大学の過去問の解説なのですが、この文脈で急にカミソリが出てくるのはおかしくないですか？razor pointの訳しかたは本当にカミソリであってるのでしょうか、それともそういう名前のペンがあったりしますか？

Ioana がこのように述べた時の状況を押さえるべく, 下線部の2文に Iran into her one day at the college bookstore, frozen in the aisle with all the pens and pencils. She was leaning limply against the shelf, looking sick. 「ある日、大学の書店で彼女に出会った。 ペンや鉛筆の並ぶ通路で固まっていた。 彼女は棚にぐった りともたれかかり、うんざりしているように見えた」 とある。 ｢アメリカでの生活がほんとうにいやになる」とは, 彼女がこのような状態の時を指すと考えられる。では何故このような状況になっているのか、 その理由は,その後 に続く文章 In my country, we had three kinds of pens. And many times there was a shortage no pens at all. In America, there are more than fifty different kinds. Which one do I need for my biology class? Which one for poetry? Do I want felt tip, ink, gel, cartridge, erasable? Ballpoint, razor point, roller ball? One hour I am here reading labels." 「私の国では、ペンは3種類だった。 そして、 何度もペンが足りなくなったことがあった。 アメリカでは、50種類 以上ある。 生物の授業にはどれが必要? 詩を書くにはどれがいい? フェルトペン、 インク、 ゲル、カートリッジ、 消せるもの、 どれがいいのか。 ボールペン、 カミソリ、ローラーボール? ラベルを読むのに1時間かかったよ。」 とある。つまり、ペンの種類が多いため選ぶのに時間がかかり, 「1時間ものあいだラベルを読んでいる」からこの ような状況になったと考えられる。 たとえば, Ioana は 「生物の授業にはどのペンが要るのだろう」と自問してい る。 Ioana がこのように自問自答して時間をかけている理由は, 本文なかほどの "Yes, finally. But it's impossible to know which is best. 「”はい、やっとです。 でも、 どれが一番いいのか、わからない。」 とある部 分に注目する。 Ioana の発言から分かるように, 彼女が最終段落でいうところの satisficing の戦略をとらず, つまり十分なもので満足せずに, which is best 「最良のもの」を求めているからである。 以上より, 「最良のもの を選択するのに時間がかかるから」 という要素が解答の核をなすこととなる。 この 「最良のものを選択するのに時間がかかるから」 という要素は, Ioana が先に説明する a student apartment 「学生アパート」 の例についても言える。 かつ, これは Ioana の Everything is so complicated. という発言より も, 「アメリカでの生活がほんとうにいやになるとさがある」 と I が言う理由として具体的でかつ直接的な ivunu

The commonly accepted three - the upper, middle and working classes - have broken down into dozens of microclasses, defined by occupation... Read More

大至急お願いしますっ、 この問題解いてください‼︎ 答え教えて欲しいですっ！

5 10 (1) How long did the students stay in Guam? They in Guam for TEC (2) Why was the manager surprised when he saw the students on the beach? cleaning the Because they CON AND RIDINNON als (3) What did the manager hear from the teacher? He heard that the smolowa 文法 odt to pablo I hope (that) 主語 + 動詞 「~であることを 望む」 the I hope you had a good time. 「皆さま方が 楽しいときを過ごされたことを望みます。 (楽 しく過ごされたのであればいいのですが。)」 I think (that) 主語 + 動詞 ｢~であると思う」 ▸ I think you want to clean the beach. さま方が海岸をそうじをしたがっていると思いま す。」 that はよく省略されます。 (4) What will the manager do if the students go to Guam next year? srl 1: obuXxM He will the the students. ODOZI AM Sie ad uuds youe of new tymas) 1601: INDT Asew ixan amit yus in moot 'errosot edt ni om laiV Just bood: ob ST plodov Samoine ezpls visHT dapat me to asib Tofto M Hliw I obuM voy AndT: T flood of sond polarob vilnosu Wrigin is abiejuo list of mud e'll oilzoY eidtovil vale art 絶対重要表現 □have a good time 「楽しいときを過ごす」 nidt t'abo □ during + 期間 「(ある特定の期間)の間に」 at first 「最初は」 Hone of 複数名詞「 01 millid obux Mood SM(t); odo ²: M JUNOY Dol vile boon esmismoe W: larg □ be impressed 「感動する, 感銘を受ける」 □hope to do ｢~することを望む」 Wel □ Best wishes, 「ご多幸を祈ります」(手紙の (+229] (FAO) 結びの言葉) od of a 1章 第2章 総仕上げテスト

