Japan has the world's oldest population, with a median age of 46 years, an average lifespan of 84, and a quarter of the population over 6... 続きを読む

University in Tokyo, last year. ropean 24 や兆候 候 中央値 中央値 2 Japan has the world's oldest population with a median age of 46 years,) an average lifespan of $4, and a quarter of the population over 65) 起こること But this doesn't have to mean a glooms future What happens in the coming years might even point the way for other countries. Japanese ・友向性を示すことにさえなりうる。 longevity ity can't compensate for its ultra-fow fertility rate 勤勉な - - just 1.4) children per woman, Hard-working Japanese society has "embraced 大量に voluntary mass childlessness," says Nicholas Eberstadt, a demographer at the American Enterprise Institute in Washington DC One in four don't have children. Some European countries also have low fertility rates, but voluntarilyではない

(2)の、They have easier to access.のhaveはここではなんの働きをしているのですか？

Lesson Our Lost Friend ➤ p.150 Vocabulary discuss~L/B) ~を話し合う The British Museum welcomed the delegation/ and discussed their proposal In the end, / the museum offered to let Hoa Hakananai'a return, / but only as a 2 loan. // They refused to give it back permanently. // The museum did not deny / that the moai had been taken without the islanders` permission, / so why didn't they immediately agree to return it? // From the point of view of the museum, / there are good reasons to keep the statue. // the security and controlled Since Easter Island does not have ② environmental conditions that the British Museum has, the statue is safer in London. // The statue can now be seen by many more people than on a remote island. // Scholars have easier access to the statue. // Moreover, some people argue / that the moai deserves to be a world heritage object. // 5 These reasons make sense. // However, the fact remains / that Hon Hakananai'a was taken without permission and is still held against the people's will. // So, many people / -not only the Rapa Nui- / question the museum's reasoning. // proposal lóan dený point of view good reasons. 貸与物 を否定する ~を Section 3 正当な理由 Reading Points 以下のことを考えながら読んでみよう。 it back colo (2) 大英博物館が所有を主張する根拠に 多いのは、どのような事実があるからですか、 6 scholar access □argue動~だと主張する héritage object make sense (0) (167 words) their prom h the en offer to that 12 ★G-2 6 son des Will K €

この問題の緑マーカーの部分「1.8-1.5」はなぜ1.5を引くのですか？わからないので教えて頂けると幸いです。

240 気体の状態方程式 容積2V の容器Aと, 容積 Vo の容器Bが細い管で連結され, 4.5mol の理想気体が温度 300K で密閉されている。 (1) 容器Bの中には何molの気体があるか。 (2)次に, 容器Bの気体の温度を300Kに保ったまま、 容器Aの温度を400Kまで上昇さ せたところ, 2つの容器の気体の圧力が等しい状態でつりあった。 どちらからどち らの容器へ、 何molの気体が移動したか。 例題 43 HOLA 2Vo B C Vo

斜線部分の面積が、なぜ赤線部分の式で表せるのか分かりません🙇🏻‍♀️

422 問題の考え方■■ 与えられた条件から三角形の面積を x を用い て表すと3次関数となる。 xのとりうる値の範 囲に注意する。 放物線y=3x2 はy軸に関して対称 であるから, A(-x, 3-x2), B(x, 3-x2) とおける。 ただし 0<x<√3 -√3 △OABの面積をSとすると 2 AHOLA S'=0とすると y 305933* 3 -1 303J O B √3 S==2x(3x2)=-x°+3x (0<x<√3) S'=-3x2+3=-3(x+1)(x-1) ASA x

何故ここにmoreが入るのですか？ どういう用法なのかもイマイチ分かってないので、そこも含めて解説して下さると嬉しいです🙏

Mr. Wilson was not so much a politician as a scholar. Mr. Wilson was (more) of a scholar than a politician. =

上から16行目位のofの後の^ には何か言葉が省略されているのかと思うのですが、何が省略されてるのでしょうか？

When we think about lives filled with meaning, we often focus on people whose grand contributions benefited humanity. Abraham Lincoln, Martin Luther King, Jr., and 壮な Nelson Mandela surely felt they had a worthwhile life. However, how about us ordinary people? Many scholars agree that a subjectively meaningful existence often boils down to 主観的に (a) three factors: the feeling that one's life is coherent and “makes sense,” the possession of clear and satisfying long-term goals, and the belief that one's life matters in the grand 信念 scheme of things. Psychologists call these three things coherence, purpose, and (1) existential mattering. 存在に関する な However, we believe that there is another element to consider. Think about the first butterfly you stop to admire after a long winter, or imagine the scenery on top of a hill after a fresh hike. Sometimes existence delivers us small moments of beauty. When S people are open to appreciating such experiences, these moments may enhance how they =4 view their life. We call this element experiential appreciation. The phenomenon reflects 感謝価値評価 the feeling of a deep connection to events as they occur and the ability to extract value 抽出する. V from that link. It represents the detection of and admiration for life's inherent beauty. 発 (b) 本来備わっている。 We recently set out to better understand this form of appreciation in a series of studies that involved more than 3,000 participants. Across these studies, we were interested in whether experiential appreciation was related to a person's sense of meaning even when we accounted for the effects of the classic trio of coherence, purpose, and existential mattering. If so, experiential appreciation could be a unique (c) contributor to meaningfulness and not simply a product of these other variables. 変数の産物 As an initial test of our idea, during the early stages of the COVID pandemic, we had participants rate to what extent they agreed with different coping strategies to 対処方法 relieve their stress. We found that people who managed stress by focusing on their Avent appreciation for life's beauty also reported experiencing life as highly meaningful. In 感謝 - 1 - 有意義

