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- wholefull
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What's going on here? In education, social change behaves like a pendulum, swinging from one extreme to the other. The current trend ― teaching using machinery ― is actually an old, often-tried idea, dressed up this time in much more colorful clothing. As this latest swing of the education pendulum moves toward the highest point of technology use, a parent's job becomes quite different from what everyone has assumed. そこで何がおこったのか。教育において、社会の変遷は、１つの極端と、その他を、振り子のように振る舞っている。 その現在の傾向と言えば、教育、機械いじり、それらは、実際に古風であり、しばし疲れきった考えであり、より色とりどりの洋服で、その時間をドレスアップした。 この最新の"教育振り子"の変遷は、テクノロジー使用の、最長点に移行する。 ひとつの両親的仕事は、何かの想定された物をもった何かによって、全くの違いが生まれた。 急ぎながらですが、簡単に訳してみました。ご参考までにどうぞ。
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- 英文の翻訳（和訳）をおねがいします。 考えてみたのですがうまく訳せません。
Like the nation itself, American college life is diverse, challenging, complicated, and ever changing. Technology, in particular, is as much a driver of change in education today as it is in the global economy in general. This diversity in college experiences has the great advantage of allowing students from many different backgrounds to pursue a college education in a setting that they find suitable for their individual success.
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But he postulated a change of human nature fostered by communism. It took many generations to prove him wrong. With the exception of a few diehards, none of today’s communist leaders hold to that orthodoxy. In the West, the moral validity of property rights is accepted, or at least acquiesced in, by virtually the whole of the population. This is true even in societies which are disdainful of competition. Attitudes toward property ownership are passed from one generation to the next through family values and education. These attitudes derive from the deepest values governing social interaction that people hold.
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The education of any Japanese born after about 1941 has been on the whole so diffrent from the education that shaped his parents that it made him in some sense a stranger to them. 「およそ1941年のあとに生まれた日本のどんな教育も、全体的に見て、親たちが形作った教育とはとても違っているので、その違いは、ある意味で教育を親たちにとって馴染みのないものにした」 it made him in some sense a stranger to them. のitは、1941年より前の教育とより後の教育の違いを指していて、himは、1941年以降の教育を、themは親たちを指しているのでは？と解釈したのですが、どうでしょうか？
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Lattice type and systematic absences In indexing the powder patterns it has been assumed that all the possible reflections are observed, that is, scattering from each of the different lattice planes is sufficiently intense to contribute to the diffraction profile. This is normally so for a primitive lattice, but for body centred and face centred lattices restrictions occur on the values that h, k and I may take if the reflections are to have any intensity. This results in certain reflections not being observed in the powder diffraction pattern and these are known as systematic absences. The origin of these absences can be illustrated with regard to Fig.2.3. という文章です。できれば翻訳サイト丸々ってのは控えてほしいです。
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送られてきた以下の英語のメール文が上手く読めません。途中までは訳してみたのですが、だんだん難しくなり、途中から全く分からなくなりました。英語に堪能な方、どうかよろしくお願いします。 ーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーーー 1. ACT in general is an organization of teachers and non-teaching personnel, from pre-school to colleges and universities. Most of the members are from the public schools that is more than 500,000 nationwide. We have chapters in all (17) regions in the country. It is in the Philippine Constitution that public servants have the right to unionize and in 1987, there was the Executive Order 180, that created the Public Sector Labor Managemant Council. It was only recently, September, 2011 to be exact, that the government thru Civil Service Commision has come up with a clear guidelines on how public school teachers will be unionized. The main essence is that public school teachers can form union on a regional basis. With this, we registered our very union in the National Capital Region (ACT-NCR union) then gained our recognition from the government last Septembr 17, 2012. We are now in the process of negotiation with the Deped NCR. In fact, we already had 2meetings with them. Our Davao region is already in the process of registration. Soon other regions will follow. We are the only teachers organization that is already officially registered and recognized. 2. The ACT-Ncr union is more or less 26t members out of 50t. Membership campaign is on going. Over all we have, 40t members. Trade unions in the Phil are separate from teachers. And also private schools have different unions (school to school basis) 3. Some of our major issues are a. Increasing of education budget from 3% to 6% of the GDP like all other countries. So that shortages in the number of teachers, rooms, chairs, toilets and sanitation facilities will be addressed b. Adequate , decent and living wages for teachers and non-teaching personnel. At present, the minimum salary of teachers in the public school is $464. c. Increase budget for the state colleges and universities d. Basic education curriculum that is relevant to the needs of the people and national development. We are campaigning for education that is scientific, mass oriented and nationalistic. e. Implementation of the laws in education that is related to the benefits of teachers like RA 4760 Magna Carta for Public School Teachers, RA 8790 GSIS Law, etc Hope that this explation helped.
