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英語 高校生

関西学院大学の英語の問題です。 定期テストの初見問題で出た問題なのですがBの(2)の線で引いた問題(空欄補充・画像1枚目の13行目の真ん中辺りにあるgeneration (2) generationの問題です。)の答えがなぜ(エ)afterなのかが分かりません。 どなたか教... 続きを読む

次の英文を読み、 下記の設問 (A~D) に答えなさい。 In the last few decades, people all over the world have been told that humankind is on the path to equality, and that globalization and new technologies will help us get there sooner) In reality, the twenty- first century might create the most unequal societies in history. Though globalization and the Internet bridge the gap between countries, they threaten to enlarge the gap between classes, and just as humankind seems about to achieve global unification, the species itself might divide into different biological types. Inequality goes back to the Stone Age. Thirty thousand years ago, hunter-gatherer tribes buried some members in grand graves filled with thousands of ivory beads, bracelets, jewels and art objects, while other members had to (7)settle for a mere hole in the ground. ( 1), ancient hunter-gatherer tribes were still more egalitarian* than any succeeding human society, because they had very little property. Property is a condition for long-term inequality. Following the Agricultural Revolution, property multiplied, and with it inequality. As humans gained ownership of land, animals, plants and tools, hierarchical** societies emerged, in which small elites monopolized wealth and power for generation (2) generation. Hierarchy, then, came to be recognized not just as the model, but also as the ideal. How can there be order without a clear hierarchy between elites and ordinary people, between men and women, or between parents and children? Authorities all over the world patiently explained that just as in the human body not all parts are equal, so also in human society equality will bring nothing (3) disorder. In the late modern era, however, equality became an ideal in almost all human societies. It was mainly due to the Industrial Revolution, which made the masses more important than ever before. Industrial economies relied on masses of common workers, (4) industrial armies relied on masses of common soldiers. Governments invested heavily in the health, education and welfare of the masses, because they needed millions of healthy workers to operate the production lines and millions of loyal soldiers to fight in the wars. with ti own no (3) of sup horizo partic again A. Consequently, the history of the twentieth century revolved around the ( 5 ) of inequality between classes, races and genders. Though the world of the year 2000 still had its share of hierarchies, it was かなり nevertheless a much more equal place than the world of 1900. In the first years of the twenty-first century people expected that the egalitarian process would continue and even speed up. In particular, they hoped that globalization would spread economic growth throughout the world, and that as a result people in India and Egypt would come to enjoy the same opportunities and privileges as people in Finland and Canada. An entire generation grew up on this hope. Now it seems that this hope might not be fulfilled. Globalization has certainly profited large portions of humanity, but there are signs of growing inequality both between and within societies. Some groups increasingly monopolize the fruits of globalization, while billions are left behind. Already today, the richest hundred people together own more than the poorest four billion. This could get (6) worse. The rise of Al (Artificial Intelligence) might eliminate the economic value and political power of most humans. At the same time, improvements in biotechnology might make it possible to translate economic inequality into biological inequality. Soon the super rich might be able to buy life itself. If new treatments for extending life and for upgrading physical and intellectual abilities prove to be expensive, a huge biological gap might open up between the rich and the poor. By 2100, the rich might be more talented, more creative and more intelligent than the less advantaged. Once a real gap in ability opens between the rich and the poor, it will become almost impossible to close it. If the rich use their superior abilities to enrich themselves further, and if more money can buy them more efficient bodies and brains, B B V

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数学 中学生

 確率 塾技解説…のマーカーで引いた部分の4はどこから出てきたのか教えてください

塾技 33 場合の数・確率 ② 順列 異なるn個のものから、 異なるr個を選んで並べる並べ方を順列 (permutation)といい „Pで表す。 „P,=nx(n-1)x(n-2)x...×(n-r+1) 個の積 組み合わせ 異なるn個のものから、 異なるr個を選ぶ選び方を組み合わせ (combination)といい n C で表す。 塾技 解説 „C₁ = P² Pr nx(n-1)x(n-2)x...x(n-r+1) rx(r-1)x...×2×1 = 場合の数・確率の問題には ① 選んで並べる問題(順列の問題という), ②選ぶだけで, 並べる順序は関係ない問題 (組み合わせの問題という)の2つのパターンがある けた ①の例 ① 1 2 3 4 5 の5枚のカードから3枚選んで3桁の整数を作る。 何通りの整数が作れますか。 この例は,3枚選んで、順に百の位・十の位一の位と並べるので順列!よって, P3=5×4×3=60 (通り) GALER ②の例 A,B,C,D,E の5人から3人を選んでグループを作る。 何通りのグループが作れますか。 この例は,5人から3人選ぶだけなので組み合わせ よって, 12 = =10 (通り) 3×2×1 5P3 (5人から3人を選んで順に並べる並べ方)5×4×3 5Cg= 3P3 (選んだ3人の並べ方) 3P 3 で割る理由は,重複があるから。 例えば A,B,Cの3人を選んで並べる並べ方は, (A,B,C), (A, C, B), (B, A, C), (B,C, A), (C, A, B), (C, B, A) の6通り あるけど, グループとして考えたらどれも同じ3人だよね。 だから、 異なる3人を並べ る並べ方 (3P3) で割るというわけなんだ。 入試 問題1 るか 「解」 両端 男

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