1文目の someone will live from their time of birth は明らかに years を修飾していますが、省略されているのは関係代名詞でしょうか？AIに聞いたら live (the years) というように関係詞となった the year... 続きを読む

健康と心理学 1 Track 015 Health 子 Life Expectancy 80sec. 'Life expectancy is an estimate of the average number of years someone will live from their time of birth. Overall, life expectancy has been on an upward trend around the world. However, life expectancy is different when looking at 'sex, age, race, and location. The local environment can also 'have an effect on life 5 expectancy. In less developed countries, life expectancy at birth is lower 'compared to more developed countries. 10 To estimate life expectancy, researchers need 'reliable data. For example, they need to know the 'population, how many men and women there are, how rich or poor families are, among other things. Researchers also need to know data about the "death rate. Some countries have an efficient system to collect data, so it is easier to estimate the life expectancy of that country. 12 13 Things that can increase life expectancy in a country are sometimes very simple. Having access to clean water and having a clean bathroom is one way to increase the "duration of life. Another way to increase life expectancy in a country is to 15 expand its wealth. When a country is "affluent, it can "supply more hospitals and doctors, which then leads to better health 18 outcomes. This is one reason why developed countries have 2 higher life expectancies than less developed countries. 19 20. Humans around the world are achieving prolonged lifespans, but there are still inequalities between countries that we must work to overcome. (234 words)

theの後ろに名詞が来るのはわかるのですが、AとC両方とも名詞ですよね？なんでAが答えなんですか？

121. Employees traveling to foreign countries will receive travel allowances reflecting the ----- in local currency. (A) equivalent (B) equivalently (C) equivalence (D) equivalency

合っているか教えて欲しいです

Question ( )に入る適切な語を選びましょう。 (5) I wish I (will have / have / had) a driver's license. (6) What would you buy if you ( are to / were to win the lottery? (7) I'm sorry I don't know his address. とほぼ同じ意味の文にしなさい。 I wish I (know/knew / had known ) his address. (8) (With / Without/ For ) his advice, we couldn't have won the game. Try it out 1 (→p.49) ()に入る語を選び, 英文を完成させましょう。 必要であれば,適切な形に変えましょう。 1. If you don't hurry, you will (iss 2. If I ( 西説法士 仮定法にしなさい。 ) your flight. haye ) you, I would (cha) to study abroad soon after graduation. (choose hay of eaten ) at better local restaurants. se) more interest in visiting foreign countries, he could be a better English were 3. If Kate had learned more about the area, she could ( 4. If Kei ( speaker. choose/have/eat / miss / be

この問題の答えを教えていただけませんか？

2. 次の英文を和訳し、 下線の接続詞(a)、(b) (c) (d)について、その用法を日本 語で説明しなさい。 One can see why Japanese would think of themselves, not as less (a) international than others, but more so. One need only scratch the surface, however, to discover the superficialities of their internationalism and the strong sense of separateness the Japanese still feel... Even at the height of the postwar Japanese reaction against nationalism and the authority of the state, all Japanese remained so completely nationalistic in a basic sense that no one ever dreamed of the sort of problems that arise in some other countries where there is insufficient identification of the individual (b) (d)- with the nation.

この文章で　s v o c m を当てはめてくださいませんか？ またその説明もおねがいします。 communication in foreign countries isn't easy for me.

文法的なミスを指摘してください。 文自体は変えたくないので文法ミスを箇条書きして頂けるとありがたいですm(_ _)m 読みにくい英作ですみません。

14:54 ◆ フォルダ all 72 Japanese students, most of them must start job hunting when they become juniors, should experience working part time while their first and second years. By working, they can meet people from various background, learn the kinds of skills they can't learn in classrooms, and note the difficulty and significance to be a worker in society. Such experiences, along with their studies, will help them decide what kind of occupation seek after graduation. Japanese college students should go to abroad and talk with foreigners in English. It will help them improve their ability to speak English. Recently, English is becoming more and more important, and they may have to use English in their works after graduation. Almost college students in Japan cannot speak English even after having studied it for a long time. That's because they should go to foreign countries and practice speaking English. ||

英検準1級writingです。どなたか採点して頂けますか？ 分かりにくい所あれば遠慮なく言ってください。

Agree or Developed countries are obliged to assist less developed countries Write your English Composition in the space below. Developed countries should assist less developed countries. First, most of developping countries such aso Africa countries have no sufficient foods and building to live good condition. Also, these countries have little budget to promote their economies. It can be said that they can't make both and meet their own possetions. For settling this matter, d'the best way of making developing countries grow is to give opportunity of working. By doing to So, they would earn money and use this to solute this circumstance./2 10 15 Second 1 Supporting developing country would thake countifies all over the world peace. Communicating each other by discussing is one of trigger to get along with each countries. Keeping good relationship would enable us ¹e c not to agonize war. 15 Therefore, to supporti developping countries allow give 20 good wealth to not only these countries but also developed countries. 25 SEM 8 目

