英語の長文の和訳をお願いします。 -　長めですが、長文の和訳をお願いします-

この英語の長文を上手く訳せる方お願いします。

予習で自分でやったら、ブツブツ切りながらでしか訳せません。結果その一文の意味がうまくとらえられないんです。長めですが、長文の和訳をお願いします。(Ａ)(Ｂ)(Ｃ)には何か前置詞が入ります。Ａがｔｏ、Ｃがｏｎだと思いますが、Ｂが分かりません。Ｂを含む一文の意味が特に分かりません。とにかく困ってます。大学の入試問題です。　極端に意訳ではなく、文法、熟語など大事なところを押さえつつ自然な文に訳してもらえると助かります。回答お待ちしています。スペルミス等あったらすみません。Ｕｎｉｖｅｒｃｉｔｉｅｓ　ｉｎ　Ｊａｐａｎ，ｌｉｋｅ　ｔｈｅ　ｓｔｕｄｅｎｔｓ　ｔｈｅｙ　ｓｅｅｋ　ｔｏ　ｅｄｕｃａｔｅ．ａｐｐｅａｒ　Ｗｅｓｔｅｒｎ，ｔｈｏｕｇｈ　ｉｎ　ｒｅａｌｉｔｙ　ｔｈｅｙ　ｄｉｆｆｅｒ　ｍａｒｋｅｄｌｙ　ｆｒｏｍ　ｔｈｅｉｒ　ｃｏｕｎｔｅｒｐａｒｔｓ　ｉｎ　Ｅｕｒｏｐｅ　ａｎｄ　Ａｍｅｒｉｃａ．Ｆｏｒ　ｅｘａｍｐｌｅ，ｏｎｃｅ　ａ　ｓｔｕｄｅｎｔ　ｅｎｔｅｒｓ　ａ　Ｊａｐａｎｅｓｅ　ｃｏｌｌｅｇｅ，ｈｅ　ｏｒ　ｓｈｅ　ｉｓ　ｕｓｕａｌｌｙ　ｓｕｒｅ　ｔｏ　ｇｒａｄｕａｔｅ．Ｔｈｉｓ　ａｒｒａｎｇｅｍｅｎｔ　ｉｓ　ｓｏｍｅｔｉｍｅｓ　ｒｅｆｅｒｒｅｄ(　　Ａ　　)ａｓ　ａｎ“ｅｓｃａｌａｔｏｒ　ｓｙｓｔｅｍ”；ｉｆ　ｂｏｔｈ　ｆｅｅｔ　ａｒｅ　ｆｉｒｍｌｙ　ｐｌａｃｅｄ　ｏｎ　ｔｈｅ　ｂｏｔｔｏｍ　ｓｔｅｐ，ａ　ｓｔｕｄｅｎｔ　ａｌｍｏｓｔ　ａｕｔｏｍａｔｉｃａｌｌｙ　ｐｒｏｇｒｅｓｓｅｓ　ｔｏ　ｇｒａｄｕａｔｉｏｎ．Ｃｏｎｓｅｑｕｅｎｔｌｙ，Ｊａｐａｎｅｓｅ　ｕｎｉｖｅｒｓｉｔｙ　ｓｔｕｄｅｎｔｓ　ｄｏ　ｎｏｔ　ｈａｖｅ　ｔｏ　ｓｔｕｄｙ　ａｓ　ｈａｒｄ　ａｓ　Ａｍｅｒｉｃａｎ　ａｎｄ　Ｂｒｉｔｉｓｈ　ｓｔｕｄｅｎｔｓ．Ｔｈｅ　ｅｓｃａｌａｔｏｒ　ｓｙｓｔｅｍ　ｓｕｉｔｓ　ｔｈｅ　Ｊａｐａｎｅｓｅ　ｃｏｌｌｅｇｉａｎｓ　ｗｅｌｌ　ａｓ　ｉｔ　ｓｅｅｍｓ　ｔｏ　ｃｏｍｐｅｎｓａｔｅ　ｔｈｅｍ　ｆｏｒ　ｔｈｅ　ｌｏｎｇ　ｈｏｕｒｓ　ａｎｄ　ｈａｒｄ　ｗｏｒｋ　ｔｈｅｙ　ｗｅｒｅ　ｆｏｒｃｅｄ　ｔｏ　ｕｎｄｅｒｇｏ　ｄｕｒｉｎｇ　ｔｈｅｉｒ　ｅｌｅｍｅｎｔａｒｙ　ａｎｄ　ｓｅｃｏｎｄａｒｙ　ｓｃｈｏｏｌｉｎｇ．Ｔｈｅ　ｙｏｕｎｇ　ｍｅｎ　ａｎｄ　ｗｏｍｅｎ　ｓｅｅｎ(　　Ｂ　　)ｔｈｅ　ｃｏｌｌｅｇｅ　ｃａｍｐｕｓｅｓ　ｔｏｄａｙ　ｈａｄ　ｔｏ　ｓｔｕｄｙ　ｅｘｔｒａｏｄｉｎａｒｉｌｙ　ｈａｒｄ　ｉｎ　ｈｉｇｈ　ｓｃｈｏｏｌ，ａｎｄ　ｉｎ　ｓｏｍｅ　ｃａｓｅｓ，ｅｖｅｎ　ｆｏｒ　ａｎ　ｅｘｔｒａ　ｙｅａｒ　ｏｒ　ｔｗｏ　ｉｎ　ｉｎｔｅｎｓｉｖｅ　ｐｒｅｐａｒａｔｏｒｙ　ｓｃｈｏｏｌｓ　ａｆｔｅｒ　ｇｒａｄｕａｔｉｎｇ　ｆｒｏｍ　ｈｉｇｈ　ｓｃｈｏｏｌ，ｔｏ　ｐａｓｓ　ｔｈｅ　ｅｎｔｒａｎｃｅ　ｅｘａｍ　ｆｏｒ　ｅｎｔｒｙ　ｉｎｔｏ　ｕｎｉｖｅｒｓｉｔｙ．Ｏｎｃｅ　ｔｈｅｙ　ｂｅｇｉｎ　ｃｏｌｌａｇｅ，ｐａｓｓｉｎｇ　ｃｏｕｒｓｅｓ　ｉｓ　ｍｏｓｔｌｙ　ａ　ｆｏｒｍａｌｉｔｙ　ａｎｄ　ｌａｃｋ　ｏｆ　ｍｏｔｉｖａｔｉｏｎ　ｆｏｒ　ｌｅａｎｉｎｇ　ｉｓ　ｗｉｄｅｓｐｒｅａｄ．Ｔｈｕｓ，ｔｈｅ　ｐｒｅｖａｉｌｉｎｇ　ａｔｔｉｔｕｄｅ　ｉｎ　ｓｏｃｉｅｔｙ　ａｔ　ｌａｒｇｅ　ａｓ　ｗｅｌｌ　ａｓ　ａｍｏｎｇ　ｆａｃｕｌｔｙ　ｍｅｍｂｅｒｓ　ａｎｄ　ｓｔｕｄｅｎｔｓ　ｉｓ　ｔｈａｔ　ｃｏｌｌａｇｅ　ｉｓ　ａ　ｐｌａｃｅ　ｆｏｒ　ｅｎｊｏｙｍｅｎｔ，ａ“ｌｅｉｓｕｒｅ　ｌａｎｄ”．Ｍａｎｙ　ｃｏｌｌａｇｅ　ｓｔｕｄｅｎｔｓ　ｄｏ　ｉｎ　ｆａｃｔ　ｄｅｖｏｔｅ　ｆａｒ　ｍｏｒｅ　ｈｏｕｒｓ　ａｎｄ　ｅｎｅｒｇｙ　ｔｏ　ｐａｒｔ－ｔｉｍｅ　ｊｏｂｓ，ｅｘｔｒａ－ｃｕｒｒｉｃｕｌａｒ　ａｃｔｉｖｉｔｉｅｓ，ｏｒ　ｐｅｒｓｏｎａｌ　ｉｎｔｅｒｅｓｔｓ，ｔｈａｎ　ｔｏ　ｓｔｕｄｙ．　Ｔｈｅ　ｄｉｆｆｅｒｅｎｃｅ　ｂｅｔｗｅｅｎ　Ｊａｐａｎｅｓｅ　ａｎｄ　ｗｅｓｔｅｒｎ　ｃｏｎｃｅｐｔｉｏｎｓ　ｏｆ　ａ　ｇｏｏｄ　ｓｔｕｄｅｎｔ，ａｎｄ　ｔｈｅ　ｄｉｆｆｅｒｅｎｃｅ　ｉｎ　ｃｏｎｖｅｒｓａｔｉｏｎ　ｓｔｙｌｅｓ　ｂｅｔｗｅｅｎ　ｓｐｅａｋｅｒｓ　ｏｒ　Ｊａｐａｎｅｓｅ　ａｎｄ　ｓｐｅａｋｅｒｓ　ｏｆ　Ｅｎｇｌｉｓｈ，ａｌｓｏ　ｆｉｇｕｒｅ　ｉｎ　ｔｈｅ　ｃｕｌｔｕａｌ　ｃｏｎｔｒａｓｔ　ｂｅｔｗｅｅｎ　Ｊａｐａｎ　ａｎｄ　Ｗｅｓｔ．Ｊａｐａｎｅｓｅ　ｔｅｎｄ　ｔｏ　ｔｈｉｎｋ　ｑｕｉｅｔ，ｐａｓｓｉｖｅ，ａｎｄ　ｏｂｅｄｉｅｎｔ　ｙｏｕｔｈｓ　ｗｈｏ　ｐｅｒｆｏｒｍ　ｗｅｌｌ　ｏｎ　ｔｅｓｔｓ　ａｒｅ　ｇｏｏｄ　ｓｔｕｄｅｎｔｓ．Ｗｅｓｔｅｒｎｅｒｓ，(　　Ｃ　　)ｔｈｅ　ｏｔｈｅｒ　ｈａｎｄ，ａｄｍｉｒｅ　ｔｈｏｓｅ　ｗｈｏ　ｃｈａｌｌｅｎｇｅ　ｔｅａｃｈｅｒｓ　ｗｉｔｈ　ｏｒｉｇｉｎａｌ　ｏｐｉｎｉｏｎｓ．Ａｍｅｒｉｃａｎ　ｔｅａｃｈｅｒｓ，ｆｏｒ　ｉｎｓｔａｎｃｅ，ｔｅｎｄ　ｔｏ　ａｓｋ　ｔｈｅｉｒ　ｓｔｕｄｅｎｔｓ　ｗｈａｔ　ｔｈｅｙ　ｔｈｉｎｋ　ａｎｄ　ｗｈｙ　ｔｈｅｙ　ｔｈｉｎｋ　ｓｏ；Ｊａｐａｎｅｓｅ　ｔｅａｃｈｅｒｓ　ｒａｒｅｌｙ　ｄｏ　ｔｈｉｓ．Ｔｈｅ　ｇｒｏｕｐ　ｄｙｎａｍｉｃｓ　ａｍｏｎｇ　ｓｔｇｕｄｅｎｔｓ　ａｎｄ　ｔｈｅ　ａｃｔｉｖｅ　ｉｎｔｅｒａｃｔｉｏｎ　ｂｅｔｗｅｅｎ　ｔｅａｃｈｅｒｓ　ａｎｄ　ｓｔｕｄｅｎｔｓ　ｓｏ　ｏｆｔｅｎ　ｓｅｅｎ　ｉｎ　Ａｍｅｒｉｃａｎ　ｃｌａｓｓｒｏｏｍｓ　ｓｅｌｄｏｍ　ｅｘｉｓｔ　ｉｎ　Ｊａｐａｎｅｓｅ　ｃｌａｓｓｅｓ．質問番号：6873619

