かっこの中が分からないです。

Exercise Task 1: Look at the following. What word goes into the space? The same word goes into the spaces for both sentences, a and b. 次の各文を読んでください。 空欄に入る単語は何ですか。 aとb、両方の文の空欄には同じ単 が入ります。 a. Jim presented her boss with a list of. s from the staff. 1) b. There is a lot of _______ for larger mobile phones. 2) a. Where do you do your grocery. b. Please put the __________ in the trunk. ? 2) 3) a. A short at the end of a paragraph can be better than 3). a long one. b. The judge gave the murderer a life 4) a. - generally starts in March in the Northern 4). Hemisphere. b. There's a natural on this mountain. 5) a. You don't need to the bell. Just come in. 5) b. Can you me on the telephone tonight? b. My 6) a. These books are Jane's ____. 7) a. We have a ________ to help each other. 8) a. Yuki often wears a straw 6) b. The realtor came to assess the value of the 7) is cleaning the toilets. in the summer. 8) b. I have to wear two _s, my teacher __________ and my researcher.

固有ベクトルを求めたいのですが、xの出し方を教えてください。

(2-1) (2-2) (2-3)=0 λ=1, 2, 3 ... eigen value when a=1(A-I) x=0 100 010 001 000 () 100 000 == -1-10 -1 -1 -2 0 -1-10 C2 = -1-1-2 C3 -x-y=0 -x-y-2z=0

数学の行列について質問です 下の写真の問題の解き方がわかりません。教えていただけるとありがたいです。

23:37 Previous Problem Problem List Next Problem Consider a sequence (an) 20 defined by the following recurrence relation: n=0 21 ao = 1, a1 == -3, An+2 = 11an+1 18an (n ≥ 0). (1) Find a matrix A satisfying the following: A - [an+2] an+1 an+1 = An (2) Calculate the eigenvalues of the matrix A, where t1t2 (No partial credit). t₁ = = ったこ = (3) Find the eigenvectors of the matrix A. (i) The eigenvector with respect to the eigenvalue +1: V₁ = = t [ ], (ii) The eigenvector with respect to the eigenvalue t₂: v₂ = [ ]. (4) Diagonalize the matrix A, that is, calculate the following, where P = [v1_v2]. P-1 AP = (5) Calculate A" by using diagonalization. An 17

画像の4.2の問題の解き方を教えてください。

106 K M X(T) M. F sin (NT) (1)X 100 -100 ( XImax 80 0 0 4 Dimensional Scaling Analysis + KX = F sin (2T), X(0) = Xo, 1 n 2 10 T 3 Fig. 4.1 The elementary problem of a mass on spring with an applied force: (Left) dimensional parameters, (Right) solutions X(T) for various parameters and (Inset) the amplitude in relation to the forcing frequency ada 4.2 The governing equation for the linear mass-spring system shown in Fig. 4.1 is d²X dT² dX dT\T=0 20 = Vo, where X(T) [m] is the position of the mass as a function of time with mass M [kg], and spring coefficient K [N/m], magnitude of the applied force, F [N], forcing frequency, 2 [s], as well as general initial conditions, Nondimensionalize and select length- and time-scales L, T to normalise the coef- ficients of the terms on the left side of the ODE and the initial condition for position. Write and solve the scaled problem, and identify the dimensionless parameter for the ratio of the forcing frequency to resonant frequency, where the solution's amplitude grows without bound, as shown for 22 in Fig. 4.1. 4.3 Consider the initial value problem for a damped driven nonlinear oscillator:

画像の問題を教えてください！

106 K M X(T) M. F sin (NT) (1)X 100 -100 ( XImax 80 0 0 4 Dimensional Scaling Analysis + KX = F sin (2T), X(0) = Xo, 1 n 2 10 T 3 Fig. 4.1 The elementary problem of a mass on spring with an applied force: (Left) dimensional parameters, (Right) solutions X(T) for various parameters and (Inset) the amplitude in relation to the forcing frequency ada 4.2 The governing equation for the linear mass-spring system shown in Fig. 4.1 is d²X dT² dX dT\T=0 20 = Vo, where X(T) [m] is the position of the mass as a function of time with mass M [kg], and spring coefficient K [N/m], magnitude of the applied force, F [N], forcing frequency, 2 [s], as well as general initial conditions, Nondimensionalize and select length- and time-scales L, T to normalise the coef- ficients of the terms on the left side of the ODE and the initial condition for position. Write and solve the scaled problem, and identify the dimensionless parameter for the ratio of the forcing frequency to resonant frequency, where the solution's amplitude grows without bound, as shown for 22 in Fig. 4.1. 4.3 Consider the initial value problem for a damped driven nonlinear oscillator:

英検準1級writingです。 どなたか採点して頂けますか？ 分かりにくい所があれば遠慮なく言ってください。

177/25 Do you think that the government should use social media to make decisions? I disagree that government should use social media. to make decisions. First, I think there value of determining are politic things by communicating each politicians. Choosing option of solution online may cause them as they can touch. to fail their decision. screen easily to vote. be critical trouble of domestics. TS becoming worse economies. Second, This accident would One of the trouble to utilize social media would be dread to flood confident information of nations These informations can contain about civil's. WIf civils information revealed, it is said that civil's safe wouldn't be protected by their countries. Therefore, some countries is about to introduce social media should consider that it may pose negative effect on their countries circumstance. ./10

電気電子回路です。 この分野の専攻ではないのでできるだけわかりやすく説明していただきたいです。 よろしくお願いします。

R (1-1) 10, (1-2) 20 (1-3) 30, (2-1) 10, (2-2) 30, (2-3) 15, (2-4) 10 (1) 演算増幅器 (operational amplifier) 抵抗 (resistance), キャパシタンス (capacitance) から構成される回路 (circuit) について以下の各小問に答えよ.なお,図中の記号は以下の凡例に従うとする.また, 正弦波交流電 圧 (sinusoidal AC voltage) は複素数 (complex numbers) 表示されており、 その絶対値は実効値 (effective value) を表すとし,演算増幅器の利得 (gain) 及び入力インピーダンス (input impedance) は無限大, 出力インピーダ ンス (output impedance) は0であるとする. 虚数単位 (imaginary unit) が必要な場合には」 を用いること. V V. d+o 凡例 + 図1 aR R otol C tr (11) 図1に示す非反転増幅器 (non-inverting amplifier) の利得 A = Vout/Vim を求めよ。 なお は 0 または正の実 数である。 Vout V (12) 図2に示す回路において, 角周波数 (angular frequency) の正弦波交流電圧を印加した. 回路の利得を =vk/vo としたとき、βの絶対値を最大とする角周波数 ac を R, Cの式として示すとともに, w=a の 時の入力電圧に対する出力電圧 Pb の位相差 (phase difference) を求めよ。 (feedback circuit) として図2の回路を追加した図3の回路を考える. 今,α を0から 回路 (13) 図1の回路に 連続的に増加させながら出力 Vout を観測したところ、あるαの時に発振 (oscillation) を開始した. この時 の及び発振周波数 (oscillation frequency) を R, Cの式として示せ . 抵抗値R を持つ抵抗 〇 静電容量 (electrostatic capacity) Cを持つキャパシタンス ○ 正弦波交流電圧を出力する電圧源 演算増幅器 接地 (earth connection) C R 3 図2 Rok 20 V₂ V₂ aR 図3 R Vout -o

