(2)(3)が分からないです。 なるべく式などの省略無しで教えていただきたいです。お願いします!!

以下の2次関数 f(x) に関する以下の問いに答えよ。なお, aは正の実数 である。 「(x) = x-8ax + 15a° 2-60 515a a 4 for (1)f(0) = 60 のとぎaの値を求めよ。 dng -1 2 fe assogi (2)(1)のとき, 点P(6. -1)を通る傾き m の直線が, 放物線y=f(x) と1つ以上の共有点を持つための mのとり得る値の範 囲を求めよ。 a. Just ms 20 21, 22 23 < m ree for (3)(2)のとき,点Pを通り放物線 =f(x) とただ1点で接する2つの 直線の傾き m, m, と,おのおのの場合の接点の座標を求めよ。なお, m,< m,である。 cep vapiresaway if the Garlie could aleo be nabbed on places holes re worn 傾き m, =24 25のとき 接点(26, 27) 傾き m,= 28 2のとき followiag is a major difference 接点(0. 1 2)

答え合わせがしたいので教えてください🙇‍♀️

Come under this heading, and are spending an average of 4 hours each day on care. 60% d of second-year public junior high and 4.1% of second-year public senior high school students |I|次の文を読んで、あとの問いに答えなさい。(~~~~のついた語句は文末に注があります。 |was to create opportunities for the yOung to talk to a school social worker about the domestic issues that were keeping them from attending class without young people who are obliged to help with the care of a family member. It reports that 5.7% has revealed one very different reason for absence, and that is the increase in the number d In its latest study, the Japanese government is making an effort to identify the rees for long-term absence from school. Long-term absence at elementary, junior and senior high levels has various causes, not least of which is the ongoing coronavirus pandemic. The study ow the former, and more than half of the A are looking after a younger brother or siste- though the exact figure is not known. The Asahi Shimbun's article of April 14", 2021 also described the case of one shudee who was looking after a grandparent with dementia because both her parents were working and her absence from school was because she could not get up in the morning. Instead of being treated as a separate reason in itself, like a student's refusal to attend school, or sickness, or economic considerations, family care is put into the category of 'other B to highlight the problem. Despite the recent introduction of reasons'. This does not school social workers, and the understanding that domestic issues are often at the root of school absence, much more needs to be done to provide support to enable these young carers Japanese society still expects the C to have enough time to spend on their studies. family to care for its members. The mental health of these young carers is an important issue, though this problem cannot be solved unless the whole domestic environment in which they are placed Is improved. This has led to the criticism that. although the government study may hdVC nelped to identify some of these young carers, there is not enough actual support bes offered. AS early as 2015, Minami Uonuma City conducted a survey which tried to ldeirers) specific cases in which young children were acting as carers. and then started to p them with real support. D the fear that this might reflect badly on their family.

for me を途中で入れる時と、最後につける時って何が違うんですか、？IT is 〜 のやつは分かるんですけど、 例えば写真の文はなんで途中なんですか？🙇‍♀️🙇‍♀️

この仕事は私には難しすぎます。 diffcutt for This work is T00 do. me TO

どこを読んだら答えに導けますか？ 答えは1がenjoyed.2がeasy3がstoryです！ 長文のコツを教えてください、、

restaurant was on the first floor in the hotel. When we got to the hotel, we tried to find the 次の英文は,中学生の真紀(Maki)が, 夏休みの課題として,イギリス(the UK)を旅行したこと the restaurant was. She said, “The restaurant isn't on this floor. Please *go upstairs, On our first night in London, my family went toa restaurant in a hotel. My father heart ) restaurant on the first floor for a long time, but we could not find it. So I asked a woman We went upstairs and found the restaurant. We enjoyed dinner there, *garden. His family welcomed us and they made us lunch. We had lunch in the garden. It was エ from) Mr. Brown. He said His name is Mr. Brown B[ A[ (2)本 えなさ 4 とに(注)があります。 (56点) (3)本文中 I visited the UK with my family this summer. (4)本文 記々 We visited his family during our stav in the UK. I had a very good ue. about the restaurant ① (ア on イ since ウ for the ア A a but I did not know why the restaurant was on the second floor. The next day we visited Mr. Brown's house. Around his house, B beautiful was a SO nice. After lunch, I told Mr. Brown about the restaurant we C | the first night in London. I asked him about the floors. “Whyis the restaurant on the second floor:" He answered. “On the second floor? "I did not understand what he meant. Then Mr Brown said, "Oh, I see. The first floor in the UK is the second floor in your country. Im sorry ] didn't tell you about that." I was a little surprised to hear this. "As you know, we have many *castles in the UK. A long time ago, each castle ② (ア have イ has ウ had エhaving) its *entrance on the second floor. People went up to the second floor when they wanted to go into the castle. So the second floor is called the first floor. It's one example of *British English," said Mr. Brown. His story was very interesting to me. I said to him," he told me 3(ア another イ other ウ others I many) example of British English. C “Sure," he said. Then We enjoyed talking with each other. Now I understand that people in the UK speak British English. It's a little different from the English I am learning in Japan. I also enjoyed *communicating with people in English during this trip. I want to know more about the UK through English. In the future, I would like to visit the country again. It was a wonderful summer vacation.

