オレンジの線が引かれてるところの文構造がわかりません。文構造の解説をしてほしいです🙇🏻‍♀️🙇🏻‍♀️

5 Many linguists predict that at least half of the world's 6,000 or so languages will be 1-11 デッド dead or dying by the year 2050. Languages are becoming extinct at twice the rate of endangered mammals and four times the rate of endangered birds. If this trend 20 continues, the world of the future could be dominated by a dozen or fewer languages. Even higher rates of linguistic devastation are possible. Michael Krauss, director of 1-12 ディバステーション the Alaska Native Language Center, suggests that as many as 90 percent of languages could become moribund or extinct by 2100. According to Krauss, 20 percent to 40 percent of languages are already moribund, and only 5 percent to 10 percent are "safe" in the sense of being widely spoken or having official status. If people "become wise 10 and turn it around," Krauss says, the number of dead or dying languages could be more like 50 percent by 2100 and that's the best-case scenario. The definition of a healthy language is one that acquires new speakers, No matter 1-13 how many adults use the language, if it isn't passed to the next generation, its fate is already sealed. Although a language may continue to exist for a long time as a second 15 or ceremonial language, it is moribund as soon as children stop learning it. For example, out of twenty native Alaskan languages, only two are still being learned by children. Although language extinction is sad for the people involved,) why should the rest of us care? What effect will other people's language loss have on the future of people who speak English, for example? (A)Replacing à minor language with a more widespread one may even seem like a good thing, allowing people to communicate with each other more easily. But language diversity is as important as biological diversity. Andrew Woodfield, director of the Centre for Theories of Language and Learning 1-14 in Bristol, England, suggested in a 1995 seminar on language conservation that people do not yet know all the ways in which linguistic diversity is important. "The fact is, no s one knows exactly what riches are hidden inside the less-studied languages," he says. Woodfield compares one argument for conserving unstudied endangered plants (that they may be medically valuable with the argument for conserving endangered languages. "We have inductive evidence based on past studies of well-known languages that there will be riches, even though we do not know what they will be. (B) It seems paradoxical but it's true. By allowing languages to die out, the human race is destroying things it doesn't understand," he argues. Stephen Wurm, in his introduction to the Atlas of the World's Languages in Danger 1-

( )に当てはまる語を下の四角から選んでください！ 大至急お願いします🙇‍♂️

Review the Key Expressions 各問、選択肢から適切な単語を選び、英文を完成させましょう。なお、余分な単語が1語 ずつあります。 1. この奨学金に申し込むには、申込用紙に記入しなければいけません。 To( ) ( ) this scholarship, you ( ) form. )( ) an ( out application have take fill for apply 2. 運よく、 私は自分の化学の知識 [背景] を利用することができた。 ), I ( ) ( ) to ( ) my background in ( draw able can chemistry on was fortunately ). 3. その男性はデパートの顧客クレームの担当である。 The man is ( )( ) at the ( customer ( with charge department order dealing complaints in )(10 ) of (mega e'u 1) (1 :gnuoy) ) store. ) to 4. 米国は不法移民 [移住] を減らすため [~をもくろんで] メキシコの国境に外国人を 引き留めている。 The U.S. is ( ) foreigners at the Mexican border ( ) reducing ( ) ( )( immigration with detaining to view objection illegal " ) a doian).

動名詞の単元です。（）の中を教えてください🙇🏻

1 各組の文がほぼ同じ意味になるように,( )に適切な語を入れなさい。 A 1. I want to listen to classical music. I feel ( ) ( ME 2. How about going skating? What do you say ( ) ( H 3. As soon as she opened the present, she smiled. ) ( ) the present, she smiled. HIT 4. We cannot fix the problem between the countries. There (1) )( (家) ) to classical music. urd odt berstas 21stdgileri1 ) ( )? nesly nonlord edito luteres frig ont wood way of E ) the problem between the countries.

（1）は分かったのですが、その後の2、3がわかりません教えて下さい、！

91* 3個のさいころを同時に投げるとき、次の場合の確率を求めよ。 1000 (1)出る目の積が 150 になる。 Fl 51150 5 [30-99- 6 5.6 2118 556 A (2)出る目の積が18になる。 332 323 233 329 3 655 THEY MAY L (3)出る目の積が 135 以上となる。 CHE 3 〃 日常 SHANG 日本薬(例題20 こち 3 ASSAU A 1001 (UA) 65 XIVA ***** 0107# 018-4 [ 200 SHAROBOƏ:500

