この問題の解き方が分かりません。 解説お願いします🙇‍♀️

ポイ *76 △ABCは半径が の円に内接していて, cos∠BAC=√2 Arc= VAC 1 である。このとき sin ∠BAC= sin∠ABC=ゥ ポイント 2√14 7 BC=イ cos ∠ABC=エ,AB=オ である。 4 正弦定理, 余弦定理 (オ) AB=xとおき, 余弦定理を用いてxの2次方程式を作る。 9 〔類 19 自治医大] ET

これなんでaなんですか？

(3) A (A) that you could help me with my research. B: No problem. a. I'm hoping b. I'm wanting c. I'm wishing d. I'm wondering

自分の回答と照らし合わせて確認したいので、答えがなにになるかどなたか教えてください。 解説もあると助かります。

5 A Matter of Taste Reading Passage 042 At the age of just 22, Jamie Oliver became well known across the UK as "The Naked Chef." He called himself this not because he cooked wearing no clothes, but because he wanted to simplify food preparation so that everybody could follow his recipes. He wanted to "strip down" the idea of cooking. Since then he has had numerous TV shows, published 50 many books, and has become a household name in the UK. Today, one of the activities Jamie Oliver is best known for is his great effort to improve the school dinners that children eat every day. One day, he visited the kitchen of a typical London secondary school, and he was shocked to see how much processed junk food the kids were given to eat each day. Fat and sugar levels were extremely high, and nutritional values very 10 low. The "turkey twizzler" became the symbol of these unhealthy meals: processed meat containing 21.2% fat and only 34% actual turkey. Oliver ran the school kitchen for one year and tried to show that it was possible to serve healthy meals on a limited budget—and that kids actually enjoyed eating them. His mission was to radically change the eating habits of children in that school, and across the country. 150 200 15 20 25 CULTIES 250 His project (the "Feed Me Better" campaign) has had some influence on school dinners in the UK. After watching the documentary Jamie's School Dinners, 271,677 people signed a petition calling for healthier school meals. This led the Prime Minister to agree to spend 280 million pounds (about 37 billion yen) on school dinners, to ban some junk food from school menus, and to create a School Food Trust to provide support and advice for people preparing school meals. Research, by the way, shows that children who stop eating sugary, fatty food and instead eat Oliver's school dinners are better behaved in class, and they get higher test 300 scores, too. 350 Of course, the project has had some problems. At first, many students (and even parents) resisted the removal of the junk food they were so used to. In one famous instance, some parents were passing local takeaway food to their children through the school fence. Also, schools that followed the plan for a while were often found to gradually drift back into bad habits. After all, it is easier and cheaper to just give the kids junk food. However, Oliver's efforts represent a positive start, and with obesity becoming such a huge problem (see Unit 4), 400 it's a very necessary start.

2枚目の問題に対する答えは、3枚目の解答で大丈夫ですか？

4 how For me, the French and Japanese languages were hatches or doors to new worlds. They opened up many interesting and exciting opportunities. Thanks to those hatches, I was able to meet wonderful people, have new experiences, and learn different ways of seeing things. In the end, those hatches allowed me to become a researcher of Japanese literature. As teenagers, you have a lot of time to dream about G1 your future. You will ask yourself, "What do I want to study? What do I want to pursue as my career?" 10 CHAPTER 1 T Even if you don't have the answers yet, believe me you are sure to have chances to find your own hatches. To grasp your chance, don't say, "I don't like this. I don't like that." Be curious and adventurous. The 15 future is yours. C

下の問題の3.教えてください。

5 3 G2 After I returned to the U.S., I went to college and became interested in Japanese movies, music, and fashion. My interest in Japanese culture grew a lot, and I decided to study Japanese art. Once I asked one of my teachers. "I love this picture. How can I do some research on it?" He said, "If you really want to study Japanese art seriously, you should study Japanese and Japanese culture!” Without knowing what he meant, I followed his advice. Now I understand his message: some knowledge of the language, history, and culture of a country is necessary to study that country's art. Take Genji Monogatari Emaki, for 15 example. No one can truly understand it without reading The Tale of Genji. 10 CHAPTER 1 | The Future Is Genji Monogatari Emaki © 徳川美術館イメージアーカイブ / DNPartcom Comprehension Check 1. What happened after Dr. Campbell returned to the U.S.? 2. What did his teacher tell him to do? 3. What was the teacher's message? seriously [sí(ə)riəsli] do research without doing knowledge [nálid3] truly [trú:li] tale [téil]

赤かっこのところは理解出来ます。けれども、金額は同じと考えれても100円玉を50円玉2枚に分割することはできないから使い方が10通りになるのがわからないです……。どういうことなのでしょうか？？

