（5）についてeat the foodsではダメですか？

erdeen me we w break ma 東京医科歯科大 One reason may be breakfast's nutritional value-partly because cereal is Tarified with vitamins. In one study on the breakfast babits of 1.600 young people Julete, vitamin C, iron and calcium, was better in those who had breakfast in the U, researchers found that the fire and micronutrient intale, including of regularly. There have been sämiäer finelings in Australia, Brazil, Canada and the Breakfast is also associated with improved brain function, including concentration and language. A review of 54 studies found that eating breakfast can improve memory, though the effects on other brain functions were inconclusive. However, one of the review's researchers, Mary Beth Spitznagel says there is "reasonable" evidence breakfast does improve concentration-there just needs to be more research. "Looking at studies that tested concentration, the number of studies showing a benefit was exactly the same as the number that found no benefit," she says. "And no studies found that eating breakfast was bad for concentration." What's most important, some argue, is what we eat for breakfast. High-protein breakfasts have been found particularly effective in reducing food fravings and consumption later in the day, according to research by the Australian Commonwealth Scientific and Industrial Research Organisation. While cereal remains a firm favourite among breakfast consumers in the UK and US, a recent Which? investigation into the sugar content of 'adult' breakfast cereals found that some cereals contain more than three quarters of the recommended daily amount of free sugars in each portion, and sugar was the second or third highest ingredient in seven out of 10 flaked cereals. 5)PV But some research suggests if we're going to eat sugary foods, it's best to do it early. One study found that changing levels of the appetite hormone leptin in the body throughout the day coincide with having our lowest threshold for sweet food in the morning, while scientists from Tel Aviv University have found that hunger is best regulated in the morning. They recruited 200 obese adults to take part in a 16-week-long diet, where half added dessert to their breakfast, and half didn't. Those who added dessert lost an average of 40 lbs (18 kg) more-however, the study was unable to show the long-term effects.

所々分からない部分があるので教えて欲しいです よろしくお願いします🙏

Work Complete the sentences below to match the Japanese. If everyone ( ) best-before dates properly, we ( waste. ) all children ( I( 1. 誰もが賞味期限を正しく理解していれば、フードロスをいくらか防ぐことができるのに。 2. すべての子どもたちに食物の安全な取り扱いについて学ぶ機会があればなあ。 3. 水問題についてまるで他人事のように話すべきではない。 4. この最新のオーブンレンジがなければ、より多くのフードロスが生じるでしょう。 We should not talk about water issues ( business. ) ( ) ( ) not ( there would be more food waste. ) a chance to learn about safe food handling. ) prevent some food 3.〈状況〉水問題について議論するハルトの様子を描写します。[be] Haruto is discussing water issues as if he ) they were none of our B Complete the sentences below using the verbs in the brackets. 1. <状況> もし自分がお金持ちならどんなことをするかを述べます。 [be, donate] If I rich, I 2.〈状況〉フードロスを減らすためにできるとよいことを述べます。 [plan, avoid] I wish everyone _unog srij their meals and 4. 〈状況〉もしその村に井戸がなかったら,と考えます。 [be, have If it for the well, villagers ) this latest microwave oven, to fight against food waste. impulse buying. an expert. access to drinking water.

◾︎1と2の答え教えて頂きたいです。お願いします

1 日本語の意味になるように,空所を補い,英文を完成させなさい。 (1) 日本と香港の間には, 1時間の時差があります。 (he teache) ( ) a one-hour time difference between Japan and Hong Kong. Jasbls97d waived juorliw foorbe of og valdlau taldigərab vor (2) コンサートには何人いましたか。 トには何人いましたか!! How many ( ) ( ) ( (3) 明日, 私たちは化学のテストがあります。 ) ( 3) at the concert? S ) a chemistry test tomorrow. ) pale upon hearing the RAND A anob edⓘ abib radiom edT O KOŲ VENGO UNA 2 []から適切な動詞を1回ずつ選び、 必要ならば適切な形に直して英文を完成させなさい。 (1) Her dream finally ( ) true. (2) The clouds( thicker and thicker yesterday morning. the news. (3) Bob ( 991 101 290iliont et toge a (4) Keep the milk in the refrigerator so that it won't ( [go/turn / become / come ] ) bad. Ho toy foodbae adT F+A+wolls Ung E

