図の慣性の法則の現象は加速度運動すなわち電車が急に発車又は急停止する時におこることですか？

加速度で運動中の観測者から物体を見るとき,物体にはカF= -maがはたら いているようにみえる.この見かけの力を慣性力という。 電車内の観測者 地上の観測者 T/ T/0 Tcos 0 Tcos 0 ma 'T sin 0 『T sin 0 mg mg (1) 電車の加速度の大きさをa, 糸の張力をTとする。 「水平方向のつりあい Tsin@ == ma 鈴直方向のつりあい Tcose = mg mg . a=gtan 0, T= cos 0 「水平方向の運動方程式 ma= Tsin0 別解 |鈴直方向のつりあい Tcose = mg a=gtan0, mg cos 0 T= 介 o OO

画像の問題を教えてください‼︎🙇🏻‍♂️

1 以下の英文を読んで,次の問いに答えなさい。 red, the color that teachers long have used to grade papers. Parents objected po。 5 writing, they asserted, was stressful. So the principal put red on the blacklist. Red has become so negative that some principals and teachers will not touch (1) Joseph Floriska*, principal of Stevens Elementary in Pittsburgh, has teachers grade with more pleasant-feeling tones* so that their instructional messages do not seem as critical or insulting. “There's been a broad shift in grading. It's taken 10 a turn from Here's what ( it. (2a) )' to Here's what( (2b))" Floriska said. “We're still pointing out mistakes, but the method in which it's delivered is more positive." da T imuibom サっd e adT Purple has emerged as a new color of choice for many educators. That is a Sound approach, said Nancy Eiseman, a color specialist on the ties between colors 15 and communication. Purple may be rising in popularity, Eiseman said, because teachers know it is a mix of blue and red. "You still have the element of danger the red - but it's kind of subtle, hidden. directed at students." It is in the color, rather than being But reading and writing specialist Janet Jones helps teachers take (s) a different 20 approach. The students at Berry Elementary School in Waldorf, Maryland, edit* each other's papers, so that, by the time teachers add their markings, the colors they use aren't that important. "I don't think changing to purple or green will make a huge difference if the teaching doesn't go along with it," Jones said. “If you avoid the color red, the students might not be as frightened, but they also might not become better writers." 記事使用許諾: AP Images 主)grade 「~を採点する」 edit「(~に)手を入れる,(~を)修正する」 Joseph Floriska 「ジョセフ·フロリスカ (人名)」 tone「色調」

下線部の部分、複数形のThere are〜ではないんですか!?

(6) There is some milk in the cup. (7) There were a lot of[many] peopi tho no

英検2級のwriting問題の添削をお願いします。 初めて書いたのでミスが多くあると思いますが、スペルミスから文法まで指摘頂けると嬉しいです。 一人で添削するのは難しいので皆さんの力をお貸しください((´｡• •)´｡_ _))ﾍﾟｺ ※よりたくさんかつ丁寧に指摘頂い... Read More

To day in Japan, many baildinga and publie areas have a lot of lighto for déaration, 'such as' the lights used during chirtstmas. Do you think this isa good idea? ※目 on(00語 bailting I dont think that a lot of lights for decoration is a Pirst, if, many Mlaces are eyes will be' tived, and we" cant fall asleep well even at nlght. So a lot of lights ave ow henlth Second, we need and it is bad for' enviroment. We should reduce the amoant of electricdty to uso for deutation. Therefore we mnast' think our health and enrionen t when we and pablic aveas have g0od idea. bright doninga day, our mary. hot g0od for maby elect lcty to decojate city, use lighto for decoration.

教科書の英文の和訳をお願いしたいです。 分からない単語(赤で記入)を調べても 自分の中で和訳ができません…。 授業内で発表など色々あって、そこで 間違うのが怖いので和訳をお願いしたいです…🙇‍♂️

