高二英語　at for の違い 黄色の部分のatとforの使い分けがわからないです、教えてください。

18:52 Thu Nov 20 study-support.net 5% 1. ELEMENT Lesson5-6~7本文と日本語訳 2. ELEMENT Lesson5-6~7重要事項の解説 1. To find the reasons, I set up a table at a large building and offered two kinds of chocolates-high-quality and ordinary ones. 2. There was a large sign,"One kind of chocolate per customer." 3. We also set the price of the high-quality chocolates at 15 cents, which was cheaper than the regular price, and the ordinary ones at one cent. 4. Our customers acted with a good deal of rationality: 5. they compared the price and quality of the chocolates and about 73% of them chose the high-quality chocolates and 27% chose the ordinary ones. 6. Next we decided to see how "FREE!" might change the situation, so we offered the high-quality chocolates for 14 cents and the ordinary ones for free. 7. We had only lowered the price of both kinds of chocolate by one cent. 8. However, what a difference "FREE!" made! O J 最近の投稿 You Tube 2ELEMENT Lesson 7-10-11 *X |和訳 2ELEMENT Lesson 7-7-9 *x |和訳 2ELEMENT Lesson 7-4-6 x |和訳 2ELEMENT Lesson 7-1-3 X 9. Some 69% of customers chose the "FREE!" chocolates, while those choosing the other decreased to 31%. |和訳 3. ELEMENT Lesson5-6- まとめ 【令和7年度】 中2Here We Go! Unit6 Part2 XR イオン ブラックフライデー 11.20(木) 30 ARLACK EDIDA >>>

高校1年生の二次不等式です。 最後の「すべての実数」、「解はない」などのの出し方、違いが分かりません。教えて欲しいです🙂‍↕️

no.4 " 23 [Study-Up ノート数学Ⅰ 問題189] 次の2次不等式を解け。 (1) x 2 +12x + 36≦0 (3)x2-10x+25≧0 24 [Study-Up ノート数学Ⅰ 問題190] 次の2次不等式を解け。 (1)x2+6x+9≧0 (3)x-8x+16≦0 (2)9x2-6x+1>0 0< 28 [Study 2次不等式 求めよ。 29 周 を (2) 4x²-4x+1 < 0

高二英語　文構造がいまいちわからないです。 To verify の立ち位置が曖昧です、wantに繋がってるのか後ろのif節に繋がっているのか、わかりません。 よろしくお願いします🙇

e na h 1 V He wanted to see the places that came up in his searches] To verify if they relevant to him] were

32の答えの符号がなぜ－になるのかわかりません💦

key 三角形の形状には、正三角 形, 直角三角形, 二等辺三角形 などがある。 正弦定理, 余弦定 理を利用して、角の関係を辺の 関係で表してみる。 an @cos0+ cos'0 0 7 4 次に (sin O-cos 0)" の値を 求める。 Support sincos 0の 符号に注意する。 き, sino cos e の値は であり, である。 [ 19 北里大 〕 Complete *31 sino-coso= (0° <<135°) であるとする。 (1) sincosQ の値は | (2) sin-cos30=ア[ (3)tan0=□である。 」である。 sin°0+cos30=1である。 31 15分 32 15分 [類 15 北海道薬大 ] 320は,0°<0<180°でtan0=- √3-√5 √3+√5 を満たすとする。 このとき, tan 0+ 1 tan 0 ==7, sin cos 0=1| ☐, sin0+ cos 0="[ ]である。 [19 自治医大]

青線が指してる"its"を日本語で、赤線が指してる"It" "they"を英語で書き抜いて教えて欲しいです🙏🏻

The turning point suddenly came in December 2004. Dr. Oda received an unexpected call from Thailand after a huge tidal wave had hit its southern region. The government wanted to try his powder to supply the victims with clean water, which led him to Thailand soon afterward. There, his powder helped to create precious, clean water. This successful result attracted global attention to the powder. It was then used in Mexico and Bangladesh. It is currently being used to purify dirty water in about 80 countries in need of drinking water. People are often amazed and shout, "It's a magic powder" when they see brown and cloudy water become clear just before their eyes.

