文章を読んで上の1〜4の問題を解くものです。 分からないのでお願いします

3. Answer the following questions. 1 What is the difference between UNIX and Linux? 2 3 4 Choose one of the words in italics in the text. What is the definition of the word you have chosen? What are the three levels of a Linux system? What are the two main functions of the kernel? [Reading Text] UNIX was initially developed by researchers at Bell Labs in the 1970s. Today, UNIX and its variants are widely used mainly on servers. By far, the most well- known UNIX-like operating system is Linux. Linux is available in different distributions which include the Linux kernel and different collections of software. These distributions have various user interfaces, many experienced users preferring the command-line interface, or shell. Linux distributions include a range of software including text editors. memory. While the mechanics of Linux and other Unix operating systems are complicated, the components of a Linux system can be grouped into three levels. The lowest level is the hardware, such as Central Processing Unit (CPU) and The next level is the kernel. It enables communication between hardware and software, by providing instructions to the CPU and other hardware. The programs that are running on the system, or processes, make up the top level known as the user space. Processes in user space generally only have access to a restricted amount of memory and operations, this is called user mode. The kernel runs in kernel mode which allows it unrestricted access to hardware resources. The kernel provides functions such as process management and memory management. A computer only has limited Random Access Memory (RAM) and processor cores. Process management allows the system to run multiple programs (processes) at the same time even if the CPU can only execute only a few processes at a time. Memory management allows applications to share the system's memory while avoiding potential issues such as memory leak. Included with the kernel are device drivers that provide an interface for applications to communicate with hardware, such as hard drives. System calls allow user processes to access features that are executed at kernel mode, for example creating new processes.

この1〜4の問題お願いします🙏🏼🙏🏼

3. Answer the following questions. 1 What is the difference between UNIX and Linux? 2 3 4 Choose one of the words in italics in the text. What is the definition of the word you have chosen? What are the three levels of a Linux system? What are the two main functions of the kernel? [Reading Text] UNIX was initially developed by researchers at Bell Labs in the 1970s. Today, UNIX and its variants are widely used mainly on servers. By far, the most well- known UNIX-like operating system is Linux. Linux is available in different distributions which include the Linux kernel and different collections of software. These distributions have various user interfaces, many experienced users preferring the command-line interface, or shell. Linux distributions include a range of software including text editors. memory. While the mechanics of Linux and other Unix operating systems are complicated, the components of a Linux system can be grouped into three levels. The lowest level is the hardware, such as Central Processing Unit (CPU) and The next level is the kernel. It enables communication between hardware and software, by providing instructions to the CPU and other hardware. The programs that are running on the system, or processes, make up the top level known as the user space. Processes in user space generally only have access to a restricted amount of memory and operations, this is called user mode. The kernel runs in kernel mode which allows it unrestricted access to hardware resources. The kernel provides functions such as process management and memory management. A computer only has limited Random Access Memory (RAM) and processor cores. Process management allows the system to run multiple programs (processes) at the same time even if the CPU can only execute only a few processes at a time. Memory management allows applications to share the system's memory while avoiding potential issues such as memory leak. Included with the kernel are device drivers that provide an interface for applications to communicate with hardware, such as hard drives. System calls allow user processes to access features that are executed at kernel mode, for example creating new processes.

まるをつけてる所を特に教えて欲しいです🙇‍♀️できれば他のところも間違ってるところがあったら教えて欲しいです！

主語を決める Lesson 1 1 日本語に合うように,( )に適切な語を入れなさい。 1. 君の笑顔はすてきだ。 (広島国際大 *) )( have. 2. 日本の天然資源は豊かでない。 ( Japan 3. 先日、私のコンピューターはどこか具合が悪くなった。 (成蹊大*) (Something) ( went :) ( wrong ) with my computer the other day. 4. 夏休みが始まるまでにまだ1週間あります。(摂南大*) is ) still ( There ( )( week 66 ) a nice (smile (西南学院大 * ) ). 形 ) ( is )( not i) rich in natural resources. ) to go before the summer vacation begins. 2 日本語に合うように,( )に適切な語を入れなさい。 1. カナダでは何語が話されていますか。(中部大*) What language ( ) ( is 2. 今年はいつもよりずっと雨が多い。 (愛知学泉大*) (We )( have :) ( had 3. 昨日から食欲がなくなってしまったんです。(関西学院大 *) I )( have )((ost 4. 中間テストのできは良くなかったね。 (順天堂大 *) (You ) didn't ( do ) ( well ) on the mid-term exams. 5. この道をまっすぐ行くと, その銀行は右にあります。 (東京理科大 * ) Go straight down this street, you :)( will )( find )(spoken ) in Canada? ) more rain than usual this year. Jan appetite since yesterday. ) the bank on your right. 3 日本語に合うように, 下線部に適切な語句を補いなさい。 1. 「今, 雨が降っていますか。」 「はい, すごく降っていますよ。」 (三重県立看護大) Is it raining. now?" "Yeah. it is 2. 暗くなる前に必ず戻ってきなさい。(つくば国際大*) raining really hard." Be sure to come back before it gets dark. 3. あなたと最後に会ってからどれくらいたちますか。 ( 広島経済大 * ) How long has it been since I saw you last? 4. 外は寒いのでコートを着るようにメアリーが言ってくれました。 (龍谷大*) Mary said I should wear a coat as it was cold out. 5. いちばん近いコンビニエンスストアまでどのくらいの距離がありますか。 ( 足利工業大 *) How far is it to the nearest convenience store? 6. 我慢できない,もしくは不快感を表す場合, 「我慢できない」 と言う。(駒澤大 *) When you want to express impatience or annoyance, you say, ". I can't stand it."

