この問題を解いていたのですが、問3で写真のように出てきていらない項が出てきてしまいました。どうすれば良いのでしょうか？教えていだだきたいです。

4.を2以上の自然数とし, 関数 f(x) = { [x], x ≤ n, 0, |x| > n を考える.ただし, [a] は α以下の最大整数を表わす.. -itx を求めよ. —=—= √ ƒ (x)e¯** dx, − ∞ < t < ∞ ***k. 2πT (1) f(x) のグラフを描け. 1 (2) f(x) のフーリエ変換f(t) - So 1 /** cos(Lt) dt 8 n 1 k=1 (3) 1 <L<2とする (2) の結果を利用して, 等式 П n-1 sin (nt) s(t) dt = 1 + sin(kt) cce(s) de sin(nt) cos(Lt) t が成り立つことを示せ. n - مر t

黄色いマーカー部分、 seemed to を分詞構文に書き替えるとどうなりますか？

malaria, cholera, plague, beriberi, or influenza, because of the environmental changes or globalism. Among them, tuberculosis had made humans suffer for a long time. A mummy from about 1000 B.C. in Egypt had its signs of tuberculosis, and the disease seemed to have been in Jerusalem during the time of Jesus Christ In Japan, it was found in the human bones from the Yayoi era. After 1900 it ranked high as hray a major cause of death, called one of the most fearful "incurable" diseases. However, now, we have overcome tuberculosis because the method to cure it was established by Alexander Fleming. and it being.

下線部(A)の内容を60字以内で説明しなさいと言う設問なのですが、大まかな意味はこれで合ってるでしょうか？💦

解答欄にマークしなさい。 問 2, 間 3, 4, 問5の解答は, 解答用紙 守谷市祗1枚目 (マークシー 2枚目 (記述式) に記入しなさい。 Technology is rapidly and fundamentally changing the way most people do their jobs, disrupting (1) the nature of work and increasing the demand for new kinds of digital skills. The impact can be felt in all kinds of jobs. Gone are the days of copywriters (2) simply writing copy, for instance. Now they also need to be familiar with search engines and social media to know what will make their work more visible online. Architects need to be able to create digital concepts as their clients now often expect to see more than a 2D drawing. Accountants have to keep up with rapid digital advances disrupting their industry such as the growth of online filing. (3) Byron Nicolaides, CEO of PeopleCert, a professional skills assessment and certification business, says: "The digital skill gap describes the effect that has resulted from a shift. towards digitalisation, with the emergence of new professions, alongside the displacement of other roles, that now require continued digital training." Demand for people with high-level digital skills is greater than the supply of suitably qualified employees, and the gap is growing. The World Economic Forum estimates that by 2022 emerging technologies will generate 133 million new jobs in place of the 75 million that will be displaced. "If the demand for digital expertise is not able to be met by the supply, the resulting deficit in a skilled workplace will not only affect the ability of businesses to shape their own future, but will hinder the economic growth and generate a new reality of [digital] illiteracy (E4)," argues Nicolaides. The UK is the fifth most digitally advanced nation in Europe (Finland comes top) according to data from the European Union. It is already home to a large number of big tech businesses and the UK has more tech "unicorns" (start-up businesses valued at $1 billion or more) than any other European country. According to Tech Nation, a UK network focused on accelerating the growth of digital businesses across the country, in 2018 the UK continued to attract tech talent, employing 5 per cent of all high-growth tech workers globally. In Europe this places the UK behind Germany but ahead of Sweden, France, Denmark and the Netherlands. Despite (A) this encouraging news, the UK is still facing a significant digital skills shortage. A report from the Open University last year highlights the extent of the problem and its impact on UK companies, with nine in 10 organisations admitting to having a shortage of digital skills. Jules Pipe, London's deputy mayor (5) for planning, regeneration and skills, says the capital needs workers with advanced digital skills. "More than half of the capital's start-ups say a lack of highly skilled workers is their main challenge, while emerging industries -

英作文採点、修正して頂きたいです 所々文法や冠詞間違っているかと思います…

以下の問いに答えなさい。 あなたは,留学中に, ボランティアで地元の小学生の理科学習を手伝っていま す。 ある日,「雨はどこからきて、 どこへ行くのですか」と尋ねられました。地球 上の水の循環について,下図をもとにして, 60 語から 80語の英語で述べなさい。 (注) 単語数を数えて記入すること。 ↓ Water Cycle ↑

