分詞1語だと、名詞の前に置かれると思うのですが、この問題では名詞の後ろに置かれていました。どういうことか分からないので、教えて頂けませんか？？

3《分詞の叙述用法:目的格補語〉次の各文の( )内の語を適する分詞の形にかえなさい。 (1) He kept the windows ( close). Iheard someone(call ) my name. /2) She got her car (wash) last week. dopd 4) I saw some boys (play) baseball in the playground. 5) I made myself ( understand) in English. 6) Please leave the key (hide). (7) I won't have you (say) such things about him. 0 4〈分詞の慣用表現) 次の日本文に合うように,( )内の語を並べかえなさい。 (1) 私たちは明日ハイキングに行きます。(go / we'll / hiking) tomorrow. tomorrow. (2) 彼はレポートを書くのに忙亡しかった。(busy/ was / writing/he) his report. his report. (3) 目を閉じて私の話を聞きなさい。(me/your / te/closed/listén / eyes / with / . ) (4) 彼らは博学な人々でした。(learned/were/the/they/.) plgoog sdi iIA (5) きのうは凍りつくように寒かった。( freezing /it/cold / was) yesterday. 半小 yesterday. 63

この(2)の2つ目の問題についてなのですが a.bに着目すると書いてますが降べきの順にするとaの三乗が1番最初なのはなぜですか？ どちら片方入っていればいいのですか？

21:31 @ @ ○* ■69% Q&A 自分の質問 高校生 すべての教科 数学 高校生 (に)の最後の方て頂番これしかないんですか? 次数は 定数項は 1 式の計算 次の整式を[]内の文字について降べきの順に整理せよ。また、[ ]内の文字に着目した ときの次数と定数項を答えよ。 1) 2xy + 4+1-y*+5x-6y"ー3+y [y] (2 2+b-36*+5aが+16h- 4a'b-+26 -2 [6]、[aとb] (1) 与式をyについて降べきの順に整理すると 与式= -y-6y"+ 2.ry +y+4x°-3"+5x+1 =(-1-6)+ (2x+1)y+(4-3)r+5x+1 *同類項をまとめる。 よって、yに着目したとき 次数は2。 *yに着目したとき、yを 含まない項すべてが定数 項である。 定数項はx+5x+1 (2 与式をあについて降べきの順に整理すると 与式= -3+5ab" + 26+d'b+66-4d'b+2α"-a-2 = (5a-3+2)が+(α"-4d'+6)b+(2-1)α-2 = (5a-1)6+(-3a"+6)b+(α°-2) 6に着目したとき、aは 定数とみなして考える。 よって、6に着目したとき 次数は2。 定数項は a'-2 また。与式をaとbについて降べきの順に整理すると 与式= 2-d+a'b-4a'b+5abが-3+26°+66-2 = (2-1)+(1-4)b+5ab+(-3+2)が+66-2 =-3d'b+5ab -が+66-2 *aとbに着目したとき、 4, 6両方を文字として投 う。 よって、aとbに着目したとき 次数は3, 定数項は -2 英語 高校生 treat a with b はどういう意味ですか 解決済み 回答数 あなたに合った塾、探します 主改EラhuコI INICスセタ 4 閉じる Q&A |1式の計算

なぜ④じゃなくて、②になるのか教えてください！

onto3 (3) I study English ( ) science. 基本 の more hard as as hard as as harder as more hard than

この問題の公式って何使えばいいのでしょうか？ 私は画像右のようにときましたが、答えが47°でした。 cosの計算については学校で配られる電卓使ってます。

4 A triangle has two sides with lengths 11.3 cm and 19.2 cm, and an area of 80 cm?. Find the possible measures of the included angle. 5 Find the measure of the angle marked 0:

私はいまニュージーランドに留学している今年度上智大学を受験予定の高校2年生です。上智大学の経営学科の帰国生入試には和訳問題があるのですが、どれも自分には難しく、現地の先生にアドバイスしていただいてもいまいちわかりません。どなたか、回答を教えていただければと思います。 下線... Read More