(１)どうやったら、項数が34って分かるのですか？ 普通に66-33したらいいのではないでしょうか？

ゴ} = d れ 差数列の利用 (倍数の和) 例題90 100から200までの整数のうち、 次の数の和を求めよ。 3で割って1余る数 針等差数列の和として求める。項数に注意。 初項 α 末項1のとき S=1212 ¡n(a+l) を利用。 In 項数 (1) 3で割って1余る数は 3・33 +1, 3・34+1, 3-661 (22または3の倍数 →初項100, 末項 199, 項数 66-33+1=34 から上の公式利用。 2または3の倍数の和) =2の倍数の和)+(3の倍数の和)(2かつ3の倍数の和) (1) 100 から 200 までで, 3で割って1余る数は 3・33+1, 3・34+1, ......, 3·66+1 これは,初項が3・33+1=100, 末頃が3・66+1=199, 項数が 66-33+1 = 34 の等差数列であるから, その和は 1 このしっぴゅですかく (2) 100 から 200までの2の倍数は ・34(100+199)=5083 ･51(100+200)=7650 基本8992 その和は11/17(102+198)=2550 - (1) S. =1/n(2a+(n-1)d) を利用。 初項 100, 公差 3, 項数34で あるから 2.50, 2.51, ..., 2.100 これは,初項100, 末項 200, 項数 51 の等差数列であるから、初項250=100, 末項 2.100=200, 項数 100-50+1=51 よって ① ② ③ から 求める和は 11 7650+4950-2550(*)=10050 2 =5083 6･17,618, ・･････ 6･33 これは,初項 102, 末項 198, 項数 17 の等差数列であるから、 3 521 34(2-100+(34-1)/3) 121.5 その和は 100 から 200 までの3の倍数は 3.34, 3.35, 3.66 これは,初項 102,末項 198, 項数 33の等差数列であるから,初項3･34=102, 末項 3.66=198, その和は ・33(102+198)=4950･ 2 100 から 200 までの6の倍数は どうやって エネとも food 数 66-34+1=33 3意 12 2と3の最小公倍数は 6 (*) 個数定理の公式 1--2010 n(AUB)=n(A)+n(B) on (A∩B) [数学A] を 用する要領。

英検２級のライティングです。 添削をお願いしたいです😿

It is often said that restaurants, and supermarkets should try to reduce the amount of food that they throw away. Do you agree this opinion? I agree the opinion that restaurants and supermarkets should try to reduce the amount of food that they thinw I have two reasons to support this opinion. Firstly, It is bad for the enviroment two throw away the food. To throw away the food lead to global warming Secondly, reducing food waste is one of critical factors Developing contries have a lack of safe food If wealthy countries reduce the amount of food that they throw away, people in developing countries will happy. for these reasons f mentioned above, I believe that we should reduce the amount of food that the restraunts and supermaket's throw away,

この問題の(4)なのですが、 I will try anything faster than any other student in my class. どんなことも他の人(クラスメート)よりも早く挑戦する と解答したのですが、あっていますか？ 添削お願いします。

19 ハルナ(Haruna) がヒューズ先生 (Mr. Hughes) と話をしています。この対話文を読んで、 [1]~[(3) に入る最も適当なものをそれぞれあとのア~エのうちから一つずつ選び、その 符号を書きなさい。 また、対話文の内容に合うように、 (4) に入る言葉を英語で書きなさい。 ただし、語の数 は10語程度(.?! などの符号は語数に含まない。) とすること｡ Haruna Mr. Hughes, do you have time ? Mr. Hughes Of course. Do you have any questions? Haruna:Yes, at the end of the class, you said, "Be the first penguin." (1) Mr. Hughes: All right. You know penguins, right? Penguins are birds that cannot fly but car swim in the sea. Haruna Yes, of course. I have seen them in an aquarium. Mr. Hughes : Some people say that there is no leader in the world of penguins but that is not true. When they catch food or run away to a safe place, one penguin moves first, and then the rest of them (2) Haruna Mr. Hughes: Wow, that's very interesting. For example, (3) | to jump into the sea to catch food because there is sometimes danger in the sea. But when one brave penguin jumps into the sea, all 0000/r

