問５bになる理由を教えてほしいです 文法の説明をしてほしいです🙇‍♀️

問5 その雑誌を読み終えたら貸してくれますか。 Can you lend me the magazine when you ( (b) have finished (a) finished ) reading it? (c) will finish (d) will have finished

問3、5🟧答えのようになる理由を教えてほしいです🙇‍♀️ にまいめのようにS🟰Cではないのですか？

3 The children kept quiet. ※ quiet 静かな 2 (a) 第1文型 (b) 第2文型 第3文型 (d) その他 問4 He is famous all over the world. (b)/ 第2文型 (c)第3文型 (d) その他 (a) 第1文型 S V 0 問5 She laid the baby on the bed. ? (a)第1文型 b (b) 第2文型 (c) 第3文型 (d) その他

問4、5答え(🟧)になる理由を教えてほしいです🙇‍♀️ 問4が、原型ではない理由を教えてほしいです

HA Junya cannot make himself ( ) in English. 9 (a) understand (c) understanding (b) to understand (d) understood 問5 I found the story (). ? a difficult 和訳 (b) difficulty (c) interested (d) interest 21

英文の構造がつかめないので、解説お願いします。 It is not until that になっていないのもよくわかりません😭

Not until the experiment was completed did the researchers realize the importance of the data that the assistant, who had joined the team only recently, had collected.

意味が通るようにするために取り除くべき一文はどれなのか教えていただきたいです。 わかる方お願いします🙏

(17) Words compete for survival in each language. Some researchers investigated what causes the rise and fall of English words in two ways. One is an experiment where thousands of participants read English- language stories and rewrote them to be read by other participants, who then rewrote them for others. The other is a linguistic analysis of English historical text data that cover the past two centuries. The researchers found that the competition among words is closely associated with how humans use language: words that are acquired earlier in life, more concrete, and more stimulating are more likely to survive. From the previous two experiments, they determined that there are at least over 7,000 languages in the world at this moment, but will these numbers increase or decrease in the future? These findings may contribute toward interpreting the patterns of language change over generations of English language speakers.

下線部の式の考え方を教えてください

336 重要 例題 50 平面上の点の移動と反復試行 右の図のように,東西に4本, 南北に4本の道路が ある。地点Aから出発した人が最短の道順を通って 地点Bへ向かう。このとき,途中で地点Pを通る確 率を求めよ。ただし,各交差点で,東に行くか、北 に行くかは等確率とし,一方しか行けないときは確 率1でその方向に行くものとする。 CHART & THINKING 0000 求める確率を A→P→Bの経路の総数 A→Bの経路の総数 から, 4C3×1 6C3 とするのは誤り! この理由を考えてみよう。 北 基本 は、どの最短の道順も同様に確からしい場合の確率で,本間 は道順によって確率が異なるから, A→Bの経路は同様に 確からしくない。 例えば, A→→→P11Bの確率は 1/2×/×1/2×/×1×1-1/16 A→→→ P1の確率は 1/2×1/2×1/2×11×1=1/3 8 B PI A よって,Pを通る道順を, 通る点で分けたらよいことがわかるが,どの点をとればよいだ うか? 解答 2-A DATA 右の図のように,地点 C, C', P' をとる コー Pを通る道順には次の2つの場合があり,これらは互いに 排反である。 [1] 道順 AC′' → C → P → B (イ) この確率は 2 [2] 道順 A→P′→P→B 8 A P C' CPは1通りの 3C2 この確率は sc (1/2)(1/2)x1/2× ることに注意。 x1x1 3 -x1×1=- [1] →→→111 16 よって、求める確率は 1 3 [2] 000-11 5 + 8 16 16 PRACTICE 50 ③ 右の図のように 西 ○には2個と が入る。 er で

共通テストのプログラム表記についてなのですが、どちらも同じに見えるのですか、同じと思っていいでしょうか？教えてくださいm(_ _)m

関数 関数の説明 使用例 引数に指定した配列の要素数が6個の配列 Data がある場合 length (配列名) 「atai = length (Data)」 、 要素の数を返す関数 とした場合、6が変数atai に代入される。 (3)

英文の文構造がわからないので教えていただけると幸いです🙏

There is no clear solution to fix the problem of low response rates in developed countries and household data is hard to obtain and difficult to supplement with other sources of data.

なぜ赤線のように書いてあるのに、③が間違っているのか教えてほしいです🙏

Curious about this trend, I found a recent online survey conducted among 3,000 Japanese middle school students and their parents. The results were surprising. Nearly 50% of the students admitted (that they played video games after they were supposed to go to bed. More than half said (they tended to do their homework after playing video games. Far more boys than girls had played video games at home when they were absent from school. Additionally, most students reported that their parents never take away their games to control their playing time.

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)