写真の文章の「〜に」はfor〜で表す　to〜で表す とあるのですが何が違うのでしょうか？

(1) make などの動詞の SVO 102 の文は、2つ目の目的語 「物 (を)」 を主語にして受動態をつくる。 → This cake was made for me by Kate. (｢~に」 は for で表す) ... • Kate made me this cake. (2) give などの動詞のSVO 10 2 の文は、 1つ目の目的語 「人(に)」 を主語にした受動態もつくる。 ... ・･ Tom gave her a cap.Acap was given to her by Tom. (｢~に」 は to ~ で表す) / She was given a cap by Tom. ✰✰✰✰✰✰✰✰***

この問題分かる方がいましたら答えを教えて頂きたいです🙇🏻‍♀️

please. Please tell him that (5) We are likely to have a warm winter this year for the first time ( ). je to do! Din ten years 2 over ten years' period 4 ten years ago 3 past ten years (6)( 1 Anyone (8) But ( ) asked Michael about the matter, he wouldn't say a word. 4 Whoever order (7) My father would not (e) me go out with Tom. 1 let 2 allow 3 prevent 1 against (10) ( 2 Even if in de con (9) Miki and her family ( answer. could go 1 Either 3 should go ) it is fine or not, the football game will take place. 2 Neither 3 Though 3 However ) the rain and cold wind, we would have had a nice holiday. 2 from 3 of 2 must be (12) ( ) will be elected as the next chairperson? 1 Do you think who 3 Who do you think 4 resist [14) To read a foreign language is ( 1 few 2 one (13) Here's your medicine. Take one capsule three times ( a day 2 at a day 3 by a day him? ) out of town. I have called several times, but there is no carica s (11) It's ( ) that I'd like to take my dog for a long walk. such a beautiful day 2 a so beautiful day 3 such beautiful a day 4 a beautiful day so 3 other 4 would be 2 Do you think whom 4 Whom do you think 4 for ASU (8047) 4 Whether c CORSET (立教大) ) thing, to speak it is quite another. 4 some 5 this (摂南大) (西南学院大) TWI ), after each meal. 4 for a day (南山大) (獨協医大) (高知大) (国士舘大) (東北学院大) (武蔵大)

教えてください！！

1 英文中の空所に入る適切な語または語句を選択肢から選びなさい。 1. ( ) is the name of your teacher? →184 How 2 What 3 Which 4 Who (JE) ) is the capital of the USA? →184 2. A: ( B: It's Washington D.C. What 2 Where 3 Who 4 Whose (###★) 3. This little dog is so cute. Do you know ( why 2 whose 3 which 4 how (**) ) dog she is? →184 4. A: Who's that? B:( ) →184 1 That mine. That is his car. 3 That's his sister. That's his sister's. (E) 5. I cannot understand ( ) the price of oil has risen so much. →185 1 whether 2 when 3 which why (*) 6. A: ( ) can I find a pay phone around here? →185 B: Just around the corner. 1 Where 2 When 3 What 4 Which (IX) 7. How ( 1 much 2 many 3 far 4 long (***) ) does it take to get to Oxford University? →186 8. How ( :) have you placed a personal ad on the Internet? →186 1 few times 2 many time 3 many times 4 much time (*) 9. How ( ) will the next train for Nara leave? →186 1 far 2 long 3 often 4 soon () 10. You can only imagine ( . 187 〈大阪経済法科大 > I was excited how 2 how was I excite 3 I was how excited 4 how excited I was 11. If you do such a thing, ( ) people will say? →188 (#) 1 do you think how 2 how do you think 3 do you think what what do you think

grammar collectionの第11章接続詞のpracticeの答えをしりたいです🙇

n #1 Practice ① 英文中の空所に入る適切な語または語句を選択肢から選びなさい。 1. They are not crazy, () are they fools. 1 or 2 nor 3 both 102 2. Hurry up, ( ) you will be in time for the train. 1 and 2 if 3 or 3. He is always busy ( ) within and outside the country. 4 and both <東邦大) both of 2 the both 3 both plnil vsy and yuuuoo eid ),19tew to vinslq eri vunos 16AT 4. Many students in the class could ( ) locate the country on the map nor name its capital 79V9WOD city. 1 both 2 either 3 longer OHNSON VEL 5. () Bill accepted our offer was a big surprise to us. 1 When 2 If 3 What 7. The waiter asked me ( ) I would like some coffee. 1 if that 3 what glidw 8. He asked me ( 1 whether 4 That 6. His new movie is different from his last one, ( ) it's based on a true story. 1 in that 2 for that 3 of which with which ) she was coming or not. 2 then 3 what 9. I like to go up in the mountains ( 2 when 1 however Point 10. I have known that gentleman () he was a little boy. 1 when 2 from 3 during either 4 but 11. My daughter didn't start to eat ( ) I got home. 1 by 2 of 3 until 12.() she comes, the job will be 1 Until 2 In front of 4 neither finished. ) there is some snow. 3 how 4 which 4 who 4 that 4 since 4 during <新潟薬科大) BATT 3 Because of 4 By the time <近畿大) 105 〈昭和大〉 105 <法政大) 107 < 東京理科大 〉 107 < 広島修道大 > 108 〈立正大〉 108 <中京大 10 <大阪商業大 <新潟薬科

夜分遅くにすみません。 なぜ、この（4）問題は電荷数をそろえるのかが わからないので、そこの部分を教えて頂きたいです。 よろしくお願いします。

78 化学反応式の係数 次の化学反応式の係数a,b,c,... (1) a C3H+602 cCO2+dH2O (2) NH3+602 a Al+bH+ (3) aFeS2+6O2 cFe2O3 + d SO2 of aA1- - を求めよ。 CNO+H2O 85 CAP++dHz 水酸