なす多 What is holism()? The medical professional's view of human beings influences. the planning and care provided to patients. For years, the health 従事者 長いp て 提供れる。 care community considered bódy and mind as separate entities, er year Now, it is believed that caréPHOViders need to yiēw an individual s をのてaなす 明電 @ 体的に、ああを as a whole, complete person, not as an assémbly of distinct párts. Viewed in this light, any distúrbance in one part is a disturbance of the whole system, the whole being. Therefore, health care pro- の 体のれれ fessionals must consider how the part of an individual under た下にある concern) relátes to all others and also consider the inferaction 10 and relationship of the individual to the external environment. This view is called holism, a holistic view of humans. :生物じ理、社年的が Humans are an open biòpsychósocial systenm with many inter- めま 提供する: related subsystems. In'brder to ptovide appiopriate healthcare based on a patient's needs, healthcare professionals must focus 15 on the interrelated needs of body, mind, emotion, and spirit. Abraham Maslow's® theory It was Abraham Maslow's human needs théory that offered the frámework for holistic health care. His model includes both 、操供 る的 生理的 心鶏的 怪える 良々に」 physiologic) and psychologic needs, which he arfánges in Order of importance from those essential for phiysical sufVival to those necéssary to develop to the füllest human potential9 Lower-level 20 心体 週不可欠 needs must be met to some extent before higher-level needs can スリ組た、@か。 be addressedio An individual usually persists in trying to meet a 場たす need until it is met. If a need goes unmet, physical disòrders, 25 psychological“imbalance, or death can Maslow's five categories of needs, in hiefarchical order. O Physiologic needs: air, food, water, shelter, rest and sleep, and temperature maintenance) eSáfety and secúrity needs: the need to be safe and to feel 30 OCCur. Below are 野屋eカラーを 所 safe, both in the physical environment and in human rela- tionships; 8 Loye and belónging" needs: the need for giving and receiv- ing love and the need for feeling that one atains®) a place in 所属(優) (7) 脅け人れ a group; OSelf-esteem needs: self-esteem® (feelings of indépéndence, Cumpetence, and self-respect) and estéém from others Toidon 自等 35 独立性 身する

これの答えを教えて欲しいです。無くしてしまって…

まと。 oom boda (2点メ8)) n00点 1次の各文の( )に最も適切なものを選びなさい。 (1) Tomoko ( ア is reading ) that book for hours when I visited her ウ has read まとめのテスト2 3 次の各文の下線部が文法的に正しければ○を、誤っている場合は正しい内容を書きなさい。 had been reading エ (1) We learned that World War II broke out in 1939. (2) You had not better go to such a place alone at night. (3) She may be sick yesterday. (4) Yesterday, he lost the umbrella that he bought a month before. (2点×6) ) to school at eight every morning. ウ is going イ will be reading エ 内 (2) Mary usually ( ア go has gone )going to visit the museum at that time ウ was イ goes (5) I will have seen this movie three times if I see it again. (6) If you do such a thing, you will be laughed by everyone. エ were (3) Kenji ( ア will イ are ) him there. 4 次の日本文に合うように、 (1) 彼は天才だと言われています。 ウ I seeing seen (4) She can't have ( に適する語を書きなさい。 airos (3点×5) イ saw ) each other for more than five years. n ウ knew ア see エ been knowing He (2) あなたはほかの人の言うことを注意深く聞くべきです。 be a genius. (5) We have ( イ known ) this picture in London last year. イ takes ア know tent (3) この俳優は世界の多くの若者に知られています。 You ウ took to others carefully. エ was taking (6) Tom ( ア take This actor becda エ will have just lef many young people in the hero. ウ had been leaving イ had just left ) prepared by seven. イ have being (7) When I arrived at the station, the train ( world. ア has just left (4) 私は以前そのデバートで買い物をしたものです。 (8) The dinner will ( ア has not been h 2次の各文を( ]内の指示に従って書きかえるとき, (1) Imust buy a new computer now. ['~する必要がない」という文に) ウ be being エ have been go shopping at the department store. (5) その野球の試合は次の日曜日まで延期されるでしょう。abneint ynem aodio tt The baseball game ださい Plea lend me (nt off mo next Sunday. に適する語を書きなさい。 (3点×8) Dvil of 9tod wan s abest oH 5次の日本文に合うように,()内の語句を並べかえなさい。 (1) あなたの部屋は今掃除中です。(being /your room / cleaned / is) now. (4点×4) buy a new computer now. ne sem now. (2) She is taking an exam now. 【下線部を at nine a.m. tomorrowにして) (2) これらの植物は祖父によって世話されています。 an exam at nine a.m. tomorrow She (my grandfather / taken / by/ these plants / care / are / of /.) emon (3) Shota named this dog Cookie. [ほぼ同じ内容の文に] (0B) (3) トロフィーが優勝者に与えられました。 Cookie Shota. This dog (4) My mother has already cooked dinner. (文末に whenI came homeを加えて) Dan mnai dinner whenI came home (was/ a trophy /given / the first-prize winner / to /.) My mother (5) I finished washing the dishes., [「ちょうど~したところです」という文に] washing the dishes. (4) 雨の間はここにいたほうがよさそうです。 (well / stay / we/as/ here/ might) while it is raining. while it is raining. (6) I'm sure someone came here in my absence. [ほぼ同じ内容の文に] absence. (1)5点,(2)· (3) 6点×2) 6 次の日本文を,( )内の語を使って英文になおしなさい。 (performance) (er) Someone clenn here in my (1) 彼らは彼の演技に満足しました。 (7) They are practicing soccer. [文末に for three hours を加えて〕asla) They soccer for three hours. (2) 彼は正午までにここに来ると言いました。 (that) (8) My teacher asked me to open the door. [ほぼ同じ内容の文に] open the door by my teacher. (3) 彼女はどうしても私に謝ろうとしませんでした。 (apologize) ade eowolt odbo 46

