥ῡ ᱜ⒆ ᭪  ᙢ ᫀᒽἉ᳛ 9': ᶯ╀ῡ ⊿᧛ ᨦ៣ ┨ ᱭ៥῭ ⒌ᓙ ₅ᴤᜀ ₅ῲẤ᜗ ῲ⃃ Ṱᶯ Ṳ ┨ᱭ៥῭ ⒌ᓙῠ ₅ῲẤ᜗ ṰᶯṲ῭ ⒌ᓙ Ἕẘ ₅ᴤᜀ ⒌ᓙ ᴤ┨ ₅ᴤᜀ ῲẤ᜗ ┙᧦ᶦ⎫ ᜩ┨῭ ἔᒼὠ៥ῠ ṰᶯṲ ⃚ὠ ៥ ῲ Ἄ᧤⑈ ᜩ┨Ἁ Ὼ┨┧ᓦ ῍┰ ᢂ᏶ῠ ┭ᐣ ↛ ᶦ᧜ Ᏼᓦ ῍┰᳛ᜀ ᫝ῴ ⃚ὠ ᭪᜗ 9': ₅ᴤᏧ ₅ᙴṰẉ┩᜗ᜀ₅ῡ᫓ᐥ┷᜗ ┙᧦ᶦ⎫ἔ ᒼὠ៥ῠ ῲᐓῡ ᜩῺ ⃚ὠἉ᳛ ┢Ὄ┩⚆ṰᶯṲ ᳪᓡ⚇ῲ᢭ᐳᨣᨣ┷᜗  ṵ᤹⃜ ᙢ῭┩ἔᒼឱ᏶ῠᘻὓῡ᭪ ἑ₼᜗ ᧮Ẋ ῴ₢ ὌᴀᏧ Ὼ┨ ᶵ᱗῭ ᐳ᤹ ᜩᱣ Ἁ᳛ ₊ὄោ᜗᨟ ⃓⚆ẘ⑵ᨉ⑖ᮜ ẁᳵ⚇ῲ Ả᜗᨟ ἑᤧ Ἄ᧤⑈ ᜩ┨៥Ἁ᳛ ṰᶯṲ῭ ┭ᐣᥴῠ Ẋ ⒑ῴ⑈ῲᱣᙴṰₒᏧ​⎇ᴤ╕ ᜀṰᶯṲ ┨ᱭῲោ᜗ᜀᐓῲ᜗ ῲ∓ᤫ ṰᶯṲἉ ᜩ┩ ⒇ᐥᑀ ᮣᐾᶰ‡ῴ ⌓⎩ Ꮷᮀ₈‡ῴὌᴀ᥆ ὓ┧᨟᳛ᨣ᪢ᜩ┨៥Ἁ⃚ ὠ┧ᜀ ṰᶯṲ ┨ᱭ៥ῠ ᜗᧛ ῴ₢᭪᜗ ᜳ Ᏻ᤺ ┩⃚ὠ᳛᧜Ᏼ≇ẉ┧ᐚែ᜗ Ἄ᧤⑈ᜩ┨῭Ὼ┨ᱭ៥⒌ᓙ₅ᴤᏧṰᶯṲ⃚ ὠ ៥Ἁᐚᜀ⏇┧⃚Ṵᐚោᐓῲ᜗ ἡ᧜ ៥ẘ ᜗᧛ ῴ₢῭ ┨ᱭῠ ᶱ῭ 9': ₅ ᴤᏧ Ὼ┨ᱭ ⒌ᓙ ⑵ᳬ⎔῵Ἁ ៥᨟ ┭ᐣ Ꮷᜇ ᳨ῲᙴ᜗ᐳᱭᏨ┪⃚ᨦ᧛᜗ ᓛᤧᘪṰᶯṲ┨ᱭ ῠ ῲ᭪᜗ ᙴῠ ⑵ᳬ⎔῵ ἡ᧜ ៥ẘ ⑵ᳬ⎔῵ ῲᱣេẉ┭ᐣᓋ῞᥆᭪ᜀᐓῲ᜗ Ἄ᧤⑈ ᜩ┨៥῭ Ὼ┨ ᱗₈Ἁᜀ ᖑ ₺ᑂ‡ῴ Ὄᴀ៥ῲ ὓ┩᜗ • ᳪᐮ῭ ᜗᧛ ᜩ┨៥᭪᜗⚆ᴀ┙⑈ Ὄᴀ⚇᢭ ᐳ ┧ᜀ ᐓ៥ῡ ᜳ ᑂᶵ ῼᐚ ᭪ᜀ ᐓ῞᥆ ṵ᤹ ₗ᜗ ᴫ ᥆ ②Ꮷ᧝ ᘪᜀ ᳨‡ ὄἉឱ Ἁᳪῲ ∿∕ ᳛ ៪ῡ ⏇┰ ១ᤧᘪᜀ ⃚ὠ ῭ ᳨┈ῲᘪ ᑂᶵ ἕ₈៪ῡ₢┭‡῞᥆᭭᜗ᜀᢠῲ᜗ ᐧᑀ‡῞᥆ ṰᶯṲ ┨ᱭ៥ῠ •᫚῍‡῞᥆ ᴀ ┙⑈Ὄᴀ៥ῡᏹ᫓┧ᐳ ῲᐓῲ឴᭪ῲឱ᥇┧ᜀ ឡἉ ᜳ ᧯ῠ ᙫ᤺ῡ ᓦὗἑẉ ┪⃚ ᨦ᧛᜗ ⋝ᨋ ẅ῭Ἁᳪῲἵᜩ┨᭢∿ᏧἉᳪῲ᧜⏇┰ᏹῴ῭ ᱭᏨᑀ ᐬ╀ ῴᱭῡ ᜩ┧ᜀ ⎞ឱ ៪ῡ ◕ᑀ‡῞ ᥆┆ẘᘻᜀᐓῠᘪ῭Ἁᳪῲ᧜ῶᜀῺ┨᱗₈ᑂ ᑀᏹῴ‡ἔᑂᑂᐮ᧜᧮៥ᴤῼᜀῲᱣ‡ῴᓦ ◎᜗ ἡ᧜ ៥ẘ ⋡ᤫᮣṰ ᜩ┨ῠ ⃚ὠ Ꮷ ₥Ṱ┧ ᜀ ∅ῲ ᪟ảῴ⃚ ⃞᪢┧ᐳ ᶦ⎠⒑១ ᜩ┨ῠ ᫀ ᤙ῭ᥣᨔῲ⑈Ἁᐚ᭪ᘻᜀ⒇⃚᧜᷍᜜᢭ᐳὌ∛ ┩᜗ Ἁᳪῲ᢭ᜀ ᐓῠ ᧬ΰ῭ ᐋὗᑀ ᏶Ṱ᳛ Ἁᳪῲ ᧜ Ṝᜀ ᱗ᢱῲ ẘᡬ ᱗ᢱῴ⃚ ⃜₈᳨ ῼᐚ ᭪ἑ ₼᜗ ᓛᤧ᪻᥆ ᜗ΰᑀ ᏶ῠ ᳪ᥆ ἉᳪῲἉ ₆ ᓝ┰᭪  ᨋ† ᘪ῭ ᳨┈ᑀ ឲ⑉┬ῲ Ἁᳪῲ •∜Ἁ ᘪ ⎔ᘪឱ᥇ ┩᜗ ᘪ᧜ ↙᭢◃┧ᜀ ᐓῲ ᪟ảῴ⃚ ᴄ⃛┧ᐚ ┆ẘᘽ᜗ ⃜ᮀ┧ᐚ ៥᧧ ⃚ ᨦ᧙ᐠ⃚᧮ ᱗ᶳᱣᏧ​⃃Ὄ┧᜗ ᜗ΰῠ ᫜὚Ἁ ᜩ┩ ᘪ῭ ᢙᐋὖ ἕ₈ῡ ᙭ ┧ᜀ ᐓῲ᜗ ᘻᏧ ᫗ ᜈᐚᓲ⃚ ᪟ẚᏧ᧜ ᫜ὔ ᐳ ᶹẘ᳛ ᓾẘ ῼ᜗᨟ ᓛᐓῠ ᪟ảῴᏧ% ἑᏧ ᶯᏩἉ ẘᡬ ᫜὚ῡ ∿ᒼ┧ᜀᏧ% ᘻᏧ ₥Ṱ┧ ᜀ ⑦⋑ᶦ⑈ᘪ Ή᱗ῲ⑈ ∅ ₈ᓦ Ꮹ┸᪤ ៪ῲ ῼᜀᏧ% ᳪ ᫬⅒ᜀ ᱗◎Ἁ ᜩ┩ ᑂᶵᑀ ᓦἑ᜗ ᘪ῭ ‍ᜇῡ ῲὓ┰ ⋝᪶ᜍ⑖᧜ ẘᡵᐚ ឹᐳ ῼᜀᏧ% ᫀᤙἉ ᘪᜀ ẘᡬ ᫚ᶰ῞᥆ ᱗◎Ἁ ᓦἑ┧ᐳ ᶹ ῠᏧ% ᜗ΰ῞᥆ ᘪ῭ Ꮷ⊿ᑂῡ ᳡ᨣ┩᜗ ᘻᏧ ┱ᶵ Ꮷ⊿᥆ ᱭᏨ┧ᜀ ᐓῠ ᪟ảῲ᨝ ᪟ảῲ ᘪ῭ ₜ ‍᧜᜚᜚┧ᐚ᧮១ᜀᏧ% ᘪᜀẘᡬ᪢₊᧜ᖂ┆ ᐳ ᶹῠᏧ% ἑᓦ᳛ ᪢₊᢭ᜀ ᐓῠ ᓟ᥆᫮ ᪢₊῵ ᴤឱῼᐳ ⃚‡⑵⃕ῲᓦឱ┧᨝ ᏹῴ‡ῴឱ•ឱ ៅᴤῼ᜗ ῲ ᏶ῠ ᓱῲ ῼᜀ ₆ᓝῡ ⏇┰ ἉᳪῲἉ᳛ ឴ ᭪ῴ᜗᨟ ᴀ῍⚆ṰᶯṲ ᳪᓡ⚇῞᥆ ᮄ᧤┩ ᨟ῡ ᱣ ᴐ┪ᴤῼῡᐓῲ᜗ ᢁ┩ ṰᶯṲ ┨ᱭ៥ῠ ⃚ὠ┧ᜀ ┨ᒷ῭ ᧤ᶦ⑈ ᧜ ᜗ẑ◃┪ ┢ὌᏧ ῼ᜗ ᨣ᪢ ᧤᫪ᤪ Ṱ≗ ⋌᧤ ⃚῭ᐬὔ Ẅ┻ᶦ⑈ἵᶦἵᶦᨦẘἉ᳛ṰᶯṲ┨ ᮀᱭ῭ᮣ⃃ῠᏨᏨ ᥆ᢂ᏶᜗ ῐ᧤Ạᶦἵᫍ ᱗᧙ᜀ ᫀ៥᭕᧤ἵ ᭪ឱῴ ὦᶩ᧤Ṳῠ ῲ᜗ ᧤᫪ᤪ Ṱ≗ ⋌᧤⃚៥ῠ ῕ᨣ ᫱ᜩ ῭ᜩ Ẋᜩ ៪ᜩ┨ὠ⃜┨ᥴῲᙴῠᐓ῞᥆ ṵ᤹ₒῼ᜗ ᢁ ᨣ᪢ ᐾ᧩ᜩ┨៥ῠ ᱗᧩ᜩ┨᭪᜗ ᐾᶰἉ ᓦ᫑ ┩ Ὼ┨᱗₈ῡ ┧ᜀ ᐬ┺ῲ ῼ῞᪻᥆ ṰᶯṲ ⃚ ὠ Ἁᐚ῕᧤┪ᴤῼ᜗ ]]]ZNKGJSOYYOUTSGYZKXYIUS ┩ῴ┨ᱭ៥ῲ⃚ᮄ┰ẉ┧ᜀ⚆ṰᶯṲᳪᓡ⚇ ᮁ⎈᤬ (UU1 )R[H 6GXZ // †ᜀ ឲ᳛᧜ ₥Ṱ┰᳛ ᳪᏹ῭ ᮁ⎈᤬Ἁ ᴁ┰ῼᶬᜍ᜗ ∅ῡ ῶᐳ ᴀᓛᥤ῞᥆ ᨦἑ᳛ ∅ ᘻὓἉ ᜩ┰ ᛾ᘤ₅ῡ Ẕᓦ┧ᐳ ∅ᘻὓῡ ᐾ ῕┧ᜀ῵ῲ⃚᳨‡῞᥆ ᓜῲៃᐳᙊ᪟⃕ᐒᐳᓦ᜗᤹⃡ᜍ᜗ ┩ ᮁ⎈᤬ῠ ᢂ᏶ῠ ∅ῡ ῶᐳ ᳛᥆ ᶯ᱗₅ OSVROIGZOUTYῡ Ẕᓦ ┧ᐳ ᜗᧛ᮁ⎈᤬ῠᏨ ᜗᧛∅ῡῶᐳ ᶱῲῶῠ∅Ἁᜩ┰Ẕ ᓦ┭ᜍ᜗ †ᜀ ៹᱗ᢱῲ ῶῠ ᜗᧛ ∅Ἁ ᜩ┰ ▹ᓦᶵῲ ᱭᐢ ᖂ ᓛ ∅ ῡ ᒼ┰᳛ ῶᐚ ៃᜀ ᐬὔᏧ ᧯ᶬᜍ᜗ ᢁ ┩ ᮁ⎈᤬ῠ ᳛᥆ ᜗᧛ ᘪ᢭Ἁ ᱜᐳ ῵┧ᜀ ᒷῖ ៥ῲ᢭᳛ \OXZ[GR UTROTK HUUQ ZGRQ᥆ ᧮ᘪᜀឡ ᶯ↙᧜ ᧸∿ᓦᏧ ឱ•‡ῲ⃚ ᧮ᮮ⃚⃚Ṵᐳἕᶵ☍↞ἑ┧ᐳῼᶬᜍ᜗ ἑ┸┪ᡡឱᓛᘪ᢭῭῕ᨣ┩ Ꮷ ᶯῴ៥῭ᫎ᪤ᑂῲᘪ⃡ῡ᫚ ᪢┧᤹ᐳ₊៹Ἃᙫ᤺┭ᜍ᜗ ᙢ• 2UTJUTἉ Ᏺῡᡡ ᤩ᜶Ἁ᳛ ᶯᏩ ᫑ ᓦ↙᧜ ⎔ᐳ )NG]ZUT 'RZUTἉ ῍⊿┩ ₊ῴἨᶦ⑘ 0GTK '[YZKT ⃡ ᫎ᪤ᑂ .U[YK 3[YK[S ῡ ∃ṰᏧ ᭪Ṽᶬᜍ᜗ ᙢ• ᤧᶯṰ ἑ┸Ᏺῡᡡឱ 9Z 6KZKXYH[XMἉ ῼᜀ ឱᶦ⏀ἥᶦ⎌ *UYZU_K\YQ_῭ ᱭᏧ᧜ │ᶘ⎎ 'RK^GTJKX 6[YNQOT ᶯῴ῭ SUT[ SKTZ᧜ ᱗┪᧦9GQNGROTἉ ῼᜀ ᤧᶯṰ ᓜ Ꮷ ∜⋽'TZUT )NKQ NU\ ᫎ᪤ᑂῡ Ἕẘ ┧ᜀ ᥆⋡ ᤧᶯṰῴ ἑ┸Ꮷῲ១῭ Ṳᘻ᥆ ᫚ ᪢┧ᐳ᳡ᨣῡ៥ῠᐬ╀ῠ⒌ᱭ῾ῡᴤᏧẢᶬᜍ᜗ )URUSHOG ≂ᶱ 4UHKR ᪢┨ᱣῡ ⎖ -GHXOKR -GXIOG 3GXW[K`ᜀ ᓛ῭ ᴀ᳡ 5TK .[TJXKJ ?KGXY UL 9UROZ[JK ᧜ )GXZGMKTG )U RUSHOG Ἁ᳛ ᪢┨ ἝᏮῡ ẜẤ᜗ᐳ ┰᳛ )GXZGMKTG᧜ ᫚᪢┩᜗ ᐳ ῼᶬᜍ᜗ ₊Ꮷ ᒷ​῞᥆ ῵┪ᡡឱ ᒷ᱗៥Ἁᐚ ឱ὚ៃᜀ ∅ῡ ᱗₺Ấᐳ ᓛ ⃃ ᨤᨤ ᒷ᱗៥ῠ ῵₺῵Ἁ ┩᫬ṩᨦἑ᳛ :KGINKXY⚇ (UUQ )R[H῞᥆ ᧮ᘪ᳛ ᓛ ∅ᘻὓῲ ╎​Ἁ᳛ Ꮷ᧙⊿ᜀឡ ᶯ᱗┧ᜀ ₅៥ῡ ᳛᥆ ⏀᥈┧ᐳᐾ῕┧ᜀᓦ◎᧜₺ᐵ┷ᶬᜍ᜗ ₊ ᶱឱ ∪ ⃃ ᐳ ᒷ​៥ῲ ᶦᨪᓛᥤ῞᥆ ẘ᛾ ⃃┨ᒷἉ Ꮷ᳛ ┩᜜Ἁ ┩᫬ṩ ᧮ᘪ 6XOTIOVGR⚇ Y (UUQ )R[HἉ ↞᳜┧ᐵ ┷ᶬᜍ᜗ ┨ᱭ៥Ἁᐚ᧮ ឲ᳛᧜ ┰ẉ ោ᜗ᐳ Ᏻₚ┧⃚ Ṵᐳ ᒷ​ ᒷ᱗៥ᑀ ᜁឲ᳛┧ᐳ᫜ὔ᨝᫜὚ῡᐾ῕┧᤹ᐳᙫ᤺┩⒇Ὼᜍ᜗ ᶵ⃚ẘ ┨ᮀᨦ៥ឱ ᙠᒷῖἉ ឱ὚ៃᜀ ∅ῡ ₊ ᒷ​ᶳἉ ἵ᳛ ᮦ᤹Ꮷᐵ┷ᶬᜍ᜗ ┨ᮀᨦ⃃Ἁ ┩ᮂῠ ῕⎞ῴῴឡ ┧ᫍ១ ᫱ᜩ᧜ ᘪἵ ᭡▹᱗᧜ ┧ ᜗Ꮷ ᓛ᧮៊ᐳ Ꮷ᥆ ᭡ᶱ┷ᜀឡ ᓛᮂῲ ∅ῡ ≂②┪ᡡ᧬᜗ ∅ ≂ ②ᓦᙤ◎(UUQ 2G[TIN 3KKZOTM Ἁ ⃚ᓡឱ ↞᳜┰᳛ ᳛⒑⑈ ┰₺ᐳ ῼᶬᜍ᜗ ᢁ₊Ꮷ₥Ṱ┧ᜀ∅᫚ῴ 6GYGJKTGἉῼᜀ<XUSGT⚇ Y (UUQYZUXK Ἁ  ₺៥᧩ᜍ᜗ ᜗ΰ∅៥ῠᓛᏩ₊Ꮷῶῠ∅៥ῴឡ∿∕┧ᐳᶹᶬᜍ᜗ -O\K GTJ :GQK H_ 'JGS -XGTZ *GXK ZU 2KGJ H_ (XKTK (XU]T :NOTQ 'MGOT H_ 'JGS -XGTZ ,UXK\KX ,UXKOMTKXY UX .UTUXGX_ =NOZKY :NK 'YOGT +ZNTOI +^VK XOKTIK :UJG_ H_ 3OG :[GT 1RGXG GTJ ZNK 9[T H_ 1G`[U /YNOM[XU 5XOMOTGRY H_ 'JGS -XGTZ +MU OY ZNK +TKS_ H_ 8_GT .UROJG_ )U\OJ :NK -XKGZ 8KYKZ H_ 1RG[Y 9IN]GXZ` GTJ :NOKXX_ 3GRRKXKZ .U] :UJG_⚇ Y (OMMKYZ :XKTJY ]ORR IURROJK GTJ XKYNGVK ZNK L[Z[XK UL K\KX_ZNOTM H_ 3G[XU -[ORRKT 4U 8[RKY 8[RKY 4KZLRO^ GTJ ZNK )[RZ[XK UL 8KOT\KTZOUT H_ 8KKJ .GYZOTMY ᒷῖᱣᜡ JXY[`OKUN&MSGORIUS ⎩ⱅ#⠶ ᒷῖ┨ᫎ᱗ ᒷῖ⋟᳡⎫⑈ A Preface to a New Chapter For the vas t major it y of high school students, the words“summer break”signal a well-deserved re- spite from the demands of curricular activities. The advent of summertime brings to mind exciting vacations, warm beaches, outings with friends, and lazy time at home. But academi- cally inclined students must refrain from indulging in too many of these pleasures, for the most competi- tive American colleges have too few spots for too many contestants - and any advantage one can obtain for the admissions process is one that must be sought after. This does not mean that students should deny themselves every pleasure that summer offers; it means that students should first seek to improve their resumes then