ここわかる方いますか？

標準問題 1日本語の意味に合うように, ( )内に適切な語を入れましょう。 1.私は冷たい飲み物が欲しいです。 Id like ( ) drink. 2.ダニエルはその車を買うために一生懸命仕事をしている。 Daniel is working hard in ( ) buy that car. 3.彼らは何度も試みたが,結局大失敗に終わった。 dolom They tried many times ( 4.その話はうますぎて本当だとは思えない。 ) good( ) fail miserably. That's( ) be true. 2日本語の意味に合うように,( 文字で始めています。 )内の語(句)を並べかえましょう。ただし,文頭にくるべき語も小 き語も 1. 医者は私に長期の休養(rest)をとることを勧めた。 (take / to / advised / me / rest / a/ the doctor / long). 1odat 2. その知らせを聞いてとても残念に思った。 (was / I/the / sorry/ to / hear / news / very ). 3. 私の息子は成長して立派な医者になった。 (a/be/ good / doctor / to / son / my / grew /up). ot 0EL 03DI 32つの文がほぼ同じ意味を表すように,(aic)内に適切な語を入れましょう。 1. I woke up and found myself in the dark. I woke )myself in the dark. (不定詞を用いて) up 2. Tom's grandfather is rich enough to own the baseball team. Tom's grandfather is ( LCAJ) (でー) ) he can own the baseball team. 9d 3. Latin is so difficult that we cannot master it. 途+ ot Latin is ( ) difficult ( ふ ( ). ※ Latin ラテン語, master 修得する 開き +30 bissta sd 同+ qlad toanso 開 + og ai91adT 開 +aon ei J1 +0 開 + 53

こちらの問題の解説をお願いします。

【注) developing…開発途上の successful………成功した rural………農村の product……生産物, 製品 leather……なめし革, 皮革 organic cotton…有機栽培の綿 benefit~… ~のためになる developed………先進の Ethiopia……エチオビア(国名) major…主要な sheep skin……羊皮 material………材料, 原料 sole………靴底 pay……賃金 motivation……意欲 community………地域 hire~……….. ~を雇う cycle……循環 空欄 B にあてはまる最も適切なものを, 次の中から1つずつ選び, A 問 それぞれ正しい形にかえて書きなさい。 (各3点) break lose find catch build look grow spend

こちらの問題の解説をお願いします。

【注) developing…開発途上の successful………成功した rural………農村の product……生産物, 製品 leather……なめし革, 皮革 organic cotton…有機栽培の綿 benefit~… ~のためになる developed………先進の Ethiopia……エチオビア(国名) major…主要な sheep skin……羊皮 material………材料, 原料 sole………靴底 pay……賃金 motivation……意欲 community………地域 hire~……….. ~を雇う cycle……循環 空欄 B にあてはまる最も適切なものを, 次の中から1つずつ選び, A 問 それぞれ正しい形にかえて書きなさい。 (各3点) break lose find catch build look grow spend

1番下の段の、「panel」とは、ここではどのような意味でしょうか？？

laugh when we are speaking English./So, ESS will invite some professional public のSさ3 speakers to our Humor Workshop, You will identify differences between the Japanese の3. sense of humor and Western ones. You will exploreJaughter at its deepest level with our panel of experts and learn easy tactics to make people smile andlaugh!/ m D.1

すいません！至急なんです！これの日本語訳を教えて欲しいです😖🙏🏻

1次の各文の()内の語句を適当な形にしなさい。 1) If I (be) you, I would apologize to him. 2)If he knew your phone number, he (may invite) you to his party. 用期の 3) If we (have) enough time, we could visit the museum. 4)I (can eat) fresh fish more often if I lived near the sea. 回次の各文の( )内の語句を適当な形にしなさい。 1) If I had been free yesterday, I (will call) on you. 2) If it (not snow) yesterday, we could have gone fishing. 3) If Jane had had enough money then, she (may buy) the coat. 4) If the train hadn't been late, I (can come) home earlier. 3 My life (will be) completely different( now) if I (read) this book in my childhood. コ 注)

英検二級の英作文の問題です。 添削お願いします。

4 一次試験·筆記 問題編 p.32 トピックの訳 若者は自分の将来の職業について考えることにもっと時間を使うべきだ と言う人がいます。あなたはこの意見に同意しますか。 ポイントの訳 教育 収入 技能 解答例) I do not think that young people should spend more time thinking about their future careers. First, schools already offer career education. For example, there are classes where students can learn about jobs and careers, and schools often invite guest speakers to talk about their experiences in society. Second, young people should try different kinds of jobs instead of only thinking about a future career. By experiencing these jobs, they d songuo can find what skills and abilities they have. In conclusion, I do not believe young people should spend a lot of time thinking about their future careers. 解答例の訳 若者は自分の将来の職業について考えることにもっと時間を使うべきだ とは思いません。第1に、学校がすでに職業教育を提供しています。 例 えば,学生が仕事や職業について学ぶことができる授業があって,学校 は社会での経験について話してくれるゲストスピーカーをしばしば招き ます。第2に,将来の職業についてただ考える代わりに, 若者はさまざ まな種類の仕事を試してみるべきです。これらの仕事を経験することに よって,彼らはどんな技能と能力を自分が持っているかを見つけ出すこ とができます。結論として, 若者は自分の将来の職業について考えるこ