長文の和訳　お願いします

長文の和訳　お願いします a lot of young people became victims of the battle of ofokinawa. some of　the most　well known are the girls in the himeyuri student corps. their story has been told in movies and books. Student　corps were units that the japanese army created for the battle of okinawa. the himeyuri corpy was made　of students and teachers from the okinawa first girl's high school and the female division of the okinawa normal school. in decembar 1944, the japanese military felt that it was impossible to prevent the Americans　from landing in okinawa. they organized some studebt corps to help wounded soldiers. at the end of march 1945, the himeyuri students were sent to the army field hospital in haebaru . this was just a few days before the americans landede. the himeyuri corps was formed of 240 members : 222 were students from ages 15 to 19 , and 18 were teachers. they were so busy taking care of wounded soldiers that they didn't even have time to sleep. the war situation got worse. in late may, the himeyuri corps retreated to the south. the last fierce battle of the battle of okinawa was fought in the southern part of okinawa island. when the japanese military knew they were　losing he battle, they ordered the himeyuri corps to disband. on june 18 , the girls were thrown out onto the battlefield. more than one hundred of the himeyuri students sent to the battlefield lost their lives. the name "himeyuri" sounds peaceful , but the reality they had to face was far from peace. we must never forget the tragedy of the himeyuri student corps.

長文の問題

How should homework be, according to the author?という質問にどのように答えればいいのでしょうか？下に書いてあるのは本文です。（これが、すべての文です。） Good teachers must love the subject which they teach,and they must like the people whom they teach.A part from that,teachers need to have clear goals for the students so that they can prepare lively and interesting lessons. Teachers should come to class on time and use all the time to the full. Homework should be a stimulus and not too long. Teachers should take, mark and give back homework promptly. They need to keep up with developments in their field. so their teaching does not become old-fash-ioned.Above all.teachers should remember that goal is for students to learn. After all. a student without a teacher might be possible. but a teacher with no students can only talk to an empty room.

長文和訳お願いします！

長いですがお願いします…。 People in Bhutan learn English from a young age. Of course they learn their own language at school,but their teachers teach math,science,and other things in English. Some Bhutanese high school students go to universities in India after finishing school. It is not difficult for them to study in India because many Indian university classes are taught in English. Bhutanese students also go to universities in Bhutan. There are many Indian and other foreign people teaching there. Because most of those teachers speak English,the language used in those classes is English. 大変長くて申し訳ありません…泣至急です！

英語　長文の和訳をお願いいたします。

how we got here perry's display of american technology and weaponry was succesful in opening japan, and during the first three decades of the meiji period the U.S. served as a model for japanese modernization, but it was never an equal relationship. americans were the teachers and were more than happy in their role, teaching the japanese everything from english to baseball to military strategy. they believed that God had given them the best country and the best civiliza-tion in the word, and that their duty was to spread their culture to others.

英語長文の和訳。

英語が得意な人が居ましたら、和訳をお願い致します。 My father has a friend in Osaka. His name is Akira Sato. He and my father became friends When they were student at the same college in Tokyo. Mr.Sato studenthard When he was a college student. But he also worked hard, because he wanted to go to the United States to study English at college. At last he got enough money to go there. In 1974 he finished college in Japan, and he went to the United States in August that year. His parents gave him some money When he left Japan. But two weeks afterhe started to stay in the United States, he because too sick to move. He had on friends to take care of him. He Could not eat or drink anything that day. The nextday, The old woman living next door to him found that he was so sick, and she college an ambulance for him. Hewas carried to a hospital. He was saved! But the doctor told him to go back to Japan, because he was too weak to study in the United States. The old woman did everything for him, so he Could come back to Japan one month later. And he got well. five years later, in 1979, he got married. One day in that year, When he was watching TV, he know about foreign students who were trying to find an inexpensive apartment in Japan. The students were not so rich. He remembered The kind old woman in the United States. Three years later, Mr. and Mrs. Sato made a house for foreign students near their house. The students didn't have to pay a lot of money to Mr. and Mrs. Sato. Mr. and Mrs. Sato have taken care of forty foreign students since 1982. The students call them "our parents in Japan." Some of them invited Mr. and Mrs. Sato to their countries. Mr. and Mrs. Sato didn't have their own children but they are very happy to have many "children" in foreign countries. 以上です。誤字脱字がありましたらすみません。和訳、宜しくお願いします。

■英語の長文の和訳をお願いします。

　One interesting difference between the American and Japanese cultures is in the area of tolerance and forgiveness. The Japanese will tolerate a great deal more than the average American without complaining.This is because it is rude to complain and fuss over little things in Japan.However,if something or someone irritates a Japanese,he will keep his anger down;but gradually,unless the provocation stops,the point is reached that in English we call 'the straw that breaks the camel's back,' meaning little things piled up one by one become a staggering load and finally one more becomes unbearable. When this happens the Japanese may or may not tell the person off or show anger,but he will probably break off the relationship for good. An American on the other hand very quickly becomes irritated by others and soon vents his anger when he deslikes what someone has done. But it does not mean very much and if he reacts too strongly the next day he may tell his friend,"Please forgive me," and according to American culture his friend should forgive him. The misunderstanding of this difference sometimes causes Americans to think of the Japanese as a bit insincere, as you can never tell how they really feel,and the Japanese think that Americans are a bit foolish because they are so frank. In reality it's just a difference in culture.

和訳お願いします!!