use the time remaining as they wish for a more fulfilling summer. From online courses, academic preparation for standardized tests or future courses, internships, sports competitions, summer programs, and volunteering, there are countless ways students can enrich their summers. The differentiation of work and play does not mean that the“work” portion cannot be enjoyable and that the“play”cannot be beneficial to academic success. Drawing a line between what is enjoyable and what is beneficial is an ineffective way of utilizing one’s summer. Internships, for example, whether they are done in a medical facility, a research lab, a business, or a news- paper company, can and should be enjoyable. These are the fields that students may likely find themselves working in or alongside in the future. Learning and being involved in work that students may be engaged with for a large portion of their lives should be en- joyable (and if not, a different career may be more appro- priate). L i ke ma ny o t he r r i s i ng seniors, I decided to invest my time into an internship. For me the most appropriate choice was a newspa- per company. Namely, the Korea Times. The media has a massive impact on public opinion due to its widespread usage: for me to be involved in in- fluencing public opinion in any way whatsoever was an opportunity for me to show my commitment to writ- ing. It was, essentially, catching two birds with one stone. Now more than just a hobby, writing was a gateway to my future. At first glance, this internship ap- pears to merely be a writing job. I am to write articles in exchange for a pretty paragraph on my resume or college essay. But it is so much more. It’s not just simple blogging or posting articles. It’s a chance to af- fect public opinion and get an inside look at the inner workings of an inte- gral part of society. The media is expected to be a non- partisan source of information. It is expected to uphold the integrity of news while delivering as much as possible. I intend to uphold this stan- dard to the best of my ability. The opportunity I gained is immense, and in future articles I plan to show my commitment. RayKim,StudentIntern (ChattahoocheeHighSchool)