48番で、Bに対するAの相対速度を求めて この値が負になるからAは左に進むとわかると思うのですが、 なぜこの相対加速度が負とわかるのですか【なぜF1の方が（M➕m）μgより大きいと言えるのか】？ 付箋にも一応書いてます☝️

118 47 AtBも右向きに 力な注意が働くか から必す右に jote B 48, | BETT AはBに対して(厚掛 動くので働く 24 119 A 46615 INAの BILLLLLLLL as M 4 map=fS=uN よって、 17. e steps ☆静止している物体に働ぐ→静止力たわ ・動いている物体に低く→動 max=Mmg Da=Mg 作用・反作用 → Fo F₁-(M M At (4) F M 呼Fの方が ALSELT A Frilden 止まっているもの AAB = AA - AB 大きとる? •. Zbrit Aは動いている ・静止していると · Bに対するAの相対速度(Bes(An勤注意)は、 = Mg - F₁ - ing A V6=0 初めは静止してるから AB 0 Fi> (Monday FinTRZENNE. 員の気にはならばと BがFoで引かれるとすると、 まず「B」だけに働く摩御 AとBどちらも動いていたら考えにくい 相対加速度で考えてみよー!(どちらか一方を静止した状態で考える) Aの本掛力と作用・反作用でや同じだから を書く。そして、Bの厚で 作用・反作用の力を受けるのか 「A」の摩擦 No. Date 食より、Bからみたとと、Aは左向きに進む。 = F₁ = (4 (m) 42 F₁-Mmg M a = 動いている物体は、進行方向と 逆向きに動力を受ける Map = F. -μmg AB= X>017- mitm mtM ++ いている これは、右向きを正としてるから、 左向きを表す「」がついてる AがBの上を滑る時間で加速度が一定がって、 等加送立運動している。左向きを正とすると、 よって、x=Vox+2/2/2² ² l = ¹ = a +²₁² [²²) pa += √2²=2Me ようこ Fi-(Mtm) μg

1から5の問題が全く持ってわかりません 明日までに解かなければならないので解説してくれる方がいたら嬉しいです

1. 次の式の両辺の各項の次元を調べよ。 但し、は長さの次元、tは時間の次元、mは質量の次元であり、 v を 速度、gを重力加速度､ f を力とする。 力の次元は[f]=MLT-2。 (10) (a) f=mg-ku となるときのの次元を求めよ。 このkを用いた式: mg k の中身の次元を求めよ。 (b) (a) と同じょを用いた式: 4.2 次元極座標の速度表示 問題 2. ある物体が2次元上を運動し、そのx,y座標が時間tの関数として、 r = Acos(wt+a), y = Asin(wt+a) で与えられている。このとき、この物体の速度ベクトルと加速度ベクトルを時間tの関数として求めよ。 (20) 5.2 次元極座標の加速度表示 合には、 der dea と dt d.t 3. 式 (11), (12) の両辺を時間で微分することにより、 去する。) この計算結果でわかる通り、 極座標の基本ベクトルは時間とともに変化する。 (20) v² mg k T = dr dr dt dt do e を導け。 この式でわかるように、 速度の方向成分がの時 dt dr dt 間微分なのに対し、 0 方向成分は、 半径 × 角速度となっている。 等速円運動の場合には、 = 0 なので、 v=rw になる。 (20) m --t t+ (em-1) の次元。 der dt2 -er + r 問題 d²r dt2 になることを示せ。 (30) -t 1-em の次元およびe を計算し、er と e で表せ。 (ex, ey を消 do dr do d²0 r (1) ² } e₁ + {2 d d + ² } er dt dt dt dt2 ee を導け。 等速円運動の場