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There was a progressive improvement in horsemanship during the summer and autumn of 1916 indicated by the small number of animals evacuated from the Anzac Mounted Division after the strenuous marching and fighting from August following the Battle of Romani and during the capture of El Arish and the Battle of Magdaba. This improvement was augmented by regular inspections by administrative veterinary officers when the advice offered was followed by regimental commanders. During the year the average loss of sick horses and mules from the Sinai front was approximately 640 per week. They were transported in train loads of thirty trucks, each holding eight horses. Animals which died or were destroyed while on active service were buried 2 miles (3.2 km) from the nearest camp unless this was not practicable. In this case the carcasses were transported to suitable sites away from troops, where they were disembowelled and left to disintegrate in the dry desert air and high temperatures. Animals which died or were destroyed in veterinary units at Kantara, Ismalia, Bilbeis, and Quesna were dealt with in this way and after four days’ drying in the sun, the carcases were stuffed with straw and burnt, after the skins were salved. These were sold to local contractors.
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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 the end there was no alternative but to put a stop to the movement that had got out of hand by means of Soviet troops. Political demands soon developed from this, calling for the resignation of the SED regime, the removal of Ulbricht, free elections and German unity. Russian tanks mowed down the angry masses of people in Berlin and other large towns in the GDR. The exact figure of the fatalities varies from between a few dozen and several hundred. Over 1,000 people were given long terms of imprisonment.
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Understanding Animal Research (the successor organization to the Research Defence Society, a group mentioned in the article) is dedicated to educating the public about animal research policies and procedures. Animal rights activists are represented by People for the Ethical Treatment of Animals (PETA), a group who states that it “focuses its attention on the four areas in which the largest numbers of animals suffer the most intensely for the longest periods of time : on factory farms, in laboratories, in the clothing trade, and in the entertainment industry.” Another group, the Fund for the Replacement of Animals in Medical Experiments (FRAME), states its mission as “the total elimination of the need for any laboratory animal procedures, through the development, validation, and acceptance of replacement alternative methods.” Debate between public organizations such as those listed above has reduced the use of animals in experiments, led to refinements in procedures, and may well lead to the total replacement of animal models. Some extremists on the animal rights side, unfortunately, are not patient enough to work through this process. They “liberate” animals from research facilities, destroy labs and records, burn down houses of researchers and pharmaceutical company executives, and threaten further violence. The level of violence on the European continent increased in the first decade of the 21st century, and it is not clear if a crackdown on animal rights extremists in the UK contributed to this increase. よろしくお願いします＾＾；
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On September 24, Grand Duke Nicholas was promoted to being charge of all Russian forces in the Caucasus. In reality, he was removed from being Supreme Commander of the Russian Caucasus Army which was the highest executive position [actual conduct of the war] for the Caucasus Campaign. His replacement was General Yudenich. This front was quiet from October till the end of the year. Yudenich used this period to reorganize. Around the start of 1916, Russian forces reached a level of 200,000 men and 380 pieces of artillery. On the other side the situation was very different; the Ottoman High Command failed to make up the losses during this period. The war in Gallipoli was sucking all the resources and manpower. The IX, X and XI Corps could not be reinforced and in addition to that the 1st and 5th Expeditionary Forces were deployed to Mesopotamia. Enver Pasha, after not achieving his ambitions or recognizing the dire situation on other fronts, decided that the region was of secondary importance. As of January 1916, Ottoman forces were 126,000 men, only 50,539 being combat. There were 74,057 rifles, 77 machine guns and 180 pieces of artillery. Ottoman force in Caucasus Campaign was big on the paper, but not on the ground. The Ottomans assumed that the Russians would not bother to attack. This assumption turned out to be false.
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At the outbreak of war in Europe in early August 1914, the German colonial administration in Kamerun attempted to offer neutrality with Britain and France in accordance with Articles 10 and 11 of the Berlin Act of 1885. However this was hastily rejected by the Allies. The French were eager to regain the land ceded to Germany in the Treaty of Fez in 1911. The first Allied expeditions into the colony on 6 August 1914 were from the east conducted by French troops from French Equatorial Africa under General Joseph Gaudérique Aymerich. This region was mostly marshland, undeveloped, and was initially not heavily contested by Germans. By 25 August 1914, British forces in present-day Nigeria had moved into Kamerun from three different points. They pushed into the colony towards Mara in the far north, towards Garua in the centre, and towards Nsanakang in the south. British forces moving towards Garua under the command of Colonel MacLear were ordered to push to the German border post at Tepe near Garua. The first engagement between British and German troops in the campaign took place at the Battle of Tepe, eventually resulting in German withdrawal. In the far north British forces attempted to take the German fort at Mora but initially failed. This resulted in a long siege of German positions which would last until the end of the campaign.British forces in the south attacking Nsanakang were defeated and almost completely destroyed by German counter-attacks at the Battle of Nsanakong. MacLear then pushed his forces further inland towards the German stronghold of Garua but was repulsed in the First Battle of Garua on 31 August.
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