1行目の｢never｣と｢further than｣はどういう意味で使われていますか？訳を見てもいまいち分かりません。

Come Visit Kauai Island! Most visitors to Hawaii never get further than Oahu island, home of the capital city Honolulu. Oahu is great it has amazing shopping, great restaurants and the volcano park but I still think these visitors are missing

問題を解いたのですが答えが分かりません( ˘•ω•˘ ).｡oஇ 教えてください🙏

4 「大人になると失われる赤ちゃんの能力を維持する方法 These recent studies have certainly changed the traditional image of babies: they know nothing and cannot do anything. If we try to sustain babies' abilities into adulthood, we may be able to improve our capacity as human beings. For example, if Japanese babies are exposed to English along with Japanese, they may be able to hear the difference between "r" and "1" sounds even when they become adults. 8 11 five senses !? 日本の赤ちゃく Part 7 many 10 Parents in the U.K. often make "treasure baskets" for their babies. They are baskets with items that will appeal to babies' five senses. Seeing, touching, hearing, smelling, and tasting may stimulate children's sensitivity to their environments. Parents believe that treasure baskets will help babies keep their innate cognitive power as they grow up. 9 These are just two examples. It is time that we should look at babies' capacity more carefully so that we can learn from them and realize our potential more fully. 15 cognitive power 5 Ata 15 sustain [sǝstéin] adulthood [ǝdálthùd, adal capacity [kəpæsəti] Cc E basket(s) [bæskit(s)] item(s) [áitəm(z)] appeal [ǝpí:]] stimulate [stímjulèit] sensitivity [sènsətívəti] innate (inéit] fully [fúli] C

（1）の解説の3行目、sとtで表したあとの式がどうやって出てきたのかわからないです。式変形などもあれば段階ごとに教えて頂きたいです。お願いします🙏

交点と 26 △ABCにおいて, 辺AB を 4:3 ベクトル に内分する点をD, 辺ACを3:2に 内分する点をEとし、 2つの線分 CD, BE の交点をPとする。 また, 線分 AP の延長と辺BCの交点をQとする。 AB=1. AC =cとするとき で表せ。 で表せ。 (1) AP (2) AQを ポイント③ 線分の交点の位置ベクトル 3858AZA CAP 3 B 4 3 DE P Q 2 C (1) P を線分BE, CD のそれぞれの分点と考える → BP : PE=s : (1-s), CP : PD=t: (1-t) として, APを6で2通りに表す。 (2) Qは直線AP 上の点→ AQ=kAP とおく。 Qは辺BC上の点 B BQ: QC=u: (1-u) とする。

(2)の文章構造を教えて欲しいです。 コロンで挿入されている部分が特に分かりません。 if〜は名詞節を導けますか？

One recent Halloween my five-year-old son entered a *pumpkin-decorating contest at his school. He proudly took his entry to his school. It was a wild combination of *carvings, paint and feathers which he had constructed himself. We placed it among the other creative pumpkins witches, a snowman, and even a 5 bubble-gum-blowing pumpkin (wearing a baseball cap. I thought that the judges were going to have a tough time choosing a winner. They must have thought the same thing, because when we returned to the school that evening, we discovered all the pumpkins had been awarded the same black-and- gold ribbon>My son, eagerly looking to see if his entry had won, kept asking me, 10 "Which pumpkin won? Where's the winner?” What could I say? "Well, it looks like everyone won. Look. You got a ribbon, son!" Kids are smart. "Yeah, but who won?" he asked. I could sense his disappointment - and my own. Why have a contest if you're not going to pick a winner? > I understand that the school was trying to convey that everyone had done a great 15 job, but I worry [that (3)ª a different message was sent that losing is a hardship no one O should face 7

下線部を訳す問題で、赤い所の単語が分かりませんでした。 そんな時は、どのように訳せば良いですか？

91 5 次の狩猟に関する英文を読み、以下の設問に答えよ。 (配点 60点) It's November, opening morning of deer hunting season in Wisconsin I'm in my treestand just inside the woods, /very close to open land which does not allow hunting. White-tailed deer live on the open land all year, and my treestand is just above a route they often use to escape when feeling threatened. and/A As they move I see, six white-tailed "does with a 10-point buck in the open land/ farther away, am curious:/What would they do if I shot into the ground? My gunshot echoes in the narrow valley making it difficult to pinpoint the source of the noise. After the sound settles, does burst through a gap in the woods and disappear into the bushes below my stand/ I hold my breath as the buck quarters toward me I feel lucky but also regretful in a clearing only 25 yards away. I take the shot. that my anticipated long day in the woods is over, with plenty of processing work (2) ahead. Admittedly, along with luck, my understanding of resident deer habits helped me punch my buck tag. A modern hunter with knowledge of whitetail behavior and sophisticated modern weaponry can successfully ambush deer. /That raises questions about human hunting capabilities. Do modern humans have the のうりょくこ capabilities physical and sensory of ancient hunters? Or have we lost those skills because of our reliance on technology? My short answer to both questions is yes. (3) Recent analyses from archaeological sites in Olduvai Gorge, in East Africa's 考古学 Great Rift Valley, established the capability of humans living nearly 2 million years ago to ambush "wildebeest-size prey using simple wooden spears at close range. I believe that humans today still possess the capabilities of the ancients. Those skills