すみません！ 解説お願いします！

(1) 3a-1という式で表される. 手順通りに求めた数から 最初に決めた数aを あてる方法を説明せよ。 (3) 手順の⑤を変えて、手順通りに求めた数をある数でわるだけで最初に決めた数を あてることができる新しい数あてゲームを1つつくる。 ① 最初に数を1つ決める。 ② ①で決めた数に1をたす。 (3) ②の数に4をかける。 4 ③の数から8をひく。 (5) A ⑥ ⑤ の数に ② の数をたす。 このゲームについてまとめると次のようになる。(a) 手順の⑤を A. にすると,手順通りに求めた数を B でわるだけで最初に決めた数をあてることができる。 答えよ。 また. A CA AS-S-x2 DINI ( にあてはまる言葉を.「④の数」という書き出しで B にあてはまる数を答えよ。や中人

和訳を教えてください

3 Lesson 8 1 8 Our Future with Artificial Intelligence Part 2 2 り) 意味のまとまりに注意して、 本文全体を聞こう! 1 教科書p.116-117 We often talk about AI, / but what is it exactly? // It is a computer ③, program / which can do a lot of tasks / with accuracy. // It repeats the tasks, / (4) keeping its accuracy / over a long time. // by deep learning. // 2 Deep learning is a technology / which enables a machine / to learn / by itself, / like humans do. // This type of AI / discovers different features / in an object/ and repeats the process / until it can recognize the object. // As a result, / it can learn / to tell an object from others / with accuracy. // 7 Even human-level AI / can be realized / 9 This technology is used / for self-driving cars. // The AI recognizes stop signs and traffic lights, / so the self-driving cars stop precisely / at TREAT 10 intersections. // Traffic lane lines are recognized, / so cars keep / within their 11 own lanes. // AI contributes to safe driving. // (134 words)

⑵が意味わかんないです。

in (a+B), の値を求めよ、 p.241 =1 を利用して cos a cos B 角α. B 象限に注意。 sin² ar + costs sin²β+cosp= 12_16 13 65 1233 13 22 23 sin(a-8) を求め, sin(a-B) cos(a-B) 計算してもよい ing+coslo= n²+cos を求めよ 4 EX93(1 152 2直線のなす角 (1) 2直線3x-2y+2=0, 3√3x+y-1=0のなす鋭角を求めよ。 基本例 指針 ・例題 (2) 直線y=2x-1 と の角をなす直線の傾きを求めよ。 解答 2直線のなす角 まず, 各直線とx軸のなす角に注目 直線y=mx+nとx軸の正の向きとのなす角を0とすると m=tane (050<n, 077 ) π (1) 2直線の方程式を変形すると √3 y= 2x+1, y=-3√3x+1 図のように、 2直線とx軸の正 2 の向きとのなす角を,それぞれ α, β とすると, 求める鋭角は 0=β-a SIGN √3 2 (1) 2直線とx軸の正の向きとのなす角をα,βとすると, 2直線のなす鋭角は,α<βならβ-α または π-β-α) で表される。 ←図から判断。 この問題では, tane, tan β の値から具体的な角が得られないので, tan ( β-α) の計 算に加法定理を利用する。 an 6 tanc= tan 0=tan(8-a)= tan(a+4)= 0<0</ であるから 0= (2) 直線y=2x-1とx軸の正の向 きとのなす角をαとすると tanq=2 tan ±tan π y=-3√3x+1 -3√3で tan β-tana 1+tan βtana =(-3/3)={(1+(3/3)・丹 π 1 tan a tan- Sa √√3 y=- 1 0 O y=2x 2±1 (複号同順) 1+2･1 であるから 求める直線の傾きは -3, 3 B x /y=2x-1 m X p.241 基本事項 2 ys n to 0 y=mx+n | 単に2直線のなす角を求め るだけであれば, p.241 基 本事項 2 の公式利用が早 い。 1+ 傾きが mi, m2 の2直線 のなす鋭角を0とすると tan 0= x 2 別解 | 2直線は垂直でないから tan 8 m-m2 1+m1m2 √3-(-3√3) 2 -7/3+1/3-√3 ÷ 2 <<から 245 2直線のなす角は,それ ぞれと平行で原点を通る 2直線のなす角に等しい。 そこで、 直線y=2x1 を平行移動した直線 y=2x をもとにした図を かくと, 見通しがよくな る。 練習 (1) 2直線x+3y-6=0, x-2y+2=0 のなす鋭角を求めよ。 2 152 (2)直線y=-x+1との角をなし, 点 (1,√3) を通る直線の方程式を求めよ。 4 章 24 加法定理

