ここの文章の解釈の仕方が分からないので教えて頂きたいです。回答は下線部（1）のような訳だったのですがどのように自分なりに和訳してみたもののそのような文にはなりませんでした... 教えて頂きたいです。よろしくお願いいたします。

③ Certainly no difference is more significant between Japanese and Americans, or Westerners in general, than the greater Japanese tendency to emphasize the group, somewhat at the expense of the individual. <構造分析図〉 下線部 (1) 【対応構文】 203/cf.137 / 39 / 199 (Certainly) no difference is more significant between 玉ちがいなく S V C Japanese <and> ~の間にある最も薄しい違いは Americans, Ano other od aved or mantan in dapa is his Westerners in general, いということだ The MT. than the greater Japanese tendency to emphasize the group, (somewhat at the expense of the individual). □ No Ais 比較級 than B. 「B よりも~なAはない」 → 「Bはもっとも~なAだ」 2 □ at the expense of A 「Aを犠牲にして」 no to eanse s Fait p. 1 いほどいなものはない。 やや個人を犠牲にしてでも集団を重視する日本人の傾向は 重要な違いである。 日本人とアメリカ人あるいは一般には西欧人との間にある 違いの重要性よりも nothing 一何もない nohe - 話題のものが 何もない

前置詞は2つ続けることができないと思っていたのですがこれは例外ということでしょうか？ 教えて頂きたいです。よろしくお願いいたします。

比較し 量れば,その金属の重さがわかる。 The church stood out against the blue sky. 教会は青空を背景にしてそびえていた。 《名詞以外に副詞や前置詞句を従えることができる from》 She appeared from behind the curtain. He sneaked a photo from under the table. You can choose one from among these books. カーテンの陰から彼女は現れた。 テーブルの下から彼は盗撮した。 この本の中から一冊選んでいいですよ

以前画像3枚目の様に修飾限定予告のthatというものを習ったので今回もその形なのかと思い、それらのと入れずに訳してしまったのですがこのthoseの識別は文脈判断ということでしょうか？ 教えて頂きたいです。よろしくお願いいたします。

実理 K The starting point for today's *meritocracy, of course, is the idea that intelligence exists and can be measured, like weight or strength or fluency in French. The most obvious difference between intelligence and these other traits is that all the others are presumably changeable. If someone weighs too much, he can go on a その人 →Heyで受けるのが一般的 5 diet; if he's weak, he can lift weights; if he wants to learn French, he can take a course. But in principle he can't change his intelligence. There is another important difference 原則として MV between intelligence and other traits. Height and weight and speed and strength and サフィス体例 関係性が強い文がくる even conversational fluency are real things; there's no doubt about what's being 間違いなん measured. Intelligence is a much murkier concept. Some people are generally (2) m2 Vogue 10 smarter than others, and some are obviously talented in specific ways; they're chess 天才 S masters, math *prodigies. But can the factors that make one person seem quicker than another be measured precisely, like height and weight? Can we confidently say that one person is 10 percent smarter than another, in the same way we can say he's 10 へんて、いつだっ S percent faster in the hundred-yard dash? And can we be confident that two thirds of 櫂へん 言いかえ 15 all people have IQs within one standard deviation of the norm that is, between 90 ように and 110 - - as we can be sure that two thirds of all people have heights within one standard deviation of the norm for height? Yes, they can, and yes, we can. besure least, are the answers that the IQ part of the meritocracy rests on. Those, at (3)-

合ってるか見てほしいです😭

14) That lawyer has not had a lot of ( ). clients 2 customers 15) We don't have ( ) furniture. 1 a single 2 many 3 consumers guests 3 many a much 16) The teacher gave each child ( ) advice. 1 an (4) some 17) Can you tell the difference between rice grown in Japan and ( 2 many 3 one ①American one ②American rice ③ one of America )? 14). 15). 4 16) 4 ④rice of America 17)_ 2 2. 下線部と同意のものを選びなさい。 1) The members arrived there in succession. ①in turns 2 one another 2. 1) 3 3 each other ④one after another 2) I would cry by myself in my room. 2) as much as possible 2 in a loud voice 3 beside my mother ②①: Halo:_:_e 3.日本語に合うように [ ]内の語句を並べかえ, 2番目と4番目の語を答えなさい。 あいさつの仕方は国によって異なる。 The way people greet differs [①country to another 3 from one 5 other ]. 3. 2番 4番 2 (1不要)