付箋の貼ってるところのadults bornのところがよくわかりません。born はbe動詞と一緒に使いませんか？

やや難 例題 次の文章はある報告書の一部である。 この文章と図を読み、問1~4 ] に入れるのに最も適当なものを,それぞれ下の①~④のうち から一つずつ選べ。 Magnet and Sticky: A Study on State-to-State Migration in the US (1) Some people live their whole lives near their places of birth, while V-F Q Vi others move elsewhere. A study conducted by the Pew Research Center (looked into the state-to-state moving patterns of Americans.) The study zens examined each state (to determine how many of their ad have moved there from othe these residents) are called "ma es of study also s both S investigated what percent of adults born in each state are still living there.) States high in these numbers are called "sticky" states. The study were magnet and sticky, while others were found that some states neither. There were also states that were only magnet or only sticky. (2) Figures 1 and 2 show how selected states rank 6n magnet and sticky scales respectively. Florida is a good example of a state that ranks high on both) Seventy percent of its current adult population was born in another state; at the same time, 66% of adults born in Florida are still living there. (On the other hand, West Virginia is neither magnet (only 27%) nor particularly sticky (49%). (In other words, it has few newcomers, and relatively few West Virginians stay there. Michigan is a typical example of a state which is highly sticky, but very low magnet, (In contrast, Alaska, which ranks near the top of the magnet scale, is the Vi least sticky of all states. S V VA (3) Three other extreme examples also appear in Figures 1 and 2. The first is Nevada, where the high proportion of adult residents born out of Svi CL V+ 9 V₁ state makes this state America's top magnet. New York is at the opposite end of the magnet scale even though it is attractive to immigrants from other nations The third extreme example is Texas, át the opposite end of the sticky scale from Alaska. Although it is a fairly weak magnet, Texas SV₁ is the nation's stickiest state.

英語です！She has gone じゃなくてshe has been でもいいんですか？

(7) I am afraid she won't be able to come to the party. think be afraid (that) S+V あいにく~だ 1. Fill in the blanks so that the two sentences mean almost the same. ただし、一語ずつ不要な語がある。 (1) I lost the key and I can't find it. = I (2) We came to Kyoto three months ago. We still live in Kyoto. in Kyoto for three months. (3) She went to China to work. She is still there. ごめんなさい! to が抜けてました。 been gone to China to work. have/has gone to: ~に行ってしまった - She (4) I met your father in 2018. I met him again one month ago. father twice since 2018. (5) My grandmother was sick in the hospital two weeks ago. She is still in the hospital. in the hospital = My grandmother met the key. your two weeks. (6) The bus will take you to the airport in thirty minutes. will you thirty minutes to the airport by bus

英語です！10番はhow to repair じゃなくてthe way to repair でもいいんですか？和訳は「あなたはこの壊れたパソコンの修理方法を知っていますか？」です。

(3) Look at the foreign student <singing a Japanese song> over there. (4) Is it necessary for him [to take this medicine three times a day]? (5) My father sometimes lets me use his computer. (6) Her teacher made/had her write a long report. (7) It is dangerous (7) It is dangerous for children [to swim in this river]. (8) This tea is too hot for me to drink./This tea is so hot that I can't drink it. (9) You aren't old enough to drive a car./You are too young to drive a car. (10) Do you know how to repair this <broken> computer? the way! (11) Miki was surprised at the <decorated> cake <made by her mother>. H. Rearrange the words in the () so that it matches the given Japanese ただし、一語ずつ不要な語がある。 (1) They have lived together for six years. ago (2) My brother has been to Hokkaido many times. gone

(3)の問題が分かりません！ あと(4)はbetter、orであっていますか？

(1) 健は私の兄と同じ年齢です。 Ken is as (2) このイヌは3匹の中でいちばん大きい(big)。 This dog is the the three. (3) トムは私たちのクラスでいちばん速く泳ぐことができます。 Tom can swim the our class. (4) あなたは英語と数学ではどちらのほうが好きですか。 Which do you like , English 5 次の各組の文がほぼ同じ内容になるように my brother. ma に適する

