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They are involved in the students' behavioral, social, and academic development, helping the students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior. この英文の訳をどなたか教えていただけませんか（>д<；）
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「それらは生徒らの行動や社会的あるいは学習の発達過程に含まれているものであって、情緒的な発達や社会状況に安心することや社会に受け入れられる行動基準などを学ぶことに役立っている。」 でいいかなあ。どうも英文に引きずられて、日本語になってないような。
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The fact that our taste is culturally determined is something of which we have to be aware, and this crops up throughout this book. Here, though, it is important to think about the social dimension of taste as having more to do with art as a process of social exclusion--we are meant to feel intimidated if we don't know who the artist is, or worse still if we don't feel emotionally moved through the 'exquisiteness' of the work. We have all read or heard the unmistakable utterances of these connoisseurs. But luckily their world does not belong to art history. この英文の二番目のセンテンスのas～asの個所がよくわからないのですが、 as～as・・・で、「・・・のように～」もしくは「・・・と同様～」と意味をとるのでしょうか？ a process of social exclusion 社会的な排斥の過程？ having more to do with art 芸術を用いてもっとすることを持つ? この二つをつなげて it is important to think about the social dimension of taste as having more to do with art as a process of social exclusionを訳すと "社会的な排斥の過程（工程？）と同様に芸術を用いてもっとすることを持っている観賞力の社会的重要性について考えることは重要である"、ですか？ 意味が掴めない感じです。 また、 we are meant to feel intimidated if we don't know who the artist is, or worse still if we don't feel emotionally moved through the 'exquisiteness' of the work.について "私たちはもしその芸術家が誰なのか知らなかったり、さらにもっと悪いことにその作品の洗練されたものを通して情緒的に駆り立てられないならばぞっとすることになっている" と訳したのですが are meant to feel intimidated はbe meant to doで、～することになっている、ですか？ ぞっとすることになっている、という訳がしっくりこない感じなのですが。 以下は前文になります。 Another aspect of connoisseurship is its relationship to our understanding of taste. A connoisseur's taste in relation to art is considered to be refined and discriminating. Our concept of taste in relation to art is quite complicated, and inevitably it is bound up in our ideas about social class. Let me take a little time to explore this more fully. I have already discussed the practice of art appreciation--art available for all and seen and enjoyed by all. By contrast, connoisseurship imposes a kind of hierarchy of taste. The meaning of taste here is a combination of two definitions of the word: our faculty of making discerning judgements in aesthetic matters, and our sense of what is proper and socially acceptable. But by these definitions taste is both culturally and socially determined , so that what is considered aesthetically 'good' and socially 'acceptable' differs from one culture or society to another. 『ART HISTORY--Connoisseurship』:Dana Arnold
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Social issues Although many young adults remain in Kohlberg’s Stage 4, the “law and order” stage of moral development, some progress to Stage 5, in which morality is motivated not by external authority and convention but by social contract and respect for rights of others. One could characterize at least the higher-minded protesters of the late 1960s and early 197s as reflecting Stage 5 morality. (See P＆L Close-up. Morality and Social Activism.) お願いします
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以下の英文を見た上で私の質問に答えてください In no branch of social and economic development was the United States so far behind Europe as in its roads （社会的、経済的発展におけるいかなる分野においても、道路の点においてほどアメリカ合衆国がヨーロッパよりもこれほどまでに遅れをとっている分野はなかった） 質問：In no branch of social and economic developmentはin its roadsに含まれますか？それとも含みますか？どちらですか？ 要するに、In no branch of ～がin its roadsを包含してるかされているかのどちらかということです。 質問２：not so....as～は、「～ほど....でない」という意味ですが、...「...でない」は述部の否定をしていると思いますが、上記の訳をみるかぎり、述部は否定されていません。（だって否定しているなら「遅れをとっていない」になるから） 何故ですか？ 質問３：この英文を掲載している参考書に、「as以降は最上を表せる」と書いてありました。何故ですか？詳しい説明がなかったので、疑問に思いました。 質問４：「In no branch of social and economic development 」は強調における倒置をしない場合、どこを修飾しているのでしょうか？「as in its roads」でしょうか？この質問の意図は、「In no branch of social and economic development 」は「社会的経済的いかなる分野におていもなかった」というふうに訳せると思いますが、「社会的経済的分野」とは具体的に何なのかわからなかったのです。 その具体的な社会的経済的分野とは「as in its roads」のことでしょうか？ そうだとすると、上記の英文の訳を言い換えると、「社会的・経済的分野の中で、道路の分野が最も遅れをとっている」ということでしょうか？
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英訳お願いします＞＜ (1)To form a society individuals must be related in a certain manner. For instance,if people do not communicate with each other, if they are perpetually in aggressive physical combat if they do not cooperate with each other, and do so routinely over a period of time,then their interactions are not social and they don`t constitute a society. (2)The fact that animals lose their knowledge of things as time goes by,and consequently their interest in them,accounts for their absurd behavior in many situations. They constantly interrupt one line of action to do something else,and they may come back to the first activity or forget it altogether . Human beings, on the other hand,thanks to language, are able to pursue one purpose or act in relation to a principle or to an ideal over long periods of time. お願いします
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In particular we observed a masculinization of female behavior in two behavioral categories (play with females and sociosexual exploration), an effect probably mediated by the estrogenic activity of BPA in the CNS. These long-lasting effects of BPA could have important consequences at individual and population levels. Key words: bisphenol A, environmental estrogens, play behavior, rat, sex differences, social behavior. ちょっと長いのですがよろしくお願いします。
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大変長い文章ですがどなたかお願いします。 Erikson’s adolescent stage For Erikson, the major tension to be resolved during the period of adolescence is that having to do with one’s identity. It is a time of role confusion as the adolescent seeks to find his or her most comfortable style of behavior, hopefully compatible with peer influences and at the same time acceptable to one’s parents. The person who makes the transition successfully will emerge from the role confusion with a personal identity that at once honors the social training of one’s childhood and provides the young adult with a sense of selfhood. Successful progression in this area results in being one’s own person but at the same time benefiting from one’s origins and even endorsing them with pride. Many events become “matters of principle” for the adolescent. For Freud, adolescence marked emergence from the so-called latency period, which has lasted from about the age of six. During latency, sexual urges are presumably hidden, and the child’s energies are diverted to other matters, such as developing skills, developing relationships beyond the family, and so on. In adolescence, which Freud called the genital stage of development, the development of secondary sex characteristics becomes compelling, and sexuality surfaces once again. In the course of becoming acquainted with his or her “new” body, and with a newly emerging self-concept based in part on previous personal history and in part on one’s new forays into the world of adults, the intimacy game commences.