この213の、⑷と⑸を教えて貰いたいです！🙇‍♀️ 答えは、⑷-ウ・⑸-エです！

213 次の各英文について、文法的または語法的な誤りを含む下線部をア~エから1つ選び,記号で答えな さい。 <開智> (1) We're looked forward to seeing you here next year. ア イ ウ I (2) Takaki, my younger brother usually brush his teeth three times a day. イ ウ I ア (3) I would like you to cut this long rope by a knife on the table. ア イ ウ I (4) Visiting a lot of foreign countries are interesting for Japanese students. ア イ I (5) Don't forget to turn off the lights when you will leave the room. ア イウ I LIS

上から3行目まで､oneがありすぎて困ってます。それぞれがなんの意味・用法のoneなのか教えてください…日本語訳を見てもどれと対応してるのかいまいちです。

10 外国人同士 196 word 11 One advantage of living in Japan is that the other foreignen that one is acquainted with are more interesting for the most part than the people one meets in one's own country. Those who come here of their own accord and who live here by choice tend 5 to be different from ordinary people. If they had been ordinary people, they would never have come to Japan. Such people, in my 「 experience, are very interesting on the whole. aids ch ② They have come to Japan for various reasons, but, for whatever reason, they have chosen to live in Japan. Thave more friends 10 among the foreigners in Tokyo than I would have if I were in England. This sounds like an exaggeration, but I do not think that it is. In England I would have many friends, but I do not think I would have such close friends. My friends here include Americans, Englishmen and people from other countries. As far as I know, 15 these people are representative of their various societies. ⓒ The interest in Japan that we have in common brings us close to each other and plays an important role in forming understand- 18 ing and friendship between us. 10 Check!! 10 外国人同士 全訳 ① 日本に住むことの一つのメリットは, (日本で) 知り合いになる他 の外国人の方が、自分の国にいて出会う人々よりもたいていおもしろい ということである。 自発的に日本に来て、進んで日本に住む人たちは、 普通の人と違っている傾向がある。 もし彼らが普通の人であったなら、 決して日本に来ることはなかっただろう。 私の経験では,このような人 たちは概してとてもおもしろいのである。 ② 彼らはさまざまな理由で日本に来ているが、 理由はともかく日本に 住むことを選んだのである。 私がイギリスにいて持てるであろうよりも、 東京では外国人の間に多くの友人を持っている。 これは誇張に聞こえる だろうが、 私は誇張だとは思わない。 イギリスにいても多くの知り合い は持てるだろうが, これほど親しい友人が持てるとは思わない。 ここで の私の友人には, アメリカ人, イギリス人, そしてその他の多くの国の 人々が含まれている。 私の知る限りでは、これらの人々は彼らのそれぞ れの社会の典型的人物である。 ③私たちが日本に対して共通して持っている興味が、お互いを近くに 引き寄せ, 私たちの間に理解と友情を形作る上で重要な役割を果たすの である。 > Note. One advantage of living in Japan が文全体の主部で, that the other が補語となったSVCの文である。 one is acquainted with の that は関係代名詞で, the other 修飾している。 one の間に関係代名詞の whom が省略されている。

これ読んだんですけど、自分は世界史を理解してなかったので分からなくて翻訳アプリ使ったんですけどそれでも分からなかったので分かる方できれば解読お願いします┏●

Denmark in World War II お んれ By Hannah Arendt Hannab Arendt (1906-1975) was a political scientist! and pbilosopber born in Hanover, Germany. Wben Hitler came to power, sbe was forced to leave Germany and came to the United States in 1940. Sbe continued ber academic career by lecturing and teacbing at arious colleges, including The New Scbool for Social Researcb in New York City. Among the many books sbe urote were Eichmann in Jerusalem, On Revolution, and The Origins of Totalitarianism. Editor's Insert During the Second World War. the Germans invaded Denmark in April, 1940. In the beginning of her essay, Hannah Arendt explains that of the four countries almost completely immune to anti-Semitism- Denmark, Sweden, Italy, and Bulgaria Denmark challenged its German masters directly. As soon as the German authorities talked about forcing Jews to wear the yellow badge,' the Danes replied that all Danish citizens, including the King, would be wearing it the next day if the policy were carried out. In addition, all Danish government officials threatened 舌は the German authorities with their immediate resignation if the Germans started to implement any anti-Jewish actions. The following excerpt from Eicbmann in Jerusatem shows how the Danes sabotaged the German plan to carry out the mass extermination of the Jews. only 2タカ人の What happened then was truly amazing; compared with what took place in other European countries, everything went topsy-turvey. In August, ー after the German offensive in Russia had failed, the Afrika Korns 1943 had surrendered in Tunisia, and the Allies had invaded Italy すgovernment canceled its 1940 agreement with Germany which had permitted German troops the right to pass through the country. Thereupon. the Danish workers decided that they could help a bit in hurrying things そのうえに up: riots broke out in Danish shipyards, where the dock workers refused to repair German ships and then went on strike. The German militarv commander proclaimed a state of emergency and imposed martial la and Himmler thought this was the right moment to tackle the Te the Swedish す。 (continued on next page) themselves as Jews secret police), and overseer of the concentration camps