解答の1番下に0≦α-1≦β-1と書いてあると思うのですがこれってなぜ0が入るのですか？

重要 例題 51 x に関する2次方程式x2-(m-7)x+m=0 の解がともに正の整数である とき,の値とそのときの解を求めよ。〔類 名城大] 数学A 基本 110, p.75 基本事項 2次方程式の整数解のた火 S CHART & T HINKING 方程式の整数解 MEDIS 整数)×(整数)=(整数)の形にもち込む ① 2つの正の整数解を α, βとすると、 解と係数の関係から、α,B,mについて,どのような 関係式が得られるだろうか? ...... →a+β=m-7, αβ=m が得られる。 この2式から (整数)×(整数) = (整数)の形にも ち込もう。 すなわち, m を消去し(αの1次式) (8の1次式)=(整数) とすればよい。 解答 2次方程式x2-(m-7)x+m=0 の2つの解を α, β (α≦β) int. 方程式を変形すると とすると, 解と係数の関係により m(x-1)=x2+7x x が正の整数ならば右辺が 正。 ゆえに x≠1 である。 解答にあるとおり αf=mであるから,mも 正の整数である。 よって, m= ) Ga+B=m-7, aß=m m を消去すると α+β=αβ-7 よって aβ-α-β=7 as ゆえに (a-1)(B-1)-1=7 よって (α-1)(β−1) = 8 ...... ① α, β は正の整数であり、α≦β であるから 0≤a-1≤B-1 #2015) 57²5@#30=10 the x2+7x --x-1 =x+8+ 8 x-1

構造力学 教科書の例題です。 写真の青丸で囲っている場所が、どうしてこのようになるのかわかりません。 なぜ積分範囲がこのように変わり、2が出てくるのでしょうか？ よろしくお願いいたします！

図 5.12 に示す 2径間連続ばりを単位荷重法を用いて解き,M図を描け. A 1 9 C 1 ト 図 5.12 2 径間連続ばり B

すべてわかりません…教えてください！

Unit 4 長文問題 もしも時間を戻せたら? 1 ) able to change the past? If you Do you ever wish you (1) had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. (3) 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 Targ ①関係 2157 (4) A very common answer he found was, “If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. ) hurt their 5 Another common answer was about pets. "If I were able to turn back the clock, I would spend more time with my dog," or "(7)I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. tu P e g n t

⑷の答えがb/h≦µではなくb/h<μになるのが何故か分かりません。

実戦 基礎問 15 レンガの倒れる条件 図のように、傾斜角母を変化させることのでき る粗い斜面上に底辺がb, 高さがんのレンガを置 いて、傾斜角を大きくしていったところ、 傾斜角 が0を越えたとき, レンガは滑り出すより先に 倒れた。 レンガと斜面の間の静止摩擦係数をμ, 重力加速度の大きさをgとして,以下の問いに答えよ。 (1) 傾斜角が0のとき, 質量mのレンガが斜面から受ける垂直抗力の大き さNと静止摩擦力の大きさ (2) (1)のとき, レンガが滑り出さない条件をμ, 0 を用いて表せ。 (3) (1) のとき, レンガは倒れる直前である。 tand をb, hを用いて表せ。 (4) (2), (3)の結果より, レンガが滑り出すより先に倒れる条件を,, , を 用いて表せ。 (上智大改) を求めよ。 20 b

教えてくださる方お願いします！！至急です！！ 長文が苦手で教えてください

26 Unit 4 長文問題 もしも時間を戻せたら? 1 Do you ever wish you ( ) able to change the past? If you had (2) that ability, maybe you would spend more time practicing soccer, learn the instrument that you always wanted to play, study harder for that big test, or try to save more money for the future. 2 What would you do if you had the ability to turn back the clock? This was a question which Mr. Woodall, a high school teacher in Philadelphia, asked his students. Mr. Woodall wanted to know what was important to his students but was pleasantly surprised to see the results. I think their answers will be very interesting to you, too. 3 Mr. Woodall expected to see answers (which were connected to the own good of the students, but (3) he was wrong. The majority of the answers (5)which he received from his students were for the good of others. 4 A very common answer he found was, "If I could turn back the clock, I would take back some things that I said to a friend." Apparently, many of the students regretted saying something (5) ) hurt their friends and wanted to change that. Surprisingly, close to 40% of the students answered this way. 5 Another common answer was about pets. If I were able to turn back the clock, I would spend more time with my dog," or "I would be nicer to my cat," were some common answers. Almost 25% of the students missed their pet very much and wanted to show more love. These pets included dogs, cats, birds, rabbits and other animals. 66 6 There were other answers about reading more books, studying harder, or eating less junk food. However, Mr. Woodall was quite impressed with his students and their concern for others. He decided to share all of the answers with his students, and the students enjoyed hearing the different answers. Mr. Woodall decided to try this activity with his students every year. By asking, he felt he would learn a lot about his students. Target ①関係代名詞 ②仮定法・間接疑問文 turn back (時計を) 巻き戻す pleasantly 心地よく expected to 〜するだろうと思う good majority , t take back 取り消す apparently どうやら~らしい close to 〜近く be nice to 〜にやさしい concern for 問1 (1) ( 〜への気遣い配慮 Pag 2 junk food ジャンクフード 問3 い。 ( 問 問 (4) (6) 1