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以下の英文について質問です In no branch of social and economic development was the United States so far behind Europe as in its roads 参考書に手、この和訳として「社会的，経済的発展におけるいかなる分野においても～」というのがあったのですが、いかなるを意味する単語を見つけられません。それはどれですか？
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Social issues Although many young adults remain in Kohlberg’s Stage 4, the “law and order” stage of moral development, some progress to Stage 5, in which morality is motivated not by external authority and convention but by social contract and respect for rights of others. One could characterize at least the higher-minded protesters of the late 1960s and early 1970s as reflecting Stage 5 morality. (See P＆L Close-up. Morality and Social Activism.) お願いします。
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下記PDFの７ページ目の文章の翻訳をどなたか英語に堪能な方、お願いできないでしょうか？ http://www.cowgateunder5s.co.uk/newsletters/09%20March%20Newsletter%20(2).pdf この部分です。 Unfortunately, some parents want their children’s minds to function as their own do – as if mature understanding of ourselves and the world, and our ideas about the meaning of life, did not have to develop as slowly as our bodies and minds. Today, as in times past, the most important and also the most difficult task in raising a child is helping him to find the meaning of life. Many growth experiences are needed to achieve this. The child, as he develops, must learn step by step to understand himself better, with this he becomes more able to understand others, and eventually can relate to them in ways which are mutually satisfying and meaningful. To find deeper meaning, one must become able to transcend the narrow confines of a self-centred existence and believe that one will make a significant contribution to life – if not right now, then at some future time. This feeling is necessary if a person is to be satisfied with himself and with what he is doing.
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翻訳サイトだと意味がおかしくなるので質問しました。 Later in this book I will describe information gained from other sources. Twelve old people in the sample were kind enough to keep a diary of their activities for a week in the spring of 1955. Four of these diaries are reproduced in an appendix. Special surveys were made of the social and family background of old people seeking help from the social services: a sample group of some 200 people originating in East London who spent the last period of their lives in L.C.C homes; and finally, 400 people being visited by home helps in Bethnal Green. The object of these surveys was, first, to explore the respective functions of relatives and of the social services in helping to meet the needs of old people, and second, to pinpoint those groups who make the heaviest demands on statutory and voluntary provision. In presenting the results I have tried throughout to keep individual people in the forefront. The research worker is so anxious to establish patterns, uniformities, and systems of social action that he is tempted to plan questionnaires that can be filled in simply and to confine his report largely to classificatory lists and tables of statistics. The uniqueness of each individual and each family is probably the fundamental difficulty about this. However those to be studied are selected, whether on grounds of likeness in age, situation, occupation, or class, once one meets them and behavior, relationships, attitude and interpretation. Standard questions, prepared beforehand, mean different things to different people; they are sometimes appropriate, sometimes inappropriate; by themselves they do not provide an adequate means of thoroughly investigating subjects as complex as this. Before one can apply or interpret the reliability of answers to set questions, one needs a fair idea of the most important relationships, activities, and characteristics of each person approached, important, that is, as they are judged by him. Too many of the principal features of social life might otherwise be missed or misrepresented. Although I believe with conviction that the methods of interviewing should be flexible and that reports on social research should convey the quality and diversity of individual and social behavior, I am not suggesting that the search for patterns of behavior, through statistical analysis and correlation, is not important. I am submitting only that once a social inquiry moves beyond simple description and measurement, for instance, of facts of a basically demographic kind, the build-up of statistics and indices of behavior becomes a subtle and complicated process that can only proceed in the context of a wide knowledge of the societies concerned. And such knowledge cannot be gained unless there is direct and continuous acquaintance with the people who are being studied.
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