Scramble 英文法 1から10までの答えを教えて頂きたいです！

STEP 2 重要 問題 = A little more money would have ( 空所に入る最も適切な語(句) を選びなさい。 2 Many people find it difficult to ( American one. 1 absorb ☐☐ 1 My parents are trying to ( ) me from moving to London, but I'm planning to go anyway. (獨 1 discourage 2 recalle 3 observed 4 relieve om vM C 2 define 3 I'm going to try to ( 1 speak 2 say me to buy the bag. 4 Mary's helpful advice ( 1 took 2 erased ) a Canadian accent from an 3 distinguish 4 predict ) my father into buying a new car. 3 talk 4 tell 立 ) us a lot of time and trouble. 3 saved 4 left (立命 (摂 UW TH (専

答えを無くしてしまいました！！答え合わせがしたいのでお願いします🤲

(1) You 11 drink too much. didn't have better 4 had not better Can I wait here 2 1 till (4) He's late. He may have been (5) I have two cars. another (8) (6) I heard my name calling by 4 by the time (3) The town 13 I paid a visit to is a very quiet place. 1 what 2 which 3 where 4 whose 14 an accident on the way. 2 have had One is a sedan, and 15 others 3 other (7) How 17 1 often 12 1 Allow 2 hadn't had better had better not he comes back? as soon as 16 in the crowd. 2 to be called 3 call do you have a haircut? 2 short 3 18 me to introduce myself. 2 Let hurted (5) were hurting (10) He works hard 20 enough 5 for fear 3 have 4 had many 3 Make (9) Three children 19 in the accident. were hurted a sports car. 4 the other he can get a scholarship. 2 for which haven't had better to call 4 much Have hurt so that for a while 5 how 5 had had 5 the others called 5 long 5 Let's were hurt 4 otherwise

上の問題は左右対称が3通り、下の問題が60通りの理由を教えて下さい。

白玉1個, 赤玉2個、青玉4個でブレスレットを作るとき, 作る方法は何通りあるか。。。 [12 [2006 信州大] 白玉1個、赤玉2個、青玉4個、黄玉6個がある。これらすべてを糸でつないで, すきまのないネッ クレスを作る。 ネックレスの種類の総数を求めよ。 ただし, 回転または裏返すことにより一致するも のは同種類とみなす。

43.3 写真のような記述でも大丈夫ですか？？ また、このような問題は解答のようにA、Bとおいて求めるのが普通ですか？

366 00000 和事象の確率 基本例題 43 箱の中に1から10までの10枚の番号札が入っている。 この箱の中から3枚の番 号札を一度に取り出す。 次の確率を求めよ。 (1) 最大の番号が7以下で,最小の番号が3以上である確率の問 (2) 最大の番号が7以下であるか, または, 最小の番号が3以上である確率 (3) 1または2の番号札を取り出す確率 指針 (1) (2) A:最大の番号が7以下, B : 最小の番号が3以上とする。 (1) 求める確率は P(A∩B) → 3~7の番号札から3枚取り出す確率を求める。 (2) 求める確率は P(AUB) であるが, 2つの事象 A,Bは「互いに排反」ではない。 2つの事象A,Bが排反でないときは,次の 和事象の確率で考える。20 P(AUB)=P(A)+P(B)-P(A∩B) 解答 A: 最大の番号が7以下, B: 最小の番号が3以上とする。 (1) 求める確率はP(A∩B) であり, 3,4,5,6,7の番号札の 中から3枚を取り出す確率に等しいから 7C3 10C3' よって, 求める確率は (3) C:1の番号札を取り出す, D: 2の番号札を取り出すとすると,求める確率は P(CUD) であるが,ここでも2つの事象 C, D は 「互いに排反」ではない。H (2) P(A)= 練習 ③43 P(AUB)=P(A)+P(B)-P(A∩B) = 8C3 P(B)= (1) から P(A∩B)=- 10C3' よって, 求める確率は 7C3 8C3 1 35 10C3 + 10C3 12 120 (3) C:1の番号札を取り出す, D: 2の番号札を取り出す とするとP(C) = C2 P(D)= 9C2 P(CND)=BC₁₁ 10C3' 10C3 the 10C3' + P(CUD)=P(C)+P(D)-P (COD) 9C2 9C2 8C1 10C3 10 C3 10C3 5C3 10C3 US! + 36 120 312 ×2- 12 56 10 27 120 120 40 8 120 p.364 基本事項 ④ 855 15 [類 日本女子大] 重要 46 <A, B は同時に起こりうる から, A, B は排反ではな -U A 斜線部分の確率は T90207 110/0-10 (3) 別解 1または2を取り 102402 出す事象の余事象は、最小 の番号が3以上になること であるから、求める確率は、 (2) より 1-P(B)=1- 2つの組A,Bがあって,各組は次のように構成されている。 A組 : 男子2人, 女子3人; この2つの組を合わせた合計10人の生徒か B SIDST = 1- B組 : 男子4人,女子1人 8C3 10C3 56 120 - 8 15 acc