１、Getting a driver's license is one of the most exciting things to happen to young people. A driver's license means freedom, maturity, fun, excitement, and most important of all,　responsibility. ２、Even if young people in both Japan and United States view getting a driver's license with a great deal of expectation, the way to go get a driver's license in these countries is very different. ３、American teenagers begin dreaming of their driver's license when they are about fifteen years old. When a high school student is over fifteen, he or she is able to sign up for the "driver's education" program sponsored by the school. In this class, the student learns the rules of the road, as well as the dangers of drunk driving and speeding. Three months later, if the student passes the class, he or she receives a certificate. The student can take this certificate to the Department of motor Vehicles, and these take a written test that contains about twenty-five multiple-choice questions. If the student passes this test, he or she receives s "learner's permit." By this permit, the student is allowed to drive a car on the road with a licensed driver over the age of eighteen. The student then registers in the school-sponsored "driver's training" program. This program consists of about ten lessons where the student actually drives on the road. The first drive is probably around a parking lot, and then into quiet streets. When students become pass this course, they can try for their driver's license as soon as they reach their sixteenth birthday. Most people pass the driving test the first time they take it. It is hard for Japanese students to believe that it is so easy to get a driver's license. In Japan, public transportation is so extensive that it really isn't necessary to have a driver's license in many areas. On the other hand, the United States has very limited public transportation, and people must use cars to get from one place to another. 番号は段落です(*・ω・*) よろしくお願いします人´Д｀*）

和訳

和訳例をお願い致します。 I can understand when a boss is telling an employee what to do on the job or someone is giving a report at a company meeting. “Official” talk is very important; however, it is only a small part of talking. As much as 80 percent od the talk in the workplace and about 90 percent of the talk in restaurants or coffee shops is not really important in terms of what is said. That is to say, the information carried by the word inot very important. Such talk is often carried “small talk,” which is not essential to the conversation. Rather, taking itself is very important for the participants. Let me explain. Suppose that two college friends are sitting in the university cafeteria. One student tells the other that her sister went on a date and her boyfriend had forgotten his wallet so she had to pay for dinner. The two friends laugh at the story. The story has no real meaning. It's just a chance for the friends to be together and have a laugh. Any story would do. The information contained in the story is not important. Telling a story to the friend is important in order to build and maintain the relationship between those two people. Sharing is the purpose of the talk. On the other hand, think about a teacher telling students that they have to read Page 27 in their textbook and answer the questions for homework. In this case, the information is important. The telling is not as important. It does not change the relationship between the teacher and the students. What is important is not the telling but the information itself. In fact, the same information could be communicated by writing it on the board or by one student telling another who was absent or asleep in class. Who, when, and where are not important in this case. What was said is the only thing that is important. The case of the two students in the cafeteria is the opposite. Who said it, in this case the friend, is very important. Where and when are probably important too. But what was said doesn't matter. Any funny or interesting story would be okay as long as the two friends enjoy the story together. 以上になります。スペルミス等がみられましたら、ご指摘お願いします。

和訳

英語の和訳例をお願いします。何度か : が付いた箇所や、何となくで訳してしまった箇所がありました。一文が結構長い部分等もあり、少し難しかったです。意訳をしなければならないところはあまりないとは思いますが、出来るだけ自然な形での訳をお願いできますでしょうか。 The demographics of my students have completely changed in the past 10 years. Until several years ago, the majority of my students were interested in commerce : they were businesspeople, lawyers and doctors. Now, the students enroll in my classes because they are interested in anime, manga, Japanese pop culture, or even video games. Some of the students are also interested in joining the Japan Exchange and Teaching Program. As a result, my classes have become more youthful. I get a completely different atmosphere from these students compared to previous ones. While most have never visited Japan, I feel I can relate to them better. The earlier students, even those who had been to Japan, didn't have as good an understanding of it. Although they often had a lot of knowledge about Japanese culture, they retained a certain detached attitude toward it. However, my new students come into the classroom listening to J-pop and toting backpacks adorned with anime characters. They informally say, “Sensei, ohayo！” On tests, they draw their favorite anime characters and after class they exchange anime DVDs and music. I began to realize that these students were absorbing Japanese language and customs directly with their eyes and ears, not trying to intellectualize their experience in the way my previous students often did. Some of the kids learn Japanese information and grammar through anime. Of course, this creates problems at times. For example, I'll teach: “Kyo wa ii tenki desu ne,” and they'll respond “Ii tenki dayoooo,” as if they were anime characters themselvesーcharming, but somewhat inappropriate in this context. “Why do you like anime？” I inquired. A few of the many answers are: “Because it's fan！” “The pictures are so pretty！” “Because there's actually a plot and a story." One of my students said: “I find the unusual storylines refreshing in comparison with the redundant ones of American television and cinema. The characters in anime seem to be more fully developed. The characters fail, learn and grow, so I feel that I can really relate. Animation may be the initial attraction for many fans, but it's the creative plots and unique storylines that keep us interested.”

和訳

和訳例をお願い致します。 According to the WHO, they can expect to live longer, on average, than any other group of people on earth. This long (A) expectancy has often been attributed to the Japanese diet and eating habits. However, the Japanese diet and eating habits have been changing and effects of these changes are causing alarm. Traditionally, the Japanese cuisine is widely regarded as one of the healthiest in the world. Quite often, Japanese food is served raw of cooked lightly. These days, however, the traditional Japanese diet has been giving way to a more varied cuisine. Non-traditional Japanese food, such as pasta and hamburgers, is becoming as common for the average Japanese person as soba and sushi. In addition to greater variety, Japanese people today are eating more fatty foods. The Japanese also have begun to change their diet away from fresh and raw food towards highly processed meals. It is not uncommon for Japanese children to eat hamburgers, deep-fried chicken and pizza. The popularity of such foods is evident in the increasing number of fast food restaurants that have opened in Japan, many of which are attracting not only teenagers also families. The changing eating habits are also cause for concern. In the past, a number of the family used to spend considerable time shopping for fresh ingredients and preparing daily meals for the family. Today, more people live alone in comparison to previous decades. The practice of shopping for food and preparing fresh meals, which was formerly performed by one person in a household, often proves to be too difficult a daily task for the individual person. Many of today's busy working couples do not have enough time to prepare decent meals for themselves or their children. (B), ready-made meals and fast food restaurants are becoming more common. The changes in the Japanese diet and eating habits have begun to affect the health of the people. Indeed, the Japanese are getting fatter; statistics currently show that there are 24 percent of Japanese over 15 years of age who are believed to be overweight. leading experts beleve that the life expectancy in Japan is going to become shorter on account of this shift in diet and eating habits. 【設問】 (A)に入る最も適切な語 (B)1As a consequence 2In addition 3In the same way 4On the other hand 以上です。