Why - and why now? Because of the shift in the Experience Economy. Goods and services are no longer enough; what consumer want today are experience - memorable events that engage them in an inherently personal way. As paid-for experiences proliferate, people now decide where and when to spend their money and time - the currency of experiences - as much if not more than they deliberate on what and how to buy (the purview of goods and services). (1) But in a world increasingly filled with deliberately and sensationally staged experiences - an increasingly unreal world - consumers choose to buy or not buy based on how real they perceive an offering to be. Business today, therefore, is all about being real. Original. Genuine. Sincere. Authentic. In any industry where experiences come to the fore, issues of authenticity follow closely behind. Think of Disneyland. No place before or since its opening in 1955 has provoked more debate on authenticity within modern culture, nor has any other business sparked more controversy on the effect of commercial activity on the reality of modern living than the Walt Disney Company. (2) Or think coffee. Starbucks earns several dollars for every cup of coffee, over and above the few cents the beans are worth, precisely because it has learned to stage a distinctive coffee-drinking experience centered on the ambience of each place and the theatre of making each cup. Perhaps no other company in the world more earnestly and steadfastly seeks to render authenticity ー resolutely shaping how real consumers perceive it to be. The task has become harder and harder, however, as Starbucks has grown from one shop in Seattle to over 13,000 venues around the world, for nothing kills authenticity like ubiquity. The success of Starbucks no longer depends on its operational prowess or taste superiority; it lies solely in sustaining coffee drinkers' perception of the Starbucks experience as authentic. (3) Now that the Experience Economy has reached full flower - supplanting the Service Economy as it had in turn overtaken the Industrial Economy, which itself had replace the Agrarian Economy - such issues of authenticity now bear down on not only all experience offerings but across all of the economyY.

{X｜X² ＝4 } で、{ 2、－2 } と　{ －2、2 } どちらでも正解ですか？

何でwith which I stayedじゃ駄目なのですか？

It is important to provide them with what they need 訳彼らが必要としているものを供給することが大切だ。 (2) It was in ( during / stayed / the summer vacation / with / which /I ) my grandparents. It was in the summer vacation during which I stayed with my grandparents. 訳それは私が祖父母とともに過ごした夏休みのことだった。 (3)(he's / saying / different/is/what/ now ) from what he said las

分かるものだけでも教えてください😭

29. Mary interviewed for a jobthat promised her a starting salaryof $32,000 witha$1,250 raise at the end of each year. What will her salary be during her sixth year if she accepts her job? る。 32,000 1,250 こと a6 5 3200 +1250(6ー) 62'5 0 9450 3200 30. A water main broke and was shut off slowly to prevent further breaks. The first hour, the water reached 3 km from the break. Each succeeding hour, the water traveled a third of the previous hour's distance. What will be the radius of the farthest extent of the water? し3 3 31. The number of different electronic games in the arcade seems to have doubled each month since the first one was introduced a year ago. If this description is accurate, how many different games should be in the arcade today? 365 720

この問題は和訳の部分だけで英訳した方がいいですか？それとも文章読んでから書いた方がいいですか？人によるのは承知の上で意見を聞かせてください🙇‍♂️

I| 次の文章を読み、下継部分の日本語を英語に直しなさい。: に In my classes, I often tell my students, "Get outi" I'm not thrówing them out of the classroom; I'm_encouraging them to get out-of Japan. to study abroad. Japanese university students are often hesitant to study abroad, but I argue that nothing could-be more.important. Why.not go? I ask them: You can always come back. Recently, the education ministry has been askdng the same question -but going one step further, by. offering: money! To encourage. students to study abroad, the ministry announced it will start offering funds for universities to expand and imprave study abroad programs, (そうすることがこれまで以上に 多くの日本人大学生を留学する気にさせるだろう) Actually, more students did study abroad, before. (2004年から2009年にか けて、日本から海外への留学者数は3割近く減少した). number of students. from, Korea, China and India studying abroad more than doubled during. that same period, according to the Institute of. International 2) In contrast. the Education, a U.S. nonprofit organization. : (日本と他のアジア諸国との差は年々 広がっている)。 Of course, Japanese students may be exposed more to. foreign culture and get more second language contact inside: Japan The opportunities here to study other languages and have contact with people:from other countries are fairly numerous, especially in big cities. (しかしそれは他国に行ってそこの文 化に浸ってみるのとは同じではない) (4 出典 Michael Pronko, Stiudy Abroad? Why Not? 週刊 Student Times, ジャバ ンタイムズ社 2012年4月20日 記事の一部を改変

さいころを3回振った時、目の積が３の倍数になる確率を求めるとき、 余事象以外の解き方を教えてください。