答えあっていますでしょうか😭😭 28番が①と②で迷いました、、

? 22. James doesn't want to eat anything, but I'll () him to eat something. get A to do. I get 2 make 23. "Oh, my computer doesn't work." "You should take it to the shop to get it ( 1 fix 24. I got my bag ( catching 25. Have you ever ( I saw her dancing 3 seen her dance 2 to fix 3 let roy Jee of 4 insist neinil over Aに~させるしてもらう <明〉 )." (③3 fixed (3 caught )? She really has talent. holicis 2 saw her to dance 受動→seen to do 4 seen her to dance 〈京都産業大〉 ) between the doors. 2 to catch get A done <便後>Aを~してもらう 4 fixing W breder 190 4 catch seeは知覚動詞で目のあとは原 〈東京都市大〉 <被害>Aを~される < 東邦大〉 26. Her irregular work hours didn't ( 不規則な allow 27. The money ( 1 became 2 let y ) her to spend time with her children on weekends. 3 make ) the couple to buy a new house. (2 came ③enabled 4 take allow A to do Aが~することを許す 〈摂南大〉 enable A to do Aがんすることを可能に 28. She ( ) to look after her friend's children for the evening. require to do ①required 29. Dentists ( 1 demand 30. I tried to ( 高) 2 ordered 4 made 72 <東京経済大〉 3 was asked ami Ai~するよう要求する was wished <松山大 > ) you to have your teeth checked every six months. 2 suggest 3 hope 4 advise <福岡大〉 VETI ) John to wait until the rain stopped before setting out, but he wouldn't listen. ⑩persuade 2 argue 3 influence 4 discourage persuade A to do, Aを説得して~させる < 南山大 >

17行目のtheirは神ということですか？教えて頂きたいです。よろしくお願いいたします。

10 The energies of conquest were not merely more efficient technologies. The European settlers used technological advantages for personal benefit. They viewed - the land as a source of commodities as raw material waiting for transformation 心理学 Although the psychology of the settlers varied considerably, according to class, religion, and nation of origin, most of them shared a set of beliefs that led to *4* 15 expansionism. They believed in the Biblical *injunction to be fruitful and multiply, 集めよ揃えよ and they believed that they were to use their talents to the maximum to develop the 摂理 land, which *divine providence had placed in their hands. They saw the Native *REV Americans as *heathens who had failed to utilize the New World, which to Europeans orld, wh seemed a wilderness. The technological differences between Native and European C 実証する。 o cultures appeared to demonstrate the superiority of the newcomers. Machines xoa 新しくもののが優れていること increasingly would become the measure of man, and the very energies of conquest (3) seemed to justify the victory. RS 1月

カッコで囲んだとこの英文の1つ目のandからの訳がどうして2枚目のようになるのか教えてください。 2枚目のどんな疑問が重要か〜の次のとこからです

ample practices varied across time and place. The truth is that we about what preliterate societies knew or believed. But they left behind *. evidence of their attention to the movements of the Sun and the phases of the Moon. And we can be sure that whatever questions they asked of the heavens were very different from those that motivate space exploration today. (A) rotic othe In reality, the difference between ancient and modern knowledge systems is more qualitative than quantitative; it is not about how much is known, but about what questions are important and about the acceptable ways of asking and answering those questions. And while we may not easily be able to slip between our modern worldview and those of others, we can nonetheless attempt to do so by asking not what ancient people knew about the world, but what their questions were when they looked at it. If we do this in the case of Mars, examining a few of the earliest known examples from around the world, we can see how sky knowledge was considered important to the functioning of the state whether it was *astrological knowledge in the service of good governance, or knowledge of bloodlines and relationships with the gods and other sky entities, which was used (B) - verdd

17行目のin their hanasのtheirは何を指しているのですか？教えて頂きたいです。よろしくお願いいたします。

10 The energies of conquest were not merely more efficient technologies. The European settlers used technological advantages for personal benefit. They viewed the land as a source of commodities as raw material waiting for transformation. 心理学 Although the psychology of the settlers varied considerably, according to class, religion, and nation of origin, most of them shared a set of beliefs that led to APP まめよ植えよ 15 expansionism. They believed in the Biblical *injunction to be fruitful and multiply, fruit GOLF and they believed that they were to use their talents to the maximum to develop the land, which divine providence had placed in their hands. They saw the Native *REV Americans as *heathens who had failed to utilize the New World, which to Europeans seemed a wilderness. The technological differences between Native and European 20 cultures appeared to demonstrate the superiority of the newcomers. Machines 新しくもののが優れていること xoa increasingly would become the measure of man, and the very energies of conquest seemed to justify the victory. RS (3) 1月 farmers

この文章の理解ができません。とくに赤の四角で囲ってある部分の訳ができないので教えてください。

The difference between a verbal participle and a gerund is not always obvious, but note what is really said in each of the following. Do you mind me asking a question? Do you mind my asking a question? In the first sentence, the queried objection is to me, as op- posed to other members of the group, asking a question. In the second example, the issue is whether a question may be asked at all.

3行目のwouldは仮定法のwouldでしょうか？教えて頂きたいです。よろしくお願いいたします。

seemed a wilderness. The technological differences between Native and European C 実証する 20 cultures appeared to demonstrate the superiority of the newcomers. Machines The to increasingly would become the measure of man, and the very energies of conquest seemed to justify the victory. R (3) 1月