和訳お願いします

I teach Japanese at community colleges outside Philadelphia in the United States The demographics of my students have completely changed in the past 10 years Until several years ago, the majority of my students were interested in commerce: they were businesspeople, lawyers and doctors. Now, the students enroll in my classes because they are interested in anime, manga, Japanese pop culture, or even video games. Some of the students are also interested in joining the Japan Exchange and Teaching Program. As a result, my classes have become more youthful. I get a completely different atmosphere from these students compared to previous ones. While most have never visited Japan, I feel I can relate to them better. The earlier students, even those who had been to Japan, didn't have as good an understanding of git. Although they often had a lot of knowledge about Japanese culture, they retained a certain detached attitude toward it. However, my new students come into the classroom listening to J-pop and toting backpacks adorned with nime characters. They informally say, "Sensei, ohayo!” On tests, they draw their favorite anime characters and after class they exchange anime DVDs and music I began to realize that these students were absorbing Japanese language and customs directly with their eyes and ears, not trying to intellectualize their experience in the way my previous students often did. Some of the kids learn Japanese intonation and grammar through anime. Of course, this creates problems at time For example, I'll teach: "Kyo wa ii tenki desu ne," and they'll respond "li tenki dayoooo. as if they were anime characters themselves charming, but somewhat inappropriate in this context. you like anime?" I inquired. A few of the many answers are: "Because One of my students said: "I find the unusual storylines refreshing in comparison with racters in anime seem it's fun! "The pictures are so pretty" "Because there's actually a plot and a story the redundant ones of American television and cinema. The characters in anime seem to be more fully developed. The characters fail, learn and grow, so I feel that I can really late. Animation may be the initial attraction for many fans, but its the creative plots and unique storylines that keep us interested

英語長文の和訳を教えてください。

japan was no longer the quaint exotic country that the occupiers had seen, it was "japan, inc" as newspapers and weekly news magazines became flooded with information about the japanese economy and work habits, americans began to perceive the japanese as "economic animals" who cared for nothing but work, work, work. the image was that of a mass of workers, all alike, running from their rabbit hutches in the morning, stuffing them-selves into trains, disgorging into factories where they produced millions of stereos, cars and cameras, day after day, 24 hours a day. japan was seen as a floating factory in which government and bureaucratic leaders collaborated with the owners of private industry to attack and conquer american markets. the idea of collaboration between government and industry was particularly galling to the united states. the american economy had always been run with as much separation of government and private industry as possible, and anything else was seen as unfair competition. 長いですが、和訳をお願いします。

