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 >

なんで最初が√3/2が入るかわかりません。教えてください！！

7 右の図において, LXOY = 30°, OA1=2,OB= √3 とする。 ・Y B1 ZXOYの2辺OX, OY 上に B2 それぞれ点 A2 A30 および点 B2, B35 ****** 起 B3 「BiA2 B2A3, B3A4 はすべてOX に垂直であり, ・X 30° A2B2, A3B3, はすべてOYに垂直」 であるようにとる。 A4 A3 A2 A1 また,Am Bm Anti の面積をαとする。 AA+1 B B +1, AB Am A7+1はともに, 3つの内角が30, 60° 90° であるから An+1B4+1= 2 A B AA1B+1 A+200A B, A +1 であるから an+1 - an また,数列{0} は等比数列であるから, 数列{4} の初項から第n項までの和は 16

なんで最初が√3/2が入るかわかりません。教えてください！！

7 右の図において, LXOY = 30°, OA1=2,OB= √3 とする。 ・Y B1 ZXOYの2辺OX, OY 上に B2 それぞれ点 A2 A30 および点 B2, B35 ****** 起 B3 「BiA2 B2A3, B3A4 はすべてOX に垂直であり, ・X 30° A2B2, A3B3, はすべてOYに垂直」 であるようにとる。 A4 A3 A2 A1 また,Am Bm Anti の面積をαとする。 AA+1 B B +1, AB Am A7+1はともに, 3つの内角が30, 60° 90° であるから An+1B4+1= 2 A B AA1B+1 A+200A B, A +1 であるから an+1 - an また,数列{0} は等比数列であるから, 数列{4} の初項から第n項までの和は 16

英語です。124はふつーに過去形じゃダメなんですか？なぜ過去完了なんですか？

64 Part 1 ) 124 I wish I ( ) that guy from Tokyo for his e-mail address last night Dasked had asked 3 was asking would ask 2 4 124 <南山 125 I can't hear him. I wish he ( ) a little louder. コロ ①I would speak 2 will speak ob of S wish ○ 「昨夜 ので, PLUS as 3 speaks 4 can speak <南山 125 S wish 126 A: He's a good skier, isn't he? B: Yes, he really is. I wish I ( 1 can ski 2 could ski 3 ski ►S wi ) like him. 4 will ski の意 O TARG <センター試 130 味が KEY POINT 027 127 I'd rather you ( me. I can do it all by myself. 126 S wish I didn't help 2 won't help 3 have not helped (4) were helping <上智大 Windo考えつ う」の

Visitors usually crowd the areas closer to the beach, so these areas are not as peaceful as they could be. この分の日本語訳が”観光客はたいてい浜により近い場所に群がる... Read More

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

傍線部です。 コショウほど広く使われたものはないし、世界の歴史広く影響を及ぼしたと言えるものもない。 わからないこと…なぜuseはused で過去形になっているのにimpactはimpactedとしないのですか？

exotic spices that ng other captivated the Western world, ①0 none was as widely used as pepper, and none can claim a wider impact ( ) world history. 3 Over the centuries, pepper has become a cooking ingredient in almost every culture. The tastes of nearly every kind of meat and many cheeses [be] enhanced by the addition of pepper, and it can add a delicious Donorkle + c