この問題分かる方がいましたら答えを教えて頂きたいです🙇🏻‍♀️

4 Put the words in the correct order. (各1点) of bits of lin (1) 省吾は君をだますような人ではないでしょう。 (person/be/deceive/the / would/you/last/Shogo/to). (2) 10年前には手遅れの症例とみなされた人々を、今では多くの医者が助けることができる｡ Now many doctors (considered/who/can/those/were/help) hopeless cases 10 years ago. (3) He has (how/idea/ get/to/no) along with his colleague. (4) 長い間お待たせして申し訳ありません. (waiting/have/sorry/you/so long/to/kept/I'm). (5) そのコンピュータは大きすぎて私のかばんに入らない. (bag/big/the computer/go/into/is/my/to/too). (安田女子大 (大阪医科 (6) 離れてみて初めて自国のよいところがわかる. It is (you/your/you appreciate /until / that/leave it/not) own country. Commod (札 (東北

左の英文の内容をよく表しているものを右から一つ選ぶ問題です 教えていただきたいです🙇‍♀️

The problem with such criticism, however, is that it fails to address the clear distinction between professional skill and craft. Admitting that this difference exists is crucial. Before the 17th century, it can be argued, there was little difference between the master craftsman and the professional artist. The work of both was created for, and judged by, society as a whole. However, during the age of European expansion a class of professional artists gradually emerged. Their work was not aimed at, or designed to be under- stood by, the ordinary citizen. It was created to suit the tastes and experiences of the ruling class. The "language" they used in their paintings was the language spoken by an elite. Only the elite could "judge" a work of art. Only they could "read" it properly. For over two centuries, therefore, craft-that is, self-taught or local skills-became the poor man's art; it was not considered worthy of discussion by the rich and powerful.

interestは興味ではなく利益と訳されていましたが、単数系なのに利益と訳してしまっていいのでしょうか？ interestは単複で意味が変わる名詞ですよね？

(4) All societies that have ever existed have been based on the government of the many by the few, who have used their power to exploit the many in their own interest.

if節以下の英訳はこれ(画像2枚目)じゃダメですか？？

水がなければ すべての生物は存在しないだろう

集合、数直線に関する問題(1)です。絶対値を含んだ不等式について確認したいことがあります。 問題文で最初に【aは整数である】とありますが、 そのあとIxI<=a/2と書いてある時点でaが正の整数であると決定して良いのですか？

3 数直線と命題 (1) zを実数aを整数として, 集合P, Q, R をそれぞれ P={x\/x-1³/≥3}, Q={x\x²+18x+79≥0}, R= 2 である. とするとき,P∩QCR を満たすαの最小の値は (2) 命題「3<x<4ならば, 2a<x<3a である」 が真となる定数aの値の範囲は｢ la/> 実数の集合は、 数直線上で考えよう や共通部分, 和集合, 補集合などが視覚的に考えられるようになり, 分かり易くなる. 例えば, の集合A={x|3<x<4},B={x|2<x<5} について, ACBが成立する ・ 成 不等式の命題は、 数直線上の区間どうしの関係からとらえる 「3<x<4ならば, 2<x<5である｣ という命題の真偽は、 数直線上で,2つ 7 Pは 「x≦または いまは、 右図により, この命題は真である. このように, 不等式で表された命題については, 数直線上 立しないと一致する. つまり, 区間3<x<4が区間2<x<5の中に含まれる ・ 含まれないに一致する の区間の包含関係によって視覚的にとらえることができる. 含まれる条件は, 19 2 解 答 (1) 212223のとき x+18r+79≧0のとき,x≦-9-√2 または-9+√2≦x α=-9-√2,β=-9+√2 とおくと, 19 たはHS」 2 Qは 「x≦a またはB≦x」 であり, 数直線上に図示すると図1のようになる. POQは図1の網目部であるから, POQ は図2 の網目部である。これがR: 「2012」に a に注意すると, 13 2 2a≦3 かつ 4≦3a 3 ... ≦a≦ 実数の集合を数直線上に図示すれば,集合どうしの包含開 ≦-3または3≦xl -2 sa 13 2 よって、a≧2×10.41･･･=20.8･･･ だから, 答えは α=21 (2) 3 <x<4ならば, 2a <x<3aとなる α の条件は, 右図により, R={x||2|={} 図1 -Q a B 2a a≥-2a=2(9+√2) 7 minin 図2 B 2 0 R a -P 19 07 2 2 19 3 4 2 X 2 3 4 3a x 整理すると,コー |a|=9+√2<10> 等号がつく、つか

複素数と方程式のところです。なぜ写真の紫のマーカーの部分になるのかが分かりません。紫のマーカーの部分で分からないとこは右側のページ部分です。どこからでてきたんですか。左の画像は問題です。

△ 83 虚数 α, βの和, 積がともに実数ならば, αとβは互いに共役であることを示せ。 [ 84 発展問題