英語の長文の和訳をお願いします。

途中、(Ａ)(Ｂ)がでてきますが、そこにはＨｏｗｅｖｅｒ，Ｉｎ　ｆａｃｔ，Ｏｎ　ｔｈｅ　ｃｏｎｔｒａｒｙ，Ａｓ　ａ　ｍａｔｔｅｒ　ｏｆ　ｃｏｕｒｓｅのどれかがはいります。；とかでてくるので訳す順番など悩みます。極端に意訳ではなく、文法、熟語など大事なところを押さえつつ自然な文に訳してもらえると助かります。多くの回答、お待ちしています。　Ｗｈｅｎ　ｃｏｕｐｌｅｓ　ｇｅｔ　ｍａｒｒｉｅｄ　ｔｈｅｙ　ｕｓｕａｌｌｙ　ｐｌａｎ　ｔｏ　ｈａｖｅ　ｃｈｉｌｄｒｅｎ．Ｓｏｍｅｔｉｍｅｓ，ｈｏｕｅｖｅｒ，ａ　ｃｏｕｐｌｅ　ｃａｎｎｏｔ　ｈａｖｅ　ａ　ｃｈｉｌｄ　ｏｆ　ｔｈｅｉｒ　ｏｗｎ．Ｉｎ　ｔｈｅ　ｃａｓｅ，ｔｈｅｙ　ｍａｙ　ｄｅｓｉｄｅ　ｔｏ　ａｄｏｐｔ　ａ　ｃｈｉｌｄ．(Ａ)，ａｄｏｐｔｉｏｎ　ｉｓ　ｖｅｒｙ　ｃｏｍｍｏｎ　ｔｏｄａｙ．Ｔｈｅｒｅ　ａｒｅ　ａｂｏｕｔ　ｓｉｘｔｙ　ｔｈｏｕｓａｎｄ　ａｄｐｔｉｏｎｓ　ｅａｃｈ　ｙｅａｒ　ｉｎ　ｔｈｅ　Ｕ．Ｓ．ａｌｏｎｅ．Ｓｏｍｅ　ｐｅｏｐｌｅ　ｐｒｅｆｅｒ　ｔｏ　ａｄｏｐｔ　ｉｎｆａｎｔｓ；ｏｔｈｅｒｓ　ａｄｏｐｔ　ｏｌｄｅｒ　ｃｈｉｌｄｒｅｎ．Ｓｐｍｅ　ｃｏｕｐｌｅｓ　ａｄｏｐｔ　ｃｈｉｌｄｒｅｎ　ｆｒｏｍ　ｔｈｅｉｒ　ｏｗｎ　ｃｏｕｎｔｒｉｅｓ；ｏｔｈｅｒｓ　ａｄｏｐｔ　ｃｈｉｌｄｒｅｎ　ｆｒｏｍ　ｆｏｒｅｉｇｈ　ｃｏｕｎｔｒｉｅｓ．Ｓｏｍｅ　ｐｅｏｐｌｅ　ａｄｏｐｔ　ｃｈｉｌｄｒｅｎ　ｏｆ　ｔｈｅｉｒ　ｓａｍｅ　ｒａｓｅ，ｗｈｉｔｅ，ｂｌａｃｋ，Ａｓｉａｎ；ｏｔｈｅｒｓ　ａｄｏｐｔ　ｃｈｉｌｄｒｅｎ　ｏｆ　ｄｉｆｆｅｒｅｎｔ　ｒａｃｅｓ．Ｉｎ　ａｎｙ　ｃａｓｅ，ｔｈｅｙ　ａｌｌ　ａｄｏｐｔ　ｃｈｉｌｄｒｅｎ　ｆｏｒ　ｔｈｅ　ｓａｍｅ　ｒｅａｓｏｎ：ｔｈｅｙ　ｃａｒｅ　ａｂｏｕｔ　ｃｈｉｌｄｒｅｎ，ａｎｄ　ｗａｎｔ　ｔｏ　ｇｉｖｅ　ｔｈｅｉｒ　ａｄｏｐｔｅｄ　ｃｈｉｌｄ　ａ　ｈａｐｐｙ　ｌｉｆｅ．Ｔｈｉｓ　ｉｎｃｌｕｄｅｓ　ａ　ｃｏｍｆｏｒｔａｂｌｅ　ｈｏｍｅ，ａ　ｌｏｖｉｎｇ　ｆａｍｉｌｙ，ａｎｄ　ａ　ｇｏｏｄ　ｅｄｕｃａｔｉｏｎ．　Ｍｏｓｔ　ａｄｏｐｔｅｄ　ｃｈｉｌｄｒｅｎ　ｋｎｏｗ　ｔｈａｔ　ｔｈｅｙ　ａｒｅ　ａｄｏｐｔｅｄ．Ｈｏｗｅｖｅｒ，ｍａｎｙ　ａｄｏｐｔｅｄ　ｃｈｉｌｄｒｅｎ，ｏｒ(Ｂ)，ｈａｖｅ　ｖｅｒｙ　ｌｉｔｔｌｅ　ｉｍｆｏｒｍａｔｉｏｎ　ａｂｏｕｔ　ｔｈｅｉｒ　ｂｉｏｌｏｇｉｃａｌ　ｍｏｔｈｅｒ　ａｎｄ　ｆａｔｈｅｒ．Ａｓ　ａ　ｍａｔｔｅｒ　ｏｆ　ｆａｃｔ，ｉｔ　ｉｓ　ｏｆｔｅｎ　ｖｅｒｙ　ｄｉｆｆｉｃｕｌｔ　ｆｏｒ　ａｄｏｐｔｅｅｓ　ａｒｅ　ｕｓｕａｌｌｙ　ｎｏｔ　ｍａｄｅ　ｐｕｂｌｉｃ．Ｔｈｅ　ｉｎｆｏｒｍａｔｉｏｎ　ｉｓ　ｃｏｎｆｉｄｅｎｔｉａｌ，ｓｏ　ｎｏ　ｏｎｅ　ｃａｎ　ｓｅｅ　ｉｔ．Ｔｈｉｓ　ｐｒｏｔｅｃｔｓ　ｂｏｔｈ　ａｄｏｐｔｅｅｓ　ａｎｄ　ｔｈｅｉｒ　ｎａｔｕｒａｌ　ｐａｒｅｎｔｓ．　