この図が理解できません。真ん中のp53とmdm2の図の次に矢印が二手に分かれてるのはなぜですか？

Oncogenic Stimulation (E1A, c-Myc,E2F-1, Ras) DNA Damage ,UV Hypoxia Hypoglycemia BRCA1 (ATM, DNA-PK. ATR) P19ARF HIF1a p53 p53 Degraded acetylat ion Stable dephosphorylation mdm2 is an ubiquitin ligase targeting P53 to proteolytic degradation p53 Stable and Active Transactivation of target genes PAG608 IGF-BP3 PIG3 KILLER/DR5 P21(WAF1) GADD45 14-3-36 BAX FAS/APO1 CKI Repair Apoptosis 00 Eom2

この文の構造があまりわからないんですけど、tryingは文詞としての働きで、A is like B の形になってるのはわかるのですが、なんで　A とBは名詞にできるのですか？人間と魚をそれぞれ分詞で修飾してるのはわかるんですけど、、tryをtryingにすることで文全体を名... 続きを読む

IYimobile 8:50 (4) 人間がコミュニケーションについて説明しよう とするのは、魚が自分の住んでいる海を分析す るようなものだ。 解答 Humans trying [For humans, try- ing] to explain the meaning of communi- cation [what communication is like / communication] is (just) like [the same as / similar to] fish trying to analyze the sea (that / which) they live in [where they live].

黄色のところは、写真2枚目のように書いてもいいですか？

02=ki と a1=2k」 2 … Xi= ki 変換行列 P (i)入2=3 のとき, ①を T:X2=0 対角行列 20 B1 そして, X2= とおくと, P'AP 03 ニ 0 より,-Bi+B2=0 11||B2 (2のTの入に入ュ=3 を代入 Bi=k2 とおくと, Bz=k2 . X2= k2 入 (2) 0 おくと,P'AP= 0(3 2 以上(i)(i)よ,P (答) (3C2) 入2 150

Bist du erkältet？の質問にHalsschmerzenを使って適切な文を作る問題なのですが Bist du Halsschmerzen？で合っていますか？ たぶん貴方は風邪をひいているの？喉が痛いの？という文だと思われます。ドイツ語に詳しい方教えてください🙇‍♀️

下から2行目のitはなんですが？

I'm always surprised to learn of a company that doesn't edueate its て employees(in the fundamental financial realities of its industry, Employees need to understand the success or failre levels of their industry) so that they know what it is ábout their own job that really couns, ) Qf course, employees have to be willing_students who direct attention to the areas where it makes v the biggest difference) C

下から2行目のitはなんですか?

I'm always surprised to learn ef a company that doesn't educate its employees (in the fundamental financial realities (of its industry, Employees need to understand the success or failure levels (of their industry so that they know/what it is ébout their own job that really couns O course, employees Sv have to be willing_students who direct attention to the areas where it makes v the biggest difference) C

5行目のitはなんですか?

I'm always surprised to learn_ef a company that doesn't_edueate its v employees(in the fundamental financial realities of its industryEmployees need to understand the success or failure levels (of their industry) so that they know/what it is ábout their own job that really counts, Of coursé, employees Sv have to be willing_students who direct attention to the areas where it makes v the biggest difference) C and desirable

線引いたとこの扱い方がわかりません

68 例題 27- ar nothing to the home or in a factory. They contribute see economic well-being of the family. They are freer tho they have ever been before simply to be children. We 。 them as the centre of the family, around which the rest of life revolves; we protect them from responsibilities which were forced on earlier generations. は お そ た <大阪外語大一 economic well-being _of . They are freer than Today, we do not our to work, at home or in a . They nothing to the

少し量が多いのですが、全くわからないので教えていただきたいです。 1. a barrier/ as / because / block / invasion / of / our / pathogens / serves / skin / the / to . 2前半.... 続きを読む

赤線のところがよく分かりません。どのように示したら良いか教えてください。

補題の証明は次のようにする. 鍵となるのは, (3.9) I(a,b) =I a+b Vab 2 という等式である. これは 「aとbを, 算術平均と幾何平均に置き換えても I(a,b) の値は変わらない」という意味だから,繰り返して用いれば, I(a,b) = I (a, bi) = … = I (an, bm) = … =I(M(a,b),M(a,b)) と自明に収束する(積分の極限が極限の積分になることは証明が必要; 一様収束