すみません！分かりました！ もし解いてくれてた人いたらありがとうございました🙇‍♂️ 10分後に消します

2 LEVEL1 基本問題クリア! CHECK 練習問題 解答・ 解説は別冊8~9ページ 2 □u.V.W.X.Y.Zの6チームで野球の総当たり戦を行ったところ、 それぞれのチームは次のような状況だった時があることがわかっ た。なお、最終的に引き分けはなく、同順位もなかった。 UはWに勝って1勝1敗である。 . Vは1勝1敗である。 • Wは0勝2敗である。 • XはVに勝って2勝2敗である。 • Y は Xに負けて1勝1敗である。 Zは1勝0敗である。 【1】 制限時間:3分 最終的に4位だった可能性があるチームをすべて選びなさい。 AUBV CW DX E YFZ 【2】 制限時間:3分 次のア~ウのうち、全員の対戦成績と順位を決められる条件はどれか。 ア. X は 3勝している。 イ. Yは2勝している。 ウ.4敗したチームはVに勝った。 A アのみ B イのみ Cウのみ D アとイ E アとウ F イとウ G アとイとウ 【1】のヒント 条件の時点で全勝だった可能性のあるチームはどこか。

どれが当てはまるか教えてください

on the Matching for Understanding Choose the expression on the right that means the same as the word on the left, as it is used in the text. 1. lungs 2. disease 3. preventable 4. poison ( ) a. to draw air/smoke into the lungs ( ) b. lacking good sense or judgment ) ( c. organs inside the chest for breathing d. small part remaining after smoking 5. cigarette butts ( ) e. well-considered action or judgment 6. litter 7. rate ) ( ) ) 8. second-hand ( ) 9. addiction 10. inhale 11. vicious cycle 12. ill (illness) 13. breathe 14. foolish 5. wise ( ) f. solving a problem leads to a new one g. amount or level of something h. able to be stopped from happening i. taking air in/out of body with the lungs j. rubbish left lying around outside k. something that has already been used ) I. unable to give up using harmful things m. substance that harms or kills people n. illness caused by bacteria or other germs ( ) o. being in an abnormal state of poor health

至急お願いいたします🚨 生物の質問です。 ミトコンドリアの経路についての説明だと思うのですが、電子オーバーフローモデルと電子分布モデルの違いを教えていただきたいです。 また、どういう仕組みなのか、何故このように電子が流れるのかも教えていただきたいです。 UQ poolはユ... 続きを読む

(A) Electron overflow model (considered out-of-date) Alt UQ pool Alternative oxidase inactive. Alt No alternative pathway activity Cytochrome pathway unsaturated Cyt (B) Electron distribution model (reflects current thinking) UQ pool Cyt Alternative pathway active Cytochrome pathway saturated Alt Alternative oxidase active Alt UQ pool Cyt Cyt Figure 14.33 Two models for regulation of electron flow through the alternative oxidase. (A) In the electron overflow model, no appreciable electron transfer through the alternative pathway takes place until electron flow through the cytochrome pathway is at or near satu- ration. This could result from the effects of respirato- ry control, if the rate of mitochondrial ATP produc- tion exceeds its rate of utilization in the cytosol, or from some externally imposed stress, such as low temperature. Under such circumstances, the UQ pool becomes sufficiently reduced to allow electrons to flow through the alternative oxidase, the latter re- quiring that the UQ pool be 40% to 60% reduced to attain significant activity. (B) In the electron distribu- tion model, the alternative and cytochrome path- ways both show significant activity at low levels of UQ pool reduction, and electrons are distributed be- tween the two pathways on the basis of the relative activities of each pathway. The activity of the alter- native oxidase under these circumstances is thought to be regulated by the action of a-keto acids and by reduction/oxidation of the intermolecular disulfide bond, as well as by additional regulatory mecha- nisms not yet characterized.