Ｎａｔｕｒａｌｌｙ，ａｄｏｐｔｅｄ　ｃｈｉｌｄｒｅｎ　ｈａｖｅ　ｄｉｆｆｅｒｅｎｔ　ｆｅｅｌｉｎｇｓ　ａｂｏｕｔ　ｔｈｅｉｒ　ｂｉｒｔｈ　ｐａｒｅｎｔｓ．　　Ｍａｎｙ　ａｄｏｐｔｅｅｓ　ｗａｎｔ　ｔｏ　ｓｅａｒｃｈ　ｆｏｒ　ｔｈｅｍ，ｂｕｔ　ｏｔｈｅｒｓ　ｄｏ　ｎｏｔ．Ｊａｋｅ，１３，ｗａｓ　ａｄｏｐｔｅｄ　ｗｈｅｎ　ｈｅ　ｗａｓ　ｏｎｌｙ　ｔｗｏ　ａｎｄ　ａ　ｈａｌｆ　ｍｏｎｔｈｓ　ｏｌｄ．Ｈｅ　ｓａｙｓ，“Ｉ don´ｔ　ｔｈｉｎｋ　Ｉ´ｌｌ　ｅｖｅｒ　ｓｅａｒｃｈ　ｆｏｒ　ｍｙ　ｂｉｒｔｈ　ｍｏｔｈｅｒ．Ｉ　ｍｉｇｈｔ　ｗａｎｔ　ｔｏ　ｇｅｔ　ｓｏｍｅ　ｍｏｒｅ　ｆａｃｔｓ，ｂｕｔ　Ｉ　ｄｏｎ´ｔ　ｆｅｅｌ　Ｉ　ｒｅａｌｌｙ　ｗａｎｔ　ｔｏ　ｇｏ　ｌｏｏｋ．Ｍａｙｂｅ　she　ｗｏｕｌｄ　ｂｅ　ａｗｆｕｌ　ａｎｄ　I´ｄ　ｊｕｓｔ　ｂｅ　ｄｉｓａｐｐｏｉｎｔｅｄ．”Ｃａｒｌａ，ｗｈｏ　ｉｓ　１２，ｗａｓ　ａｄｏｐｔｅｄ　ｗｈｅｎ　ｓｈｅ　ｗａｓ　ｆｏｕｒ　ｙｅａｒｓ　ｏｌｄ．Ｈｅｒ　ａｄｏｐｔｉｖｅ　ｐａｒｅｎｔｓ　ａｌｓｏ　ａｄｏｐｔｅｄ　ａｎｏｔｈｅｒ　ｌｉｔｔｌｅ　ｇｉｒｌ．Ｃａｒｌａ　ｓａｙｓ，“Ｓｏｍｅｔｉｍｅｓ　ｍｙ　ｓｉｓｔｅｒ　ａｎｄ　Ｉ　ｗｉｌｌ　ｔａｌｋ．Ｓｈｅ　ｓａｙｓ　ｓｈｅ　ｄｏｅｓｎ´ｔ　ｗａｎｔ　ｔｏ　ｌｏｏｋ　ｆｏｒ　ｈｅｒ　ｂｉｒｔｈ　ｍｏｔｈｅｒ，ｂｕｔ　Ｉ　ｈａｖｅ　ｍｉｘｅｄ　ｆｅｅｌｉｎｇｓ．Ｓｏｍｅｔｉｍｅｓ　Ｉ　ｆｅｅｌ　Ｉ　ｗａｎｔ　ｔｏ　ｌｏｏｋ　ｆｏｒ　ｈｅｒ―ｂｕｔ　ｓｏｍｅｔｉｍｅｓ　Ｉ　ｄｏｎ´ｔ　ｗａｎｔ　ｔｏ　ｌｏｏｋ　ｆｏｒ　ｈｅｒ　ａｔ　ａｌｌ　ｂｅｃａｕｓｅ　Ｉ´ｍ　ｓｃａｒｅｄ　ｏｆ　ｆｉｎｄｉｎｇ　ｏｕｔ　ｗｈａｔ　ｈｅｒ　ｒｅａｃｔｉｏｎｓ　ｗｏｕｌｄ　ｂｅ．Ｉ　ｗｏｒｒｙ　ｔｈａｔ　ｓｈｅ´ｌｌ　ｈａｖｅ　ａ　ｗｈｏｌｅ　ｎｅｗ　ｌｉｆｅ　ａｎｄ　Ｉ　ｗｏｕｌｄ　ｊｕｓｔ　ｂｅ　ｉｎｔｅｒｆｅｒｉｎｇ　ｗｉｔｈ　ｔｈａｔ　ｎｅｗ　ｌｉｆｅ．”Ｓｕｅ，ｗｈｏ　ｉｓ　１３，ｗａｓ　ａｄｏｐｔｅｄ　ｗｈｅｎ　ｓｈｅ　ｗａｓ　ａ　ｂａｂｙ．Ｓｈｅ　ｓａｙｓ，“Ｉ　ｔｈｉｎｋ　ａｄｏｐｔｅｄ　ｋｉｄｓ　ｓｈｏｕｌｄ　ｂｅ　ａｌｌｏｗｅｄ　ｔｏ　ｓｅａｒｃｈ　ｗｈｅｎｅｖｅｒ　ｔｈｅｙ´ｒｅ　ｒｅａｄｙ．Ｔｈｅｙ　ｎｅｅｄ　ｔｏ　ｋｎｏｗ　ｗｈｅｒｅ　ｔｈｅｙ　ｃｏｍｅ　ｆｒｏｍ　ａｎｄ　ｗｈａｔ　ｔｈｅｉｒ　ｍｅｄｉｃａｌ　ｈｉｓｔｏｒｙ　ｉｓ．Ａｓ　ｓｏｏｎ　ａｓ　Ｉ　ｓｅａｒｃｈｅｄ　ａｎｄ　ｆｏｕｎｄ　ｔｈｅ　ｉｎｆｏｒｍａｔｉｏｎ　Ｉ　ｗａｓ　ｌｏｏｋｉｎｇ　ｆｏｒ，Ｉ　ｆｅｌｔ　ｍｏｒｅ　ｗｏｒｔｈｗｈｉｌｅ　ｉｎ　ｔｈｅ　ｗｏｒｌｄ．Ｂｅｆｏｒｅｈａｎｄ，ａ　ｐａｒｔ　ｏｆ　ｍｅ　ｈａｄ　ａｌｗａｙｓ　ｂｅｅｎ　ｍｉｓｓｉｎｇ．”　

