間違っているところを教えて欲しいです！ 問5 の写真を掲載することができなかったので ここに書きます。 内容一致するものを選べ。 ①sharing work spaces and changing office seating arrangements can be e... 続きを読む

re作がが Af eeently memative work se are _giving workers。 the opportumitxto 5 wordn Totally different enyironmentoy Imagine maing_a_cup_of_cofleein し your kitehen> and tarting<o workXby turning on your computeWn your でiee at home> This reeenb nend js でalled telecommuting"_or "teleworking: Borme_companies。have closed, their othes。and an<6f theip employees_and managerBc are 1eeommuting。 Other companies have _assigned, certain が mmmee ・ "YOHISXGm this way> Taleonmmuting eliminates the_rush_hour emmute<or workery and Rave companies thouaands<of dollarsxin rent>and てoe apaeo wm more companies consider woriing@t home or other alternative work style8% Does this earew the adiGonal work style il fade awav<in the fntur史 A number<Gf companies are using,a /。 mombination,f traditional and alternative work styles> Many_workers_and eompanies。 are_looking_for more flexibility to_help make their_work land _Personal lives more convenient。 efficient_and__productive..Some companies 。 ddaim | that alternative_work_styles。 lead to higher_productivity.| These_new working styles les are_aready_being_practiced3n many Memy companies> Alternative work styles。 十in poBGlarty because the | technology supports 人ndl (mm) workers spend <@bout 40 years of their lives in jobs so the work_enwironment i9 _an mportant concera. This_trend has created other_alternative woring_styles nluding fopen seating' or *hotdeskingy YoHfcingy "hoteingy and oo- OHaingのOpen seating'sor "hoddeekingtis a svetemwhene workery do not have aeqigned deeks> They tome imi。 he_oHioe and et a gup of deeka om a fms fyeemrel bagd) AmotNer eindar coacept is noble deeka r can_be moved into diHerent_arrangements <for hme (dho) hawe_prven<to be ethenKfr gr companies ae

英作文の添削お願いします💦 下に書いてあるピンクの文字が私の言いたいことです!! 文の順番は気にしないでください!!

に 2 Eeeみた _ok 2Me% ee の人 と2のとる 放徐ro _W.? 八。 (つむ(宅の 2 ク 2フ2ダク。 2 7e7 re のe fer rp 。 gm 42 (2名 2 人 アズ ye ne sr 信和に 本 を7 80 語以上書きましょう

答えがなくて困ってます。 教えてください

次の英中の案所+ 8 ほる適するものを次買の語群から選びなきい。 ただし、同じる せん firally the lttle mermaids fiteenth birthday arrived。Her grandmother made her a present 9 3 wrcath of white jiiesf、and she rose ro the surface as jightly as a bubbleina( 1 )oi at The sn had just set and clouds were tinged with* gold and red。 The evening star we ( 2 brightly.and he air was very calm。The sea was as smooth as The jittle mermaid looked 8 Not far away was a threeumasted ship、the sails moiionleSS She could hear faint music。 and as it grew darker hundreds ot Hittle colored lamps were lit making ihe ship appear all he more lovely。、The litlle mermaid swam closer のee she was alongside the ship。she ler the gentle swell ift her* so that she could look in through gporiholel Inside were many inely dressed people. but her eyes ftxed on a handsome young prinee ( 4 ) jarge.dark eyes who was standing in the ( ) oi the group janghing In fact ir was his birthday. too一his sixteenth一and the party was in his honor* After a while the jittle mermaid saw hin go up on deck, and a thousand rockets were fired 6 te sky for 抽m。 At frst the noise frightened her and she dived deep underwater. but wasnt jong before” her curiosity brought her k to the surface. It seemed as though『 絹 the stars were fg into the sea. The little mermaid Was spellbound"、and she could not r cyes o全he your ince. Hewas( 8 handsomel (77e 7 47c7d7. Hans Christian Andersen) (注〕 wreath of white 固es 帳し were tinged wi一 の色 jef fhe gentle swel ji her ゆるやかな きな波のうねりに持ち上げられれて POrthole 船体に いている丸窓 損 始s Honor 王子のための, 王子の誕生日を抗っての # wasnt jong before- すず 半seemed as though一 まる てもたかのよみだった was speljbound 魔法にかけられたように. うっとりした