（2）がわかりません 解説お願いします🙇‍♀️

446 基本 例画 24 数列の和と一般項, 部分数列 00000 |初項から第n項までの和Sn が 2n²-nとなる数列{an}について (1) 一般項 am を求めよ。 指針 ((2) 和α1+α+α+....+α2n-1 を求めよ。 (1)初項から第n項までの和S”と一般項αの関係は p.439 基本事項 4 基本 48 n≧2のとき Sm=a+az+. +an-1+an - Sn-i=a+az+. +an-1 Sn-Sn-1= an よって an=Sn-Sn-1 n=1のとき a1=Si 和Sがnの式で表された数列については,この公式を利用して一般項 αn を求める。 (2) 数列の和 ①まず一般項(第ん項) をんの式で表す 第1項 第2項,第3項, ......,第k項 a1, a3, a5, a2k-1 であるから, am に n=2k-1 を代入して第k項の式を求める なお,数列 a1, 3, 5, an-1 のように, 数列{a}からいくつかの項を取り除 いてできる数列を,{a} の部分数列という。 200 00 06816P 68 SA aɛ 08 AS 815 12 (6) 23 a=S-S1= (2n-n){2(n-1)-(n-1)}+8 S=2n²nであるから Sn1=2(n-1)2-(n-1) (1) n≧2のとき 解答 =4n-3 ・・・・・ ① また α=S=2.12-1=1 +s) +81 +2 ( 初項は特別扱い ことに注意 ここで, ① において n=1 とすると よって, n=1のときにも①は成り立つ。 したがって an=4n-3 1=4・1-3=1 ann≧1で1つの式に 表される。 (2) (1)より, a2k-1=4(2k-1)-3=8k-7であるから n nst) 0+s から aux-はan=4n-3にお 「いてぇに2k-1を代入。 a+as+as+…+azn-1=242k-1=2(8k-7) 3- k=1 k=1 =8.1m(n+1)-7n (Fn(4n-3) 11+(1-10) x nas-S [A Zk, 1 の公式を利用。 に浸 部めく 基4 数列Ⅰ・ 指針

タイトルをのぞいた6行目のthat was it って文法的にどうなっているんですか？

Your English teacher has asked all students to find an inspiring story about someone who gained confidence and to give a short presentation on "self- You have found this story in a book of short stories confidence", using notes. from the UK. How an Elephant Taught Me to Believe in Myself Sky Morgan I could see the goal line in front of me. Just a few more yards. My legs were burning but nothing was going to stop me. I could see an opposition player running towards me, but I knew she wouldn't make it. I dived and pushed the ball into the ground just over the line. Try!2 I looked up to see my teammates running towards me cheering. The whistle went and I knew that was it. We had won our first rugby game of the year! I'd been playing in the school team now for a year and it felt fantastic. As we walked off the pitch smiling, Coach Janet waved me over. antastic./ My smile dropped. I knew what she was going to say. t/Sh "Sky, that was fantastic! Best try of the game," she said as she patted me on the back. "Sit down for a moment." She waited for me to sit before she began "The county trials are next week. I know...," she saw my expression. "I know you don't feel ready. But you are ready, Sky. You're our best player, You just need the confidence." She sighed. "Just think about it, will you?" 2 aribbe to

この文章のa postingって分詞構文のbeingの省略と考えても訳的にも文法的にも問題なくないですか？

No. 省略 64 64 文と名詞(句)の同格は and this is を補おう② Peter was assigned [to do research on earthquakes] and S₁₂ V1 nobibros 接 spent the next six years 〈working 〈as a geologist〉〉, and this was V2 O2 M2 a posting that he welcomed}, and he was a fine choice. C 0' S' V' 接 S2 V2 C2 詞構文 ? 日本語訳例 ピーターは地震研究を命じられ、次の6年間を地質学者として研究することに費や ※1 したが,それは彼が喜んで受け入れた任命だった。 そして、 彼はまさに適任者であ ※2 ※3 った。 ※1 was assigned to (V) の訳は 「~を割り当たられた」 「~を任命された」 「~の担当となった」 などでも可です。 ※2 spent ~ working as a geologist の訳は「地質学者として~を過ごした」 でも可です。 なお、 the next six yearsの訳として 「今後6年間」 「向こう6年間」は不可です。 ※3 a fine choiceの訳として 「優れた選択」 では意味が通りません。 「上の者が彼を選んだのはす ばらしいことだ」ということが訳に出るように 「彼が選ばれたのはすばらしいことだった」 とし てもよいでしょう。