in such 以下から、どのように訳せば良いのかよく分かりません。 解説を見て、producing 〜 が結果を表す分詞構文？ということは分かったのですが…。一応、自分なりに訳してはみましたが、どんな感じで訳すのが良いと思いますか？

hot Americons dd imert uos fa in suh method Kof manufoctuing cas did invent wasa COIS in such S v 『メ1カ が開発したも の は 、 最於的に彼らが生産量 に あ い。 世界の首位に 立5. members that(in the end) they lod the World Cin production J (producing some S V o° 世界中の全ての車の約75% E 製造するための 方法 だ , た。 Saventy - five percent. ofial the_world's cor))

英検2級のwritingです！ この答え方ってあってますか？教えて下さると嬉しいです✨

an 4 以下の TOPIC について, あなたの意見とその理由を2つ書きなさい。 POINTS は理由を書く際の参考となる観点を示したものです。 ただし, これら以外の観占十 ら理由を書いてもかまいません。 語数の目安は 80 語~100語です。 TOPIC In recent years, many cities have banned smoking on sidewalks and other public places. Do you think all cities should do this? POINTS Safety Health Right

英語の動名詞です！ 大問2の（3）の答えが、なんで to studyになるのかわかりません！ 教えてください！

参 pp. 204~212 17 動名詞 18 紙をリサイクルすることは, 本当に重要です。 彼女の趣味は鉄道模型をつくることです 森林を守るのに 9にingをつけたdoingの形で,名詞の働きをするものを動名詞と呼びます。 現在分詞は「- O Recycling paper is really important to save forests. The 2 Her hobby is making model railways. 3 We enjoyed swimming with a dolphin. O Don't be afraid of making mistakes. 間違うことを恐れてはいけません。 Cou- 2 Al 私たちはイルカといっしょに泳ぐことをを wond noc00 んだ。 おさえておこ (doi おさえておこう 動名詞(doing) の基本ルール 「~すること」という意味を表し, 名詞の働きをする。 の主語になる。 (→①) 2 2補語になる。(↓②) 3目的語になる。 (→③) 1日 動名詞だけを目的語とする動詞: enjoy, finish, stop, admit, denyなど 不定詞だけを目的語とする動詞: want, decide, hope, wish, planなど 動名詞·不定詞両方を目的語とする動詞: start, begin, like, continueなど の前置詞の目的語になる。(→④) be good at doing, be interested in doingなど (3 1各文を日本語に直しなさい。 (1/My sister's job is teaching English. 文市のイ仕事は英語を考教える事です。 (2)) She is good at making pumpkin pies. の 彼女はカポチャのハイを作るごとか得表です。 ob W 2 ( )内の語を適当な形に変え, リ Stop _talking- (2)He finished_cleanina_ the house before we came.(clean) (3 He decided _stwdying_ abroad. (study) に入れなさい。1語とは限りません。 2 O本日 動名詞を目的語にとる during class. (talk) か、不定詞をとるかは おさえておこう 3を参照。 3 日本語の意味に合うように ( ) 内の語句を並べかえなさい。 (1) ピザづくりは楽しいです。 ( i3/pizza / màking ) fun. Pizza making is (2) 私は留学に興味があります。 3 (2)動名詞が前置詞の fun. 目的語になってい る。 I(in / interested / àm / stikdying ) abroad. _am studyihg interested in n o abroad. 18

あっていますか？

19active 形 活弾な NOIたるとこ3に You should be active in class. 20activity 名 活動 We enjoyed a lot of activities in English. 21actor 俳優<つ actress 女優 名 22|actually 23add The actor's performance was very good. Actually, I know the truth. 副 実際に、実は 動 付け加える What should I add to my speech? 24|addition 名 つけ加えること ※in addition to ~ ~に加えて、さらに In addition to him, two other students joined us. 25address Tn additionそのうえ、さくに Please write your name and address. 名 あて名、住所 26adult 名 大人、成人 The fee for an adult is one thousand yen. 名 有利な立場、利点 Living near thé station is a great advantage. I like books which have a lot of adventure. 28 名 冒険 29advice れ子 名 忠告、助言、アドバイス Thank you for'your advice. 30 affect 動 影響を及ぼす The snow affected trains and buses this morning. 31|afraid heateidH 恐れて、こわがって ※be afraid of~ ~を恐れる IDon't be afraid of making mistakes. 形 タ