英語の発音を教えてください！

　例えば　ｂｏｙはボーイとか。　　正しい発音を教えてください！ PCで調べても発音が良すぎて分かりません。　１. That is a pencil. ２. Tom is a doctor ３． Jane is a singer. ４． This is Dick. ５． This is a cat. ６． Jack is a student ７． He is a musician. ８． That is Kenji. ９． You are a doctor. １０． I am a student. １１． He is a Chinese １２． You are a teacher. １３． I am a doctor. １４． You are students. １５． These are pens. １６． Tom is a doctor １７． They are nurse. １８． We are doctor. 19. Mike is an American. 20. They am students. 21. These are pencils. 22. Tom is a teacher 23. These are cars. 24. You are a stuaent 25. I am a policeman. 26. Jack is a musician. 27. I am a Japanese 28. You are a doctor. 29. It is a cat. 30. You are a stdent. 31. That is a dog. 32. They are students. 33. We are teachers 34. You are a doctor. 35. These are monkeys. 36. Those are cats. 37. You and I are doctors. 38. You are a policeman. 39. Tom and Jack are students. 40. These are cars. 41. This is Mr.Smith. 42. You are a doctor. 43. Tom is a student. 44. They are dogs. 45. Tom and i are teachers. 46. They are watches. 47. You are students. 48. I am a Japanese. 49. Those are dictionaries. 50. That is Mr.Brown. 51. You are a student. 52. That is a book. 53. I am a doctor 54. These are pens. 55. Tom and i are students. 　　　　　　　　　　　　　　です。　テスト勉強で使うので、本当によろしくお願いします！

和訳をお願いします。

POINT LATTICES AND THE UNIT CELL Let’s consider the three-dimensional arrangement of points in Fig.15.This arrangement is called a point lattice. If we take any point in the point lattice it has exactly the same number and arrangement of neighbors(i.e.,identical surroundings) as any other point in the lattice. This condition should be fairly obvious considering our description of long-range order in Sec. 2.1 We can also see from Fig. 15 that it is possible to divide the point lattice into much smaller untils such that when these units are stacked in three dimensions they reproduce the point lattice. This small repeating unit is known as the unit cell of the lattice and is shown in Fig.16 A unit cell may be described by the interrelationship between the lengths(a,b,c) of its sides and the interaxial angles (α,β,γ)between them. (α is the angle between the b and c, axes,β is the angle between the a and c axes, and γ is the angle between the a and b axes.)The actual values of a,b,and c, and α,β and γ are not important, but their interrelation is. The lengths are measured from one corner of the cell, which is taken as the origin. These lengths and angles are called the lattice parameters of the unit cell, or sometimes the lattice constants of the cell. But the latter term is not really appropriate because they are not necessarily constants; for example, they can vary with changes in temperature and pressure and with alloying. [Note: We use a,b and c to indicate the axes of the unit cell; a,b and c for the lattice parameters, and a,b and c for the vectors lying along the unit-cell axes.]