()に入れる単語を教えてください！ the group of students who studied only to improve their vocabulary got () grades in their 2nd,3rd and 4th years at t... 続きを読む

He discovered that one group of spruce trees,in particular,had moved their habitat up the mountainside 200meters in just nine years. 訳をお... 続きを読む

なぜ3なのですか？

央5 fj so ヅ Japanese tend to put group interes@ betoreL_5 1 ones. _f%す 遇 ① Cc ltural ⑨ nexsonal ④ domestie ん に す@

この問題答えがなくて、合ってるか確認お願いします😭✨

@ Fill in the blanks with suitable words from the list. Change the word form, if necessarV. 1.The letter ( Ac ) him that he had not returned that booド. 2.He did not( kt )aware ofthe danger until was too late. 8.1 will help him, butTdontwanttobe( もse )advantage of 4.They ( PW/ ) an important role in introducing Buddhism to Japan. ptopo% 六軒 ムe becwrt の2 ) ye 27442 ぁ6ke 9ek レ( sfc @ Put the words and phrases in the correct order. 1. 私たちは、彼が私たちのグループのリーダーになるように提案した。 We (become / that / the leader / he / proposed ) of our group. | 2. 注意深い人ならば、そんな間違いはしない。 A careful person ( make / never / a mistake / would / such ). 3.万一 ぅ一度彼に会をたなら、私は彼に真実を話す。 の r skiA の Put the Japanese sentences into Enqglish。 [| take / become / remind / play ]

丸で囲った部分以外にも赤線部分がゴーシュに見えるのですが、、 これはゴーシュではないのですか？

月2 ed Jp DI 2[H っ CH]=76 kJ/mol 2[H っ CH: っHCll =2.0 kJ/mol =9.6 kJ/mol iformation is the less stable chair form. H re Stable than c7s-decalin because of three 1.3- mer. You can recognize these interactions if y aS similar to axial methyl groups. The gauche 遇に occur in cs-decalin.

(12)これって、何故3番なんですか？明日試験なのでできれば、今日中にお願いします！

1 | 生戸時代における取端(tooth decay) に関する次の新聞記事を読み下記の設問に4 よ。 (本 25) Tooth decay among children In Edo, Kyushu reglons during Edo period 国 Pdodowerdlass peoplo) 馬 kyushe csmorsrdiass pooplo (⑳ 男 Kyusha dowerdass people) 55 ll 2 Ga 之 Tooth decay was common among chmdren im the Kymsho region during the B eriod aceording to s researcher. He inspeded the remains of 115 chndren who 生 Po fom the lmter pert of the 17th centor They we excavated in Tokoo mpered his findings with thome of another research group tbat examined the remai Cf 2 children fm smmorai fsmiies fom the 170h to 180h cmntries. They 吉 で"mrmted fn KGimikruahu Citr The research gronp llo looked at he remains hiidren Hiving ip towns snd farming commanites fom the 16th to 19th cent They were aso ercavated in Fitaiorusho Ci Ye researeher found that | 1 | swerage117 pereent or children lvine jamd that the corwsponding Rnree were much higher im the cf hidren fom samorsi famihes had and 269 famihes did. among chidren in Kyushu compered to age groups. In the gronp for 6- to 10yearolds。 the y in Kyushu was about four times higher than 吉 Ss を Termains of children in Kyushu across al age home fiom smmorai famihies compared tp

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... 続きを読む

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e second group talked a lot. But they Were not able to find the right answers by themselves, and finally he gave them some advice. 。 Later the two groups were given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-