（2）で質問があるのですが、 ST：TR=t：（1-t）は RT：TS=t:(1-t)ではダメなんでしょうか

基本 66 2直線の交点の位置ベクトル 例題 00000 四面体 OABC の辺OAの中点をP, 辺BC を2:1に内分する点をQ,辺 1:3に内分する点をR, 辺ABを1:6に内分する点をSとする。 OA= OB=6,OC = とするとき (1) OQ, OS をそれぞれà, 6, こ で表せ。 (2) 直線 PQ と直線RS が交わるとき, その交点をTとする。 このときを で表せ。 指針 (1) 内分点の位置ベクトルから求める。 (2)平面の場合 (p.50 基本例題26) と同様に, PT:TQ=s: (1−s), 基本2 ST: TR=t (1-t)として,点Tを線分PQ, 線分 SRのそれぞれの内分点ととら OT を で2通りに表す。そして, 係数比較 にもち込む。 CHART 交点の位置ベクトル 2通りに表し, 係数比較 ズー 30 UP これ 類似 3 (1) OQ 2+1 1.OB+2OC =16+ 2 3 6-> OS 05-60A+1.0B = +16 = 1+6 (2) PT:TQ=s: (1-s) とすると OT = (1-s) OP+sOQ =(1-s).+s(16+) 23 ・SC ･･････ ① P Akzi R B ST: TR=t: (1-t) とすると OT (1-t) OS+tOR =(1-1)+1/+11/2 -(1-1)+(1-1)+] 4点 0, A, B, C は同じ平面上にないから ① ② より 同じ平面上にない4点 0.7 1/2(1-3)-20(1-1)/1/23=1/2(1-1)/1/25/1/1 第2式と第3式から 13.11 8 S= t= 15 これは第1式を満たす。 したがって、①から2/3+/1/36+/1/350 A(a),B(b),C(c)に対 し、次のことが成り立つ。 t> sa+to+uc =s'a+to+u'c s=s', t=t, u=u' (s, tu,s,f, u' は実数) ■ 四面体 OABC において,辺ABを1:3に内分する点を L, 辺OCを3:1に内分 する点を M, 線分 CL を3:2に内分する点をN, 線分 LM, ON の交点をPとし OA=d, OB=6,OC=C とするとき, ON, OP をそれぞれ,こで表せ。 p.125 EX 45

なぜAE:EC=MA:MCと言えるのですか？ 相似ですか？

D 編 -103 円周角である 定理) の直角三角形 数学A TRIA TRIAL B 142 △ABC の辺 BCの中点をMとする。 ∠AMB, ∠AMC の二等分線と辺 AB, AC の交点を, それぞれD, E とする。 次の 問いに答えよ。 (1) DE //BC であることを証明せよ。 MADNおして、MDはくANIDの # 二種であるから、ADDI=MA:115 B M ° E 5 # C △MCAにおいてMにはCAMCの二等分線であるが AE:EC=MIS-MIC 11113-11 C 2753.0.0781 AD:DIS=14:10 よって、DENAC

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)

赤線のthatが指している単語はなんですか？？

The invention started in 1995, when the Great Hanshin-Awaji Earthquake struck the Kansai region. After this terrible disaster, the tap water supply completely stopped. Local people waited in long lines every day for clean water to arrive. During this time, Dr. Oda often visited a pond near his home. He said to himself, "If I could clean the water in this big pond, that would make everyone so happy.” He thought and thought about a good solution. One day, looking at the pond, he did hit upon a simple but wonderful idea. Six years later, he finally completed powdered natto that could stick to dirt and make it sink. He immediately founded a new company to sell his powder. Contrary to his high expectations, it was not a hit in Japan.

4つの答えを教えてください🙏🏻

Just 100 grams of white powder makes one ton of clean water anywhere, anytime. All you have to do is to mix the powder into dirty water from rivers, lakes, or ponds. Then, you come up with clean water in a few seconds. This powder can be used in emergency situations. It can also be used in areas of the world where clean drinking water is hard to get. Some people in developing countries call the powder a "magic powder," but it is not. It is a sticky component found in natto that makes dirty water clean. Who developed this natto powder? Dr. Oda Kanetoshi invented this amazing product.