和訳をお願いします

POINT LATTICES AND THE UNIT CELL Let’s consider the three-dimensional arrangement of points in Fig.15.This arrangement is called a point lattice. If we take any point in the point lattice it has exactly the same number and arrangement of neighbors(i.e.,identical surroundings) as any other point in the lattice. This condition should be fairly obvious considering our description of long-range order in Sec. 2.1 We can also see from Fig. 15 that it is possible to divide the point lattice into much smaller untils such that when these units are stacked in three dimensions they reproduce the point lattice. This small repeating unit is known as the unit cell of the lattice and is shown in Fig.16 A unit cell may be described by the interrelationship between the lengths(a,b,c) of its sides and the interaxial angles (α,β,γ)between them. (α is the angle between the b and c, axes,β is the angle between the a and c axes, and γ is the angle between the a and b axes.)The actual values of a,b,and c, and α,β and γ are not important, but their interrelation is. The lengths are measured from one corner of the cell, which is taken as the origin. These lengths and angles are called the lattice parameters of the unit cell, or sometimes the lattice constants of the cell. But the latter term is not really appropriate because they are not necessarily constants; for example, they can vary with changes in temperature and pressure and with alloying. [Note: We use a,b and c to indicate the axes of the unit cell; a,b and c for the lattice parameters, and a,b and c for the vectors lying along the unit-cell axes.]

和訳

和訳をお願いします。良く分からなかった箇所や上手く訳せていなかった部分がありました。( )内も、間違ったものを選択して訳した場合もあるので、お願いします。スペルには気を付けましたが、もしございましたらすみません。 Shown a photograph, North American students of European background paid more attention to the object in the foreground of a scene, (A) students from China spent more time studying the background and talking in the whole scene, according to researchers at the University of Michigan. Researchers led by Hannah-Faye Chua and Richard Nisbett tracked the eye movements of the studentsー25 European Americans and 27 native Chineseーto determine where they looked in a picture and how long they focused on a particular area. “They literally are seeing the world differently,” said Nisbett, with Westerners focusing on objects and Asians talking in more context to view a scene as a whole. He believes the differences are cultural. “Asians live in more socially complicated world than we do,” he said in an interview. “They have to pay more attention to others than we do. We are individualists.” The key thing in Chinese culture is harmony, Nisbett said, while in the west the sky is finding ways to get things done, (B). And that, he said, goes back to the ecology and economy of thousands of years ago. In ancient China, farmers developed a system of irrigated agriculture, Nisbett said, in which farmers had to get along (C) each other to share water and make sure no one cheated. This is especially the case in rice farming, he said. Western attitudes, (D), developed in ancient Greece where more smallholders ran individual farms, operating like individual businessmen. Thus, differences in perception go back at least 2000 years, he said. He illustrated this by asking Japanese and Americans to look at pictures of underwater scenes and report what they saw. The Americans would go straight for the brightest or most rapidly moving object, he said, such as three trout swimming. The Japanese were more likely to say they saw a stream, the water was green, there were rocks on bottom and then mention the fish. The Japanese gave 60 percent more information on the background than the Americans and twice as much about the background-foreground object relationships. (A) 1because 2while 3since 4after (C) 1at 2to 3with 4in (D) 1after all 2once in a while 3on the other hand 4as a whole (B) 1paying much attention to others 2focusing on group welfare rather than their own welfare 3paying less attention to others 4focusing on harmony

英語の和訳です。お願いします！！

For example, one of the major differences between the American educational system and systems in a majority of other countries is that education in the United States is intended for everyone-not just for a privileged few. Schools are expected to meet the needs of every child,regardless of his or her ability,and also the needs of society itself. This means that tax-supported public schools offer more than academic subjects. It surprises many people when they come here to find high schools offering such courses as typing, sewing, radio repair, computer programming, or driver training, along with traditional academic subjects such as mathematics,history, and language. Students can choose among a great variety of subjects depending on their interests, future plans, and level of ability. The primary purposes of American education are to develop every child's abilities, however great or small these may be, and to give each child a sense of citizenship.

英語の問題（（長文です

本文 1 "Mom, my car Dosen't move,″a boy said. 2 His mother answered, "Don't worry. 3 Let's take it to the toy Hospital. 4 Students at Omori Gakuen High School in Tokyo repair toys. 5 They open the "Toy Hospital″ at their school once a month. 6 They use techniques learned at school. 7 Through this service the students learn the spirit of saving things, and they pass on the same spirit to many children. 8 At this school, the students also volunteer for repairing wheelchairs and some other activities. 9 Students enjoy their volunteer work. 10 In Nepal many children cannot study because there aren't enough school. 11 In 1998, students at Nagayoshi High School in Osaka heard about this. 12 That summer, they ren five hundred kilometers for six days through many cities and towns, and collected money. 13 Since then, many students have run for the same purpose. 14 As a result four schools were built in Nepal. 15 But recently, they heard that some children living near the schools could not go to school because they had no money. 16 So the students started to run for a different purpose for these children. 17 Their goal has no end. 18 In Japan, many students are active in various kinds of volunteer work like the students from these two school. 19 How about your school？次の質問の答えを本文から探して英語で書きましょう。 (1) What do the students at Omori Gakuen High School use to repair toys？ (2) How many schools were built in Nepal through the volunteer work by the students at Nagayoshi High School？ (3) Are many students active in volunteer activities in Japan？次の英文を和訳しなさい (a) There is someone waiting for you at the station. (b) Andy likes the singing birds. 本文の訳はいいのですが、問題が分かりません。。。どうかお願いします。

英語の長文の和訳をお願いします。

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お礼 2011/07/14 17:21

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お礼 2011/07/19 17:27

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お礼 2011/07/14 17:21

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お礼 2011/07/19 17:27

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和訳をお願いします。

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