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英語 高校生

英文一段落3文目featuring family mealsのfeaturingとはどういう意味でしょうか?? 調べてみたのですが上手く合いそうな訳が出てきませんでした どなたか教えて下さると幸いです。

第4問 次の問い (A.B)に答えよ。 (配点 40) 次の文章はある説明文の一部である。この文章と表を読み, 下の問い(問1~ に入れるのに最も適当なものを、 それぞれ下の0~ A 4)の 33 36 のうちから一つずつ選べ。 Art may reflect the ways people lived. \Researchers have discussed how One study was conducted to art portrays clothing and social settings. determine if this idea could be extended to paintings featuring family meals. The results of this study might help illustrate why certain kinds of foods were painted. (The researchers examined 140 paintings of family meals painted from the years 1500 to 2000. These came from five countries: the United States, France, Germany, Italy, and the Netherlands. The researchers examined each painting for the presence of 91 foods, with absence coded as 0 and presence coded as 1. For example, when one or more onions appeared in a painting, the researchers coded it as 1. Then they calculated the percentage of the paintings from these countries that included each food. Table 1 shows the percentage of paintings with selected foods. The researchers discussed several findings. First, some paintings from these countries included foods the researchers had expected. Shellfish were most common in the Netherlands' (Dutch) paintings, which was anticipated as nearly half of its border touches the sea. Sécopd, some paintings did not include foods the researchers had expected. Shellfish and fish each appeared in less than 12% of the paintings from the United States, France, and Italy although large portions of these countries border oceans or seas. Chicken, a common food, seldom appeared in the paintings. Thipd, some paintings included foods the researchers had not expected. For example, among German paintings, 20% of them included shellfish although only 6% of the country touches the sea. Also, lemons were most common in paintings from the Netherlands, even though they do not grow there naturally. - 18 - (2610-18)

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数学 高校生

?している部分教えて欲しいです。 よろしくお願いします🙇‍♀️

(2) 点P(3. -1)を,点A(-1. 2) を中心として -一だけ回転させた点Qの電味をえ 点Qは、原点が点Aに移るような平行移動によって,点Qに だけ回転させた点Qの座標を求めよ。 138一数学I 練習 146 (1) 点P(-2, 3) を, 原点を中心として よって (1) OP=rとし,OP とx軸の正の向きとのなす角を aとする 5 =rcosa cosTーrsinasin tan nd 点Qの座標を(x, y)とする。 4 rCOs Xsipa 5 と また。 よって メーrce(o+ 6 よって x=rcos{a+ 5 67 2/3-3 よって =ー2 2 2 5 5 5 ソ=rsin(a+ 9m ーrsinacosェtrcosasin x 6 tanet V3 =3 2 2 したがって,点Qの座標は |2,3-3 3/3 +2) 2 t (2)点Aが原点0に移るような平行移動により, (4, -3)に移る。 次に,点Q'の座標を(x, y)とする。また, OP'=rとし, OP'とx軸の正の向きとのなす角をαとすると そx軸方向に1,y新 向に-2だけ平行動 る。る siA9 20m3+ (o-) 分 4=rcos a, -3=rsina よって x=rcos(α- 3 T =rcos a cOS +rsinasin T 3 3_4-3/3 3 n istnes+ (A-)n 2 2 y=rsin(a-)=rsinacos A |2 3 ーrcos asin 3 3 a3 π 4、3 +3 0 =-3 -4 2 2 -1 2 訳。 したがって,点Q’の座標は -1 4-3/3 4、3 +3) -3_I 2 移るから,点Qの座標は、 (4-3/3 4/3 +3 -+2)すなわち くーBくり 2 (2-3、3 1-4、3 2 練習 ©147 5 (1) 0<a<, cosα= 13 2 0 1 cos 0. tan 0, tan 20 の値を止。 のとき リ 山

