members of the public, recruited through a newspaper, participated in 'a study of memory'.
subjects were told that they would play the role of 'teacher' and would be teaching a series of word pairs to a 'learner'.
teachers were instructed to press a lever to deliver an electric shock to the learner, for every error made.
teachers saw the learner being strapped into an electrically wired chair with an electrode placed on the wrist, and were convinced of the generator's authenticity by being given a sample shock of 45 volts.
then, seated in front of the generator with 30 switchers ranging from '15 volts-mild shock' to '450 volts-danger:severe shock', teachers were told to move up a level for each error made.
the experimenter remained in the room throughout.
in reality, the learner was an actor who did not receive chocks but who had been trained to respond as if he did, and briefed to make many errors.
as the shocks became stronger, the actor began to shout and curse.
at the level market 'extreme intensity shock' the actor went quiet and no longer answered questions.
not surprisingly, many of the subjects objected and asked to stop the experiment.
the experimenter instructed them to continue.
a staggering 65 per cent of the subjects continued right to the end of the shock series (450 volts) and none stopped before 300 volts (when the actor began to kick the adjoining wall).
the results of this experiment suggest that ordinary people will go very far indeed when they are told to by someone in a position of authority.
文頭も小文字にしています。
一応改行はしましたが見辛いかもしれません。
誤字などがありましたらすみません。
よろしくお願いします。
This illustrates the strength and appeal of a simple concept but also draws attention to pitfalls if we have no clear and agreed understanding of what the term means.
訳を自分でしたもののぱっとせず、なにを言いたいのかわかりません。
【訳】
「もし、私たちが明瞭でなく、その言葉が意味することの理解に同意すれば、これは単純な概念の魅力や長所を明らかにするが、落とし穴に注意もする。」
よろしくお願いします。
英語の並び替えで困ってます。誰か教えてください。
Q次の日本文の意味に合うように、（ ）内の語句を並べかえてください。
(a)ブレーキを強く踏めば踏むほど、強い力がブレーキに加えられる。
The （ harder / the brake pedal, / more / you / the / force / press ） is applied to the brakes.
(b)我々は、導体の抵抗率は温度の関数であると学んできた。
We （ that / of a conductor / is / a function of / its / have learned / the resistivity ） temperature.
(c)小数点第3位以下を切り捨てなさい。
（ second / the / place / to / decimals / all / round off ）.
問題は以上です。よろしくお願いします。
英語の並び替えで困ってます。誰か教えてください。
Q次の日本文の意味に合うように、（ ）内の語句を並べかえてください。
(a)機能検査では、ある製品が仕様に合っているかどうか決める。
A function test （ matches / a / whether / product / or / not / determines ） the product specifications.
(b)かつての技術は社会においてプラスの影響をもたらすと常に考えられていた。
Formerly, （ was always / on / effects / to have / technology / positive / thought ） society.
(c)ペンキが塗られた鋼鉄は、腐食しにくくなります。
Steel that is （ susceptible / paint / is / with / less / to / coated ） corrosion.
問題は以上です。よろしくお願いします。
英文の和訳で困っています 和訳を教えていただきたいです よろしくお願いします！！
Churchill’s proposal was not regarded as unrealistic in the rest of the West but as unwelcome.
After 17 June the proposal from Churchill of 11 May 1953 to work at the highest level with the Kremlin towards an arrangement on a neutral all-German solution was robbed of any basis.
The victors of the Second World War remained Allies, true to their principles, against Germany even through the period of 17 June 1953, particularly since they were dealing primary with the security and consolidation of their areas of interest in relation to the German partial states
英文の和訳で困っています 和訳を教えていただきたいです よろしくお願いします！！
In fact, Moscow’s readiness to take part in negotiations in Western capitals was minimal, even though the events in the GDR before 17 June were seen to reflect completely the Soviet intention of pressing for a Four Power conference on the German question.
The actual losers were the weakest element in the game: the Germans behind the Iron Curtain and all those who had hoped for the restoration of Germans unity.
The planned summit of the Big Three in 1953 was reduced to a conference of the three Western foreign ministers.
He had been convinced that the West could negotiate with the Soviets based on a ‘position of strength’ in order to ward off the danger of an nuclear war.
英語の並び替えで困ってます。誰か教えてください。
Q次の日本文の意味に合うように、（ ）内の語句を並べかえてください。
(a)シリコンは物理特性が炭素に似ている非金属です。
Silicon is a （ resembles / physical / carbon / its / non-metal / in / that ） properties.
(b)光源から来る光はスクリーンに向かうように方向を変えられる。
The （ coming / the light source / directed / from / light / toward / is ） the screen.
(c)面積は2次元であり、平方メートルの単位で測量することができる。
The area is two-dimensional（ meters / and / measured / can / square / in / be ）.
(d)何千年も前には、ゴミは天然物質から出来上がっていたので問題にならなかった。
Thousands of years ago, garbage was （ it / because / up / was / not / made / a problem ） of natural materials.
問題は以上です。よろしくお願いします。