資料解釈の問題なのですが、選択肢4の赤線が引かれている部分についてです。7878を8000でなく、7000にして計算すると誤差が広がりませんか？なぜ7000にするのでしょうか？

肢1 A国の総数は 78,448 で、 これの30%は 23,000 以上になります。 しかし、 固形は 22,596 ですから､ 総数の30%を上回ることはありません。 肢2 肢1の計算より、A国の液体も総数の30% に 満たないのがわかります。 一方、B国の総数 17,868 の30%は 6,000 にも及びませんので、液体の占める 割合は30%を上回ります。 よって、B国のほうが高いとわかり、本肢は妥当で すね｡ 肢3 総数はA国がB国の4倍以上あるのに、両国の 電力はそれほど大きく変わりませんね。 B国のほうが 割合は高いとわかります。 肢4 B国の液体は 7,878 で、 これの80% は 5,600 以上になります。 ガスは5,467 ですから、 液体の80% 4 LEVEL 1 ちょっと補足 78,000 × 0.3= 23,400だか ら。 78,448 の30% はもっと あるよね。 もちろん、 22,596 78,448 を概数計算してもいいけど、割 り算よりかけ算のほうがちょっ と楽でしょ!? 7,000 × 0.8 = 5,600 だからね。

英語がとっても苦手で何が書いてあるか全く分かりません。 明日の朝提出しなければならないのでどなたか解いてください。お願いしますお願いします。

44 15 20 25 30 Lecturer 10 Class times Office hours* Classroom Textbook Reading Read the following passage and answer the questions. English Writing Core I 43 ► This course is for foreign students to learn basic academic writing skills. The course is divided into three classes according to the results of a placement test. ► The placement test is on Tuesday, September 2 at 9:00 in Bldg. 10 Room 1. ▸ After the test, students must visit the student office by September 9 to register. This is a half-year course, and students who have completed one level can enter the next level in the spring term without taking the placement test. Level 1 Level 2 Level 3 Prof. Smith Friday 9:00 a.m.-10:30 a.m. Friday 10:45 a.m.-12:00 p.m. Bldg. 12 Room 1 "Advanced Writing Strategies Level 1: This course introduces students to the basics of English academic writing. Students will begin by learning how to write a coherent paragraph and then apply this skill to writing a five-paragraph essay. They will learn how to create an effective thesis statement, topic sentences, introduction and conclusion, as well as how to organize supporting sentences logically. Students are required to submit one single-paragraph composition, one essay outline and two essays on pre-selected topics at the end of the course for assessment. | 43-45 英 Green Valley University, Autumn Semester Level 2: In this course students focus on gaining an in-depth understanding of the form and function of *argumentative writing and compare and contrast representative essays. Emphasis is placed on writing effective thesis statements and developing paragraphs. Students also learn effective citation, paraphrasing and summarizing skills. Reading academic articles to improve their writing style and vocabulary is a key feature of this course. Assessment is based on two short essays and a paraphrasing and summarizing task. 4 Bldg. 19 pre-selected 24 paraphrase Prof. Simpson Prof. Wheeler Wednesday 9:00 a.m.-10:30 a.m. Monday 10:30 a.m.-12:00 p.m. Wednesday 10:45 a.m-12:00 p.m. Monday 1:20 p.m.-2:50 p.m. Bldg. 10 Room 1 "Have Fun Writing" Bldg. 10 Room 5 "Essay Writing Skills" Level 3: For more experienced students, this course aims to develop advanced essay. writing skills. Emphasis is placed on taking a position in an argumentative essay, researching, evaluating sources and logically developing ideas throughout the essay Students will also learn how to effectively integrate a range of sources into their writing. Assessment is based on one long essay on an academic topic chosen by the student. (379 words) * office hours: 大学の研究室などで教員に面談が可能な時間帯 thesis statement: (エッセイの) 主題文 argumentative: Words & Phrases 32 9 Prof. 20 assessment 29 take a position 15 coherent 21 in-depth 31 integrate A into B 19 composition 24 citation 31 a range of~ Read the passage and put T (True) or F (False) in the brackets. (各2点) (1) Students cannot choose the level of the course they want to take. (2) Students who have finished the level 2 course can enter the level 3 course without taking a test. ( ) (3) All students, whichever level they are taking, must submit at least one essay on a topic chosen by the student for assessment. ) 2 Questions Answer the following questions. [1] Choose one word which has the same pronunciation as the underlined part of the following word from the passage. (4点) thesis a. beneath b. breathe c. worthy d. smooth [2] Complete the answer to the following question. "What is a placement test?" "It is a test to [3] Hiroshi wants to see the lecturer of the Level 2 course to ask some questions. Tell him what to do to see the lecturer. (6点) [4] Choose the suitable word for each blank. (1) Level 1 students focus on how to write logical and well paragraphs. a. devised b. organized c. known (2) Level 3 students have to make their opinion essay. a. correct b. decent c. clear [5] Choose the suitable phrase for the blank. "Level 2 students are required to fully understand a. what argumentative writing is b. how important it is to write an effective thesis statement c. what the basic structure of English academic writing is d. how argumentative writing is evaluated 3 Listening Quiz (1) a. Visit the lecturer at the specified time. b. Go to Room 1 in Building 10 by September 9. d. spoken d. different (5点) c. Buy the textbook during the specified period. d. Register at the student office by the closing day. (2) a. To learn how to organize supporting sentences logically. b. To improve their writing style and vocabulary. c. To create an effective thesis statement. d. To develop ideas logically throughout the essay. (各4点) Listen to the recording and choose the best option. in an argumentative (5点) 45 回 (各3点) 33