電気電子回路です。 この分野の専攻ではないのでできるだけわかりやすく説明していただきたいです。 よろしくお願いします。

R (1-1) 10, (1-2) 20 (1-3) 30, (2-1) 10, (2-2) 30, (2-3) 15, (2-4) 10 (1) 演算増幅器 (operational amplifier) 抵抗 (resistance), キャパシタンス (capacitance) から構成される回路 (circuit) について以下の各小問に答えよ.なお,図中の記号は以下の凡例に従うとする.また, 正弦波交流電 圧 (sinusoidal AC voltage) は複素数 (complex numbers) 表示されており、 その絶対値は実効値 (effective value) を表すとし,演算増幅器の利得 (gain) 及び入力インピーダンス (input impedance) は無限大, 出力インピーダ ンス (output impedance) は0であるとする. 虚数単位 (imaginary unit) が必要な場合には」 を用いること. V V. d+o 凡例 + 図1 aR R otol C tr (11) 図1に示す非反転増幅器 (non-inverting amplifier) の利得 A = Vout/Vim を求めよ。 なお は 0 または正の実 数である。 Vout V (12) 図2に示す回路において, 角周波数 (angular frequency) の正弦波交流電圧を印加した. 回路の利得を =vk/vo としたとき、βの絶対値を最大とする角周波数 ac を R, Cの式として示すとともに, w=a の 時の入力電圧に対する出力電圧 Pb の位相差 (phase difference) を求めよ。 (feedback circuit) として図2の回路を追加した図3の回路を考える. 今,α を0から 回路 (13) 図1の回路に 連続的に増加させながら出力 Vout を観測したところ、あるαの時に発振 (oscillation) を開始した. この時 の及び発振周波数 (oscillation frequency) を R, Cの式として示せ . 抵抗値R を持つ抵抗 〇 静電容量 (electrostatic capacity) Cを持つキャパシタンス ○ 正弦波交流電圧を出力する電圧源 演算増幅器 接地 (earth connection) C R 3 図2 Rok 20 V₂ V₂ aR 図3 R Vout -o

自分の回答と照らし合わせて確認したいので、答えがなにになるかどなたか教えてください。 解説もあると助かります。

5 A Matter of Taste Reading Passage 042 At the age of just 22, Jamie Oliver became well known across the UK as "The Naked Chef." He called himself this not because he cooked wearing no clothes, but because he wanted to simplify food preparation so that everybody could follow his recipes. He wanted to "strip down" the idea of cooking. Since then he has had numerous TV shows, published 50 many books, and has become a household name in the UK. Today, one of the activities Jamie Oliver is best known for is his great effort to improve the school dinners that children eat every day. One day, he visited the kitchen of a typical London secondary school, and he was shocked to see how much processed junk food the kids were given to eat each day. Fat and sugar levels were extremely high, and nutritional values very 10 low. The "turkey twizzler" became the symbol of these unhealthy meals: processed meat containing 21.2% fat and only 34% actual turkey. Oliver ran the school kitchen for one year and tried to show that it was possible to serve healthy meals on a limited budget—and that kids actually enjoyed eating them. His mission was to radically change the eating habits of children in that school, and across the country. 150 200 15 20 25 CULTIES 250 His project (the "Feed Me Better" campaign) has had some influence on school dinners in the UK. After watching the documentary Jamie's School Dinners, 271,677 people signed a petition calling for healthier school meals. This led the Prime Minister to agree to spend 280 million pounds (about 37 billion yen) on school dinners, to ban some junk food from school menus, and to create a School Food Trust to provide support and advice for people preparing school meals. Research, by the way, shows that children who stop eating sugary, fatty food and instead eat Oliver's school dinners are better behaved in class, and they get higher test 300 scores, too. 350 Of course, the project has had some problems. At first, many students (and even parents) resisted the removal of the junk food they were so used to. In one famous instance, some parents were passing local takeaway food to their children through the school fence. Also, schools that followed the plan for a while were often found to gradually drift back into bad habits. After all, it is easier and cheaper to just give the kids junk food. However, Oliver's efforts represent a positive start, and with obesity becoming such a huge problem (see Unit 4), 400 it's a very necessary start.

この回答分からないので教えてくれる方いますか、

Calculate the value of entropy of 1.00 mol of vaper (water in gas state) at 120 °C and 1 bar, and that of 1.00 mol of ice (water in solid state) at -20 °C and 1 bar, respectively. Here Cpm (H₂O, g) = 33.6 J K-¹mol-¹ and the all values of heat capacity at constant pressure of water are independent of temperature. (6) 12.