xg ( 26+8=14 (通り) (S) $35 の法則により 行く行き方の総数はに入る 18 (1) 50円硬貨は1枚, 10円硬貨は3枚であるから, 用いる硬貨の< 種類や枚数が異なるとき,支払える金額も異なる。 20100円硬貨の使い方は 0, 1,2,3,4,5枚 の6通り 350円硬貨の使い方は 0, 1枚 の2通り 10円硬貨の使い方は したがって、求める金額の種類は全部で 6×2×4-1 = 47 (通り) 以外の 0,1,2,3枚の4通り [別解] 50円硬貨1枚と10円硬貨3枚のうちの一部または全部を 使って支払える金額は 0, 10, 20, 30, 50, 60, 70, 80 P AITABARCA CS の8通り。そのおのおのに対して、100円硬貨5枚のうちの一く 100円硬貨の使い方は 一部または全部を使って支払う方法は6通りずつあるから、求め る金額の種類は全部で 0, 1,2,3,4,5枚 の6通り。 10×4-1=39 (通り) る恋 [別解] 50円硬貨3枚と10円硬貨3枚のうちの一部または全部を 使って支払える金額は 50円硬貨は2枚で100円, 10円硬貨は5枚で50円 になるが,どちらもその 枚数より少ない。 •T-R= [1 TS ■8×6-1=47 (通り) 100円硬貨3枚と50円硬 貨3枚を組み合わせると, (2) 50円硬貨2枚と100円硬貨1枚は同じ金額を表すから、100 円硬貨3枚を50円硬貨6枚と考えて, 50円硬貨9枚と10円硬 貨3枚で支払える金額を考える。 BOR HOT 50円きざみで50円から 50円硬貨の使い方は 0, 1,2,.‥ 8,9枚の10通り 450円まで支払うことが できるから 50円硬貨 9 分 10円硬貨の使い方は 0 1,2,3枚の4通り 枚と考えることができる。 したがって, 求める金額の種類は全部で 0, 10, 20, 30, 50, 60, 70, 80, 100, 110, 120, 130, 150, 160,170, 180 円 すべての硬貨が0枚にな るとき, すなわち金額が 0円になる場合を除く。 B ®の金額は、Aの金額にそれぞれ100円を加えたものである。 ④ の8通りの金額に対して, 100円硬貨 (3+1) 枚のうちの一部 または全部を使って支払う方法は5通りずつあるから、求める 金額の種類は全部で 8×5-1=39 (通り) 50円硬貨2枚を100 円硬 貨1枚分と見なして 100 円硬貨 (3+1)枚と考える。

an unusual assignment からどうやっても和訳がわからないです。forからphysicsまで副詞の塊なのはなぜですか？

geologist, an unusual assignment <for a biologist who was self- Peter was assigned to do research on earthquakes S V₁ and spent the next six years working as as V2 O2 taught in mathematics and physics, but he was an SVC excellent choice. CD 2-70 単語チェック [ assign [asáin]~ ~動~を割り当てる ] 仕事や義務などを人に割り当てるの意味です。 名詞形の an assignment は米語で 「宿題」 の意味です。 be assigned to (V) で 「〜を命じら れる」という意味で使われます。 [ageologist [dzi:áladgist] 名 地質学者 ] geo- は 「土」 を表し, log は 「論理」から. geology は 「地質学」です。

Reading Advantages3 です。 穴埋めが分からないので教えてください。

ble? a. president b. cleaner B. Complete the paragraph with items from the box. Two items are extra. actually commented expected made the headlines media neighboring potentially riddle significant spectacularly visible worship shapes (3) in the local (4) "This stone is for people who celebrate with fire." Archaeologists in England thought they had made an amazing discovery in July 2003, when tourists on a beach found ancient carvings on a large block of stone. The archaeologists believed that the discovery of the stone, which had been imported from Norway in the 1980s and used to make a wall, was (1). The carvings of two snakes, a dragon, and other Experts translated the stone to say, very (2) However, two months later, the archaeologists were surprised when the (5) of the carvings was solved by a fifty-year-old local builder, Barry Luxton. The man, who had seen a photograph in a newspaper, told them that he was (6) the one who had made the shapes - in 1995! Luxton said that over a period of three days he had made the carvings for a celebration on a (7) beach that was going to be held by a group of druids people who nature. However, the block did not end up being moved to the other beach and (8) was eventually covered by sand. Recent bad weather blew the sand away, making the carvings (9) again. Luxton was surprised; he really never (10) that his work would become so famous. Review 1 - 5 25

（3）の答えは北東方向になるのですが、 東西成分は最初に西に振れているのになぜその答えになるのですか？

上下成分| P 28 震源の距離 下の図は,ある地点Aで観測された地震計の記録である。 このとき, 震 源で発生した地震はP波が5km/s, S波が3km/sで伝わったものとする。 次の問いに答 えよ。 (1) この地震の震源から地点A ま での距離はいくらか。 単位はkm とし, 小数第1位まで求めよ。 (2) 地震が発生した時刻を求めよ。 時刻は時、分、秒で表し、秒の値 は小数第1位まで求めよ。 (3) P波初動のゆれの方向にもとづ いて考えると、 震源は地点Aか ら見てどの方向にあるか。 本 に位置する。玄 (2016 日本大) (2016 日 本大) より T+5 $7.0 P波到着時刻 12時24分 10.0秒 南北成分 北 万 Excarce 出 |東西成分 東方向 Image wy TER S波到着時刻 12時24分 13.0秒 wwwwwwwwwww LY/G

この日本語の意味も英語の意味もよくわからないので詳しく教えていただけると助かります！

英語 英語 カメラ入力 日本語 research show that just eight individual owned the same amount of wealth as the 3.6 billion people who made up the poorest half of humanity 日本語 会話 × 音声文字変換 研究によると、 わずか8人が人類の最も貧しい半分を構成 する36億人と同額の富を所有していた