possible sign …について これはどのように品詞分解して考えればいいでしょうか？ それともa possible sign is~というイディオムですか？ a possible sign Pyongyang ってなんですか？？？

0:37 < 'Unusual' level of aircraft maintenance se... the japan times 8° = 4G 35 Passengers board an Air Koryo aircraft at Pyongyang's airport in April 2017. Experts have said that no cross-border air travel service is 'believed to have taken place' for North Korea throughout the entire pandemic period. | REUTERS AFP-JIJI SHARE May 24, 2023 SEOUL - Recent satellite imagery has shown an "unusual" level of aircraft maintenance at North Korea's main airport, a monitoring group said, a possible sign Pyongyang is moving to resume international flights. North Korea has effectively sealed its borders since early 2020 as part of its drive to deal with the coronavirus pandemic, with all flights cancelled. a

vsコードを使ってJava言語の勉強をしてたんですけど初心者すぎて何が原因で上手くコードの実行ができてないのかわかりません… 勉強の資料として使ってるのは京都大学のJavaによるプログラミング入門 です。

17:43 7月27日 (木) 1.7 使用するサンプルプログラム (TankCalculator.java) 1: public class Tank Calculator { 2: public static void main (String args[]){ final double FLOW_RATE = 1.0; final double TANK_AREA = 20.0; final double INITIAL_LEVEL = 10.0; double time; //s double tankLevel; //m ... ocw.kyoto-u.ac.jp 3: 4: 5: 6: 7: 8: 9: 10: 11: 12: 13: time = 30; 14: tankLevel = INITIAL_LEVEL + FLOW_RATE*time/TANK_AREA; 15: System.out.println("Tank Level at time "+ time + "s = " + tankLevel + "m"); 16: 17: 18: 19: } 20:} 11 System.out.println("Flow Rate = + FLOW_RATE + "m** 3/s"); System.out.println("Tank Area=" + TANK_AREA + "m**2"); System.out.println("Initial Level = " + INITIAL_LEVEL + "m"); time = 60; tankLevel = INITIAL_LEVEL + FLOW_RATE*time/TANK_AREA; System.out.println("Tank Level at time "+ time + "s=" + tankLevel + "m"); 【補足】 // の後ろは,プログラムを後で読解しやすくするための注釈です. Flow Rate = 1.0m**3/s Tank Area = 20.0mm**2 Initial Level = 10.0m 8 Tank Level time 30.0s = 11.5m Tank Level at time 60.0s = 13.0m 1.7.1 サンプルプログラムの入力と実行 先ほどと同じように, 秀丸エディタを開き, 20行のプログラムを書き込んで, Tank Calculator.java と名付け, 保存して, コンパイル, 実行してください. 成功すれば,以下の実行結果が示されます。(失敗してもめげないで, 2.5.1 節を参 考に、原因を考え,再トライしてください) ちなみに, 実行結果をファイルに書き出すにはコマンドプロンプトの「リダイレク ト」 という機能を使います 11. java TankCalculator > result.txt これにより result.txt というファイルが出来ているはずです。 中身は数値や文字列 だけのテキストファイルですのでエディタなどで内容を確認できます。 @91% 11javaプログラムの中で明示的にフ ァイルに出力することもできるので すがここでは安直な方法を取ります