英語の長文問題で、自分の回答が模範解答と少し違かったので質問したいです。自分の回答は合っている答え方ですか。

次の英文は,中学生の浩 (Hiroshi) , 高校生の直人 (Naoto) とサイクリング (cycling)に出か *** 53 けたときのことを書いたものです。 あとの (1)~(6) の問いに答えなさい。 Naoto is a high school student and lives near my house. I like him and call him Nao-san. He loves road bikes and cycling. do One day last September, I asked Nao-san to go cycling together. He smiled and said, "OK. Next Saturday, I'm going to go to the lake on the road bike 5 mountain by bike. It's a very beautiful place. Have you ever (be) there before?" "No," I answered. "Then you should go with me. Do you wwolf, the you biaya ush.caufis ou I bas zbramvinkamue ain't have a road bike?" "No, Nao-san. My bike isn't a road bike." He said, “I will use my father's road bike, so you can use mine. Let's enjoy cycling together." TH T Saturday came. "Hiroshi, first, we're going to go through the town. Let's go." Nao-san and I started our trip. 10 About an hour later, we went out of the town and took our first rest. I said, “Your road bike is very nice. I can ym a lenti go fast on your bike. It's not so hard.” He answered, “That's good. It was (A) to go through the town. But from now it will be (B) to go up the mountain. We should take two or three rests before getting to the lake." I said, "I'll be fine when we go up the mountain, so I won't need any rests." UGLER TTS Nao-san and I started to go up the mountain. Cycling with him) started to become harder. I really wanted to 15 rest, but I couldn't say it to Nao-san, so we didn't stop. About two hours later, we could see the lake at last. He said, "We'll get to the lake soon." Suddenly, my legs couldn't move because I became so tired, and I fell over. at last. He "Are you OK?" Nao-san asked. "Yes, but I made a big scratch on your road bike. I'm sorry, Nao-san.” “Don't worry about it." Then, we took a long rest. After that, we walked to the lake with our bikes. suddenly clear blue sky 青く澄んだ空 When Nao-san and I came to the lake, I was very tired and couldn't say anything. He 2 (begin) to talk. "You 20 did very well." "No, I didn't." "Listen to me, Hiroshi. When we start something, sometimes we can't do it well at first. Then what should we do?" I didn't say anything. I was just looking at his road bike. There were many old scratches around the big new one. They were not all made at one time. "I understand!" The scratches taught me the answer. "Try it many times. Then we can do it well!" "That's right," Nao-san said with a smile. "Can I go cycling with you again?" I asked. "Sure. Let's go back home now." We started to go back home under the clear blue sky. Elake きゅうけい rest 休憩、休憩する at last ついに,ようやく fell over: fall over (転ぶ) の過去形 scratch leg (s) [静岡]

ここの問題の答えが欲しいです教えてくださった方フォローいいねベストアンサーします

4 <原級を用いた比較〉 次の日本文の意味を表すように,空所に適語を書きなさい。 □(1) この花はあの花と同じくらい美しいです。 This flower is gritjoy si ul □ (2)この映画はあの映画と同じくらいおもしろい。 This movie is PTX □ (3) 私はあなたほど注意深くありません。 I'm not vom aid \ salil \ ody \asd) 1 □ (4) この山はあの山の3倍の高さです。 This mountain is as > □ (5) 彼の箱はあなたの箱の2倍の重さですか。 sidie2oq \ airit Is his box as you. that one. that one. as that one. yours? smoo

なぜ、答えが 『エ』ではなく 『ウ』になるのか 教えてほしいです🙇‍♀️

次の英文を読んで、問1~問5に答えなさい。 *印のついている語句には,本文のあとに〔注〕があります。(10分) A 1901, the Nobel Prize has *honored men and women from all over the world for great work in science, writing, and peace. The Nobel Prize is an *award that was started in Sweden. The name Nobel Prize comes from a Swedish scientist, Alfred Nobel, who made more than 350 *inventions. In 1895, a year betore he died. he set up the award. Many people think the Nobel Prize is the greatest award a person can receive. Twenty two people from Japan have received the Nobel Prize. Recently, awards were given to three scientists from Japan in 2014 (for their work in science. These three scientists, Isamu Akasaki, Hiroshi Amano, and Shuji Nakamura, made a bright blue *LED in the 1990s. All three colors are needed to make a white LED. White LEDs are bright, last for a long time, and don't use much *energy. Because of this, white LEDs are becoming more and more popular. They are B than fluorescent lights or *incandescent lights, but people can use them for a longer time. People can use LEDs for about 100,000 hours. That is 10 times as long as people can use fluorescent lights and 100 times as long as people can use incandescent lights. (2 Perhaps you are thinking that these scientists are cleverer than you. Their invention is really special, but they are people just like you. (3) People said that they could not do it. They had to make their own *equipment for their work. they tried more than a thousand times, they still were not able to make a blue LED. But they never gave up and finally they did it. Perhaps one day, if you work hard, you will get the Nobel Prize, too. Nobel Prize ノーベル賞 award LED I'I ・発光ダイオード 蛍光灯 機器 ……………. fluorescent equipment 〜をたたえる 発明品 honor invention energy I: incandescent 白熱灯 .…....