答えとできれば訳も教えていただきたいです

III. Aaron と Mayuka との間に, 自然な会話が成立するように,空欄 ( 31 ) から ( 40 ) に入る最も適切な表現を, a.〜d. の中から1つ選びなさい。 解答は解答用紙1枚目 (マークシート方式) の所定の解答欄にマークしなさい。 Aaron: So, Mayuka, after you graduate, ( 31 ) Mayuka: Well, I'm thinking of taking some time off and traveling for a while. Do you know about working holidays? Aaron: I've heard of them, but I don't know very much about them. Mayuka: Aaron: Mayuka: Aaron: Mayuka: Aaron: Mayuka: Aaron: Mayuka: Aaron: Mayuka: Aaron: (31) (32) (33) (34) Well, in certain countries you can work while you travel. (32) it's easy to extend your trip. (33) But actually, I think I want to start work right away. Oh really? What kind of company would you like to work for? (34) A big company would be great for long-term stability. But it might be a little bit boring. That's true. How about ( 35 ) I think I'd really love that. It seems really exciting and I think it would involve innovative thinking. But I'm a bit worried the pay might be lower than I want, and of course it's always possible that the company ( 36 ) Yeah I guess it's tough making decisions about where to work. If you could work anywhere, what would your dream job be? I'd like to work somewhere where ( 37 ) Maybe a green business of some sort? What would your dream job be? I'd like to start my own business and help to revitalize the economy in my hometown! It's in the countryside, here in Japan. Oh! What kind of business ( 38 ) I'm not exactly sure, but I'd like to use the experience I get on my working holiday to try to figure out what kind of business would be best. I'd like to start a business that combines (39) with international marketing opportunities. Wow! (40) a. do you have anything to do? b. what do you have to do? c. what do you want to do? d. do you want something to do? a. Since you can earn money while you're abroad b. You should add more days to your trip so c. Since it's interesting to work abroad d. Because you have never been abroad a. Keep telling me! b. It doesn't make sense. c. What a shock! d. That sounds great! a. It's already been decided! b. It's hard to decide. c. What have you decided? d. That's not a difficult decision.

教えてください

1を0でない実数とする。 数列{an}が以下をみたしている。 gaiob uoy sun woh exorcise be use gnol ych lle chosht ym ist bus,eomag rahugmoo yalq VT roaw laut 1. omil od lis eroobni seriously a₁ = raly new I .ob orsdw word 'nob I tud 1ely gaidomos ob of nsw I bas benod viiest m'l n−1+r+- = (an-1-n+2), n = 2, 3, 4, ... An veb lls Jasat qu v ni vsta I olidw of tarw luodas sabi boog sover boy li gohsbnow ym ow! in om evig blude hoy ti oz borviam gribling oiduou svad I 次の問いに答えよ。angbir glod vilitisor mod andesiggine woy cholich 107 2008057 irritated tired (1) a2, 3, a4 をの式で表せ。 (2) an をn,rの式で表せ。 n 1 — griling sinuou svad I esimišdid2 Hozym yd (3) r = のとき, I ak をnの式で表せ。 Σ 2 k=1 Jes8

質問です 解答がないので確認していただけると幸いです。 また、3行目辺りから自分の訳が合ってるのか知りたいので可能であれば訳もお願いしたいです

I 次の会話文を読んで、1 5 までの( から一つずつ選び、 その番号をマークしなさい。 A: What are you learning about? B: I'm learning to make connections from different parts of a reading passage to understand it better. A: Is that the strategy Ms. Brown taught us last week when I was absent? B: 1 ) She said to "understand" the text as a whole, not as fragmented parts. So, I thought this was the way to go. I see. ( A: 内に入れるのに最も適切な文を、 下の①~⑦ B: Well, I'm using my notes to find similar evidence in each part to grasp the overall meaning of the reading assignment. A: ( B: Sure. ( A: This is a good method. ( ) B: You should try many methods and see what works best for you. ) And here I write the evidence of each part. Did the teacher tell us to take notes? 2 Can I take a look at your notes? I guess so. 4 How will you know if you understand it as a whole? 5 Taking notes is useful for learning material later in life. (6) Here is where I write the main ideas. I think I will use this method from now on too.