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英語 中学生

早急に(朝までに)お願いします! 見にくい向きになってしまってすみません🙏 プリント全てお願いいたします🤲

学習日 学習日 THIRD STAGE [Readingl FOURTH STAGE CD 5 [Listening] 1次の英文を日本語に直しなさい。 1音声を聞いて, 英文を完成させなさい。 ロ(1) If I were the principal of this school. I would *do away with all the school rules. 2(1) If I near my school, I to get up so early. の(2) If you a Sweater then, you 図(2) If you had done your homework, you wouldn't have had to stay after school. a cold. (3) Maki speaks English fluently cel she 図(3) I miss my elementary school days. I wish I could go back in those days. in America for a long time. 2(4) Aya sings well she a professional の(4) My mother wishes she had had various* experiences when she was young. singer. 図(5) He looks as if he wouldn't hurt a fly. *慣用句. fly「ハエ」 の (5) I my bike in such a nlace の(6) Ben talked as if there had been no problem. 口(7) If I should win the lottery, I would buy you anything you want. lottery 「宝くじ」 の(8) We could never learn to be brave and patient*, if there were only joy in the *ヘレン·ケラー(Helen Keller) の言葉。 world. 2 次の英文の( ) 内の動詞を適当な形に変え,全文を書いたうえで,日本語に直しなさい。 図(1) If I (have) more computer skills*, I could finish this job sooner. (日本語) 口(2) If Jun (listen) to his mother's advice then, he would not have made such a mistake Let's Enjoy 仮定法では, 現在の事実と異なることは過去形を, 過去の事実と異なることは過去 (日本語) 完了形を使うということは理解できたかな.君たちの日常生活において, 事実と違 うことを「もし~なら…」 「あのとき~していれば…」 と思うことはよくあるよね。 仮定法はそんな願望や後悔の気持ちを表すときに使うんだよ. BOOK 3もいよいよ終盤に入ったね. ここまでよく頑張ったね! 「あのときちゃ んと勉強しておけばよかった」 と言わないように, 最後までしっかり取り組もう! English! 口(3) Ms. Tanaka speaks English fluently as if she (be) a native* speaker. (日本語)

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英語 高校生

〈米国憲法の父ジェームズ・マディソンの業績〉 〇で囲っているpressの意味はここでは何にあたりますか?

2 次の英文を読み、設問に答えなさい。 創立の父 “founders" or “framers." The men who created the U.S. Cohstitution are often called the _country's Bat only one framer is known as “the father of the Constitution" He is James Madison.- うVS電法。 Madison did not have the physical appearance of many politicians. He was a short man with a soft voice who had often been sick as a child and young adult. PfoR国難っ He grew up in a wealthy family in Virginia and enjoyed reading and * studying.He went to college at the school that later became_Princeton. For い a while, he did not know what kind of career he wanted. を When the Revolutionary War started between the colonists and the British, Madison's intelligence and knowledge helped him participate in debates about independence and a new American government. He eventually became a member of the Continental Congress. After the Revolutionary War, he urged the Confederation Congress to call °for a convention to strengthen the national government. Tom Howard is an educator at Madison's house in southern Virginia. 「James Madison doesn't enjoy a 1ot of press, he's not somehow historically as well-known as other of our founding statesmen, but he's certainly every bit as important We are not even sure there would be a

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化学 高校生

当量点におけるpHと当量点までに要した0.1M -Na OHの総量がいくらかを聞かれてます。 そもそも当量点の求め方がわかりません。助けてください🙇‍♀️

化が見やすいようにスケールを考えてグラフを描くこと。各座標軸の単位を明記すること。当量点における Hと,当量 ピュレット pH電極 ターの電源スイッ 電後リード すること。 水の pf B0定 水 に。 NaOH を入れて に先うこと。 pHメーター 内部液補充口 み取るときは、 の実験から次に科 /pH 6.868| の 日 g 温度補償電権 リード場 比較電 リード 銀,塩化盤電種 コンセントへ 比較電極内部表 軍C1落) ガラス電 講度補償電権 マグネチッ ク スターラー リード ストッパー 回転子 液絡部 子は使用後。返 グネテイックスタ 図8-2 pH応答ガラス環 の源と同時に 複合電極の構造 図8-3(堀場製作所HPより) 表1 0.1 M - NaOHH の滴下量の目安 (0.05 M - HC1 を滴定する場合) 表2 0.1 M -NaOH の滴下量の目安 (0.05 M - CHOOOH を演定する場合) 0.1 M NAOH 容量 1回あたり滴下量 0.1 M - NaOH 容量 0~ 16 ml 1回あたり滴下量 2ml 0~2ml 16 ~ 18 ml 0.2 ml 1 ml 2~4ml 18 ~ 19.8 ml 0.5ml 0.2 ml 4~16 ml 19.8~ 20.2 ml 2ml 0.1 ml 20.2~ 22 ml 16 ~ 18 ml 0.2 ml 1ml 22 ~ 24 ml 18 ~ 19.8 ml 1ml 0.2 ml 24 ~ 40 ml 19.8 ~ 20.2 ml 2ml 0.1 ml 20.2~ 22 ml 0.2 ml 22 ~ 24 ml 1ml 24 ~ 40 ml 2ml [レポート] グラフ用紙の縦軸に pHl, 横軸には加えた 0.1M- Na0H の総量を目盛り,塩酸, 酸の滴定曲線を描きなさい。 点までに要した 0.1 M - NaOH の総量はいくらですか

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