答えを教えてください！ よかったら，根拠も教えてください

la vitbl Questions 4-7 refer to the following letter. January 10 Ms. Erin Murphy Customer Service Department Westcoast Airlines Major Miles Program 345 Brook Street Dallas, TX 75218 Dear Ms. Murphy, As per your request during our telephone conversation on January 8, I am sending you Los Angeles International Airport last December. Please note that my ticket was upgraded itinerary and ticket number for my recent roundtrip flight from JFK International Airport business class with a Major Miles Gold Class voucher and should therefore be eligible f full business class mileage credit. 62 Section Il over 15 years. I must confess that I find the new restrictions to your flight voucher pla I am a Gold member in the Major Miles program and have been a Westcoast customer 1 genuinely confusing. I fail to understand why the burden of proof for my mileage cred rests with me. Shouldn't this information be on your ticketing computer? This was my itinerary. MD My ticket number was #YB42565697. Departed JFK, December 22 at 10:20 for LAX Returned to JFK from LAX on December 29 at 16:40 My seat number was 14B. 7B My Major Miles number is # 04356721 (Gold Card). I sincerely hope that this issue will be resolved quickly as I am counting on my miles eame during this trip to upgrade my hotel room next May. Thank you very much for your attention in this matter. Sincerely Yours, Jarrod Watkins Jarrod Watkins 4. 5. 6. What does Ms. Murphy do? (A) She makes airline reservations. (B) She deals with unhappy customers. (C) She issues new tickets. (D) She upgrades people to business class. What is the purpose of this letter? (A) To upgrade his ticket to business class (B) To buy a flight upgrade coupon (C) To complain about his seat reservation (D) To receive more mileage credits How does Mr. Watkins feel about the new frequent flier program rules? (A) He would like them to be simpler. (B) He believes they are unfair. (C) He finds them to be convenient. (D) He hopes that they will benefit hold Card members more. Which of the following is NOT mentioned in the letter? (A) His ticket number (B) His frequent flier level (C) His credit card number (D) His flight information inq M:8 big en enthovenot cold w lar hud,mq 01X in jord is di Hal Unit 2: Letters, E-mails, & Text message chains 63

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.

文章を読んで上の1〜4の問題を解くものです。 分からないのでお願いします

3. Answer the following questions. 1 What is the difference between UNIX and Linux? 2 3 4 Choose one of the words in italics in the text. What is the definition of the word you have chosen? What are the three levels of a Linux system? What are the two main functions of the kernel? [Reading Text] UNIX was initially developed by researchers at Bell Labs in the 1970s. Today, UNIX and its variants are widely used mainly on servers. By far, the most well- known UNIX-like operating system is Linux. Linux is available in different distributions which include the Linux kernel and different collections of software. These distributions have various user interfaces, many experienced users preferring the command-line interface, or shell. Linux distributions include a range of software including text editors. memory. While the mechanics of Linux and other Unix operating systems are complicated, the components of a Linux system can be grouped into three levels. The lowest level is the hardware, such as Central Processing Unit (CPU) and The next level is the kernel. It enables communication between hardware and software, by providing instructions to the CPU and other hardware. The programs that are running on the system, or processes, make up the top level known as the user space. Processes in user space generally only have access to a restricted amount of memory and operations, this is called user mode. The kernel runs in kernel mode which allows it unrestricted access to hardware resources. The kernel provides functions such as process management and memory management. A computer only has limited Random Access Memory (RAM) and processor cores. Process management allows the system to run multiple programs (processes) at the same time even if the CPU can only execute only a few processes at a time. Memory management allows applications to share the system's memory while avoiding potential issues such as memory leak. Included with the kernel are device drivers that provide an interface for applications to communicate with hardware, such as hard drives. System calls allow user processes to access features that are executed at kernel mode, for example creating new processes.