（1）（3）〜（6）教えてください

2 次の英文を読んで,あとの各問いに答えなさい。 Nancy and Saori are fifteen years old. Nancy came to Japan from New York last week. They are *neighbors. (1) Yesterday Saori invited Nancy to a welcome party. When Nancy came to Saori's home, Saori's mother said, We are going to have a party for you.” “Hi, Nancy. Today I'm going to 5 make sushi,” said Saori's father. Then Saori asked, “Do you like sushi?” “Yes, I like it very much, " Nancy answered. Then Saori's father went to the kitchen with Saori's mother to make sushi. Nancy and Saori went to the *living room and enjoyed ② (talk). Nancy asked Saori, “I have never made sushi *myself. “No, it's easy. Let's try next time,” said Saori. (3) An hour later, Saori's mother (to / to / told / come / the table / Nancy and Saori). When they *were ready to eat, Saori said something. “What did you say?" Nancy asked. “I said, Itadakimasu. We say it before eating.” Nancy said, “What does it mean?” Saori thought for a while and said, “*Maybe it means 'I will eat it.' It's an *expression to use before eating.” “Is there an expression to use (⑤) eating?” “Yes, Nancy. It's 'Gochisosama. It means ‘It was good food,' I think.” “Oh, I see. I've just learned two new Japanese expressions." Then Nancy said, “Itadakimasu,” and started 15⑥(eat). 10 〔注〕 neighbor 隣人 living room 居間 myself 私自身で ~ be ready to 〜 〜する準備ができている maybe たぶん expression 表現、語句 ① に適する文をア~エから選び, 記号で答えなさい。 (1) ア You are welcome. イ Nice to meet you. ウ Excuse me. (2) ②, ⑥の()内の動詞を,適する形 (1語) になおして書きなさい。 ② talking ⑥ eating (6) (3) 話の流れに合うように, ③に適する疑問文を書きなさい。 I I'm sorry. ( ) 8 (4) 下線部④が意味の通る正しい英文になるように,( )内の語句を並べかえなさい。 An hour later, Saori's mother (5) (⑤) に a で始まる適する1語を書きなさい。 (6) 本文の内容と合うように、次の問いに3語の英文で答えなさい。 Was this the first time for Nancy to eat sushi? SOMNB ******* et aid?

This is the only food. This is only the food. この二つの違いを教えて欲しいです。なぜそうなるのかも知りたいです This is the only food. This is only food. は違う意味になりますか？

この問題で解説だとレンツ・ファラデーの法則による誘導起電力の公式V=|-ΔΦ/Δt|で解いているのですが、 問題文から磁束密度がBで一定と書いてありかつ、導体棒が磁束を横切るのでローレンツ力による起電力V=vBlで解くのではないのですか？

物理 問4 長さ2ℓのまっすぐな細い棒 OPQ がある。 OP部分は長さlの不導体でで きており, PQ部分は長さlの導体でできている。図4のように、この棒 表の向き) の磁場(磁界)中に水平に置いて、 水平面内で点0 を中心として 印の向き(図4の反時計回り)に一定の角速度で回転させる。このとき, PQ間に生じる誘導起電力の大きさはいくらか。 また、点Pと点Qはどち OPQ を 磁束密度の大きさがBで一様な鉛直上向き(紙面に垂直で裏から W らが高電位か。 これらの組合せとして最も適当なものを,後の①~④のうち から一つ選べ。 4 O 誘導起電力の大きさ / Bl² w 1/ Bl ²00 32 2/Bl³ co 3 Blu 高電位 P Q P Q -G =220² MOL V url= 2 Blw² 1/tw. Al

模範回答だと和積を使うようなのですがこれでも良いですか？

(1)0°<x<180°0°<y<180°のとき, sin(x+y)<sinx + siny が成り立っ ことを示せ. (2) x>0°,y>0°,²0° で x+y+z <180° のとき, sin (x+y+z) < sinx + siny + sinz が成り立つことを示せ. (宇都宮大)