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英語 高校生

問1についてです。 解答の答えは「どのように影響を及ぼしているか」を説明していて、問題の「どのような影響か」に対する答えとして違和感があります。 問題に対する答えは印をつけた部分の方が適していませんか? 御回答よろしくお願い致します。

Chapter 1 身体・病気と健康 身体・病気と健康 [1] 3 ferocious attacks of zoonoses, animal infections that can be transmitted to humans. Being new to people, the germs often caused far worse symptoms 1 滋賀医科大 than those in their usual hosts. Therefore, any deadly human infection should be suspected of being recently acquired by our species. 1 ☆★ From Man and Microbes: Disease and Plagues in History and Modern Times by Arno Karlen, Tarcher 目標20分 注 savanna: サバンナ yellow fever predator 次の英文を読んで、下の設問に日本語で答えよ。 ("印の語には注がある。) The first big shock to influence human disease patterns was our ancestors' descent from the trees to the ground, about five million years ago. Perhaps this happened when Africa became drier, and savannas" replaced forests. This descent brought changes in our ancestors' diet, lifestyle, and burden of disease. As a species with our feet now firmly on the ground, we tend to think of territory horizontally. However, every environment has significantly different vertical zones. In a forest, certain species of mammals, birds, and insects require the sunlight and food in the leafy treetop layer; others need the shade, moisture, and food on the ground; several intermediate zones may exist between earth and treetops. Moving its usual location only a few meters can radically alter a species' prey, predators, and germs. Today, for example, we often see diseases invade new vertical zones. In Central and South America, mosquitoes infect treetop monkeys with the yellow fever virus. The disease remains isolated in the top forest layer because monkeys and mosquitoes there rarely travel lower. The commercial demand for tropical timber has sent loggers into the forests, and when they cut down a tree, clouds of mosquitoes come to earth with it. The mosquitoes then feed on the warm-blooded animals nearest at hand, the loggers, and transmit the virus. On returning home to cities, the infected workers set off urban epidemics of yellow fever. After our ancestors' descent to the ground exposed them to new diseases, the change in their diet from plant protein to include meat, as they became hunters, brought about another change in disease burden over the next tens or hundreds of thousands of years. In each new ecosystem, travelling hunters met new prey, new vectors (disease carriers), and new parasites*. The result was parasite 344 問1 森林の "vertical zones" は, 種の生態にどのような影響を及ぼしているか。 問2 黄熱病の流行は, どのようにして都市地域に起こったと述べられているか. 簡 潔に説明せよ。 問3 文中で "zoonoses” とは何か説明せよ。 問4 人類の歴史の中で、 病気の伝染の仕方に変化をもたらした最も重要なできごと は何か。

解決済み 回答数: 1
英語 高校生

あってますか

" 8.日本語に合うように、空所に適切な英語を入れなさい。 (1) この店ではりんごはみかんより人気があります。 Apples are mare Popular than (2) 東京スカイツリーは日本で最も高い建物です。 the highest Tokyo Skytree is (3) 兄は私よりもたくさんの本を持っています。 My older brother has more books most beautiful (4) これは5つの中で最も美しい絵です 。 This is the oranges in this shop. building in Japan. than I do. painting of the five. 9-1. 次の日本語に合うように,( )に適切な英語を入れなさい。 (1) 私たちの教室は毎日そうじされます。 Our classroom ( is (2) このいすは木で作られています。 This chair ( )( cleaned ) every day. made ) ( of ) wood. (fregsuawttg) (3)これら2つの部屋はあまり使われないです。 These two rooms (aven't much. )(ofler 9-2( )内の英語を適切な形に変えなさい。(ただし, 1語になるとは限らな (1) I am (old) than my sister. older good (2). Your room is (big) than mine. bigger (3) This question was (difficult) than the others. more difficult 9.3例にならって,各単語を比較級と最上級にしよう。 (例1) long (longer) (longest) - (2) beautiful - (more beautiful) - (most beautiful) colder 1) cold - ( 2) safe - ( Safer )-( coldest ) )-( Safest )(happiest ) )-( biggest ) )-( best 3) happy (happier 4) big - ( bigger 5) good - (better 6) many/much - ( more 7) difficult - (more difficult 8) exciting (more exciting )-(most) )-(most difficult ) )-(most exciting)

未解決 回答数: 1
英語 高校生

赤い下線のところがどういう構造になっているか分からないです、教えてくださいm(_ _)m

moving from " (1) 点) There are historians and others who would like to make a neat division between "historical facts" and "values." The trouble is that values even enter into deciding what count as facts-there is a big leap involved in 'raw data" to a judgement of fact. More important, one finds that the more complex and multi-levelled the history is, and the more important the issues it raises for today, the less it is possible to sustain a fact-value division. But this by no means implies that there has simply to be a conflict of prejudices and biases, as the data are manipulated to suit one worldview or another. What it does mean is that the self of the historian is an important factor. The historian is shaped by experiences, contexts, norms, values, and beliefs. When dealing with history, especially the sort of history that is of most significance in philosophy, that shaping is bound to be relevant. As far as possible it needs to be articulated and open to discussion. The best historians are well aware of this. They are alert to many dimensions of bias and to the endless (and therefore endlessly discussable) significance of their own horizons and presuppositions. A great deal can of course be learned from those who do not share our presuppositions. Our capacity to make wise, well-supported judgements in matters of historical fact and significance can only be formed over years of discussion with others, many of whom have very different horizons from our own. It is possible to I have a 12-year-old chess champion or mathematical or musical genius, but it is unimaginable that the world's greatest expert on Socrates could be that age. The difficulty is not just one of the time to assimilate information; it is (2)

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